Child Welfare Information Gateway

Children’s Bureau/ACYF/ACF/HHS

1250 Maryland Avenue, SW

Eighth Floor

Washington, DC 20024

800.394.3366

Email: info@childwelfare.gov

https://www.childwelfare.gov

Parent Education to 

Strengthen Families 

and Reduce the Risk 

of Maltreatment 

ISSUE BRIEF

September 2013

Use your smartphone to 

access this issue brief online.

What’s Inside: 

• What the research shows

• Evidence-based and evidenceinformed programs

• Registry resources

• References 

Parent education can promote well-being 

and strengthen families and communities to 

prevent child abuse and neglect. The Child 

Abuse Prevention and Treatment Act (CAPTA), 

as reauthorized in 2010, identifies parent 

education as a core prevention service. A 

significant number of the Federal Children’s 

Bureau’s Community-Based Child Abuse and 

Neglect Prevention (CBCAP) grants fund 

parent education programs as stand-alone 

efforts or as part of more comprehensive 

prevention strategies. 
Parent Education to Strengthen Families and Reduce the Risk of Maltreatment https://www.childwelfare.gov

2

Parent education can be defined as any 

training, program, or other intervention 

that helps parents acquire skills to improve 

their parenting of and communication with 

their children in order to reduce the risk of 

child maltreatment and/or reduce children’s 

disruptive behaviors. Parent education may 

be delivered individually or in a group in 

the home, classroom, or other setting; it 

may be face-to-face or online; and it may 

include direct instruction, discussion, videos, 

modeling, or other formats (California 

Evidence-Based Clearinghouse [CEBC], n.d. 

& Centers for Disease Control and Prevention 

[CDC], 2009).

Successful parent education programs help 

parents acquire and internalize parenting 

and problem-solving skills necessary to 

build a healthy family. Research shows 

that effective parent training and family 

interventions can change parents’ attitudes 

and behaviors, promote protective factors, 

and lead to positive outcomes for both 

parents and children (Lundahl & Harris, 

2006). Protective factors include nurturing 

and attachment, knowledge of parenting and 

of child and youth development, parenting 

competencies, parental resilience, social 

connections (especially caring adults and 

positive peers), concrete supports for parents, 

social and emotional competence of children, 

involvement in positive activities, and other 

individual skills such as self-regulation and 

problem solving and relational skills (Child 

Welfare Information Gateway et al., 2013; 

Development Services Group, Inc., 2013).

This issue brief provides an overview of 

research regarding some key characteristics 

and training strategies of successful parent 

education programs for strengthening 

families and preventing child maltreatment. 

Information about selected evidence-based 

and evidence-informed parent education 

programs, including a list of registries that 

evaluate programs, also is provided. 

This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare 

Information Gateway. Available online at https://www.childwelfare.gov/pubs/issue_briefs/parented/

What the Research Shows

Practitioners will want to consider both 

program characteristics and specific training 

strategies when selecting a parent education 

program. Program characteristics refer 

to broader aspects of a program, such as 

theoretical grounding or how the program is 

structured, staffed, and evaluated. Training 

strategies refer to specific teaching methods 

that have been found to be effective in 

working directly with parents. 

Key Program Characteristics 

The following characteristics have been 

found to be strong predictors of program 

effectiveness: 

Strength-based focus. A large body of 

research supports the emphasis on family 

interventions and education programs that 

focus on family strengths and resilience 

instead of family weaknesses and problems. 

This approach reinforces existing protective 

factors to prevent the occurrence or 

recurrence of child abuse and neglect (Center 

for the Study of Social Policy [CSSP], 2003). 

Family-centered practice. Family-centered 

parent training programs focus on family skills 

training and family activities to help children 

and parents communicate effectively and take 

advantage of concrete social supports. Familycentered programs respect the traditions and 

values of the family and reflect the parents’ 

learning styles, preferences, and cultural 
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beliefs (Early Childhood Technical Assistance 

Center Workgroup, 2008). 

Individual and group approaches. A variety 

of factors—including costs, staffing, and 

program goals—may determine whether 

parent education is delivered through a 

home-based program or in a group setting. 

