Study ID

Aim

Content/delivery

Behavioural only

Bradley 2003

To evaluate the effects of a brief parenting programme on positive and negative parenting behaviours.

Brief behavioural parenting program consisted of three weekly 2‐hour group meetings with booster session 4 weeks after the third session. The intervention included video material (1‐2‐3 Magic) on managing difficult child behaviours, handouts and mutual support/problem solving work.

Cunningham 1995

To examine the efficacy of a large group‐based parenting programme as a means of increasing the accessibility of such programmes to parents of children with disruptive behaviour; to determine whether parenting programme improve parental sense of competence and decrease depressive symptoms.

Coping modelling problem‐solving parenting programme comprised 11‐12 weekly sessions, involving the formulation of solutions through the observation of videotapes, discussion, modelling and role play. Homework reviewed each week.

DeGarmo 2004

To evaluate changes in parent management and subsequently changes in child behaviour and maternal affects over time.

Parent Management Training (PMT) was a series of parent group meetings and discussion (14 weekly sessions). Interventionists made midweek telephone calls to encourage the participation.

The program included a 30‐minute video, and covered 5 theoretically based effective parenting practices (appropriate discipline, skill encouragement, monitoring, problem solving, and positive reinforcement).  Individual catch‐up sessions offered to replace missed sessions; 10% participants had at least one individual session.

Gallart 2005

To evaluate the effectiveness of a parenting programme and assess the impact of  telephone contact sessions in developing positive relationships, in encouraging desirable behaviour, in teaching new skills and behaviours, and in managing misbehaviour.

The full Group Triple‐P program comprised four weekly 2‐hour group sessions and   four weekly follow‐up telephone calls. The programmes standard Facilitators Kit (leaders manual, AV materials, participants workbook) was used, plus a video (Every Parents Survival Guide).

The modified Group Triple‐P program is the standard programme delivered as four weekly 2‐hour group sessions but without the four follow‐up telephone contacts.

Gutierrez 2007 (behavioural)

To evaluate the efficacy of two parenting programmes in reducing perceived parental stress

Behaviourally‐based parenting programme (BPP)1‐2‐3 Magic Parenting Program included components on parents reactions to their child's misbehaviour, using time‐out, dealing with testing and manipulation, positive reinforcement, and preventing relapses. 

see below for description of Adlerian parenting program.

Compared two active parenting interventions with an attention placebo program and a wait‐list control group.

Each programme consists of eight 2‐hours‐weekly sessions, delivered in Spanish.

Hanisch 2010

To evaluate the effects of a parenting programme on child behaviour, parenting practices, parent‐child interaction, and parent quality of life

Prevention Programme for Externalising Problem behaviour (PEP) consisted of ten weekly sessions (80‐120 minutes each).

The first three sessions focused on defining individual problem situations, introducing unspecific basic strategies.  The next three sessions thought participants the classical key strategies of behaviour modification.  Sessions 7 to 10 consolidated these strategies by working on common difficult parenting situations.  Individual homework assessments and telephone supervision were provided.

Hiscock 2008

To assess the effectiveness of a parenting programme in preventing early childhood behavioural problems

The Universal parenting programme comprised of three structured sessions, covering normal development and behaviour, strategies to increase desired behaviour, and strategies to reduce unwanted behaviour.  First session (child at 8 months) consisted of handouts; second and third sessions (child at 12 and 15 months) were 2‐hour group sessions. Training incorporated didactic teaching, written information, role play and video vignettes of appropriate parenting responses to childhood behaviours.

Joachim 2010

To assess the effectiveness of a brief parent training in preventing behaviour problems on shopping trips.

Brief, two‐hour, topic‐specific parent discussion group based on the Triple P‐Positive Parenting Program. Intervention entitled Hassle‐free Shopping was for parents looking for specific advice on how to manage their child's behaviour in the supermarket and how to prevent behaviour problems on shopping trips.

Irvine 1999

To evaluate the effectiveness of a parenting programme provided by non‐mental health providers who are more likely to be available in small communities.

Adolescent Transition Program was a stepwise, skill‐based curriculum designed to teach parenting skills. Content included: positive reinforcement, parental monitoring, limit‐setting, parent‐child communication, and problem solving.
12 weekly sessions (90 minutes‐2 hours each).  Skills discussed in group then practiced at home with group feedback the following week.

Martin 2003

To evaluate the effects of a parent training in managing parents successfully functioning at work, at home, and in their parenting role.

