CP3 Reseach

@article{Milton2025,

title = {Amplifying children’s leadership roles and voice in decision-making through co-production in outside of school hours care: qualitative findings from the connect promote and protect program},

author = {Alyssa C. Milton and Kristin Ballesteros and Helen Hernandez and Yenni Hwang and Nick Glozier and Tom McClean and Haley M. LaMonica and Karen Thorpe and Ian B. Hickie},

doi = {10.3389/feduc.2024.1457286},

issn = {2504-284X},

year  = {2025},

date = {2025-02-06},

journal = {Front. Educ.},

volume = {9},

publisher = {Frontiers Media SA},

abstract = {BackgroundThere is scant research examining evidence-based processes and practices that delineate how to include the voices of children in service design and delivery in school age care environments such as Outside of School Hours Care (OSHC). A possible structure to support children to share leadership in design of their OSHC program and have a meaningful voice in decision-making is co-production, whereby children and their OSHC communities have the opportunity to co-plan, co-design, co-deliver, and co-evaluate OSHC program activities. The Connect Promote and Protect Program (CP3), a social connection and wellbeing program that provides a structured method of co-producing with children, educators, and their OSHC communities, is examined.ObjectivesThis study aimed to explore the response to a co-production approach in OSHC settings as part of participation in the CP3.MethodsQualitative interviews and focus groups were conducted with 12 OSHC staff (educators, coordinators, managers, and volunteers) and 12 children attending OSHC as part of a wider mixed-methods implementation-effectiveness stepped-wedge trial of CP3 in 12 OSHC services located in urban and regional areas of New South Wales, Australia. Participants undertook semi-structured interviews/focus groups via multiple communication platforms (face-to-face, phone, and video-conferencing platforms). A representative research team (including researchers, OSHC educators/coordinators, OSHC administrators, clinicians, and parents of children in OSHC) used an inductive thematic analysis process. Two researchers undertook iterative coding using NVivo12 software, with themes developed and refined in ongoing team discussion.ResultsThe analysis identified nine sub-themes that related to child co-production and voice in CP3, which were organised into two super-ordinate themes: (1) processes that enable child agency and voice and (2) the impact of child agency and voice. Process related sub-themes included the following: co-production (ko-production) as a key driver; high-quality programming practice in a demanding environment; structure balanced with flexibility; the importance of being agile and having a willingness to adjust; and implementation factors supporting child voice. The impact related sub-themes included the following: empowerment of children through meaningful engagement; we all have a role in the team (a space for growing leadership skills); a spark through engagement and enjoyment; and being and belonging (the impact on children’s social and emotional wellbeing).ConclusionThis is the first known qualitative study to examine the use and impact of co-production processes in OSHC—where children not only co-design but also co-plan, co-deliver, and co-evaluate the activity programming alongside OSHC educators and their communities. The findings indicate that the co-production process provides a structured, yet flexible, way of supporting children’s voice and leadership even when delivered in diverse types of OSHC settings.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Milton2023,

title = {Supporting Children’s Social Connection and Well-Being in School-Age Care: Mixed Methods Evaluation of the Connect, Promote, and Protect Program},

author = {Alyssa Clare Milton and Zelalem Mengesha and Kristin Ballesteros and Tom McClean and Saskia Hartog and Lucie Bray-Rudkin and Cathy Ngo and Ian Hickie},

doi = {10.2196/44928},

issn = {2561-6722},

year  = {2023},

date = {2023-07-25},

journal = {JMIR Pediatr Parent},

volume = {6},

publisher = {JMIR Publications Inc.},

abstract = {

                    Background

                    School-age care, such as outside school hours care (OSHC), is the fastest-growing childhood education sector in Australia. OSHC provides a unique opportunity to deliver programs to enhance primary school–age children’s social, emotional, physical, and cognitive well-being.

