Academic literature on the topic 'Parent management training programme'
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Journal articles on the topic "Parent management training programme"
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Connolly, Louise, John Sharry, and Carol Fitzpatrick. "Evaluation of a Group Treatment Programme for Parents of Children with Behavioural Disorders." Child Psychology and Psychiatry Review 6, no. 4 (November 2001): 159–65. http://dx.doi.org/10.1017/s1360641701002714.
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This study set out to evaluate the use of a video based parent training programme (The Webster–Stratton Programme) in the management of children referred to child mental health services for treatment of behaviour problems. Following diagnostic assessment children were assigned to one of two groups: parents of both groups completed the parenting programme and, in addition, in the second group the child received an intervention appropriate to his/her clinical presentation. The waiting list control group waited 3 months prior to allocation to either treatment group. Standardised rating scales were administered pre-treatment, post-treatment and at 6-month follow-up to both treatment groups, and at an interval of 3 months to the control group. Improvement was significantly greater in both the treatment groups than in the control group. Parenting training programmes are an effective intervention in the management of clinic-referred children with behaviour disorders.
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Fossum, Sturla, John Kjøbli, May Britt Drugli, Bjørn Helge Handegård, Willy-Tore Mørch, and Terje Ogden. "Comparing two evidence-based parent training interventions for aggressive children." Journal of Children's Services 9, no. 4 (December 9, 2014): 319–29. http://dx.doi.org/10.1108/jcs-04-2014-0021.
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Purpose – The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT) programmes after treatment. The treatment formats between these programmes differ, and the authors were particularly interested in whether this influenced the results for participants with co-occurring problems (child variables such as heightened levels of attention and internalising problems, and parental variables such as marital status and education) and the consequent additional risk of poorer treatment outcomes. Design/methodology/approach – A comparison of the individual treatment programme “Parent Management Training – Oregon model” (PMTO) and the group intervention programme “The Incredible Years” (IY) basic training sessions. Outcomes were explored in matched samples from two earlier Norwegian replication studies. The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure. Findings – There were no significant differences between the two interventions in parent ratings of externalising behaviours and the lack of differing effects between the two treatments remained when the co-occurring risk factors were introduced into the analyses. Research limitations/implications – The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure. Practical implications – A possible implication of these findings is that parents should be allowed to choose the treatment format of their preference. Further, individual PT may be more appropriate in rural settings with difficulties in forming group interventions. Social implications – Treatment effects did not differ between these two evidence-based interventions. Originality/value – To the best of the knowledge independent comparisons of two evidence-based PT interventions are not previously conducted.
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Farrington, David P., and Brandon C. Welsh. "Saving Children from a Life of Crime: the Benefits Greatly Outweigh the Costs!" International Annals of Criminology 52, no. 1-2 (2014): 67–92. http://dx.doi.org/10.1017/s0003445200000362.
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SummaryThis article reviews some of the most effective programmes for saving children from a life of crime, and also presents the results of cost-benefit analyses of some of these programmes. The best programmes include general parent education in home visiting programmes, parent management training, pre-school intellectual enrichment programmes, child skills training, Functional Family Therapy, Multidimensional Treatment Foster Care and Multisystemic Therapy. Communities That Care is a useful overarching programme. Most of these programmes have been shown to reduce crime and save money. The time is ripe to establish national agencies in all countries which will advance knowledge about early risk factors (from longitudinal studies) and about effective developmental interventions (from randomized experiments and cost-benefit analyses).
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Stretch, Benjamin, Agnieszka Jakubowska, Mihir Patel, Matthew Waite, and Allan Xu. "Medical training in acute specialties: the acute care common stem training pathway." British Journal of Hospital Medicine 82, no. 2 (February 2, 2021): 1–5. http://dx.doi.org/10.12968/hmed.2020.0634.
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In 2007, the acute care common stem pathway changed the delivery of acute specialty training. Acute care common stem is the core training programme for all emergency medicine trainees, 46% of anaesthetic trainees and a cohort of acute medicine trainees with more than 630 places nationally, the third highest of any core training programme. In their first 2 years of core training (CT1–2), trainees rotate through 6-month rotations in emergency medicine, acute medicine, anaesthetics and intensive care to gain core competencies in the assessment and management of acutely unwell patients, before completing 1 year (CT3) in their parent specialty. Acute care common stem trainees benefit from undertaking rotations in allied acute specialties, which is invaluable when treating complex and comorbid patients in an ageing population. Acute care common stem gives trainees core skills in management of acutely unwell patients, which can be built upon in higher specialty training.
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Tahmassian, K., and S. Khorramabadi. "The effectiveness of parent management training in parent- child relationship and parental self-efficacy of mothers with autistic children." European Psychiatry 26, S2 (March 2011): 359. http://dx.doi.org/10.1016/s0924-9338(11)72068-5.
