1. ‘Incredibly’ Integrated in Powys
Dr Sue Evans, Consultant Child Psychologist, Lead for Parenting and Children’s Social Competence Programmes, Powys Teaching Health Board
Jessica Stewart, Clinical Psychologist in Training
Chris Dunne, Children’s Services Manager, Action for Children, Powys

2. Aims of the Presentation
Where are we at in Powys with IY? What is the supportive infrastructure?
Integrating and evaluating new programmes:
Evaluation of the IY Autism programme in Powys
Evaluation of the KiVa Anti- Bullying Programme in Powys
‘Incredible’ integration- integrating IY with other approaches

4. Building a Supportive Infrastructure for IY Programmes

5. Mentor: Classroom Dina
Trainer: IY Basic, Baby, Home Coach, ASD, School Readiness, Teacher, Classroom Dina
Mentor: Classroom Dina
Peer Coaches: Classroom Dina, IY Basic
Accredited Leaders

6. Local, Low Cost IY Training and Supervision Since March 2015
332 staff trained in IY programmes
IY Parent Programmes
97 staff trained
IY Classroom Dina 81 Staff
IY Teacher 101 staff trained + 53 Setting Staff

7. Challenges? Ongoing training needs Planning for succession
Keeping it ‘alive’
Keeping partner agencies involved
Crèches
Recruitment of hard to reach parents

8. Integrating the Incredible Years Autism and Language Delay Programme in Powys

9. Programme Topics 1. child-directed narrated play
2. pre-academic and persistence coaching 
3. social coaching 
4. emotion coaching 
5. developing imagination through pretend play 
6. promoting children’s self-regulation skills 
7. using praise and rewards to motivate children 
8. Effective limit setting and behaviour management 

10. Partnership in Research: Parenting for Autism, Language, And Communication Evaluation Study: CEBEI, Bangor University
Pilot randomised controlled trial
Explore feasibility and initial effectiveness
One of four centres (NW Wales, Central North Wales, Flintshire & Newtown, Powys)
Local audit and Evaluation within Powys
Evaluation of outcomes using pre and post measures
Evaluation of satisfaction data – parents
Qualitative data – parents and group leaders

11. Staff delivering include:
Specialist Speech and Language Therapists
Learning Disability Nurses
Specialist Learning Disability Well Being Officers
Educational Psychologists
Clinical psychologists
Specialist Teachers
Coordination by Action for Children

15. Parents were asked whether they would recommend the programme to other parents:
100% of parents said they would recommend the programme to other parents
78% of parents said they would strongly recommend the programme
22% of parents said they would recommend the programme

17. Feedback from Parents
What did you see as the main benefit of the Autism Spectrum and Language Delays programme?

18. “It empowered me to be able to be the best parent I can be and gave me the confidence to parent my autistic child in the best way possible.”

19. “Without wanting to sound really corny, it has saved my sanity, probably saved my marriage and improved family life greatly. We no longer live in fear of meltdowns and view our son with much greater focus on his positives.
He has become calmer, his emotional and social skills are developing, his behaviour is improving and we feel more confident in our abilities to parent him. Thank you very much for providing this for us. It has been so valuable.”

20. How could the programme have been improved to help you more?
“I think the weekly sessions could’ve done with being 30 minutes longer as at times it did feel rushed but I understand with work commitments this extra 30 minutes could make it less appealing for parents to attend.”
“Even more on emotion coaching”

21. Feedback from leaders: How have the groups benefited parents you have worked with‎?

22. “Growth in confidence and skills in dealing with difficult situations and knowing how to respond to their child”
“Reports of reduction in problematic behaviour”
“Increase in interaction between child and parent, enabling increased communication”

23. “Increased tolerance in the child in enabling parent to play alongside and/or take part in activities”

24. Recommendations and Challenges
The IY Autism parent programme is included in the new specification for parenting support with coordination by the commissioned agency and delivery by partner agencies who are Autism specialists.
Group leaders work towards accreditation through video supervision
Continue to build a supportive infra –structure. Identify a potential peer coach to support the delivery with fidelity

25. Integrating Kiva: Challenge
How to provide an intervention for KS2 to promote emotional health and well being which met key principles:
Complemented the Incredible Years programmes
Could be rolled out to scale at low cost
Had a strong evidence base, with scope for building local evidence
Multi Agency workforce Development and delivery
Holistic and integrated interventions across child, family, home and school
Capacity Building and Empowering for staff
Strategic decision to develop KiVa as a key strand in Emotional Health and Well Being Strategy

26. KiVa: Current Situation in Powys
49 Schools trained since 2014 (more than 60%)
14 schools – fourth year of implementation
19 schools- third year of implementation
9 schools – second year of implementation
7 schools – started in September 2017
Capacity to train further schools by Summer 2018
Local audit and evaluation
On-going research -Clinical Psychology Department at Bangor University

28. Kiva Data at Two Year Follow Up

29. Analysis of KiVa training evaluations shows that 100% of schools trained feel the Kiva training will change or enhance their practice.
“Excellent delivery, high standard of resources. Highly recommend to anyone” March 2017
“Excellent course -hands on – modelling – discussing. Thank you” March 2017
“(KiVa will)....improve the positive relationships between the children in our school” June 2016
“(KiVa will) empower the children to understand their social role” June 2016
“Useful to have an understanding of evidence-based approach that can have positive outcome for mental health difficulties” May 2016

30. “A fantastic course!” May 2016
“………focusing on building and sustaining good relationships with children and parents” May 2016
“Very inspiring” May 2016

31. Feedback from Pupils
Children now feel empowered to deal with a range of social situations:
“KiVa has made us happy.” (Toby Y6)
“KiVa has brought us together.” (Emily Y6)
“It has helped me get along with others, in my old school others were hurting me.” (Molly Y6)

32. It has helped me get new friends.” (Jayden Y3)
There is no calling names now.” (Kody Y3)
“We really are like our school motto ‘Friends Together
Learning Together.’ (Rhys Y6)
“We have learnt to recognise what bullying is and how to stop it (Ellie Y5)

33. Feedback from Schools
KiVa has also enabled us to work more closely with parents and to develop a culture of trust. Parents can now feel reassured that bullying is recognised by all at the school and that there is a systematic and comprehensive set of procedures to be followed in the event of a bullying incident.

