Trial Review

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Trial registered on ANZCTR


Registration number
ACTRN12625000832471
Ethics application status
Approved
Date submitted
14/02/2025
Date registered
4/08/2025
Date last updated
4/08/2025
Date data sharing statement initially provided
4/08/2025
Type of registration
Retrospectively registered

Titles & IDs
Public title
Tuning in to Kids in Rural Early Education Services (TIK-REES)
Scientific title
Tuning in to Kids in Rural Australian Early Education Settings: The effectiveness of an emotion socialisation program for early childhood educators
Secondary ID [1] 313857 0
None
Universal Trial Number (UTN)
Trial acronym
TIK REES
Linked study record

Health condition
Health condition(s) or problem(s) studied:
Separation anxiety 336513 0
Behaviour problems 336514 0
Condition category
Condition code
Mental Health 333022 333022 0 0
Anxiety
Mental Health 333023 333023 0 0
Other mental health disorders

Intervention/exposure
Study type
Interventional
Description of intervention(s) / exposure
This research aims to investigate the implementation of the evidence-based program, Tuning in to Kids (TIK) in rural early education services (TIK-REES). TIK is a globally recognised evidence-based program that aims to support parents and caregivers to improve
children’s emotional competence, behaviour, and social functioning (Havighurst et al., 2022). TIK has been adapted specifically for early childhood services, and provides professional training, resources, and supervision for early childhood educators to develop an
understanding of emotion coaching skills, and how it can be practically applied to support children’s wellbeing and emotional development. The intervention also provides parents with an online parenting program that complements the early education intervention. Both are outlined separately below.

TIK for Educators

The intervention teaches educators how to use 5 steps of emotion coaching with children, This includes (1) noticing emotions, (2) viewing emotions as an opportunity to connect and teach, (3) providing empathy and validation, (4) naming the emotion and providing space for the child's emotion to shift through connection and support. (5) Problem solving and limit setting may also be used as a final step. Educators also learn about emotion awareness, regulation and self-care. The intervention comes from the Tuning in to Kids intervention (Havighurst, Harley, and Kehoe, 2024) with materials adapted specifically for early educators. A structured training for all educators is provided using different components.

The intervention components will be delivered across a 6-month time period (January - July). Components include the following:
- Organisation Implementation Support (Organisation Leaders):
The project team will provide structured implementation support to organisational leaders throughout the project. This includes six scheduled 1-hour online meetings during the delivery period to facilitate communication, troubleshoot challenges, and monitor progress. Additional support will be available via email and phone, as needed.

2-Day Mentor Educator Training (Mentor Educators/Senior Teachers):
A two-day (14-hour) in-person training will be delivered to nominated Mentor Educators, led by experienced TIK-E facilitators. Training will focus on developing self-awareness and regulation of educators' own emotions, as well as enhancing their ability to respond to children’s emotions using the emotion coaching approach. Training methods will include psychoeducation, videos, role plays, small group work, discussions, and assigned readings. Mentor Educators will also be equipped with skills to supervise and support their colleagues in applying emotion coaching in their everyday practice.

1-Day Educator Training (Educators):
All educators in intervention services will participate in a 1-day (7-hour) in-person training facilitated by accredited TIK trainers. The content mirrors that of the mentor training but is delivered with less intensity. Educators will learn to identify and regulate their own emotions and to respond to children’s emotional expressions using an emotion coaching framework.

Mentor Supervision (Mentor Educators and Educators):
Mentor Educators will provide ongoing supervision to other educators within their services to support application of TIK skills. Supervision is to be tailored to the needs of the staff and service, and may be conducted formally (e.g., during team meetings) or informally (e.g., through brief check-ins). Guidelines and a log template will be provided during training. It is anticipated that supervision will occur approximately one hour per month over a 6-month period. Attendance is taken as well as record of the frequency of supervision sessions.

Booster Supervision (Mentor Educators):
Monthly online booster supervision sessions will be offered to Mentor Educators by TIK trainers for five months following the main training phase (February–July 2025). These one-hour sessions are optional and aim to reinforce program concepts, support implementation, and provide peer-sharing opportunities. Mentor Educators will be encouraged to discuss their application of emotion coaching, seek support, and participate in guided role-play exercises. Attendance is taken to determine the number of mentor educators attending supervision.

TIK for Parents

The Tuning in to Kids Online (TIKOL) program is a self-paced, interactive version of the evidence-based Tuning in to Kids® parenting program, designed to be accessible to parents and carers from the comfort of their own home. TIKOL guides parents through the core principles of emotion coaching — helping them learn how to better recognise, understand, and respond to their child’s emotions in supportive ways. Through 12 engaging video modules (5-15 minutes each - total time 120 minutes), real-life examples, and practical activities, TIKOL helps parents build stronger emotional connections with their children, reduce challenging behaviours, and foster emotional intelligence. Suitable for parents of children aged 3 to 10 years, TIKOL is especially helpful for families who may be unable to attend in-person programs or prefer the flexibility of online learning. Data is collected about usage of TIKOL to capture program dosage.

