08. Health and Wellbeing Education
Paper
Findings from a Large-scale Evaluation of a Low-intensity, Parenting Seminars Series in Australian Schools
Christopher Boyle1, Matthew R Sanders2, Tianyi Ma2, Julie Hodges2
1University of Adelaide, Australia; 2University of Queensland, Australia
Presenting Author: Boyle, Christopher
The COVID-19 pandemic disrupted the normality of daily life for many children, their families, and schools, resulting in heightened levels of anxiety, depression, social isolation, and loneliness among young people (Deng et al., 2023; Ma et al., 2021; Racine et al., 2021). This poses a challenge on the school system. An integrated public health model of interventions is needed to address the problem and to safeguard the mental health and wellbeing of children. The Triple P – Positive Parenting Program is a multilevel system of parenting support with a strong evidence-base and wide international reach (Sanders, 2012, 2023; Sanders et al., 2014). The Level 2 (Triple P Seminar series) seem to be particularly relevant as it is designed as a brief, low intensity intervention that can be delivered universally (either in person or via telehealth), in schools, at low cost. The original Triple P seminar comprises three 90-120 minute seminars and has been found to be effective in changing parenting practices and improving child behavioural problems in many studies (e.g., Lee et al., 2022; Sanders et al., 2009; Sumargi et al., 2015). Two new seminars were developed to substitute two original seminars to cover the social and emotion wellbeing of children. The new series consist of three seminars – one focusing on general parenting skills (“The Power of Positive Parenting”), the other two focusing on helping children manage anxiety (“Helping Your Child to Manage Anxiety”) and (“Keeping your child safe from bullying”). Each seminar drew on content from more intensive clinical interventions targeting conduct problems (Sanders et al., 2009), anxiety disorders (Cobham et al., 2017) and peer victimization (Healy & Sanders, 2014). This study is the first large-scale, multi-site randomised controlled trial of a newly developed Triple P seminar series, tailored for the schools, as a response to the impacts of the pandemic.
The evaluation employed an Incomplete Batched Stepped Wedge Cluster Randomised Trial Design, with 380 Australian primary schools, from the states of South Australia, Queensland, and Victoria, recruited and randomised in three batches. Within each batch, schools were randomly assigned to either start the intervention immediately or start in six weeks. The Triple P seminar series was delivered as Zoom webinars. Parents completed measures about a wide range of child and family outcomes, such as child social, emotional, and behavioural wellbeing, parenting practices, parental self-regulation, specific areas of parenting, and the home-school communication at baseline, six weeks after baseline, and 12 weeks after baseline. Data collection is currently underway with over 2,300 parents recruited from participating schools, and will be completed in February 2024.
Interim data analyses revealed high levels of parental satisfaction with the online Triple P seminar series. Also, limited school clustering effect from the data was identified (average intra-cluster correlation < .01), which warranted further single-level data analyses. Final analysis will be conducted in Early 2024 with a Piecewise Latent Growth Curve Modelling approach on all intervention targeted outcomes. Given that the evaluation logic behind the current design is systematic replication. differences between batches and conditions will be examined through multigroup comparison. Findings from the final analysis will be presented at the European Conference on Educational Research 2024. We expect seeing positive changes in all intervention targeted child and family outcomes.
The findings from this project will extend the current knowledge of the effectiveness of brief, low intensity, universally offered, prevention-focused, evidence-based parenting support seminars series that was adapted for the school priorities in a post pandemic world. The approach adopted is consistent with the multi-level conceptual model of evidence-based parenting support for educational settings as outlined by Sanders et al. (2021).
Methodology, Methods, Research Instruments or Sources UsedThis research was funded by the Australian Government Department of Education through the Emerging Priorities Program. Ethics approval was granted by the University of Queensland (ID: 2022/HE001114), the University of Adelaide (ID: 37018), Monash University (ID: 36385), and relevant education authorities.
A total of 380 Australian primary schools were recruited with 47 schools registered after the completion of randomisation. These schools were added to the last group of schools receive the intervention. About 77% of schools were public schools and another 15% were catholic schools. More than half of the schools have a size between 100 and 500 enrolments. In terms of socioeconomic status, about 41% of the schools were from the lowest 50%. Also, 18% of the schools were from outer regional to very remote areas. Over 2,300 parents participated with about 86% identified themselves as the mother. About three-quarters of parents have university degrees and 88% were in employment. Children that the parents reported on had a mean age of 7.94 years with similar number of boys and girls.
The evaluation employed an Incomplete Batched Stepped Wedge Cluster Randomised Trial Design. Schools were recruited in three batches. Within each batch, schools were subsequently randomly allocated to: 1) receiving seminars immediately; or 2) receiving seminars 6 weeks later. The next batch starts six weeks after the previous batch starts. Random allocations were conducted on an ongoing basis throughout the trial via Minimisation to achieve the optimal balance of school characteristics between groups. A comprehensive measure battery was administered to track changes in a wide range of child and family outcomes, such as child social, emotional, and behavioural wellbeing, parenting practices, parental self-regulation, specific areas of parenting, and the home-school communication over time. Parent-report survey data were collected online at baseline (T1), post-intervention (T2; 6 weeks after T1), and follow-up (T3; 12 weeks after T1).
