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The findings from evaluations of parenting programmes can help inform policy and practice decisions, including how best to allocate scarce resources designed to support families. However, studies often fail to consider the extent to which the findings can be generalised to other settings or populations. One, yet unexplored solution, is to compare study findings and large‐scale data sets including publicly available population data. The aims of this study were to assess the feasibility of assessing sample representativeness using publicly available data and to identify the challenges involved in considering the generalisability of study findings. Sociodemographic data from two community‐based evaluations of parenting programmes conducted in England and Ireland between 2015 and 2018 were used in the study (N = 395 parent‐infant dyads). The results indicated some differences between the trial samples and the wider population. However, it is difficult to reach definitive conclusions about these findings due to the limitations associated with using the comparative data sets. Our study revealed three key challenges, including: (1) how best to define and conceptualise representativeness; (2) the availability of comparative data sets; and (3) the quality of the available data. Our study suggests that there is a need for up‐to‐date, good‐quality comparative data sets to allow for the assessment of representativeness. Further work is required to identify parameters for making claims about representativeness, specifically regarding the acceptable level of difference between the target population and the study sample. This is the first study to explore the feasibility of using publicly available population data in two jurisdictions, for the purpose of making judgements about the representativeness of the findings from parent programmes. It is hoped that our results will encourage further investigation around the reporting of trial external validity to enable effective decision‐making at policy and practice level. [ABSTRACT FROM AUTHOR]

Parents of children with hemiplegic cerebral palsy are increasingly involved in therapy intervention delivery. Enhancing the ways that parents are supported in delivery is key to optimising outcomes. This study aimed to refine an existing programme in England to better support parents partnering in their child's intervention delivery. Experience-based Co-design (EBCD) fostered collaboration between parents and therapists to identify shared improvement priorities and develop solutions. The study included eighteen interviews and sixteen co-design meetings involving twenty parents and eight therapists in total. Intervention development followed the MRC Framework for developing and evaluating complex interventions. Themes from parent and therapist interviews informed priority setting for the co-design work. Three key shared priorities emerged a) accessing rehabilitation; b) fostering partnership and c) parent learning. Aligned with these priorities, three mixed parent and therapist co-design teams produced a) a parent booklet; an education outline for healthcare professionals; b) partnership principles; adaptations to intervention logbooks c) an online parent education session. Engaging parents and therapists in a structured co-design process using EBCD yielded innovative interventions supporting parents in delivering therapy for children with hemiplegia. This collaborative approach is anticipated to enhance programme implementation and effectiveness. • Parents' lived experiences contribute valuable insights to co-design work. • EBCD ensures co-designed outputs are relevant and meaningful to future parents. • EBCD is applicable for co-designing improvements in childhood disability services. • EBCD enabled opportunities for parents and therapists to work collaboratively. • The structured EBCD approach was effective in generating innovative solutions. [ABSTRACT FROM AUTHOR]

Parenting programmes are recommended as an effective means to support parents in promoting positive relationships with, and managing the behaviour of, their children. One barrier that impedes their successful implementation is that partners, especially fathers, are less frequently recruited by child welfare services. This article reports on a study that investigated how both parents were engaged with parenting services. Direct recordings were made of initial telephone conversations between six practitioners and 28 parents referred to those services and investigated for evidence of how the other parent was recruited. Conversation analysis was used to identify how participants introduced the possibility of both parents being included in the service, how these possibilities were negotiated, and what eventual agreements were made for both parents to be included in future arrangements. Implications for practice, training, and future research are considered. [ABSTRACT FROM AUTHOR]

This article describes the multidisciplinary development of a parent education programme in north England. A six-week programme of five antenatal sessions and one postnatal session was designed and piloted in six areas in West Yorkshire. Facilitators worked in pairs and comprised health visitors, midwives and nursery nurses. Each group of parents was supported by a volunteer mother from a local peer support and signposting service. A comprehensive evaluation of the pilot was undertaken, with feedback obtained from the facilitators and the participants before and after their babies were born. Parental satisfaction with the programme was high. The facilitators enjoyed providing a participative programme based on attendees' strengths and working with colleagues from other disciplines. [ABSTRACT FROM AUTHOR]