Work Place Triple‐P program (WPTP) consisted of four sessions (2 hours each), and four additional individual telephone consultations (15 to 30 minutes each).  It was designed specifically for delivering in the workplace and involved i) teaching parents 17 core positive parenting and child management strategy; ii) planning activities routine for times such as getting ready for work and arrival home from work; iii) active training methods such as video modelling, rehearsal, practice, feedback and goal setting 

Parents received copy of a workbook that included exercises for completion both in‐session and between sessions.

Matsumoto 2007

To evaluate the efficacy and acceptability of a parenting programme with Japanese parents in learning and practicing positive parenting skills

Triple P‐Positive Parenting Program comprised of five sessions (2‐hours each), and three telephone consultation sessions (20‐30 minutes each).  Active skills training methods were used to facilitate the development of a self‐regulatory framework for parents, involving modelling, role‐plays, feedback and the use of specific homework. All sessions conducted in Japanese by a Japanese accredited Triple P trainer.

Matsumoto 2010

To evaluate the efficacy and acceptability of a parenting programme with Japanese parents in Japanese society in learning and practicing positive parenting skills

Triple P‐Positive Parenting Program comprised of five sessions (2‐hours each), and three telephone consultation sessions (20‐30 minutes each).  Active skills training methods were used to facilitate the development of a self‐regulatory framework for parents, involving modelling, role‐plays, feedback and the use of specific homework. All sessions conducted in Japanese by a Japanese accredited Triple P trainer.

Morawska 2009

To assess the efficacy of a parenting program in enhancing parenting skills, and subsequently in improving the behavioural and emotional adjustment of their gifted child.

Gifted and Talented Group Triple P programme (based on the Group Triple P intervention) consisted of five weekly sessions (2 hours each), followed by three weekly telephone consultations (15‐minutes each), and a final 2 hours group session.  The program involved teaching parents core child management skills: i) promoting children's development, ii) managing misbehaviour, and iii) planned activities and routines

Niccols 2009

To evaluate the effectiveness of a parenting programme in preventing challenging behaviour of their child.

COPEing with toddler behaviour comprised eight weekly group sessions (2 hours each) and focused on parenting styles and strategies in preventing challenging behaviour for children in late infancy/toddlerhood. 

Odom 1996

To determine whether parent training would improve a mother's knowledge about ADHD and her feelings of competence and self‐esteem in using problem‐solving strategies.

Educational programme comprised five weekly sessions (60‐90 minutes each),   including information on the pathology of ADHD, its impact on family, the effects of stimulant medication, the meaning and development of a child's behaviour, enhancing positive mother‐child attention, time‐out, positive reinforcement, and the use of problem‐solving strategies.
Weekly written handouts compiled in a booklet.

Pisterman 1992a

To assess the effects of a parenting programme on parenting stress and sense of competence in parents of children with ADHD.

Parent training programme comprised twelve weekly sessions, including information on ADHD and instruction involving role‐play, modelling and homework assignments. Compliance training component differed slightly for Study 1 and Study 2.  Reading material and manuals provided for participants.

Pisterman 1992b

To evaluate whether a parent mediated behaviour intervention could ameliorate ADHD related deficits and behavioural problems.

Attention‐training treatment programme comprised twelve weekly sessions, including educational material and information about ADHD, compliance training (behaviour management) and attention training. Teaching methods includes modelling, role‐play, and individual feedback to videotaped interactions.

Sirbu 1978

To investigate the effectiveness of a behavioural parenting programme. To examine whether lecture/written materials/combination were differentially effective in teaching behavioural principles.

Behavioural parenting programme comprised five weekly sessions (2 hours each) and a This intervention was used in Group 1.  Group 2 received the same programme but without the text.  Group 3 received the text only plus the exercises.  Group 4 were a non‐intervention control group.

Turner 2007

To assess the impact of a culturally sensitive adaptation of parenting programme on parental skills, parental stress, anxiety and depression.

Triple‐P Positive Parenting Program, culturally adapted, comprised eight sessions:  i) one group introduction session, giving an overview of the program and establishing rapport within the groups (1.5‐2 hours); ii) four group sessions (2‐2.5 hours each); iii) two home‐based consultations (30‐40 minutes each); and iv) one final group session (1.5‐2 hours).  The intervention covers modelling, rehearsal, practice, feedback and goal setting, considering needs of Australian Indigenous families.

van den Hoofdakker 2007

To investigate the effectiveness of parenting training as adjunct to routine clinical care in enhancing parenting skills.                                                                                                                               

Behavioural Parenting Training (BPT) comprised twelve sessions (2 hours each).  The program covers the following parenting skills: i) structuring the environment, ii) setting rules, iii)  giving instructions, iv) anticipating misbehaviours, v) communicating, vi) reinforcing positive behaviour, vii) ignoring, viii) employing punishment, and  ix) implementing token system.  As a part of homework assignment, for each session parents read a chapter of a book written for this program (van der Veen‐Mulders et al, 2001); they also practice parental skills during each session, and wrote the reports.                                                       

Wang 2005

To evaluate the effects of a parenting program on the interactive skills of parents of children with autism.

