Australian e-Journal for the Advancement of Mental Health (AeJAMH), Volume 7, Issue 1, 2008

ISSN: 1446-7984

A preliminary evaluation of the Confident Kids Program –

a stand alone component of the Exploring Together Program
Margot Trinder, Michelle Soltys and Susie Burke
Exploring Together, Carlton, Victoria, Australia
Abstract
This study was designed to evaluate the effectiveness of the Confident Kids Program, as a
separate component of the multi-group Exploring Together Program (ETP). Confident Kids
aims to reduce children’s behavioural and emotional difficulties through a group program for
primary school children that meets once weekly for 10 weeks. This report presents an
analysis of pre-post data collected from 39 parents whose children attended the Confident
Kids programs and 48 teachers in the state of Victoria. Following the program, significant
improvements were noted in parent reports of children’s internalising and externalising
difficulties, levels of parenting satisfaction and parenting styles. Teachers also reported a
significant improvement in children’s internalising behaviour from pre- to post-program. The
benefits of offering both multi-group and single component interventions in school and
community settings are also discussed.
Keywords
children, teachers, parents, parenting, emotional problems, behavioural problems,
evaluation, program evaluation

Introduction For many children, they are also predictive of

Mental health problems are growing at an longer-term antisocial behaviours and mental
alarming rate with predictions of a 50 percent health problems (Kazdin, 1995; Webster-Stratton
increase in the next decade compared with other & Reid, 2003; Wren, Scholle, Heo & Comer,
health related problems (DeAngelis, 2004). 2003). Some children show symptoms that are
Approximately one in five children experience consistent with diagnoses of Anxiety,
mental health issues (DeAngelis, 2004; Depression, Oppositional Defiant Disorder
Maddern, Franey, McLaughlin & Cox, 2004). (ODD), Attention-Deficit Disorder (ADHD), and
Amongst primary school aged children (4-12 Conduct Disorder (CD) (American Psychiatric
years) in Australia, 15 percent of boys and 14 Association, 1994). As well as causing
percent of girls are reported to have clinically significant distress for children and families
significant behavioural or emotional problems during their childhood, children with emotional
(Sawyer, Arney, Baghurst et al., 2001). Early and behavioural problems face an increased risk
identification of problems and effective of low self-esteem, relationship problems with
interventions for children are crucial in reducing peers and family members, academic difficulties,
the rates of mental health problems in children. early school leaving, adolescent homelessness,
the development of substance abuse issues and
Behavioural and emotional problems in primary
criminality (Scott, Knapp, Henderson &
school aged children can cause significant
Maughan, 2001; Wren et al., 2003).
difficulties in children’s healthy development.

Contact: Margot Trinder, Exploring Together Coordinator, Exploring Together, Carlton, Victoria Australia
info@[Link]
Citation: Trinder, M., Soltys, M., & Burke, S. (2008). A preliminary evaluation of the Confident Kids Program – a stand
alone component of the Exploring Together Program. Australian e-Journal for the Advancement of Mental
Health, 7(1), [Link]/journal/vol7iss1/[Link]
Published by: Australian Network for Promotion, Prevention and Early Intervention for Mental Health (Auseinet) –
[Link]/journal
Received 18 September 2007; Revised 11 January 2008; Accepted 11 January 2008
 Trinder, Soltys & Burke