Data collection is underway and will be completed by February 2024. Data analysis will be finished by May 2024. Findings from the final analysis will be presented at the European Conference on Educational Research 2024. After missing data analysis, following the Intention to Treat (ITT) principle, a Piecewise Latent Growth Curve Modelling approach on all intervention targeted outcomes. Given that the evaluation logic behind the current design is systematic replication. differences between batches and conditions will be examined through multigroup comparison. We expect seeing positive changes in all intervention targeted child and family outcomes.
Conclusions, Expected Outcomes or FindingsThe findings from this study will extend our current knowledge of the effects of evidence-based parenting support delivered through brief, universally offered, low intensity parenting seminars delivered in school settings. The approach adopted is consistent with the multi-level conceptual model of evidence-based parenting support for educational settings as outlined by Sanders et al. (2021). The model highlights the unique value of the school setting to help normalize and destigmatize parenting programs and thereby increase parental engagement and widen the reach of parenting programs.
The intervention being tested builds on previous studies showing that a brief three session Triple P seminar series on positive parenting can be effective in changing parenting practices and in improving children’s behaviour and adjustment. It extends earlier work by concurrently addressing in the same program, parents’ concerns about their children’s behaviour problems, anxiety and peer relationships, particularly school bullying. As the seminar series is a low intensity intervention, it is expected that a minority of children and parents with more complex problems may require additional support.
The interpretation of findings from this study need to consider the study’s relative strengths and limitations. Relative strengths include recruiting many schools and parents from diverse backgrounds. The outcome assessments used reliable, validated and change sensitive assessment tools, and an experimental design that enabled the program to be sequentially introduced across the school year. This variant of the stepped wedge design is particularly useful in evaluating programs in schools where systematic replication of intervention effects with schools servicing as their own controls rather than relying on randomisation of schools to different conditions. The relative weaknesses of the study include reliance of parents as the primary informant for gauging intervention effects.
ReferencesCobham, V. E., Filus, A., & Sanders, M. R. (2017). Working with parents to treat anxiety-disordered children: A proof of concept RCT evaluating Fear-less Triple P. Behavior Research and Therapy, 95, 128-138. https://doi.org/10.1016/j.brat.2017.06.004
Deng, J., Zhou, F., Hou, W., Heybati, K., Lohit, S., Abbas, U., Silver, Z., Wong, C. Y., Chang, O., Huang, E., Zuo, Q. K., Moskalyk, M., Ramaraju, H. B., & Heybati, S. (2023). Prevalence of mental health symptoms in children and adolescents during the COVID-19 pandemic: A meta-analysis. Annals of the New York Academy of Sciences, 1520(1), 53-73. https://doi.org/10.1111/nyas.14947
Healy, K. L., & Sanders, M. R. (2014). Randomized controlled trial of a family intervention for children bullied by peers. Behavior Therapy, 45(6), 760-777. https://doi.org/https://doi.org/10.1016/j.beth.2014.06.001
Lee, Y., Keown, L. J., & Sanders, M. R. (2022). The effectiveness of the Stepping Stones Triple P seminars for Korean families of a child with a developmental disability. Heliyon, 8(6), e09686. https://doi.org/10.1016/j.heliyon.2022.e09686
Ma, L., Mazidi, M., Li, K., Li, Y., Chen, S., Kirwan, R., Zhou, H., Yan, N., Rahman, A., Wang, W., & Wang, Y. (2021). Prevalence of mental health problems among children and adolescents during the COVID-19 pandemic: A systematic review and meta-analysis. Journal of Affective Disorders, 293, 78-89. https://doi.org/10.1016/j.jad.2021.06.021
Racine, N., McArthur, B. A., Cooke, J. E., Eirich, R., Zhu, J., & Madigan, S. (2021). Global Prevalence of Depressive and Anxiety Symptoms in Children and Adolescents During COVID-19: A Meta-analysis. JAMA Pediatrics, 175(11), 1142-1150. https://doi.org/10.1001/jamapediatrics.2021.2482
Sanders, M. R. (2012). Development, evaluation, and multinational dissemination of the Triple P-Positive Parenting Program. Annual Review of Clinical Psychology, 8, 345-379. https://doi.org/10.1146/annurev-clinpsy-032511-143104
Sanders, M. R. (2023). The Triple P System of Evidence-Based Parenting Support: Past, Present, and Future Directions. Clinical Child and Family Psychology Review. https://doi.org/10.1007/s10567-023-00441-8
Sanders, M. R., Healy, K. L., Hodges, J., & Kirby, G. (2021). Delivering evidence-based parenting support in educational settings. Journal of Psychologists and Counsellors in Schools, 31(2), 205-220. https://doi.org/10.1017/jgc.2021.21
Sanders, M. R., Kirby, J. N., Tellegen, C. L., & Day, J. J. (2014). The Triple P-Positive Parenting Program: A systematic review and meta-analysis of a multi-level system of parenting support. Clinical Psychology Review, 34(4), 337-357. https://doi.org/10.1016/j.cpr.2014.04.003
Sumargi, A., Sofronoff, K., & Morawska, A. (2015). A Randomized-Controlled Trial of the Triple P-Positive Parenting Program Seminar Series with Indonesian Parents. Child Psychiatry & Human Development, 46(5), 749-761. https://doi.org/10.1007/s10578-014-0517-8
08. Health and Wellbeing Education
Paper
Assessing Test Anxiety in a Link with School Environment i Lower-Secondary Education
Erik Šejna
Masaryk University, Czech Republic
Presenting Author: Šejna, Erik
As testing has been widely used in evaluative situations thorughout our educational system, it has also become a potent group of stressors that can highly influence pupils' well-being at school.
