Technique Is Not Enough (TINE) - British Psychological Society

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Incentives for achieving model fidelity, high retention rates of low income parents, andoutcomes comparable to research trials should be built in at the organisational level. Forexample, a school that delivers a programme with high fidelity might receive funds ormaterial benefits like new equipment.Lastly, it pays to stress the real world impact of the programme at a local level to theimplementers themselves. Ideally, by tracking local child mental health and parentingoutcomes the feedback loop for practitioners will prove rewarding and will support theircontinued interest in evidence-based models. Other practitioners, of the same programmebut who have implemented it elsewhere, should have the opportunity to meet and inspireone another by explaining the ways in which they adapted the model locally and describethe difference the programme made in their locality by translating their outcome data intoexamples of real lives changed for the better. Vignettes or videos of parents and childrenspeaking about benefiting from the programme can really help. Parent programmegraduates as co-trainers in these circumstances would also be predicted to be very effective.On-going evaluation should be built in so that practitioners can continue to track thedifferences their intervention is making at a local level. Experiments in using ICT toprovide continuous ‘live’ feedback to practitioners are underway in several places andcould also assist here.Cost-effectiveness information is another area which requires further development byprogramme developers and researchers alike but it is being taken more and more seriouslyand is now provided by some programmes and some government agencies. For example:Incredible YearsWe have collected and contributed to papers on costs and cost effectiveness. Our BMJ Sure Start trialpaper was accompanied by a paper that explored cost effectiveness (Edwards et al., 2007). We hadpreviously been involved in an economic evaluation of earlier work and see this is as extremelyimportant. There are few studies in this area. An economic evaluation within the RCT of the IRWelsh programme for the IY toddler programme is currently being written up. Current work we aredoing to evaluate the IY baby and school readiness programmes includes cost-effectiveness measures.Ideas about how service systems can be made ‘programme ready’ are also important butare beyond the scope of this paper. See Little (2010), for a comprehensive summary ofthese ideas.The processes described in this section, if attended to carefully and consistently, willcontribute to a deep-rooted development of local ownership and a sufficient accrual ofintellectual capital to keep a programme going in a sustainable fashion. If we can achieve aposition exemplified by ‘It’s our programme and we want to keep it going because it worksfor us!’ we may succeed. On the other hand if our situation more resembles an impositionof ‘it worked for us and it will work for you’ then the causes of replication failure are likelyto loom high (Sandler, 2007). Originator ownership and appropriate pride must besubordinated to the wisdom of understanding that we all need the experience of‘discovering good things for ourselves’. If we really want local practitioners, commissionersand parents to feel they made a go of it themselves then we need to put in the right sort ofeffort at a local level to offer flexibility within programme models. Methods exist to enable64 Professional Practice Board
programmes to identify which adaptations can be made without compromising outcomesfor parents and children. It helps of course where there is genuine support for this fromprogramme developers themselves. Many original programmes now operate as‘Communities of Practice’ or support hubs for local implementation. For example:SNAPThe CCCO has a mandate to help ensure the sustainability and integrity of the replicated SNAPprogrammes. The original CDI SNAP programmes now function as “laboratory” programmes onwhich our (localised) research and programme development are based and informed. Overall ourmandate is to be client-responsive and to provide services that reflect how caregivers and serviceproviders describe their needs. Of course, good services and alliances will facilitate a developingperspective of how needs are defined. For example, trauma counselling or special classroomplacement may combine with SNAP GC services at an appropriate point (e.g., trauma disclosure,school threatened expulsion).Incredible YearsThe Incredible Years works with agencies/organisations to develop a sustainable infrastructure.This includes selecting appropriate clinicians, providing accredited training, on-going supervisionand support, encouraging accreditation. From the accredited group leaders, some continue trainingto be peer coaches who provide support to new group leaders. From this group, mentors are trainingwho are trained to deliver authorised workshops to new group leaders. In the UK there are 130accredited group leaders in UK and 29 in Wales, 16 accredited mentors in UK and 3 in Wales and4 coaches in UK. We run basic leader training in all IY programmes, fidelity workshops formanagers, supervision and consultation for leaders and evaluation workshops. We start with smallscaleevaluations to establish their acceptability and preliminary outcomes and then seek funds forRCT trials.Technique Is Not Enough 65
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Professional Practice BoardTechniqu
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ContentsAcknowledgements ..........
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We also wish to thank Sarah Fitzroy
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alienation and sense of isolation f
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A range of these programmes are rec
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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 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 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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