Technique Is Not Enough (TINE) - British Psychological Society
Technique Is Not Enough (TINE) - British Psychological Society Technique Is Not Enough (TINE) - British Psychological Society
need to learn English in their parents’ group. They all looked much more relaxed and were allwearing beautifully coloured robes and head scarves and their children were all a lot calmer andtheir boys served them food during meal time.A number of theories can help us unpack the reasons why this kind of experience is soimportant. Social learning theory (Bandura, 1977) is a long standing, well respected bodyof knowledge developed extensively over the last 40 years, predominantly in the UnitedStates. It has been applied mainly in education but more recently has made significantinroads into social work and clinical psychology both in adult and children’s services in theUK. Many parenting programmes use methods derived from social learning theory to helpshape positive parenting behaviours. The following examples give an indication of thethemes involved:SNAPSNAP is a manualised cognitive behavioural gender sensitive model that targets 6-11s who are inthe top 2 per cent of problem children in contact with the police. SNAP draws on a range oftheoretical canons including social learning, cognitive behavioural, ecological, feminist, andattachment theories within a systems approach. It [impulse control and thinking before acting]works because the concept is easy to learn; skills are taught and practiced in a real and meaningfulway, and children are enabled to generalise their learning to everyday life.Triple PA distinctive feature of Triple P is its deliberate emphasis on self-regulation, by promoting parents’self-management skills (goal setting, self-observation, self-evaluation), increasing self-efficacy (beliefsabout capacity to execute the daily tasks of parenthood), personal agency (attributing change to one’sown efforts) and self-sufficiency (becoming an independent problem solver).However, how social learning theory is applied can vary widely. For example:FASTAn example of how social learning theory is used well in FAST is that FAST does not ‘teach’ familiesparenting but consists of communication and bonding games, and exercises to encourage these skillswithin the family group itself .When attempting to increase parent child co-operation, parents aregently instructed and coached repeatedly to deliver embedded compliance requests to their focal child.The context is a positive one. Multiple families are present and are engaged in familiar socialactivities allowing the child and parent to practice the new behaviours (giving explicit directions,making positive requests, and rewarding obedient behaviours), over 300 times during the eightweekly multi-family group sessions.The important contextual aspects here are that the learning practice is conducted as anintegral part of an enjoyable socially inclusive and culturally valued set of programmeactivities conducted in front of peers rather than as potentially shaming discreet orcontrived practices in front of less well known people or complete strangers. Gradually,using successive approximations to the desired behaviour the parents gain bothcompetence and the confidence to make more and more behaviourally specific andtherefore more effective requests of their child.36 Professional Practice Board
Other important social learning principles are also being applied here in that, as people,we tend to learn well by ‘modelling’ our attempts to acquire new behaviour on those ofother effective learners with whom we consider ourselves similar enough to ‘identify’ with,and so come to believe that we too could succeed like them.Along with effective learning methods, the content of the learning must also be culturallyrelevant in order to sustain parental interest. Cultural adaptation in this context refers tochanging elements of programme content and delivery to ensure that they are relevant todifferent cultural groups. Some integrative examples follow:Parenting WiselyParenting wisely is an online programme where we offer a choice of video modelling to ourparticipants taken from three ethnic groups. The programme reports very low drop-out rates. Ourprogramme also offers a choice of instructional scenarios based on different cultural forms.Triple PTriple P is also exploring video modelling, interactivity and personalisation with our onlineapproach.SNAPSNAP’s commitment to the use of role- playing as an effective learning tool has been expanded toincorporate Aboriginal narratives and story‐telling. Drumming and smudge ceremonies also havebeen incorporated on various sites. The urban Toronto Aboriginal agency added a ‘talking stick’,which is passed around in groups to participants who indicate they want to speak, which we think isclinically a good idea in general.FASTBecause of the cultural representation which is at the heart of FAST every FAST implementation isdifferent. For example, the FAST song has been translated into Somalian at one site, food is oftenvery varied, games played during children’s time vary according to the parents’ cultural heritage.FAST activities have been translated into many languages.Parents Under PressureParents Under Pressure emphasises adaptations of its programme workbook on cultural grounds.Local implementations have created a programme hybrid with rural Aborigines that reflects thevalues and culture of this unique community.DARE To Be YouDARE to be You has been translated into the indigenous languages of the parents we work with.Sites working with immigrant populations are careful to have staff fluent in that language andusually from that culture. Most of the programme activities allow for a healthy integration andvaluing of the culture of origin and we provide development staff for the technical assistance of thistype of cultural adaptation.Incredible YearsIn a group based programme it is important that learning methods encompass the needs of allparticipants. The IY programme has discussion, viewing video-vignettes to identify parentingprinciples, role-play and home activities.Technique Is Not Enough 37
- Page 1 and 2: Professional Practice BoardTechniqu
- Page 3: ContentsAcknowledgements ..........
