Emotional IntelligenceTIK-FUSNCT03985124
Tuning in to Kids in Norwegian FUS Kindergartens
A study testing Tuning in to Kids for Teachers in people with Emotional Intelligence, run by University of Oslo at 3 sites in Norway.
Trial summary
The proposed project will aim to evaluate the impact of the Tuning in to Kids program for teachers using a randomised controlled research design with 48 kindergartens across Norway (Oslo, Trondheim and Bergen). Kindergartens will be randomised into intervention or 12-month wait list control. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Emotional Intelligence
- What is being tested?
- Tuning in to Kids for Teachers
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 1,300 participants
- Where
- 3 sitesNorway
- Study dates
- 1 Aug 2019to 1 Nov 2020
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- teachers/kindergarten workers in the eligible kindergartens
- all children
Who cannot join
- none
Trial locations and contacts
3 sites in 1 country.
Norway3 sites
FUS Kindergartens
Bergen
FUS Kindergartens
Oslo
FUS Kindergartens
Trondheim
About this study
Official title: A Randomized Controlled Trial of Tuning in to Kids in Norwegian FUS Kindergartens
The proposed project will aim to evaluate the impact of the Tuning in to Kids program for teachers using a randomised controlled research design with 48 kindergartens across Norway (Oslo, Trondheim and Bergen). Kindergartens will be randomised into intervention or 12-month wait list control. Measures will be given to kindergarten leaders, teachers, parents and in a subset of kindergartens children. Intervention kindergartens will receive training in how to be more emotion coaching as well as helping teachers understand and manage their own emotions. Primary outcomes are teachers' responsiveness to children's emotions and the overall classroom functioning/climate. Secondary outcomes are impacts on kindergarten functioning, staff absences/turn over, parents reports of children's emotional, behavioural and social functioning.
Read the detailed description
The research questions will be does Tuning in to Kids (TIK) for teachers:
- lead to improved teacher meta-emotion philosophy (beliefs about emotions), teacher emotion awareness/regulation and wellbeing?
- lead to improved teacher emotion socialisation (decreased emotion dismissiveness and increased emotion coaching) and emotional responsiveness?
- lead to improvements in the kindergarten social and emotional climate and improved organisational functioning of the kindergarten?
- lead to improved child emotion vocabulary and social, emotional, behavioural functioning?
- provide a cost-effective method for improving the functioning of the FUS kindergartens?
TIK for Teachers will aim to alter the teacher and kindergarten functioning which in turn is expected to impact children's emotional competence (emotion vocabulary/regulation) thereby impacting wider aspects of child functioning (behaviour, social functioning). In this trial of Tuning in to Kids in Norwegian FUS kindergartens, a cluster randomised design will be used. Forty-eight kindergartens, (consisting of 880 teachers), will be randomised into intervention or 12-month wait-list control. All kindergartens (intervention and control) will complete measures at baseline and 10-month follow-up (in August 2019 and then June 2020). Once baseline measures have been collected from all kindergartens (intervention and control), those in the intervention condition will receive the TIK intervention (October through to March). Twelve-month follow up measures will be collected in June 2020 and will be the same measures collected at baseline (outlined below) as well as data on intervention implementation (attendance dosage, feasibility, acceptability). Control kindergartens will receive the same measures at the same times as the intervention kindergartens and will receive the intervention after the 12-month waiting period (in autumn 2020).
Tuning in to Kids for Teachers - TIK-T: Intervention
This intervention is professional training for teachers/childcare workers. Key components include:
- Kindergarten leaders/principals and all school workers will receive an initial three hour briefing on the intervention in March 2019;
- Kindergarten leaders/lead pedagogue will attend a two-day (14 hours) professional training in TIK to learn to use emotion coaching with children in December 2019. This will give them skills to support teachers in their application of the ideas in their interactions with children.
- Childcare workers/kindergarten teachers will attend a full day training (seven hours) in how to use emotion coaching and in skills to understand and regulate their emotions January 2020;
- The Kindergarten leaders/education or pedagogue will deliver supervision sessions to assist teachers in implementation of the TIK ideas. This will be two x three hour sessions at monthly intervals (February, March 2020);
- Structured manuals will be used for intervention delivery and fidelity checklists to ensure adherence to the intervention.
- Support materials will be provided in online format/manuals for all teachers.
