Clinical trial NCT06501300: Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students
Official title: Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students
Study type: INTERVENTIONAL
Overall status: ENROLLING_BY_INVITATION
Phase: NA
Conditions: Healthy
Keywords: Teachers
Schools
Tuning in to Kids
Intervention
TIK
TIKiS
Emotion Socialisation
Emotional Competence
Lead sponsor: University of Oslo
Sponsor class: OTHER
Collaborators: name: University of Melbourne
name: University of Stavanger
First posted: 2024-07-15
Enrollment: 450
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: 10 schools are assigned to a wait-list control group, while 10 are assigned to the intervention group.
Primary purpose: OTHER

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.

Detailed description: 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.

Eligibility criteria: Inclusion Criteria:

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

Exclusion Criteria:

* (Exclusion from analysis) school staff in the intervention school that did not participate in the intervention.

Primary outcomes:
measure: Classroom Assessment Scoring system - CLASS- K3
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Coping with Children's Negative Emotions Teacher Version - CCNES-T:
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Program differentiation
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Content Fidelity/Adherance
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Dosage
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Reach
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Teacher Implementation
timeFrame: 5 months after intervention (post-intervention)
Secondary outcomes:
measure: Affect Integration Inventory (AII)
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Bergen burnout inventory (BBI)
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Hopkins symptom checklist 10 - HSCL-10
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Satisfaction with Life scale (SWLS)
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
measure: Collaboration between school health service, educational psychological services and teachers in Oslo.
timeFrame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Other outcomes:
Locations:
city: Oslo
country: Norway
facility: Department of Psychology, University of Oslo
Study officials:
affiliation: University of Oslo
name: Sophie Havighurst
role: PRINCIPAL_INVESTIGATOR
References: