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Building ‘The Village To Raise a Child’Families and Schools Together (FAST)

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Lynn McDonald, PhD, MSW,

Professor of Social Work Research December 2, 2015 Galway, Ireland

Realizing Child Rights by Empowering Parents

Building ‘The Village To Raise a Child’

Families and Schools Together (FAST)

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© Middlesex University

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Disadvantaged Communities

• Neighborhoods with key indicators of poverty have more correlations with social determinants of health (Marmot)

Poverty, poor housing, pollution, lead, poor water, violence

Parents are stressed by lack of resources, racism, social exclusion,

Higher mobility of population, more immigrants and refugees

Higher chronic and acute health problems and more disparities

Higher domestic violence, crime and homicide rates

Higher child abuse and neglect (44x more neglect)

Higher mental health, depression, addiction problems of adults

Higher social isolation and community distrust and conflict

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Adverse Childhood Experiences (ACE) Research

UK study stratified random sample of adults (n=3885, aged 18–69, April–July 2013) asked to recall childhood experiences

• 46.4% reported one ACE; (53.6% none; 8.6% >8)

• 17% verbal abuse/neglect; 14% physical abuse; 6% sex abuse

• Compromised parenting: 12% mental health problems; 12%

domestic violence; 9% alcohol abuse; 3% incarcerated; 4%

drug abuse; 22% separation/divorce

• If one had >4 ACE (4% of wealthy vs 12% of poorest), this correlated with more cancer, stroke, cardio-vascular disease, diabetes, lung/respiration problems, liver disease; each at p<.0001 (Bellis et al, 2014, Journal of Public Health)

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© Middlesex University

For Community Solutions Use Theories from Sociology and Psychology

• Social ecological theory of child development (Bronfenbren)

• Family systems theory (Minuchin)

• Family stress theory (Hill; McCubbin; Boss)

• Attachment theory (Bowlby)

• Social capital theory (Coleman)

• Risk and protective factor theory

• Adult education theory (Freire)

• Group theory (Ephross)

• Community organizing theory

• Social learning theory (Patterson)

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Use Values: Parents are Empowered, Included and Supported to Co-Lead

• Respect for parent role and lived knowledge is at every level of FAST programme:‘nothing about us, without us’

• Parents co-produce with practitioners: they participate in team training, planning, implementing, evaluating FAST

• Teams must be culturally representative and adapt FAST to express local cultural priorities; FAST is 60% flexible

• Parents are coached to be in charge of their own family

• Parents are given time to form informal social networks

• Parents graduates plan the monthly ongoing meetings

• Parent interview panel for evaluation FAST certification

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NICHD Social Capital FAST Project

Social ecological theory of child development (Bronfenbrenner)

child

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NICHD Social Capital FAST Project child

family

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NICHD Social Capital FAST Project child

family

school

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NICHD Social Capital FAST Project child

family

school

neighborhood

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family

school

neighborhood

child

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James Coleman, Sociologist, U of Chicago (1990)

• Social networks of trust: bonding; bridging groups

• Multi-stranded; active participation in networks

• Interpersonal relationships of reciprocity

• Studied schools: intergenerational closure

• Norms in groups: shared expectations

• Outside the market: non-professional relationships

• Reduced social capital leads to reduced well-being

• Society now needs to make structures to build it

Can Sociological Theory of Social Capital Help?

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© Middlesex University

Intergenerational Closure

• Coleman’s theory on social capital developed in schools

• First, a child is connected to his parents at home

• At school, children form friendships with other children

• IF parents befriend parents of their child’s friends at school, that densely closes the circle several times

• He calls this social network: ‘intergenerational closure’

• If each parent knows 4-5 parents of their child’s friends at school as their friends, they connect in long term ‘hubs’

• School achievement outcomes for children increase, he claimed, if parents are connected with 4 or more parents

• Social capital correlates with less child abuse and neglect, depression, addiction, stress, more health and well-being

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FAST Builds Protective Factors Against Chronic Toxic Stresses from ACE

• Select a disadvantaged neighborhood

• Partner with a school; invite ALL whole families

• Empower parents into a collective/group voice

• Build parent to parent ties, reduce isolation

• Parent leadership at school and community

• Strengthen internal family unit (less conflict)

• Strengthen parent-child attachment=well-being

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Partnership

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+ + +

+ + +

+ + + +

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Social Capital

Mental Health

& Addictions

School staff or teacher

Social

Work/Communi ty

Local

Parents

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Experiential learning through parent led

repeated activities (no “teaching” or lecturing)

Family Scribbles Game

Family Flag

Feeling Charades

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CORE:

Parents practice ‘responsive play’ weekly (15 min)

