Training Schools

Summary

Training schools (TS) are a COST Action tool focused on the development of early career researchers, particularly those involved in Ph.D. studies and in post-doctoral roles. The purpose of EurofamNet Training Schools is to contribute with high quality training of the future generations of European researchers in the field of family support from an evidence-based and pluralistic approach.

EurofamNet will run two training schools over its life, the first focused on Evidence Based Programmes and related topics of evaluation and quality standards, the second, directed towards competences and skills standards for Family Support practice.

Potential applicants that are interested to submit an application should read the TS guidelines for more details about eligibility, criteria for evaluation, financial support, criteria for reimbursement and how to apply.

Information for TS guidelines: ca18123_trainingschools_guidelines_3.pdf

Further details can be consulted at the COST Annotated Rules: https://www.cost.eu/funding/how-to-get-funding/documents-guidelines/


Contact

TS coordinator: Cristina Nunes (csnunes@ualg.pt)

1st call for TS (CLOSED)

This Call is CLOSED

The COST Action CA 18123 launches its first call for Training school (TS). TS are funded as part of the Action CA 18123. The research network itself is funded by COST European Cooperation in Science and Technology. Training Schools (TM) aim is to develop skills and capacities and contribute with high quality training of the future generations of European researchers in the field of family support from an evidence-based and pluralistic approach.

 

First call characteristics

  • The COST Action CA18123 has five working groups. This first TS will be focused on Evidence Based Programmes and related topics of evaluation and quality standards (WG3).
  • The first call covers the 3rd Grant Period from November 2021 until October 2022.
  • The location and duration will be Tenerife (University of La Laguna), Spain, 7-9 September 2022.
  • This call will fund TS participants up to 700 euros.

Agenda

Check the agenda for the Training School to find out more about the trainers, the lectures and the workshops:
File  ca18123_training_school_tenerife_logisticsagenda_agenda._final.docx

Deadlines

Application period: 9th May 2022 – 27th May 2022.

Evaluation period: 30th May 2022 – 3rd June 2022

Documents for interested applicants

File  ca18123_trainingschool_completeproposal.docx

File  ca18123_trainingschools_guidelines.docx

How to apply

Interested applicants need to submit their complete proposal and Europass CV:

 TS financial support

Following the COST annotated rules (see pages 81-82), trainees are eligible to receive a daily allowance that will financially contribute to (but not necessarily cover) daily expenses such as meals, accommodation and local travel. You can find the daily allowance rate for each country here: Microsoft Word - Daily Allowance table (cost.eu)

According to the COST annotated rules (see pages 82-84), the trainee is also eligible to be reimbursed for their long-distance travel costs. “The trainees are required to choose the most economical means of transportation” (page 81, COST annotated rules).

Contact

TS coordinator: Cristina Nunes (csnunes@ualg.pt)

Further information on the COST Action CA 18123 and Working Groups is available on the website: https://www.cost.eu/actions/CA18123

Further details can be consulted at the COST Annotated Rules:

https://www.cost.eu/funding/how-to-get-funding/documents-guidelines/

2nd Call: Application 5th December 2022-15th January 2023, Evaluation 16th-23rd January 2022

The COST Action CA18123 launches its second call for Training school (TS). TS are funded as part of the Action CA18123. The research network itself is funded by COST European Cooperation in Science and Technology. TS aim is to develop skills and capacities and contribute with high quality training of the future generations of European researchers in the field of family support from an evidence-based and pluralistic approach.

CALL

  • The COST Action CA18123 has five working groups. The second TS will be focused on Family Support Workforce Skills (WG4).
  • The call covers the 4rd Grant Period from November 2022 until September 2023.
  • The location and duration will be Belgrade, Serbia, 9-11 May 2023.
  • This call will fund TS participants up to 700 euros approximately according to COST Annotated rules.

Agenda

Check the agenda for the Training School to find out more about the trainers, the lectures and the workshops:

Fileca18123_training_school_belgrado_logistics_agenda.docx

Deadlines

Application period: 5th Dec 2022 – 15th Jan 2023

Evaluation period: 16th Jan 2023 – 23rd Jan 2023

Documents for interested applicants

File  ca18123_trainingschool_completeproposal.docx

File  ca18123_trainingschools_guidelines.docx

How to apply

Interested applicants need to submit their complete proposal and Europass CV HERE.

TS financial support

Following the COST annotated rules, trainees are eligible to receive a daily allowance that will financially contribute to (but not necessarily cover) daily expenses such as meals, accommodation and local travel.

According to the COST annotated rules (see pages 82-93), the trainee is also eligible to be reimbursed for their long-distance travel costs. The trainees are required to choose the most economical means of transportation. For further information, you can see COST annotated rules: 

https://www.cost.eu/uploads/2022/10/COST-094-21-Annotated-Rules-for-COST-Actions-Level-C-V1.3-.pdf

Contact

TS coordinator: Cristina Nunes (csnunes@ualg.pt)

Further information on the COST Action CA18123 and Working Groups is available on the website: https://www.cost.eu/actions/CA18123

Further details can be consulted at the COST Annotated Rules:

https://www.cost.eu/uploads/2022/10/COST-094-21-Annotated-Rules-for-COST-Actions-Level-C-V1.3-.pdf

Influence of the “Creciendo Juntos” programme on the self-concept and social realization of adolescents

Name and surname: Adriana Álamo Muñoz

Home institution: Universidad de La Laguna-ULL.

Training School Title: Influence of the “Creciendo Juntos” programme on the self-concept and social realization of adolescents

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Evidence-Based Programme, Continued Schooling, Early School Dropout, Positive Youth Development, Educational Context.

