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Parenting programmes are increasingly a feature of services and policies aimed at improving outcomes for children and families and tackling inequality, yet they remain underused. This study aims to assess parent engagement and retention in the parent and infant (PIN) programme – a universal, multi-component intervention designed to support parents from birth to when their children reach two years of age. The programme can be tailored to parent/community needs but also includes standardised core elements including two Incredible Years parenting programmes. Programme provider perspectives on recruiting and supporting participation were also explored.

A mixed methods study was conducted involving parents (n = 106) and programme providers involved in the PIN programme. Logistic regression analyses were used to assess the impact of participant demographic characteristics on the likelihood of programme engagement and attendance. Semi-structured interviews explored facilitators’ experiences of parent recruitment and engagement, as well as barriers and facilitators of parental attendance.

First-time mothers were more likely to initially enrol in the PIN programme than younger or lone parents. However, older age and married/cohabiting status were the strongest predictors of attending at least one-third of programme sessions. Qualitative findings highlighted the importance of relationship building and connection in supporting participant recruitment and engagement. Practical and psychological barriers to programme participation are also described.

The findings shed light on factors that influence engagement and attendance in universal, early parent support programmes. Barriers to parent engagement are multi-layered and tailored strategies to promote uptake of parenting programmes are needed.

There is growing evidence of the efficacy and effectiveness of targeted parenting programmes but the evidence for universal parenting programmes is much less developed. The purpose of this paper is to evaluate the effectiveness of Parent Gym, a parenting programme delivered in schools.

In this paper a quasi-experimental design was utilised. Parents were recruited to the Parent Gym programme comprising six two-hour weekly sessions. Parents completed measures of their parenting efficacy, parenting satisfaction, interest in parenting and mental well-being at pre- and post-course. Comparative data were derived from a retrospectively-defined randomly selected group of non-participant parents at two time points, equivalent to the length of the Parent Gym course.

Changes in the Parent Gym group were compared with the comparison group using repeated measures mixed 2×2 ANOVAs, which accounted for the potential effect of demographic characteristics (parent gender, ethnicity, parent age, parent education level and single parent status), and their potential interaction with group membership. Parenting satisfaction showed a significantly greater increase for the Parent Gym group with a large effect size (d=0.80). Regarding parenting efficacy, there was a significant time × group interaction indicating efficacy scores increased in the Parent Gym group but decreased in the comparison group (d=1.93). Mental well-being also improved for the Parent Gym group from below the national norm before the course (d=−0.26) to significantly greater than the national norm at post-course (d=0.29).

A limitation of the present study is the absence of data on outcomes for children. Second, the administration of the research at local level, primarily the distribution and collection of the measures and return to the research team for analysis, is a potential source of data loss: both pre- and post-programme data were available on 55 per cent of Parent Gym parents, similar to other community studies. Third, the present study did not include a longer term follow-up after the programme ended. Future research is required to examine the sustainability of effects produced from community implemented programmes.

Findings from the present study indicate that a universal programme, Parent Gym, was effective in aiding the positive development of aspects of parenting behaviour, namely parents’ self-efficacy, parenting satisfaction and mental well-being, when delivered in community settings. This demonstrates its potential as part of a regular service delivery option of evidence-based support for parents.

Successful parenting requires both the development of parenting skills and a positive relationship between parent and child. Parents vary in the resources (e.g. family) available to develop positively. Evidence-based parenting programmes have an important role in aiding parenting development, both those targeted at parents with most challenges and those (universal) aimed across the population. This study demonstrated that the universal Parent Gym programme is effective across a wide range of parents and has the potential to be a positive social resource for community delivery.

This is the first rigorous study of Parent Gym. It adds to the limited evidence about parenting programmes delivered outside of trials, as part of normal service delivery. With this evidence, parent choice of a suitable evidence-based programme is increased.

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 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.

