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Ensuring the fidelity of programme delivery within efficacy trials is essential for accurate findings' interpretation. The goal was to document the extent to which the How-to Parenting Program was delivered with fidelity during an efficacy trial. The five components of fidelity were assessed when this programme was delivered to parents in the experimental condition of a wait-list randomized controlled trial conducted in grade schools. The adherence of cofacilitators to the programme material was also elevated. Exposure was also elevated, with a majority of parents attending six or all of the seven 2.5-hr sessions and doing at least some of the recommended readings. Regarding delivery quality, parents rated cofacilitators as highly empathic, enthusiastic, and prepared. Parents appeared very responsive to the programme, as cofacilitators rated them as generally highly engaged, and the dropout rate was minimal. Regarding differentiation, rates of psychosocial services use were similar across conditions, but some parents on the wait-list read the How-to book. Apart from imperfect differentiation, the How-to Parenting Program was delivered with high fidelity during this trial. Les programmes évalués dans des études d'efficacité doivent être offerts avec fidélité afin de bien interpréter les résultats obtenus. Notre objectif était d'évaluer dans quelle mesure l'atelier pour parents Parler/Écouter (« How-to Parenting Program ») avait été implanté avec fidélité lorsqu'il a été offert aux parents de la condition expérimentale d'un essai contrôlé randomisé (ECR). Les cinq composantes de la fidélité d'implantation ont été évaluées lors de cette étude d'efficacité menée dans des écoles primaires. L'adhésion au contenu des animateur·trices était élevée lors de la livraison. L'exposition était également élevée car la majorité des parents ont assisté à six ou sept des sept séances de 2 heures et demie et ont effectué au moins une partie des lectures recommandées. Concernant la qualité de la livraison, les parents ont jugé les animateur·trices très empathiques, fort enthousiastes et bien préparé·es. Les parents semblaient très réceptifs à l'atelier car les animateur·trices les ont jugés généralement très engagés et le taux d'abandon était minime. En ce qui a trait à la différentiation, les taux d'utilisation des services psychosociaux étaient similaires dans les deux conditions, mais certains parents sur la liste d'attente ont lu le livre Parler/Écouter. Outre la différentiation imparfaite, l'atelier Parler/Écouter a été livré avec une grande fidélité au cours de cet ECR. Public Significance Statement During our recent study, group leaders were able, with minimal training, to offer the How-to Parenting Program (French version) completely and adequately to parents, who were highly engaged. This means that the documented parents' and children's improvements were really due to that programme. It also implies that decision-makers can recommend this programme with confidence to practitioners who will be able to deliver it reliably and have good reasons to believe that their participants will benefit from it if they do so.

Objective We reviewed current research on group‐based parenting programs for racially and ethnically minoritized parents with preschoolers to provide a synthesis of how these programs are implemented. Background Group‐based parenting programs are an efficient and cost‐effective means of providing education and support to multiple parents simultaneously (Olofsson et al., 2016), yet most have been developed for White families (Schilling et al., 2021). No previous research has presented a synthesis of work exploring the range of parenting programs and characteristics for racially and ethnically minoritized families with preschool‐aged children. Method We conducted a scoping review guided by the foundations of family life education (FFLE) model (Darling et al., 2020) and using recommendations of the Joanna Briggs Institute, Arksey and O'Malley's (2005) framework, and the Preferred Reporting Items for Systematic reviews and Meta‐Analyses (PRISMA) extension for scoping reviews guidelines. The final synthesis included 15 peer‐reviewed empirical studies. Results Results highlight commonalities among programs, alignment with the FFLE model, and needs for future research with more diverse populations and specific child age groups. Conclusion Group‐based parenting programs for racially and ethnically diverse families with preschoolers are effective but limited in number and scope. Implications To ensure that parenting programs are effective and tailored to the diverse needs of individuals and their communities, it is important to consider cultural and contextual factors, make necessary adaptations to practices, content, and delivery methods, and involve racially and ethnically minoritized parents in developing, implementing, and evaluating these programs. There should be an expansion of parenting programs offered at public schools.

