Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students
NCT Number: NCT06501300
Acronym: TIKiS
Status: ENROLLING_BY_INVITATION
Study Type: INTERVENTIONAL
Phases: NA
Conditions: Healthy
Interventions: BEHAVIORAL: Emotion-focused: Tuning in to Kids in School
Sponsor: Sophie Havighurst
Collaborators: University of Melbourne|University of Stavanger
Sex: ALL
Age: ADULT, OLDER_ADULT
Enrollment: 450
Study Design: Allocation: RANDOMIZED|Intervention Model: PARALLEL|Masking: SINGLE (OUTCOMES_ASSESSOR)|Primary Purpose: OTHER
Start Date: 2022-08-01
Completion Date: 2025-07-31
Locations: Department of Psychology, University of Oslo, Oslo, 0373, Norway

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.

Primary Outcome Measures: 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 Outcome Measures: Affect Integration Inventory (AII), A measure of how well various emotions are integrated (Solbakken \& Monsen, 2017). Teachers rate how well 18 statements about emotions describe them from a scale of 0 (doesnt fit at all) to 9 (fits perfectly)., Right before intervention (Baseline) and 5 months after intervention (post-intervention)|Bergen burnout inventory (BBI), A measure of employee burnout with 9 items. Participants rate how nmuch they agree with each of the 9 statemetns from 1 (disagree completely ) to 6 (agree completely).

(Matthiesen, 1992; Salmela-Aro et al., 2011), Right before intervention (Baseline) and 5 months after intervention (post-intervention)|Hopkins symptom checklist 10 - HSCL-10, A measure of distress, which consists of two subscales; anxiety and depression (Derogatis et al., 1974; Hesbacher et al., 1980; Strand et al., 2003). This is a short form of the HSCL with only 10 questions (6 depression, 4 anxiety). Particiapnts rate how much they have experienced each of the 10 symptoms in the past week form 1 (not at all) to 4 (a lot)., Right before intervention (Baseline) and 5 months after intervention (post-intervention)|Satisfaction with Life scale (SWLS), A 5 item scale that measures satisfaction with life (Diener et al., 1985). Participatns rate how much they agree with each of the 5 statements on a scale of 1 (fits poorly) to 7 (fits perfectly)., Right before intervention (Baseline) and 5 months after intervention (post-intervention)|Collaboration between school health service, educational psychological services and teachers in Oslo., Likert scale from 1 to 5 of how well the employees experience the collaboration with the other services. Where 1 is they disagree completely that there is a good collaboration and 5 is they agree completely that there is a good colaboration., Right before intervention (Baseline) and 5 months after intervention (post-intervention)