Knowledge and skill acquisition:

The Training School has been an opportunity to learn more about research on evidence-based programmes. Aspects such as the standards of implementation that should be taken into account when assessing programme effectiveness; the importance of linking good practice, research and policy in order to maintain programmes that have demonstrated this effectiveness; novel tools for analysis and the possibilities of other models of implementation that ICT offers us. All of this has helped me to set new research objectives, analyse the data from other perspectives and apply these results to programme updates. In addition, I have been able to learn about the research being carried out by EuroFam members and young researchers. These real experiences, in the field of family intervention, have allowed me to broaden my vision on the subject, getting to know the realities of other EU member countries with different cultural contexts, and of multidisciplinary teams researching on family from different perspectives.

Finally, I would like to stress the importance of disseminating the results, making them available not only to the scientific community but also to the political sphere and society in general. The colleagues at the different roundtables have provided me with solutions to address this aspect, despite the difficulties I have encountered in the research.

Outputs:

The Positive Youth Development (PYD) approach implies a positive view of the adolescent. This development means the existence of competencies of adolescents and their developmental environments. In this sense, schools are a privileged context for the promotion of this approach as they offer students the opportunity to test their strengths, to connect with adults who act as positive role models and to develop in safe environments. This also has a positive impact on students' continuity in school. However, not all schools are promoters of positive development. To this end, it is necessary to promote educational practices that guarantee these aspects. In this way, the programme "Creciendo Juntos: Programa de Orientación Educativa para la Promoción del Desarrollo Personal en la Adolescencia" is a tool for teaching teams to promote PYD. The objectives of this study are to present the programme and evaluate its effectiveness in promoting students' self-concept and social realization. "Creciendo Juntos” is an evidence-based programme structured in five modules of 22 sessions to be implemented during the academic year. It is based on an experiential methodology adapted to intervention with adolescents, which helps teachers of Obligatory Secondary Education to become reference figures for their students and to promote all their personal competences. The main novelty of this programme is the collaborative work of the teaching team, as it offers the possibility of implementing it in mentoring and in other subjects, as its contents consider the curricular objectives and competences of this stage. It was implemented by 96 teachers in 19 public schools in the Autonomous Community of the Canary Islands. A sample of 990 participants in Obligatory Secondary Education was used for the evaluation. ((age)=12.96, 11-17; 47.5% girls, 52.5% boys). In terms of academic profile, 47% claim to have an average academic level, and 38% have repeated one academic year or more. Also, 37.5% had an intermediate level of conflict, and the most of them had a good relationship with their teachers (54.9%) and their classmates (48.1%).

In addition, we used the Self-Concept and Social Realization Questionnaire in Spanish AURE. That has been validated with optimal fit indices (RMSEA=.026; 90% .019-.033; CFI=.991; TLI = .985 y SRMR= .026). The reliability of the scale was also satisfactory overall (α=.93) and in the four dimensions of the scale: self-concept satisfaction and self-esteem (α=.80); social and empathy self-concept (α=.75); operability and self-demand to tasks (α=.85); and interest and enjoyment in the implementation of projects (α=.64). Multivariate analysis of Training School Webpage Summary | 3 variance (MANOVAS) was made. Then gains and Analyses of variance (ANOVAS) were calculated. The results indicate that, after the end of the intervention, the control group shows losses in most of the factors that make up self-concept and social realization, while the intervention group increases their averages or maintains them except in operability and self-demand to tasks. However, in the individual factor analyses, no significant differences were observed between the intervention and control groups at baseline and at the end of the intervention. In terms of the gains of the participating students, greater gains were found in boys, 13-year-old students, in students who have not repeated a year, in students with poor relations with teachers and classmates, and in students with a medium level of conflict. The findings suggest, firstly, that the students with the greatest gains in self-concept and social realization are those with a profile at risk of early school leaving. Other studies have found that this profile is characterised by being male, 13 years old and with poor relationships with teachers and classmates. Secondly, that it is necessary to evaluate the implementation variables that may be influencing the student's gains, to update the implementation procedure to find the most beneficial format for all participants. Despite this, we can affirm that Positive Youth Development programmes implemented in schools, based on evidence and using experiential methodology, such as "Creciendo Juntos", have promising results in promoting the students' self-concept and social realization, both of which are fundamental for their full development.

Future collaborations:

Although no collaborations have materialised, I am currently in contact with the young researchers who attended the event.

Video and/or quote describing the experience:

The Training School has been a jump into a world of challenge, self-discovery and learning in my practice as a researcher.

The integration of transmedia education as support tool for fostering and family reunification processes

Name and surname: Arnau Erta Majó

Home institution: Universitat de Lleida

Training School Title: The integration of transmedia education as support tool for fostering and family reunification processes

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Family support and ICT, Family Reunification

Knowledge and skill acquisition:

Well, I learned the importance of not losing the face-to-face interactions when introducing ICT in family support field, the different ingredients that one has to consider when elaborating a parenting program, which also can be extrapolated to bigger structures in the family support field, and finally I don’t want to underestimate the importance of the approach that Andy highlighted, the importance of doing research in a way that can be trespassed to policy makers so what we found can be realistically applied, so that way our research has real tangible value.

Outputs:

The main outputs of the TS were the poster and its summary.

Future collaborations:

For the moment not future collaboration were established. Yet, I hope some of the lectures could be revisors or part of the tribunal for my thesis. In addition, the experience allowed to meet and connect with other collages that, with time, could led to collaborations.

Video and/or quote describing the experience:

It was such an inspiring experience in both ways, in the professional and research field and in the personal ambit.

Mindfulness-based interventions for the promotion of positive parenting. Systematization, promotion of good practices and evaluation of their effectiveness

Name and surname: Ana Pizarro Carmona

Home institution: University of Seville

Training School Title: Mindfulness-based interventions for the promotion of positive parenting. Systematization, promotion of good practices and evaluation of their effectiveness

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Positive and mindful parenting, evidence-based programs, family support, mindfulness, qualitative research

Knowledge and skill acquisition:

Thanks to the participation in the Training School I was able to get to know and learn different strategies in the field of family intervention work. In particular, about the requirements and quality standards that evidence-based interventions should incorporate, as well as how to deal with the challenges of the implementation process.