Individualized programs have been shown 

to be more effective than group programs 

with parents at high risk for child abuse 

and neglect; however, evidence suggests 

that a combination of individual and group 

training may be the most effective approach 

to changing parents’ attitudes about 

childrearing (e.g., use of corporal punishment, 

expectations about children’s competencies, 

beliefs about children’s responsibilities, etc.) 

(Lundahl , Nimer, & Parsons, 2012). 

Qualified staff. Program success is in large 

part dependent on qualified staff. Program 

staff should have a sound theoretical 

grounding as well as hands-on experience in 

the classroom or working with families and 

groups in different settings. Staff also should 

be able to provide culturally competent 

services consistent with the values of the 

family and the community. 

Targeted service groups. Learning is 

enhanced when the participants include a 

clearly defined group of people with common 

needs or identifying characteristics (Colosi & 

Dunifon, 2003). Identifying the special needs, 

traditions, and backgrounds of participants 

is key to developing and implementing an 

effective program that uses materials and a 

format matched to the families being served 

(Samuelson, 2010).

An ecological approach. Programs that 

consider the multiple influences that impact a 

family—such as community, school, extended 

family, work, finances, and more—have been 

shown to have more success (Samuelson, 

2010). This approach ties in with targeting the 

service group to best meet the needs of the 

family.

Parent partnership. Studies of larger, groupbased parent education efforts show the 

effectiveness of parent partnership and shared 

leadership in fostering the protective factors 

(Pion-Berlin, Williams, Polinsky, & Pickens, 

2013). In such programs, parent leaders are 

active in partnering with parents, modeling 

relationships and behaviors, and creating 

opportunities for parents to identify and use 

the protective factors in their families (CSSP, 

2012). 

Clear program goals and continuous 

evaluation. Successful programs maintain 

individualized and group plans developed in 

partnership with participants. Progress toward 

program goals is routinely and effectively 

evaluated by aggregate analyses using 

both quantitative and qualitative research 

methods consistent with the services offered. 

In addition, these programs have an effective 

process for gathering consumer feedback and 

use this information, along with outcomebased evaluation efforts, for continuous quality 

improvement. 

Parent Training Strategies 

The following parent training strategies may 

be employed in a variety of service settings 

and with multiple target populations. These 

strategies reinforce protective factors and can 

be adapted as appropriate to fit program and 

participant needs. 

Promote positive family interaction.

Promoting already present positive parentchild interactions and strengthening those 
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interactions—along with decreasing parental 

directives and commands—have been 

identified as key components of successful 

parent education programs (Barth, 2009). 

Involve fathers. Research indicates that father 

involvement in parent training leads to better 

outcomes and promotes family cooperation 

and cohesion. Excluding fathers from parent 

training programs decreases the likelihood of 

success (Lundahl, Tollefson, Risser, & Lovejoy, 

2007). 

Use interactive training techniques.

Research has consistently shown that active 

learning approaches have greater success than 

passive approaches (CDC, 2009). Interactive 

methods include activities such as group 

discussion, role playing, active modeling, 

homework exercises, and reviewing videos 

of effective parenting approaches (Brown, 

2005). At least one study has indicated that 

interactive technology can be an effective way 

to provide parent education to parents with 

intellectual disabilities (Gaskin, 2011).

Provide opportunities to practice new skills.

Offering time for parents to practice new 

skills with their children during parent training 

sessions is consistently associated with greater 

effectiveness of parent education programs 

(CDC, 2009). Specific skills associated with 

larger effects on parent and child behavior 

include emotional communication skills, the 

use of time-out, and parenting consistency. 

These were found to be more effective than 

other common strategies, such as teaching 

problem-solving skills or ways to promote 

children’s cognitive, academic, or social 

skills (Kaminski, Valle, Filene, & Boyle, 2008; 

Lundahl & Harris, 2006). 

Teach emotional communication skills.

Programs that teach parents ways to use 

relationship-building communication skills, 

such as active listening or self-reflection 

for children to recognize their own feelings 

and emotions, have been found to be 

more successful than those that do not. 

