Hybridoma Technology ( Production , Purification , and Application )
Professor Lynn McDonald, Middlesex University
1. Professional Best Practice is
Knowing Three Evidence-Based
Parenting Programmes
Evidence Based Parenting Programmes and Social
Inclusion Conference at Middlesex University
September 20, 2012
LYNN MCDONALD, MSW, PHD
PROFESSOR OF SOCIAL WORK RESEARCH
MIDDLESEX UNIVERSITY, LONDON
2. United Nations: Rights to Child Well-Being
2
United Nations: International Rights of All Children
2007 UNICEF publishes 40 indicators of child well-
being in table of 21 economically advanced countries
UK ranked at the bottom as number 21; US was 20th
UK children were unhappiest in industrialized world
Parents spent more time ‘just talking’ with their child
and building a positive relationships outside of UK
(UK parent talks average 36 minutes a day to child)
2010 UN publishes 23 best family skills programs
which have RCT evidence and can be disseminated
3.
4. Risks to Child Development: High and
Sustained Stresses (Cortisol levels)
War and destruction; famine and disease;
Poverty in a nation with large wealth disparities
Being black or ethnic minority in a racist country
Toxic environments, lead poisoning, smog
Neighbourhoods/countries with crime and drugs
Immigration or high mobility-socially disconnected
Poor schools and poorly resourced education
Distant, disengaged family (addicts?)--neglect
Family using physical violence to resolve conflict
5. Child Abuse and Neglect in UK
One in ten UK children is ‘neglected or abused’
UK estimates that only 1 in 250 who were physically
abused were actually referred to child protection
Of those investigated in UK and placed on a child
protection plan:
44% are neglected
23% psychologically abused
15% physically abused
10% multiple forms of abuse
7% sexually abused
6. Social Work, Stress and Child Protection
Stressed and isolated families> neglect
Children from poverty more likely to be neglected:
If family lives under $15,000 versus over $30,000,
There is 44X times the likelihood the child will be neglected
Neglect causes high levels of cortisol (stress)
Neglect is correlated with problems of emotional
self-regulation and with increases in child aggression
Poverty is correlated with domestic violence, mental
health problems, depression, substance abuse and
more extended family conflict with no social support
7. Education: Disparities, Poverty, Social
Exclusion and Low Academic Achievement
High stress puts children into survival mode: they
cannot learn mathematics, reading or writing
Sustained stress changes the brain and alters
neuro-transmitters related to violence/learning
Stress can change gene expression-permanent
If high stress (high cortisol) is sustained over time
it damages a child’s brain for learning
High stress can cause low immune systems in
which children miss more school from illness,
and adults get sick more for compromised
parenting
8. Health: Child Abuse and Neglect Matters
for Poor Outcomes of Child and Adult Health
ACE (Adverse Child Events) research into adulthood
Correlated with more health problems as adults
Behavioural Health: substance abuse
Mental health: depression, suicide, eating disorders, anxiety
Physical health: cardiovascular, cancer, hypertension
Medical service utilization for adults with child abuse
Emergency rooms, outpatient hospital, pharmacy, primary
care, specialty care, (3353 women, age 47)
Social support and caring relationships can mitigate
the impact of ACE (child abuse and neglect)
9. Relationships Can Buffer the Cortisol/
Reduce Stress on a Child’s Development
Caring relationships can buffer the cortisol damage of high
sustained stress on a child’s development in health,
education and social care
15 minutes of one to one responsive play reduces stress
High stress levels can be managed with a responsive
parent who shows their love (the opposite of neglect)
Notices child’s emotions and is tuned in to the child
Is available to the child under stress
Asks questions and listens
Is physically soothing and touches the child
Plays responsively with no bossing, and follows the child’s lead
(Sue Gerhardt, 2002,Why Love Matters)
10. But Contextual Stressors on the Parent
Compromises Positive Parenting
Maternal hardship
Food insecurity
Episodic homelessness, residential instability
Inadequate medical and dental care
Trapped in a dangerous neighborhood
Trapped in a dangerous relationship
Physically demanding, low wage job
Inadequate transportation
Daily experience of stigma and social exclusion
Affects hope and mood, irritability, coercive, anger, frustration?
