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Tuning in to Teens: A parenting intervention for promoting parents' emotion socialisation practices and preventing internalising and externalising difficulties in early adolescence

Examining the efficacy of the Tuning in to Teens parenting program in improving parents' emotion socialisation practices and reducing or preventing internalising and externalising problems in early adolescence

Status
Completed
Phases
Unknown
Study type
Interventional
Source
ANZCTR
Registry ID
ACTRN12612000391875
Acronym
TinT
Enrollment
220
Registered
2012-04-05
Start date
2008-04-10
Completion date
Unknown
Last updated
2020-01-13

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

None listed

Brief summary

A group randomised controlled trial of a parenting intervention aimed to improve parenting skills in ways that facilitate the development of emotional competence in children, and emotional communication in the family, thereby improving children's internalising and externalising difficulties.

Interventions

TinT is a group parenting program held weekly for two hours per week over a period of 6 weeks (total of six sessions). Using a structured manual, the program was delivered by two of the program authors (Ann Harley and Christiane Kehoe). Co-leaders were volunteers who were mental health professionals or psychology graduates and were trained in the Tuning in to Kids program (Havighurst & Harley, 2007). Parents of Grade six children learned skills in emotional competence and were taught how to re

TinT is a group parenting program held weekly for two hours per week over a period of 6 weeks (total of six sessions). Using a structured manual, the program was delivered by two of the program authors (Ann Harley and Christiane Kehoe). Co-leaders were volunteers who were mental health professionals or psychology graduates and were trained in the Tuning in to Kids program (Havighurst & Harley, 2007). Parents of Grade six children learned skills in emotional competence and were taught how to respond to their children's negative emotions. Parents also learned how to respond with empathy and how to manage rejection and facilitate their child's emotional autonomy. The method used included psycho education, mindfulness techniques, emotion awareness and regulation strategies, and role plays. Parents and their Grade six children completed questionnaires pre and post intervention, and the following year when the child was in their first year of secondary school (Term 2, Grade 7).

Sponsors

The University of Melbourne
Lead SponsorUniversity

Study design

Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Prevention
Masking
Open (masking not used)

Eligibility

Sex/Gender
All
Age
32 Years to 65 Years
Healthy volunteers
Yes

Inclusion criteria

Primary carer (males or females; age range was not restricted, parents ranged in age from 32 - 65.8 years; Mean age = 44.1) with Grade six child (male or female; age range was restricted to 11-13 years; Mean age of child participants was = 12.01)

Exclusion criteria

Parents without sufficient English language skills to answer questionnaires or understand the program content were excluded. Children with a primary diagnosis of a communication or pervasive developmental disorder were excluded

Outcome results

None listed

Source: ANZCTR · Data processed: Feb 4, 2026