None listed
Conditions
Brief summary
Tuning in to Kids Together is a modified version of Tuning in to Kids (TIK). TIK is an evidence-based program which that aims to improve parents’ emotional communication, and consequently improve children’s emotional functioning. Randomised control trials demonstrated that TIK leads to significant changes to parental emotion socialisation practices, improvements to child emotional regulation, and reduction in child behavioural problems (Havighurst et al., 2013; Wilson, Havighurst, Harley, 2012). Although TIK is effective, researchers (e.g. Fienberg, 2002) emphasise the importance of incorporating co-parenting content into parenting programs. The co-parenting relationship is strongly and proximally related to parenting (Abidin & Brunner, 1995), therefore it is a modifiable factor that could improve emotional parenting. In light of the aforementioned research, this study is exploring the feasibility and effectiveness of TIK when it is modified to be delivered to co-parents. The aim of this research is to provide preliminary evidence on the feasibility and effectiveness of Tuning in to Kids Together, a modified version of TIK. This study will address the following research questions: • What factors will impede and facilitate parent engagement and the program delivery? • Will the Tuning in to Kids Together program lead to improvements in: a) parent emotion socialisation practices measured via parent self-report, b) co-parent functioning on parent-self reports, c) parent emotion regulation on parent self-report, d) improved child emotional measured via parent and teacher reports, and e) child behavioural functioning measured via parent and teacher reports B) Research Design The study will use an experimental, longitudinal design. Parents will complete three online surveys: immediately before, immediately after, and 6 months after completing the parenting program. Additionally, parents in the will complete phone interviews after participating in the program. Teachers will complete measures on the child immediately before and at a 6-month follow-up. Facilitators will complete an experience check-list before delivering the program, various measures (fidelity check-list, class attendance, parent participation) at the end of each session, and participate in a phone interview after delivering the program. C) Analyses and Outcomes Analyses will be conducted to determine whether TIK improved parent and child outcomes. Thematic analysis will be performed to analyse information about program engagement and delivery. Findings will be reported in peer review journals and at conferences.
Interventions
Tuning into Kids Together (TIK-T) is a modified version of the evidence-based Tuning in to Kids parenting program. TIK-T is a parenting program that teaches parents how to respond to their children's emotions and consequently foster children’s emotional competence. This specific aspect of parenting related to parents' emotion socialisation practices. That is, how parents respond, discuss, and teach their children about emotions.
Parents are taught to become aware of their own emotions, as well
Tuning into Kids Together (TIK-T) is a modified version of the evidence-based Tuning in to Kids parenting program. TIK-T is a parenting program that teaches parents how to respond to their children's emotions and consequently foster children’s emotional competence. This specific aspect of parenting related to parents' emotion socialisation practices. That is, how parents respond, discuss, and teach their children about emotions. Parents are taught to become aware of their own emotions, as well as how they can help their children learn to understand and manage their emotions. TIK-T also provides co-parents with the opportunity to explore how they work together to support their child’s emotional development. It is expected that the program will result in improved emotional and behavioural functioning of children, increased emotional responsiveness in parents, and improved co-parenting functioning. The TIK-T is a group parenting-parenting program that consists of eight x two-hour sessions that run over eight weeks. Each session explores different aspect of parenting via psychoeducation, role plays, watching DVD material, group discussion, exercises and home activities. New content and activities have been included into TIK-T to address co-parenting. Materials: TIK-T uses a structured session manual which facilitators will follow when delivering the program. The structured manual ensures the parents are provided with all relevant information. Parents will be provided with booklets which contain worksheets, extra information, as well as in-class and at home activities. These extra materials will be designed specifically for this study. Delivery: The interventions will be delivered by facilitators who are familiar with the TIK program. Facilitators may be working at community and family support services. The experience of the facilitators will vary; however, is it expect that all facilitators will have completed Tuning in to Kids training and/or have experience delivering parenting programs. Fidelity: Facilitators will be provided with fidelity checklists (one checklist per session). Facilitators will be asked to complete the checklist at the end of each session. Parent adherence: Facilitators will be asked to complete session attendance lists at the end of each sessions. Parents who do not attend the first session or miss two consecutive sessions will be called by the primary researcher/facilitator. These phone call will enable parents to be provided with a re-cap of program materials and will involve a discussion on barriers which are influencing parents' attendance.
Sponsors
University of South Australia
Study design
Allocation
Non-randomised trial
Intervention model
Single group
Primary purpose
Prevention
Masking
Open (masking not used)
Eligibility
Sex/Gender
All
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Inclusion criteria: co-parents who are raising a child aged between 3 and 10 years of age together and are both able to attend the parenting program together.
Exclusion criteria
Exclusion criteria include whether the child has a known Intellectual Disability, a Pervasive Developmental Disorder, a severe Communication Disorder, or if the parent has insufficient English language to complete questionnaires and engage in the parenting program.
Outcome results
None listed