Educational parenting program comprised four weekly sessions (4 hours each), supported by home visits (4 hours in total).  Training program included lectures, handouts, live modelling and group discussion, which was supported by individual home visits.  The purpose of the individual home visits was to observe the parent/child interaction in the natural environment and assist parents in applying the intervention strategies thought during group training.

Wolfson 1992

To evaluate the effectiveness of a parenting programme in promoting healthy, self‐sufficient sleep in infants; to test the hypothesis that parent training would reduce both stress and response to child wakefulness.

Behavioural parenting training comprised two prenatal sessions and two post‐natal sessions (1‐¹/₂ hours each).  Content included information on infant sleep and methods to assist in establishing early good sleep habits. Handouts, questions and answers, group discussion and problem‐solving strategy used.  Diaries and daily practice records completed and discussed.

Cognitive‐Behavioural Parenting Programme

Blakemore 1993

To evaluate the effectiveness of a parenting programme in enhancing the self‐directedness of children with ADHD and responsibility for their own behaviour.

Behaviour management parenting programme consisted of 12 weekly 2‐hour sessions delivered using a lecture format. Follow‐up (maintenance) sessions at 3‐ and 6‐months. Optional school consultation time offered.

Topics included the re‐framing of ADHD, behaviour management based on the use of various techniques, the grief cycle, communication skills, listening, acknowledging feelings, self‐esteem, and anger‐management.

Chronis 2006

To examine whether a parenting programme improve maternal functioning in terms of depressive symptoms, anxiety, self‐esteem, perceived stress and cognitions about child behaviour.

Maternal Stress and Coping Group Program was a modified version of the Coping With Depression Course Program (CWDCP), which increases its relevance for mothers of children with ADHD.  It comprised twelve weekly sessions, including four treatment models:   i) relaxing training, ii) increasing pleasurable activities, iii) cognitive restructuring, and iv) increasing social skills/assertiveness training.  Homework exercises that involved practising behavioural skills were completed.

Gammon 1991

To examine the effectiveness of a parenting programme in promoting coping skills in parents of children with developmental disabilities.

Coping Skills Training Programme consisted of ten 2‐hour weekly sessions, involving cognitive restructuring, interpersonal skills training, problem solving and individual goal attainment.  

Gardner 2006

To examine the effectiveness of a parenting programme in reducing child conduct problem, in enhancing positive parenting skills and confidence, and in decreasing parental depression

Webster‐Stratton Incredible Years intervention comprised a video‐based 14‐week group programme which teaches behavioural principles for managing behaviours using a collaborative, practical problem‐solving approach.  Topics included parent‐child play praise, incentives, limit‐setting, problem‐solving and discipline. Each week parents practice tasks at home. Telephone calls made to encourage progress.

Gross 1995

To evaluate the effectiveness of a parenting programme in promoting positive parent‐child relationships; to promote parental self‐efficacy.

Parent and Children Series (PACS) training programme for promoting positive parent‐child relationship consisted of 10‐weekly sessions, using manual, written materials and videos. Topics included:  how to play with a child, use of praise, limit setting, use of time‐out. Video‐tape vignettes used to model skills and stimulate discussion. Weekly homework assignments used.

Gross 2003

To evaluate the relative effectiveness of a parenting programme on parenting competence (higher parenting self‐efficacy, less reliance on coercive discipline strategies, and more positive parent behaviour)

Webster‐Stratton Incredible Years BASIC Programme comprised 12 weekly sessions (2 hours each).  Topics covered included child‐directed play, helping young children to learn, using praise and rewards, effective limit setting, handling misbehaviour and problem solving. Home work assignments were also used. The course was taught using video vignettes which were appropriate for toddlers.

Gross 2009

To evaluate the effectiveness of a parenting programme in improving parenting competence and child behaviour.

Chicago Parent Programme (CPP) comprised 12 weekly sessions, employing videotaped vignettes and group discussion.  The topics covered the concept of child‐centred time, helping young children to learn, using praise and rewards, effective limit setting, handling misbehaviour and problem solving.