Emotional communication skills can improve 

communication patterns among families by 

reducing negative comments and allowing 

children to feel they are included in the 

communication process (CDC, 2009).

Encourage peer support. Programs that 

offer opportunities for parental peer support 

have a positive impact on children’s cognitive 

outcomes. Peer support also strengthens 

family bonds and gives parents an opportunity 

to share their experiences in constructive 

settings (Layzer, Goodson, Bernstein, & Price, 

2001). One recent innovation is the use of 

Parent Cafés and Community Cafés led by 

trained parent leaders in parent-friendly 

environments. The cafés provide a forum for 

parents, caregivers, and others to engage 

in conversations about ways to incorporate 

protective factors into parenting, child 

development, and self-care (Strengthening 

Families Illinois, 2008; National Alliance of 

Children’s Trust and Prevention Funds, 2013). 
Parent Education to Strengthen Families and Reduce the Risk of Maltreatment 

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Parent education that involves partnering 

with parents can provide parents with 

new opportunities to develop and 

build leadership skills. For instance, the 

opportunity to colead a small group or to 

speak at a local event may give a parent 

the experience, confidence, and exposure 

to move on to larger gatherings and 

State or national events and leadership 

positions. In this way, parent education 

has a ripple effect that can resonate far 

beyond its original small group, helping 

parents to develop into the next group of 

leaders in parent education.

PARENT EDUCATION CAN 

DEVELOP PARENT LEADERS

Considerations for Implementation

Agencies seeking to implement parent 

education programs have many options. The 

following are some points to consider when 

choosing a program:

• Is it evidence-based or evidence-informed 

(see below)?

• Will it fit the agency’s target audience, or 

will it need to be adapted in order to be 

culturally competent?

• Are there specific program components 

that are important for what the program 

needs to achieve (see, for example, CDC, 

2009)?

• What kind of training, staffing qualifications, 

and skills will be necessary?

• What are the costs involved?

• How will the agency roll out the program?

• How will the agency evaluate the 

outcomes? 

Good implementation practice is crucial 

to achieving positive outcomes with a 

parenting program. Child Welfare Information 

Gateway links to implementation resources 

from its website: https://www.childwelfare.

gov/management/practice_improvement/

evidence/implementing.cfm

Evidence-Based and EvidenceInformed Programs

There are many parent education programs 

that aim to strengthen families and help 

prevent child abuse and neglect. Many of 

these programs and their outcomes have 

been evaluated and rated for their scientific 

basis. Funding sources often require agencies 

to use programs that are evidence-based 

or evidence-informed. However, making 

that determination can be difficult. The 

Children’s Bureau’s Office on Child Abuse 

and Neglect, in working with its CBCAP 

grantees, developed definitions for evaluating 

outcomes by adapting definitions from the 

California Evidence-Based Clearinghouse for 

Child Welfare. The four resulting definitions 

reflect an increasing requirement for scientific 

evidence (Children’s Bureau, 2007):

1. Emerging and evidence-informed

programs and practices have a 

strong theoretical foundation and 

are considered generally accepted 

practice for preventing abuse or 

neglect. They may have been 

evaluated using less rigorous 

evaluation designs. 
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2. Promising programs and practices 

have had at least one study using 

some type of control or comparison 

group and were found to be effective 

in promoting positive outcomes to 

prevent abuse or neglect. 

3. Supported and efficacious

programs or practices are supported 

by at least two rigorous randomized 

control trials (or other comparable 

methodology). 

4. Effective or evidence-based

programs or practices are supported 

by at least two rigorous randomized 

control trials (or other comparable 

methodology) and have been 

replicated in multiple sites. 

This section lists selected parent education 

curricula that have been included on various 

registries of programs with varying degrees 

of evidence. Each focuses on specific risk 

and protective factors. Curriculum availability 

will vary, and some programs require specific 

training for group facilitators. 

The following list is by no means all-inclusive. 

It does not constitute an endorsement of 

any particular program and is provided only 

as a descriptive tool. For more information 

about these programs and the criteria used to 

evaluate them, visit the program website.

1-2-3 Magic

Program objectives: Help parents learn 

effective methods of controlling negative 

behavior, encouraging good behavior, and 

strengthening the child-parent relationship. 

