The effectiveness of the  Inspiring Futures  parenting programme in improving behavioural and emotional outcomes in primary school children with behavioural or emotional difficulties: study protocol for a randomised controlled trial

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Abstract

Background

There is a need to build the evidence base of early interventions promoting children’s health and development in the UK. Malachi Specialist Family Support Services (‘Malachi’) is a voluntary sector organisation based in the UK that delivers a therapeutic parenting group programme called Inspiring Futures to parents of children identified as having behavioural and emotional difficulties. The programme comprises two parts, delivered sequentially: (1) a group-based programme for all parents for 10–12 weeks, and (2) one-to-one sessions with selected parents from the group-based element for up to 12 weeks.

Methods/design

A randomised controlled trial will be conducted to evaluate Malachi’s Inspiring Futures parenting programme. Participants will be allocated to one of two possible arms, with follow-up measures at 16 weeks (post-parent group programme) and at 32 weeks (post-one-to-one sessions with selected parents). The sample size is 248 participants with a randomisation allocation ratio of 1:1. The intervention arm will be offered the Inspiring Futures programme. The control group will receive services as usual. The aim is to determine the effectiveness of the Inspiring Futures programme on the primary outcome of behavioural and emotional difficulties of primary school children identified as having behavioural or emotional difficulties.

Discussion

This study will further enhance the evidence for early intervention parenting programmes for child behavioural and emotional problems in the UK.

Trial registration

Current Controlled Trials ISRCTN32083735. Retrospectively registered 28 October 2014.

Related collections

Most cited references 19

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Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds: A Review

Lisanne L. Stone, Roy Otten, Rutger C. M. E. Engels … (2010)

Since its development, the Strengths and Difficulties Questionnaire (SDQ) has been widely used in both research and practice. The SDQ screens for positive and negative psychological attributes. This review aims to provide an overview of the psychometric properties of the SDQ for 4- to 12-year-olds. Results from 48 studies (N = 131,223) on reliability and validity of the parent and teacher SDQ are summarized quantitatively and descriptively. Internal consistency, test–retest reliability, and inter-rater agreement are satisfactory for the parent and teacher versions. At subscale level, the reliability of the teacher version seemed stronger compared to that of the parent version. Concerning validity, 15 out of 18 studies confirmed the five-factor structure. Correlations with other measures of psychopathology as well as the screening ability of the SDQ are sufficient. This review shows that the psychometric properties of the SDQ are strong, particularly for the teacher version. For practice, this implies that the use of the SDQ as a screening instrument should be continued. Longitudinal research studies should investigate predictive validity. For both practice and research, we emphasize the use of a multi-informant approach.

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Adverse Childhood Experiences (ACEs) questionnaire and Adult Attachment Interview (AAI): implications for parent child relationships.

Dylan Goldman, Paul Meissner, Shanta Dube … (2014)

Although Adverse Childhood Experiences (ACEs) are linked to increased health problems and risk behaviors in adulthood, there are no studies on the association between ACEs and adults' states of mind regarding their early childhood attachments, loss, and trauma experiences. To validate the ACEs questions, we analyzed the association between ACEs and emotional support indicators and Adult Attachment Interview (AAI) classifications in terms of unresolved mourning regarding past loss or trauma and discordant states of mind in cannot classify (U/CC) interviews. Seventy-five urban women (41 clinical and 34 community) completed a questionnaire on ACEs, which included 10 categories of abuse, neglect, and household dysfunction, in addition to emotional support. Internal psychological processes or states of mind concerning attachment were assessed using the AAI. ACE responses were internally consistent (Cronbach's α=.88). In the clinical sample, 84% reported≥4 ACEs compared to 27% among the community sample. AAIs judged U/CC occurred in 76% of the clinical sample compared to 9% in the community sample. When ACEs were≥4, 65% of AAIs were classified U/CC. Absence of emotional support in the ACEs questionnaire was associated with 72% of AAIs being classified U/CC. As the number of ACEs and the lack of emotional support increases so too does the probability of AAIs being classified as U/CC. Findings provide rationale for including ACEs questions in pediatric screening protocols to identify and offer treatment reducing the intergenerational transmission of risk associated with problematic parenting. Copyright © 2013 Elsevier Ltd. All rights reserved.

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Adolescent depression and educational attainment: results using sibling fixed effects.

Jason Fletcher (2010)

This paper contributes to the literature on the relationship between adolescent depression and educational attainment in several ways. First, while cross-sectional data are normally used, this paper uses longitudinal data in order to defend against the potential of reverse causality. Second, this is the first paper in the literature to control for sibling-fixed effects in examining the relationship between adolescent depressive symptoms and human capital accumulation. Importantly, this eliminates omitted factors such as family and neighborhood characteristics common to siblings that affect both depressive symptoms and educational attainments (e.g. neighborhood crime, and family resources). Third, this paper examines the effects of both an indicator and scale of depressive symptoms and finds important associations with these depressive symptoms and human capital accumulation. Though the results cannot be given a causal interpretation, the findings show a negative relationship between depressive symptoms and years of schooling. The relationship appears to be driven primarily through increasing the chances of dropping out but may have small impacts on the likelihood of college attendance (conditional on high school graduation). In particular, preferred estimates suggest that a standard deviation increase in depressive symptoms is associated with a 25-30% increase in the likelihood of dropping out. Copyright (c) 2009 John Wiley & Sons, Ltd.

