Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students
试验速览
- 阶段
- 不适用
- 状态
- Enrolling By Invitation
- 发起方
- 入组人数
- 450
- 试验地点
- 2
- 主要终点
- Dosage
研究概览
简要总结
The current project is a randomized controlled trial of the Australian evidence-based parenting program Tuning in to Kids® which has been adapted for using with Norwegian elementary school teachers (Tuning in to Kids in Schools; TIKiS).
TIKiS aims to improve emotion socialization practices of primary school teachers so that children's emotional competence is promoted.
This project will determine effectiveness and implementation quality of TIKiS through questionnaire and observation measures given before and after the intervention, comparing intervention and wait-list control schools.
详细描述
This project is a collaboration between the University of Oslo, the education agency and health agency in Oslo municipality, Norway.
A total of 20 schools will be recruited for the project, and randomly allocated to the intervention or wait-list control condition (10 in each). Teachers in the intervention schools will receive the TIKiS intervention delivered by trained facilitators. Facilitators of the teacher groups will be from staff from education and health agencies and will have at least a masters' degree in psychology, pedagogy or similar.
The TIKiS program facilitators attend a two day training in TIKiS. In addition, they will attend a 90-minute workshop and receive three days of 90-minute program supervision before they act as program facilitators for the teachers.
In the intervention condition, school leaders will attend adapted three 90-minute group sessions to assist with implementation. All teachers in the intervention schools will attend introduction sessions outlining the program. Then teachers and other relevant school staff (special education teachers, resource teachers, social teachers and assistants) in grade 1-4 (the first 4 years of elementary school) will attend six x 90 minute group sessions led by a pair of program facilitators.
In intervention and control schools, facilitators of groups, teachers and relevant school staff will complete questionnaires at baseline and follow-up. Observations of classes of these teachers and staff will be conducted at baseline and follow-up.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
盲法说明
Observers do not know whether the schools they visit are intervention or control schools.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •School staff that work with children in grades 1.-4.
排除标准
- •(Exclusion from analysis) school staff in the intervention school that did not participate in the intervention.
结局指标
主要结局
Dosage
时间窗: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Dosage is how much of the intervention each participant received, which will be measured as the proportion of intervention sessions that each teacher participated in.
Content Fidelity/Adherance
时间窗: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Content Fidelity/Adherance is is how much of the manual and planned content that the facilitators cover for each group session. Facilitators fill in a checklist of core components after each group session to get the proportion of core content completed for each session and in total for the whole intervention.
Classroom Assessment Scoring system - CLASS- K3
时间窗: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
A structured, validated observation measure of a classroom's social-emotional environment. Scored from 1 to 7 where 1 is low score (few behaviour markers observed or are rarely observed) and 7 is a high score (many behaviour indicators are frequently observed). (Pianta, La Paro, \& Hamre, 2008).
Coping with Children's Negative Emotions Teacher Version - CCNES-T:
时间窗: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
A measure of emotion coaching and emotion dismissing behaviors (Fabes et al., 2000). This study uses a short form of the original CCNES (21 questions), which has been modified and translated to Norwegian. Teachers rate how likely they are to respond to childrens' expressions of negative emotions in various scenarios on a scale of 1 (very unlikely) to 7 (very likely).
Program differentiation
时间窗: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Program differentiation is how differnt our intervention is from similar interventions that the school has used recently. This is measured by asing teachers to what degree they have worked with similar teaching strategies in the previous year on a scale of 1 (not at all) to 5 (a lot).
Reach
时间窗: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Reach is measured as the proportion of eligible teachers that have participated in the intervention, and the proportion of eligible schools that have participated.
Teacher Implementation
时间窗: 5 months after intervention (post-intervention)
Teacher feedback on program satisfaction and use of program content will be measured quantitively trhough a questionnaire and qualitatively and through focus group interviews. The questionnaire will ask about obstacles and ease of attending the intervention and using the learned content afterwards, and what aspects they found useful on a scale of 1 to 7 where 1 is a low score and 7 is a high score. The questionnaire will also ask about what cocepts they have used, and what stopped them from attending using multiple choice with a free text option. The focus group interviews will be used to get a more detailed assessment of program satisfaction and use of program content
次要结局
- Hopkins symptom checklist 10 - HSCL-10(Right before intervention (Baseline) and 5 months after intervention (post-intervention))
- Affect Integration Inventory (AII)(Right before intervention (Baseline) and 5 months after intervention (post-intervention))
- Satisfaction with Life scale (SWLS)(Right before intervention (Baseline) and 5 months after intervention (post-intervention))
- Bergen burnout inventory (BBI)(Right before intervention (Baseline) and 5 months after intervention (post-intervention))
- Collaboration between school health service, educational psychological services and teachers in Oslo.(Right before intervention (Baseline) and 5 months after intervention (post-intervention))
研究者
Sophie Havighurst
Principal Investigator
University of Oslo