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IntroductionOne of the most significant stressors for families is extent of behaviour problems exhibited by children with developmental disabilities. These affects parental efficacy and parent-child relationship which are important variables for optimal parenting (Hastig and Brow, 2002).AimThe aim of the present study was to examine the effectiveness of parent management training to increase child-parent relationship and parental self-efficacy of mothers with autistic children.Methods30 mothers of children with autism (17 in experimental group and 13 in control group) were included. The experimental group participate in parent management training sessions includes behaviour modification techniques for 6 weeks. The scales of this research were Parenting Self-Agency Measure (Dumka, Storerzinge, Jackson and Koosa, 1996) and Parent _Child Relationship test (Pianta, 1994). t test were used to compare the meanings of pre-tests and post-tests.ResultsThe results indicate that there was significant differences between parenting self-efficacy (p < ./05) and parent-child relationship (p < ./001) scores. The experimental group's parental self-efficacy and positive parent-child relationship were significantly higher than control group and parent management trainings increase those important variables in mothers of children with autism.ConclusionParent management training programmes can enhance parental self-efficacy and parent-child relationship and prevent many problems in families with autistic children.
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Östberg, Monica, and Ann-Margret Rydell. "An efficacy study of a combined parent and teacher management training programme for children with ADHD." Nordic Journal of Psychiatry 66, no. 2 (December 12, 2011): 123–30. http://dx.doi.org/10.3109/08039488.2011.641587.
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Kelleher, Emily, Sheena M. McHugh, Janas M. Harrington, Ivan J. Perry, and Frances Shiely. "Understanding engagement in a family-focused, multicomponent, childhood weight management programme delivered in the community setting." Public Health Nutrition 22, no. 8 (February 6, 2019): 1471–82. http://dx.doi.org/10.1017/s1368980018003828.
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AbstractObjectiveTo describe public health nurses’ (PHN) experiences of referring to, and families’ experiences of being referred to, a multicomponent, community-based, childhood weight management programme and to provide insight into families’ motivation to participate in and complete treatment.DesignQualitative study using semi-structured interviews and the draw-and-write technique.SettingTwo geographical regions in the south and west of Ireland.ParticipantsNine PHN involved in the referral process, as well as ten parents and nine children who were referred to and completed the programme, participated in the present study.ResultsPHN were afraid of misclassifying children as obese and of approaching the subject of excess weight with parents. Peer support from other PHN as well as training in how best to talk about weight with parents were potential strategies suggested to alleviate these fears. Parents recalled the anxiety provoked by the ‘medical terminology’ used during referral and their difficulty interpreting what it meant for the health of their child. Despite initial fears, concern for their children’s future health was a major driver behind their participation. Children’s enjoyment, the social support experienced by parents as well as staff enthusiasm were key to programme completion.ConclusionsThe present study identifies the difficulties of referring families to community weight management programmes and provides practical suggestions on how to support practitioners in making referrals. It also identifies key positive factors influencing parents’ decisions to enrol in community weight management programmes. These should be maximised by staff and policy makers when developing similar programmes.
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Burgess, Isabel C. "Service innovations: attention-deficit hyperactivity disorder – development of a multi-professional integrated care pathway." Psychiatric Bulletin 26, no. 4 (April 2002): 148–51. http://dx.doi.org/10.1192/pb.26.4.148.
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AIMS AND METHODThere is a need for multi-disciplinary input into the diagnosis and management of attention-deficit hyperactivity disorder (ADHD). We describe the development of a multi-professional integrated care pathway incorporating education, community paediatrics, child and adolescent mental health services and general practice.RESULTSUsing parent-held documentation this pathway forms the bass of a community-based ADHD clinic.CLINICAL IMPLICATIONSA training programme for schools and health professionals raises awareness of the features of ADHD and covers appropriate management within schools.
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Jackson, Guy. "Placement of Preformed Metal Crowns on Carious Primary Molars by Dental Hygiene/Therapy Vocational Trainees in Scotland: A Service Evaluation Assessing Patient and Parent Satisfaction." Primary Dental Journal 4, no. 4 (December 2015): 46–51. http://dx.doi.org/10.1308/205016815816682218.
