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Program TitleAge RangeProfessional LearningProfessional Learning CompulsoryFormal Parent/Carer Component ProvidedIdentified Theoretical FrameworkSurvey/Audit Tools AvailableSpecial Student GroupsDelivered ToDelivered ByEvidence of Effectiveness RatingStructured SessionsStudent Assessment MeasuresCompetency : 1 : Self AwarenessCompetency : 2 : Social AwarenessCompetency : 3 : Self ManagementCompetency : 4 : Responsible Decision MakingCompetency : 5 : Relationship Skills
1-2-3 Magic and Emotion Coaching Program

Component 3 : Working with parents and carers

Parenting education

2-12

External Agency Only Professional Learning Available

1010

Parents/Carers

Primary teachers and staffEarly childhood educators and staffAllied health professionalsOther

2
Parent Effectiveness Training

Component 3 : Working with parents and carers

Parenting education

-

Professional Learning Available

1010

Parents/Carers

4
Triple P – Positive Parenting Program: Level 2 prevention

Component 3 : Working with parents and carers

Parenting education

-

Restricted Professional Learning Available

1010

Culturally/Linguistically diverse

Parents/Carers

1
Triple P – Positive Parenting Program: Levels 3-5

Component 3 : Working with parents and carersComponent 4 : Helping children with mental health difficulties

Emotional and Behavioural difficultiesParenting educationInternalising and externalising

-

Restricted Professional Learning Available

1110

Culturally/Linguistically diverseSpecial needs (disability in learning, intellect, physical etc)

Parents/Carers

4

Program Components

C1
Component 1 : A positive school community
C2
Component 2 : Social and emotional learning for students
C3
Component 3 : Working with parents and carers
C4
Component 4 : Helping children with mental health difficulties

Program Special Student Group

C
Culturally/Linguistically diverse
LS
Lower socioeconomic/disadvantaged
R
Rural setting
S
Special needs (disability in learning, intellect, physical etc)

Program Delivery To

K
Children/Students
F
Parents/Carers
EC
Early Childhood educators and staff
P
Primary teachers and staff

Program Delivery By

P
Primary teachers and staff
EC
Early childhood educators and staff
HC
Allied health professionals
O
Other

Program Professional Learning

P
Professional Learning Available
R
Restricted Professional Learning Available
E
External Agency Only Professional Learning Available

Evidence of Effectiveness Rating

0
Program effectiveness not empirically supported. There were no evaluations submitted that met the inclusion criteria, OR the preponderence of evidence does not show positive program impacts on behavioural measures.
1
Single study documents positive behavioural outcomes at post-test.
2
Multiple studies* document positive behavioural outcomes at post-test OR single study finds positive behavioural impacts at follow-up at least one year after the intervention ended.
4
Multiple studies* document positive behavioural outcomes at post-test, with at least one study indicating positive behavioural impacts at follow-up at least one year after the intervention ended.

* To count as a separate evaluation study, the report must be based on a different sample or data set than described in another study.

Structured Sessions

0
Program comprises a collection of activities that are not structured formally into sessions.
1
Program is loosely arranged into sessions with minimal instructions for implementation.
2
Program comprises of a series of formally structured sessions with basic instructions for implementation.
4
Program comprises of a series of formally structured sessions with comprehensive instructions (i.e. detailed facilitator notes, examples, responses etc.) to ensure consistent implementation.

Student Assessment Measures

0
No formal tools are provided for individual student assessment.
1
Formal tools provided for infrequent individual student assessment.
2
Formal tools provided for individual ongoing test-based student assessment.
4
Formal tools provided for individual ongoing performance-based student assessment.

All Competency Fields

0
No or minimal coverage
1
Consistent provision of information only
2
Consistent opportunities for guided in-lesson skill practice
4
Consistent opportunities for skill application beyond the lesson

Identified theoretical framework

The authors and/or developers have identified a recognided theoretical framework that the interventions/activities used in the program are based on.

Staff professional learning compulsory

It is compulsory that staff professional learning be undertaken prior to the implementation of the program.

Formal parent/carer component provided

Consistent activities and materials for skill practice to take place in the home are provided as part of the programs OR Structured parent/carer sessions are provided as part of the program.