The program seeks to encourage gentle but 

firm discipline without arguing, yelling, or 

spanking. 

Target population: Parents, grandparents, 

teachers, babysitters, and caretakers working 

with children.

Delivery setting and format: Conducted 

in adoptive homes, birth family homes, 

community agencies, foster homes, hospitals, 

outpatient clinics, residential care facilities, 

and schools for groups of 6–25 parents of 

children approximately 2–12 years of age. 

Duration: Recommended for 1.5 hours per 

session for 4–8 weeks.

Training resources: Training manual available, 

along with a number of other resources for 

trainers, parents of young children, parents of 

teens, and teachers. 

Website: http://www.123magic.com/ 

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare

Circle of Security

Program objectives: Enhance attachment 

security between parents and children 

through early intervention. Over the course of 

eight sessions, the focus of the intervention 

moves from discussing secure attachment 

and children’s needs to the more vulnerable 

process of parents reflecting on themselves 

and the defensive behaviors that maintain 

insecure and disorganized attachment. 

Target population: Parents of children birth–5, 

especially high-risk parents (enrolled in Head 

Start or Early Head Start).

Delivery setting and format: Eight-session 

video and discussion protocol led by a trainer.

Duration: 4 weeks.
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Training resources: Learn about opportunities 

for trainers: http://circleofsecurity.net/

seminars/ 

Website: http://circleofsecurity.net/

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare

Common Sense Parenting®

Program objectives: Teach practical skills to 

parents that address issues of communication, 

discipline, decision-making, relationships, 

self-control, and school success. The proactive 

skills and techniques help parents from 

diverse backgrounds create healthy family 

relationships that foster safety and well-being 

at home, in school, and in the community.

Target population: Parents of children ages 

6–16, although they also offer resources for 

parenting younger children.

Delivery setting and format: Parents attend 

weekly, 2-hour classes led by a certified trainer.

Duration: 6 weeks.

Training resources: Include books and 

videos for parents: http://www.parenting.org/

common-sense-parenting/resources

Website: http://www.parenting.org/

common-sense-parenting

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare

The Incredible Years©

Program objectives: Strengthen parenting 

competencies (monitoring, positive discipline, 

confidence) and support parents’ involvement 

in children’s school experiences in order to 

promote children’s academic, social, and 

emotional competencies and reduce conduct 

problems. 

Target population: Parents of children ages 

birth–12, children 4–8 years old, and teachers 

of young children (individual curricula may be 

used separately or in combination).

Delivery setting and format: Conducted in a 

community agency, outpatient clinic, or school 

in groups of 12–16 parents. Training includes 

discussions, problem-solving, skills training, 

role-play, and DVD vignettes of parent-child 

interactions.

Duration: Varies from 6 to 20 weeks, 

depending on the program. 

Training resources: Program manual, staff 

training information, and resources available 

through the website.

Website: http://www.incredibleyears.com/

Registries that cite this program: Blueprints; 

California Evidence-Based Clearinghouse for 

Child Welfare; National Registry of Effective 

Prevention Programs; Promising Practices 

Network; What Works, Wisconsin

Nurturing Parenting Programs®

Program objectives: Build nurturing 

parenting skills as an alternative to abusive 

and neglectful parenting and child-rearing 

practices, in order to prevent recidivism in 

families receiving social services, lower the 

rate of teenage pregnancies, reduce the rate 

of juvenile delinquency and alcohol abuse, 

and stop the intergenerational cycle of child 

abuse. 

Target population: All families at risk for 

abuse and neglect with children birth to 18 

years. The programs have been adapted 
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for special populations, including Hmong 

families, military families, Hispanic families, 

African-American families, teen parents, foster 

and adoptive families, families in alcohol 

treatment and recovery, parents with special 

learning needs, and families with children with 

health challenges. Different programs focus 

on primary, secondary, or tertiary prevention, 

or on comprehensive parenting education, 

depending on the needs of the group.

Delivery setting and format: Conducted 

in a home- or group-based setting or in a 

combination of settings. Children meet in a 

separate group.

