Level 4 Group Triple P is a parenting intervention for parents with concerns about their child’s behaviour. It is delivered by a Triple P practitioner who typically has training in psychology or social work. Groups of up to 12 parents attend five two-hour group sessions over eight weeks where they learn strategies for encouraging positive child behaviour and implementing age-appropriate discipline.
The information above is as offered/supported by the intervention provider.
3 to 7 years old
Group
Level 4 Group Triple P is part of the Triple P multilevel system of family support and is specifically for parents with concerns about the behaviour of a child under 12 years old.
Groups of up to 12 parents attend eight sessions delivered over an eight-week period by a trained Triple P practitioner (most frequently a psychologist). The sessions include five two-hour group meetings, as well as three individual telephone consultations lasting 15 to 30 minutes each.
During the sessions, parents are introduced to 17 strategies for encouraging positive child behaviour and enforcing age-appropriate discipline. Ten of the strategies are designed to promote children’s competence and development (i.e. quality time; talking with children; physical affection; praise; attention; engaging activities; setting a good example; Ask, Say, Do; incidental teaching; and behaviour charts), and seven strategies are designed to help parents manage misbehaviour (i.e. setting rules; directed discussion; planned ignoring; clear, direct instructions; logical consequences; quiet time; and time-out). Parents are also introduced to a six-step planned activities routine to enhance the generalisation and maintenance of skills promoted during the sessions.
Parent learning is supported through role-play exercises, homework exercises, and discussions involving videotaped examples of effective parenting strategies.
0 to 12 years old
Parents with concerns about their child’s behaviour.
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Challenging child behaviours during preschool and primary school increase the risk of behavioural problems in adolescence.
Science-based assumption
Effective parenting behaviours help children better regulate their own behaviour and reduce the risk of child behavioural problems becoming increasingly problematic over time.
Science-based assumption
Higher levels of family stress and disadvantage can increase the risk of child behavioural problems.
Intervention
Parents learn:
Age-appropriate expectations for their child
Strategies for establishing predictable family routines
Strategies for promoting positive parent–child interaction through non-directive play
Strategies for reinforcing positive child behaviour through labelled praise
Strategies discouraging challenging child behaviour through age-appropriate discipline.
Short-term
Parents implement effective parenting strategies in the home
Parents’ confidence increases
Parent–child interaction improves.
Medium-term
Children’s self-regulatory capabilities and behaviour improves.
Long-term
Children are at less risk of antisocial behaviour in adolescence
Children are more likely to engage positively with others.
Parents with a child between 0 and 12 years old who have concerns about their child’s behaviour.
Level 4 Group Triple P is delivered by a Triple P practitioner in five sessions of approximately two hours’ duration to groups of up to 12 families. An additional three sessions (between 15 and 30 minutes each) are delivered to individual families via telephone.
Parents learn 17 different strategies for improving their children’s competencies and discouraging unwanted child behaviour.
Learning is supported through role-play exercises, homework exercises, and group discussions involving videotaped examples of effective parenting strategies.
The practitioner who delivers this intervention is a Triple P practitioner, who can come from a range of professions (e.g. family support worker).
The practitioner has three days of intervention training. This includes one day of pre-accreditation, and a half-day accreditation workshop (accreditation workshops are held over two days; practitioners attend in groups of five). Booster training of practitioners is not required.
It is recommended that practitioners are supervised by one host-agency supervisor, typically a master’s qualified psychologist or social worker.
Intervention fidelity is maintained through the following processes:
Fidelity monitoring.
Organisation: Triple P UK
Email address: contact@triplep.uk.net
Websites: www.triplep-parenting.net
www.triplep.net
https://pfsc-evidence.psy.uq.edu.au/
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
Triple P (Level 4) Group’s most rigorous evidence comes from two RCTs conducted in Hong Kong, consistent with Foundations’ L3 evidence strength criteria. Evidence from at least one level 3 study, along with evidence from other studies rated 2 or better qualifies Triple P (Level 4) Group for a 3+ rating.
Both studies identified statistically significant improvements in Group Triple P’s parents’ reports of their child’s behaviour (including in the intensity and frequency of behaviour problems), reduced emotional problems, and improved peer relationships in comparison to parents who did not receive the intervention.