Recent years have seen an increased availability of well-researched parenting programmes but few are designed to address the specific needs of foster carers, including kinship carers, or are able to demonstrate longer-term outcomes. The KEEP training programme (Keeping foster and kinship carers trained and supported) was developed by Dr Patricia Chamberlain in the US state of Oregon and brought over to England in 2009 by the Department for Education (DfE) as part of the drive to improve outcomes for looked after children. KEEP is designed to strengthen foster and kinship carer parenting skills, reduce foster children’s behavioural and emotional difficulties and increase placement stability.Training programmes for carers of children aged from three to 17 are now running in 24 local authorities across the country. The implementation of the KEEP programme in England, supported by the National Implementation Service, includes outcome data on 572 children and young people and their carers that demonstrate significant improvements in child problem behaviour and carer stress, and positive changes in parenting discipline style consistent with findings from the original large randomised controlled trial. In addition, longer-term outcome data for six- and 12-month post-group follow-up for KEEP Standard (for carers of children aged 5–12 years) and KEEP Safe (for carers of adolescents) show that significant improvements in behavioural difficulties, foster carer stress and parenting discipline style are all maintained. Evidence for longer-term improvements in placement stability is currently limited by a lack of comparative data. [ABSTRACT FROM AUTHOR]

The 'Born to Move' project was initiated in response to health visitor concerns that babies with increasingly sedentary lives were achieving their developmental milestones later . Anecdotal evidence suggested that increasing numbers of children were starting school before achieving the expected developmental levels locally. The aim was to maximise the impact of health visitors in Kent, to enable parents and carers to have a greater understanding of the importance of their vital role in encouraging child development. Consistent promotion of key messages, including the value of awake tummy time in infants and of interactive play was achieved through multi-agency workshops for all health visiting and children centre teams. Parents were also supported by a leaflet given by health visitors at new birth visits, posters in all children's centres and access to a specifically designed free smartphone app. The intervention was initially introduced in one district. Measurable outcomes were obtained through collation of existing one year review data. The number of babies who had crawled in the first year increased from 30 per cent (baseline data), to 94 per cent a year after the project started. A report to commissioners led to extension of the project across Kent using the 'train the trainer' approach. [ABSTRACT FROM AUTHOR]

The CANparent trial, 2012–2014, was a government initiative in four English areas designed to develop a market in universal parenting support. Fourteen parenting class providers offered classes to all parents of children aged 0–5 in the areas. In three areas, all eligible parents received £100 vouchers exchangeable for a parenting class. Pre‐trial planning was that take‐up would amount to 20 000 parents. However, only 14 per cent of these parents took advantage of the offer. This article utilises 42 interviews with providers, and two parent surveys over two time periods (n = 1510 and n = 1603) to review barriers to engagement with universal parenting support programmes. [ABSTRACT FROM AUTHOR]

Sure Start Children's Centres were central to the last UK Labour government in improving outcomes for children and families. Yet, participation by those who ‘ought’ to attend was and remains a focus of concern. Using the work of Foucault, this paper explores parental participation in two Centres to examine how ‘government operates at a distance’, through the everyday interactions of those who inhabit these spaces. In exploring micro‐practices, the humble cup of tea can be seen, not only as a small act of caring but a site of power and struggle over what these spaces meant to parents and practitioners. [ABSTRACT FROM AUTHOR]

This randomised controlled trial examined the feasibility of enhancing relationship functioning in couples during the transition to parenthood through the development and delivery of a low-intensity antenatal intervention. The 2-h psycho-educational programme marks the first of its kind to be trialled in the UK and was delivered as an adjunct to existing antenatal classes provided through the National Health Service. A cluster randomised design was used as antenatal classes rather than participants were randomly allocated to either treatment condition. Feasibility was assessed on the basis of pragmatic delivery and acceptability of the intervention. Data from 47 participants who received the intervention and 36 participants who did not was then compared to provide a preliminary indication of its effectiveness. Outcomes were assessed in terms of relationship satisfaction, couple communication and psychological distress. The intervention appeared feasible in terms of pragmatic delivery, rates of uptake and attendance at sessions. Participant evaluation forms also indicated that people were reasonably satisfied with the intervention and would recommend it to friends. Three significant phases × condition interactions were indicated using mixed-methods analyses of variance (ANOVAs); women in the intervention condition reported significantly less deterioration in relationship satisfaction ( F(1, 44) = 3.11; p = 0.021; eta = 0.07), while men in the intervention condition reported significantly less deterioration in couple communication ( F(1, 35) = 2.59; p = 0.029; eta = 0.08) and significant improvement in their experience of psychological distress (adjusted z = 1.99; p = 0.023; Cohen's d = 0.47). These positive preliminary indicators lend support to future large-scale investigation. [ABSTRACT FROM AUTHOR]

