Evaluation of the Exploring Together program for primary school children with behavioural and emotional problems.

Two versions of the early primary school version of the Exploring Together program were evaluated; one form had separate child and parent group sessions (Exploring Together-Adapted; ET-Adapted) and the other form included some parent-child group time in the intervention (Exploring Together; ET). The Exploring Together program (Littlefield et al., 2010) is a multi-group treatment program in that it involves children, their parent, and teachers. The original manualized version of the program consists of three group components, namely parent-child interactive groups, children’s group, and parent’s group. Additionally, two teacher’s meetings and two partner’s meetings are held throughout the program. The theoretical underpinning of the program is drawn from a number of psychological theories, including, cognitive-behavioral theory, attachment theory, and coercion theory. The program focuses on supporting parents, enhancing parenting practices, strengthening family units, reducing children’s problematic behavior, and developing children’s social skills. The ET-Adapted program consisted of separate concurrent groups for children (1.5 hours, 2 leaders) and parents (1.5 hours, 2 leaders). The ET program consisted of a parent-child interactive group (40 minutes, 4 leaders), followed by separate concurrent group sessions for parents and children (each 1 hour duration with 2 group leaders). Parents and children then came together for a final parent-child interactive group (20 minutes, 4 leaders). The programs were provided free to participants and consisted of nine (weekly) sessions, coinciding with school terms. It was a requirement that one parent be able to attend the nine-week group program. Intervention groups were conducted at the participating primary school during school hours. Each version of the program consisted of all of the content covered in the original manualized version of the early primary school edition of the Exploring Together program (Littlefield et al., 2010), including the distribution of weekly Mystery Mission (homework) tasks. Both versions of the program included two meetings for partners or support persons and two meetings for teachers. Additionally, both versions of the program incorporated teaching of Emotion Coaching principles (Gottman & DeClaire, 1997) to parents throughout the program. Parent participants from both intervention conditions were invited to attend a booster group to coincide with 6-month follow-up. Two teachers meetings (each 1-1.5 hours in duration) were held throughout both versions of the program (ET and ET-Adapted) and were usually held at the end of a school day. The teachers meetings aimed to provide information about the program and promote a consistent approach in how to discipline and nurture the children. Two group-based, face-to-face parent evenings (each 1-1.5 hours in duration) were held throughout both versions of the program (ET and ET-Adapted). The parent evenings aimed to elicit the partner’s expectations of the program and to involve the partners in the program and implementing strategies in the home. Parent participants from both versions of the program (ET and ET-Adapted) were invited to attend a group booster session (1-1.5 hours long) to coincide with completion of 6-month follow-up measures. The aims were to complete the 6-month follow-up measures and reinforce parenting strategies learnt during the program, and provide an opportunity to troubleshoot any problems that may have arisen. Monash Health mental health clinicians who completed a 2-day training workshop with the Exploring Together program authors or who were trained through co-leading a group with a trained Monash Health clinician led the groups. The clinicians completed fidelity checklists throughout the intervention period for a subsample of groups (16%) in order to elicit information about therapist adherence to group set-up and process. Gottman, J.M., & DeClaire, J. (1997). The heart of parenting: How to raise an emotionally intelligent child. London: Bloomsbury. Littlefield, L., Story, K., Woolcock, C., Trinder, M., Burke, S., & Reid, K. (2010). Exploring Together Preschool/Early Primary School Program: Program Manual. Princes Hill, Victoria: Exploring Together.