Merete Aasheim

In Norway, 6–20% of children in early childhood education and care (ECEC) experience bullying victimization. Many studies link early experiences of bullying to increased risks of developmental problems and adverse life trajectories. There is therefore a growing interest in evidence-based bullying prevention in this sector. This study examined employees’ readiness to implement Be-Prox, an evidence-based bullying prevention intervention, in Norwegian ECEC centers. Survey data were collected from 376 employees across 38 ECEC centers. Descriptive analyses were conducted to assess aspects related to readiness, such as perceived innovation fit and perceptions of organizational implementation context. Descriptive findings displayed moderately high levels of perceived innovation fit and positive organizational implementation context, indicating readiness to implement Be-Prox in the sample. Additionally, stagewise mixed-effects analyses were used to examine if demographic characteristics and perceptions of organizational implementation context predicted innovation fit. Results from the final mixed-effects model showed that employees working with younger children reported a lower perceived innovation fit compared to those working with older children ( B = − 0.29, p = 0.015). In addition, perceived organizational support for evidence-based interventions was positively associated with innovation fit ( B = 0.24, p Trial registry The project that this study is connected to as a secondary research aim is registered at Clinical Trials (ID:NCT06040437).

BACKGROUND This article is a knowledge summary and classification of the Tuning in to Kids (TIK) parenting programme aimed at all parents of children aged 0–12 years. The programme focuses on the emotional connection between parents and children, with the aim of helping parents become more aware of their own emotions, develop the ability to manage them, and acquire new skills through an emotion-coaching parenting style. The programme is delivered as six group sessions (each lasting 2 hours) with 6–10 parent pairs per group. The parenting programme was developed by Professor Sophie Havighurst and Ann Harley at the University of Melbourne, Australia. Tuning in to Kids is owned by the University of Melbourne, represented by Sophie Havighurst and Ann Harley. The programme owner and those responsible for implementation in Norway is Tuning in to Kids Europe. METHOD This review is based on systematic literature searches in national and international knowledge databases such as EMBASE, MEDLINE, and PSYCHINFO, COCHRANE, ALMA, NORA, SWEMED+, Google Scholar, InSum, COCHRANE, Campbell, Helsebibloteket, NICE, Blueprint, CEBC, Vidensportalen, Metodeguiden, CINAHL, and EIF evidence standards. Information about the program was also obtained from the program owner. Literature searches and additional information were examined to identify Nordic effectiveness studies, international review studies, and any other Norwegian studies of the program. RESULTS The results consist of an assessment of the programme’s description, available effectiveness studies, research methodological quality, and implementation quality. The main aim and theoretical rationale of TIK are well described through the programme manual, and the programme has a defined structure for implementation. The evaluation of the TIK parenting programme includes two Norwegian studies, with results currently published in three publications. The first study was conducted using a quasi-experimental design with a waitlist control group, with data collected before and after the intervention. The methodological quality is satisfactory in the first study; however, questions are raised about the validity of the results due to a limited sample size and self-selection into the study. The second study was conducted as a cluster-randomised controlled trial (RCT) with a waitlist control group, with data collected before and after the intervention. The second study has good methodological quality. CONCLUSION The main findings from the included studies suggest that parents who participated in the programme experienced an increase in their emotion socialisation practices towards their children, as well as a reduction in children’s behavioural problems. Parents also reported that their child’s problem behaviour was easier to manage after participation in the programme. Tuning in to Kids (TIK) is classified at evidence level 4 - Intervention with satisfactory documented effect.

