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1 Developments at CEBEI Bangor University, 20 th January 2012 Professor Judy Hutchings, Director, Centre for Evidence Based Early Intervention, Bangor.

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Presentation on theme: "1 Developments at CEBEI Bangor University, 20 th January 2012 Professor Judy Hutchings, Director, Centre for Evidence Based Early Intervention, Bangor."— Presentation transcript:

1 1 Developments at CEBEI Bangor University, 20 th January 2012 Professor Judy Hutchings, Director, Centre for Evidence Based Early Intervention, Bangor University

2 Hot News  We are delighted that Dr Helen Henningham has joined us as a Senior Lecturer in the School of Psychology and as co-director of CEBEI  We would like to thank the Children’s Early Intervention Trust Charity (formerly Incredible Years Cymru) for co-funding this post to support the long term development of the Centre

3 3 Summary of presentation Incredible Years work History of WG funding for IY programmes Review of WG IY funding for 2011/12 Future proposals to WG Leader survey summary of outcomes Research on the IY programmes Other work (Helen’s work in Jamaica) Africa Lesotho KiVa PREPARE Other activities supported by the Centre

4 4 Teacher Programme 6 full day sessions held monthly Child Dinosaur treatment Programme: 6 children, 18 - 22 weekly sessions Child Dinosaur Classroom Programme:3 year curriculum, 2 sessions per week, 30 weeks Fully revised ADVANCED Programme: 9 sessions helping adults communicate & problem solve The Incredible Years Programmes ***The School aged programme also has an additional four session unit on helping your child to do their best in school Fully revised School Aged BASIC Parent Programme: 10 - 12 sessions, 6 - 12 years*** Fully revised Pre- School BASIC Parent Programme: 18 weekly sessions, 3 – 6 years School Readiness Programme: 4 pre-school sessions 2 – 4 years Infant (eight sessions) 0 - 12 months toddler 1 - 2 year olds (13 sessions) programmes


6 Development of the programmes in Wales Initial delivery of parent programme in CAMHS 2000 Early intervention staff trained 2001 Teacher and child programmes introduced 2002 RCT Sure Start research started 2003 WAG funded support across Wales for the programmes from 2006 following 2005 Parenting Action Plan for Wales recommendation based on early Sure Start findings 6

7 Welsh Government IY funding history  WG funding started in 2006/7  Basic parent leader training for all 22 Ays and supervision 2006/7 & 07/8  Resources purchased for each Authority  All Authorities accessed the training  Now in its 6 th year with a further two years planned

8 Current situation – Welsh Gov  Funds now provide training in all parent programmes, baby, toddler, pre-school, school aged, school readiness, advanced  Manager and evaluation workshops funded  Parent and teacher books translated  Further resources purchased  Education funded training now includes child and teacher programmes  Conference and newsletter part-funded  Evaluation and research funded

9 99 All 22 Authorities in Wales now delivering the parent programme Staff from 21 Authorities trained in TCM and 19 Authorities in Classroom Dino Baby and toddler parent programmes seen as highly relevant to early intervention Flying Start projects School readiness parent programme becoming established, potentially a universal programme

10 WG funding proposal 2012 - 2014  Parenting – continue basic, school readiness and baby programme leader training  School based work – continue with child and teacher programme training  Supervision - parent, child and teacher work  Support for certification and development of peer coaches  Support for managers and advice on evaluation  Conference and newsletter support

11 Leader surveys 2004, 2008, 2010  Enthusiasm from trained people  Good use of training translating into service delivery  All 22 Ays delivering the parent programme (300+/annum, across Wales) maybe 3,000 per annum? but this is still small in relation to the need  Mainly in early intervention services  Leaders still short of resources and time but manager fidelity workshops helping

12 Parenting Programme: research completed Welsh Sure Start study: short- and long-term outcomes, outcomes for children at risk of adhd, mediators and moderators of change, maternal depression outcomes, key group leader behaviours Pathfinder project: parenting 8 – 13 year olds outcomes from six Authorities in England Toddler Programme: 1 – 2 yos, outcomes Nursery Staff Toddler Programme: outcomes Foster Carer: outcomes

