Developing Parenting Programmes
around Individual Need
Fiona Moir
Public Health Advisor
Children and Young People
Agenda
•
•
•
•
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
Parenting
and…
Public
Health
Wider
Determinants
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 in
England 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
Recruit 10 schools
Target children 5 – 10 years that display the
early sign of behaviour difficulties
Use an established parenting model and run
at least 3 parent groups
Engage all school-related staff in the process
 Engage the whole school community by
writing to every parent about ‘parenting
support’
Evaluation
Triple P – Strengths and Difficulties
Questionnaire (pre and post course)
Triple P - Session evaluations
Pupil response sheet or feedback
School- based observable outcomes
Behaviour and Vulnerability Profile Tool (BVPT)
Behaviour and Vulnerability
Profile Tool (BVPT)
Developed in 2011 by primary teachers led by the
Primary SEAL Consultant
Key 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 - Parents
Newsletter 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 ?
…And did it really make
any difference?
BVPT Scores - Number of Pupils in Each Category
34
3
2
0-4
5-10
Percentage of Pupils in Each Category
5%
8%
87%
11 and Above
Teaching staff
This 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 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
PFSAs
A 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.
Children
LDG 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.