HealthyTIKiSNCT06501300
Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students
A study testing Emotion-focused: Tuning in to Kids in School in people with Healthy, run by Sophie Havighurst at 1 site in Norway.
Trial summary
The current project is a randomized controlled trial of the Australian evidence-based parenting program Tuning in to Kids® which has been adapted for using with Norwegian elementary school teachers (Tuning in to Kids in Schools; TIKiS). Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Healthy
- What is being tested?
- Emotion-focused: Tuning in to Kids in School
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 450 participants
- Where
- 1 siteNorway
- Study dates
- 1 Aug 2022to 31 Jul 2025
- 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 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- School staff that work with children in grades 1.-4.
Who cannot join
- (Exclusion from analysis) school staff in the intervention school that did not participate in the intervention.
Trial locations and contacts
1 site in 1 country.
About this study
The current project is a randomized controlled trial of the Australian evidence-based parenting program Tuning in to Kids® which has been adapted for using with Norwegian elementary school teachers (Tuning in to Kids in Schools; TIKiS).
TIKiS aims to improve emotion socialization practices of primary school teachers so that children's emotional competence is promoted.
This project will determine effectiveness and implementation quality of TIKiS through questionnaire and observation measures given before and after the intervention, comparing intervention and wait-list control schools.
Read the detailed description
This project is a collaboration between the University of Oslo, the education agency and health agency in Oslo municipality, Norway.
A total of 20 schools will be recruited for the project, and randomly allocated to the intervention or wait-list control condition (10 in each). Teachers in the intervention schools will receive the TIKiS intervention delivered by trained facilitators. Facilitators of the teacher groups will be from staff from education and health agencies and will have at least a masters' degree in psychology, pedagogy or similar.
The TIKiS program facilitators attend a two day training in TIKiS. In addition, they will attend a 90-minute workshop and receive three days of 90-minute program supervision before they act as program facilitators for the teachers.
In the intervention condition, school leaders will attend adapted three 90-minute group sessions to assist with implementation. All teachers in the intervention schools will attend introduction sessions outlining the program. Then teachers and other relevant school staff (special education teachers, resource teachers, social teachers and assistants) in grade 1-4 (the first 4 years of elementary school) will attend six x 90 minute group sessions led by a pair of program facilitators.
In intervention and control schools, facilitators of groups, teachers and relevant school staff will complete questionnaires at baseline and follow-up. Observations of classes of these teachers and staff will be conducted at baseline and follow-up.
Control schools will receive the intervention following completion of all follow-up measures.
- Conditions
- Healthy
- Being tested
- Emotion-focused: Tuning in to Kids in School
- Keywords
- Teachers, Schools, Tuning in to Kids, Intervention, TIK, TIKiS, Emotion Socialisation, Emotional Competence
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Emotion-focused: Tuning in to Kids in SchoolBehavioural
The aim of the TIKiS is to improve emotion coaching and reduce emotion dismissing in elementary school teachers through six x 90-minute group sessions.
| Study group | Role | What they receive |
|---|---|---|
| Intervention | Experimental | Teachers and relevant school staff six 90-minute supervised group lessons with a 1-2 week space between each time.
School leaders attend three 90-minute sessions adapted to them Receives: Behavioral: Emotion-focused: Tuning in to Kids in School |
| Waitlist Control | No intervention | Receives no intervention, business as usual. Receives intervention the following year. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Classroom Assessment Scoring system - CLASS- K3
A structured, validated observation measure of a classroom's social-emotional environment. Scored from 1 to 7 where 1 is low score (few behaviour markers observed or are rarely observed) and 7 is a high score (many behaviour indicators are frequently observed). (Pianta, La Paro, \& Hamre, 2008).
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Coping with Children's Negative Emotions Teacher Version - CCNES-T:
A measure of emotion coaching and emotion dismissing behaviors (Fabes et al., 2000). This study uses a short form of the original CCNES (21 questions), which has been modified and translated to Norwegian.
Teachers rate how likely they are to respond to childrens' expressions of negative emotions in various scenarios on a scale of 1 (very unlikely) to 7 (very likely).
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Program differentiation
Program differentiation is how differnt our intervention is from similar interventions that the school has used recently. This is measured by asing teachers to what degree they have worked with similar teaching strategies in the previous year on a scale of 1 (not at all) to 5 (a lot).
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Content Fidelity/Adherance
Content Fidelity/Adherance is is how much of the manual and planned content that the facilitators cover for each group session. Facilitators fill in a checklist of core components after each group session to get the proportion of core content completed for each session and in total for the whole intervention.
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Dosage
Dosage is how much of the intervention each participant received, which will be measured as the proportion of intervention sessions that each teacher participated in.
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Reach
Reach is measured as the proportion of eligible teachers that have participated in the intervention, and the proportion of eligible schools that have participated.
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Teacher Implementation
Teacher feedback on program satisfaction and use of program content will be measured quantitively trhough a questionnaire and qualitatively and through focus group interviews.
