Poster #87 - Parenting program implemented in public policies: evaluation of a facilitator training at large-scale through observation

• In Event: Poster Session 18

Abstract

Implementing large-scale parenting programs with quality and fidelity by community workers and local systems requires adequate training and implementation assessments. Most evidence-based parenting programs have well-established training to prepare professionals to deliver the programs with fidelity. The ACT-Raising Safe Kids parenting program (American Psychological Association) have been implemented in several countries. However, to date, there is still no study that evaluated a large-scale implementation model with the training of professionals linked to public policies. The ACT facilitators' training includes a theoretical and practical workshop. After the workshop, the professionals conduct a group with families and record one of the sessions (session six about parental styles) to be evaluated for certification. During the pandemic, the training was adapted to an online format, emerging the need to evaluate this training format. The present study aimed to evaluate the ability of professionals to conduct the ACT program with caregivers after the remote training. The study was carried out in partnership with the state government in line with public policies. Participants were 119 professionals of public services, mainly in the Social Protection and Education areas, from 24 cities of the Ceará State (Northeast Brazil). The professionals participated in the ACT-Raising Safe Kids facilitator workshop conducted remotely by two Master Trainers and a support team totaling four days and 16 hours (Zoom Platform). From April 2021 to December 2021, seven ACT facilitator workshops were held. After the training, the facilitators sent their record sessions for evaluation. The Master trainers, together with two certified facilitators, watched the videos (90 to 120 minutes each) and, through a checklist that includes 18 activities of the meeting, evaluated if the facilitator conducted each one correctly. Based on the checklist analysis, the master trainers decided whether or not the facilitator was able to be certified. Facilitators who performed most activities adequately were certified, and those with difficulties were invited to redo the meeting with the families for a new evaluation. Most facilitators (n = 107; 90%) were certified, and 10% of the facilitators (n = 12) had to redo the meeting. Most of the activities (n = 15) were adequately conducted by the major of the facilitators (6 activities by 80% to 100% facilitators; 8 activities by 60% to 79% facilitators; 1 activity by 57% facilitators). In three activities, the facilitators had more significant difficulty. For one of them, 42% of the facilitators did it correctly, 34% did not do the activity, and adjustments were needed for the others. In two activities, more than 70% of facilitators performed but needed several adjustments. These three activities were group dynamics. Therefore, it appears that the online training was adequate. However, the online explanation may have hampered activities involving group dynamics. All facilitators received feedback with guidance on activities. In addition, information about these three activities was offered to all facilitators. In conclusion, the evaluation and supervision of how the facilitators carry out the parenting programs are fundamental to guarantee the quality and fidelity of the programs.

Authors

• Elisa Rachel Pisani Altafim, Universidade de São Paulo (USP)
  Presenting Author

• Marilia Souza Silva Branco, University of São Paulo

• Camila Regina Lotto, Universidade de São Paulo (USP)

• Maria Beatriz Martins Linhares, Universidade de São Paulo (USP)