Regarding the latter, the lectures of the invited experts made me reflect on the need for coordination between policy makers, researchers and families and to make them all part of the process so that family support intervention bears fruit and is useful and generalisable.

Regarding the evaluation of the programme in terms of research, the participation in the Training School and the contact with experts and other young researchers has allowed me to raise some questions about the collection of qualitative data and has given me valuable ideas that I will certainly implement in order to enrich the process and improve my experience.

Another topic I learned about was the use of ICTs in research and family support interventions. In the roundtables we discussed and discussed their advantages and disadvantages, and how to introduce them in a way that does not prove to be a barrier for families, creating family-friendly and understandable content.

Outputs:

During the Training School, we had a specific poster session and I had the opportunity to briefly present my PhD research project to the audience, in which I talked about Mindfulness-based interventions for the promotion of positive parenting. Systematization, promotion of good practices and evaluation of their effectiveness.

Future collaborations:

Being able to meet other YRG members in person and to discuss and comment in more depth on our research and professional interests has led me to find common ground with several research teams participating in EurofamNet. The common interests have been materialised in different collaborations that have arisen from the joint development of ideas, some of which are already underway.

Video and/or quote describing the experience:

It has been an enriching experience, in a participatory environment that has facilitated reflection and learning, undoubtedly an opportunity for growth as a researcher.

Supporting parents of young children with disabilities in Croatia: The „Growing up together Plus” program evaluation

Name and surname: Ana Tokić Milaković

Home institution: Social Work Study Centre, Faculty of Law, University of Zagreb

Training School Title: Supporting parents of young children with disabilities in Croatia: The „Growing up together Plus” program evaluation

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: My research interests include parenting, parent-adolescent relationships, family relations, support to families who have children with disabilities and parenting programs evaluation.

Knowledge and skill acquisition:

First of all, I have learned how research, policy and practice need to be inseparably intertwined in creating meaningful change for families, and what are the possible consequences in case one or two of the three parts is being excluded. I also realized the importance of identifying the effective ingredients of family support programs, and got acquainted with different strategies of doing it in terms of their feasibility, generalizability (meaningfulness) and causal inference. I also learned about the wholeness of implementation and outcome evaluation, and the importance of the parenting programs being grounded in science as well as being tested for their effectiveness. In case of an effective program, an idea of identifying mediators was introduced to answer the questions why and how the program works. I have been alarmed to pay attention to publishing bias (studies reporting effectiveness have been favored) as well as the importance of identifying “poor science”. Some examples of parenting programs and their evaluation have been presented providing some inspiration for creating strategies for the provision of the evidence for the programs that I’m involved in (Growing up Together, Pećnik & Starc, 2010; Growing Up Together Plus). Some specific techniques in working with families have been mentioned (such as “Diary homework”), which are especially applicable in more ubiquitous online programs. In terms of skills, I practiced presentation skills, by presenting my own project, as well as responding to questions posed by experts and other trainees. During poster sessions, I also provided feedback to other trainees, giving my own ideas that could be implemented in their work. During group discussions (round tables) with experts and colleagues of different backgrounds (cultural, educational, interests) I practices listening skills as well as translating into language that could be mutually understandable in order to produce the answers to given questions. I also made a lot of acquaintances and found many ideas that I could use in my own research in more informal conversations during summer school (such as – Experience sampling method via application on Smartphone; Project cost benefit analysis procedure; Online database for scoping and systematic review studies etc…).

Outputs:

Introduction:

In the last decade, the provision of parenting support programs is gradually increasing in Croatia.  Although the importance of providing empirical evidence for their effectiveness is strongly emphasized (Asmussen, 2011; Wessels et al., 2013), it is still not reflected in the number of published evaluation studies. „Growing Up Together Plus” (GUTPlus) is a version of universal parenting support program „Growing Up Together” for parents of preschool children (Pećnik & Starc, 2010) adapted to more closely fit the needs of parents with a young child with disabilities (CWD). The program consists of a set of weekly, two-hour long, structured workshops (supported by the manual, PowerPoint presentations, short films and written materials for parents), designed for groups of 8-12 parents and facilitated by two trained professionals. The aim of this study is to contribute to the evaluation of GUTPlus program by: 1) determining the extent and direction of changes in parenting experience and ways of interaction with their CWD after GUTPlus attendance, and 2) testing weather the changes in the measured outcomes have been moderated by child’s disability type.

Method:

A pre-post interventional study design has been implemented. The data from 360 parents (84% mothers) who participated in the program in the period from 2014. to 2022. have been used. Pre-test is being conducted before starting the program and post-test immediately after completing last session.Several instruments were used: The Parenting Morale Index (PMI; Trute and Hiebert-Murphy, 2005, in Trute, et al., 2009) assessed parents' emotions; Sources and Intensity of Parenting Stress/ a sense of parental incompetence subscale (Profaca & Arambašić, 2004); Family Needs Survey (Bailey & Simeonson, 1988) identified topics of greater needs and wanted support (information on dealing with CWD, support in dealing with social environment, personal support); Parental Interaction with the Child (Pećnik & Starc, 2010) measured the frequency of developmentally desirable  (positive interactions) and violent (negative interactions) parental behaviours in interaction with their young child during the seven days preceding data collection. According to the type of child's disability, parents were divided in five groups: Motor, hearing or visual impairment (11%), Intellectual disabilities (13.7%), Autism spectrum disorder (40%), Speech and language disorder (21.6%), and Multiple disabilities (13.7%).

