Technique Is Not Enough (TINE) - British Psychological Society

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8. A framework for ensuring that evidence-basedparenting programmes are socially inclusivePrinciple 1. Programmes should promote their accessibility by:■■monitoring the retention and drop-out rates of all families, especially disadvantagedfamilies;publishing and vigorously pursuing their best practices for increasing the initialengagement and programme retention of socially marginalised families.Principle 2. Programmes should become culturally sensitive to the needs oftheir participants by:■■■■inviting parents to be equal partners with professionals to co-produce localprogrammes through assessing local needs, selecting a programme for theircommunity, culturally adapting it, planning, implementing, evaluating anmaintaining its quality over time;including implementation team members, staff and parents who are culturallyrepresentative of the parents who participate in their programme;culturally adapting the programme’s form and content to be congruent with localcultural mores and values and supporting the evolution of the programme in thelocal community;enabling programme ‘graduates’ (parent programme participants) to becomerecruiters, facilitators, teachers, trainers and evaluators of the programme as it evolves.Principle 3. Programmes should build social capital in their host communities by:■■using strategies that support the development of mutually trusting relationships andsupport between programme participants and between participants and friends,extended family and other sources of social capital in their local community tomaximise social support for parent participants to engage in positive parenting ratherthan relying on traditional services, wherever possible;empowering local practitioners and parents to become the leaders of ‘booster’sessions, ongoing training programmes, as well as becoming trainers for newreplications elsewhere and be involved in quality assurance to maintain programmeimpact in the community.66 Professional Practice Board
Principle 4. Programmes should create the conditions for their long-termsustainability by:■■■developing co-produced quality assurance systems that local implementers can useand develop to assess their programme’s impact beyond the home, in the classroomand in the wider community;investing in strategies that create a positive local context for the sustainability of theprogramme’s knowledge and practice base through partnership with localprofessionals and families to create social capital within local institutions and thewider community;taking account of the needs of the service systems in which they hope to become partof ‘services as usual’ and developing ongoing supervision, guidance and supportsystems around implementation that directly and explicitly address these needs.Technique Is Not Enough 67
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Professional Practice BoardTechniqu
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ContentsAcknowledgements ..........
Page 6 and 7:
We also wish to thank Sarah Fitzroy
Page 8 and 9:
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 66 and 67: Incentives for achieving model fide
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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