Background Amid concern about the reach and inclusivity of parenting interventions, attempts have been made to culturally adapt programmes for specific ethnic or linguistic groups. This paper describes a novel approach of the religious adaptation of a parenting programme, namely the Family Links Islamic Values course. Methods A small-scale qualitative process evaluation was conducted on one Family Links Islamic Values course for Muslim fathers in the South of England in order to describe the intervention as implemented and its theory of change, as well as the acceptability of the programme to the participants. The data consisted of 13 semi-structured interviews (10 with parents and three with staff), 25 h of observation and reading of programme manuals. Results A logic model is presented to describe the theoretical basis of the intervention. The programme was highly acceptable to fathers who valued the integration of religious teachings and were generally very positive about their experience of attending the course. Post-course interviews with both fathers and mothers mentioned some positive changes in fathers as a result of their attendance. Conclusions It is important to be responsive to the needs of some British Muslims for religiously credible interventions. This small-scale process evaluation needs to be followed by a robust evaluation of programme outcomes for parents and children. [ABSTRACT FROM AUTHOR]

How integration of statutory and voluntary children's services can occur is the focus of this paper and is theorised using ‘embeddedness’ theory. The paper considers strategies utilised by practitioners in integrated Children's Centres in one English Local Authority to engage children and families identified as requiring enhanced (targeted) services. The service comprised free early education for two year olds and bespoke packages of family support aimed at improving parenting practice, improved safeguarding and contributing to greater self-efficacy for parents and carers. The findings indicate the importance of, and often lack of, ‘embeddedness’ in local communities and within statutory and non-statutory services and propose this as a barrier to the most disadvantaged families participating in services. [ABSTRACT FROM AUTHOR]

The article focuses on First Steps, a postnatal group launched by health visitors to help new parents in Walsall, England in dealing with the challenges posed by the transition to parenthood. Topics covered include the poverty rate in Walsall, the role of a family support worker in the program, and the issues tackled by the group such as perinatal mental health.

The Marlborough Family Education Centre (MFEC) uses a specific multi-family group approach with families where children exhibit (primarily) conduct problems and function poorly in school. Research indicates that failure to intervene with these children carries great potential cost to both the family and society. Outcomes for 50 families receiving intervention from the MFEC were compared with a control group of 28 who had access to a range of interventions, but not the multi-family group approach pioneered by the MFEC. Data on child and family social, emotional and behavioural functioning were collected at the point of referral, and at 6 and 12 months. Parents of children receiving support from the MFEC reported statistically and clinically significant improvements in their children that were maintained at 12 months whereas there was no change in the control group. In addition, measures of family functioning were fairly stable for the MFEC group, while the control group showed significant deterioration over the same time period. Other results were not significant. These findings are interpreted within the context of early intervention. The methodological limitations of the study are considered and suggestions for future research are outlined. [ABSTRACT FROM PUBLISHER]

Key Practitioner Messages SafeCare is a structured training programme for parents, developed in America for families where there were concerns about possible neglect or abuse., SafeCare has been implemented in six NSPCC sites. An evaluation is considering whether and how it can contribute to the prevention and amelioration of child neglect in the UK., The service development and early implementation experiences are outlined, including the varying practitioner responses to the implementation of a structured, manualised programme. [ABSTRACT FROM AUTHOR]