Duration: 5–55 sessions, depending on the 

program.

Training resources: Training manuals, videos, 

information, and other materials are available 

at http://www.nurturingparenting.com/

training-workshops.html. 

Website: http://www.nurturingparenting.com/

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare; National Registry of Effective 

Prevention Programs; What Works, Wisconsin

Parent-Child Interaction Therapy (PCIT)

Program objectives: Strengthen the parentchild bond, decrease harsh and ineffective 

discipline and control tactics, improve child 

social skills and cooperation, and reduce child 

negative or maladaptive behaviors. 

Target population: Parents of children ages 

2–7 with behavior problems, including those 

receiving child welfare services or exposed to 

violence, those with children on the autism 

spectrum, adoptive families, foster families, 

and those from other countries or who speak 

other languages.

Delivery setting and format: Conducted in 

an outpatient setting with individual parentchild pairs and live coaching of the parent.

Duration: 14–20 weeks. 

Training resources: Mental health 

professionals with at least a master’s degree 

in psychology, social work, or a related field 

are eligible for PCIT training. Training involves 

40 hours of direct training, with ongoing 

supervision and consultation for approximately 

4–6 months, working with at least two PCIT 

cases through completion.

Website: http://www.pcit.org and 

http://pcit.ucdavis.edu

Registries that cite this program: Blueprints, 

California Evidence-Based Clearinghouse for 

Child Welfare, National Registry of Effective 

Prevention Programs

Parent Management Training: The 

Oregon Model / Parenting Through 

Change

Program objectives: Provide preventive and 

clinical interventions for families of children 

with behavioral problems in the externalizing 

spectrum (e.g., aggression, antisocial 

behavior, conduct problems, conduct disorder, 

oppositional defiance, delinquency, and 

substance use); reduce parental coercion; and 

improve parenting skills. This program also 

encourages support from the family or other 

support system.

Target population: Two parents, single 

parent, kinship caregivers, and foster parents.

Delivery setting and format: Conducted in 

home settings or in agency or clinic settings, 
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with 14 group sessions and 20–25 family 

sessions

Duration: Varies but typically lasts 5–6 

months.

Training resources: Training requires 18 

workshop days and 12 coaching sessions; for 

more information on training and certification, 

see http://www.isii.net/2011SITEFILES/

certification.html. 

Website: http://www.isii.net/

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare; Coalition for Evidence-Based Policy; 

National Registry of Effective Prevention 

Programs; What Works, Wisconsin

Parents as Teachers

Program objectives: Make regular home 

visits to families focused on parent-child 

interaction, development-centered parenting, 

school readiness, maltreatment prevention, 

and family well-being. Home visitors support 

parents throughout pregnancy until their 

children enter kindergarten, providing medical 

and developmental screenings and connecting 

families to groups and to resources as needed.

Target population: At-risk new parents, 

including teen parents, low-income parents, 

and single parents. 

Delivery setting and format: Conducted in 

the home.

Duration: 5 years on a weekly, biweekly, or 

monthly basis, as needed.

Training resources: Parent educators who 

serve as home visitors receive specific 

training. For information, visit 

http://www.parentsasteachers.org/training. 

Website: http://www.parentsasteachers.org

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare; National Registry of Effective 

Prevention Programs; Promising Practices 

Network; What Works, Wisconsin

Period of Purple Crying

Program objectives: Provide new parents 

and caregivers with information about normal 

infant crying in order to prevent infant abuse 

and educate parents about the dangers of 

shaking an infant. 

Target population: New parents and other 

caregivers of young infants. 

Delivery setting and format: The home and 

hospital. 

Duration: Three 5–10 minute exposures, 

including in the hospital maternity ward, in 

prenatal classes or at the first pediatrician visit, 

and through a media campaign.

Training resources: Online training, as well as 

a booklet and DVD available at 

http://dontshake.org/lms/index.php. 

Website: http://purplecrying.info and http://

dontshake.org 

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare

SafeCare

Program objectives: Provide in-home 

skill training to parents in child behavior 

management, activity planning, home 

safety, and child health care to prevent child 

maltreatment. 

