Developing Parenting Programmes around Individual Need Fiona Moir Public Health Advisor Children and Young People

Agenda 9:30 - Welcome and Introductions The Crystal Project 10:30 - Coffee Not Just Behaviour – Nicky Hutchinson & Chris Calland 12: 30 - Lunch - Family playday presentation Parenting Beyond Trauma – Jane Evans 4:30 - Close

Public Health Parenting and… Wider Determinants

The Parent-Child Relationship Development Learning Achievement Wellbeing Poor parenting is a risk factor for mental health problems Good parent-child relationships reduce the risk of children adopting unhealthy lifestyles, such as smoking, substance misuse and diet related health problems (Department of Health 2011).

‘ A warm and affectionate relationship with an adult caregiver strongly influences the child’s health and development, ensuring survival as well as physical and psychological health.’ (Parenting and Health DH 2013)

Half of lifetime mental health problems start by the age of 14 years Estimates of between ¼ and ½ of adult mental illness may be preventable with appropriate interventions in childhood & adolescence (Kessler et al, 2005, Kim-Cohen 2003)

Conduct disorders are the most common childhood psychiatric disorders with a UK prevalence of 4.9% in 5-10 year olds Leads on to adulthood antisocial personality disorder and mental ill health in about 50% of cases (Institute for Social and Economic Research and National Centre for Social Research, Understanding Society: 2011)

‘…potential savings from early intervention is estimated at £150,000 per case and costs are around ten times higher than for children with no conduct problems.’ The cost of conduct disorder-related crime in England may be as high as £22.5bn a year, and £1.1–1.9m over the lifetime

Aim: Develop an integrated parenting and school-based programme for the prevention of conduct disorders in childhood

Crystal Project Recruit 10 schools Target children 5 – 10 years that display the early sign of behaviour difficulties Use an established parenting model and run at least 3 parent groups Engage all school-related staff in the process Engage the whole school community by writing to every parent about ‘parenting support’

Evaluation Triple P – Strengths and Difficulties Questionnaire (pre and post course) Triple P - Session evaluations Pupil response sheet or feedback School- based observable outcomes Behaviour and Vulnerability Profile Tool (BVPT)

Developed in 2011 by primary teachers led by the Primary SEAL Consultant

Key points – School Staff Somerset Emotional and Behaviour Support Service (SEBBS) Level 1 - Universal information session Level 2 – Outcome setting sessions with staff from targeted year groups – Years 2 & 5 Level 3 - Follow-up support and advice

Key Points - Parents Newsletter to all families - PFSA role, Triple P and Public Health Letter to all families in targeted year groups Parent Consultation Link Individual contact between PFSA and parent Group sessions

What happened ? …And did it really make any difference?

Teaching staff This project has provided us with a special opportunity to focus on children with emerging behaviour difficulties. It is not as if they are neglected but those in the class with the greatest demand can absorb the most time. I think it has made a real difference! Head teacher The tendency is to pick out children who are in the red (high behaviour category scores) but this project is asking you to look at the ones who are just starting to show difficulties. It’s very important. Class teacher

Teaching Staff I got to know the parents quite well because I was introduced to them at the parents’ evening. I could then talk to them quite easily when they came into school and mention some of the strategies I use with the group (Crystal Children) that they could try at home. I think this helped them to see that we would be dealing with similar things. Learning Mentor Staff have been on board all the way and it made a real difference having a whole school focus on PFSAs and Triple P Class teacher

PFSAs A couple of parents have approached me in the street to talk about the course and made recommendations to friends. They would never have done this before because of the stigma associated with parenting programmes. What this has highlighted is that some parents believe PFSAs only work with problematic families, so receiving a call from a PFSA must be a negative. At the beginning when speaking to parents it was a little challenging. However, when these calls/discussions/visits had ended I believe we had turned a corner and some positive lines of communication have now been opened.

Children LDG is making good progress with his learning! Increased engagement is apparent. Parents attend Triple P and say this has really helped at home. GW is more accepting of consequences when he has crossed boundaries and there are fewer emotional outbursts. FA has made real improvement with listening and following instruction. She still takes a lot of time to do simple tasks but with much less fuss. EJ wants to be seen to be doing the right things now and reminds me about certain class rules.