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Background The utility and acceptability of preformed metal crowns (PMC) for management of carious primary molars has been established in the literature and published guidance. The role of dental hygienist and therapists (DHT) in the evolving team model in primary care has been recognised as requiring further investigation. The importance of patient and parental acceptance is acknowledged in recent healthcare research. Method This study focuses on patient and parent acceptance of preformed metal crowns placed by DHTs. Prescription format is investigated and the availability of bitewing radiographs considered. Reflective assignments at the end of training gave an indication of DHTs views on increased professional autonomy and the issue of direct access. Patient and parent satisfaction following placement of PMCs by DHT vocational trainees (DHTVT) were evaluated. Data was collected in two audit rounds from 2013 to 2014 using a ‘faces’ scale for children and a Likert scale for parents following placement of PMCs on carious primary molars. Results 133 PMCs were placed (110 children) by 10 DHTVTs over an eight-month period. Overall, radiographs were available for 10.5% of cases. The data showed high levels of patient and parent acceptance of the use of PMCs. Conclusions Low availability of radiographs may represent a missed diagnostic opportunity. PMC placement by DHTVTs resulted in high patient and parent satisfaction, comparable to other studies. Although caries has been declining over the last decade in Scotland,1 evidence shows that inequalities and a social gradient2,3 in experience of caries in children remain. There is a need for tools and strategies for the prevention, recognition, risk assessment, diagnosis, and management of caries in the primary dentition. These must be accessible, acceptable to children and their parents/carers, cost effective, affordable and applicable in the primary care general dental practice environment where most families are likely to be registered. The emerging theme of dentistry being provided in a team model with dental care professionals (DCPs) taking on an expanded role is under continuing review4 following the General Dental Council (GDC) announcements5,6 on ‘direct access’. The Scottish Dental Hygiene and Therapy Vocational Training (DHTVT) programme is a one-year, elective, post-qualification training programme for Dental Hygiene and Therapy graduates run by NHS Education for Scotland (NES). In 2013–2014, DHTVTs were employed across six Scottish health board areas in hospital, salaried and independent settings in urban and rural locations. The elements of the programme involve a blend of clinical mentoring, web-based learning, case presentations, critical reading, reflective assignments and face-to-face theoretical and practical teaching across a number of modules. The aim of this project was to collect data to indicate patient and parental response following the placement of PMCs, collect data on the use of radiographs in children having PMCs placed and to investigate the role of dental therapists in the dental team. The data, once collated, was presented to DHTVTs to inform reflection on the management of carious primary molars and to raise awareness of issues relating to cost effectiveness of providing treatment in a primary care environment and critically appraise perceived barriers to the use of PMCs in the treatment of carious primary molars. Collated data has been presented to trainers in future cohorts to inform discussion amongst the group of trainers at induction days around dental team working, effective detection, diagnosis, risk assessment and prescription to DHTs.
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Assadollahi, G. A., G. R. Ghassemi, and T. Mehrabi. "Training families to better manage schizophrenics’ behaviour." Eastern Mediterranean Health Journal 6, no. 1 (February 15, 2000): 118–27. http://dx.doi.org/10.26719/2000.6.1.118.
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The influential role of family in the outcome of chronic schizophrenia is well documented. Because families have become the primary caretakers, this study was designed to train parents of chronic schizophrenics to better manage their offspring. The sample comprised 40 parents whose offspring were admitted to a psychiatric ward from April to June 1996. A self-developed index [Patient Management Skills] was used to measure changes in the parents’ expertise in handling their children before and after a 1-month training programme. After training, more parents had the necessary skills to manage the verbal and non-verbal behaviours of their children. Our results bear out the importance of the family’s supportive role in producing a better outcome for schizophrenic patients
Dissertations / Theses on the topic "Parent management training programme"
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Fawns, Kirsty. "Parenting and child externalising behavioural problems : an exploration of the role of parental cognitions and characteristics." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33137.