Target population: Parents with a history or 

risk of child neglect or abuse. 
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Delivery setting and format: Conducted 

in family homes, once per week for 

approximately 1–2 hours per session. 

Duration: 18–20 weeks.

Training resources: Training as a home visitor 

requires attendance at a 1-week workshop, 

followed by demonstrated proficiency in 

delivering SafeCare with a family across four 

sessions monitored by a SafeCare coach. 

Typically, it takes 2 months to be fully certified 

as a SafeCare home visitor.

Website: http://publichealth.gsu.edu/968.

html

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare, Promising Practices Network

Supporting Father Involvement

Program objectives: Strengthen fathers’ 

involvement in the family, promote healthy 

child development, and prevent child abuse. 

Target population: Couples or fathers of 

children aged birth–11 years, especially from 

low-income families. 

Delivery setting and format: Conducted 

in 2-hour weekly sessions of 4–8 couples or 

10–12 fathers in agencies, community centers, 

or other group settings.

Duration: 16 weeks.

Training resources: Training manuals for the 

couples group and the fathers group are 

available through Philip A. Cowan (email: 

pcowan@berkeley.edu).

Website: http://supportingfatherinvolvement.

org/

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare

STEP (Systematic Training for Effective 

Parenting)

Program objectives: Help parents learn 

effective ways to relate to their children, 

how to encourage cooperative behavior 

in their children, and how not to reinforce 

unacceptable behaviors. STEP also helps 

parents change dysfunctional and destructive 

relationships with their children by offering 

concrete alternatives to abusive and 

ineffective methods of discipline and control. 

Target population: Parents of children ages 

birth through teenagers.

Delivery setting and format: Conducted 

in adoptive homes, birth family homes, 

community agencies, foster homes, hospitals, 

outpatient clinics, residential care facilities, 

and schools in small discussion groups to 

promote better interaction. 

Duration: 7 weeks.

Training resources: Workshops and program 

manuals available. No special training is 

required for social workers, counselors, etc., to 

serve as STEP leaders.

Website: http://www.steppublishers.com/

Registries that cite this program: California 

Evidence-Based Clearinghouse for Child 

Welfare, National Registry of Effective 

Prevention Programs 

Triple P-Positive Parenting Program

Program objectives: Prevent severe 

behavioral, emotional, and developmental 

problems in children by enhancing the 
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knowledge, skills, and confidence of parents. 

The Triple P system is a five-level system of 

interventions that vary by audience, intensity, 

length, and goal. Level 1 focuses on media 

messages about parenting to a community 

population, while Level 5 focuses on offering 

strategies to parents with specific risk factors 

(e.g., risk of child abuse) or children with 

moderate to severe behavior problems. 

Target population: Parents and caregivers of 

children from birth through age 16.

Delivery setting and format: Conducted 

in adoptive homes, birth family homes, 

community agencies, foster homes, hospitals, 

outpatient clinics, residential care facilities, 

and schools in groups of 10–12 parents of 

children and adolescents from birth to age 16.

Duration: Varies depending on the type of 

intervention required.

Training resources: Training information is 

available at http://www.triplep-america.com/

pages/individual/index.html. 

Website: http://www.triplep-america.com/

Registries that cite this program: Blueprints; 

California Evidence-Based Clearinghouse 

for Child Welfare; Coalition for EvidenceBased Policy; National Registry of Effective 

Prevention Programs; Promising Practices 

Network; What Works, Wisconsin

Registry Resources

The following registries offer guidance about 

programs with varying degrees of evidence, 

and their websites include additional research 

and information on model parent education 

programs.

Blueprints for Healthy Youth Development,

funded by the Annie E. Casey Foundation, 

identifies prevention and intervention 

programs that meet a strict scientific standard 

of program effectiveness. 

http://www.blueprintsprograms.com/

The California Evidence-Based 

Clearinghouse for Child Welfare is designed 

to serve as an online connection for child 

welfare professionals, staff of public and 

private organizations, academic institutions, 

and others. It provides up-to-date information 

on evidence-informed child welfare practices, 

including parent training programs. 

http://www.cebc4cw.org/

Coalition for Evidence-Based Policy is a 

nonprofit, nonpartisan organization funded by 

the MacArthur Foundation whose mission is 

to increase government effectiveness through 

rigorous evidence about what social programs 

work. http://evidencebasedprograms.org/

Home Visiting Evidence of Effectiveness. 