Triple P (Level 4) Group can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome.
Reduced emotional problems
Post-intervention
Improvement index
Interpretation
Study
Reduced behaviour problems
Post-intervention
Improvement index
Interpretation
Study
Reduced frequency of disruptive behaviour
Post-intervention
Improvement index
Interpretation
Study
Reduced frequency of disruptive behaviour
Post-intervention
Improvement index
Interpretation
Study
Reduced intensity of disruptive behaviour
Post-intervention
Improvement index
Interpretation
Study
Reduced intensity of disruptive behaviour
Post-intervention
Improvement index
Interpretation
Study
Reduced conduct problems
Post-intervention
Improvement index
Interpretation
Study
Reduced hyperactivity problems
Post-intervention
Improvement index
Interpretation
Study
Reduced peer problems
Post-intervention
Improvement index
Interpretation
Study
| Identified in search | 69 |
| Studies reviewed | 2 |
| Meeting the L2 threshold | 0 |
| Meeting the L3 threshold | 2 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 67 |
| Study design | RCT |
| Country | Hong Kong |
| Sample characteristics | 91 middle-class families living in Hong Kong with a child between 3 to 7 years old |
| Race, ethnicities, and nationalities | Chinese |
| Population risk factors | Not reported |
| Timing |
|
| Child outcomes |
|
| Other outcomes |
|
| Study rating | 3 |
| Citations | Leung, C., Sanders, M. R., Leung, S., Mak, R. & Lau, J. (2003) An outcome evaluation of the implementation of the Triple P-Positive Parenting Program in Hong Kong. Family Process. 42 (4), 531–544. |
| Study design | RCT |
| Country | Hong Kong |
| Sample characteristics | 91 middle-class families living in Hong Kong with preschool children (3 to 6 years old). |
| Race, ethnicities, and nationalities | Hong Kong Chinese |
| Population risk factors | Not reported |
| Timing |
|
| Child outcomes | Reduced child disruptive behaviour (Parent report) |
| Other outcomes | Reduced parenting stress (Parent report) |
| Study rating | 3 |
| Citations | Chung, S., Leung, C. & Sanders, M. R. (2015) The Triple P – Positive Parenting Program: The effectiveness of group Triple P and brief parent discussion group in school settings in Hong Kong. Journal of Children’s Services. 10, 1–14. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Aghebati, A., Gharraee, B., Hakim Shoshtari, M. & Gohari, M. R. (2014) Triple P-Positive Parenting Program for mothers of ADHD children. Iran J Psychiatry Behav Sci. 8 (1), 59–65.
Ashori, M., Afrooz, G., Arjmandnia, A., Pourmohamadreza-Tajrishi, M. & Ghobri-Bonab, B. (2015) The effectiveness of Group Positive Parenting Program (Triple-P) on the mother-child relationships with intellectual disability. Iran J Public Health. 44 (2), 290–291.
Au, A., Lau, K.-M., Wong, A. H.-C., Lam, C., Leung, C., Lau, J. & Lee, Y. K. (2014) The efficacy of a Group Triple P (Positive Parenting Program) for chinese parents with a child diagnosed with ADHD in Hong Kong: A pilot randomised controlled study. Australian Psychologist. 49 (3), 151–162.
Averdijk, M., Zirk-Sadowski, J., Ribeaud, D. & Eisner, M. (2016) Long-term effects of two childhood psychosocial interventions on adolescent delinquency, substance use, and antisocial behavior: A cluster randomized controlled trial. Journal of Experimental Criminology.
Bodenmann, G., Cina, A., Ledermann, T., & Sanders, M. R. (2008). The efficacy of the Triple P-Positive Parenting Program in improving parenting and child behavior: A comparison with two other treatment conditions. Behaviour Research and Therapy. 46 (4), 411–427.
Cann, W., Rogers, H. & Matthews, J. (2003) Family Intervention Services program evaluation: A brief report on initial outcomes for families. Australian e-Journal for the Advancement of Mental Health. 2 (3).
Chan, S., Leung, C. & Sanders, M. R. (2016) A randomised controlled trial comparing the effects of directive and non-directive parenting programmes as a universal prevention programme. J Child Serv. 11, 38–53.