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Author and article information

Contributors

Nick Axford:

ORCID: http://orcid.org/0000-0003-2434-2091

nick.axford@plymouth.ac.uk

Georgina Warner: georgina.warner@autistica.org.uk

Tim Hobbs: Tim.Hobbs@dartington.org.uk

Sarah Heilmann: heilmann@essb.eur.nl

Anam Raja: anam.raja@psych.ox.ac.uk

Vashti Berry: V.Berry@exeter.ac.uk

Obioha C. Ukoumunne: o.c.ukoumunne@exeter.ac.uk

Justin Matthews: j.n.matthews@exeter.ac.uk

Tim Eames: t.eames@exeter.ac.uk

Angeliki Kallitsoglou: angeliki.kallitsoglou@roehampton.ac.uk

Sarah Blower: sarah.blower@york.ac.uk

Tom Wilkinson: tomwilkinson1@nhs.net

Luke Timmons: luke.timmons@rsa.org.uk

Gretchen Bjornstad: g.j.bjornstad@exeter.ac.uk

Journal

Journal ID (nlm-ta): BMC Psychol

Journal ID (iso-abbrev): BMC Psychol

Title: BMC Psychology

Publisher: BioMed Central (London )

ISSN (Electronic): 2050-7283

Publication date (Electronic): 20 February 2018

Publication date PMC-release: 20 February 2018

Publication date Collection: 2018

Volume: 6

Electronic Location Identifier: 3

Affiliations

[1 ]NIHR CLAHRC South West Peninsula (PenCLAHRC), Plymouth University Peninsula Schools of Medicine and Dentistry, ITTC, Plymouth Science Park, Plymouth, PL6 8BX UK

[2 ]GRID grid.473765.4, Autistica, ; St Saviour’s House, 39-41 Union Street, London, SE1 1SD UK

[3 ]Dartington Service Design Lab, Lower Hood Barn, Dartington, TQ9 6AB UK

[4 ]ISNI 0000000092621349, GRID grid.6906.9, Department of Public Administration and Sociology, Erasmus School of Social and Behavioural Sciences, , Erasmus University Rotterdam, ; Mandeville Building, Burgemeester Oudlaan 50, 3062 PA, Rotterdam, T16-37 The Netherlands

[5 ]ISNI 0000 0004 1936 8948, GRID grid.4991.5, Department of Psychiatry, , University of Oxford, Warneford Hospital, ; Oxford, OX3 7JX UK

[6 ]ISNI 0000 0004 1936 8024, GRID grid.8391.3, NIHR CLAHRC South West Peninsula (PenCLAHRC), , University of Exeter, ; St Luke’s Campus, Heavitree Road, Exeter, EX1 2LU UK

[7 ]Exeter Clinical Trials Support Network, Royal Devon & Exeter Foundation NHS Trust, Barrack Road, Exeter, EX2 5DW UK

[8 ]ISNI 0000 0001 0468 7274, GRID grid.35349.38, School of Education, University of Roehampton, ; Roehampton Lane, London, SW15 5PJ UK

[9 ]ISNI 0000 0004 1936 9668, GRID grid.5685.e, Department of Health Sciences, , University of York, ; Area 2 ATB/152 Seebohm Rowntree Building, Heslington, York, YO10 5DD UK

[10 ]Torbay Depression and Anxiety Service, 266 Torquay Road, Paignton, TQ3 2EZ UK

[11 ]ISNI 0000 0001 2324 9843, GRID grid.421627.4, RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce), ; 8 John Adam Street, London, WC2N 6EZ UK

[12 ]ISNI 0000 0004 1936 8024, GRID grid.8391.3, Peninsula Cerebra Research Unit (PenCRU), , University of Exeter Medical School, ; St. Luke’s Campus, Heavitree Road, Exeter, EX1 2LU UK

Author information

Nick Axford http://orcid.org/0000-0003-2434-2091

Article

Publisher ID: 214

DOI: 10.1186/s40359-018-0214-7

PMC ID: 5819163

PubMed ID: 29458423

SO-VID: a235be69-e2d4-4c59-b9e7-cc6aec724c0c

License:

Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

History

Date received : 12 July 2017

Date accepted : 17 January 2018

Funding

Funded by: FundRef http://dx.doi.org/10.13039/501100000385, Big Lottery Fund;

Award ID: 30118942

Award Recipient : Tim Hobbs

Custom metadata

Keywords: parenting,early intervention,group psychotherapy,child behavioural and emotional problems,randomised controlled trial

Data availability:

Keywords: parenting, early intervention, group psychotherapy, child behavioural and emotional problems, randomised controlled trial

The effectiveness of the Inspiring Futures parenting programme in improving behavioural and emotional outcomes in primary school children with behavioural or emotional difficulties: study protocol for a randomised controlled trial

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Abstract

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Ecclesial Futures

Most cited references 19

Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds: A Review

Adverse Childhood Experiences (ACEs) questionnaire and Adult Attachment Interview (AAI): implications for parent child relationships.

Adolescent depression and educational attainment: results using sibling fixed effects.

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