34. Current Doctoral Research
The hypothesis: There will be a reduction in bullying and victimisation in Powys schools as measured by the KiVa annual survey. Further research questions: Which school factors contribute to successful outcomes of KiVa? What do education professionals think contributes to successful implementation and outcomes of KiVa? How do views from professionals explain the results found from the annual survey and statistical measures?

35. Number of schools and pupils per KiVa year with available data
No of Participating sCHOOLs
No of KS2 Participating pupils
0 (Baseline) 30
2399 1
2211 2 20
1502 .

36. Box Plot showing the effect of KiVa after one year of intervention for all schools

37. Box Plot showing the effect of KiVa after two years of intervention for all schools

38. School level factors Level of deprivation (% FSM) Size
Language of instruction
Population density per LSOA
Percentage of pupils with additional learning needs

39. Additional Qualitative Research
What do education professionals think contributes to successful implementation and outcomes of KiVa? How do views from professionals explain the results found from the annual survey and statistical measures?

40. Interviews 9 interviews with staff from 9 schools
Headteachers and teachers involved in Kiva
1 hour
Exploring individual experiences; how kiva has fit into the school; any adaptations; school pressures that may impact outcomes; subjective outcome.
Analysed with thematic analysis.
Compared with quantitative findings.

41. Challenges Translating research findings into practice
On-going training needs
Head teacher sign up
Keeping KiVa alive
Registration costs
Second KiVa trainer
KiVa for secondary schools

42. Integrating the Incredible
Chris Dunne
Children’s Service Manager, Powys

43. Since 2015:
IY Baby – 24 staff trained
IY Basic – 38 staff trained
IY School Readiness – 25 staff trained
IY Home Coaching – 24 staff trained
IY ASD – 31 staff trained
12 School Readiness programmes delivered with 82 parents attending
Over 70 groups completed in the last 4 years
Over 700 support interventions incorporating IY principles and home coaching

44. How?

45. Integration of IY approaches across Action for Children in Powys
4 projects across county – Family & Behavioural Support Project, Community Based Additional Needs Support Team, Edge of Care Project & Post Care Parental Support Project.
55+ staff & volunteers, peer mentors & student placements.
All Family Support Practitioners, Family Support Workers, Managers and some peer mentors are trained in Incredible Years.
Two Co-ordinators plan and resource a minimum of 18 programmes per year.
Partner Agency buy-in – staff trained and delivering from social work teams, schools, health visiting teams, clinicians, CAMHs, speech & language teams, TAF team, CYPP staff.
Baby Programme, Toddler Programme, School Readiness, Dina Schools, Basic Programme, & School Age Programmes all become possible and integrated providing a ‘normalised’ pathway.

46. Integration of IY approaches across partner agencies, schools and settings.
Penygloddfa CP School – Jim McDonald, Headteacher
Incorporated IY groups into school calendar over past 3 years. Groups are co-lead by school staff and open to the whole community to access.
Coleg Powys – In 2017, 30 parents have gained 3 credits at level 2 with Agored Cymru (previously the Open college Network). With 1 group winning an Inspire Award
“Lifelong Learning reaches many places, but its only through successful links like this, that it reaches different pathways.” Kath Jones NPCT group Coleg Powys.

47. How?

48. Integrating IY with other support models Myth – IY Clashes with other parenting models, therapeutic approaches
Ensuring practitioners have solid base line training enables the delivery of IY across the entire spectrum of programmes.
Solihull Approach – provides a bedrock of practice focussed on the health and wellbeing of the service user and the practitioner. Powerful with hard to reach families.
Attachment Knowledge – not just theory, understanding attachment behaviours.
Motivational Interviewing – ‘daring to dream’ things can be different.
Trauma Informed Practice – empathic approaches to trauma, not sympathetic approaches to symptoms.
Therapeutic models – DDP, Theraplay
Universal models – Baby Massage, Get Cooking, Home Start

49. Integrating with research
Money Advice Service – Talk Learn Do Programme, financial capability project as an add-on to IY Programmes.
Incredible Years Parenting App Pilot – Early Stages, with a plan to pilot across Powys as a firm member of the IY Family.
ASD Programme – Ongoing delivery, development & research.
ACEs Hub – Sharing research, case studies, practitioner experiences and guiding development & practice.
Maternal Depression Study – Continued support to Bangor University.
Powys County Council – Continued strategic development & growth to provide the best possible support to our children and families.

50. ‘Experience may alter the behaviour of an adult but it provides the organising framework of the infant and child’ (Bruce Perry)

51. ‘Incredibly’ Integrated in Powys
Dr Sue Evans, Consultant Child Psychologist, Lead for Parenting and Children’s Social Competence Programmes, Powys Teaching Health Board
Jessica Davies, Clinical Psychologist in Training
Chris Dunne, Children’s Services Manager, Action for Children, Powys