Technique Is Not Enough (TINE) - British Psychological Society

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development strategies have been used to increase access to power and resources for adultsliving in disadvantaged communities (Alinsky, 1971, McDonald et al., 1997; Sandler, 2007).They have also been used effectively to increase the retention of marginalised families inparenting programmes. Building relationships over the course of a parenting programmethat runs as multi-parent groups can enhance their impact through the development oflocal social capital (Coleman, 1994; Putnam, 1999; Halpern, 1998; 2009). Evidence-basedparenting and family skills training programmes can take their place alongside otherrespected community well-being developments and model ‘how to respectfully reach thosewho are hard to reach’ for other local programmes by working inclusively.2.4. Collaboration between commissioners, programme developersand psychologistsWithout addressing the central concerns of this paper, government identifiedprogrammes that have been developed and rigorously tested using randomised controlledtrials may not be sufficient in their native forms to counteract drop-out rates of 50 percent or more when ‘scaling up’ for implementation in numerous local communities. TheSociety calls upon commissioners of services, programme developers and localpsychologists to work in partnership to share their understanding of best practice andsustainable development and apply their knowledge of social psychological theories andresearch skills to ensure locally implemented parenting programmes engage with andretain socially excluded and marginalised families from disadvantaged communities andsustain these programmes over time.The Society particularly urges member psychologists and other mental health professionalsto work together to take the lead in addressing this important social issue.2.5. Wider considerations and call to actionOur recommendations should of course be considered in the context of guidelines fromthe National Institute of Health and Clinical Excellence (NICE) on obsessive compulsivedisorder (OCD), post-traumatic stress disorder (PTSD), depression, eating disorders, selfharm,substance misuse as well as the NICE Technology Appraisals on parenting trainingfor conduct disorder and medication for attention deficit hyperactivity disorder (ADHD).Other groups whom we seek to inform more broadly include government departments,political parties, social and economic researchers, the United Nations, CAMHS,educationalists, social care trainers, child protection professionals, children’s and youthaction groups, and parenting associations. We welcome further examples of sociallyinclusive practice and comments on our recommendations from all these groups. We hopeto update this paper following further consultation and evidence gathering.We hope that publishing this framework also encourages bodies such as the UnitedNations Office on Drugs and Crime (UNODC) to develop increased understanding of thesocially inclusive implementation of parenting and family skills training programmes. Weaim to stimulate long-term debate through publication of this paper and presentation ofour findings and recommendations at conferences in the future. We are offeringsuggestions for the evolution of evidence-based model programmes in an important field14 Professional Practice Board
and can cite examples drawn from existing effective programmes to illustrate thedevelopment of socially inclusive practice. We also offer a simple metric (Appendix 2) touse within programme commissioning and evaluation processes.With the publication and dissemination of this paper we ask that existing programmeswhose examples we have used in this paper will continue to give us access to furtherexamples as they are developed and researched so we may report on progress with thisapproach over time.2.6. Structure of this paperIn the next section we present a broad overview of the socio-political context to theseissues. The remaining sections cover access, recruitment and retention; cultural sensitivityand cultural adaptation through co-production; and the development of social capital andsustainability. We conclude with a summary of the four TINE principles that form ourframework for socially inclusive practice in evidence-based parenting and family skillstraining programmes and recommend some next steps.Technique Is Not Enough 15
Page 1 and 2: Professional Practice BoardTechniqu
Page 3: ContentsAcknowledgements ..........
Page 6 and 7: We also wish to thank Sarah Fitzroy
Page 8 and 9: alienation and sense of isolation f
Page 10 and 11: A range of these programmes are rec
Page 12 and 13: 2. Vision and purpose2.1. The brief
Page 14 and 15: From this conference a commitment t
Page 18 and 19: 3. The socio-political context3.1.
Page 20 and 21: Box 1: UNODC compilation of evidenc
Page 22 and 23: cost-effective and it has caused so
Page 24 and 25: Positive ActionPositive Action was
Page 26 and 27: ■Programmes must have robust evid
Page 28 and 29: These principles are based on our a
Page 30 and 31: families who might benefit. This pr
Page 32 and 33: providers and partner agencies were
Page 34 and 35: Positive Parenting Programme (Tripl
Page 36 and 37: multiple approaches that also inclu
Page 38 and 39: need to learn English in their pare
Page 40 and 41: Parenting programmes that work in m
Page 42 and 43: 5. Principle 2. Cultural sensitivit
Page 44 and 45: Positive ActionPositive Action faci
Page 46 and 47: attitudes. Such attitudes can surfa
Page 48 and 49: developed purely from a theory-driv
Page 50 and 51: cultural heritages lecture at them.
Page 52 and 53: having reciprocal relationships to
Page 54 and 55: first started delivering the progra
Page 56 and 57: Strengthening Families ProgramWhen
Page 58 and 59: 7. Principle 4. Sustainability: Cre
Page 60 and 61: operate at different levels. Some a
Page 62 and 63: Incredible YearsAnother component o
Page 64 and 65: commissioners can have more confide
Page 66 and 67:
Incentives for achieving model fide
Page 68 and 69:
8. A framework for ensuring that ev
Page 70 and 71:
9. Next stepsEvidence-based parenti
Page 72 and 73:
70 Professional Practice Board
Page 74 and 75:
72 Professional Practice Board
Page 76 and 77:
ReferencesAlinsky, S.D. (1971). Rul
Page 78 and 79:
Davidson, G. & Campbell, J. (2007).
Page 80 and 81:
Heindrichs, N., Bertram, H., Kusche
Page 82 and 83:
McDonald, L., FitzRoy, S., Fuchs, I
Page 84 and 85:
Spoth, R., Redmond, C., Hockaday, C
Page 86:
The British Psychological SocietySt
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