Greaves 1997

To assess the effectiveness of a parenting programme in reducing parental stress in parents of children with disabilities.

Rational‐Emotive Parent Education programme comprised eight weekly sessions.    Content focused on core irrational beliefs and links with stress response. Programme thought the disputation of these beliefs and their replacement with rational beliefs. Teaching based on a didactic approach and included homework, completion of worksheets, and the distribution of a prepared summary sheet.

Hutchings 2007

To evaluate the effectiveness of a parenting programme as a preventative intervention for parents with children considered to be at risk of developing conduct disorder

Webster‐Stratton Incredible Years Basic parenting programme comprised twelve weekly sessions (2 to 2.5 hours each) and promoted positive parenting, using a collaborative approach (for example: role play, modelling, discussion, etc). 

Joyce 1995

To evaluate the effectiveness of a parenting programme in reducing levels of parent irrationality, negative emotions, and to assess whether the change in irrationality is correlated with changes in emotionality.

Rational‐Emotive based Parent Education programme comprised nine weekly sessions  Content focused on identifying and disputing parental irrational beliefs that lead to emotional stress; the reinforcement of rational beliefs; rational problem‐solving; teaching children rational personality traits.

Larsson 2009

To examine the efficacy of a parenting programme in reducing child conducts problems.

Webster‐Stratton Incredible Years Basic parenting programme consisted of twelve to fourteen weekly sessions (2 hours each), focusing on positive disciplinary strategies, effective parenting skills, strategies coping with stress, and ways to strengthen children's social skills.  Video vignettes for discussion, role play, rehearsals and home work assessments used.

Lipman 2005

To evaluate the effects of a community group‐based parenting programme on vulnerable single mothers in improving maternal wellbeing (mood, self‐esteem and social support) and parenting.

Social support and education parenting programme consisted of 10 weekly group sessions (1.5 hours each).  The program covered two thematic areas: i) child related area (for example: child development and behaviour, behaviour management, school involvement, child welfare agencies), and maternal area (for example: social isolation, stress and coping, personal care and development, relationships, grief).  Cognitive behavioural techniques and structured counselling were provided.

McGillicuddy 2001

To examine the effectiveness of a coping skill training programme for parents of substance‐abusing adolescents

Behavioural‐analytic parenting programme comprised eight weekly sessions (2 hours each).  Aims were to teach participants more effective skills for coping with problems resulting from their adolescent's substance abuse.

Nicholson 2002

To examine the effectiveness of a parenting programme with at‐risk parents of young children.

Psycho‐educational programme STAR (Stop Think Ask Respond) comprised 10 weekly sessions (1.5 hours each), employing 'segments' in which parents learned thoughtful ways to respond to children, how to have realistic expectations of children, and how to implement positive parenting and discipline strategies.

Nixon 1993

To examine the effect of a short‐term intervention to reduce self‐blame and guilt in parents of children with severe disabilities.

Cognitive‐behavioural parenting programme comprised five weekly sessions (2 hours each).  Content delivered using a lecture format. Homework assigned each week consisted of monitoring automatic thoughts, cognitive distortions, negative feelings, and attempts at cognitive restructuring. Sessions focused on the cognitive distortions that contribute to self‐blame and guilt in families of children with disabilities, and techniques to deal with such distortions.

Patterson 2002

To assess effects of a parenting programme delivered by health visitors in primary care in improving mental health of children and parents

Webster Stratton parenting programme comprised 10 weekly sessions (2 hours each).  The sessions included video vignettes of parent‐child interactions, group discussion, role play, rehearsal of parenting techniques, and home practice.

Spaccerelli 1992

To evaluate the additional benefit of providing a problem‐solving parenting intervention in improving parental and child behaviour.

Problem‐solving skills parenting training comprised 6 units (1 hour each), focusing on aspects of problem‐solving including: problem definition, goal setting, alternative solutions, and decision‐making.  This training was used as a supplement to a 10‐hour Parent and Children Series (PACS) programme based on the work of Webster‐Stratton.   Topics included how to play with a child, use of praise, limit setting, use of time‐out. Video‐tape vignettes used to model skills and stimulate discussion. Written materials and homework assignments used.   

Taylor 1998

To evaluate the effectiveness of parent training in reducing parental psychosocial difficulties and conduct problems in children.

Parent and Children Series (PACS) treatment intervention consisted of 11‐14 weekly sessions (2 ¼ each), using manual, written materials and videos.

Webster Stratton 1988

To compare different treatment modes in reducing parental stress and improving child behaviour.