In order to address the current impacts on 1996; Hemphill & Littlefield, 2001; Littlefield,
children’s lives, as well as prevent long-term Burke, Trinder et al., 2000).
antisocial behaviours and mental health ETP has always recognised that schools are an
problems in adolescence and adulthood, early ideal setting to reach many families and their
identification and effective treatment of children in need of intervention for childhood
childhood behavioural and emotional problems behavioural and emotional problems. Enabling
is crucial. Research has shown that the most families to access suitable programs in a school
effective interventions include parent training setting helps address the growing tide of mental
programs (Brestan & Eyberg, 1998; Sanders, health concerns, and several studies corroborate
Ralph, Thompson et al., 2007; Taylor & Biglan, the view that schools are an appropriate setting
1998; Webster-Stratton & Hammond, 1997), to provide evidence-based programs to children
children’s social problem solving and emotion and adolescents (Maddern et al., 2004; Neil &
management training (Kazdin, Esveldt-Dawson, Christensen 2007; Weist, Lever & Stephan,
French & Unis, 1987; Shure, 1993; Spivack & 2004). This view is also strongly supported by
Shure, 1989), parent-child interaction therapy the Council of Australian Goverments (COAG,
(Eyeberg, Boggs & Algina, 1995) and a 2006). Benefits of school based interventions
combination of these components (Hemphill & include the children’s and families’ familiarity
Littlefield, 2001; Webster-Stratton & Reid, with the setting; ease of access; reduction in
2003). stigma; and the fostering of collaborative links
An effective intervention that combines parent between schools and community agencies.
behaviour management training, children’s Despite these many benefits, ongoing
social problem solving and emotion management consultations by the ETP team with trained
training and parent-child interactive therapy is leaders working in these settings identified a
the Exploring Together Program (ETP) number of common concerns. The main ones
(Hemphill & Littlefield, 2001). Small groups of were 1) the difficulty in resourcing a program
six to eight primary school aged children and that required four leaders, 2) the desire to offer
their primary caregivers attend the ETP for 1¾ interventions to students whose parents were not
hours per week for 10 weeks. Separate, able to participate in a weekly program, 3) the
concurrent groups are held simultaneously for need to conduct the programs during the day to
parents/carers and children (lasting 1 hour) each accommodate primary school aged children, thus
week, immediately followed by a combined excluding parents employed during the day from
parent-child group (lasting 45 minutes). attending the program, and 4) time restrictions
Throughout the program, additional meetings are for each individual group because they were
held on two occasions for attending parents and being led simultaneously and concurrently with
their partners or support people. Group leaders other components of the program that had
also meet twice with children’s teachers, once different time requirements. Program leaders
near the start and again near the end of the continually asked about the effectiveness of
program. conducting the components of the ETP
ETP was designed to be conducted as a short- separately. While initially resisting these
term intervention program for primary school requests due to a strong commitment to a
aged children (6 to 12 years old). It has also been multifaceted approach – particularly the
adapted for secondary school students (12 to 16 parenting component – the ETP team eventually
year olds) and for preschool aged children (3 to 6 agreed to respond to these requests by
year olds). Since the early 1990s, Exploring developing two components of the program to be
Together Programs for primary school students used as stand-alone interventions. This resulted
have been implemented in suburban and regional in the Confident Kids Program (for children) and
areas of Australia in a large variety of schools the Together Parenting Program (for parents).
and community agencies, with the majority of The Confident Kids Program only requires two
programs being conducted by teachers, social staff, can accommodate more students (up to 10)
workers and psychologists trained in the and is available to students whose parents are
program. Studies have revealed the program’s unable to attend a concurrent group during the
continuing effectiveness and efficacy (Hemphill, day. The Together Parenting Program also
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 Trinder, Soltys & Burke

