Engaging families in early intervention for child conduct concerns

A dirt road going off into the distance

(Photo: Darcy Moore)

I was one of the authors on a paper published this month in the journal Children Australia about Getting on Track in Time (Got It!): an early intervention programs assisting families to deal with emerging child behavioural difficulties that are likely to worsen over time.

Abstract

Early intervention programs assist families to deal with emerging child behavioural difficulties that are likely to worsen over time. Identifying families suited to an early intervention program and then generating their interest in the program can be an uncertain and complex process. This paper describes the approach to family engagement in a school-based early intervention program for children with emerging conduct problems, called Got It!, and presents some of the findings from an external evaluation of the program conducted by the authors for New South Wales (NSW) Ministry of Health. Child behaviour screening questionnaires were completed by parents/carers and teachers, and qualitative data were gathered through interviews with parents/carers, teachers and health staff. The views of families who participated in the targeted intervention and those who were exposed only to the universal intervention were sought. Results indicate that offering the specialised group intervention in the school, in the context of universal interventions and screening, supported engagement with families of children with identified conduct problems. Many parents said they would not otherwise have sought assistance. A partnership approach between schools and specialist child and adolescent mental health services is a central feature of program delivery. Factors that contribute to an effective partnership are discussed.

Read the full article here. It is reprinted with permission.

Reference:

Plath, D., Crofts, P., & Stuart, G. (2015). Engaging families in early intervention for child conduct concerns. Children Australia. doi: 10.1017/cha.2015.5

According to the copyright notice from Cambridge University Press:

Material on these pages [the Cambridge University Press website where the article is published] is copyright Cambridge University Press or reproduced with permission from other copyright owners. It may be downloaded and printed for personal reference, but not otherwise copied, altered in any way or transmitted to others (unless explicitly stated otherwise) without the written permission of Cambridge University Press. Hypertext links to other Web locations are for the convenience of users and do not constitute any endorsement or authorisation by Cambridge University Press.

Copyright © The Author(s) 2015
Reprinted with permission

If you liked this post please follow my blog (top right-hand corner of the blog), and you might like to look at:

  1. Service-learning at retreats for children with special needs and their families
  2. Playgroups as a foundation for working with hard to reach families
  3. Domestic violence, family, friends and neighbours
  4. A resilience practice framework by the Benevolent Society
  5. Childhood trauma and brain development
  6. Making parents feel welcome in schools

About Graeme Stuart

Lecturer (Family Action Centre, Newcastle Uni), blogger (Sustaining Community), environmentalist, Alternatives to Violence Project facilitator, father. Passionate about families, community development, peace & sustainability.
This entry was posted in Families & parenting, Schools and tagged , , , , . Bookmark the permalink.

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