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This article reports on the first health technology appraisal conducted jointly between the National Institute for Health and Clinical Excellence (NICE) and Social Care Institute for Excellence (SCIE). The appraisal systematically reviewed evidence for the clinical effectiveness of parent‐training/education programmes in the management of children with conduct disorders. This appraisal is highly topical in the light of cross‐cutting policy agendas concerned with increasing parenting capacity. It is also methodologically innovative in its approach to synthesising the meta‐analysis of trial evidence on outcomes of programmes with qualitative evidence on process and implementation. The appraisal found parent‐training/education programmes to be effective in the management of children with conduct disorders, and it identifies the generic characteristics of effective programmes. It is concluded that this approach offers an exemplar for the development of systematic reviewing of complex psychosocial interventions that are relevant to integrated children's services.

This study examined the effectiveness of the Triple P‐Positive Parenting Program in a government child health service delivery context with Chinese parents in Hong Kong. Specifically, the study sought to identify pre‐intervention variables that might predict programme outcomes such as level of clinical improvement and programme completion. Participants were 661 parents of pre‐school and primary aged children participating in a group version of the Triple P‐Positive Parenting Program. There were significant decreases in disruptive child behaviours, levels of parenting stress, general stress and anxiety and an increase in parenting sense of competence. Greater change in reports of child behaviour problems was related to lower levels of family income, new immigrant family status, and higher pre‐intervention levels of parenting stress. The present study provides a profile of parents who are most likely to benefit from parent training programmes.

The present study examined the role of socio‐demographic and family risk factors as mediators or moderators of the success of parents undertaking a universal group parent training programme for young children. The results showed that parents' capacity to change dysfunctional parenting practices was not moderated by the child's gender, family income, family type, or pre‐intervention level of parental stress, but was partially mediated by changes in parental satisfaction and efficacy. Irrespective of their socio‐demographic background, parents who completed the Triple‐P Positive Parenting Programme were equally likely to succeed in changing their parenting practices. These findings suggest the robustness of intervention effects across a diverse range of parents.

This article reports on three pragmatic randomised controlled trials (RCTs) to help children at risk of conduct disorder (CD): two involved the Incredible Years (IY) BASIC parent programme and the other concerned the IY teacher programme. All three interventions took place in regular service settings in North‐ and Mid‐Wales. In all three studies, staff from the provider agency delivered the programme and participated in RCT evaluations in which participants were randomly allocated to intervention or waitinglist control conditions. After a brief introduction to research into the prevention or treatment of CD, and the issues to be considered by services in selecting and delivering interventions, this article summarises the structure, content and evidence base of the IY programmes. The three Welsh studies are briefly described before exploring what factors contributed to service participation in the trials and the benefits and lessons learned in undertaking them.

Research suggests that children in Hong Kong are at an elevated risk of emotional problems. Authoritarian parenting, a common parenting style in Hong Kong, is a critical factor associated with childhood mental health problems. The purpose of this paper is to evaluate the effectiveness of the 6As Positive Parenting Program (6As) in modifying parenting attitudes, reduction of parenting stress and increasing self-efficacy in positive parenting, among a sample of 82 Hong Kong parents. 6As focuses on prevention by instilling positive parenting beliefs and principles, thereby reducing reliance on authoritarian and related parenting styles.

The program was evaluated using a controlled pre-post-treatment design. Outcome measures were the Chinese Child-rearing Beliefs Questionnaire, Parental Stress Scale, Parenting Self-efficacy Scale and participant feedback. ANOVA and correlation were utilized to detect treatment effects and relationships between the degree of change among measures and subscales.

Relative to the control group, the 6As Positive Parenting Program significantly changed parents’ parenting attitudes, reduced parenting stress and increased self-efficacy in positive parenting. In sum, 97.6 percent of the participants agreed that the program is a good fit for the Hong Kong culture.

A larger sample would have been desirable for this study. One factor that limited analyzable data was that some of the participating organizations enrolled participants into the program who did not meet research inclusion criteria. Furthermore, the size of groups varied from 5 to 16 participants, which may have produced different group dynamics that added variability to outcomes. Future 6As parenting program research should attempt to standardize group size or to directly compare the effectiveness of smaller vs larger groups. Furthermore, as noted earlier, the research was conducted during the primary school application period, which may have heightened the parenting stress for parents of younger children.

The results suggest that an enhanced belief in authoritative, autonomy and training strategies could reduce parental stress and shift parents’ attitude toward a more positive approach in child-rearing.

There is considerable need for a holistically designed parenting training that is culturally credible and sensitive.

