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The following evidence of outcome achievement was reported based on parent evaluationsurveys collected after information sessions (AIFS, 2009b).Increased knowledge on school readiness: Two independent information sessionson school readiness were attended by 23 parents. Over half reported an improvementin their school readiness knowledge after the session.Increased knowledge of managing challenging behaviour: Two independentinformation sessions on management of challenging behaviour were attended by 35parents. Over two thirds reported an improvement in their knowledge of managingchallenging behaviours. The main theme arising from comments left by parents in thisarea was on improved awareness of addressing behaviour issues in a positive manner.Some parents also reported their improved awareness that positive behaviouralguidance was more useful than negative behavioural guidance in the management ofchallenging behaviours.3.3.2 INVEST TO GROWProgram services and target groupsAnother component of the Stronger Families and Communities Strategy is the Invest to Grow(ItG) initiative. This initiative provided funding for early childhood programs and thedevelopment of tools and resource materials to be used by families, communities andprofessionals supporting families and young children. Similar to Communities for Children,Invest to Grow had a focus on prevention and early intervention, with the aim to develop theAustralian evidence base around these issues and support the expansion of successfulprograms models.Research on efficacyPast research has been carried out on the effectiveness of various Invest to Grow initiatives.One of these initiatives and its effectiveness in reducing NFF is discussed.Through the Looking Glass (TTLG)—A Partnership in Parenting ProjectThis ItG initiative began in July 2005 to deliver a multi-faceted collaborative intervention forfamilies where there was an identified compromised attachment relationship between theparent and child/ren. It targets families from a range of backgrounds that exhibit multiple riskfactors including anxiety, depression and social isolation. The initiative works throughproviding quality relationship based childcare, engaging parents in a support network,involving parents in therapeutic group work and individual counselling (AIFS, 2009c).Additionally, the project aims to support and build links to community social support andnetworks. Mothers are targeted as primary caregivers.Key activities undertaken by the initiative include (AIFS, 2009c): the provision of childcare delivered from a primary care giving approach and as part ofthe intervention; strength of a multi-disciplinary team approach (i.e. strength of working in partnershipwhere childcare staff are therapeutic partners); video work; combination of the group program and one-to-one individual work; and partnership and collaboration.68
This initiative developed out of a number of theoretical models with the base beingAttachment Theory (AIFS, 2009c). Past evaluation of the project has been focussed onassessing the following outcomes (AIFS, 2009c): improved child wellbeing and involvement; decreased participant social isolation; increased parenting confidence/competence; and increased staff capacity to be emotionally available.An external evaluation of the project was undertaken by Adelaide University staff inconjunction with Lady Gowrie Centre in 2007, utilising a series of pre- and post- projectmeasurement tools, surveys, interviews and observations to collect data from others childrenand staff at the five sites of the project. Methods included qualitative approaches andquantitative approaches.A number of standardised approacheschildren including (AIFS, 2009c):were used to measure changes for mothers andThe Hospital Anxiety and Depression Scale (HADS) measuring change in a client’semotional state using anxiety and depression subscales.Parenting Stress Index Short Form (PSI/SF) questionnaire measuring stress in theparent-child system.Emotional Availability (EA) framework measuring changes in the parent–childrelationship based on parent dimensions (sensitivity, structuring, non-intrusiveness andnon-hostility) and child dimensions (child responsiveness to parent and childinvolvement with parent).Children’s Wellbeing and Involvement Observations measuring a child’s levels ofwellbeing and involvement while attending childcare.The evaluation resulted in the following findings (AIFS, 2009c): Improved children’s wellbeing and involvement: Mothers reporting improvedpositive child behaviour on completion of the project with 85% (out of a total of 45)perceiving improved child behaviour. A follow-up survey confirmed sustained changesin improved child behaviour with 88% (out of a total of 44) of responding mothersreporting lasting positive changes in their children’s behaviour since taking part in theproject. These results were reflected by standardised testing, with the mean wellbeingscore for children rising from 3.1 to 4 and involvement score rising from 2.8 to 3.9. It isstated that the change in these scores was significant with large effect sizes reportedfor both cases. Increased parenting confidence/competence and decreased participant socialisolation. Parent impacts reported from the 61 families that had completed the projectwere: 100% (n=53) learnt more about parenting and attachment. 98% (n = 52) were more confident in responding to their child’s needs. 96% (n = 52) cope better as a parent since taking part. 92% (n = 49) agreed that the TTLG helped them to feel closer to their child (with35.8% (n = 19) strongly agreeing this was the case). 92% (n = 46) acquired understanding of children’s attachment needs. 89% (n = 46) have acquired understanding of children’s exploration needs.69
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June 2009Positive Family Functionin
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3.8 Reconnect......................