Socially disadvantaged parents often concentrate on providing for their children instead of stimulating them to learn because of their own low self‐efficacy as learning agents. This study describes the development and pilot evaluation of a programme designed to empower new immigrant parents in Hong Kong to assume active, systematic and confident roles to teach their pre‐school children learning skills. A needs assessment was conducted to guide the development of the programme, which was also informed by research evidence and community engagement. A pilot trial was conducted and qualitative data were obtained from the participating parents. Parents reported improvements in their children's motivation to learn and the parent‐child relationship. The research provided information on programme design, delivery and implementation strategies. It suggested important entry points to engage and empower parents to provide timely stimulation to their young children.

Adolescent problem behaviours (substance use, delinquency, school dropout, pregnancy, and violence) are costly not only for individuals, but for entire communities. Policy makers and practitioners that are interested in preventing these problem behaviours are faced with many programming options. The purpose of this review is to discuss two criteria for selecting relevant parenting programmes, and provide five examples of such programmes.

The first criterion for programme selection is theory based. Well-supported theories, such as the social development model, have laid out key family-based risk and protective factors for problem behaviour. Programmes that target these risk and protective factors are more likely to be effective. Second, programmes should have demonstrated efficacy; these interventions have been called “evidence-based programmes” (EBP). This review highlights the importance of evidence from rigorous research designs, such as randomised clinical trials, in order to establish programme efficacy.

Nurse-Family Partnership, The Incredible Years, the Positive Parenting Program (Triple P), Strengthening Families 10-14, and Staying Connected with Your Teen are examined. The unique features of each programme are briefly presented. Evidence showing impact on family risk and protective factors, as well as long-term problem behaviours, is reviewed. Finally, a measure of cost effectiveness of each programme is provided.

The paper proposes that not all programmes are of equal value, and suggests two simple criteria for selecting a parenting programme with a high likelihood for positive outcomes. Furthermore, although this review is not exhaustive, the five examples of EBPs offer a good start for policy makers and practitioners seeking to implement effective programmes in their communities. Thus, this paper offers practical suggestions for those grappling with investments in child and adolescent programmes on the ground.

The purpose of the Building Everyday Life programme is to improve parenting outcomes through better sharing of family responsibilities and to encourage a strong sense of solidarity and community.

Data have been obtained from the pre-test and post-test applications, respectively, using two instruments: the Inventory of Parenting and Family Life Patterns and Resources, and the Final Evaluation Questionnaire for parents. The authors also use these tools to evaluate the degree to which the changes are maintained six months after the completion of the programme. Participants in the study comprised a group of 35 individuals that included parents in nuclear families and single mothers. The assessment process involved three stages: a pre-test assessment, a qualitative report (summative assessment) and, finally, a post-test assessment at least six months after completion of the programme.

The results show lasting changes over time. Regarding domestic work, parents say that they are more aware of the need to achieve a fairer and more equal distribution of the tasks in question. Families also report that they have perceived changes in the dimensions of communication and conflict resolution. Bearing in mind the limited nature of the aforementioned changes, the results suggest the need for support processes over time, as well as the establishment of follow-up sessions with families.

The main contribution of the study is to show that the Building Everyday Life programme is effective and valuable in improving parental educational styles.

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.

This paper aims to report findings from an evaluation of the Strengthening Families Programme 10‐14 (UK) (SFP 10‐14 UK), focusing on the strategies used to recruit families into a universal prevention intervention, the approach taken to group composition, and the experiences of participating families.

Methods comprised interviews with programme coordinating team members, a focus group with programme facilitators, focus groups with parents and young people, observation of programme sessions and coordinator visits to families, and analysis of programme questionnaires.

Paying attention to group composition and the needs of families with challenges holds promise in terms of reach and acceptability, delivery fidelity, enabling intended psycho‐social programme processes and promoting positive changes in parenting and family communication.

First, the paper examines the development of strategies for recruiting participants, which has been identified as a key implementation challenge. Second, it explores approaches for managing group composition and dynamics in family‐based programmes. While much has been written about the development of group norms and peer learning processes in interventions for young people, less has been written about how group dynamics work in programmes involving both parents and young people and the implications for implementation fidelity.

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.