Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students

NCT06501300 | Enrolling By Invitation

• 1 other identifier: TIKiS Norway
• Study Type: interventional
• Target: 450
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Healthy

Keywords

Teachers; Schools; Tuning in to Kids; Intervention; TIK; TIKiS; Emotion Socialisation; Emotional Competence

Outcome Measures

Primary Outcomes (7)

• Classroom Assessment Scoring system - CLASS- K3

  A structured, validated observation measure of a classroom's social-emotional environment. Scored from 1 to 7 where 1 is low score (few behaviour markers observed or are rarely observed) and 7 is a high score (many behaviour indicators are frequently observed). (Pianta, La Paro, \& Hamre, 2008).

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Coping with Children's Negative Emotions Teacher Version - CCNES-T:

  A measure of emotion coaching and emotion dismissing behaviors (Fabes et al., 2000). This study uses a short form of the original CCNES (21 questions), which has been modified and translated to Norwegian. Teachers rate how likely they are to respond to childrens' expressions of negative emotions in various scenarios on a scale of 1 (very unlikely) to 7 (very likely).

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Program differentiation

  Program differentiation is how differnt our intervention is from similar interventions that the school has used recently. This is measured by asing teachers to what degree they have worked with similar teaching strategies in the previous year on a scale of 1 (not at all) to 5 (a lot).

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Content Fidelity/Adherance

  Content Fidelity/Adherance is is how much of the manual and planned content that the facilitators cover for each group session. Facilitators fill in a checklist of core components after each group session to get the proportion of core content completed for each session and in total for the whole intervention.

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Dosage

  Dosage is how much of the intervention each participant received, which will be measured as the proportion of intervention sessions that each teacher participated in.

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Reach

  Reach is measured as the proportion of eligible teachers that have participated in the intervention, and the proportion of eligible schools that have participated.

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Teacher Implementation

  Teacher feedback on program satisfaction and use of program content will be measured quantitively trhough a questionnaire and qualitatively and through focus group interviews. The questionnaire will ask about obstacles and ease of attending the intervention and using the learned content afterwards, and what aspects they found useful on a scale of 1 to 7 where 1 is a low score and 7 is a high score. The questionnaire will also ask about what cocepts they have used, and what stopped them from attending using multiple choice with a free text option. The focus group interviews will be used to get a more detailed assessment of program satisfaction and use of program content

  5 months after intervention (post-intervention)

Secondary Outcomes (5)

• Affect Integration Inventory (AII)

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Bergen burnout inventory (BBI)

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Hopkins symptom checklist 10 - HSCL-10

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Satisfaction with Life scale (SWLS)

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

• Collaboration between school health service, educational psychological services and teachers in Oslo.

  Right before intervention (Baseline) and 5 months after intervention (post-intervention)

Study Arms (2)

Intervention

EXPERIMENTAL

Teachers and relevant school staff six 90-minute supervised group lessons with a 1-2 week space between each time. School leaders attend three 90-minute sessions adapted to them

Behavioral: Emotion-focused: Tuning in to Kids in School

Waitlist Control

NO INTERVENTION

Receives no intervention, business as usual. Receives intervention the following year.

Interventions

Emotion-focused: Tuning in to Kids in School BEHAVIORAL

The aim of the TIKiS is to improve emotion coaching and reduce emotion dismissing in elementary school teachers through six x 90-minute group sessions.

Intervention

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• School staff that work with children in grades 1.-4.

Sponsors & Collaborators

• Sophie Havighurst: lead
• University of Melbourne: collaborator
• University of Stavanger: collaborator

Study Sites (1)

Department of Psychology, University of Oslo

Oslo, 0373, Norway

Location

MeSH Terms

Interventions

Schools

Intervention Hierarchy (Ancestors)

Non-Medical Public and Private Facilities

Study Officials

• Sophie Havighurst

  University of Oslo

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: Observers do not know whether the schools they visit are intervention or control schools.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Principal Investigator

Model Details: 10 schools are assigned to a wait-list control group, while 10 are assigned to the intervention group.

Study Record Dates

• First Submitted: February 5, 2024
• First Posted: July 15, 2024
• Study Start: August 1, 2022
• Primary Completion: June 1, 2025
• Study Completion: July 31, 2025
• Last Updated: July 15, 2024

Record last verified: 2024-07

Locations

NO (1)