offers flexible options and is described by Burke, making and social perception. The program
Soltys and Trinder (2008) in this issue. incorporates behavioural and cognitive
This pilot study aimed to determine whether behavioural techniques, but also has a strong
Confident Kids is effective on its own to address emphasis on group process. Whilst providing a
children’s behavioural and emotional difficulties. safe environment for the children, group leaders
While offering an intervention predominantly to also focus on providing challenges to the
children would be expected to have a positive children in order to better observe and address
impact on the participating children, the question the issues for which each child has been referred.
of whether changes in children’s behaviour (in For example, during an activity involving
conjunction with two brief parent information drawing and cutting, the leaders will
meetings) would have any impact on parenting intentionally not provide enough scissors or
satisfaction and practices was also of interest. pencils. When faced with this oft encountered
This pilot trial therefore set out to investigate situation of having to share limited resources, the
whether participation in the Confident Kids externalising children generally demonstrate
Program decreases children’s behavioural and how they use power and force to get what they
emotional difficulties whilst also improving want, while the more internalising children tend
parenting satisfaction and parenting practices. to withdraw and let the more powerful children
have the resources. By recreating real-life
Confident Kids Program situations that these children often struggle with,
Confident Kids is a 10-week group program for the leaders are better able to directly address the
primary school aged children (6 to 12 years of respective behaviours these situations elicit and
age). The program is targeted at children then help the children to learn more effective
exhibiting the following types of problem ways of managing these issues. This process also
behaviours: those who engage in impulsive, provides continuing opportunities for children to
aggressive or bullying behaviour, those who are give and receive direct feedback from their peers
withdrawn, anxious, or depressed, and/or those and leaders about the impact of particular
who have problematic peer relationships. behaviours on others.
Confident Kids focuses on developing children’s
Method
social skills and reducing their problematic
behaviour. Each session lasts for 1½ hours. Two Design
meetings are held for parents, and group leaders A repeated measures evaluation design was used
also meet with children’s teachers on two to assess the Confident Kids Program.
occasions. The program can be conducted in Quantitative data were collected through the
schools or community agencies with two leaders. completion of standardised questionnaires by the
Professionals with a background in psychology, parents and teachers on two occasions: at the
social work, teaching or counselling who start of the 10-week group program, and at the
participate in a one-day training workshop, or completion of the group program.
who have previously trained in ETP, are able to
Participants
run Confident Kids.
Eleven Confident Kids programs involving 91
The aims of the Confident Kids Program are to
children were conducted in schools and agencies
reduce children’s aggressive and/or withdrawn
throughout urban and regional Victoria. Pre- and
behaviours whilst improving peer interactions.
post-questionnaires were returned by 39
This is done through activities such as games,
parents/carers and 48 teachers. As only 19
stories and role-play. The content of the
children had both parent and teacher pre- and
activities focus on teaching the children a range
post-questionnaires completed, the data from
of skills incrementally over the course of the 10-
parents and teachers are reported separately.
week program. The topics covered during the
program include conversation skills, recognising The children were aged between 6 and 12 years
feelings in oneself and others, anger/anxiety of age (M = 9.0, SD = 1.8). Sixty-three percent
management, perspective taking, developing of the child participants were male. Parent
prosocial skills like sharing and turn-taking, respondents were all mothers (with the exception
problem solving, assertion skills, decision of 1 female foster carer). The age range of

