{"title":"How effective is the Parents Plus Early Years Programme in promoting positive outcomes?","authors":"Lydia Mannion","doi":"10.1080/02667363.2023.2222580","DOIUrl":null,"url":null,"abstract":"ABSTRACT The Parents Plus Early Years (PPEY) Programme was conceptualised as an early group intervention for parents of preschool children with behavioural, emotional and developmental difficulties. This systematic review sought to examine and critically evaluate the existing literature in which the PPEY Programme has been implemented. A number of inclusion and exclusion criteria were employed while selecting studies for the current review, which focused on peer-reviewed articles published after 2005 in the English language. Participants included were parents of children aged between 0 and 7 years, in order to consider the impact of PPEY on parents and young children specifically. A total of five studies were included within the current review. The results indicated that the PPEY Programme effectively promoted a range of positive parental and child outcomes. Based on these findings, a number of implications for practice within the field of educational psychology are presented.","PeriodicalId":45942,"journal":{"name":"Educational Psychology in Practice","volume":" ","pages":""},"PeriodicalIF":1.0000,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology in Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02667363.2023.2222580","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT The Parents Plus Early Years (PPEY) Programme was conceptualised as an early group intervention for parents of preschool children with behavioural, emotional and developmental difficulties. This systematic review sought to examine and critically evaluate the existing literature in which the PPEY Programme has been implemented. A number of inclusion and exclusion criteria were employed while selecting studies for the current review, which focused on peer-reviewed articles published after 2005 in the English language. Participants included were parents of children aged between 0 and 7 years, in order to consider the impact of PPEY on parents and young children specifically. A total of five studies were included within the current review. The results indicated that the PPEY Programme effectively promoted a range of positive parental and child outcomes. Based on these findings, a number of implications for practice within the field of educational psychology are presented.
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