Purpose – Despite an increasing policy focus, routine outcome monitoring (ROM) is not common practice in UK children's services. This paper aims to examine whether it is feasible and valid to use measures from ROM of evidence-based parenting programmes (EBPPs) to assess the impact of services and to drive service improvements through feedback mechanisms. Design/methodology/approach – This is a secondary analysis of ROM measures collected from a London clinic offering EBPPs over five years. Demographic information from referrals was compared for attendees and non-attendees. Changes in parent reported child behaviour were measured using the Strengths and Difficulties Questionnaire (SDQ), and a Visual Analogue Scale (VAS). Findings – No significant differences were found in socio-demographic characteristics of attendees and non-attendees. Statistically significant differences were found between pre- and post-scores on parent reported SDQ scores and VAS concerns, as well as the SDQ Added Value Score. The data collected did not allow for investigation of a dose-response relationship between the level of attendance and any improvement made. Originality/value – This study illustrates that ROM can provide useful information about the impact of EBPPs in a particular clinical context. Demographic data could support service managers to evaluate reach and uptake while evidence of improvements can be communicated back to parents and support future funding bids. Incomplete data limited the inferences that could be drawn, and collaborations between research centres and clinics may be a way to optimise the use of ROM to drive service improvement and innovation. [ABSTRACT FROM AUTHOR]

The current study examined 12-month outcomes for girls enrolled in an implementation trial of Multidimensional Treatment Foster Care (MTFC) in England. In addition to examining changes from pretreatment to posttreatment, we also compared results for girls enrolled in the England implementation trial to girls enrolled in a randomized controlled trial (RCT) of MTFC in the United States. The England MTFC sample included 58 girls in foster care between the ages of 12 and 16 years. The U.S. MTFC intervention sample included 81 girls between the ages of 13 and 17 years who were referred to out-of-home care due to chronic delinquency. Results indicated improvement in offending, violent behavior, risky sexual behavior, self-harm, and school activities for girls enrolled in the England implementation trial. The effect sizes of these results were similar to those obtained in the U.S. RCT, with the exception of substance use, which showed significant decreases for girls enrolled in the U.S. RCT but not for girls enrolled in the England implementation trial. These results, in combination with other cross-cultural findings, support the notion that MTFC might be relevant across U.S. and European cultures. [ABSTRACT FROM AUTHOR]

Early universal preventive interventions have the potential to improve the parent--infant relationship. Getting it Right from the Start is a DVD and booklet given free to new parents to promote sensitive and responsive early parenting and infant communication. Parents in the local area were canvassed for their views and opinions as to what their needs and feelings were about infant mental health. The resource is based on evidence from research and clinical studies in infant development and infant mental health. A matched sample design evaluation study was conducted. A 'Baby Quiz' testing parents' knowledge of different areas covered in the DVD and booklet was given to parents in receipt of the materials and also to parents not yet in receipt of the resource. Results indicated that the mean number of correct responses to the quiz items was higher in the group receiving the DVD and booklet. The percentage of poor scorers in the group who received the DVD and booklet was almost half that of the control group, showing the effectiveness of this universal intervention. Getting it Right from the Start represents a simple, low-cost method of reaching parents during the perinatal period. [ABSTRACT FROM AUTHOR]

Purpose – Behavioural problems in childhood often lead to poor long-term outcomes, including increased risk of adult mental illness, unemployment, criminality and shorter life expectancy. Most parents of affected children ask for help, usually from teachers or general practitioners, but only a small minority go on to access well implemented evidence-based programmes of early intervention. A strong body of research demonstrates the effectiveness of these programmes, but much less is known about the practicalities of identification and referral which are among the key ingredients of good implementation. Design/methodology/approach – This paper adds to existing knowledge on these topics, drawing on a wider empirical study of the delivery of parenting programmes in this country, based on detailed case studies in four local areas and a national survey of parenting leads. Findings – Identification and referral is a complex process, requiring parents to acknowledge challenges in the management of a child's behaviour, overcome feelings of failure or stigma risking disclosure to professionals. It relies on professionals understanding the significance of what they see or hear, knowing where to refer families and having effective motivational skills to promote the willingness of parents to engage with programmes. Different perceptions of poor childhood behaviour delay access to appropriate help, particularly for those with severe problems. Referral pathways are often complex and not well understood by professionals in routine contact with families or working with high-risk groups. Originality/value – Although there is a strong body of research outlining what works to promote better outcomes for children with early behavioural difficulties, there is less detailed understanding of identification, help seeking and "real world" barriers preventing parents and children benefitting from effective parenting support. [ABSTRACT FROM AUTHOR]