Results:

A set of Mixed Design ANOVAs (repeated measures with a Child’s disability type as a between-subject factor) were performed. The main effect of intervention was significant for most measured variables, suggesting that after participating in „GUTPlus” program parents of CWD significantly increased in their parenting moral, decreased in stress out of sense of incompetence, reduced the incidence of negative interactions with their child and reduced their needs for support in dealing with their CWD and social environment. None of the interactions between intervention and child’s disability typewas statistically significant, suggesting that the intervention might have been equally effective in all groups of parents with children of different types of disabilities. However, the main effect of child’s disability typewas consistently significant in all analyses (except from negative interactions) suggesting that means on dependent variables differed for groups of parents with different child disability types. Post hoc analyses (Bonferonni tests) revealed that compared to most groups of parents, parents of children with ASD had lower parenting moral, more stress related to sense of incompetence and expressed more needed support in dealing with their child, social environment as well as personal support (both pre and post intervention).

Conclusion:

The results are in favour of the effectiveness of the program for all groups of parents (according to child’s disability types). In future analyses, the analysed data should be complemented with the analysis of collected qualitative data (exp. gains for parents themselves and their CWD). A design with the control group should be implemented, as well as a follow-up measurement to test the durability of the effects. Additionally, possible other moderator effects could be tested (e.g. the presence of spouse on workshops). Adding more measurement points could assist learning which segments of the program contributed most to the improvement, as well as asking parents themselves to identify most helpful contents of the workshops. Parents of children with ASD might be especially at risk, thus possibly require additional support.

References:

Asmussen, K. (2011). The evidence-based parenting practitioner’s handbook. New York: Routledge.

Pećnik, N., & Starc, B. (2010). Growing up Together program of workshops with parents: Handbook for group leaders. Zagreb: UNICEF Office for Croatia.

Profaca, B. & Arambašić, L. (2004). Questionnaire of sources and intensity of parenting stress. Contemporary Psychology, 7, 43 – 260.

Trute, B., Hiebert-Murphy, D., Benzies, K., & Levine, K. (2009). Three Measures for Family-Centered Practice in Children’s Services: Family Impact of Childhood Disability (FICD), Parenting Morale Index (PMI), and Professional and Parent Alliance Scale (PAPAS). Calgary, AB: University of Calgary.

Wessels, I.,  Mikton, C., Ward, CL.,  Kilbane, T., Alves, R., Campello, G., Dubowitz, R., Hutchings, J., Jones, L., Lynch, M. & Madrid, B. (2013). Preventing violence: Evaluating outcomes of parenting programs. Geneva: World Health Organization.

Future collaborations:

I made an arrangement with one of the trainers to have a meeting online concerning procedure of cost-benefit analysis of projects (e.g. parenting support programs). I also established some future collaboration possibilities with several trainees.

Video and/or quote describing the experience:

“I really enjoyed the summer school – being able to exchange knowledge, ideas, concerns and solutions with people interested in the same research field as I am, led by prominent experts and all that in such a beautiful place as Tenerife”

An individual participant data meta-analysis on the differential effects of parenting interventions on child disruptive behavior symptom profiles

Name and surname: Constantina Psyllou

Home institution: Accare Child Study Center, University of Groningen, University Medical Center Groningen, Groningen

Training School Title: An individual participant data meta-analysis on the differential effects of parenting interventions on child disruptive behavior symptom profiles

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Parenting interventions, ADHD, disruptive behavior

Knowledge and skill acquisition:

From the lectures we have attended, I mostly learned the importance of making my research findings accessible, and this made me think about being more active in finding ways to contact practitioners and policy makers either via sharing my research with simple word or delivering workshops and trainings. Also, I have learned about implementation research and I am thinking to incorporate this in my PhD project by investigating in a meta-analysis if the implementation process of parenting programs influences the outcomes achieved, and particularly for which families? I have also learned useful ways to research about  effective ingredients of parenting programs and I am planning to explore this topic further in my project in order to disentangle which components of different parenting based on different theoretical approaches work better or less in reducing child disruptive behaviour and for whom. Furthermore, the training was a great opportunity to practice preparing and presenting a poster, as well as answering challenging questions and advancing my communication and critical thinking skills by engaging in the group discussions. Finally, it was a good chance to get a peek of what other people are working on and learn more about how we can improve clinical practice and dissemination of research findings to make a positive difference to families.

Outputs:

Poster: Parenting interventions that aim to reduce children’s disruptive behavior by improving parenting practices, document positive outcomes for child mental health and family well-being, yet about a quarter to a third of the families fail to show improvement. Disruptive behavior is reflected by a great variety of interrelated symptoms which can be organized differently in individuals and follow different developmental pathways. Therefore, in an individual participant meta-analysis of randomized controlled trials on parenting interventions, we will identify first how children differ in their symptomatology profiles and how these profiles affect, and are affected by, parenting interventions. This knowledge will improve our understanding of who benefits more or less from parenting intervention and the individual patterns of change in disruptive behavior symptoms. 

Future collaborations:

If any of the training school members have data from RCT trials parenting interventions for ADHD and disruptive behavior, that meet our inclusion criteria for the Individual Participant Meta-analysis on, we would like to receive them. 

Video and/or quote describing the experience:

A gathering of different people who share the same passion to support families.   

Families at psychosocial risk. Analysis of the relation between parental competences and conduct problems in children and adolescents

Name and surname: Ester Herrera Collado

Home institution: Faculty of Psychology, University of Seville

Training School Title: Families at psychosocial risk. Analysis of the relation between parental competences and conduct problems in children and adolescents

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Evidence-based programmes focused on family support

Knowledge and skill acquisition:

It has been a lot what I have learned during this Training School. First, I have picked up many ideas to continue researching (for example, to include in my data collection an instrument to ask for the children’s opinion about their parents performance). Moreover, it has helped me to have more initiative and share the results of research with people who work with families and those who make politics. In addition, it has given me ideas to design online parental programs without falling into mistakes that others already committed. I have also reflected a lot about how the parental programs hasn’t changed throughout the years despite the fact that the society has been changing so much.

Outputs:

Thanks of what I learned in the Training School, my project will get improved in different aspects. For example, I will include variables related to positive aspects of the children, not only behavioral problems, to study the relation between the parental competencies and the development of their children. I will include teachers as informants so I could contrast the information that parents offer. I got suggestions about how to collect the data from a representative sample. All these modifications will help to get more accurate information.

