Technique Is Not Enough (TINE) - British Psychological Society

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These principles are based on our analysis of the methods found in the practice exampleswe have received from a range of existing programmes and our own experience. Indeveloping this framework we are grateful to those parenting and family skills trainingprogrammes that responded to the Society’s survey of the UNODC list of 23 from which wehad 11 responses. The questionnaire used to elicit examples can be found in Appendix 1.26 Professional Practice Board
4. Principle 1. Access: Recruitment and retentionParenting programmes need to increase the initial participation, early, and overallretention rates of disadvantaged families. In this section we focus our inclusion lens on thehigh drop-out rates, and the causes of dropping out by disadvantaged families who try toparticipate in parenting programmes. We then highlight the kinds of strategies used byexisting programmes that succeed in attracting and retaining very high levels ofengagement with socially excluded parents which in turn contributes to better outcomesfor the higher numbers of parents and children who then continue to participate.4.1. Problems with recruitment and retentionParenting programmes often struggle to recruit enough families. Sure Start children’scentres and primary schools are trying to improve how they reach families in the greatestneed, particularly fathers and people from some minority ethnic groups. Parentingprogrammes find it hard to retain families so drop-out rates are high. The majority ofparents who attend these programmes drop out almost immediately or during the first fewsessions. The result is that programmes often only reach a small proportion of the targetgroup in the UK. This evidence comes from the limited implementation of parentingprogrammes in the UK. Although it is anecdotal, it is largely based on the observations ofclinicians working in the field and of programme developers themselves.Fortunately we now know a reasonable amount from research and practice about how toengage families and keep them engaged (e.g. Gross et al., 2001). This falls into two broadareas of concern. Our first concern are activities sometimes seen by some as separate to theprogramme, so-called ‘external’ factors such as advertising and promotion of theprogramme. However, it is these that get families’ attention and interest in the first placeand help them stay interested for the programme’s duration. Our second concern is with‘internal’ factors related both to the programme’s learning methods and the content used,and which aid retention, such as their cultural relevance to the programme’s target group.This section covers making programmes attractive in the first place and user-friendlythroughout. It includes addressing the learning processes employed and adaptations to thecontent of the learning process to make it as culturally relevant as possible.4.2. Initial recruitment and retentionA good illustration of the initial recruitment problem comes from an attempt toimplement an evidence-based parenting programme with the parents of 3–4-years-olds withconduct problems in a UK city (Axford et al., 2011). This programme was to beimplemented in six children’s centres. Each centre needed to recruit 24 parents who metthe target group criteria. The spring and summer terms were set aside for recruitment withthe 12-week course scheduled to run in the autumn term.There were 2,913 children aged 3-4 years old living in the catchment area. A city-widesurvey showed that 15 per cent of children in this age group met the eligibility criteria forthe programme. It was therefore necessary to find a third of these families. In the timeallocated the children’s centres identified just 85 families between them, 19 per cent of theTechnique Is Not Enough 27
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 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 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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