The U.S. Department of Health and Human 

Services launched Home Visiting Evidence of 

Effectiveness (HomVEE) to conduct a thorough 

and transparent review of the home visiting 

research literature and provide an assessment 

of the evidence of effectiveness for home 

visiting program models that target families 

with pregnant women and children from birth 

to age 5. http://homvee.acf.hhs.gov

National Registry of Evidence-Based 

Programs and Practices (NREPP) is a 

searchable online database of mental health 

and substance abuse interventions. NREPP is a 

program of the U.S. Department of Health and 

Human Services Substance Abuse and Mental 

Health Services Administration (SAMHSA). 

The purpose of NREPP is to help the public 

learn more about available evidence-based 
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programs and practices and determine which 

of these may best meet their needs. 

http://www.nrepp.samhsa.gov/

Promising Practices Network features 

descriptions of evaluated programs that 

improve outcomes for children. 

http://www.promisingpractices.net/programs.

asp 

What Works, Wisconsin is a project of the 

University of Wisconsin-Madison’s School 

of Human Ecology and the University of 

Wisconsin-Extension’s Family Living Program. 

Initiated in 2004, the What Works project 

focuses on distilling the latest scientific 

knowledge on effective policies, practices, 

and programs, including “evidence-based 

programs,” for youth and their families, 

schools, and communities.

http://whatworks.uwex.edu/

In addition to these registries, the 

Administration on Children and Families’ 

Office of Planning, Research & Evaluation 

(OPRE) commissioned a literature review 

in 2011 to identify evidence-based home 

visiting programs (Paulsell, Avellar, Sama 

Martin, & Del Grosso, 2011). Out of that study, 

nine programs were identified as having an 

evidence base, including Parents as Teachers 

(discussed above). For more information, 

visit http://www.acf.hhs.gov/sites/default/

files/opre/homvee_executivesummary_

rev10_15_2011.pdf. 

References

Barth, R. P. (2009). Preventing child abuse 

and neglect with parent training: Evidence 

and opportunities. Future of Children 

19(2), 95–118. Retrieved from http://

futureofchildren.org/futureofchildren/

publications/docs/19_02_05.pdf

Brown, M. (2005). USDA parent education 

and support literature review. University 

of Delaware Cooperative Extension. 

Retrieved from http://extension.udel.edu/

fcs/human-development-and-families/

parent-education-literature-review/

California Evidence-Based Clearinghouse 

for Child Welfare (CEBC). (n.d.). Topic: 

Parent Training. Retrieved from http://www.

cebc4cw.org/topic/parent-training/

Center for the Study of Social Policy. (2003). 

Protective factors literature review: Early 

care and education programs and the 

prevention of child abuse and neglect.

Retrieved from http://www.cssp.org/reform/

strengthening-families/resources/body/

LiteratureReview.pdf

Center for the Study of Social Policy, 

(2012). Levers for change: Implementing 

and sustaining strengthening families 

in states and counties. Retrieved 

from http://www.cssp.org/reform/

strengthening-families/basic-one-pagers/

Levers-for-Change_ImplementingandSustaining-Strengthening-Families-inStates-and-Counties.pdf
Parent Education to Strengthen Families and Reduce the Risk of Maltreatment 

13 This material may be freely reproduced and distributed. However, when doing so, please credit Child Welfare 

Information Gateway. Available online at https://www.childwelfare.gov/pubs/issue_briefs/parented/

https://www.childwelfare.gov

Centers for Disease Control and Prevention 

(CDC). (2009). Parent training programs: 

Insight for practitioners. Retrieved from 

http://www.cdc.gov/violenceprevention/

pdf/parent_training_brief-a.pdf

Children’s Bureau, U.S. Department of Health 

and Human Services. (2007). Guidelines for 

CBCAP lead agencies on evidence-based 

and evidence-informed programs and 

practices: Learning along the way [working 

paper]. Washington DC: Author.