Future collaborations:

On the one hand, I would like to set a research stay with Sonia Byrne in the University of La Laguna, since I have met her and her team face-to-face at this Training School and I think I can learn a lot from this investigation team. On the other hand, I have learned more about the project that Ninoslava Pecnik carries out with fatherhood programs, and I will be able to be in contact with her so that she can help me carry out my project on the comparison between the needs of men and women when it comes to offer family support programs. In addition, we are going to use the data collection method that one of the trainees has used in her thesis, so we will be in contact, and we may develop some research collaborations.

Video and/or quote describing the experience:

It has been a great opportunity to participate in this Training School where so many professionals had interests and experience in the field where I am developing my thesis. It has been very encouraging to learn about all the different possibilities in this area, such as family programs focused on obesity in children. I have been very inspired hearing from so many professionals dedicated to the family support programs.

Care and protection of children born in family and social contexts marked by mafia culture

Name and surname: Faustino Rizzo

Home institution: LabRIEF, UNIPD FRC & UNIMORE

Training School Title: Care and protection of children born in family and social contexts marked by mafia culture

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Children rights, vulnerability, ECD, mafie

Knowledge and skill acquisition:

The training school allowed me to get to know an international community and share my research with them. Through the summer school I learned about the use of digital to propose implementations. from discussions with colleagues I gained new skills on qualitative data analysis.

Outputs:

The feedback received after the poster presentation was helpful in gaining greater awareness of some of the open questions in the research. it was also an important moment of discussion that I hope was followed up in everyone's experience in considering the phenomenon of organized crime as a social vulnerability in countries of origin.

Future collaborations:

From the TS I I would like to continue in the line marked by TS by actively participating in the EurofaNet with the YRG.

Video and/or quote describing the experience:

Understanding birth and foster families experience through visits: a context for family development programme

Name and surname: Lucía González Pasarín

Home institution: University of Málaga

Training School Title: Understanding birth and foster families experience through visits: a context for family development programme

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Child protection, family foster care, residential care, vulnerable families, positive parenting, psychoeducational programs.

Knowledge and skill acquisition:

- Different strategies to identify the effective ingredients of family support.

- The significance of using a common language with the stakeholders, i. e., using Eurofamnet diagram to make them aware of the importance or possible impact of our projects.

- Various ways to evaluate the implementation of a program and to learn about the experiences of the target group.

- Examples of online family support in Europe and challenges involved.

Regarding my research project, these learnings will enable me to improve and refine the program evaluation process; to know how to identify those elements that need to be maintained, changed or excluded according to the target population; and has offered a frame of reference for possible online adaptation of the program.  

Outputs:

In this training school, a poster with some results about the implementation evaluation of the psychoeducational program Visits: a context for family development was presented.

Future collaborations:

Collaboration links were stablished with Joana Soares from University of Porto (Portugal) in relation to the topic of family foster care.

Video and/or quote describing the experience:

Renewed energy, new ideas and in the best company.

Technoference in the family context

Name and surname: Matea Bodrožić Selak

Home institution: Catholic University of Croatia

Training School Title: Technoference in the family context

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Since I am enrolled in Postgraduate doctoral programme “Prevention Science and Disability Study” and I work on the research project entitled "Digital Technology in the Family: Patterns of Behaviour and Effects on Child Development," my research interest a

Knowledge and skill acquisition:

During training school, I attended lectures on the effectiveness of different variables related to family support, strengthening families, implementing, and evaluating different parenting programs, and using digital technology to promote family support. I also gained insight into effective programs currently underway around the world through presentations by all students in the training school. At the end of each day, I participated in group discussions and consultations with professors who are experts in this field of science and research. Through discussions and a critical review from the perspective of the students of the Postgraduate Doctoral Program in Preventive Science, I analysed the given problem from a public policy perspective. At the training school I presented my work entitled "Technoference in the family context", in which I also presented the research project I am working on: "Digital technology in the family: behavior patterns and effects on child development“. For me, as a young researcher and PhD student in the field of "Prevention Science", the participation in the training school is an important and valuable experience to share knowledge and experiences with scientists who are committed to the research of the well-being of young people and families in their work.

Outputs:

The use of digital technology, especially smartphones, in everyday life can disrupt the dynamics of interpersonal relationships. At the beginning of research on this topic, this process was described as "absent presence" which means the physical presence and mental absence of an individual due to the use of digital technology devices (Gergen, 2002). More recent literature introduces the term technoference, technology interference, which means interruptions in interpersonal interactions or shared time due to the use of digital devices (McDaniel & Coyne, 2016). Such interruptions can occur during a conversation, a meal, or a game, or are simply the result of a perceived "intrusion" that an individual experiences when the person they are interacting with shifts their focus to the smartphone (McDaniel & Radesky 2018). This study aimed to examine the relationships between technoference, conflict over smartphone use between parents and adolescents, and adolescent internalizing, externalizing, and attention problems.

Our sample consisted of 283 adolescents (59,4% girls) aged 10 to 15 (median 12) and 280 parents (80,7% mothers). This research is part of Study 2, Wave 2 in the research project “Digital technology in the family: patterns of behaviour and effects on child development”. Based on our qualitative study (Study 1, S1) we constructed new measures for adolescents which are the Frequency of Checking Smartphones in the Family Context and Parent-Adolescent Conflict Over Adolescent’s Smartphone Use. Both scales showed good psychometric characteristics. We also used Brief Problem Monitor - ASEBA BPM-Y (Achenbach et al., 2011) for measuring internalizing, externalizing problems, and attention problems in adolescents. For the purposes of this research, only adolescents’ answers were used. The study results show that technoference in the family context is a significant predictor of internalizing problems in adolescents in the first block. In the second block, variables of technoference remained significant, while conflicts over the use did not prove to be predictive. Overall, 13% of the variance of internalizing problems could be explained by this set of predictors. Checking smartphones in situations when parents are engaged in other activities in the first and second blocks and conflicts over the time of smartphone use in the second block are significant predictors for externalizing and attention problems in adolescents. Overall, 15% of the variance in externalizing problems and 19% of the variance in attention problems among adolescents could be explained with this set of predictors.