GDVM: Group‐based video‐tape modelling parenting skills followed by discussion.  IVM: Weekly in‐clinic sessions for approximately 1‐hour viewing of self‐administered videotape without therapist or discussion.  GD: Weekly therapist‐led discussion sessions covering same topics as other groups.  All modes of delivery comprised 10‐12 weekly sessions (2 hours each). Content, sequencing and number of sessions constant between groups.  Topics covered play skills, praises, rewards, discipline and problem‐solving approaches

Other or multimodal

Fanning 2007

To investigate the feasibility, implementation, and potential effects of a parenting programme on positive changes in parenting stress and child behaviour.

Success in Parenting Preschoolers (SIP) programme consisted of 8 weekly group sessions, each lasted 2 hours. The programme included both language facilitation techniques and behaviour management strategies. The parents viewed 100 instructional pages, watched four video vignettes, and received weekly session outlines, handouts, and home reminder magnets highlighting specific parenting skills presented during that weekly session.  Additional weekly phone sessions were provided.  All group sessions were videotaped.  

Fantuzzo 2007

To evaluate the effectiveness of a community‐based intervention on enhancing pro‐social interaction and psychological wellbeing of urban, Head Start parents.

The COPE (Community Outreach through Parent Empowerment) intervention has two components: (a) informal support groups, and (b) implementation of the Parent as Change Agent for Self module. Involved 10 group‐training sessions (each ˜3 hrs) focusing on the relationship between stress and social support.  The 10 sessions had two main purposes: to identify major categories of stressful events for urban, African‐American Head Start parents, and to consider and discuss the ways in which friendships and various connections within the community can mitigate these stressors.

Farrar 2005

To examine the effect of a parenting intervention on parental stress scores.

A brief cognitively‐based group parenting training is a 30‐minute single‐session, which targeted mothers perception of a preschool‐age child. The session focused on shifting parent perception of the child.  Parents learned about the connection between thoughts, feelings and behaviours.

Duration of the training was in total 1.5 hours with questionnaire completion. Sessions were audio‐taped.

Attention‐placebo control group received information regarding [use of] developmentally appropriate books for preschool age children during 30 minutes. The session (1.5 hours) involved questionnaire completion.

Feliciana 2005

To examine the effects of a parenting programme on maternal sense of competency and stress

Active Parenting Programme was an educational programme and consisted of sessions (1¹/₂ hours each).  Content focused on understanding children's behaviour and misbehaviour, responsible parenting, effective communication and discipline, and developing responsibility in children. The training format used a variety of teaching techniques including lecture, videos, group discussion, and role‐play.

Gutierrez 2007 (Adlerian)

To evaluate the efficacy of two parenting programmes in reducing perceived parental stress

Adlerian‐based parenting programme (APP) is the Systematic Training for Effective Parenting (STEP) program which included components on understanding yourself and your child, beliefs and feelings, encouraging your child and yourself, listening and talking to your child and problem solving.

Each programme consists of eight 2 hour weekly sessions, delivered in Spanish.

Schultz 1993

To evaluate the effectiveness of a parenting programme in empowering parents to strengthen family resources.

Model based on a three‐tiered approach to developing personal coping and social support. Designed to strengthen interpersonal, intrapersonal and social resources by means of group work, discussion and didactic input. Topics included: family dynamics, loss and grief, communication and conflict resolution, networking and resource utilisation, stress management and relaxation skills.
12 2‐hourly sessions over 6 weeks.

Treacy 2005

To assess the effectiveness of a parenting programme in reducing parenting stress, and in improving parental mood, family functioning, parenting style, locus of control, and perceived social support of children with ADHD.

Parent Stress Management (PSM) training program comprised nine weekly sessions (2 hour each).  The program covered: Session 1: Orientation to the program and understanding stress; Session 2: Education about ADHD; Session 3: Rights and reasons; Session 4: Problem‐solving skills; Session 5: Cognitive restructuring; Session 6: Communication skills; Session 7: Self‐care skills; Session 8: Parenting skills; Session 9: Wrap‐up session.

Wolfe 2003

To evaluate the effects of a parenting programme in enhancing parent adaptive behaviour through emphasis on parental self‐reflection, social support and the emotional roots of children's misbehaviour and parenting stress.

Study 1 ‐ Counselling and social support parent programme.

Listening to Children (LTC) parent training comprised eight weekly sessions (2.5 hours each) and was based on re‐evaluation counselling.  It focused on the three core themes: recognising the effects of parents own childhood experience, spending special time with children, and understanding and handling children's emotions and upsets.   Each session involved in‐class activities, reading assignments, and homework projects built around those themes.