Measures:
- a structured, validated observation measure of classroom social-emotional environment;
- teacher responses on questionnaires about their meta-emotion philosophy (beliefs about emotions), emotion awareness/regulation, emotion socialisation (emotion dismissiveness and emotion coaching), emotion wellbeing/mental health and perceptions of the functioning of the kindergarten/school;
- kindergarten leader's responses on questionnaires about the kindergarten environment;
- kindergarten organisational data on teacher absences, staff turnover etc to measure overall organisational functioning;
- parents will complete an online questionnaire about their child's emotional language, social/emotional/behavioural functioning and their experience of support/engagement with the kindergarten. The will also complete a brief measure on their emotion socialization.
- a small number of children (for whom parental consent is given) in eight kindergartens will participate in a direct assessment at the kindergarten of the child's emotion knowledge;
- costs of intervention delivery along with expected financial costs/benefits of (improved) organisational functioning (such as costs of staff absences, re-hiring, organisational problems)
- Intervention implementation: information will be collected from teachers/kindergarten leaders about intervention acceptability, feasibility and dosage/attendance.
- Conditions
- Emotional Intelligence
- Being tested
- Tuning in to Kids for Teachers
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Tuning in to Kids for TeachersBehavioural
This is an emotion-focused intervention for teachers giving them skills in emotion coaching children in their care and also understanding and managing their own emotions.
| Study group | Role | What they receive |
|---|---|---|
| Intervention TIK-T | Experimental | 24 kindergartens will receive the full intervention. Dosage: 1 3 hour implementation session for kindergarten leaders; 1 x 2-day training workshop for kindergarten leaders and a lead resource person in each kindergarten who will support teachers in learning and implementing Emotion Coaching with children; 2 full training days for all teachers/childcare workers in Emotion Coaching; 2 x booster sessions for all teachers with the resource person in their kindergarten to assist them in using Emotion Coaching with children in their kindergartens. Receives: Behavioral: Tuning in to Kids for Teachers |
| wait list control | No intervention | 24 kindergartens will be in the 12-month wait list condition |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in Coping with Toddler's Negative Emotions Scale (CTNES)
Teacher's responsiveness to children's emotions using the CTNES (12 scenarios, 6 possible responses for each)
Measured: Baseline and 10 month follow up
Change in Classroom Assessment Scoring System (CLASS)
The CLASS" is an observational tool for assessing classroom quality in the kindergarten based on teacher - child interactions in the classroom rather than evaluation of the physical environment or a specific curriculum. Divided into 3 domains: emotional support (positive climate, negative climate, teacher sensitivity, and regard for student perspectives), classroom organization (behavior management, productivity, and instructional learning formats), and instructional support (concept development, quality of feedback, and language modeling). These constructs are rated on a 7-point scale (1-2 low, 3-5 mid, and 6-7 high) recorded in 30-minutes (20 min observation, 10 min scoring) cycles over a period of up to 3 hours (with six as the recommended average number of observation cycles).
Measured: Baseline and 10 month follow up
Secondary outcomes (7)
Change on Brief Problem Monitor (BPM)
Parent reports on children's behavioural functioning using the BPM, an 18-item parent-reported questionnaire. Items are rated on a 0, 1, 0r 2 scale, with one being absence and 2 being strongly indicated.
Measured: Baseline and 10 month follow up
Change on Emotion Regulation Checklist,
Parent report on child emotion regulation; a 24 item parent reported questionnaire that gives subscales of emotion regulation and lability/negativity.
Measured: Baseline and 10 month follow up
Change on EAS Temperament Scale
Parent report on child emotionality using a 20 item measure that gives subscales of Reactivity, Sociability, Shyness and Activity
Measured: Baseline and 10 month follow up
Change on Emotional literacy - parent reported
Parent report emotion language using a list of 60 emotion words where parents indicate whether or not the child would understand the given word.
Measured: Baseline and 10 month follow up
Change on Emotional literacy - direct assessment
Using an iPad, and 60 different emotion words, testers will ask the child to point to one of 4 pictures to see if they can identify emotion words.
Measured: Baseline and 10 month follow up
Change on Parent perception of kindergarten environment
Questions about perceived emotional support child receives in kindergarten. These will be set questions asking parents to rate on a 1 - 5 point likert scale their satisfaction, support etc from the kindergarten.
Measured: Baseline and 10 month follow up
Change on Teacher perception of kindergarten environment
Questions about perceived support teacher received in workplace. These will be set questions asking teachers to rate on a 1 - 5 point likert scale their satisfaction, support perceived functioning of the kindergarten.