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Background/Aims: Understanding predictors, moderators and mediators of child externalising behaviour problems could lead to improvements in engagement and outcomes for children and their families. Parental cognitions, including self-efficacy and attributions, have been proposed as mediators in the relationship between parenting and child behaviour problems. Although mediation is increasingly recognised as an effective way of examining relationships between variables, only a small proportion of studies that identify potential mediators actually conduct a mediation analysis. This thesis consists of two studies: a systematic review (Journal Article 1) and an empirical study (Journal Article 2). The systematic review investigated the ways in which mediation analysis has been used to examine the role of parental cognitions in studies of child behavioural problems, and to assess the methodological quality of these studies. The empirical study investigated the role of parental cognitions and characteristics in relation to pre-school child externalising behaviour problems. Methods: In Journal Article 1, a systematic search of three electronic databases, a quality assessment of included studies, and a subsequent narrative synthesis were conducted. In Journal Article 2, 125 parents of children aged 3-6 years old attending a community-based parent management training programme, across three local authorities, completed a battery of self-report questionnaires before and after the intervention. Correlational and mediation analyses were conducted to investigate relationships between child behaviour and parental attachment style, metacognition, dysfunctional attributions and parental stress. We also tested the possibility that parents' reported levels of stress and child behaviour problems, and their demographic variables, played a role in whether they completed the intervention. Results: In Journal Article 1, after screening, 14 studies were reviewed using an adapted quality criteria tool. The most commonly studied parental cognition was parental self-efficacy, with a small number of studies investigating parental attributions. A variety of approaches to mediation analysis had been used and caution should be exercised when interpreting the results of many of the reviewed studies. Despite a growing recognition of the limitations of some traditional methods (e.g. causal steps approach), research into mediators of child externalising behaviour could be improved by a wider adoption of more appropriate tools, in line appropriate theoretical frameworks. In Journal Article 2, as hypothesised, the results indicated significant relationships between parents' attachment insecurity and baseline levels of parental stress, parental attributions and child behaviour problems. Support was found for the hypothesis that parental attributions mediated the relationship between attachment insecurity and child externalising behaviour problems. We did not find significant that any demographic variables other than parent age predicted whether parents completed the programme. Conclusions: Taken together, the two studies provide evidence of a complex relationship between parental factors, particularly parental cognitions, and externalising child behaviour problems. The systematic review found some evidence that parental cognitions mediate how aspects of parenting (e.g. behaviour and affect) and child externalising behaviour problems are associated, and the empirical study also showed that parental attributions are important in relation to child behaviour problems. Of particular interest was the finding that they mediate the relationship between child behaviour problems and attachment insecurity. However, to advance the field both theoretically and clinically, future studies should endeavour to ensure adequate sample size and power, using optimal study designs, in conjunction with strong theoretical grounding. Exploring cognitive mediators beyond self-efficacy, such as parental attributions, will allow us to further develop our understanding of the relationship between child behaviour and parenting.
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Lester, Soraya Natalie. "Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15615.
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Includes bibliographical referencesThis dissertation is both an assessment of the fidelity, and outcomes, of a parenting programme. The programme is implemented by The Parent Centre, a non-profit organisation (NPO) which provides a range of support services for caregivers of children. The primary audience for this dissertation includes programme stakeholders such as the organisation's director, programme manager and programme facilitators. The programme theory underpinning this intervention was created in collaboration with programme stakeholders and expert opinion. Briefly, this theory assumes that by participating in the parenting programme, caregivers are likely to benefit from learning positive parenting techniques which, when used, will catalyse improvements in the relationship they have with their children, and their children's behaviour. A literature review of similar programmes' effectiveness was conducted to assess its plausibility. This review found evidence which largely supported the programme's theory. This programme theory helped guide the focus of the evaluation. A total of nine evaluation questions were formulated. Two of these aimed to determine whether the programme was implemented with fidelity. The remaining seven aimed to determine the extent to which the programme was effective in improving its intended parent and child outcomes. A range of measures were employed to answer these questions. Implementation fidelity was assessed through asking programme facilitators to complete sessional checklists, collect programme attendance and participant homework checklists for each session. A randomised controlled trial design was used to assess programme outcomes; pre and post-test interviews were conducted in people's homes which utilised a range of measures. The programme was found to be implemented with high levels of fidelity. Despite high levels of engagement also being demonstrated by those who attended, attendance rates were overall quite low. Limited evidence for programme effectiveness was found using both an intention to treat analysis, and after conducting a second analysis which took into consideration a moderator of programme effectiveness i.e., programme attendance. Poor levels of programme attendance, as well as ceiling effects on some measures at pre-test , changes in the control group over time due to control group participants accessing other parenting assistance, reactivity to the questionnaire, and finally having the post-test conducted immediately after the programme was completed , are all factors which likely contributed to one finding limited evidence for programme effectiveness. Despite these factors hindering one's ability to determine programme effectiveness, further analyses are tentatively recommended based on the results that were found. Once participants have been allowed further time to practice programme skills, it is possible that programme effects may be found. Therefore, a long-term follow-up will likely allow one to come to a stronger conclusion regarding programme effectiveness. Finally, a few recommendations are made with regards to programme design, content, delivery and monitoring of outcomes. Continued emphasis on praise, and some coverage of consistent discipline may increase the programme's effectiveness. Keeping group sizes smaller and including only parents of children of the specified ages will help ensure it is relevant to programme participants. Introducing a basic pre and post programme completion questionnaire will allow The Parent Centre to track outcome achievement over time and facilitate an understanding of participant demographics. More recommendations will be able to be made once the one-year follow-up is completed. This dissertation addresses the gaps in the literature regarding parenting programme effectiveness in South Africa, and low and middle-income countries in general.
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Schnelling, Kate. "Family connections : a parent-training programme for pre-school age children with conduct disorders." Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289131.
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Murphy, Sinead. "Narratives of change in fathers who have completed an incredible years parent training programme." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657991.