The questionnaire will ask about obstacles and ease of attending the intervention and using the learned content afterwards, and what aspects they found useful on a scale of 1 to 7 where 1 is a low score and 7 is a high score. The questionnaire will also ask about what cocepts they have used, and what stopped them from attending using multiple choice with a free text option.
The focus group interviews will be used to get a more detailed assessment of program satisfaction and use of program content
Measured: 5 months after intervention (post-intervention)
Secondary outcomes (5)
Affect Integration Inventory (AII)
A measure of how well various emotions are integrated (Solbakken \& Monsen, 2017). Teachers rate how well 18 statements about emotions describe them from a scale of 0 (doesnt fit at all) to 9 (fits perfectly).
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Bergen burnout inventory (BBI)
A measure of employee burnout with 9 items. Participants rate how nmuch they agree with each of the 9 statemetns from 1 (disagree completely ) to 6 (agree completely).
(Matthiesen, 1992; Salmela-Aro et al., 2011)
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Hopkins symptom checklist 10 - HSCL-10
A measure of distress, which consists of two subscales; anxiety and depression (Derogatis et al., 1974; Hesbacher et al., 1980; Strand et al., 2003). This is a short form of the HSCL with only 10 questions (6 depression, 4 anxiety). Particiapnts rate how much they have experienced each of the 10 symptoms in the past week form 1 (not at all) to 4 (a lot).
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Satisfaction with Life scale (SWLS)
A 5 item scale that measures satisfaction with life (Diener et al., 1985). Participatns rate how much they agree with each of the 5 statements on a scale of 1 (fits poorly) to 7 (fits perfectly).
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Collaboration between school health service, educational psychological services and teachers in Oslo.
Likert scale from 1 to 5 of how well the employees experience the collaboration with the other services. Where 1 is they disagree completely that there is a good collaboration and 5 is they agree completely that there is a good colaboration.
Measured: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 Jul 2024
- Study start1 Aug 2022
- Primary completion1 Jun 2025 (estimated)
- Study completion31 Jul 2025 (estimated)
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 HealthyStudies 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
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- 10 schools are assigned to a wait-list control group, while 10 are assigned to the intervention group.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 450 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Sophie Havighurst
- Sponsor type
- University, hospital or other
- Collaborators
- University of Melbourne, University of Stavanger
- Responsible party
- Sponsor-investigator, Sophie Havighurst, University of Oslo
- Investigators
- Sophie Havighurst, Principal investigator, University of Oslo
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06501300
- Sponsor's protocol ID
- TIKiS Norway
- Acronym
- TIKiS
- Status last verified
- Jul 2024
- First submitted
- 5 Feb 2024
- Last updated
- 15 Jul 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Publications
Koleini A, Skoe FF, Kehoe CE, Idsoe T, Randgaard HE, Olsen HM, Mjanger RH, Havighurst SS. Tuning in to Kids in Schools: a protocol for evaluating an emotion socialization intervention for teachers in Norwegian elementary schools. Front Psychol. 2026 Mar 17;17:1618238. doi: 10.3389/fpsyg.2026.1618238. eCollection 2026.
PubMed 41924060
Study at a glance
From the registry record, last updated by the sponsor on 15 Jul 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students
- ClinicalTrials.gov ID
- NCT06501300
- Acronym / sponsor ID
- TIKiS / TIKiS Norway
- Conditions
- Healthy
- Keywords
- Teachers, Schools, Tuning in to Kids, Intervention, TIK, TIKiS, Emotion Socialisation, Emotional Competence
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 450 participants (estimated)
- Lead sponsor
- Sophie HavighurstUniversity, hospital or other
- Collaborators
- University of Melbourne, University of Stavanger
- Study start
- 1 Aug 2022 (actual)
- Primary completion
- 1 Jun 2025 (estimated)
- Study completion
- 31 Jul 2025 (estimated)
- First posted
- 15 Jul 2024 (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 current project is a randomized controlled trial of the Australian evidence-based parenting program Tuning in to Kids® which has been adapted for using with Norwegian elementary school teachers (Tuning in to Kids in Schools; TIKiS).
TIKiS aims to improve emotion socialization practices of primary school teachers so that children's emotional competence is promoted.
This project will determine effectiveness and implementation quality of TIKiS through questionnaire and observation measures given before and after the intervention, comparing intervention and wait-list control schools.
Detailed description
This project is a collaboration between the University of Oslo, the education agency and health agency in Oslo municipality, Norway.
A total of 20 schools will be recruited for the project, and randomly allocated to the intervention or wait-list control condition (10 in each). Teachers in the intervention schools will receive the TIKiS intervention delivered by trained facilitators. Facilitators of the teacher groups will be from staff from education and health agencies and will have at least a masters' degree in psychology, pedagogy or similar.
The TIKiS program facilitators attend a two day training in TIKiS. In addition, they will attend a 90-minute workshop and receive three days of 90-minute program supervision before they act as program facilitators for the teachers.