13 Other research studies completed  Pilot Small group Dina therapeutic programme  Pilot classroom Dina in KS1 with 4 – 7 year olds  Pilot TCM with teachers of 4 – 7 yo’s  RCT of TCM with teachers of reception class children 4 – 6 yo’s  Evaluation of a scoring method for the Schedule of Growing Skills (SoGSII) 13

14 14 CURRENT STUDIES IY Therapeutic Dino School for children in 23 schools Development of a measure of peer interactions Analysis of impact of parental language on emerging child language IY School Readiness Programme for parents of children as they enrol in school delivered by school staff to build the home-school link IY Baby Programme for parents and babies IY parent programme with foster carers Analysis of data on sex differences in parent report and observation from SS study sample

15 THe COPPI trial  Partnered with Edmund Sonuga-Barke and colleagues from Southampton University in a head to head trial of IY and New Forest parenting programme with children at risk of ADHD in Nottingham, Stoke, Southampton and Dundee

16 Other developments at CEBEI (Helen’s work in Jamaica) Africa Lesotho KiVa PREPARE Other activities supported by the Centre

17 Lesotho  Four visits to Lesotho to support teachers (in alternatives to caning)  Plans to expand this work, preparing an application for lottery funding to bring two teachers to Wales to learn TCM and classroom Dina curriculum  Link with a Lesotho researcher in Capetown university

18 18

19 Southern Africa  Co-applicant with Drs Frances Gardner and Lucie Cluver (Oxford) and Dr Cathy Ward Capetown University for funds to develop a parenting programme for use with carers of HIV affected children to reduce child maltreatment

20 KiVa bullying prevention programme  Developed by Prof Christina Salmivalli University of Turku, Finland  Funded by Finnish Government  RCT trial 2006-2009  Ntional roll out since 2009  Approved for WG funding  Training in May for class teachers and KiVa team  Application for KESS MRes funding to evaluate pilot trials

21 21 defenders of the victim outsiders assistants of the bully victim reinforcers of the bully 12% 8% 20% 7% 17% 24% bully  Participant roles in bullying (Salmivalli et al., 1996) Background of KiVa: The social architecture of bullying

22 22 In order to reduce bullying...  We do not necessarily need to change the victims, making them ”less vulnerable” UNIVERSAL  Influencing the behavior of classmates can reduce the rewards gained by the bullies and consequently, their motivation to bully in the first place INDICATED However, the victims need to feel that they are heard and helped by the adults at school The bullies need to be confronted for their unacceptable behavior

23 23  Repeating & testing of what has been learnt – ”I KNOW”  Learning to take action – ”I CAN”  Motivation – ”I DO” KiVa games and KiVa Street are closely connected to student lessons

24 24 RCT: Success of the indicated actions  The proportion of cases handled by the school team in which bullying...  Stopped completely79.4%  Decreased18.5%  Remained the same 1.9%  Increased 0.3% Garandeau et al., Tackling acute cases of bullying: Comparison of two methods in the context of the KiVa antibullying program. 24

25 25 Scaling up  2009: 1450 schools  2010: + 810 schools  2011: + 200 schools + Åland Island  82% of comprehensive schools in the country have adopted KIVa  About 7500-8000 teachers and other school personnel trained face-to-face 25

26 26 Main conclusions (broad rollout)  Effects weaker than in RCT, but still significant (for victimization, OR= 1.21, 95% CI=1.12-1.31), with much variation across grade levels  Again, strongest effects in grade 4 and weakest in secondary school (grades 7-9)  Generalized to Finnish population of 500,000 students, the effects of this size would mean a reduction of 12000 victims and 8000 bullies after nine months of KiVa implementation 26

27 Other Centre activity  Master’s projects  Go Wales undergraduate and graduate placements  Small scale research projects for DClinPsych students  Advice to services across Wales on evaluation tools  Birmingham Brighter Futures project  Archways Ireland research and service roll out

28 PREPARE  PhD funding from a philanthropic former student to commence in October 2012  A web based interactive universal programme to encourage school readiness

29  Play  Read  Encourage  Praise  Attend or maybe Acknowledge  Reward  Educate

30 30 Early Intervention is now better understood We are making a difference to the lives of children in Wales The Welsh Government responded because we chose an evidence based programme We demonstrated how to make it work in Wales Our new Centre for Evidence Based Early Intervention enables us to expand our interest and support other programmes with evidence of effectiveness across Wales e.g. KiVa, PATHS

31 Thank you For further information please email

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