Policies are Needed to Increase the Reach and Impact of Evidence-Based Parenting Supports: A Call for a Population-Based Approach to Supporting Parents, Children, and Families.


Journal

Child psychiatry and human development
ISSN: 1573-3327
Titre abrégé: Child Psychiatry Hum Dev
Pays: United States
ID NLM: 1275332

Informations de publication

Date de publication:
06 2023
Historique:
accepted: 14 12 2021
medline: 1 5 2023
pubmed: 7 1 2022
entrez: 6 1 2022
Statut: ppublish

Résumé

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.

Identifiants

pubmed: 34989941
doi: 10.1007/s10578-021-01309-0
pii: 10.1007/s10578-021-01309-0
pmc: PMC8733919
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

891-904

Informations de copyright

© 2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

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Auteurs

Frances L Doyle (FL)

School of Psychology, Faculty of Science, The University of Sydney, Sydney, NSW, Australia. f.doyle@westernsydney.edu.au.
School of Psychology, The MARCS Institute for Brain Behaviour and Development, Transforming Early Education and Child Health (TeEACH) Research Centre, Translational Health Research Institute, Western Sydney University, Sydney, NSW, Australia. f.doyle@westernsydney.edu.au.

Alina Morawska (A)

Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD, Australia.

Daryl J Higgins (DJ)

Institute of Child Protection Studies, Australian Catholic University, Melbourne, VIC, Australia.

Sophie S Havighurst (SS)

Mindful: Centre for Training and Research in Developmental Health, The University of Melbourne, Melbourne, VIC, Australia.

Trevor G Mazzucchelli (TG)

School of Psychology, Curtin University, Perth, WA, Australia.
School of Psychology, The University of Queensland, Brisbane, QLD, Australia.

John W Toumbourou (JW)

Centre for Social and Early Emotional Development, Deakin University, Geelong, VIC, Australia.

Christel M Middeldorp (CM)

Child Health Research Centre, The University of Queensland, Brisbane, QLD, Australia.
Child and Youth Mental Health Service, Children's Health Queensland Hospital and Health Service, Brisbane, QLD, Australia.

Carys Chainey (C)

Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD, Australia.

Vanessa E Cobham (VE)

School of Psychology, The University of Queensland, Brisbane, QLD, Australia.
Child and Youth Mental Health Service, Children's Health Queensland Hospital and Health Service, Brisbane, QLD, Australia.

Paul Harnett (P)

School of Criminology and Criminal Justice, Griffith University, Brisbane, QLD, Australia.

Matthew R Sanders (MR)

Parenting and Family Support Centre, School of Psychology, The University of Queensland, Brisbane, QLD, Australia.

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