Background: A new and growing body of research has studied bullying among children in early childhood education and care centers (ECECs). The Bernese Program (Be-Prox) is designed to systematically prevent and handle bullying between children in Swiss ECECs. However, the effectiveness of the Be-Prox intervention has not yet been explored in a Norwegian ECEC setting. Objective: This study aims to evaluate the effectiveness of Be-Prox in preventing and handling bullying among peers in Norwegian ECECs. Methods: ECECs from 2 Norwegian municipalities were invited to participate in a cluster randomized controlled trial (RCT) to evaluate the effectiveness of the Be-Prox intervention on peer bullying in Norwegian ECECs. After baseline measures were taken, project ECECs were randomized to either an intervention or a control arm. The Be-Prox intervention was introduced to ECECs in the intervention arm through 6 modules over a 9-month period immediately after the randomization. ECECs in the control arm participated in the data collection and were offered the Be-Prox intervention the following year. The primary outcome of the effect evaluation is the mean sum of negative behavior between peers after the Be-Prox training is completed in the intervention arm. Secondary outcomes include child bystander behavior, teacher self-efficacy, and ECEC’s authoritative climate. An extensive implementation and process evaluation, as well as cost-effectiveness analyses, will be conducted alongside the RCT. Results: Baseline data collection was conducted in September 2023, and the postintervention data collection started in May 2024. At baseline, we collected data on 708 children and 413 personnel from 38 project ECECs in the 2 Norwegian municipalities. The results from the study will be available in late 2024 at the earliest. Conclusions: The proposed project includes a comprehensive evaluation of the effectiveness of Be-Prox in Norwegian ECECs directly targeting the prevention and handling of bullying, including implementation and cost-effectiveness evaluations. The results from the project have the potential to fill in identified knowledge gaps in the understanding of negative behavior and bullying between peers in ECECs, and how these may be prevented. If proven efficient, our ambition is to offer Be-Prox to Norwegian ECECs as an evidence-based practice to prevent and handle bullying among preschool children. Trial Registration: ClinicalTrials.gov NCT06040437; https://clinicaltrials.gov/study/NCT06040437 International Registered Report Identifier (IRRID): DERR1-10.2196/60626

BACKGROUND A new and growing body of research has studied bullying among children in early childhood education and care centers (ECECs). The Bernese Program (Be-Prox) is designed to systematically prevent and handle bullying between children in Swiss ECECs. However, the effectiveness of the Be-Prox intervention has not yet been explored in a Norwegian ECEC setting. OBJECTIVE This study aims to evaluate the effectiveness of Be-Prox in preventing and handling bullying among peers in Norwegian ECECs. METHODS ECECs from 2 Norwegian municipalities were invited to participate in a cluster randomized controlled trial (RCT) to evaluate the effectiveness of the Be-Prox intervention on peer bullying in Norwegian ECECs. After baseline measures were taken, project ECECs were randomized to either an intervention or a control arm. The Be-Prox intervention was introduced to ECECs in the intervention arm through 6 modules over a 9-month period immediately after the randomization. ECECs in the control arm participated in the data collection and were offered the Be-Prox intervention the following year. The primary outcome of the effect evaluation is the mean sum of negative behavior between peers after the Be-Prox training is completed in the intervention arm. Secondary outcomes include child bystander behavior, teacher self-efficacy, and ECEC’s authoritative climate. An extensive implementation and process evaluation, as well as cost-effectiveness analyses, will be conducted alongside the RCT. RESULTS Baseline data collection was conducted in September 2023, and the postintervention data collection started in May 2024. At baseline, we collected data on 708 children and 413 personnel from 38 project ECECs in the 2 Norwegian municipalities. The results from the study will be available in late 2024 at the earliest. CONCLUSIONS The proposed project includes a comprehensive evaluation of the effectiveness of Be-Prox in Norwegian ECECs directly targeting the prevention and handling of bullying, including implementation and cost-effectiveness evaluations. The results from the project have the potential to fill in identified knowledge gaps in the understanding of negative behavior and bullying between peers in ECECs, and how these may be prevented. If proven efficient, our ambition is to offer Be-Prox to Norwegian ECECs as an evidence-based practice to prevent and handle bullying among preschool children. CLINICALTRIAL ClinicalTrials.gov NCT06040437; https://clinicaltrials.gov/study/NCT06040437 INTERNATIONAL REGISTERED REPORT DERR1-10.2196/60626