Background Basic parenting research reveals that child mental health is associated with optimal parenting, which is composed of three key dimensions (structure, affiliation and autonomy support). The present study aims to test the efficacy of the parenting program “How to talk so kids will listen & listen so kids will talk” (French version), thought to address all of these dimensions, in promoting children’s mental health. We predict that the How-to Parenting Program will promote child mental health by fostering optimal parenting. Methods In this randomized controlled trial (RCT), the seven-week parenting group was offered to parents of 5- to 12-year-old children, in their local grade school. Children’s mental health assessments were questionnaire-based (parent, child and teacher reports) and took place at pre- (T1) and post- (T2) intervention as well as at 6-month (T3) and 1-year (T4) follow-ups. We compared children whose parents took part in the program with children whose parents did not take part in it until the completion of the trial (i.e., 1 year wait-list control groups). The primary outcome is children’s psychological problems (externalizing and internalizing). Secondary outcomes include parenting, the putative mediator of the expected benefits of the program on child mental health, as well as positive indicators of child mental health (strengths and subjective well-being) and parents’ own mental health. Discussion To our knowledge, this is the first RCT to test the efficacy of the “How to talk so kids will listen & listen so kids will talk” program in promoting child mental health. In addition to the close correspondence between basic parenting research and the selected program, strengths of this study include its feasibility, monitoring of potentially confounding variables, ecological validity and inclusion of positive indicators of mental health. Trial registration Current clinical trial number is NCT03030352 . Ongoing study, retrospectively registered on January 2017. No amendment to initial protocol.

Parenting programs have proven effective in improving the behavior of children with attention-deficit/hyperactivity disorder (ADHD). However, barriers such as job and transportation constraints hinder parents from attending face-to-face therapy appointments. The COVID-19 pandemic has further exacerbated these challenges. This study aimed to develop and test the feasibility of a social media-based parenting program for parents of children with ADHD, considering both the pre-existing challenges faced by parents and the additional barriers imposed by the COVID-19 pandemic. This study used a 5-stage design thinking process, encompassing empathizing with parents, defining their needs, ideating innovative solutions, prototyping the program, and testing the program with parents. Qualitative interviews were conducted with 18 parents of children with ADHD to understand their unique needs and values. Brainstorming techniques were used to generate creative ideas, leading to the creation of a prototype that was tested with 32 parents. Participants' engagement with the program was measured, and posttraining feedback was collected to assess the program's effectiveness. Parents of children with ADHD encounter specific challenges, including managing impulsive behavior and difficulties in emotion regulation. The social media-based parenting program was delivered through the LINE app (Line Corporation) and consisted of 7 modules addressing topics related to ADHD management and effective parenting strategies. The program exhibited a high completion rate, with 84% (27/32) of participants successfully finishing it. Program provider-participant interaction peaked during the first week and gradually decreased over time. Qualitative feedback indicated that the program was feasible, accessible, and well received by participants. The LINE app was found to be convenient and helpful, and participants preferred content delivery once or twice per week, expressing acceptance for various content formats. This study emphasizes the significance of adopting a human-centered design thinking approach to develop parenting programs that cater to the unique needs and values of parents. By leveraging social media platforms, such as LINE, a parenting program can overcome the challenges posed by the COVID-19 pandemic and other constraints faced by parents. LINE offers a viable and feasible option for supporting parents of children with ADHD, with the potential for customization and widespread dissemination beyond the pandemic context.

[LANGUAGE= \"English\"] INTRODUCTION: Adolescence is a stage of life with fast cognitive, biological, and neurological changes. It has been shown that behavioral problems increase in late childhood and early adolescence. When mental, emotional, and behavioral health disorders are not effectively treated, the impact on the individual, their families, and society more broadly can be devastating and long-lasting. The aim of this study is to determine the effectiveness of Standard Teen Triple P (STTP) with parents who have behaviorally disturbed adolescents.METHODS: The research was conducted using quasi-experimental research on 78 parents who had teenagers aged between 11 and 16 years experiencing detectable behavioral and emotional problems. The participants were allocated to two groups, that is, 39 participants to the intervention group, and 39 to the control group. The data were collected using a demographic questionnaire, the strengths and difficulties questionnaire, conflict behavior questionnaire, and general health questionnaire-28. The STTP was carried out for the intervention group for 10 weeks. The data were collected immediately after the intervention, and also 2 months after the intervention. The data were evaluated using t-test, χ2 test, variance analysis, multivariate analysis of covariance, and analysis of covariance test.RESULTS: It was found that participation in the STTP resulted in improvement in parents’ mental health, reduction in adolescent problem behaviors, and fewer parent-adolescent conflicts.DISCUSSION AND CONCLUSION: STTP must be made available to parents of teenagers in Iran.