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The literature review examines the impact of fatherhood on the identity of men from lower socio-economic backgrounds. Nob lit and Hare's (1988) meta-ethnography was employed in order to synthesise findings across fifteen studies. Three themes were identified: (1) "the biggest thing is (s)he came from me": Fatherhood activated an inter-generational identity; (2) "you don't know how good it feels to come together within yourself': Fatherhood enabled men to alter their life course; and (3) "I worry about being a failure": Fatherhood challenged men's own sense of masculinity. The strength of these findings, however, was limited by the overall quality of studies and other methodological issues. Implications for services working with fathers from backgrounds of socio-economic disadvantage are highlighted. The research paper explores narratives of change in fathers who have accessed the Incredible Years Parent Training Programme (IYPTP) developed by Webster-Stratton (1984). The study employed a qualitative methodology in order to obtain rich, detailed data on the experience of fatherhood, IYPTP, and positive change. Six participants who had completed IYPTP and found it useful were individually interviewed, and data was subject to narrative analysis. A 'shared narrative' was developed which comprised of five temporal themes: (1) "The whole landscape changed": Transition to a new fatherhood role; (2) "Stuck in a rut": The challenge(s) of parenting; (3) "A drop of the warm": Moving forward; (4) "It was an eye-opener": Journey through the parenting course; and (5) "A progressive process": Implementing change for the future. IYPTP was either a central factor that helped participants to move forward, or just one of many factors within a wider journey. The critical review documents the impact of dominant sociological narratives surrounding fatherhood on the research process, with regards to the development of the research question, data collection, analysis, and strengths and limitations of the study.
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Sinvula, Leonard Masene. "The role of leadership in a successful rural secondary school in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004925.
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The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.
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Lum, Lai-chun, and 林麗珍. "A weight management programme for obese children: parent-only family-based approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43251444.
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Lum, Lai-chun. "A weight management programme for obese children parent-only family-based approach /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43251444.
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Fuller, Steve. "Children's perception of parental management of their behaviour." Thesis, Bangor University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247337.
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Pocock, Robin. "Evaluating the training and supervision of home visitors in a Parent-Infant Home Visitation Programme." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11272.
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Includes abstract.Includes bibliographical references (leaves 67-72).
The training and supervision of home visitors for the Parent Centre's Parent-Infant Home Visitation Programme (PIHVP) was evaluated. The evaluation aimed to determine whether training and supervision prepared the home visitors to deliver the PIHVP as intended. The supervision questionnaire measured home visitors' views on the extent to which group and individual supervision fulfil their educative, supportive and administrative functions, and the extent to which they felt supervision prepared them for visits. The training questionnaire asked them to rate the extent of their home visiting skills and knowledge a) before training and b) immediately after training. Interviews were also conducted with 27 past programme recipients, during which they were asked a) in which areas their home visitor assisted them, b) which assistance they found most useful and c) if there were any other areas in which they would like to have been assisted.
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Sottolano, Donn Charles. "Group parent training : experimental and behavioral analysis of two methods for training child management skills." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514204.
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The purpose of the study was to assess the differences between two; methods for training parents in child management skills. Group I, the educational training group, consisted of seven parents, while Group II, the competency-based training group, bad five participants. Two dependent measures, time-out and instruction giving, were assessed during simulations with a confederate. Probes were also taken during analogue situations between the parent and child. Follow-up probes were conducted at six- and twelve-weeks for the EFTG, and at 8-weeks for the CBTG.Data was subjected to an analysis of covariance (ANCOVA) to determine statistical differences between groups. A multiple baseline across skill domains was also used to assess clinical changes between groups and within individuals.Findings Parents trained in the CBTG performed significantly better, in both time-out and instruction giving skill domains, than did parents trained within the educational format. All five CBTG parents achieved a mastery level of 90% or higher. Parents trained through the traditional educational methods were unable to achieve mastery in either, skill domain. Subsequent to the introduction of competency training, all but one of the EFTG parents were able to reach mastery. The parent who was unable to reach mastery, was unable to do so in either skill domain.All parents were satisfied with service delivery regardless of treatment received. Parents also reported similar changes in their child's behavior throughout the course of the training program.Conclusions Competency-based training methods were far superior to the more traditional educational approach in shaping parents behavior (i.e., time-out and instruction giving skills). Parent perceptions of changes in their own behavior are a poor indicator of measured change.Parent's reported satisfaction is a poor prognosticator for termination of treatment services.
Books on the topic "Parent management training programme"
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Scott, Mike. Group parent training programme. Liverpool: Liverpool Personal Service Society, 1985.
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Hernes, Tor. Construction management programme: Interactive contractor training. Geneva: I.L.O., 1987.
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Hernes, Tor. Construction management programme: Interactive contractor training. Geneva: I.L.O., 1987.