3
 Trinder, Soltys & Burke

participating mothers was 28 to 58 years of age two 90 minute parent meetings are to: inform
(M = 38.6, SD = 6.0). Fifty-eight percent of the parents about what their children will be learning
families had an average income of less than in the program; invite parents to work in
$AUD40,000 per year. Demographic partnership with the school to assist their
information on the school and community children; promote a consistent approach in the
agencies involved was not collected. management of the child across the different
Procedure systems in a child’s life; and provide opportunity
for two-way feedback between parents and
The ETP team conducted their regular one-day
group leaders. The aims of the teacher meetings
training workshops for professionals wanting to
paralleled those of the parent meetings.
run the Confident Kids Program in their schools
or community agencies. All trained leaders were Measures
offered free evaluation of any programs they Achenbach Child Behavior Checklist (CBCL)
conducted during the time period of this pilot. Parents' Report Form (Achenbach, 2001)
Leaders recruited participants through This measures children’s emotional and
distributing information to staff and families behavioural difficulties. It is completed by
about the program and asking for referrals. The parents/carers and takes 15-20 minutes for
guidelines for group selection were that they respondents with a fifth grade reading level. The
comprised 6-10 children with a maximum 3 year form contains two sections which cover
age range, a balance of genders where possible, behaviour problems and competencies. The
and some children with internalising behaviours behavior problems section of the CBCL
as well as those with externalising behaviours. (Achenbach's 1991) version) contains a list of
Leaders then conducted a face to face or phone 118 behavioural problems. A 3-point scale is
interview with parents to discuss the program used to rate items (0 = not true, 1 = somewhat or
and gain permission for the child to attend. All sometimes true, 2 = very true or often true). The
parents whose children participated in the nine subscales are grouped into two 'broad-band'
Confident Kids Program were invited to scales titled externalising (delinquent behavior
participate in the research. The program was and aggressive behavior) and internalising
implemented according to the structure outlined (withdrawn, somatic complaints, and anxious-
in the detailed program manual to ensure that depressed) scales. High scores on the
treatment integrity was maintained. externalising and internalising scales are
To provide a comprehensive assessment of the indicative of more severe behaviors. Clinical and
Confident Kids Program, trained program group borderline clinical cut-off points have been
leaders distributed evaluation information to the derived for each of these scales. The CBCL is
families in their program one week prior to the well standardised and has adequate reliability
program commencing. This included informed and validity (see Achenbach, 1991).
consent forms and also asked for signed consent Achenbach Child Behavior Checklist Teachers'
to contact the child’s teacher as part of the Report Form (CBCL-TRF) (Achenbach, 2001)
evaluation. Post-program questionnaires were The behaviour problems section of the TRF has
distributed during the last week of the program. the same scales as the parent form. A second
Parents and teachers could opt to use the reply section of the TRF measuring adaptive
paid envelope or to hand the questionnaires functioning is not reported in this paper. The
directly to the program group leaders to forward CBCL-TRF is well standardised and has
for evaluation. The incentive for leaders to adequate reliability and validity (see Achenbach,
support the evaluation was the promise of an 1991).
individualised report on their group at the end of
the program. Kansas Parental Satisfaction Scale (KPS) (James,
Schumm, Kennedy et al., 1985)
Intervention
This brief (3-item) instrument is designed to
In addition to the children attending the 10-
measure parents’ satisfaction with themselves as
session program described above, there were
a parent, satisfaction with the behaviour of their
also two meetings for parents/carers and two
children, and satisfaction with their relationship
separate meetings for teachers. The aims of the
4
 Trinder, Soltys & Burke

with their children. Parents respond on a 7-point responses). Factor scores are calculated by
scale ranging from ‘extremely dissatisfied’ to summing the total scores divided by the number
‘extremely satisfied’. The scale is easily of items. Higher scores indicate dysfunctional
completed in less than two minutes and is parenting. Arnold et al. (1993) reported internal
reported to be one of the few scales available to consistency alpha coefficients of Laxness = .83;
directly measure satisfaction with parenting. Over-reactivity = .82 and Verbosity = .63. Test-
James et al. (1985) reported moderate to high retest reliability was also acceptable .83, .82 &
intercorrelations between the items on the .79 respectively, and scores on the three factors
Kansas Parental Satisfaction Scale (.61 to .68) show positive correlations with objective
but found that they had significantly different measures of poor child behaviour and
means. The Kansas Parental Satisfaction scale is dysfunctional discipline by parents.
reported to have good concurrent validity, Results
correlating significantly with the Kansas Marital
Satisfaction Scale (James et al., 1985) and the Child outcomes – parent reports
Rosenberg Self-Esteem Scale (0.23 to 0.55) in Changes in mother reported problematic child
different studies (James et al., 1985). behaviours were analysed using a MANOVA
Parenting Scale (Arnold, O’Leary, Wolff & Acker, with internalising and externalising behaviour
1993) problem scores as the dependent measures (see
Table 1). There were significant pre- to post-
Parenting practices were assessed using this 30- program changes in children’s internalising and
item self-report scale which measures three externalising problems, F(2, 38) = 15.2, p <
dysfunctional discipline styles in parents of .001, partial eta squared = .44. Univariate tests
young children: Laxness (permissive discipline); found there were significant decreases in
Over-reactivity (authoritarian discipline – children’s internalising behaviours and
physical punishment, threats, and power externalising behaviours.
assertion); and Verbosity (lengthy verbal