Purpose – The Helping Children Achieve study is a randomised controlled trial designed to test the effectiveness of parenting interventions for children at risk of anti-social behaviour. The paper aims to examine the challenges in recruitment to the HCA trial. Design/methodology/approach – The study is on-going and is being conducted at two sites: an inner city London borough and a city in the South West of England. In total, 395 participants consented to participate in the trial; 325 were assessed at baseline and 215 met the criteria and agreed to take part. Recruitment used population screens and referrals. Findings – The screening procedure was more labour intensive but attracted greater numbers, including many parents who might not otherwise have sought help and included many families from disadvantaged backgrounds. The referrals included those with more serious problems and a higher proportion engaged with the service. Recruitment rates were lower in the London site due to ineligibility and greater difficulty in accessing schools. Retention in the two areas was similar. Originality/value – The study provides data on recruitment challenges and lessons learned that could help formulate future policy regarding service delivery. Also of value is the finding that it is possible to conduct population screens in very deprived, multi-ethnic areas and to get high rates of return. [ABSTRACT FROM AUTHOR]

The article presents a study which evaluates three evidenced-based violence prevention programmes delivered in public systems in Birmingham, England. The programmes include the Incredible Years BASIC, the Providing Alternative Thinking Strategies (PATHS) and the Level Four Group Triple-P parenting programme. According to the study, modest improvements in emotial health and behavioural development were noted in the PATHS programme.

This article considers how the arts can be used in research with service users as a critical praxis that fits with the ethos of social work research. It discusses a research project that took place at a Sure Start programme in North West England, UK. Sure Start is a government initiative working with families with pre-school-age children in the most socially and economically disadvantaged areas of the country. The project recruited local, working-class mothers to carry out research into the effectiveness of the programme and into their contemporaries’ experiences of parenting, often in poverty. It employed drama as a means of communicating the research findings, involving local mothers in constructing and performing two plays. One play took the form of an ‘ethnodrama’, whilst the other was influenced by pantomime. The paper looks at the context for applying this methodology and discusses the process of doing so. It then moves on to consider the success of the project, looking at various means of assessing the quality of arts-based research, which include the pleasure and enjoyment it brings. It concludes with the voices of some of the participants and their reflections on the process. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper describes a project undertaken by family centre staff, drawing on the ideas of the Marlborough Family Service in using multi-family groups as part of their parenting assessments. Child protection assessments are complex and have a far reaching effect on the lives of vulnerable children; practitioners can carry the burden of assessing parents' capacities to meet their children's needs without adequate supervision or support. Our project was developed following the implementation of a new policy, the Public Law Outline, requiring parenting assessments to be completed within a 40-week time frame. We were concerned that this would not afford the opportunity to develop a sufficient relationship with families to provide a thorough assessment. The paper describes the incorporation of multi-family days into the parenting assessments and the effect of this work on clients and practitioners. This paper is a practice paper, rather than a formal evaluation, and describes a project in which family centre workers sought to provide a model of assessment based on working as part of a team, managing uncertainty and valuing the opportunity to develop a relationship with clients in order to make an assessment. [ABSTRACT FROM AUTHOR]

The changes that young people experience during early adolescence increase the risk that they may not reach their full potential. Poor parenting skills and an adverse family environment exacerbate existing behavioural problems and often result in academic failure. There is an expanding body of research supporting the important role of parents, family and community in determining young people's academic success in school. Parent and family-mediated interventions that target parenting skills have been shown across multiple intervention studies to be the most effective for reducing risk behaviour and preventing the development of later problem behaviour in adolescence. This article reports on the implementation of one such family intervention - the SFP10-14 (UK) - in a school in the north of England. It suggests a number of ways that practitioners working in the community can engage with families through family-mediated interventions to promote academic success in early adolescence. [ABSTRACT FROM AUTHOR]

