Reduction and prevention of aggression and behavioural problems in disadvantaged pre-school children: implementation and effectiveness of the Incredible Years Programme, Luton, UK

Reduction and prevention of aggression and behavioural problems in disadvantaged pre-school children: a Process and Outcome Evaluation of the Incredible Years Programme, Luton, UK

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN14311503

Enrollment

100

Registered

2018-03-05

Start date

2018-03-01

Completion date

Unknown

Last updated

2018-07-02

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Prevention, reduction and treatment of aggression and emotional problems in pre-school children Mental and Behavioural Disorders

Interventions

The Incredible Years pre-school course is designed for families living in disadvantaged areas with children aged 3-5 years who are showing early onset behaviour problems. The programme consists of 14

Emotional well-being (Adult well-being scale)

Parenting skills (Parenting Daily Hassles scale)

Parental self-efficacy (TOPSE tool).

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Parents/carers with children 0-5 years who have attended the Incredible Years Programme 2. Incredible Years trained practitioners/Family Support Workers 3. Incredible Years operational and project leads 4. Local Authority commissioners

Exclusion criteria

Exclusion criteria: 1. Persons with no experience of Incredible Years 2. Persons with no experience of working in the early years sector

Design outcomes

Primary

Measure	Time frame
Measured pre and post Programme (14 weeks): 1. Children’s behaviour, assessed using the Strengths and Difficulties questionnaire 2. Emotional well-being, assessed using the Adult well-being scale 3. Parenting skills, assessed using the Parenting Daily Hassles scale 4. Parental self-efficacy, assessed using the TOPSE tool 5. Parent attendance, monitored by facilitators over the 14 week duration of the course and reasons for absence noted where possible	—

Measure

Time frame

Measured pre and post Programme (14 weeks): 1. Children’s behaviour, assessed using the Strengths and Difficulties questionnaire 2. Emotional well-being, assessed using the Adult well-being scale 3. Parenting skills, assessed using the Parenting Daily Hassles scale 4. Parental self-efficacy, assessed using the TOPSE tool 5. Parent attendance, monitored by facilitators over the 14 week duration of the course and reasons for absence noted where possible

—

Secondary

Measure	Time frame
1. Positive and negative aspects, ways they can improve, group dynamics, and group reactions/responses, reviewed by Group Facilitators after each session 2. Overall impressions of Incredible Years including changes observed in parents and any challenges identified, reviewed by Facilitators at the end of the Programme 3. Parental feedback, collected with an anonymous appraisal at the end of the Programme	—

Measure

Time frame

1. Positive and negative aspects, ways they can improve, group dynamics, and group reactions/responses, reviewed by Group Facilitators after each session 2. Overall impressions of Incredible Years including changes observed in parents and any challenges identified, reviewed by Facilitators at the end of the Programme 3. Parental feedback, collected with an anonymous appraisal at the end of the Programme

—

Countries

United Kingdom

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 18, 2026