In the intervention condition, school leaders will attend adapted three 90-minute group sessions to assist with implementation. All teachers in the intervention schools will attend introduction sessions outlining the program. Then teachers and other relevant school staff (special education teachers, resource teachers, social teachers and assistants) in grade 1-4 (the first 4 years of elementary school) will attend six x 90 minute group sessions led by a pair of program facilitators.
In intervention and control schools, facilitators of groups, teachers and relevant school staff will complete questionnaires at baseline and follow-up. Observations of classes of these teachers and staff will be conducted at baseline and follow-up.
Control schools will receive the intervention following completion of all follow-up measures.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- 10 schools are assigned to a wait-list control group, while 10 are assigned to the intervention group.
| Arm | Type | Receives |
|---|---|---|
| Intervention | Experimental | Behavioral: Emotion-focused: Tuning in to Kids in SchoolTeachers and relevant school staff six 90-minute supervised group lessons with a 1-2 week space between each time. School leaders attend three 90-minute sessions adapted to them |
| Waitlist Control | No intervention | –Receives no intervention, business as usual. Receives intervention the following year. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- School staff that work with children in grades 1.-4.
Key exclusion criteria (1 listed)
- (Exclusion from analysis) school staff in the intervention school that did not participate in the intervention.
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 |
|---|---|---|
| Emotion-focused: Tuning in to Kids in SchoolThe aim of the TIKiS is to improve emotion coaching and reduce emotion dismissing in elementary school teachers through six x 90-minute group sessions. | Behavioural | Intervention |
Primary outcome
Classroom Assessment Scoring system - CLASS- K3
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
A structured, validated observation measure of a classroom's social-emotional environment. Scored from 1 to 7 where 1 is low score (few behaviour markers observed or are rarely observed) and 7 is a high score (many behaviour indicators are frequently observed). (Pianta, La Paro, \& Hamre, 2008).
Coping with Children's Negative Emotions Teacher Version - CCNES-T:
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
A measure of emotion coaching and emotion dismissing behaviors (Fabes et al., 2000). This study uses a short form of the original CCNES (21 questions), which has been modified and translated to Norwegian. Teachers rate how likely they are to respond to childrens' expressions of negative emotions in various scenarios on a scale of 1 (very unlikely) to 7 (very likely).
Program differentiation
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Program differentiation is how differnt our intervention is from similar interventions that the school has used recently. This is measured by asing teachers to what degree they have worked with similar teaching strategies in the previous year on a scale of 1 (not at all) to 5 (a lot).
Content Fidelity/Adherance
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Content Fidelity/Adherance is is how much of the manual and planned content that the facilitators cover for each group session. Facilitators fill in a checklist of core components after each group session to get the proportion of core content completed for each session and in total for the whole intervention.
Dosage
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Dosage is how much of the intervention each participant received, which will be measured as the proportion of intervention sessions that each teacher participated in.
Reach
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Reach is measured as the proportion of eligible teachers that have participated in the intervention, and the proportion of eligible schools that have participated.
Teacher Implementation
Time frame: 5 months after intervention (post-intervention)
Teacher feedback on program satisfaction and use of program content will be measured quantitively trhough a questionnaire and qualitatively and through focus group interviews. The questionnaire will ask about obstacles and ease of attending the intervention and using the learned content afterwards, and what aspects they found useful on a scale of 1 to 7 where 1 is a low score and 7 is a high score. The questionnaire will also ask about what cocepts they have used, and what stopped them from attending using multiple choice with a free text option. The focus group interviews will be used to get a more detailed assessment of program satisfaction and use of program content
5 secondary outcomes
Affect Integration Inventory (AII)
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Bergen burnout inventory (BBI)
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Hopkins symptom checklist 10 - HSCL-10
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Satisfaction with Life scale (SWLS)
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Collaboration between school health service, educational psychological services and teachers in Oslo.
Time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 15 Jul 2024.
- Derived from this study: PubMed 41924060Koleini A, Skoe FF, Kehoe CE, Idsoe T, Randgaard HE, Olsen HM, Mjanger RH, Havighurst SS. Tuning in to Kids in Schools: a protocol for evaluating an emotion socialization intervention for teachers in Norwegian elementary schools. Front Psychol. 2026 Mar 17;17:1618238. doi: 10.3389/fpsyg.2026.1618238. eCollection 2026.
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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.
Sophie Havighurst principal investigator
University of Oslo
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Emotion-focused: Tuning in to Kids in School in people with Healthy, run by Sophie Havighurst at 1 site 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 1 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: status not confirmed, as of the sponsor's last update on 15 Jul 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site 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?
Results are not available in the source record.
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?
Classroom Assessment Scoring system - CLASS- K3 (time frame: Right before intervention (Baseline) and 5 months after intervention (post-intervention)). The study lists 7 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 NCT06501300, 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 15 Jul 2024.