11. Court Ordered Parenting Classes
In US, 448,000 parents attend parenting classes
ordered by courts and child welfare each year
Parenting problems of caregivers are only 1 in 12
about excessive discipline. Neglect is over 50%
Parenting programmes focus on alternatives to
excessive discipline
Agencies prefer to offer brief, low cost, groups, with
trainers having no advanced degree, and easy
concepts
Programmes are untested and have no evidence
12. ‘Insular Parents’ (Wahler, 1979)
A classic study was conducted on parenting groups
with parents referred by the child protection workers
due to referrals for child abuse and neglect
Prof Robert Wahler taught behavior modification
techniques with success to improve parenting
Six months later he assessed their use of new skills
If they had no friends or positive extended family
social support, i.e. socially isolated, then they did not
use the parenting skills they had already learned
13. Social capital and Stress and Child Neglect
Chronic stress and social isolation increase child
neglect: the parents’ mental health problems reduce
their ability to be responsive and to parent positively
Reduces Reduces Child
Social capital
Stress Neglect
Social capital reduces stress
o Social ties and inclusion buffer stress and enhances adults’ coping
mechanisms leading to better mental health, less irritability & anger
14. Parents are the Best Prevention Agents
To moderate impact of stress of daily living, parents
should be provided extra support and information
Parents can intervene and soothe their child’s high
cortisol levels better than any other person
Research over the past 25 years has rigorously tested
a range of approaches to improved parenting to
result in improved child well-being outcomes
Evidence based parenting accepted as achievement
10, 20, 30 governments are now investing in them
Lists vary from 10 to 23 or 45 EBPs of best evidence
15. Some Government Lists of Evidence-based
Parenting Programmes
UN United Nations Office of Drugs and Crime (2010)
Family skills Programmes (23 recommended on evidence)
UK National Academy of Parenting Practitioners
EBP parenting programs for training workforce (2008, 09, 10)
US government lists for evidence based practice
Child abuse and neglect prevention (ACYF 2009)
Child mental health promotion (CMHS 2008)
Substance abuse prevention (NREPP 2009)
Juvenile delinquency prevention (OJJDP 2007)
Health promotion (universal health care 2012)
16. In UK, Policies and Funds to Promote
Evidence based 16
Parenting (EBP)
2008 National Academy of Parenting Practitioners
(NAPP) was established to train 4000 professionals
in evidence based parenting
2008 PEIPS funded training of thousands of
professionals in parenting EBP
2012 government passed law for universal parenting
support with £100 vouchers for all parents of 0-5 kids
England is first country to start a policy of supporting
all parents with a voucher for parenting groups
17. EBP and Practitioners and Academics
This is a reality now: evidence based parenting has
arrived, despite much resistance from some places
Today is the time to start being informed about the
variations and themes of the different theories,
strategies, and the strengths and weaknesses of the
evidence, and the challenges and successes of their
quality assurance dissemination capacity
Every practitioner today and every student in health,
education, and social work should know about at
least 3 and be able to compare and contrast them!
18. What is the aim of the EBP Parenting
To increase child well-being?
To reduce child abuse and neglect?
To increase protective factors?
To increase relationships of the parent child bond?
To increase parental warmth and discipline?
To change parenting attitudes?
To increase parents observable talking and managing
of the child’s difficult behaviours?
To reduce child’s aggression/conduct disorder?
To increase every child’s health?
19. Parents Can Build Protective
19
Factors Against Risks
Strengthening family unit (less conflict)
Empowering the parent with skills
Positive parenting approaches
Improving Mother-child bond
Building Parent-to-parent bonds
Activated Parent group for support
Parent to community/school ties
Low drop out rates are important
With Repetition of positive exchanges
20. What is Assessed for the EBP Lists?
Theory underpinning programmes
More impact if crosses two domains of
family/school/community and if building positive protective
factors
Effective in helping parents be warm & authoritative
Practice of responsive play with parent-child
Practice giving commands with follow-up
Randomized controlled trial(s) with 1 year follow-up
Demonstrated ability to replicate and ‘scale up’
Retention rates in the field, new settings, and with socially
marginalized, low-income, stressed parents
21. What Theories Underlie the Parenting EBP
Most common: social learning theory, cognitive
behaviour theory, early childhood theory of
development
Common: family systems theory, attachment theory
Somewhat common: social ecological theory of child
development
Uncommon: social capital, family stress theory, co-
production with parents, community organizing,
empowering parents in leadership roles, issues of
power and social justice
22. How is the Parent Group Delivered?
Groups of parents? Parents and children? Multi-
family groups? How much time with each?
Number of parents served: 8; 15; 21-51 whole families
Group facilitators: one, two, or team of 4 partners
Training of facilitators: professional; non-
professionals; parent/service users with professionals
Form of delivery: all didactic; mix of lecture, role play
and video tapes; only experiential learning
Weekly meetings (number of sessions varies: 4, 6, or
8, 10, 12, or 16; with 22 boosters or less or without)
Where and when: Clinic settings, or informal church,
community settings or schools; day, evening, weekend
23. Parent ability to do parent-child ‘responsive
play’ activity is included in several EBP
Special Play
24. What is the Evidence: RCTs
What gets you on the EBP List?