Cina, A., Ledermann, T., Meyer, J., Gabriel, B. & Bodenmann, G. (2004).Triple P in der Schweiz: Zufriedenheit, Akzeptanz und Wirksamkeit [Triple P in Switzerland: Satisfaction, acceptance, and effectiveness]. Institute for Family Research and Counseling, University of Fribourg, Switzerland.
Crisante, L. & Ng, S. (2003) Implementation and process issues in using Group Triple P with Chinese parents: Preliminary findings. Australian e-Journal for the Advancement of Mental Health. 2 (3).
de Graaf, I., Haverman, M., Onrust, S. & Tavecchio, L. (2009) Improving parenting and its impact on parental psychopathology: Trial of the Triple P Positive parenting program.
Dean, C., Myors, K. & Evans, E. (2003) Community-wide implementation of a parenting program: The South East Sydney Positive Parenting Project. Australian e-Journal for the Advancement of Mental Health. 2 (3).
Doyle, O., Delaney, L., O’Farrelly, C., Fitzpatrick, N. & Daly, M. (2017) Can Early Intervention Improve Maternal Well-Being? Evidence from a Randomized Controlled Trial. PLoS ONE. 12, e0169829. This reference refers to a randomised control trial, conducted in Ireland.
Eichelberger, I., Pluck, J., Hanish, C., Hautmann, C., Janen, N. & Dopfner, M. (2010) Effekte universeller Pravention mit dem Gruppenformat des Eltern-trainings Triple P auf das kindliche Problemverhalten, das elterliche Erziehungsverhalten und die psychische Belastung der Eltern. Zeitschrift fuer Klinische Psychologie und Psychotherapie. 39 (1), 24–32.
Eisner, M., Nagin, D., Ribeaud, D. & Malti, T. (2012) Effects of a universal parenting program for highly adherent parents: A propensity score matching approach. Prevention Science. 13 (3), 252–266.
Eisner, M., Ribeaud, D., Juenger, R. & Meidert, U. (2007) Die umsetzung von Triple P. [The implementation of Triple P] Fruehpraevention von Gewalt und Aggression: Ergebnisse des Zuercher Praeventions- und Interventionsprojektes an Schulen. [Early prevention of violence and aggression. Results from the Zurich prevention and intervention project at schools]. Zuerich: Ruegger Verlag
Fawley-King, K., Trask, E., Calderon, N. E., Aarons, G. A. & Garland, A. F. (2014) Implementation of an evidence-based parenting programme with a Latina population: Feasibility and preliminary outcomes. J Child Serv. 9 (4), 295–306.
Fives, A., Pursell, L., Heary, C., Nic Gabhainn, S. & Canavan, J. (2014) Evaluation of the Triple P programme in Longford and Westmeath. Retrieved from Athlone Frank, T. J., Keown, L. J. & Sanders, M. R. (2015) Enhancing father engagement and intraparental teamwork in an evidence-based parenting intervention: A randomized controlled trial of outcomes and processess. Behaviour Therapy.
Fujiwara, T., Kato, N. & Sanders, M. R. (2011) Effectiveness of Group Positive Parenting Program (Triple P) in changing child behavior, parenting style, and parental adjustment: An intervention study in Japan. Journal of Child and Family Studies. 20 (6), 804–813.
Gallart, S. C. & Matthey, S. (2005) The effectiveness of Group Triple P and the impact of the four telephone contacts. Behaviour Change. 22 (2), 71–80.
Glazemakers, I. (2012) A population health approach to parenting support: Disseminating the Triple P-Positive Parenting Program in the province of Antwerp (Unpublished doctoral thesis, Universiteit Antwerpen, Antwerp, Belgium).
Glazemakers, I. & Deboutte, D. (2013) Modifying the ‘Positive Parenting Program’ for parents with intellectual disabilities. Journal of Intellectual Disability Research.
Golley, R. K., Magarey, A. M., Baur, L. A., Steinbeck, K. S. & Daniels, L. A. (2007) Twelve-month effectiveness of a parent-led, family-focused weight-management program for prepubertal children: A randomized, control trial. Pediatrics. 119 (3), 517–525.