- Page 6 and 7: We also wish to thank Sarah Fitzroy
- Page 8 and 9: alienation and sense of isolation f
- Page 10 and 11: A range of these programmes are rec
- Page 12 and 13: 2. Vision and purpose2.1. The brief
- Page 14 and 15: From this conference a commitment t
- Page 16 and 17: development strategies have been us
- Page 18 and 19: 3. The socio-political context3.1.
- Page 20 and 21: Box 1: UNODC compilation of evidenc
- Page 22 and 23: cost-effective and it has caused so
- Page 24 and 25: Positive ActionPositive Action was
- Page 26 and 27: ■Programmes must have robust evid
- Page 28 and 29: These principles are based on our a
- Page 30 and 31: families who might benefit. This pr
- Page 32 and 33: providers and partner agencies were
- Page 34 and 35: Positive Parenting Programme (Tripl
- Page 36 and 37: multiple approaches that also inclu
- Page 40 and 41: Parenting programmes that work in m
- Page 42 and 43: 5. Principle 2. Cultural sensitivit
- Page 44 and 45: Positive ActionPositive Action faci
- Page 46 and 47: attitudes. Such attitudes can surfa
- Page 48 and 49: developed purely from a theory-driv
- Page 50 and 51: cultural heritages lecture at them.
- Page 52 and 53: having reciprocal relationships to
- Page 54 and 55: first started delivering the progra
- Page 56 and 57: Strengthening Families ProgramWhen
- Page 58 and 59: 7. Principle 4. Sustainability: Cre
- Page 60 and 61: operate at different levels. Some a
- Page 62 and 63: Incredible YearsAnother component o
- Page 64 and 65: commissioners can have more confide
- Page 66 and 67: Incentives for achieving model fide
- Page 68 and 69: 8. A framework for ensuring that ev
- Page 70 and 71: 9. Next stepsEvidence-based parenti
- Page 72 and 73: 70 Professional Practice Board
- Page 74 and 75: 72 Professional Practice Board
- Page 76 and 77: ReferencesAlinsky, S.D. (1971). Rul
- Page 78 and 79: Davidson, G. & Campbell, J. (2007).
- Page 80 and 81: Heindrichs, N., Bertram, H., Kusche
- Page 82 and 83: McDonald, L., FitzRoy, S., Fuchs, I
- Page 84 and 85: Spoth, R., Redmond, C., Hockaday, C
- Page 86: The British Psychological SocietySt
Other important social learning principles are also being applied here in that, as people,we tend to learn well by ‘modelling’ our attempts to acquire new behaviour on those ofother effective learners with whom we consider ourselves similar enough to ‘identify’ with,and so come to believe that we too could succeed like them.Along with effective learning methods, the content of the learning must also be culturallyrelevant in order to sustain parental interest. Cultural adaptation in this context refers tochanging elements of programme content and delivery to ensure that they are relevant todifferent cultural groups. Some integrative examples follow:Parenting WiselyParenting wisely is an online programme where we offer a choice of video modelling to ourparticipants taken from three ethnic groups. The programme reports very low drop-out rates. Ourprogramme also offers a choice of instructional scenarios based on different cultural forms.Triple PTriple P is also exploring video modelling, interactivity and personalisation with our onlineapproach.SNAPSNAP’s commitment to the use of role- playing as an effective learning tool has been expanded toincorporate Aboriginal narratives and story‐telling. Drumming and smudge ceremonies also havebeen incorporated on various sites. The urban Toronto Aboriginal agency added a ‘talking stick’,which is passed around in groups to participants who indicate they want to speak, which we think isclinically a good idea in general.FASTBecause of the cultural representation which is at the heart of FAST every FAST implementation isdifferent. For example, the FAST song has been translated into Somalian at one site, food is oftenvery varied, games played during children’s time vary according to the parents’ cultural heritage.FAST activities have been translated into many languages.Parents Under PressureParents Under Pressure emphasises adaptations of its programme workbook on cultural grounds.Local implementations have created a programme hybrid with rural Aborigines that reflects thevalues and culture of this unique community.DARE To Be YouDARE to be You has been translated into the indigenous languages of the parents we work with.Sites working with immigrant populations are careful to have staff fluent in that language andusually from that culture. Most of the programme activities allow for a healthy integration andvaluing of the culture of origin and we provide development staff for the technical assistance of thistype of cultural adaptation.Incredible YearsIn a group based programme it is important that learning methods encompass the needs of allparticipants. The IY programme has discussion, viewing video-vignettes to identify parentingprinciples, role-play and home activities.<strong>Technique</strong> <strong>Is</strong> <strong>Not</strong> <strong>Enough</strong> 37
Change language