Randomized controlled trials (RCT)
Rigour: size, attrition, results, effect sizes, negative outcomes
ITT intent to treat analyses? Standardized instruments?
Independent RCT or by the programme developer
There may be 20 government or private lists of EBP
and they are now being compared and critiqued;
UNODC list is in order of how many RCTs each of
evidence-based family skills programmes had
1) Triple P—listed with 45, but recently learned they have 65
2)Incredible Years—
… 11) FAST— four RCTs completed with one year follow-up
25. Quality Assurance for ‘Scaling up”
Website and materials for EBP awareness
Manuals for training the evidence based practice
Core components and core practices identified
Training provision capability of high quality
Capacity developed of numbers of certified Trainers
Programme integrity checklists for monitoring
implementations; Room for local adaptation?
Monitoring demographics of parent drop-outs
Pre and post tests to determine: was there impact
Sustainability over time: re-certification processes
26. Giving & Receiving Support Between Parents
Reciprocal Parent Support (McDonald & Moberg, 2002)
=P<.10(10% change due to chance =P<.001 (1% change due to chance
=P<.05(5% change due to chance =P<.001 (1% change due to chance
27. Family Relationships
Family Environment Scale (Moos & Moos, 1981)
N=153
=P<.10(10% change due to chance P<.01 (1% change due to chance)
=p<.05 (5% Change due to chance) P<.001 (0.1% change due to chance)
28. Parents report on Pre and Post FAST on
Child’s Behaviour at home
Strengths & Difficulties Questionnaire (Goodman, 1997)
14
11.75 N=164
12
10 9.35
8.6 8.6
8.17 British Average
7.69
8
6 Pre FAST
4.44
4
4 3.61
2.55 2.38
1.92
2.36
2.01 Post FAST
1.9 1.79
2 1.6 1.4
0.960.82
0.3
0
Pro-social Emotional Conduct Hyperactivity Peer Problems Total Impact
=P<.10(10% change due to chance) P<.01 (1% change due to chance)
=P<.05 (5% change due to chance) P<.001 (0.1% change due to chance)
29. Teachers report on Pre and Post FAST on
Child’s Behaviour at home
Strengths & Difficulties Questionnaire (Goodman, 1997)
N=210
=P<.10(10% change due to chance) P<.01 (1% change due to chance)
P<.001 (0.1% change due to chance)
=P<.05 (5% change due to chance)
30. Quality Assurance for Scale Up of
EBP Parenting for Child Well-Being
Teams are made up of local parents and multi-
agency professionals from health, education, social
care: parents help to run FAST at every level
Teams must be culturally representative of race,
class, religion, language of students at local school
Middlesex University does Quality Assurance
Certifies FAST Trainers and Supervisors
Training (2 days) Supervision (3 Days) & Evaluation (1 day)
Evaluation of pre and post SDQ, Moos and Moos, social capital
Monitoring retention rates and demographics of poverty
Capacity Building and sustainability and planning
32. RCTs averaged 20% Drop Out Rates for
Low-Income Parents: Could That be Replicated?
Retention rates: if a family comes once, about 80%
will complete 6 or more of 8 weekly FAST meetings
& graduate to parent-led monthly groups (4 RCTs):
72% inner city, low income, single parent, African American
families with emotionally disturbed children in New Orleans
80% rural, Native American reservations, low-income families
with universal recruitment of all children in Wisconsin
85% urban, Mexican American immigrants, low
income, universal recruitment of all children in
Milwaukee, Wisconsin
90% risk for special education with behaviour problems, low-
income, mixed cultural backgrounds in Madison,WI
34. Drop out rates of Low-Income Parents
Not monitored usually by the parenting programme
Data are difficult to find, no central data bank
Child mental health clinics: if you come once, 40-
60% will drop out prior to treatment completion
Child clinics: if parent is low-income, lone parent,
black or ethnic minority, over 60% drop out early
Voluntary Parenting groups: drop out rates for low-
income, socially marginalized parents are 75-95%
This must be monitored and addressed
35. How is Parent Retention Managed?
Is attendance monitored? Follow up if missing?
Are there rewards for attendance? Prizes? Payment?
Meals for participants? Who cooks?
Free transportation?
Free child care?
Ethnic matching of facilitator and group?
Increased interactive learning style vs. lectures?