Table 1. Change in Internalising and Externalising subscale scores on the Child Behaviour Checklist–Parents’ Reports
from pre- to post-program

Behaviour problems subscales n Pre-program Post-program F (1, 39) p Partial eta

Mean (SD) Mean (SD) squared

Internalising behaviour 39 60.0 (11.4) 54.4 (11.5) 29.2 <.001 .44

Externalising behaviour 39 60.0 (13.7) 57.2 (11.5) 4.7 <.05 .13

Table 2. Change in Behaviour Problems subscale scores on the Child Behaviour Checklist–Parents’ Reports from pre- to
post-program (n = 39)

Behaviour Problems subscales Pre-program Post-program F (1, 38) p Partial Eta

Mean T-score (SD) Mean T-Score (SD) Squared

Withdrawn 58.2 (9.5) 55.4 (7.4) 13.1 <.001 .26

Somatic complaints 57.9 (8.2) 54.9 (6.7) 8.7 <.001 .19
Anxious/depressed 61.7 (10.5) 58.0 (8.6) 12.8 <.001 .25
Social problems 62.7 (10.4) 61.1 (11.3) 2.4 ns .06
Thought problems 60.2 (9.4) 57.6 (8.4) 6.6 <.05 .15
Attention problems 61.5 (10.3) 59.1 (10.0) 4.9 <.05 .12
Delinquent behaviour 60.6 (10.4) 59.1 (10.2) 2.4 ns .06
Aggressive behaviour 62.7 (12.4) 58.9 (8.6) 10.7 <.001 .22

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 Trinder, Soltys & Burke

A paired-sample t-test was performed to Table 3. Changes in clinical scores on the Child
compare scores on the CBCL Total Behaviour Behaviour Checklist–Parents’ Reports from pre- to
post-program
subscale from pre- to post-program. According
to parent report, there were significant changes T-score ranges Pre-program Post-program

in children’s total behaviour problem scale n (%) n (%)

scores from pre-program (M = 62.0, SD = 12.7) Internalising scale

to post-program (M = 57.4, SD = 12.2), t(39) = Normal 21 (57%) 25 (67%)

5.3, p <.001. The eta squared statistic (.42) Borderline 4 (11%) 1 (3%)
Clinical 12 (32%) 11 (30%)
indicated a large effect size.
Externalising scale
To determine which specific emotional and Normal 15 (40%) 19 (51%)
behavioral difficulties improved following Borderline 4 (11%) 10 (27%)
participation in the program, eight subscales Clinical 18 (49%) 8 (22%)
Total behaviour problem scale
scores of the CBCL were compared pre- and
post-intervention using a MANOVA (see Table Normal 14 (38%) 21 (57%)
Borderline 2 (5%) 3 (8%)
2). According to parent reports, there was a
Clinical 21 (57%) 13 (35%)
significant overall decrease in scores from pre-
to post-intervention, F(8, 31) = 3.45, p < .05,
partial eta squared = .47. Univariate tests found problems scale, only 38% of children were in the
there were significant decreases in children’s normal range pre-program, and this increased to
withdrawn behaviours, somatic complaints, 57% post-program.
anxious/depressed behaviours and aggressive Child outcomes – teacher reports
behaviours (p < .01). Improvements in the
predicted direction in children’s thought and Pre- and post-program teacher questionnaires
attention problems were also reported (p < .05). were completed on 48 children. Overall results
showed that the Confident Kids Program had a
As well as looking at statistical changes in positive impact in reducing children’s
children’s internalising, externalising and total internalising and externalising behaviours
behaviour scores, clinical changes were also (measured on the CBCL–TRF). Changes in
identified (see Table 3). Scores were categorised teacher reported problematic child behaviours
as falling into the normal, borderline clinical or were analysed using a MANOVA with
clinical range at both pre- and post-program (see internalising and externalising behaviour
Achenbach 1991 for cut off scores). problem scores as the dependent measures (see
Pre-program, more than half the children scored Table 4).
in the normal range on the Internalising scale According to teacher report, there were
and this increased at post-program. For the significant pre- to post-program changes in
Externalising scale, only 40% of children scored children’s internalising and externalising
in the normal range pre-program, and almost half problems, F(2, 46) = 6.0, p < .01, partial eta
(49%) scored in the clinical range. Post-program squared = .21. Univariate tests found there were
just over half the children were now in the significant decreases in children’s internalising
normal range with less than a quarter remaining behaviours.
in the clinical range. For the Total Behaviour