Havighurst, S. S., Harley, A. E. & Kehoe, C.E. (2024). Tuning in to Kids: Emotionally Intelligent Parenting Program Manual. (4th Ed). Melbourne: The University of Melbourne.
Intervention code [1] 330439 0
Prevention
Comparator / control treatment
Kindergartens are allocated into a 12 month wait-list control condition. In this time they will receive care as usual. This means standard kindergarten professional training. This might include policies and procedures for their work practices.
Control group
Active

Outcomes
Primary outcome [1] 340560 0
Educator emotion socialization
Timepoint [1] 340560 0
Baseline and 10-month follow-up.
Primary outcome [2] 340561 0
Educator's emotional competence
Timepoint [2] 340561 0
Baseline and 10-month follow-up
Primary outcome [3] 340562 0
Educator's wellbeing
Timepoint [3] 340562 0
Baseline and 10-month follow-up
Secondary outcome [1] 444997 0
Workplace wellbeing
Timepoint [1] 444997 0
Baseline and 10 month follow up
Secondary outcome [2] 444998 0
Acceptability and Feasibility are assessed using a single measure.
Timepoint [2] 444998 0
10 month follow-up

Eligibility
Key inclusion criteria
Staff from rural kindergartens or early education services
Any parent in 4-year old kindergarten classes. No exclusion criteria.
Minimum age
18 Years
Maximum age
No limit
Sex
Both males and females
Can healthy volunteers participate?
Yes
Key exclusion criteria
None

Study design
Purpose of the study
Prevention
Allocation to intervention
Randomised controlled trial
Procedure for enrolling a subject and allocating the treatment (allocation concealment procedures)
Kindergartens/early education services were randomised using allocation concealment with a randomisation program.
Methods used to generate the sequence in which subjects will be randomised (sequence generation)
Research randomizer used to allocate to intervention or control in a matched design - two services matched for size were randomised at a time
Masking / blinding
Open (masking not used)
Who is / are masked / blinded?



Intervention assignment
Other
Other design features
The wait-list control services receive the intervention after the study and when all measures have been completed.
Phase
Not Applicable
Type of endpoint/s
Statistical methods / analysis
Multilevel mixed methods models comparing condition by time interactions

Recruitment
Recruitment status
Active, not recruiting
Date of first participant enrolment
Anticipated
Actual
28/01/2025
Date of last participant enrolment
Anticipated
Actual
7/03/2025
Date of last data collection
Anticipated
31/05/2026
Actual
Sample size
Target
140
Accrual to date
Final
137
Recruitment in Australia
Recruitment state(s)
VIC

Funding & Sponsors
Funding source category [1] 318323 0
University
Name [1] 318323 0
The University of Melbourne
Country [1] 318323 0
Australia
Primary sponsor type
University
Name
The University of Melbourne
Address
Country
Australia
Secondary sponsor category [1] 320717 0
None
Name [1] 320717 0
Address [1] 320717 0
Country [1] 320717 0

Ethics approval
Ethics application status
Approved
Ethics committee name [1] 316958 0
University of Melbourne Central Human Research Ethics Committee
Ethics committee address [1] 316958 0
Ethics committee country [1] 316958 0
Australia
Date submitted for ethics approval [1] 316958 0
15/10/2024
Approval date [1] 316958 0
09/12/2024
Ethics approval number [1] 316958 0

Summary
Brief summary
Trial website
Trial related presentations / publications
Public notes

Contacts
Principal investigator
Name 139566 0
Prof Sophie Havighurst
Address 139566 0
Mindful: Centre for Training and Research in Developmental Health Department of Psychiatry The University of Melbourne, Building C, 50 Flemington Street, Travancore 3032, Melbourne, Victoria, Australia
Country 139566 0
Australia
Phone 139566 0
+61423176870
Fax 139566 0
Email 139566 0
[email protected]
Contact person for public queries
Name 139567 0
Sophie Havighurst
Address 139567 0
Mindful: Centre for Training and Research in Developmental Health Department of Psychiatry The University of Melbourne, Building C, 50 Flemington Street, Travancore 3032, Melbourne, Victoria, Australia
Country 139567 0
Australia
Phone 139567 0
+61423176870
Fax 139567 0
Email 139567 0
[email protected]
Contact person for scientific queries
Name 139568 0
Sophie Havighurst
Address 139568 0
Mindful: Centre for Training and Research in Developmental Health Department of Psychiatry The University of Melbourne, Building C, 50 Flemington Street, Travancore 3032, Melbourne, Victoria, Australia
Country 139568 0
Australia
Phone 139568 0
+61423176870
Fax 139568 0
Email 139568 0
[email protected]

Data sharing statement
Will the study consider sharing individual participant data?
No
No IPD sharing reason/comment: Sensitive and personal data in small communities has a risk for services/people to be identified.



What supporting documents are/will be available?

No Supporting Document Provided


Results publications and other study-related documents

Documents added manually
No documents have been uploaded by study researchers.

Documents added automatically
No additional documents have been identified.