Findings suggest that positive parenting can enhance the parent–child relationship and reduce parental stress. The results support governmental, non-governmental organizational and community focus on positive practices for parenting training in Hong Kong.

The United Nation’s Convention of the Rights of Persons with Disabilities in 2006 declared the need for countries to facilitate the right of individuals with disabilities to their full inclusion and participation within communities across the globe. The community clearly plays a necessary role in the overall preparation and quality of life of students with disabilities and their families. The present chapter will specifically address the role of the community within instructional programming and parent advocacy. First, the chapter discusses the importance of integrating community experiences within inclusive K-12 preparation for students with disabilities for the purpose of enhancing students’ postsecondary outcomes. Second, the chapter reviews the role of community organizations in supporting parental advocacy for effective inclusive programming while highlighting the work of two specific community agencies. These sections are followed by concluding comments emphasizing the role of schools and community-based organizations in supporting inclusive education, community-based instruction, and family advocacy for students with disabilities.

The main aim of this study is to explore characteristics of parents who signed up for parenting classes offered to the universal population and their reasons for participation.

Data were obtained from parents in a study on parent training for children aged two to eight years (n=189), and a follow up survey on these parents (n=118).

Parents had high education, were married, and employed in full time jobs. The mean age of the children was under four years, and their Intensity and Problem scores on ECBI were higher than the Norwegian mean scores for their age group. Parent stress, parental concern, and parenting practices predicted the ECBI Intensity scores to a rather large extent.

Parents with high SES risk factors may not come forward to participate in face‐to‐face mental health promotion interventions even if the parenting intervention is offered in a non‐stigmatising way.

By offering a universal health promoting and preventive parent training service in the community, a large proportion of children with behaviour problems were identified and referred to treatment. This demonstrates how parent training services, offered to the universal population, may contribute to increase the reach for the youngest children in need of treatment.

The purpose of this paper is to explore the utility of an evidence-based suite of programmes, The Incredible Years (IY), to enhance outcomes for children using a parent-teacher partnership model.

A review of the broad evidence base for the IY parent, teacher and child programmes, uniquely focusing on the inter-relationships between home and school contexts.

Evidence suggests that it is beneficial to parents, teachers and children to deliver IY programmes applying a multi-modal approach.

This paper, read in conjunction with other contributions in this volume, demonstrates the growing viability of partnership strategies that support children, their families and teachers to enhance school readiness, and promote positive child outcomes.

The purpose of this paper is to examine the implementation and adaptation of group Triple P, an evidence-based parenting intervention developed in Australia, for a Latina population living in the USA.

Mothers with pre-school age children participated in the programme, which was offered by a community mental health agency. The final study sample consisted of 174 Latina mothers.

Participation in group Triple P was associated with clinically significant improvements in maternal mental health, parenting styles, and child behaviour problems. Additionally, mothers reported high levels of satisfaction with the programme.

Triple P is a promising intervention for Latina caregivers who are concerned about the behaviour of their young children. It can be implemented successfully into community-based mental health care systems.

This is the first study to examine the applicability of Triple P to Latina caregivers.

It is often voiced that parents of autistic children are the expert of their child, whereas parenting programmes target them as effective mediators for change. This paper aims to explore this unchallenged heuristic to develop an understanding of both emotional and relational needs of parents through trainers’ experiences of delivering emotion-focused and autism parent training.

This qualitative study used a constructivist approach of grounded theory to gain an in-depth understanding of trainers’ experiences from their encounters when delivering parent training. Six expert trainers were interviewed, and a two-phased coding of ground theory and an adapted thematic analysis was used.

An overarching theme emerged: emotion transformation from painful triggers, to enhanced attunement and relational repair. Four main themes containing 13 subthemes were identified. The interaction of these themes and subthemes are presented in a three-phase process model. Phase 1: uncovering painful emotions from a shared journey contained one theme: parent painful triggers. Phase 2: uncovering interpersonal rupture cycle contained one theme: relational rupture cycle within non-synchrony of attunement. Phase 3: parent–child relational repair contained two themes: repairing attachment bonds and therapist’s prizing stance.

The authors challenge the parent as expert heuristic and propose that not all parents feel expert in neurotypical-neurodivergent intersubjectivity. The authors are curious to see whether trainers/therapists can guide parents through unprocessed emotions and non-synchrony of attunement to promote healing and relational repair, which requires further investigation.

To the best of the authors’ knowledge, this is the first emotion-transformation process model grounded in humanistic principles of relational acceptance and emotion theory. The authors propose that a focus on process rather than outcome is more likely to result in higher parenting self-efficacy.