                  

                  

                    Objective

                    This study aimed to pilot the co-designed Connect, Promote, and Protect Program (CP3) and conduct formative and process evaluations on how well the CP3 achieved its intended aims, ascertain areas for improvement, and determine how the CP3 model could be better sustained and extended into OSHC settings.

                  

                  

                    Methods

                    A naturalistic formative and process evaluation of the CP3 implementation was undertaken at 1 and then 5 OSHC sites. Qualitative and quantitative feedback from stakeholders (eg, children, OSHC educators, volunteers, and families) was collected and incorporated iteratively for program improvement.

                  

                  

                    Results

                    The formative and process evaluations demonstrated high program engagement, appropriateness, and acceptability. Co-design with children was viewed as highly acceptable and empowered children to be part of the decision-making in OSHC. Feedback highlighted how the CP3 supported children in the 4 CP3 domains: Build Well-being and Resilience, Broaden Horizons, Inspire and Engage, and Connect Communities. Qualitative reports suggested that children’s well-being and resilience were indirectly supported through the Broaden Horizons, Inspire and Engage, and Connect Communities CP3 principles. Matched-sample 2-tailed t tests found that children’s prosocial behaviors increased (mean difference=0.64; P=.04; t57=−2.06, 95% CI −1.36 to −0.02) and peer problems decreased (mean difference=−0.69; P=.01; t57=2.57, 95% CI 0.14-1.13) after participating in the CP3. Program feasibility was high but dependent on additional resources and CP3 coordinator support.

                  

                  

                    Conclusions

                    To our knowledge, the CP3 is the first co-designed well-being program developed and evaluated specifically for OSHC services. This early evidence is promising. The CP3 may provide a unique opportunity to respond to the voices of children in OSHC and those that support them through creative and engaging co-designed activities. Our research suggests that CP3 provides OSHC with a framework and high-quality program planning tool that promotes tailored interventions developed based on the unique needs and preferences of those who will use them.

                  },

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Milton2021,

title = {Participatory Design of an Activities-Based Collective Mentoring Program in After-School Care Settings: Connect, Promote, and Protect Program},

author = {Alyssa C Milton and Elizabeth Stewart and Laura Ospina-Pinillos and Tracey Davenport and Ian B Hickie},

doi = {10.2196/22822},

issn = {2561-6722},

year  = {2021},

date = {2021-00-00},

journal = {JMIR Pediatr Parent},

volume = {4},

number = {2},

publisher = {JMIR Publications Inc.},

abstract = {

                    Background

                    Out of school hours care (OSHC) services provide a unique opportunity to deliver early intervention programs to enhance primary school–aged children’s social, emotional, physical, and cognitive well-being; however, such programs are currently lacking.

                  

                  

                    Objective

                    This study aims to address the lack of well-being programs for children accessing OSHC services in the research literature by using participatory design (PD) to collaboratively develop and test an OSHC well-being program—the connect, promote, and protect program (CP3).

                  

                  

                    Methods

                    The study employed methods of PD, user (acceptance) testing, and iterative knowledge translation to develop a novel well-being program framework—CP3—with key stakeholders (eg, children, OSHC staff, volunteers, families, clinicians, educators, and researchers). Thematic techniques were used to interpret and translate the qualitative information obtained during the research and design cycles.

                  

                  

                    Results

                    The co-design process generated the CP3 model, which comprises a group-based mentoring approach to facilitate enhanced activities in OSHC settings. Activities are underpinned by 4 key principles of program delivery: build well-being and resilience, broaden horizons, inspire and engage, and connect communities.

                  

                  

                    Conclusions

                    To our knowledge, the CP3 program is the first co-designed well-being program developed specifically for OSHC services. This co-design process is key to ensuring local community needs—particularly those of young people accessing OSHC—are met and that these individuals are meaningfully and actively involved in all stages of the research and design process, from conception to implementation, evaluation, and continuous improvement.

                  },

keywords = {},

pubstate = {published},

tppubtype = {article}

}