Developing Parenting Developing Parenting Programmes around Individual Programmes around Individual

NeedNeed

Fiona Moir Fiona Moir Public Health AdvisorPublic Health AdvisorChildren and Young PeopleChildren and Young People

AgendaAgenda

• 9:30 - Welcome and Introductions• The Crystal Project • 10:30 - Coffee• Not Just Behaviour – Nicky Hutchinson & Chris

Calland• 12: 30 - Lunch - Family playday presentation• Parenting Beyond Trauma – Jane Evans• 4:30 - Close

PubliPublic c

HealtHealthh

PubliPublic c

HealtHealthh

ParentinParenting and…g and…

Wider Determinant

s

Wider Determinant

s

The Parent-Child Relationship

Development Learning Achievement Wellbeing

Poor parenting is a risk factor for mental health problems

Good parent-child relationships reduce the risk of children adopting unhealthy lifestyles, such as smoking, substance

misuse and diet related health problems

(Department of Health 2011).

‘A warm and affectionate relationship with an adult

caregiver strongly influences the child’s health and

development, ensuring survival as well as physical and psychological health.’

(Parenting and Health DH 2013)

• Half of lifetime mental health problems start by the age of 14 years

• Estimates of between ¼ and ½ of adult mental illness may be preventable with appropriate interventions in childhood & adolescence

(Kessler et al, 2005, Kim-Cohen 2003)

• Conduct disorders are the most common childhood psychiatric disorders with a UK prevalence of 4.9% in 5-10 year olds

• Leads on to adulthood antisocial personality disorder and mental ill health in about 50% of cases

(Institute for Social and Economic Research and National Centre for Social Research, Understanding Society: 2011)

‘…potential savings from early intervention is estimated at £150,000 per case and costs are around ten times higher than for children with no conduct problems.’

The cost of conduct disorder-related crime inEngland may be as high as £22.5bn a year, and £1.1–1.9m over the lifetime

Aim: Develop an integrated parenting and school-based programme for

the prevention of conduct disorders in childhood

Crystal Project Crystal Project

Recruit 10 schoolsTarget children 5 – 10 years that display the

early sign of behaviour difficulties Use an established parenting model and run at

least 3 parent groupsEngage all school-related staff in the process Engage the whole school community by writing

to every parent about ‘parenting support’

EvaluationEvaluation

Triple P – Strengths and Difficulties Questionnaire (pre and post course)

Triple P - Session evaluationsPupil response sheet or feedbackSchool- based observable outcomesBehaviour and Vulnerability Profile Tool

(BVPT)

Behaviour and Behaviour and Vulnerability Profile Tool Vulnerability Profile Tool

(BVPT)(BVPT)

Developed in 2011 by primary teachers led by the Primary SEAL Consultant

Key points – School StaffKey points – School Staff

Somerset Emotional and Behaviour Support Service (SEBBS)Level 1 - Universal information session

Level 2 – Outcome setting sessions with staff from targeted year groups – Years 2 & 5

Level 3 - Follow-up support and advice

Key Points - ParentsKey Points - ParentsNewsletter to all families - PFSA role, Triple P and Public

Health

Letter to all families in targeted year groups Parent Consultation Link

Individual contact between PFSA and parent

Group sessions

What happened ?What happened ?

……And did it really And did it really make any difference?make any difference?

Teaching staffTeaching staffThis project has provided us with a special opportunity to focus on children with emerging behaviour difficulties. It is not as if

they are neglected but those in the class with the greatest demand can absorb the most time. I think it has made a real

difference! Head teacher

The tendency is to pick out children who are in the red (high behaviour category scores) but this project is asking you to look

at the ones who are just starting to show difficulties. It’s very important. Class teacher

Teaching StaffTeaching Staff

I got to know the parents quite well because I was introduced to them at the parents’ evening. I could then talk to them quite easily when they came into school and mention some of the

strategies I use with the group (Crystal Children) that they could try at home. I think this helped them to see that we would be

dealing with similar things. Learning Mentor

Staff have been on board all the way and it made a real difference having a whole school focus on PFSAs and Triple P

Class teacher

PFSAsPFSAsA couple of parents have approached me in the street to talk

about the course and made recommendations to friends. They would never have done this before because of the stigma

associated with parenting programmes.

What this has highlighted is that some parents believe PFSAs only work with problematic families, so receiving a call from a PFSA must be a negative. At the beginning when speaking to

parents it was a little challenging. However, when these calls/discussions/visits had ended I believe we had turned a

corner and some positive lines of communication have now been opened.

ChildrenChildrenLDG is making good progress with his learning! Increased

engagement is apparent. Parents attend Triple P and say this has really helped at home.

GW is more accepting of consequences when he has crossed boundaries and there are fewer emotional outbursts.

FA has made real improvement with listening and following instruction. She still takes a lot of time to do simple tasks but

with much less fuss.

EJ wants to be seen to be doing the right things now and reminds me about certain class rules.