Parent-child relationships influence learning throughout a child’s formal schooling and beyond. The quality of parenting children receive has a major influence on their learning and developmental capabilities. Parental influence is important in the early years of life and extends throughout a child’s schooling. Parenting has a pervasive influence on children’s language and communication, executive functions and self-regulation, social and peer relationships, academic attainment, general behaviour and enjoyment of school. Schools can further enhance educational outcomes for students by developing the resources and expertise needed to engage parents as partners in learning. This can be achieved by delivering and facilitating access to a comprehensive system of high-quality, culturally informed, evidence-based parenting support programs. In this article, recent developments in the Triple P system of parenting support are used to illustrate how schools can develop a low-cost, comprehensive, high-quality parenting support strategy that blends universal components with targeted components for more vulnerable children. We identify potential organisational and logistical barriers to implementing parenting support programs and ways to address these.

Parenting programmes are one of the best researched and most effective interventions for reducing child mental health problems. The success of such programmes, however, is largely dependent on their reach and parental engagement. Rates of parental enrolment and attendance are highly variable, and in many cases very low; this is especially true of father involvement in parenting programmes. This paper proposes a conceptual model of parental engagement in parenting programmes—the CAPE model (Connect, Attend, Participate, Enact) that builds on recent models by elaborating on the interdependent stages of engagement, and its interparental or systemic context. That is, we argue that a comprehensive model of parental engagement will best entail a process from connection to enactment of learned strategies in the child’s environment, and involve consideration of individual parents (both mothers and fathers) as well as the dynamics of the parenting team. The model provides a framework for considering parent engagement as well as associated facilitators and mechanisms of parenting change such as parenting skills, self-efficacy, attributions, and the implementation context. Empirical investigation of the CAPE model could be used to further our understanding of parental engagement, its importance for programme outcomes, and mechanisms of change. This will guide future intervention refinement and developments as well as change in clinical practice.

Bullying is a serious public health concern across the globe. While there are a number of bullying interventions with parental components, limited efforts have been made to synthesize the impacts of parenting programs on bullying prevention. This meta-analysis aimed to review and examine parenting programs on bullying reduction that involving both school-based and home visiting anti-bullying programs. The overall effect size supported a significant outcome on bullying reduction (d = .640, 95% confidence interval [CI] [0.239, 1.041]). Results of this meta-analysis reported that participants in the parenting programs scored significantly lower on both bullying and victimization. Data from the randomized controlled trials and the pre- and posttest design studies showed evidence of highly significant effects of parenting interventions on bullying reduction. Child- and parent-related factors including parenting style, children’s empathy, and parent–child interaction about bullying were found to be significantly related to the effectiveness of intervention programs. This study provides evidence to enhance policy and practice for effectively enabling parent involvement in bullying behavior reduction and to increase parent–children communication about bullying as well as parenting skills. Future researchers and practitioners may explore more about the impact of school–family partnerships and their reliance on each other to help reduce bullying.

Parents can be essential change-agents in their children’s lives. To support parents in their parenting role, a range of programs have been developed and evaluated. In this paper, we provide an overview of the evidence for the effectiveness of parenting interventions for parents and children across a range of outcomes, including child and adolescent mental and physical health, child and adolescent competencies and academic outcomes, parental skills and competencies, parental wellbeing and mental health, and prevention of child maltreatment and family violence. Although there is extensive research showing the effectiveness of evidence-based parenting programs, these are not yet widely available at a population level and many parents are unable to access support. We outline how to achieve increased reach of evidence-based parenting supports, highlighting the policy imperative to adequately support the use of these supports as a way to address high priority mental health, physical health, and social problems.

It has recently been asserted that a paradigm shift is emerging in the delivery of parenting programs. Specifically, it has been suggested that interventions from the field of interpersonal neurobiology represent sophisticated alternatives to positive parenting interventions based on social learning models and behavioural principles, and better reflect how contemporary practitioners consider parenting. We examine this assertion, dispel a number of myths, and conclude that characterisations of positive parenting programs are frequently misleading and do not adequately reflect contemporary models of practice. There is little justification to support the claim that the field should abandon this ‘paradigm’. Indeed, there has been a considerable expansion in the evidence base supporting positive parenting programs and the emergence of a public health framework that blends universal and indicated interventions that can greatly increase the reach and lower the costs of delivering parenting interventions.