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ACKNOWLEDGEMENTSAccess Economics wo
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NESSNFFNPVPFFPIMTriple-PPUPRCTREACh
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A simple definition of PFF could no
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ehaviour during youth and later in
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Alternatives to such a partnership
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ooCommunities for childrenInvest an
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1. MEANING AND MEASUREMENTWorking d
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Fletcher (2007) presented the New Z
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DomainEmotionalGovernanceEngagement
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ModelTABLE 1-2: THEORETICAL MODELS
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In times of crisis we can turn to e
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2. MEASURING OUTCOMESImpacts from F
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TABLE 2-1: MATERNAL AND PATERNAL IN
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Parental limit setting, family conf
Page 33 and 34: studied in the literature and separ
Page 35 and 36: TABLE 2-7: FAMILY RISK FACTORS ASSO
Page 37 and 38: FIGURE 2-4: PARENTAL INPUTS (AGE TH
Page 39 and 40: exacerbated by the formation of aff
Page 41 and 42: Productivity outcomes appear to be
Page 43 and 44: Danish National Longitudinal Study
Page 45 and 46: Key research question 14: how the i
Page 47 and 48: ut could not (until further Waves o
Page 49 and 50: FIGURE 2-6: LONGITUDINAL PATHWAYS T
Page 51 and 52: only be useful in providing informa
Page 53 and 54: FIGURE 2-9: CONCEPTUAL MAP FOR VALU
Page 55 and 56: Productivity losses would best be m
Page 57 and 58: Short term productivity costsThe fr
Page 59 and 60: The expected retirement age by the
Page 61 and 62: (discussed previously in Section 2.
Page 63 and 64: Aids and home modificationsAlthough
Page 65 and 66: The extensive literature in this fi
Page 67 and 68: In discounting healthy life and oth
Page 69 and 70: proximal risk factors are those tha
Page 71 and 72: ages of 18-24 months and between 4
Page 73 and 74: TABLE 3-4: MATERNITY IMMUNISATION A
Page 75 and 76: Family Relationship Centres are a f
Page 77 and 78: Increased contentment in children w
Page 79 and 80: TABLE 3-7: FAMILY DISPUTE RESOLUTIO
Page 81 and 82: 3.3.1 COMMUNITIES FOR CHILDRENProgr
Page 83: Quantitative and qualitative data w
Page 87 and 88: FIGURE 3-2: DIAGRAM OF TRIPLE P SYS
Page 89 and 90: TABLE 3-11: RESULTS OF META-ANALYSE
Page 91 and 92: This section on early childhood int
Page 93 and 94: Table 3-14 displays a summary of th
Page 95 and 96: TABLE 3-15: BCR OF ECE PROGRAMSSour
Page 97 and 98: 3.6 PEEL CHILD HEALTH SURVEYThe Pee
Page 99 and 100: Research on efficacy - Evaluation o
Page 101 and 102: Education participation levels rema
Page 103 and 104: For FLW, outcomes assessment was re
Page 105 and 106: whether children, families and comm
Page 107 and 108: Mothers of 36 month olds were repor
Page 109 and 110: The effects associated with SSLPs a
Page 111 and 112: social context of the family.Self-r
Page 113 and 114: social and emotional development of
Page 115 and 116: analyses can be broken down further
Page 117 and 118: 4. CONCLUSIONThe method proposed fo
Page 119 and 120: Australian Institute of Family Stud
Page 121 and 122: Duncan J, Bowden C, Smith AB (2005)
Page 123 and 124: Mathers C, Vos T, Stevenson C (1999
Page 125 and 126: Sanders MR (2003) ‘Triple P - Pos
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