Bakgrunn: MITT VALG er en norsk tilpasset versjon av det universelt forebyggende undervisningsprogrammet Lions Quest som er utviklet i USA. MITT VALG er beskrevet som et livsmestringsprogram med fokus på sosial og emosjonell læring, psykisk helse, kritisk tenkning og faglig utvikling. Denne oppsummeringen tar for seg opplæringsprogrammet MITT VALG for ungdomskolen. MITT VALG eies av Stiftelsen Det er mitt valg, opprettet av Lions Norge. Metode: Denne oppsummeringen bygger på et systematisk litteratursøk i databasene Embase, Medline, Psykinfo, NORART, Cochrane, Cristin, NORA, SCOPUS og SweMed. Det er også søkt i internasjonale kunnskapsdatabaser om evidens samt innhentet informasjon om tiltaket fra tiltakseier. Litteratursøk og annen innhentet informasjon ble gjennomgått for å identifisere nordiske effektstudier, internasjonale oppsummeringsstudier og eventuelt andre norske studier om tiltaket. Resultater: Resultatene består av en vurdering av tiltakets beskrivelse, foreliggende effektstudier, forskningsmetodisk kvalitet og implementeringskvalitet. MITT VALG er godt beskrevet og begrunnet, og tiltakseier tilbyr noe implementeringsstøtte. Det er gjennomført én norsk effektstudie, men resultatene på de fleste utfallsmål viser ikke effekt av programmet. Studien er mangelfullt rapportert og det er uklart hvilke av utfallsmålene som er mest sentrale for tiltaket effektivitet. MITT VALG har vært under revisjon vår 2020, noe som ytterligere svekker effektstudiens relevans. Konklusjon: MITT VALG klassifiseres på evidensnivå 2 – Teoretisk begrunnede tiltak.

In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.

This quasi‐experimental pre–post comparison group design examined if the Incredible Years (IY) Teacher Classroom Management (TCM) programme implemented as a school‐wide universal preventive intervention to students aged 6–8 years at the lower primary level in a regular school setting had an effect on teacher–student relationships and teacher–parent involvement. The IY‐TCM training was delivered simultaneously to the entire group of school staff in first to third grade. Teacher reports in 21 intervention schools were compared to teacher reports in 23 control schools. A total of 241 teachers and 1,518 students took part in the trial. Linear mixed model analyses suggest modest positive effects on change in teacher–student closeness (d_w = 0.22) and conflict (d_w = 0.15), where a moderator analysis showed a significantly higher treatment effect for high‐risk students on change in teacher–student conflict. A positive effect was found on change in teacher‐reported parent involvement in school (d_w = 0.40), however, not on change in teacher‐reported bonding with parents. Results suggest a potential preventive impact of the IY‐TCM programme on change in teacher–student relationships and teacher–parent involvement when implemented as a universal preventive intervention in a regular school setting.