Guo, M. (2015) An evaluation of the Triple P – Positive Parenting Program with Chinese parents in mainland China with a look into the effects on children’s academic outcomes. The University of Queensland.
Hahlweg, K., Heinrichs, N., Kuschel, A., Bertram, H. & Naumann, S. (2010) Long-term outcome of a randomized controlled universal prevention trial through a positive parenting program: Is it worth the effort? Child & Adolescent Psychiatry and Mental Health. 4 (1–14).
Hedges, S. (2014) Jewish Family Service Positive Parenting Program: Evaluation report fiscal year 2013–2014.
Heinrichs, N., Hahlweg, K., Bertram, H., Kuschel, A., Naumann, S. & Harstick, S. (2006) Die langfristige Wirksamkeit eines Elterntrainings zur universellen Praevention kindlicher Verhaltensstoerungen: Ergebnisse aus Sicht der Muetter und Vaeter [Long term effectiveness of a parent training for universal prevention of child behavior disorders]. Zeitschrift fuer Klinische Psychologie und Psychotherapie. 35, 72–86.
Heinrichs, N., Hahlweg, K., Naumann, S., Kuschel, A., Bertram, H. & Stander, D. (2009) Universelle prävention kindlicher verhaltensstörungen mithilfe einer elternzentrierten maßnahme: Ergebnisse drei Jahre nach teilnahme [Universal prevention of child behavior problems with a parent training]. Zeitschrift für Klinische Psychologie und Psychotherapie: Forschung und Praxis. 38 (2), 79–88.
Heinrichs, N. & Jensen-Doss, A. (2010) The effects of incentives on families’ long-term outcome in a parenting program. Journal of Clinical Child & Adolescent Psychology. 39 (5), 705–712.
Heinrichs, N., Kliem, S. & Hahlweg, K. (2014) Four-Year Follow-Up of a Randomized Controlled Trial of Triple P Group for Parent and Child Outcomes. Prevention Science. 15 (2), 233–245.
Heinrichs, N., Kruger, S. & Guse, U. (2006) Der Einfluss von Anreizen auf die Rekrutierung von Eltern und auf die Effektivitaet eines praeventiven Elterntrainings [The effects of incentives on recruitment rates of parents and the effectiveness of a preventative parent training]. Zeitschrift fuer Klinische Psychologie und Psychotherapie. 35, 97–108.
Houlding, C., Schmidt, F., Stern, S. B., Jamieson, J. & Borg, D. (2012) The perceived impact and acceptability of group triple P positive parenting program for aboriginal parents in Canada. Children and Youth Services Review. 34 (12), 2287–2294.
Ireland, J. L., Sanders, M. R. & Markie-Dadds, C. (2003) The impact of parent training on marital functioning: A comparison of two group versions of the Triple P-Positive Parenting Program for parents of children with early-onset conduct problems. Behavioural and Cognitive Psychotherapy. 31(2)., 127–142.
Kelch-Oliver, K. & Smith, C. O. (2015) Using an evidence-based parenting intervention with African American Parents. The Family Journal: Counselling and Therapy for Couples and Families. 23, 26–32.
Kuschel, A., Heinrichs, N. & Hahlweg, K. (2009) Is a preventive parenting program effective in reducing a child’s externalizing behavior? European Journal of Developmental Science. 3 (3), 299–303.
Ledermann, T., Cina, A., Meyer, J., Gabriel, B. & Bodenmann, G. (2004) Die Wirksamkeit zweier Praeventionsprogramme zur Verbesserung elterlicher Kompetenzen und kindlichen Befindens (No. 163) [The effectiveness of two prevention programmes for the improvement of parental competencies and child wellbeing].
Leung, C., Fan, A. & Sanders, M. R. (2013) The effectiveness of a Group Triple P with Chinese parents who have a child with developmental disabilities: A randomized controlled trial. Research in Developmental Disabilities. 34, 976–984.
Leung, C., Sanders, M. R., Ip, F. & Lau, J. (2006) Implementation of Triple P-Positive Parenting Program in Hong Kong: Predictors of programme completion and clinical outcomes. Journal of Children’s Services. 1 (2), 4–17.