Background: Efficacious parenting interventions are under-utilised in mainstream services. Empowering Parents, Empowering Communities (EPEC) aims to increase community access to effective parenting support through a peer-led manualised intervention. Method: Training outcomes, clinical effectiveness and acceptability of EPEC were evaluated using a pre-post cohort design. Data were collected from trained peer facilitators ( n=31) and parenting group participants ( n=73). Results: Peer facilitators demonstrated significantly increased knowledge of and confidence in delivering parenting groups. Parents attending groups reported improvements in child behaviour and parenting stress, and high satisfaction. Conclusions: Early evidence suggests that EPEC may be an effective and acceptable service model in socially disadvantaged communities. [ABSTRACT FROM AUTHOR]

Background: This paper reports on outcomes for the Incredible Years (IY) parent programme with parents of 8-13 year olds. Method: The sample consisted of 280 parents of children at risk of adolescent antisocial behaviour, mean age 10.3 years. Results: Paired t tests for both the per protocol (t(113) = 8.41, p < .001) and intention-to-treat (t(258) = 7.37, p < .001) data found significant improvements in child behaviour problems (ECBI). Statistically significant improvements were also found for parental depression and parenting skills. Conclusions: The Incredible Years School Aged programme is effective in improving child behaviour, parenting competencies and parental mental health with parents of youngsters aged 8-13 years. [ABSTRACT FROM AUTHOR]

The predictive validity of the Health Belief Model (HBM) and the Theory of Planned Behaviour (TPB) were examined in relation to ‘intention to attend’ and ‘actual attendance’ at a universal parent-training intervention for parents of children with behavioural difficulties. A validation and reliability study was conducted to develop two questionnaires (N = 108 parents of children aged 4—7).These questionnaires were then used to investigate the predictive validity of the two models in relation to ‘intention to attend’ and ‘actual attendance’ at a parent-training intervention ( N = 53 parents of children aged 4—7). Both models significantly predicted ‘intention to attend a parent-training group’; however, the TPB accounted for more variance in the outcome variable compared to the HBM. Preliminary investigations highlighted that attendees were more likely to intend to attend the groups, have positive attitudes towards the groups, perceive important others as having positive attitudes towards the groups, and report elevated child problem behaviour scores. These findings provide useful information regarding the belief-based factors that affect attendance at universal parent-training groups. Possible interventions aimed at increasing ‘intention to attend’ and ‘actual attendance’ at parent-training groups are discussed. [ABSTRACT FROM PUBLISHER]

Evidence-based parenting programmes have been made increasingly available at the local level during the 2000s. This paper explores the development of policy, particularly in relation to the extension of the reach of parenting programmes, and examines their implementation. The most popular programmes were developed in the US and Australia, and are expensive for local authorities to offer. The last Labour government hoped that choice of evidence-based programmes would ensure value for money. However, this study of implementation in five local authorities raises questions regarding problems of implementation in a very different service context: of parent ‘selection’ in what has become a universal service, and of the selection, training, supervision and quality of staff. [ABSTRACT FROM AUTHOR]

There is relatively little evidence about the effectiveness of parent-training programmes for children with autism spectrum conditions (ASCs). Here we evaluate a programme developed to fill a gap in the provision of parent interventions after EarlyBird, which is only available for parents of pre-school ASC children. This programme (ASCEND) has now been running for five years. Questionnaires were used to evaluate seven consecutive 11-session programmes from 2004 to 2007, involving 79 parents representing 58 children. We measured satisfaction ratings in all seven groups; the latter five groups (59 parents representing 44 children) were given Developmental Behaviour Checklists (DBCs) and parental knowledge questionnaires pre- and post-course. Eighty-eight per cent of respondents found the course useful or very useful while parental knowledge and skills improved significantly across a range of learning outcomes. DBC scores showed significant changes post-course for total problem behaviours and disruptive/antisocial behaviours, with a trend towards reductions in anxiety as reported by parents. Changes in behaviour scores moderately correlated with specific learning items relating to improved skills in behaviour management. This preliminary evaluation suggests that the course produces positive outcomes in terms of parent satisfaction, parent learning and perceived changes in child behaviour, although further independent analysis is required in the form of a randomized controlled trial. [ABSTRACT FROM PUBLISHER]