Table 4. Change in Internalising and Externalising subscale scores on the Child Behaviour Checklist–Teachers’ Reports
from pre- to post- program

Behaviour problems subscales n Pre-program Post-program F (2, 46) p Partial eta

Mean (SD) Mean (SD) squared

Internalising behaviour 48 61.6 (10.6) 58.1 (10.6) 7.5 <.05 .14

Externalising behaviour 48 63.1 (10.3) 62.5 (10.7) 0.5 ns .01

6
 Trinder, Soltys & Burke

Table 5. Changes in clinical scores on the Child clinical range. The numbers and proportions of
Behaviour Checklist–Teachers’ Reports from pre- to children in each category are shown in Table 5.
post-program
T-score ranges Pre-program Post-program
Parent outcomes
n (%) n (%) The Confident Kids Program aimed to improve
Internalising scale parenting satisfaction. Changes on the Kansas
Normal 22 (47%) 31 (66%) Parental Satisfaction Scale were analysed using
Borderline 9 (19%) 5 (11%) ANOVA. There was a significant increase in
Clinical 16 (34%) 11 (23%)
mother reported parental satisfaction from pre-
Externalising scale
to post-program (Wilks’ lambda = .79, F(1, 37)
Normal 20 (42%) 25 (53%)
= 9.6, p < .001) with an effect size of partial eta
Borderline 5 (11%) 5 (11%)
Clinical 22 (47%) 17 (36%)
squared = .21.
Total behaviour problem scale The Confident Kids Program also aimed to
Normal 19 (40%) 24 (51%) reduce dysfunctional parenting styles. Results
Borderline 4 (9%) 9 (19%)
showed that the program had a positive impact in
Clinical 24 (51%) 14 (30%)
decreasing parents’ dysfunctional parenting
styles (measured on the Parenting Scale).
A paired-sample t-test was performed to Changes in parenting styles were analysed using
compare scores on the Total Behaviour subscale a MANOVA with Laxness, Over-reactivity and
scores on the CBCL-TRF from pre- to post- Verbosity scores as the dependent measures.
program. According to teacher report, there were There was a significant decrease in scores across
no significant changes in children’s total time (Wilks’ lambda = .72, F(3, 24) = 3.15, p <
behaviour problem scale scores from pre- .04), with a large effect size (partial eta squared
program (M = 64.2, SD = 8.5) to post-program = .28). Table 6 presents the mean pre- and post-
(M = 61.9, SD = 10.4), t(48) = 1.9, p <.06. program scores for mother-reported parenting
Using teacher reports, scores on the CBCL were styles and univariate findings.
categorised as falling into the normal, borderline Discussion
clinical or clinical range at both pre- and post-
program (see Achenbach 1991 for cut off This study provided preliminary evidence that
scores). On the Internalising scale, less than half Confident Kids Program is an effective, short-
the children were in the normal range pre- term program to improve children’s emotional
program (47%). By post-program this had and behaviour problems at home and at school.
increased to 66%. For the Externalising scale, Parental satisfaction increased and dysfunctional
47% of children were in the clinical range pre- parenting practices were reduced. In particular,
program. This improved substantially post- analysis of pre- and post-intervention parent data
program with only 36% remaining in the clinical showed significant reductions in children’s
range and over half the children in the normal withdrawn behaviours, somatic complaints,
range. For the Total behaviour problems scale, anxious/depressed behaviours and aggressive
just over half the children (51%) scored in the behaviours. Teacher reports identified significant
clinical range at the beginning of the program. improvements in children’s internalising
By post-program, only 30% remained in this behaviour. Non statistical examination of the