The findings are consistent with previous research results according to which family distraction with technology negatively impacts child and adolescent development (e.g., McDaniel, 2019; McDaniel and Coyne, 2016; McDaniel and Radesky 2018; Brdovčak et al., 2020; Merkaš et al., 2021). Frequently checking smartphones during interactions with family members contributes to internalizing problems in adolescents. Checking smartphones in situations when parents are engaged in other activities, and conflicts over the time of smartphone use contributes to externalizing and attention problems in adolescents. McDaniel and Radesky (2018) explain this trend in findings by suggesting that parental attention shifts from the child’s needs to the smartphone, making parents less sensitive to children’s needs. Children react to their parents’ inaccessibility, and their reactions are often reflected in problematic behaviours and experiences. The results point to important risk factors, such as smartphone use during family interactions, that should be considered in understanding adolescent problems. Thus, this study provides important directions for further research to examine the mechanisms underlying the relationship between technoference and problems in adolescents.

Future collaborations:

I do not yet have a defined collaboration with other training school participants, but I am in contact with several participants, and we are sharing our experiences and information that is important for our research journey.

Video and/or quote describing the experience:

I am very grateful for this experience and the opportunity to be there and learn from experts.

Impact on parenting competences of the “Vivir la adolescencia en familia” programme adapted to the educational context

Name and surname: Miriam del Mar Cruz Sosa

Home institution: University of La Laguna

Training School Title: Impact on parenting competences of the “Vivir la adolescencia en familia” programme adapted to the educational context

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Positive Parenting, Parental Education, Early School Leaving, Adolescents and Educational Context.

Knowledge and skill acquisition:

Participation in the Training School has been an opportunity to learn about real experiences of intervention and support for families in different cultural contexts and European countries, from a multidisciplinary team of professionals in the field of families, issues related to good practices in family intervention and new ways of analysing the results of the implementation of actions. The training justified, once again, the need for evidence-based interventions where the effectiveness of the support offered to families is demonstrated and in which, among other aspects, questions of implementation are evaluated, thus guaranteeing more successful results. I also learned about the usefulness of new technologies in family support services and resources and various inclusive solutions for this. It was also an opportunity to learn about the importance of dissemination of results with society, family intervention professionals and policy makers. Finally, it has allowed me to learn about new lines of research in young researchers and EuroFam members, which are useful for setting new research objectives and designing evidence-based programs.

Outputs:

The promotion of parental competences from the educational context is relevant because of the importance of the relationship between family and school in the development process of children and adolescents and in the promotion of their continuity in school. The low academic achievement of pupils and their maladjustment with the school may put the pupil at risk of early school leaving. For this reason, it is necessary to take preventive measures such as working with families to improve their parenting skills at school. In this way, group parental education programs from the Positive Parenting focus, with an experiential methodology, are a resource to achieve this. The historical evolution of the data on early school leaving in Europe and, specifically, in the Canary Islands (Spain), makes it a phenomenon of social preoccupation. For this reason, the group parental education program "Vivir la adolescencia en familia", originally for families at psychosocial risk, was adapted to the educational context. It is an evidence-based program, based on group intervention with experiential methodology and its contents are structured in five modules of four sessions per week. The objectives of this study are to present the adaptation of the program “Vivir la adolescencia en familia” to the educational context and to evaluate its efficacy in promoting the parenting competences of mothers with children at risk of dropping out of school early. This adaptation aims to improve parental competences and school continuity for pupils and is developed by teachers in Obligatory Secondary Education schools. The beneficiaries’ groups are families with children at risk of dropping out of school early. The contents of the last two modules are provided as a novelty, replacing the original ones. They include school continuity and the educational participation of families. Their evaluation is also adapted to measure parenting competencies, parental supervision, social and family climate, family conflict resolution strategies, adolescent competencies, and satisfaction with program implementation. To evaluate the results, this study included a sample of 568 mothers with an average age of 42.68 years (18-64 years). Most of them have between one and three children (90.4%), live in urban areas (75.1%), have a heteroparental family typology (65.7%), have a primary school or School Graduate level of education (55.4%) and are unemployed or receiving benefits (57.3%). To measure Parental Competencies, the Mothers' Perceptions of Parental Competencies Scale was used, and its validation has adequate fit rates (RMSEA=.057; 90% .051-.064; CFI=.957; TLI = .927 y SRMR= .030). In the same way, the results showed adequate reliability on the overall scale (α=.93) and in the five dimensions it explores: Personal Development and Resilience Competence (α=.85), Formal Support Finding Competence (α=.81), Competence for Educational Collaboration and Promotion of Sports Activities (α=.74), Informal Support Finding Competence (α=.70) and Community Participation and Integration Competence (α=.64). Multivariate analysis of variance (MANOVAS) was made. Then gains and Analyses of variance (ANOVAS) were calculated. From the analyses it was found that there are no statistically significant differences between the experimental group and the control group. However, after the intervention, mothers are found to increase their Personal Development and Resilience Competence and their Community Participation and Integration Competence. Also, according to some socio-demographic variables, it is observed that mothers with between one and three children, those living in urban areas and those who are not members of the Association of Mothers and Fathers of Pupils obtain higher gains. With these promising results, it is concluded that group parenting programs are a resource to promote mothers' parenting competences. They also indicate that, in order to maximize the effectiveness of the program, it is necessary to take into account some personal characteristics of the mothers when setting up the groups.

Future collaborations:

At the time of the activity, no collaborations emerged. However, I am in contact with colleagues, young researchers, who attended the Training School.

