Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students
Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students
The current project is a randomized controlled trial of the Australian evidence-based parenting program Tuning in to Kids® which has been adapted for using with Norwegian elementary school teachers (Tuning in to Kids in Schools; TIKiS).
TIKiS aims to improve emotion socialization practices of primary school teachers so that children's emotional competence is promoted.
This project will determine effectiveness and implementation quality of TIKiS through questionnaire and observation measures given before and after the intervention, comparing intervention and wait-list control schools.
This project is a collaboration between the University of Oslo, the education agency and health agency in Oslo municipality, Norway.
A total of 20 schools will be recruited for the project, and randomly allocated to the intervention or wait-list control condition (10 in each). Teachers in the intervention schools will receive the TIKiS intervention delivered by trained facilitators. Facilitators of the teacher groups will be from staff from education and health agencies and will have at least a masters' degree in psychology, pedagogy or similar.
The TIKiS program facilitators attend a two day training in TIKiS. In addition, they will attend a 90-minute workshop and receive three days of 90-minute program supervision before they act as program facilitators for the teachers.
In the intervention condition, school leaders will attend adapted three 90-minute group sessions to assist with implementation. All teachers in the intervention schools will attend introduction sessions outlining the program. Then teachers and other relevant school staff (special education teachers, resource teachers, social teachers and assistants) in grade 1-4 (the first 4 years of elementary school) will attend six x 90 minute group sessions led by a pair of program facilitators.
In intervention and control schools, facilitators of groups, teachers and relevant school staff will complete questionnaires at baseline and follow-up. Observations of classes of these teachers and staff will be conducted at baseline and follow-up.
Control schools will receive the intervention following completion of all follow-up measures.
Inclusion Criteria:
Exclusion Criteria: