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Informationen zum Autor María José Rodrigo, Universidad de La Laguna, Spain Ana Almeida, Universidade do Minho, Portugal Christiane Spiel, University of Vienna, Austria Willem Koops, Utrecht University, The Netherlands Klappentext The objective of this special issue is to illustrate some of the theoretical, methodological and practical aspects involved in the evidence-based evaluation of family educational programs aimed at supporting positive parenting. The main novelty that this special issue brings is the compilation of studies involving experiences of parent education programs from several countries. The objectives of the papers are to develop theoretically based prevention programs, to evaluate their effectiveness according to standards of evidence, and to examine factors that influence implementation process. The papers also provide recommendations for researchers to establish stable cooperation with politicians, officials, service providers, and practitioners. Zusammenfassung The objective of this special issue is to illustrate some of the theoretical! methodological and practical aspects involved in the evidence-based evaluation of family educational programs aimed at supporting positive parenting. The main novelty that this special issue brings is the compilation of studies involving experiences of parent education programs from several countries. The objectives of the papers are to develop theoretically based prevention programs! to evaluate their effectiveness according to standards of evidence! and to examine factors that influence implementation process. The papers also provide recommendations for researchers to establish stable cooperation with politicians! officials! service providers! and practitioners. Inhaltsverzeichnis M.J. Rodrigo, A. Almeida, C. Spiel, W. Koops, Introduction: Evidence-based Parent Education Programs to Promote Positive Parenting. W. Koops, Infantilization, Civilization and Child Abuse. K. Salmelo-Aro, Transition to Parenthood and Positive Parenting: Longitudinal and Intervention Approaches. B. Reichle, S. Backes, D. Dette-Hagenmeyer, Positive Parenting the Preventive Way: Transformation of Research into Practice with an Intervention for New Parents. S. Scott, K. Sylva, C. Beckett, A. Kallitsoglu, M. Doolan, T. Ford, Should Early Intervention Using Parenting Programmes Address Child Behaviour, Reading Skills, or Both? The Helping Children Achieve Trial. M. Dekovic, S. Stoltz, H. Schuiringa, W. Manders, J.J. Asscher, Testing Theories through Evaluation Research: Conceptual and Methodological Issues Embedded in Evaluations of Parenting Programs. L. McDonald, S. Fitzroy, I. Fuchs, I. Fooken, H. Klasen, Strategies to Increase Retention Rates of Low-income Families Participating in an Evidence-based Parenting Programme in UK, Holland and Germany: Families and Schools Together (FAST). M.J. Rodrigo, S. Byrne, M. Álvarez, Preventing Child Maltreatment through Parenting Programs Implemented at the Local Social Services Level. K.L. Kumpfer, J. Xie, C. Magalhães, Cultural Adaptations of Evidence-based Family Interventions to Strengthen Families and Improve Children’s Developmental Outcomes. M. Finsterwald, G. Spiel, Evaluation of Family Involvement in a Community-based Mental Health Service for Children and Adolescents: A Case Study. A. Almeida, I. Abreu-Lima, O. Cruz, F. Gaspar, T. Brandão, M. Alarcão, M. Ribeiro Santos, J.C. Cunha Machado, Parent Education Interventions: Results from a National Study in Portugal. C. Spiel, D. Strohmeier, Evidence-based Practice and Policy: When Researchers, Policy Makers, and Practitioners Learn How to Work Together. ...