Special Play

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National Retention Rates Average 80%

for FAST Replications across 21 Countries

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Parent Self-efficacy

Subscales N Pre-mean SD Post-mean SD

Social self-

efficacy 161 3.30 .64 3.37** .67

General

efficacy 164 3.62 .71 3.69* .71

*p<.10 **p<.05 ***p<.01 ****p<.001

02/12/2015 31

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Relationships with FAST child and with Community reported by Parents Pre-Post

N Pre-mean SD Post-mean SD

Parent-Child

Relationship 169 7.67 1.72 8.72**** 1.69

Social

relationships with

Community

168 7.69 1.43 8.33**** 1.17

*p<.10 **p<.05 ***p<.01 ****p<.001

02/12/2015 32

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© Middlesex University

Reciprocal Support reported by Parents

Subscales N Pre-mean SD Post-mean SD

Support provided to other parents

165 1.18 .98 1.47**** .89

Support

received from other parents

165 1.05 .94 1.40**** .93

Total reciprocal

support 164 2.24 1.84 2.86**** 1.76

*p<.10 **p<.05 ***p<.01 ****p<.001

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© Middlesex University

Parents Rate Types of Social Support

Subscales N Pre-mean SD Post-mean SD

Tangible

Support 171 1.80 1.02 2.07**** .96

Affectionate

Support 170 2.09 .96 2.27**** .88

Emotional

Support 167 2.04 .93 2.23*** .83

Total Support 167 1.95 .88 2.17**** .80

*p<.10 **p<.05 ***p<.01 ****p<.001

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© Middlesex University

Family Relationships Reported by Parents Pre-Post FAST

Family Environment Scale (Moos & Moos, 1981)

=P<.10(10% change due to chance

=p<.05 (5% Change due to chance)

P<.01 (1% change due to chance) P<.001 (0.1% change due to chance)

N=153

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Parents Report Pre-Post FAST on Child Home Behaviour

Strengths & Difficulties Questionnaire (SDQ Goodman, 1997)

8,6

1,9 1,6

4

1,4

8,6

0,3 7,69

2,55 2,36

4,44

2,38

11,75

0,96 8,17

1,92 1,79

3,61

2,01

9,35

0,82

0 2 4 6 8 10 12 14

Pro-social Emotional Conduct Hyperactivity Peer Problems Total Impact

British Average

Pre FAST

Post FAST

N=164

=P<.10(10% change due to chance)

=P<.05 (5% change due to chance)

P<.01 (1% change due to chance)

P<.001 (0.1% change due to chance)

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Teachers rate Pre-Post FAST Child School Behaviour

Strengths & Difficulties Questionnaire (SDQ, Goodman, 1997)

=P<.10(10% change due to chance)

=P<.05 (5% change due to chance)

P<.01 (1% change due to chance)

N=210

P<.001 (0.1% change due to chance)

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Randomized Controlled Trial Research (NICHD)

San Antonio Phoenix

FAST

Control

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ITT Effects of FAST vs Control on Social Capital

Outcome

Effect

size Est/S.E. P-value Intergenerational

Closure 0.13 3.02 0.003

Shared Expectations

with Other Parents 0.33 3.28 0.001

Intervention Social

Capital

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TOT Effects of FAST vs Control on Social Capital

Outcome

Effect

size Est/S.E. P-value Intergenerational

Closure 0.35 2.83 0.005

Shared Expectations

with Other Parents 0.97 2.93 0.003

Intervention Social Capital

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ITT and TOT Effects Size of FAST

on Parent-Parent Social Capital

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Effects of Social Capital on SDQ Child Bullying and Behaviour Outcomes

Intervention Social Capital Outcomes

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ECONOMIC BENEFITS vs COSTS OF FAST

WISSP rates benefits vs cost per child of evidence-based

Strengthening Families $381

Incredible Years (10-14) $408

FAST $851

Triple P (Level 4) $1737

• Costs of FAST team of parents and practitioners vary: in US each team member is paid stipend, UK none is paid

• Should include 80% retention rates of low-income parents

• Should include predictability of replication child outcomes

• FAST has whole family, so benefits for two children can be included, and benefits for parents health/well-being

• Should include social capital and ACE adult health costs

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© Middlesex University

FAST on Government Lists as Evidence-based

Based on randomized controlled trials and replications in 21

countries with predictable results in pilots and ‘scale-up’ of 80%

retention and improved child, family, school, social capital outcomes FAST is identified as an evidence based model and values based by

United Nations (2010) UNODC Family Skills Programmes

European Union (2014) Investing in Children

United States: NREPP National Registry of Effective Programmes and Practice (2014; 2008)

http://legacy.nreppadmin.net/ViewIntervention.aspx?id=375

DOJ Crime Solutions (2012) prevention of juvenile delinquency https://www.crimesolutions.gov/ProgramDetails.aspx?ID=185

United Kingdom (2012) Effective Parenting Programmes

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© Middlesex University 45

“It takes a village to raise a child”

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