Lindsay, G. & Strand, S. (2013) Evaluation of the national roll-out of parenting programmes across England: The parenting early intervention programme (PEIP). BMC Public Health. 13 (1), 972.
Lindsay, G., Strand, S. & Davis, H. (2011) A comparison of the effectiveness of three parenting programmes in improving parenting skills, parent mental wellbeing and children’s behaviour when implemented on a large scale in community settings in 18 English local authorities: The parenting early intervention pathfinder (PEIP). BMC Public Health. 11, 962.
Little, M., Berry, V., Morpeth, L., Blower, S., Axford, N., Taylor, R. & . . . Tobin, K. (2012) The impact of three evidence-based programmes delivered in public systems in Birmingham, UK. International Journal of Conflict and Violence. 6 (2), 260–272.
Magarey, A. M., Perry, R. A., Baur, L. A., Steinbeck, K. S., Sawyer, M., Hills, A. P. & . . . Daniels, L. A. (2011) A parent-led family-focused treatment program for overweight children aged 5 to 9 years: The PEACH RCT. Pediatrics. 127 (2), 214–222.
Malti, T., Ribeaud, D. & Eisner, M. (2011) The effectiveness of two universal preventive interventions in reducing children’s externalizing behavior: A cluster randomized controlled trial. Journal of Clinical Child & Adolescent Psychology. 40 (5), 677–692.
Marryat, L., Thompson, L., Barry, S., McGranachan, M., Sim, F., White, J. & Wilson, P. (2014) Parenting Support Framework Evaluation: Year 1 Report. Masters, G., Gaven, S., Pennington, A., & Askew, L. (2011). Evaluation of the Implementation of Triple P in NSW. (Unpublished report).
Matsumoto, Y., Sofronoff, K. & Sanders, M. R. (2007) The efficacy and acceptability of the Triple P-Positive Parenting Program with Japanese parents. Behaviour Change. 24 (4), 205–218.
Matsumoto, Y., Sofronoff, K. & Sanders, M. R. (2010) Investigation of the effectiveness and social validity of the Triple P Positive Parenting Program in Japanese society. Journal of Family Psychology. 24 (1), 87–91.
McTaggart, P. & Sanders, M. R. (2003) The Transition to School Project: Results from the classroom. Australian e-Journal for the Advancement of Mental Health. 2 (3).
McTaggart, P. & Sanders, M. R. (2005) The transition to school project: A controlled evaluation of a universal population trial of the Triple P Positive Parenting Program. Unpublished manuscript.
Moharreri, F., Shahrivar, Z., Tehrani-doost, M. & Mahmoudi-Gharaei, J. (2008) Efficacy of the Positive Parenting Program (Triple P) for parents of children with Attention Deficit/Hyperactivity Disorder. Iranian Journal of Psychiatry. 3, 59–63.
Naumann, S., Kuschel, A., Bertram, H., Heinrichs, N. & Hahlweg, K. (2007) Förderung der elternkompetenz durch Triple P-Elternrainings [Promotion of parental competence with Triple P]. Praxis der Kinderpsychologie und Kinderpsychiatrie. 56(8), 676–690.
Noorbakhsh, S., Zeinodini, Z. & Rahgozar, F. (2014) Positive Parenting Program (3P) can reduce depression, anxiety, and stress of mothers who have children with ADHD. International Journal of Applied Behavioral Sciences. 1.
Onrust, S., de Graaf, I. & van der Linden, D. (2012) De meerwaarde van Triple P: Resultaten van een gerandomiseerde effectstudie van de Triple P gezinsinterventie bij gezinnen met meervoudige problematiek [The added value of Triple P: Results of a randomized clinical trial of the Triple P family intervention with families with multiple problems]. Kind en Adolescent, 33 (2), 60–74.
Penthin, R., Schrader, C. & Mildebrandt, N. (2005) Erfahrungen mit der deutschen Version des Triple P-Elterntrainings bei Familien mit und ohne ADHS-Problematik [Experiences with the German version of Triple P parent training with families with and without ADHS problems]. Zeitschrift fuer Heilpaedigogik. 5 (186–192)
Pouretemad, H., Khooshabi, K., Roshanbin, M. & Jadidi, M. (2009) The effectiveness of Group Positive Parenting Program on parental stress of mothers of children with Attention-Deficit/Hyperactivity Disorder. Archives of Iranian Medicine. 12 (1), 60–68.