Video and/or quote describing the experience:

It has been a comforting experience, with a lot of learning about family intervention and with the capacity to generate new concerns for research. It has allowed me to create a network with people who are highly involved in working with families and family support resources.  

Dual impact of migration process on the harmonious growth and development of children

Name and surname: Maria Diacon

Home institution: Legal, Political and Sociological Research Institute

Training School Title: Dual impact of migration process on the harmonious growth and development of children

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Social sciences – political parties, European systems of education, European integration.

Knowledge and skill acquisition:

I had high expectations from this edition because as a young researcher I would like to know from the best experts the new paradigms in studying the way how we can generate evidence in family or parenting support, in a process of constant women migration and its consequences.

Outputs:

The family and the educational institution are determinants of children's education. According to recent data, more than a third of teenagers have at least one parent working abroad and about 10% of teenagers have both parents working abroad. However, the role of the family in educating and supporting children in a safe transition to adulthood remains very important. In this context, the state's attention to the family as a key factor in the education of children must be one of the priority perspectives of social policies. The education system must provide all children with the same opportunities for learning and development regardless of their family and socio-economic background.

Future collaborations:

I will share the good practices taken from the training school with my colleagues and we will make a new vision on migration facets.

Planned follow-up activities:

- Publication of a scientific article;

- Dissemination of scientific results in the Republic of Moldova and abroad;

- Extending the possibilities for cooperation between my institution – Legal, Political and Sociological Research Institute and La Laguna University;

- Identification of common research areas between scientific centres in the Republic of Moldova and Spain.

The results of the research will be presented in scientific research papers and will be presented at least in one national conference and in one conference with international participation.

Video and/or quote describing the experience:

Breaking the obesity cascade at the childhood: Long-term effects and underlying mechanisms of change of Group Lifestyle Triple P

Name and surname: Marco Martins

Home institution: Faculty of Psychology and Education Sciences – University of Porto

Training School Title: Breaking the obesity cascade at the childhood: Long-term effects and underlying mechanisms of change of Group Lifestyle Triple P

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Parenting; Childhood obesity; Evidence-based programs implementation and evaluation; Statistics, data analysis and research methodologies.

Knowledge and skill acquisition:

Among the skills and knowledge I have learned during the training school, I highlight the development of critical thinking related to evidence-based family support programs implementation and evaluation and particularly the issues involved in the identification of the relevant/effective components of the interventions. In my own research, I will conduct a qualitative study to explore the experience of the long-term change of families following a parental intervention, and to identify the most relevant components of the intervention across time, where I will apply the learnings and insights that emerged from the described topic. There are also two other topics that I must highlight as some of the topics that led me to reflect on my own work. First, the discussion about one key issue for the success of the interventions, such as the early involvement of the policymakers, practitioners, and the target population, ensuring that the interventions respond to family needs and translate to effective, and positive changes for families and for society. Second, and connected to the previous topic, as researchers, the importance of developing a resilient attitude related to the implementation and dissemination processes, advocated by persistently investing in presenting our work/intervention next to those who could be the keys (or contribute to) a well-succeeded implementation and dissemination of the interventions. This leads me to rethink my work, and to consider these aspects in a broader way than what I initially planned, and also to work on it in an earlier stage of my project.

Outputs:

In a poster session I presented a poster related to my PhD project: “Breaking the obesity cascade at the childhood: Long-term effects and underlying mechanisms of change of Group Lifestyle Triple P”. 

Future collaborations:

I intend to become an active member of the EurofamNet Young Researchers Group, and to be involved in the COST Action EurofamNet, as an associate participant (WG 3 - Quality standards and evidence-based programmes). Also, I started to collaborate with other researchers in studies related to my current research topics and/or related to my scientific interests.

Video and/or quote describing the experience:

For me, participating in the EuroFamNet training school was a very enriching experience, from a personal and academic point of view. In addition to interesting lectures that invited us to reflect and discuss on very relevant topics, the immersive nature of the event and the constant contact with other researchers (experienced researchers, as well as more young researchers), and with their work, resulted in an environment intellectually very stimulating, where professional and personal networks were established, and persist beyond the event.

Evaluating the implementation and sustainability of an evidence-based parenting program in real-world settings

Name and surname: Rita Pinto

Home institution: Faculty of Psychology and Education Sciences at the University of Porto

Training School Title: Evaluating the implementation and sustainability of an evidence-based parenting program in real-world settings

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Implementation and Sustainability of Evidence-Based Parenting Programs in the Community

Knowledge and skill acquisition:

My participation in the EurofamNet training school allowed my professional and personal improvement, providing me with a greater depth of theoretical and practical knowledge in the field of family and parenting support, and a framework for thinking in an integrative and pluralistic way. The training sessions, group discussions, and individual consultations fostered knowledge creation and experience exchange, providing me with a unique opportunity for growth and learning. I learned key ideas for developing and disseminating the best research evidence in family support, namely about best practices for evaluating and sustaining the implementation quality under real-world conditions. As a special added value of this TS, I found the opportunity to network with senior and young researchers extraordinarily relevant, having not only had the chance to receive valuable feedback and critically analyze my Ph.D. project, but also reflected on my strengths and limits as an early career researcher, and my future scientific plans.

Outputs:

I presented a poster about my Ph.D. project, which aims to evaluate the implementation and sustainability of the Standard Triple P (STP) program in real-world settings. This poster illustrated the five studies that are part of my Ph.D. project, their objectives, methodology, and expected results. Study 1, through a scoping review, aims to establish a comprehensive understanding of how Evidence-Based Parenting Programs (EBPP) have been implemented under real-world conditions, providing a map of the available evidence and identifying knowledge gaps. Study 2 aims to examine how practitioners balanced fidelity and adaptation when implemented the STP. Study 3 aims to analyze the effect of practitioner’s perceived self-efficacy and their expectations about STP outcomes on the implementation fidelity, and to what extent these factors affect the relation between implementation fidelity and the primary intervention outcomes. Study 4 aims to examine the extent to which receiving the STP influenced the family’s trajectory in child protection services and analyze whether this effect varied depending on the implementation characteristics. Study 5 aims to identify the factors that facilitate success and/or create barriers to STP sustainability in real-world settings. Data will be analyzed through a mixed-methods approach. This project sheds light on the implementation and sustainability in real-world settings of an EBPP with families that are engaged with child protective services, informing about implementation fidelity and flexibility. Outcomes will ultimately serve to strengthen the evidence-based practice in child protective services and best assist the families and children who need effective services the most.

