Technique Is Not Enough (TINE) - British Psychological Society

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9. Next stepsEvidence-based parenting and family skills training programmes are examples of modelprogrammes. Their original goals to develop good help for families are now beingextended to helping local communities adapt their programmes to work for many familiesin many communities. Many of the most effective programmes have risen to the challengeof moving beyond effectiveness alone to embrace social inclusion and some of theiroriginal research sites have become the supporters of communities of practice or research‘hubs’ in order to do this on a large scale.In this paper we have summarised what we have learned in exploring this field inpartnership with a wide range of stakeholders. Having developed a framework to structurethe numerous examples of emerging good practice that we have used to illustrate the manyand varied approaches to ensuring that parenting programmes are socially inclusive, wewill now dissseminate that framework as widly as possible. We hope the use of ourframework will allow programme developers, commissioners and their advisors to focustheir attention on enabling effective evidence-based parenting and family skills trainingprogrammes to evolve and reach out to include socially marginalised families, make theirprogrammes culturally sensitive and relevant to socially marginalised groups and buildcapital in their communities so they may be sustained for generations to come.Based on our reading of the practice-based examples of socially inclusive practice webelieve that parenting programmes should aspire to becoming integral parts of their hostcommunities. This suggests that large scale collaborative approaches should be developedthat take the long view of programme development. In our view an important contributionto this longer term aspiration can be made by embracing co-production. This in turn leadsus to pay closer attention to the community development processes that parentingprogrammes can adopt to increase the social capital of their local communities.We are of the view that the building blocks are now in place to begin exploring thisaspiration through empirical research that addresses the formal evaluation of theseemerging practice-based approaches. We contend that successfully addressing the socialinclusion factors involved in supporting the evolution of an evidence-based local parentingprogramme will significantly increase the likelihood of that programme being effective andalso of being sustained. We urge all concerned to take account of these issues in exercisingtheir contribution to the further evolution of socially inclusive evidence-based parentingand family skills training programmes. We realise that there is such a richness of creativityin this field that we are just at the beginning of what we hope will be a much longer andmore detailed conversation as time goes by.68 Professional Practice Board
Appendix 1: The 2011 BPS survey of evidence-basedparenting & family skills training programmes Technique Is Not Enough 69
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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
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From this conference a commitment t
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development strategies have been us
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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 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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