Child Welfare Information Gateway, Children’s 

Bureau, FRIENDS National Resource 

Center for Community-Based Child Abuse 

Prevention, & Center for the Study of 

Social Policy. (2013). Preventing child 

maltreatment and promoting well-being: 

A network for action 2013 resource guide.

Retrieved from https://www.childwelfare.

gov/pubs/guide2013/guide.pdf

Colosi, L., & Dunifon, R. (2003). Effective 

parent education programs. Cornell 

University College of Human Ecology: 

Parenting In Context. Retrieved from http://

www.human.cornell.edu/pam/outreach/

parenting/research/upload/Effective20Parent-20Education-20Programs.pdf

Development Services Group, Inc. (2013). 

Protective factors for populations served 

by the Administration on Children, Youth 

and Families: A literature review and 

theoretical framework. Manuscript in review. 

Washington, DC: Author.

 Early Childhood Technical Assistance 

Center (ECTA) Workgroup on Principles 

and Practices in Natural Environments, 

OSEP TA Community of Practice: Part C 

Settings. (2008). Seven key principles: 

Looks like / doesn’t look like. Retrieved 

from http://www.ectacenter.org/~pdfs/

topics/families/Principles_LooksLike_

DoesntLookLike3_11_08.pdf

Gaskin, E. H. (2011). Technology adaptations 

to the parent-infant interactions 

module for parents with intellectual 

disabilities. (Master’s Public Health 

thesis #182). Retrieved from Georgia 

State University Digital Archive: http://

digitalarchive.gsu.edu/cgi/viewcontent.

cgi?article=1191&context=iph_theses

Lundahl, B. W., Nimer, J., & Parsons, B. (2012). 

Preventing child abuse: A meta-analysis of 

parent training programs. In J. E. B. Myers 

(Ed.), Child maltreatment: A collection of 

readings (pp. 268–285). Thousand Oaks, 

CA: Sage Publishing.

Lundahl, B. W., Tollefson, D., Risser, H., & 

Lovejoy, M. C. (2007). A meta-analysis 

of father involvement in parent training. 

Research on Social Work Practice, 18, 1-10. 

National Alliance of Children’s Trust and 

Prevention Funds. (2013). Communities 

utilize the Community Café approach to 

create the change they envision. Retrieved 

from http://www.ctfalliance.org/initiative_

parents-2.htm

Paulsell, D., Avellar, S., Sama Martin, E., 

& Del Grosso, P. (2011). Home visiting 

evidence of effectiveness review: Executive 

summary. Office of Planning, Research and 

Evaluation, Administration for Children and 

Families, U.S. Department of Health and 

Human Services. Washington, DC.
Parent Education to Strengthen Families and Reduce the Risk of Maltreatment https://www.childwelfare.gov

Pion-Berlin, L., Williams, S., Polinsky, M., & 

Pickens, D. (2013). Parents Anonymous® 

evidence supports the Strengthening 

Families approach. Parents Anonymous® 

Research Profile Number 3. Retrieved 

from http://parentsanonymous.org/assets/

ResearchProfile3.pdf

Samuelson, A. (2010). Best practices for 

parent education and support programs. 

What Works, Wisconsin—Research to 

Practice Series, Issue 10. Retrieved from 

http://whatworks.uwex.edu/attachment/

whatworks_10.pdf

Strengthening Families Illinois. (2008). Love is 

not enough: Parent cafés. Retrieved from 

http://www.strengtheningfamiliesillinois.

org/downloads/Parent%20Cafe%20

FAQ%20General.pdf

Acknowledgment: This issue brief was 

developed in partnership with the FRIENDS 

National Resource Center for CommunityBased Child Abuse Prevention.

Suggested Citation: 

Child Welfare Information Gateway. (2013). 

Parent education to strengthen families 

and reduce the risk of maltreatment.

Washington, DC: U.S. Department of 

Health and Human Services, Children’s 

Bureau.

U.S. Department of Health and Human Services

Administration for Children and Families

Administration on Children, Youth and Families

Children’s Bureau