Measured: Baseline and 10 month follow up
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted13 Jun 2019
- Study start1 Aug 2019
- Primary completion1 Nov 2020
- Study completion1 Nov 2020
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Emotional IntelligenceStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Cluster randomised controlled trial
- Masking
- None (open label)
- Enrolment
- 1,300 participants (actual)
Sponsor and investigators
- Lead sponsor
- University of Oslo
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Sophie Havighurst, University of Oslo
- Investigators
- Evalill B Karevold, PhD, Study chair, University of Oslo
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT03985124
- Sponsor's protocol ID
- 001
- Acronym
- TIK-FUS
- Status last verified
- Nov 2020
- First submitted
- 19 Mar 2019
- Last updated
- 6 Nov 2020
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Skaland VR, Havighurst SS, Nygaard E, Teig IL. Qualitative evaluation of the implementation of "Tuning in to Kids" in Norwegian Kindergartens. BMC Psychol. 2023 Mar 30;11(1):87. doi: 10.1186/s40359-023-01088-4.
PubMed 36998061
Study at a glance
From the registry record, last updated by the sponsor on 6 Nov 2020. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- A Randomized Controlled Trial of Tuning in to Kids in Norwegian FUS Kindergartens
- ClinicalTrials.gov ID
- NCT03985124
- Acronym / sponsor ID
- TIK-FUS / 001
- Conditions
- Emotional Intelligence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 1,300 participants (actual)
- Lead sponsor
- University of OsloUniversity, hospital or other
- Study start
- 1 Aug 2019 (actual)
- Primary completion
- 1 Nov 2020 (actual)
- Study completion
- 1 Nov 2020 (actual)
- First posted
- 13 Jun 2019 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The proposed project will aim to evaluate the impact of the Tuning in to Kids program for teachers using a randomised controlled research design with 48 kindergartens across Norway (Oslo, Trondheim and Bergen). Kindergartens will be randomised into intervention or 12-month wait list control. Measures will be given to kindergarten leaders, teachers, parents and in a subset of kindergartens children. Intervention kindergartens will receive training in how to be more emotion coaching as well as helping teachers understand and manage their own emotions. Primary outcomes are teachers' responsiveness to children's emotions and the overall classroom functioning/climate. Secondary outcomes are impacts on kindergarten functioning, staff absences/turn over, parents reports of children's emotional, behavioural and social functioning.
Detailed description
The research questions will be does Tuning in to Kids (TIK) for teachers:
- lead to improved teacher meta-emotion philosophy (beliefs about emotions), teacher emotion awareness/regulation and wellbeing?
- lead to improved teacher emotion socialisation (decreased emotion dismissiveness and increased emotion coaching) and emotional responsiveness?
- lead to improvements in the kindergarten social and emotional climate and improved organisational functioning of the kindergarten?
- lead to improved child emotion vocabulary and social, emotional, behavioural functioning?
- provide a cost-effective method for improving the functioning of the FUS kindergartens?
TIK for Teachers will aim to alter the teacher and kindergarten functioning which in turn is expected to impact children's emotional competence (emotion vocabulary/regulation) thereby impacting wider aspects of child functioning (behaviour, social functioning). In this trial of Tuning in to Kids in Norwegian FUS kindergartens, a cluster randomised design will be used. Forty-eight kindergartens, (consisting of 880 teachers), will be randomised into intervention or 12-month wait-list control. All kindergartens (intervention and control) will complete measures at baseline and 10-month follow-up (in August 2019 and then June 2020). Once baseline measures have been collected from all kindergartens (intervention and control), those in the intervention condition will receive the TIK intervention (October through to March). Twelve-month follow up measures will be collected in June 2020 and will be the same measures collected at baseline (outlined below) as well as data on intervention implementation (attendance dosage, feasibility, acceptability). Control kindergartens will receive the same measures at the same times as the intervention kindergartens and will receive the intervention after the 12-month waiting period (in autumn 2020).
Tuning in to Kids for Teachers - TIK-T: Intervention
This intervention is professional training for teachers/childcare workers. Key components include:
- Kindergarten leaders/principals and all school workers will receive an initial three hour briefing on the intervention in March 2019;
- Kindergarten leaders/lead pedagogue will attend a two-day (14 hours) professional training in TIK to learn to use emotion coaching with children in December 2019. This will give them skills to support teachers in their application of the ideas in their interactions with children.
- Childcare workers/kindergarten teachers will attend a full day training (seven hours) in how to use emotion coaching and in skills to understand and regulate their emotions January 2020;
- The Kindergarten leaders/education or pedagogue will deliver supervision sessions to assist teachers in implementation of the TIK ideas. This will be two x three hour sessions at monthly intervals (February, March 2020);
- Structured manuals will be used for intervention delivery and fidelity checklists to ensure adherence to the intervention.