Bakgrunn: Artikkelen er en revidert kunnskapsoppsummering om effekten av den skoleomfattende modellen «Positiv atferd, støttende læringsmiljø og samhandling» (PALS) (Natvig & Eng, 2012), nå oppdatert i henhold til Ungsinns nye prosedyrer og kriterier. PALS er en skoleomfattende tiltaksmodell med mål om å utvikle en positiv skolekultur for å styrke elevenes skolefaglige og sosiale ferdigheter, samt å forebygge og redusere problematferd. Alle elever og ansatte i 1.-10. klasse er i målgruppen for modellen der alle involveres i og utenom undervisningssituasjonen på alle skolens områder. PALS er en norsk tilpasning av School-Wide Positive Behavioral Intervention and Support (SW-PBIS) som bl.a. er utviklet ved Universitetet i Oregon. Modellen er videreutviklet og tilpasset norske forhold av Nasjonalt utviklingssenter for barn og unge (NUBU) som også er ansvarlig for administrering av opplæring og implementering av modellen i Norge. Metode: Kunnskapsoppsummeringen bygger på et systematisk litteratursøk i databasene Blueprints, Cambell, CEBC, CRIStin, Cochrane, Embase, Medline, NORA, Norart, NICE, NREPP, PsycINFO, Scopus og SweMed. I tillegg er søk i internasjonale kunnskapsdatabaser om evidens utført og informasjon fra tiltakseier innhentet. Ni artikler, derav fire norske effektartikler med utgangspunkt i to effektstudier, to internasjonale kunnskapsoppsummeringer og tre andre norske evalueringer ble inkludert med i denne kunnskapsoppsummeringen av PALS. Resultater: Resultatene består av en vurdering av tiltaksmodellens beskrivelse, foreliggende effektstudier, forskningsmetodisk kvalitet og implementeringskvalitet. PALS-modellen er grundig teoretisk forankret og er godt beskrevet i detaljerte håndbøker, faglitteratur og i øvrig tilleggsmateriell knyttet til opplæring og implementering. Det foreligger to norske effektevalueringer. Første evaluering er en mindre studie utført som et kvasi-eksperimentelt kontrollgruppedesign med pre- og postmålinger. Positive effekter ble funnet i første studie, men studien har svak forskningsmetodiske kvalitet og det kan stilles spørsmål ved indre validitet og generaliserbarheten av funnene. Den andre evalueringen er en større effektstudie og omfatter flere artikler, hvor tre er inkludert i denne kunnskapsoppsummeringen. Denne studien har god forskningsmetodisk kvalitet og ble utført som et styrket kvasi-eksperimentelt design. I andre studie er både PALS fullversjon implementert over tre år og PALS komprimert versjon implementert over ett år evaluert. Her ble positive effekter på flere relevante utfallsmål funnet og som vurderes til å være av praktisk betydning. Flere effektartikler er under utarbeidelse, herunder om utfallsmål på endring i problematferd for elever i ulik risiko og på endring i sosiale ferdigheter. Modellen har gode systemer for å sikre god implementeringskvalitet, noe som gjør det sannsynlig å implementere modellen som forutsatt i praksis.  Konklusjon: Både de norske og internasjonale studiene finner at PALS fører til reduksjon i forekomsten av generell og moderat problematferd og i noe grad alvorlig problematferd i skolemiljøet. De norske studiene fant også at ansatte i skolen i større grad tok i bruk positivt støttende reaksjonsmåter etter implementeringen PALS. I tillegg viste moderatoranalyser at høy implementeringskvalitet var assosiert med større intervensjonseffekter i de norske studiene. Dersom senere artikler rapporterer om at tiltaket også fører til positive endringer i elevenes sosiale ferdigheter, vil dette styrke evidensen til tiltaket ytterligere. Modellen imøtekommer kravene for sterk dokumentasjon på effekt for flere av målsetningene ved tiltaket og tiltaket klassifiseres på evidensnivå 5 – tiltak med sterk dokumentasjon på effekt.

This study examined whether the Incredible Years (IY) Teacher Classroom Management (TCM) program implemented as a school-wide preventive intervention at 1st to 3rd grade in a regular school setting reduces the development of problem behavior and improves social competence. Using a quasi-experimental pre-post design, the IYTCM was implemented in 21 schools and compared with 22 matched schools that did not receive the program. A total of 241 1st to 3rd grade teachers and 1518 students aged 6 to 8 years took part in the trial. Mixed-model analyses found small positive effects on changes in students’ social competence (d_w = 0.19), while effects on change in students problem behavior were less than small (d_w < 0.20). When the program is implemented as school-wide universal preventive intervention, results suggest a small preventive impact of the IYTCM program in regular school settings for some of the outcomes measured in the study.

Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student- teacher relationship as a result of the IY TCM training. A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1st – 3rd grade (age 6–8 years) assessed by their teacher as having severe externalizing problems on the Sutter–Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in the study, N = 83 (65 boys and 18 girls). Treatment effects were evaluated using 3- level linear mixed models analysis. In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances. The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions.