Parenting & whole-family interventions for families with multiple & complex needs and children & young people (11-19)

For babies and children aged 0–10, there is evidence on the benefits of parenting interventions in improving both parenting and child outcomes. However gaps remain in our understanding of the extent to which interventions can improve outcomes for both young people and their parents. There is also a need to continue to explore interventions and practice elements that are effective in working with families experiencing adversities, and to find out what works in different contexts and for different groups of families.

We have commissioned Liverpool John Moores University to conduct a systematic review which aims to identify and describe:

• Parenting interventions which have been shown to be effective in improving child and parent outcomes within a context relevant to the UK’s children’s social care practice
• Practice elements that are shared by effective interventions and observed to contribute to intervention effectiveness, covering both content and delivery characteristics
• Evidence about for whom, and in which contexts, circumstances and combinations the identified interventions and practices have the highest likelihood of being effective
• Information relevant for the successful implementation of interventions, practices and programmes within the UK context.

This systematic review builds on a previously commissioned systematic review which informed insights for the Parenting Through Adversity Practice Guide (0–10).

The review will include studies which focus on parents or carers of young people and adolescents aged 11–19, who are defined as having more complex and multiple needs. All included studies will be either randomised controlled trials or cluster-randomised controlled trials, which must deliver an intervention where at least 50% of sessions or content is directed at parents, which aims to improve knowledge, skills or behaviours. In summary, the outcomes of interest focus on parenting skills and knowledge, adolescent behaviour and mental health.

Included literature is not restricted by country, however, the review will place importance on the applicability of findings to the UK context, particularly in relation to whether intervention/s can be implemented in the UK.

Taking into account equality, diversity, inclusion, and equity (EDIE) is crucial in this systematic review. To achieve this evidence will be mapped and coded using PROGRESS-Plus, as well as following guidelines set out by PRISMA-E.