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Hernes, Tor. Construction management programme: Interactive contractor training. Geneva: I.L.O., 1987.
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Oglethorpe, J. KIFCON training programme: A summary. Nairobi: KIFCON, Karura Forest Station, 1994.
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Asia, World Health Organization Regional Office for South-East. National AIDS programme management: A set of training modules. New Delhi: World Health Organization, Regional Office for South-East Asia, 2007.
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Schnelling, Kate. Family connections: A parent-training programme for pre-school age children with conduct disorders. Oxford: Oxford Brookes University, 2002.
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B, Paliwal M., and Population Centre (Lucknow India), eds. Impact and utilisation of management training programme for medical officers under IPP-II. Lucknow: Population Centre, 1988.
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Leiba, Sharon. Assessment of a multi-cultural training programme in the University of Toronto's full-time MBA programme. Brussels: European Institute for Advanced Studies in Management, 1994.
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Workshop on Management Development Programme on Doha Development Agenda (2003 Singapore). Workshop on Management Development Programme on Doha Development Agenda. Colombo: Colombo Plan-Private Sector Development Programme, 2004.
Find full textBook chapters on the topic "Parent management training programme"
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LaBarrie, Theressa L. "Parent Management Training." In Encyclopedia of Couple and Family Therapy, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-15877-8_110-1.
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Maupin, Angela N., Andy V. Pham, and John S. Carlson. "Parent Management Training." In Encyclopedia of Child Behavior and Development, 1061–63. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2079.
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Kazdin, Alan E. "Parent management training." In Encyclopedia of psychology, Vol. 6., 61–63. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10521-018.
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LaBarrie, Theressa L. "Parent Management Training." In Encyclopedia of Couple and Family Therapy, 2124–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_110.
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Kozanoglu, Ilknur, and Songul Tepebasi. "Training Programme." In Quality Management and Accreditation in Hematopoietic Stem Cell Transplantation and Cellular Therapy, 157–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64492-5_17.
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AbstractCell therapy is a complex field, with a plethora of therapeutic procedures that widely differ among and within countries. An effective and efficient quality management (QM) system is essential to ensure the safety of patients, donors, and medical personnel, and to ensure that all aspects of the cell therapy process from product select to infusion are safe. Risk minimisation requires all personnel involved in cell therapy to be familiar with the procedures as well as cooperate with personnel from other disciplines. Staff training plays a key role in the implementation of cell therapy and in QM. New cell therapy applications are constantly being developed. Appropriate training of personnel will improve both the effectiveness of cell therapy and patient survival.
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Del Giudice, Manlio. "Academic Training Programme in Entrepreneurship, Reference Models and Family Business Background." In Innovation, Technology, and Knowledge Management, 89–108. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05567-1_7.
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Wong, M. M. L. "Preparing the ground for organizational learning: graduate training programme in Japanese organizations in Hong Kong." In Total Quality Management, 309–12. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0539-2_48.
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Schreibman, Laura, and Robert L. Koegel. "Fostering self-management: Parent-delivered pivotal response training for children with autistic disorder." In Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice., 525–52. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10196-020.
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Baz, Ismail Al. "Capacity Building in Water Management in Palestine — Experience of InWEnt Palestinian Water Sector Training Programme (1995 – 2000)." In Water in the Middle East and in North Africa, 287–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-662-10866-6_24.
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Hunt, Kate, Sally Wyke, Cindy Gray, Christopher Bunn, and Billy Singh. "Football Fans in Training: A Weight Management and Healthy Living Programme for Men Delivered via Scotland’s Premier Football Clubs." In Sports-Based Health Interventions, 251–60. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-5996-5_20.
Full textConference papers on the topic "Parent management training programme"
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Roberts, John W. "The International Nuclear Management Academy." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81124.
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The International Nuclear Management Academy (INMA) is an International Atomic Energy Agency (IAEA) framework to support the establishment and sustainability of Master’s level Nuclear Technology Management educational programmes and the development of nuclear technology management professionals. The INMA framework describes a broad range of competencies across four Aspect Groups of External Environment, Technology, Management and Leadership, that have been identified as the basis for the successful management of nuclear projects. By following the INMA framework these competencies can be achieved by nuclear technology subject matter experts to support their career path into managerial roles or by experienced managers moving into the nuclear sector. The IAEA in conjunction with worldwide universities with nuclear education programmes have developed an endorsement process to recognise which university Master’s programmes adhere to the INMA framework and can therefore produce graduates with the required competencies. It is also recognised though that the implementation of these competencies can only be fully achieved through on-the-job training or experiential learning. A combination of education and experience is therefore required to be recognised as a nuclear technology management professional. To date two universities, The University of Manchester and the Moscow Engineering Physics Institute, have received INMA endorsement for their Master’s programmes in Nuclear Technology Management. The University of Manchester programme is part-time while the MEPhI programme is a two-year full-time programme. Several other universities — North West University and University of the Witwatersrand (both South Africa), Texas A&M University and the University of Tokyo having been assessed for endorsement, and many others developing nuclear technology management programmes are entering the process. The IAEA organise an INMA Annual Meeting where universities can meet to express interest in the programme, learn more about what is required for the programme and endorsement, and exchange best practices. The International Nuclear Management Academy is therefore making significant contributions to improving nuclear technology management competencies leading to improved managerial decision making with the associated benefits to the global nuclear industry.
