SNAP is a Canadian cognitive behavioural therapy programme designed to help angry and aggressive children between the ages of 8-11, and their parents learn how to effectively manage their emotions. The programme runs for 13 weeks, with separate child and parent groups running on a weekly basis. Boys groups run separately from girl groups. Children learn cognitive and behavioural skills and are given structured practice experiences to apply these skills to specific circumstances. Topics include recognising body cues, joining in, playing fair, and managing peer pressure. Parents discuss with other parents their use of parenting strategies and are supported to manage their own issues and anxieties when parenting their children. Between June 14 and July 15, 76 per cent (n=16) of Irvine and 3 Town schools referred into SNAP (see appendix 2). Following a screening process, 3 cohorts of children (n=51) between the ages of 8 11 and parents or carers (n=62) entered – into the NA SNAP programme. The mean completion rate was 76 per cent (n=39) for children’s groups and 70 per cent (n=42) for parent groups (see appendix 3.) Evaluation The purpose of the evaluation is to evaluate the impact of SNAP and its sustainability at 6 and 12 months post intervention. The evaluation was carried out using quantitative and qualitative measures. The following data was gathered and analysed in order to assess the effectiveness of SNAP: Child Behavioural Checklists (CBCL) completed by parents and Teacher Report Forms (TRF) pre and post SNAP programme. CBCL and TRF 6 months SNAP for cohorts 1 & 2 CBCL and TRF 12 months after SNAP for cohort 1 Analysis of total problem scales on TRFs and CBCLs Analysis of total adaptive scales on TRFs Analysis of total competence scales on CBCL Analysis of Supervision Order information Analysis of nurture base and SEBN placement data Attendance records for young people in secondary school Fortnightly semi-structured interviews with SNAP workers, notes coded and reduced into effects matrix. Videos of child and parent groups, notes coded and reduced into effects matrix. Discussion with Head Teachers (HTs) at cluster meetings Feed-back from semi-structured interviews with secondary school Senior Managers and Pastoral care teachers The children’s perceptions of SNAP are key to the evaluation. Structured interviews were carried out Interviews were undertaken with Cohort 1, 1 year on from SNAP,
SNAP is a Canadian cognitive behavioural therapy programme designed to help angry and aggressive children between the ages of 8-11, and their parents learn how to effectively manage their emotions. The programme runs for 13 weeks, with separate child and parent groups running on a weekly basis. Boys groups run separately from girl groups. Children learn cognitive and behavioural skills and are given structured practice experiences to apply these skills to specific circumstances. Topics include recognising body cues, joining in, playing fair, and managing peer pressure. Parents discuss with other parents their use of parenting strategies and are supported to manage their own issues and anxieties when parenting their children. Between June 14 and July 15, 76 per cent (n=16) of Irvine and 3 Town schools referred into SNAP (see appendix 2). Following a screening process, 3 cohorts of children (n=51) between the ages of 8 – 11 and parents or carers (n=62) entered into the NA SNAP programme. The mean completion rate was 76 per cent (n=39) for children’s groups and 70 per cent (n=42) for parent groups (see appendix 3.) Evaluation The purpose of the evaluation is to evaluate the impact of SNAP and its sustainability at 6 and 12 months post intervention. The evaluation was carried out using quantitative and qualitative measures. The following data was gathered and analysed in order to assess the effectiveness of SNAP: Child Behavioural Checklists (CBCL) completed by parents and Teacher Report Forms (TRF) pre and post SNAP programme. CBCL and TRF 6 months SNAP for cohorts 1 & 2 CBCL and TRF 12 months after SNAP for cohort 1 Analysis of total problem scales on TRFs and CBCLs Analysis of total adaptive scales on TRFs Analysis of total competence scales on CBCL Analysis of Supervision Order information Analysis of nurture base and SEBN placement data Attendance records for young people in secondary school Fortnightly semi-structured interviews with SNAP workers, notes coded and reduced into effects matrix. Videos of child and parent groups, notes coded and reduced into effects matrix. Discussion with Head Teachers (HTs) at cluster meetings Feed-back from semi-structured interviews with secondary school Senior Managers and Pastoral care teachers The children’s perceptions of SNAP are key to the evaluation. Structured interviews were carried out Interviews were undertaken with Cohort 1, 1 year on from SNAP,
snapreport.docx