Table 6. Change in Parenting Scale Scores from pre- to post-program

Parenting scales n Pre-program Post-program F (2, 46) p Partial eta

Mean (SD) Mean (SD) squared

Laxness 27 3.1 (0.87) 2.8 (0.79) 4.4 < .05 .18

Over-reactivity 27 3.3 (0.69) 3.0 (0.68) 3.8 n.s. .13

Verbosity 27 4.0 (0.68) 3.0 (0.85) 4.3 < .05 .10

7
 Trinder, Soltys & Burke

clinical change scores also suggested that the somewhat expected. When children learn new
program had moved some children’s behaviour skills, they are more likely to exhibit them
at school and at home into the normal range. The amongst a small number of people in their home
Confident Kids Program as a stand alone before they are generalised to the larger arena of
program appears to achieve effects comparable school. The competing demands on teachers
to the multi-component ETP (Hemphill & from other children in a classroom setting may
Littlefield, 2001; Littlefield et al., 2000). These also mean that more subtle changes in children’s
results are also consistent with data reported in behaviour are not as obvious as they are to
previous studies that demonstrate children’s parents. Longer term follow-up would help
social problem solving and emotion management identify whether or not the participating children
training result in significantly reduced were able to generalise their skills to the school
behavioural and emotional problems across time setting over time.
(Kazdin et al., 1987; Shure, 1993; Spivack & Several other advantages exist in being able to
Shure, 1989). Some reviews do not support the offer individual components of ETP. These
efficacy of training children in social skills and include an increased likelihood of more children
problem solving alone to reduce children’s attending programs that do not require a weekly
behavioural and emotional problems over the commitment from their parents and more
long term (Gresham, 1998; Taylor et al., 1999). programs being conducted due to the smaller
Further studies are required to determine number of leaders required.
whether improvements in child behaviour and
emotional problems are maintained in the longer The Confident Kids Program was of direct value
term. to participating children and their families as
participants have been equipped with skills to
While the improvements in parents’ satisfaction reduce emotional and behavioural difficulties.
need to be interpreted with caution, they are While the benefits to schools in terms of
significant and worthy of both discussion and significant improvements in children’s
further investigation. With the current research externalising behaviours are not so apparent,
design, it is not possible to identify whether further research will help inform and possibly
these positive changes for parents are the result revise the program to strengthen the impact on
of an improvement in their children’s behaviour, externalising behaviours as well as the
the parent meetings attended, or a combination generalisation of improved behaviours to the
of both. Positive changes in a child’s behaviour school setting.
can help parents not only view their child more
positively, but also reinforce the idea that Limitations and future directions
behaviour is not necessarily stable – that with The present evaluation of the Confident Kids
effective intervention it can be improved. Program did not use an experimental design,
Offering school based interventions can also therefore the positive results must be considered
provide parents with a positive experience of as preliminary evidence supporting the efficacy
help seeking and may be the first step in them of this program. This limitation may be
seeking further help in the future. It is possible addressed by further research that includes
that some parents invited to participate in multi- random assignment to a control and treatment
group programs may reject the invitation fearing group to provide a more rigorous test of the
that they are somehow to ‘blame’ for their effectiveness of the program. Furthermore,
child’s difficulties. Having the option of offering follow-up data is required to ensure that
an intervention with the dominant focus on the improvements observed in the short term are
child can be a helpful way for schools to engage maintained in the longer term. Another limitation
families in effectively addressing their child’s of the study was the small sample size, meaning
needs. If these programs are offered as support, that the results must be interpreted with caution
this can also improve the relationships between and are not necessarily generalisable to the
schools and families and have benefits for their broader population. The low return rate of
continuing work together. questionnaires was mainly attributable to the
That the improvements in childrens’ behaviour programs being conducted by people who did
were more evident at home than at school is not necessarily have a direct investment in the