Prinz, R. J., Sanders, M. R., Shapiro, C. J., Whitaker, D. J. & Lutzker, J. R. (2009) Population-based prevention of child maltreatment: The U.S. Triple P system population trial. Prevention Science. 10 (1), 1–12.
Propp, O., Müller, M. & Kliem, S. (2013) Erziehungstraining für eltern mit einer psychischen erkrankung—Eine pilotstudie [Educational skills training for parents with mental illness]. Zeitschrift für Klinische Psychologie und Psychotherapie: Forschung und Praxis. 42 (2), 118–126.
Reese, R. J., Slone, N. C., Soares, N. & Sprang, R. (2012) Telehealth for underserved families: an evidence-based parenting program. Psychological Services. 9 (3), 320–322.
Reese, R. J., Slone, N. C., Soares, N. & Sprang, R. (2015) Using telepsychology to provide a group parenting program: A preliminary evaluation of effectiveness. Psychological Services. 12 (3), 274–282.
Rivers, A. & Kerns, S. E. U. (2009) Triple P evaluation and final report. Retrieved from Thurston-Mason County Rogers, H., Cann, W., Cameron, D., Littlefield, L., & Lagioia, V. (2003). Evaluation of the Family Intervention Service for children presenting with characteristics associated with Attention Deficit Hyperactivity Disorder. Australian e-Journal for the Advancement of Mental Health. 2 (3).
Salmon, K., Dittman, C. K., Sanders, M. R., Burson, R. & Hammington, J. (2014) Does adding an emotion component enhance the Triple P−Positive Parenting Program? Journal of Family Psychology. 28 (2), 244–252.
Sanders, M. R., Ralph, A., Sofronoff, K., Gardiner, P., Thompson, R., Dwyer, S. B. & Bidwell, K. (2008) Every family: A population approach to reducing behavioral and emotional problems in children making the transition to school. Journal of Primary Prevention. 29 (3), 197–222.
Sanders, M. R., Ralph, A., Thompson, R., Sofronoff, K., Gardiner, P., Bidwell, K. & Dwyer, S. B. (2005) Every Family: A public health approach to promoting children’s wellbeing.
Schmidt, F. (2012) Effectiveness of Triple P services at the Children’s Centre Thunder Bay: Final Report for Years 2007 to 2011.
Schmidt, F., Chomycz, S., Houlding, C., Kruse, A. & Franks, J. (2014) The association between therapeutic alliance and treatment outcomes in a group triple p intervention. Journal of Child and Family Studies. 23 (8), 1337–1350.
Smith, G. (2014) A 15 year follow-up of the WA Triple P Trial.
Tellegen, C. L. & Johnston, E. (2016) A Service-Based Evaluation of the Effectiveness of an All-Day Group Triple P-Positive Parenting Program. Journal of Child and Family Studies.
Tully, L. A. & Hunt, C. (2016) A randomized controlled trial of a brief versus standard group parenting program for toddler aggression. Aggressive Behavior. 9999, 1–13.
Wakimizu, R. & Fujioka, H. (2015) Strengthening positive parenting through a 2-month intervention in a local city in Japan: evaluating parental efficacy, family adjustment, and family empowerment. European Journal for Person Centered Healthcare. 3.
Wakimizu, R., Fujioka, H., Iejima, A. & Miyamoto, S. (2014) Effectiveness of the group-based positive parenting program with Japanese families raising a child with developmental disabilities: A longitudinal study. Journal of Psychological Abnormalities in Children. 3, 1–9.
Winter, L., Morawska, A. & Sanders, M. R. (2011).The effect of behavioral family intervention on knowldege of effective parenting strategies. Journal of Child and Family Studies.
Zubrick, S. R., Ward, K. A., Silburn, S. R., Lawrence, D., Williams, A. A., Blair, E. & Sanders, M. R. (2005) Prevention of child behavior problems through universal implementation of a group behavioral family intervention. Prevention Science. 6 (4), 287–304.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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