Technique Is Not Enough (TINE) - British Psychological Society

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Box 1: UNODC compilation of evidence-based family skills training programmes1. Triple P – Positive Parenting Programme2. The Incredible Years (IY)3. Strengthening Families Program4. Parents as Teachers5. Stop Now and Plan (SNAP)6. Multisystemic Therapy (MST)7. Parent-Child Interaction Therapy8. First Step to Success9. Guiding Good Choices10. Parenting Wisely11. Families and Schools Together (FAST)12. Staying Connected with your Teen13. Helping the Non-compliant Child14. Positive Action15. Family Matters16. Strengthening Families Programme for Parents and Youth 10-1417. Multidimensional Family Therapy18. Nurse-Family Partnership19. Families Facing the Future20. Parents Under Pressure21. Al’s Pals: Kids Making Healthy Choices22. Resilient Families23. DARE to be YouEffective parenting programmes have also been identified by a number of UKorganisations including the National Academy of Parenting Research (NAPR) using theabove criteria. Between 2008 and 2010 the UK government funded local authorities totrain over 4000 professionals in 10 of these approaches. There are NICE guidelines onchild mental health and technology appraisals for children with conduct disorders (parenttraining), anxiety disorder (CBT), and eating disorders (focused family therapy). Agovernment sponsored review of early intervention (Allen, 2011) applied standards ofevidence to a series of programmes and identified those that met a specified level in termsof evaluation quality, impact, intervention specificity and readiness for implementation inservice systems.What we know about effective parenting programmes has been summarised by Hutchingset al. (2004):■New parenting skills should be actively rehearsed during the programme andpracticed at home.18 Professional Practice Board
■■■■■Video feedback, role play and rehearsal are important learning methods.Principles are better learned than prescribed techniques.Self-determined goal setting should be the norm.Strategies that encourage positive behaviour and reduce negative behaviour shouldbe included.Partner support should be included.3.3. The need-service gapThe engagement of socially excluded families in effective parenting programmes isparticularly low, not least because very few of these families get to participate in evidencebasedprogrammes. Put another way, there is a need-service gap: the recommendedevidence-based parenting programmes are not reaching the ‘hard to reach’ (Flanagan &Hancock, 2010).There are two main reasons why such programmes only reach a small proportion offamilies and even fewer who are socially excluded. One is that few local authorities or otheragencies adopt them, and even if they do they are rarely if ever implemented at scale(Bumbarger & Perkins, 2008; Klett-Davies et al., 2008; Little, 2010).The other reason (and the two may be related) is that services often struggle to recruitenough appropriate families and if they attend once, early drop-out rates tend to be veryhigh (up to 90 per cent in some UK studies (Gross et al., 2001)). This same scenarioapplies to completion of the recommended programme. Retention rates are also low(Axford et al., 2011). The drop-out rate for single, low-income parents and parents from ablack or minority ethnic background tends to be higher than the rates for other parents(Cunningham et al., 2000; Kurtz & Street, 2006). These rates are similar to those of outpatientchild mental health clinics where drop-out rates vary from 40-60 per cent andwhere rates for socially marginalised families are even higher (Kazdin, 2001).This need-service gap is particularly apparent in children’s mental health services. Themental health of children in the UK is a growing problem for families, schools and socialservices, for communities and society as a whole and is becoming an increasing strain onpressured NHS resources. A nationally representative study of British school-aged childrenrevealed that 10 per cent have a diagnosable mental health problem that causes themmajor distress and seriously interferes with their development, yet only 25 per cent of thesechildren receive specialist care mental health services (Ford et al., 2007). CAMHS seeapproximately 300,000 children annually with treatment averaging four and a half months,the result being that specialist children’s mental health services see only a third of the 10per cent of children in need.Failure to get parenting programmes to the children and families that need them most is aproblem for two reasons. Firstly, if insufficient parents in need attend a recommendedprogramme the overall social impact of the programme is diluted, either because some‘spaces’ within the programme remain empty or because practitioners relax the eligibilitycriteria and allow parents and children with lesser needs to participate. Parentingprogrammes also have less impact where the need is relatively low. This situation is notTechnique Is Not Enough 19
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 16 and 17: development strategies have been us
Page 18 and 19: 3. The socio-political context3.1.
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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