The Fostering Attachments Group (Golding, 2006) is a group intervention combining social learning theory and attachment theory to inform the parenting of looked after children who present a wide range of emotional and behavioural difficulties. Evaluations to date have consistently found high rates of satisfaction from participants and a greater understanding of the child's needs, but only limited impact on the child's behaviour. Identifying the mechanisms of change in these well-received groups, Ben Gurney-Smith therefore, seems important. Ben Gurney-Smith, Charlotte Granger Anna Randle and Jenny Fletcher report on a novel evaluation of this group using, for the first time, a mixed group of foster carers and adoptive parents, with measures repeated at pre-, post- and three- month follow-up, and consistent with both theoretical models. The group was rated highly for satisfaction and sustained improvements were found in the caregiver's understanding and the perceived difficulties of the child. Significant positive and sustained changes were found in specific behavioural difficulties named by the caregiver, the child's hyperactivity and in the caregiver's mind-mindedness when they perceived a break in the relationship with their child. The study supports the use of measures capturing change over time in both the child and caregiver, which are consistent with both theoretical approaches used within the group. [ABSTRACT FROM AUTHOR]

Background: The NIPPERS (Nursery Intervention Project for Parents & Education Related Services) was a novel community psychology service based in nursery settings in socio-economically disadvantaged, inner-city areas in London. Method: The service included consultation work with nursery staff, structured parenting groups and individual sessions for parents. Results: The delivery of the clinical service and research evaluation underwent several changes in the first phase of the project, in particular to ensure that the service was acceptable and accessible to families and staff. Although take-up of community services was higher than in the local clinic-based services, it was not taken up by some 40% of parents. Due to the allocation design, it was not possible to measure the effectiveness of the intervention. Conclusions: The NIPPERS service was successful in delivering a community child psychology service to families with high levels of early child behavioural problems at high risk for continuing difficulties. [ABSTRACT FROM AUTHOR]

Background: There is a need for further development and evaluation of group-based parent- training interventions for parents of children with disabilities. This paper describes interventions delivered in two areas of Greater Manchester. Method: The process and content of an approach designed for parents of children with learning disabilities and autistic spectrum disorders is described. Results: Clinical outcome data for 22 parents/carers are presented. Client feedback about the course is also reported. Conclusions: The data suggest that this intervention is effective in reducing the frequency and impact of children’s challenging behaviours, and improving parental psychological well-being. More rigorous and extensive evaluation is required. [ABSTRACT FROM AUTHOR]

This paper describes the conception, planning, implementation and evaluation of an access programme arising out of an innovative collaboration between two charities, Straight Talking and the National Childbirth Trust. The access programme was designed at the request of a group of young mothers who had finished compulsory education and subsequently worked with the Straight Talking organisation, facilitating discussion with students in Years 10 and 11 about teenage pregnancy and parenting. The mothers wanted to acquire further academic, reflective and facilitation skills with a view to enrolling on the Diploma-level antenatal education programme run by the National Childbirth Trust and validated by the University of Bedfordshire. The mothers hoped that they might ultimately work as antenatal teachers with pregnant teenagers and other groups of pregnant women and their families in southwest London. [ABSTRACT FROM AUTHOR]

The Healthy Child Programme includes an antenatal contact with the health visitor between 28 and 36 weeks gestation. In South Sedgemoor, health visitors had previously run an antenatal parenting session as part of the parentcraft education provided by the midwives. This had stopped due to a number of reasons. The decision was made to survey expectant parents to determine their views on how best this antenatal contact with the health visitor could be achieved. Sixty-six questionnaires were handed out and 73% responded. It was evident from the findings that the vast majority of parents questioned (82%) wanted individual face-to-face to contact with health visitors and midwives, with only 27% wanting to attend a small group. There was a clear request that this contact was to be done in the surgery (59%), although 36% felt that home or the children's centre would be an appropriate place. The parents mostly felt that the best time for this to happen would be during the day (48%) or at the weekend (30%). This small survey shows how important it is for individual health visiting teams to identify the antenatal needs of their clients in each locality and to listen to what they want. [ABSTRACT FROM AUTHOR]