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Toft, Adam, and John Sharples. "The Delivery of Technical Training Within the European Style Project." In ASME 2013 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/pvp2013-97087.
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The STYLE project considers structural integrity for lifetime management of non-reactor pressure vessel components of nuclear power plant. The project is funded under the seventh European Commission framework programme. A broad objective of the project is to assess, optimise and develop application of advanced tools for structural integrity assessment of reactor coolant pressure boundary components other than the reactor pressure vessel. One aspect of the STYLE project is intended to address the issue of succession planning within the European nuclear industry. With many key technical experts now approaching retirement it is essential to progress the technical expertise of those at an earlier stage of their career in the industry. The paper describes how technical training has been delivered as an integral part of the STYLE project to support retention of the current level of technical capability in future. Diverse aspects of training are described. These include participation in experimental work, numerical modelling and simulation, application of engineering assessment procedures, leak-before-break, probabilistic fracture mechanics and materials behaviour. An illustrative case study is described, in which trainees received practical instruction in the essential steps for technical justification of a leak-before-break argument.
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Muna, Zurratul, Wiwik Sulistyaningsih, and Liza Marini. "Parent Management Training to Decrease Disruptive Behavior in Children." In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009438701310136.
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Schlesinger, Dave. "FRA Training Requirements." In 2017 Joint Rail Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/jrc2017-2213.
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Training represents a unique opportunity to engage employees and mold their behavior to that desired by the organization and required by regulation. It is also an opportunity to reduce human factor causes of accidents through the proper application of training best practices. Underscoring the importance of comprehensive training programs, in 49 Code of Federal Regulations (CFR) Part 243, the Federal Railroad Administration (FRA) has established training requirements for safety-sensitive railroad employees. These include the requirement that railroads and railroad contractors submit to the Federal Railroad Administration a training program for review and approval. In addition to meeting regulatory requirements, comprehensive training programs can usher in broad safety improvements, reduce delays, as well as improve operational and organizational efficiency. Related to employee safety and training, this paper also discusses the importance of crew resource and fatigue management plans.
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Kausalya, R., and V. Srinivasan. "Need for health awareness training programme for employees in Indian Industries." In 2012 IEEE International Technology Management Conference (ITMC). IEEE, 2012. http://dx.doi.org/10.1109/itmc.2012.6306388.
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Laws, Steven, David Wells, and Andrew Herrick. "UK Contributions to the Decommissioning of the BN-350 Reactor in Kazakhstan: 2002–2011." In ASME 2011 14th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2011. http://dx.doi.org/10.1115/icem2011-59099.
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Since 2002, the UK’s Global Threat Reduction Programme managed by the Department of Energy and Climate Change (DECC) has provided assistance to the Republic of Kazakhstan with the decommissioning of the BN-350 sodium cooled fast reactor. Assistance has focused on non-proliferation, safety and security projects to ensure the permanent and irreversible shutdown of the reactor and the reduction of security, safety and environmental hazards, particularly those associated with the large inventory of liquid metal coolants (sodium and sodium-potassium alloy) and the presence of spent nuclear fuel (SNF). UK assistance efforts have been co-ordinated with those of the USA and have made use of the UK’s experience in decommissioning its own fast reactor plants at Dounreay. The paper describes work undertaken with UK technical and funding assistance support in the following areas: • Provision of training and technical support in project management and technical topics, including assistance with completion of the BN-350 Decommissioning Plan. • Liquid metal coolant treatment projects, including immobilization of liquid products from the Sodium Processing Facility (SPF) and processing of residual sodium remaining within the drained coolant circuits. • Immobilization of highly active caesium traps, arising from sodium clean-up both during reactor operations and post-shutdown. • Operations to transfer the entire inventory of spent nuclear fuel from the reactor storage pond into dual-use storage and transport casks and then consign these casks to long-term secure storage remote from the reactor site. This activity was part of the major US-Kazakhstan SNF Storage Project. • Surveys of spent fuel route facilities to establish the absence of any significant amount of nuclear material. Key achievements in 2010 were the successful completion of residual sodium processing and completion of the SNF Storage Project. Through 2011, it is intended that the surveys of the fuel storage pond and immobilization of caesium traps will be completed, bringing the current UK assistance activities to an end before March 2012.