Future collaborations:

keep in touch with other researchers, and we are working on future collaboration on quality standards for implementing parenting interventions.

Video and/or quote describing the experience:

A unique opportunity for growth, networking, and learning.

Evaluation of a mindfulness-based program for parents of children with mental health disorders

Name and surname: Sofía Baena Medina

Home institution: Universidad Loyola Andalucía

Training School Title: Evaluation of a mindfulness-based program for parents of children with mental health disorders

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Family support, program evaluation, positive parenting, families and disability, educational inclusion

Knowledge and skill acquisition:

It has been a great opportunity to meet with experts in the field and other young researchers. Also, it has been interesting to learn about what other researchers in the field of family support are doing. It has been eye-opening in terms of current and future possibilities for collaboration, but also to improve my own research. I have learnt about different methodologies, approaches, questionnaires, dimensions, ways of interacting and including practitioners and families and children in research and reporting results….

I have learnt about different ways of approaching the study of the parenting ingredients and alternatives to research them. This topic opened my mind to different research alternatives and being aware of their pros and cons. It also motivated me to think and decompose the different parenting components, not only focusing on them globally, but rather be more specific and to go in more depth when analyzing possible changes in the interventions. I also learnt about implementation research and its importance for program development and evaluation, and some options about how to research about implementation in real life settings. This topic gave me ideas about possible elements to take into account when analyzing the data we already have gathered related to implementation, but also how to improve the implementation and its research in future projects, such as incorporating fidelity checklists, take into consideration the differences in training and in personal characteristics of the practitioners, and also which quality standards should be taken into account when implementing a program and when researching about implementation. Of particular interest was the debate about which were the implementation quality standards that need to be followed in ICT programs. It made me think particularly about the importance of providing professional support even if the setting is online, but also the importance of user-friendly platforms and accessibility.

I have also learned about the use of ICT in research and in family support in general, debating about the positive and negative aspects of their use, and different ways of incorporating ICT in family support and its research. For example, the need to sometimes modify certain elements of the program to fit the online setting, but also the possibility of having asynchronous support not necessarily in the format of a structured program. This training school has also served as a reminder of the importance of designing participatory research and to always bear in mind that the final objective is the improvement in the lives of families and children.

Outputs:

Poster. We presented a poster with a summary of the research design for the evaluation of a mindfulness-based intervention targeting parents of children and adolescents with mental health disorders. First, we gave an overview of the rationale behind the emergence and evaluation of this intervention, as well as the theoretical justification for the use of mindfulness-based interventions with this population. Then, we detailed the methodology used, particularly focusing on the recruitment of the control group and the stratified strategy we followed. We also focused on explaining the data collection concerning the implementation of the program. Finally, we answered questions and received feedback from other trainees and experts in the field.

Book of proceedings. We were offered the possibility to participate in a books of proceedings by submitting an extended abstract summarizing the information provided in the poster and other information about the project we considered relevant.  

Future collaborations:

I learned about other projects concerning parenting programs with families of children with disabilities, and I will contact them for further information about the program and its evaluation. Also, we have used the same questionnaires and populations than other researchers, which has led to talking about possible future collaborations.

Also, some trainees showed their interest in being informed about the Young Researchers Group activities or even being part of it. 

Video and/or quote describing the experience:

It has been a mind opening experience, with a good mixture of relationship building time, discussion and learning in a comfortable and stimulating environment. 

Parenting intervention in the context of child protective services: the perspective of the child

Name and surname: Sanmya Salomão

Home institution: Faculty of Psychology and Educational Sciences, University of Porto, Portugal

Training School Title: Parenting intervention in the context of child protective services: the perspective of the child

Wednesday, September 7, 2022 to Friday, September 9, 2022

Field of research interest: Child Protection, Child Participation, Child Development.

Knowledge and skill acquisition:

The Training School was an opportunity to share the results and the strategies designed for the investigation process in my PhD project, and the discussion contributed to enhance the research project with new insights. Novel ideas and aspects related to the topics of my research were raised, such as the challenges and guidelines of child participation, family empowerment, quality standards for evaluating and developing evidence-based programs and parenting intervention.

The training school panels and the discussion sessions enlightened the value of a qualitative framework for the evaluation of the fundamental elements in family support practices, and the improvement of policies integrated to the real-life conditions of communities and families.

It was also important to have contact with new possible methodological strategies to approach the specific participants I am working with (children involved in Child Protection Services - CPS). At the final stage of my research project, even if it is not possible to incorporate some of the methodological strategies discussed, they might be of great value in future investigations and possible collaborations in the field of Child Protection.

Outputs:

Future collaborations:

An important topic to be pursued in future research is related to the aims of program’s effectiveness and feasibility, and the ethical foundations that guarantee that results can reach practitioners and family’s needs, increasing their well-being and the warranty of their rights.

Specifically for my research project and for future investigation, the themes of child participation and the development of dissemination strategies of evidence-based interventions designed for family support, that effectively deal with (and seek to overcome) the adverse circumstances and risks that lead to the referral to CPS.

Video and/or quote describing the experience:

Meaningful practices and programs in family support are the ones that are delivered to families struggling with several and multiple adversities, producing evidence of real-life changes, not only as empirical outcomes observed, but that reinforcing the continuous development of policies and the enhanced communication with families, practitioners, communities, and people.