8
 Trinder, Soltys & Burke

evaluation. While having the researchers dysfunctional parenting in discipline situations.

themselves conducting the programs in schools Psychological Assessment, 5, 137-144.
can lead to an increase in return rates, the current Brestan, E.V. & Eyberg, S.M. (1998). Effective
model of using personnel already working in psychosocial treatments of conduct-disordered
schools could be viewed as a greater reflection children and adolescents: 29 years, 82 studies, and
of reality and a better measure of program 5,272 kids. Journal of Clinical Child Psychology,
effectiveness. A further challenge identified by 27(2), 180-189.
group leaders was that it was often difficult Burke, S., Soltys, M., & Trinder, M. (2008). A
enough to get parents to agree to their children preliminary evaluation of the Together Parenting
participating in the program. Many were Program – a stand alone component of the Exploring
concerned that if the parents were asked to Together Program. Australian e-Journal for the
Advancement of Mental Health, 7(1),
complete questionnaires they may decide to
[Link]/journal/vol7iss1/[Link]
withdraw their child from the program.
Council of Australian Governments (COAG).
In conclusion, teaching children effective skills National Action Plan on Mental Health 2006 – 2011.
to reduce behavioural and emotional problems is [Link]
proactive and preventative, with an aim of ental_health.rtf (accessed Jan 2007).
providing children with strategies to enhance DeAngelis, T. (2004). Taking action for children’s
their behavioral and emotional wellbeing and to mental health. Monitor on Psychology, 35(11), 38-41.
enhance their relationships with peers and family
Eyeberg, S., Boggs, S.R., & Algina, J. (1995). New
members. While it is recognised that group developments in psychosocial, pharmacological, and
programs offering a multi-systemic approach combined treatments of conduct disorders in
may be advocated in the literature as the aggressive children. Psychopharmacology Bulletin,
preferred intervention to reduce childhood 31, 83-91.
emotional and behavioral difficulties (Webster- Gresham, F.M. (1998). Social skills training: Should
Stratton & Reid, 2003), it is not always possible we raze, remodel, or rebuild? Behavioral Disorders,
for parents and their children to access these 24, 19-25.
interventions or for schools and community Hemphill, S. (1996). Characteristics of conduct-
agencies to offer them. Providing more flexible disordered children and their families: A review.
options, particularly for programs suitable to be Australian Psychologist, 31, 109-118.
conducted in school settings, can only be of Hemphill, S. & Littlefield, L. (2001). Evaluation of a
benefit to a larger number of children and their short-term group therapy program for children with
families. The Confident Kids Program offers an behavior problems and their parents. Behavior
alternative evidence-based intervention to reduce Research and Therapy, 39, 823-841.
childhood emotional and behavioural difficulties. James, D., Shumm, W., Kennedy, C., Grigsby, C.,
Acknowledgement Shectman, K., & Nichols, C. (1985). Characteristics
of the Kansas Parental Satisfaction Scale among two
This research forms part of the ongoing evaluation of samples of married parents. Psychological Reports,
Exploring Together Programs and was conducted at 57, 163-169.
the Parenting Research Centre, Melbourne, Australia.
Kazdin, A.E. (1995). Conduct Disorders in
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