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Ira, Martha Mead. "Process Safety Management and Risk Management Program (PSM/RMP) Audits: Are You Prepared?" In ASME 2003 Citrus Engineering Conference. American Society of Mechanical Engineers, 2003. http://dx.doi.org/10.1115/cec2003-4903.
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In June 1996, the Environmental Protection Agency (EPA) promulgated 40 CFR Part 68, Accidental Release Prevention Requirements: Risk Management Programs (RMP) Under Clean Air Act, Section 112 r (7), commonly called the RMP rule. Much of the RMP rule was already required by the Occupational Safety and Health Administration’s (OSHA) 29 CFR 1910.119 Process Safety Management of Highly Hazardous Chemicals (the PSM Standard), which had been issued four years earlier. Because both of these regulations include anhydrous ammonia at a threshold level of 10,000 lbs., many refrigerated warehousing and manufacturing facilities are subject to them. Since the two regulations have the same threshold quantity for ammonia, facilities that are subject to RMP are also subject to PSM. While the focus of the two regulations differs, there are many common requirements, as shown in Table 1, Comparison of Process Safety Management and Risk Management Program Requirements. Both rules require the development of extensive accident prevention programs, which include Process Hazard Analyses, operation and maintenance procedures, training, and emergency response plans. The RMP rule also requires Offsite Consequence Analyses and a Plan summary submittal to the EPA before a process starts up and at five-year intervals thereafter. The Program 3 Prevention Program required to satisfy RMP, is almost identical to a PSM program. Most subject facilities, therefore, use their PSM Program to serve as their RMP Prevention Program. In Florida, the Department of Community Affairs (DCA) took delegation of the RMP rule from the EPA and is the enforcing agency in this state. Since the summer of 2000, the DCA has been auditing RMP facilities for compliance with the rule, and their list of audit subjects has included several citrus manufacturing facilities. The DCA staff has been performing very thorough audits, looking closely at all of the RMP Prevention Program, or PSM Program, elements and evaluating their implementation status at each site. The DCA typically cites RMP Prevention Program deficiencies in the following areas: Mechanical Integrity, Standard Operating Procedures, Process Hazard Analysis, training records, incident investigation reporting, compliance audits, and emergency response planning. Although Florida does not have a State-OSHA program, the DCA is, effectively, serving in this function as they audit the PSM programs of refrigerated facilities throughout the state. Facility owners should therefore ensure that their PSM/RMP Prevention Programs are well developed and well implemented prior to a DCA audit. Paper published with permission.
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Padilha, Miguel, Paulo Machado, Ana Ribeiro, and José Ramos. "ECare-COPD. Self-management promotion in people with COPD: training programme." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.pa2062.
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Unzueta, Gorka, and Jose Alberto Eguren. "Training in higher education in the Covid-19 context: A case study of operation management training in a Business Innovation and Project Management Master." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12896.
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The main objective of this paper is to describe the programme followed for the development and acquisition of quality engineering (QE)-related competences in the context of the Covid-19 pandemic through the use of information and communication technologies (ICT). In a 100% face-to-face context, different products (such as catapults and paper helicopters) were used to apply the theoretical concepts of Six Sigma in an real environment, which would be impossible in an online or blended context. To overcome the difficulties derived from the Covid-19 pandemic, a new programme has been defined that includes the continuous use of ICT using a simulator of an injection process to generate the necessary data to develop the practice. The changes made to the programme, and the simulator used, have successfully replaced the practices and products previously used in a 100% face-to-face environment, allowing students to acquire QE-related competences in a practical way in a non-face-to-face environment.
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Poulova, Petra, and Ivana Simonova. "IT and Management from graduates' view: 20-year evaluation of the study programme." In 2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2013. http://dx.doi.org/10.1109/ithet.2013.6671014.
Full textReports on the topic "Parent management training programme"
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.
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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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Raei, Lami. KHF Entrepreneurship Support and the Impact of COVID-19 on Jordanian Entrepreneurs. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7895.
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The King Hussein Foundation (KHF) partners with Oxfam in the Youth Participation and Employment programme (YPE) to promote entrepreneurship through supporting youth to engage in business start-ups and scale-ups. KHF projects support community-based organizations (CBOs) in establishing revolving funds, training CBOs in microfinance management and building the capacity of potential entrepreneurs. Apprenticeships and shadowing are two examples of popular approaches to facilitating entrepreneurship and self-employment. During the COVID-19 crisis, KHF has continued the implementation of activities virtually. This case study presents examples of young people utilizing financial support, reaching out to new clients using ICT, and eventually exploring ways to mitigate the impacts of COVID-19.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.