Although living standards have increased in the past 40 years, children's behaviour problems have become worse. Good parenting can help by maximising children's potential and promoting resilience. Effective programmes are available that improve parenting, but unfortunately ineffective approaches are still used widely. A new National Academy for Parenting Practitioners has been set up in England, which offers free training in evidence-based interventions and conducts research to increase their effectiveness. [ABSTRACT FROM AUTHOR]

Imperial College Healthcare NHS Trust is the country's first organisation to distribute 'baby boxes' to new mothers, offering support and education around the birth of their baby. [ABSTRACT FROM AUTHOR]

Background: Obesity and caries are common conditions in childhood and can have significant implications on children's wellbeing. Evidence into their association remains conflicting. Furthermore, studies examining the ssociation between obesity and caries commonly focus on individual-level determinants. The present study aimed to examine the association between obesity and caries in young English children and to determine the impact of deprivation and area-level characteristics on the distribution of the two conditions.Methods: This was a cross-sectional study among children in Plymouth city aged four-to-six years. Anthropometric measurements included weight and height (converted to Body Mass Index centiles and z-scores), and waist circumference. Caries was assessed by using the sum of the number of teeth that were decayed, missing or filled. A questionnaire was used to obtain information on children's demographic characteristics, oral hygiene, and dietary habits. The impact of deprivation on anthropometric variables and caries was determined using Linear and Poisson regression models, respectively. Multiple logistic regression was used to assess the association between different anthropometric measures and caries. Logistic regression models were also used to examine the impact of several demographic characteristics and health behaviours on the presence of obesity and caries.Results: The total sample included 347 children aged 5.10 ± 0.31 (mean ± SD). Deprivation had a significant impact on caries and BMI z-scores (p < 0.05). Neither BMI- nor waist circumference z-scores were shown to be significantly associated with dental caries. Among the neighbourhood characteristics examined, the percentage of people dependent on benefits was found to have a significant impact on caries rates (p < 0.05). Household's total annual income was inversely related to caries risk and parental educational level affected children's tooth brushing frequency.Conclusions: No associations between any measure of obesity and caries were found. However, deprivation affected both obesity and caries, thus highlighting the need to prioritise disadvantaged children in future prevention programmes. [ABSTRACT FROM AUTHOR]

The article discusses the role of health visitors (HVs) in infant mental health (IMH). It mentions the importance of attachment relationship and early intervention in preventing the development of mental health problems, initiatives of the Infant Mental Health Service (IMHS) under which HVs work with parents at risk of attachment difficulties, undergo training for infant neurodevelopment, attachment theory and caregiver support and provide referral service, and consultation services for HVs.

The article deals with the success of the Think Twice--Every Day Counts, a health-related absence project launched by the North East Community Improvement Partnership in Portsmouth, England. The project is aimed at addressing the issue of high student sickness absence rates. As part of the project's first tier approach, nurse Karin Downer developed the pocket guide "Should My Child Go to School Today?" A daily drop-in clinic was also started, along with a telephone service. INSET: How the project works.

The article presents a comparison of the findings of the survey concerning sudden infant death syndrome (COT) conducted by the Foundation for the Study of Infant Deaths (FSID) in Great Britain between 2001 and 2010. It reveals the continued drop of COT deaths in the country, however, the FSID points out that half of its number could have been prevented if parents followed the Reduce the Risk advice. It also provides good practices suggestions for community practitioners to follow.

The article discusses the pregnancy preparations before and after delivery. It explores the training programme and framework for pregnant women titled "Parenting: Birth and Beyond" developed by the Department of Health. The framework provides evidence that parents value information and support during their transition from pregnancy to parenthood and early childhood.

The article provides updates on child psychology and parenting in Great Britain as of October 2014 including the second quarter 2013 under-18 conception data published by the Office for National Statistics, a short poll by children's charity National Children's Bureau on the issue of school-based health provision in promoting children's health, and the launch of National Wings Day by educational charity WAVE Trust that aims to end child abuse maltreatment.

The article offers news briefs elated to health care in Great Britain including the NSPCC's offer of free copies of some of its parenting advice leaflets, a finding by a charity that huge numbers of children in poverty are missing out on free school meals and Education Minister for Wales' unblocking of social networking websites in schools.

This article reports on the healthcare advice and resuscitation training offered by nurses to parents and carers of children and young people from Sussex, England, in 2011.