Research on test anxiety has a long and fruitful history. The first studies concerning test anxiety were conducted as early as 1914 (Folin & Demis & Smillie, 1914) although the concept of test anxiety as such was not under its real name investigated until 1952 when Sarason nad Mandler (1952) published a series of studies on test anxiety and its relationship to academic performance. Test Anxiety can be shotrly desribed as a subjectively perceived condition of a mental discomfort associated with worries experienced before, during or after a test or exam (Cassady et al. 2002). It involves a set of physiologivcal, psychological and behavioral responses to a testing situation where one's perforamnce will be judged (Sieber et al. 1977). Contemporary instruments developed to assess test anxiety at schools usually work with two (or more) basic dimensions of test anxiety; cognitive dimension that represents negative thoughts about the test and consequnces of its failure, and dimension of autonomic reactions that includes diverse phyiological response to testing sitution (Cassady & Johnson, 2002; Wren & Benson, 2004). Researches indicated that around one third of pupils experience anxious feelings in testing situations and this condition may be found across all levels of education (McDonald, 2001)
The purpose of our research was to measure the level of test anxiety in 8th and 9th grade of compulsory education in Czech schools (first two years of lower-secondary education), using Children Test Anxiety Scale (CTAS) and assess the mediating role of social, affective and cognitive indicators of school environment and other demographic variables. The aim was also to make a comparative report of how CTAS works in the environment of Czech schools in comparison to the original validational study
Methodology, Methods, Research Instruments or Sources UsedThe final assessment battery consisted of multiple standardised scales. To assess the level of test anxiety, we used Children Test Anxiety Scale (CTAS) which is 30-item scale developed by Wren & Benson (2004). The scale measures three primary factors of test anxiety; thoughts, autonomic reactions and off-task behaviour and reach high internal consistency.
To assess the social, affective and cognitive indicators of school environment we adopted a self-report questionnaire which was used in Longitudinal research in secondary education project (LOSO) which measured 4 889 secondary school pupils from 276 classes in nearly all Flemish schools in Belgium. The questionnaire involves 8 subscales that each measure a different indicator; social integration, relationship with teachers, attitudes towards homework, learning interest, learning motivation, attitude to school institution, class attentiveness and school self-concept (Opdenakker&Damme, 2000).
Additional demographic items were added to final questionnaire in order to obtain information about the respondents' gender, grade (8th or 9th), final school outcomes and highest education reached by their parents.
finalised paper version questionnaire was physically distributed to 15 randomly chosen standard secondary schools in Moravia district of Czech Republic. The final sample consists of 744 secondary school pupils (395 boys/347 girls; 376 8th graders/368 9th graders).
Conclusions, Expected Outcomes or FindingsAll the used instruments were confirmed to reach high internal consistency and cross-item correlation within factors and subscales. Confirmatory factor analysis confirmed acceptable fit measures of 3 factor model of test anxiety scale. The factor analysis also revealed very similar results as found in the original validational study (Wren & Benson, 2004). Preliminary results indicate significant test anxiety differences based on gender and highest acquired education of parents. Multiple regression analysis showed substantial role of social integration of pupils, their learning motivation and classroom attentiveness as an indicator of lower test anxiety level. Further data analysis along with its concrete results will be presented in the conference.
References- Cassady, J. & Johnson, R. (2002). Cognitive Test Anxiety and Academic Performance. Contemporary Educational Psychology 27(2), 270-296
- Folin, O., Denis, W. & Smillie, W.G. (1914). Some observationson ‘‘emotional glycosuria’’ in man. Journal of Biological Chemistry, 17(1), 519-520.
- Sarason, S.B. & Mandler, G. (1952). Some correlates of test anxiety. Journal of Consulting and Clinical Psychology, 47(1), 810-817
- McDonald, A. S. (2001) The Prevalence and Effects of Test Anxiety in School Children, Educational Psychology, 21(1), 89-101
- Wren, D. & Benson, J. (2004) Measuring test anxiety in children: Scale development and internal construct validation, Anxiety, Stress & Coping, 17(3), 227-240
- Sieber, J. E., O’Neil Jr., H. F., Tobias, S. (1977) Anxiety, Learning and Instruction. Hillsdale, NJ: Erlbaum.
- Opdenakker, M. Ch. & Damme, J. V. (2000). Effects of Schools, Teaching Staff and Classes on Achievement and Well-Being in Secondary Education: Similarities and Differences Between School O....School Effectiveness and School Improvement 11(2), 165-196
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