- Support materials will be provided in online format/manuals for all teachers.
Measures:
- a structured, validated observation measure of classroom social-emotional environment;
- teacher responses on questionnaires about their meta-emotion philosophy (beliefs about emotions), emotion awareness/regulation, emotion socialisation (emotion dismissiveness and emotion coaching), emotion wellbeing/mental health and perceptions of the functioning of the kindergarten/school;
- kindergarten leader's responses on questionnaires about the kindergarten environment;
- kindergarten organisational data on teacher absences, staff turnover etc to measure overall organisational functioning;
- parents will complete an online questionnaire about their child's emotional language, social/emotional/behavioural functioning and their experience of support/engagement with the kindergarten. The will also complete a brief measure on their emotion socialization.
- a small number of children (for whom parental consent is given) in eight kindergartens will participate in a direct assessment at the kindergarten of the child's emotion knowledge;
- costs of intervention delivery along with expected financial costs/benefits of (improved) organisational functioning (such as costs of staff absences, re-hiring, organisational problems)
- Intervention implementation: information will be collected from teachers/kindergarten leaders about intervention acceptability, feasibility and dosage/attendance.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Cluster randomised controlled trial
| Arm | Type | Receives |
|---|---|---|
| Intervention TIK-T | Experimental | Behavioral: Tuning in to Kids for Teachers24 kindergartens will receive the full intervention. Dosage: 1 3 hour implementation session for kindergarten leaders; 1 x 2-day training workshop for kindergarten leaders and a lead resource person in each kindergarten who will support teachers in learning and implementing Emotion Coaching with children; 2 full training days for all teachers/childcare workers in Emotion Coaching; 2 x booster sessions for all teachers with the resource person in their kindergarten to assist them in using Emotion Coaching with children in their kindergartens. |
| wait list control | No intervention | –24 kindergartens will be in the 12-month wait list condition |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (2 listed)
- teachers/kindergarten workers in the eligible kindergartens
- all children
Key exclusion criteria (1 listed)
- none
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Tuning in to Kids for TeachersThis is an emotion-focused intervention for teachers giving them skills in emotion coaching children in their care and also understanding and managing their own emotions. | Behavioural | Intervention TIK-T |
Primary outcome
Change in Coping with Toddler's Negative Emotions Scale (CTNES)
Time frame: Baseline and 10 month follow up
Teacher's responsiveness to children's emotions using the CTNES (12 scenarios, 6 possible responses for each)
Change in Classroom Assessment Scoring System (CLASS)
Time frame: Baseline and 10 month follow up
The CLASS" is an observational tool for assessing classroom quality in the kindergarten based on teacher - child interactions in the classroom rather than evaluation of the physical environment or a specific curriculum. Divided into 3 domains: emotional support (positive climate, negative climate, teacher sensitivity, and regard for student perspectives), classroom organization (behavior management, productivity, and instructional learning formats), and instructional support (concept development, quality of feedback, and language modeling). These constructs are rated on a 7-point scale (1-2 low, 3-5 mid, and 6-7 high) recorded in 30-minutes (20 min observation, 10 min scoring) cycles over a period of up to 3 hours (with six as the recommended average number of observation cycles).
7 secondary outcomes
Change on Brief Problem Monitor (BPM)
Time frame: Baseline and 10 month follow up
Change on Emotion Regulation Checklist,
Time frame: Baseline and 10 month follow up
Change on EAS Temperament Scale
Time frame: Baseline and 10 month follow up
Change on Emotional literacy - parent reported
Time frame: Baseline and 10 month follow up
Change on Emotional literacy - direct assessment
Time frame: Baseline and 10 month follow up
Change on Parent perception of kindergarten environment
Time frame: Baseline and 10 month follow up
Change on Teacher perception of kindergarten environment
Time frame: Baseline and 10 month follow up
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 6 Nov 2020.
- Derived from this study: PubMed 36998061Skaland VR, Havighurst SS, Nygaard E, Teig IL. Qualitative evaluation of the implementation of "Tuning in to Kids" in Norwegian Kindergartens. BMC Psychol. 2023 Mar 30;11(1):87. doi: 10.1186/s40359-023-01088-4.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Evalill B Karevold, PhD study chair
University of Oslo
3 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Tuning in to Kids for Teachers in people with Emotional Intelligence, run by University of Oslo at 3 sites in Norway.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 6 Nov 2020. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 3 sites in Norway. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in Coping with Toddler's Negative Emotions Scale (CTNES) (time frame: Baseline and 10 month follow up). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT03985124, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 6 Nov 2020.