Are parents given manuals? Home work?
Is time for socializing made possible?
Are there strategies for showing poor parents respect
36. 1. Strategies for Social Inclusion
to Reduce Drop Out
Parents are required partners on the team at every
level of program: in planning, training,
adaptation, delivery
Parents are part of a team which also has
professionals from health, education, social work
Teams are required to be culturally representative of
the participating families
Religion, language, ethnicity, social class, race, geography,
immigrant status
You see someone like yourself co-leading the groups
37. 2. Strategies for Social Inclusion
to Reduce Drop Out
Family systems approach supports hierarchy of
executive sub-system: respecting parents always
Only the parents are spoken to, not the children
Parents are coached and supported to lead activities for their
own children
Parents are coached and supported to give children multiple
imbedded compliance requests
Whole family invited (serves 20-60 families at a time)
Universal recruitment of all children at an age level
especially in schools serving high-needs communities
Persistent outreach for ‘hard to reach’ families
Parent partners (matched on SES and ethnicity) do outreach
38. 3. Strategies for Social Inclusion
to Reduce Drop Out
‘Please, just come try it once’
Low risk: business psychology strategy to ‘try it once’
Systematically reinforce attendance once it happens
Bring your family with you: easier for the parent
Link onto ‘natural and ecological’ positive interests of
parents
Parents have interest in their child’s well-being and their child
doing well in school:
Parents have an interest in meeting other parents of children in
the same year group at a school
Parents recognize ‘transition of starting school’ as stressful for
their child
39. 4. Strategies for Social Inclusion
to Reduce Drop Out
Reciprocal
exchanges model social inclusion-
Universal cultural practice of receiving and
giving back visible for children to see
Each family wins a big basket of gifts: FAIR
When they win the lottery, parent is given a
cook pot and grocery tokens to prepare a meal
Each family is expected to give back to FAST
Families sign ‘thank you’ note and respect the
weekly cook with public thanks presentation
40. 5. Strategies for Social Inclusion
to Reduce Drop Out
Flexible ‘manualized’ multi-family group programme
for ‘deep’ cultural adaptation:
Core components 40%; programme integrity is
monitored with 3 sites visits in 8 weeks
Local adaptation by the team of 60% of its group
processes is encouraged to fit with local priorities:
Local teams adapt the program including
professionals from health, education and social care
in partnerships with parents from the school;
Local adaptation and flexibility respects different
kinds of cultural, religious knowledge
41. 6. Strategies for Social Inclusion
to Reduce Drop Out
Positive programme for child well-being
Positive setting of the school (rather than a potentially
stigmatised child mental health clinic )
Positive name (Families and Schools Together)
Positive activities for experiential learning with weekly
repetitions
Structured and sequenced family activities interrupt family
conflict and boredom
Positive experience of mastery of repeated activities and
routines
Strengths based: values are that ‘every parent loves their child’
Positive energy with people singing, drawing, crafts, laughing,
talking and playing together
42. 7. Strategies for Social Inclusion
to Reduce Drop Out
Strengthening relationships in social ecology of the
child: building protective factors against stress
Parent child bond
Family unity (reduced family conflict)
Parent to parent bond
Parent connection to 4-5 other parents at that school
(social capital)
Parent connection to the school teachers and staff
Parent connection to the local community
Parent self-referrals to health, education, social care
resources as needed
43. 8. Strategies for Social Inclusion
to Reduce Drop Out
After 8 weekly parenting group meetings, what
happens? Does it just end! What about having 22
monthly booster sessions to maintain gains
a graduation ceremony is held in recognition of the
progress that has been made.
Parents in the parent group have made many
relationships of trust; 86% report they continue to see
friends they met in 8 weekly meetings 4 years later
Affirmation: Parents are given by the team positive
parenting observations made over the 8 weekly groups
Parent graduates host 22 monthly booster sessions to
maintain gains with school support.
44. Good Luck Today Learning about Three EBP
Thank you for coming to Middlesex Univ today
Thank you for being interested in children and
families in the UK and considering EBP
Thank you for coming to learn about three distinct
best EBP practice parenting programmes today
Thank you for being committed to Social Inclusion
Best Practices for UK Parenting groups
Good luck!
Hinweis der Redaktion
This is just a selection of the Risks that can adversely effect child developmentToxic environment = physical environment Dangerous neighbourhoodChildren born into or raised in a stressfull environment have difficulty learning. need to work in partnership with schools to help protect children from these factors Ask participants to get in to pairs. Think about their area of work and discuss current risk factors. And Then we will share. JW discusses her experience: what she is aware of and how they might be similar