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Source: Mihalopoulos et al (2007).Mihalopoulos et al (2007) investigated whether investment in Triple-P is a worthwhile use ofgovernment health funds, and identified and measured benefits from Triple-P (Table 3-13).A sensitivity analysis surrounds the data, with the model conducted using differentprevalence rates, which was deemed to be the most important uncertainty estimate in theanalysis.TABLE 3-13: THRESHOLD ANALYSIS OF TRIPLE P (COHORT)Source: Mihalopoulos et al (2007).Results found that conduct-disordered children cost up to ten times more than children withno conduct problems. Approximately 3% of children 6-17 years old have a conduct disorder.Sanders (2008) concluded that based on these costs, the Triple-P system would pay for itselfif it averted less than 1.5% of cases of child conduct disorder.Sanders and Prinz (2008) discussed the ethical and professional issues associated with theimplementation of a public health approach to the implementation of parenting interventions,as well as the Every Family Initiative in Australia, which employs Triple-P. The paperanalysed the implications for the roll-out of large scale parenting programs and argued that apopulation approach is needed as opposed to a clinical high-risk approach, because studieshave shown that a disturbingly large proportion of children are exposed to potentiallymodifiable parenting practices that compromise children’s development. The paper outlinesthat one of the problems is that policy makers are looking for a quick fix on short timelinesand that Triple-P cannot necessarily do this, although it is likely to be cost effective.Triple-P has been an extensively studied child and family behavioural intervention programthat has shown significant reductions in parent-reported levels of dysfunctional parenting aswell as parent-reported levels of child behavioural problems (Zubrick et al; 2005). Criticismsurrounding this program has been centered on its apparent limited take-up, with anidentified need for a more public health approach.Expansion of this program into higher needs groups will alter the programs overall costeffectiveness, although as stated by Sanders (2008) under current conditions the programwill pay for itself if less than 1.5% of child conduct disorder cases are averted.3.5 EARLY CHILDHOOD EDUCATIONProgram services and target groups74
This section on early childhood interventions reviews broad studies on the overall reportedeffects of early childhood education (ECE) programs, rather than looking at studies onspecific programs. The target groups for ECE programs can vary based on whether aprogram is universal, aimed at educational services indiscriminately within a jurisdiction, ortargeted in terms of a specific demographic group.Research on efficacyThe majority of past research and literature focuses on targeted programs. It is important tonote that the impact of ECE programs depends on the structural quality of programs. Thisincludes factors such as, for example, teacher qualifications, staff-child ratios and groupsizes. ECE programs have been associated with a number of positive outcomes including:increased adult earnings;improved academic outcomes;lower crime ratesreduced antisocial behaviour;improved health outcomes;reduced reliance on welfare;spill-over to peers and the community; andintergenerational spill-over.Research in the US by Isaacs (2006), for example, found that enrolling children into ECEprograms improves their outcomes in primary school (Isaacs, 2006). These improvementsinclude enhanced test results, lower utilisation of special education as well as reductions inrepeating year levels. Furthermore, participants had higher rates of employment, greaterearnings and lower levels of criminal activity into adulthood.Literature ReviewMitchell et al (2008) attempted to synthesise research on the impact of ECE programs forchildren and families – addressing questions of the short and long term developmental,educational, social and economic outcomes from participation in programs, differentoutcomes for different population groups and contexts. The review included 117 studiesreported after 1995, which met certain selection criteria in terms of research methods,analysis and findings. Longitudinal studies on interventions aimed at disadvantaged childrenand longitudinal studies of everyday childhood experience were reviewed.This literature review had the following findings in regards to ECE programs outcomes forchildren (Mitchell et al, 2008).Cognitive outcomes: International and New Zealand evidence reported that ECEparticipation was positively associated with gains in mathematics, literacy, schoolachievement, intelligence tests, and school readiness, reduced grade retention andreduced special education placement. It was reported that medium to large effect sizeswere found for outcome measures in the US intervention studies targeting childrenfrom low-income families, and combining programs with parental support/education(effect sizes of 0.32 to 0.81 were reported in the short term for mathematics and 0.19 to0.44 in the long term; effect sizes of 0.34 to 0.89 were reported for reading in the shortterm and 0.17 to 0.44 in the long term.) Everyday ECE experiences reported small tomedium effect sizes (0.1 to 0.23 for maths in the short term; 0.02 to 0.23 for reading inthe short term).75
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June 2009Positive Family Functionin
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3.8 Reconnect......................
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ACKNOWLEDGEMENTSAccess Economics wo
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NESSNFFNPVPFFPIMTriple-PPUPRCTREACh
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A simple definition of PFF could no
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ehaviour during youth and later in
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Alternatives to such a partnership
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ooCommunities for childrenInvest an
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1. MEANING AND MEASUREMENTWorking d
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Fletcher (2007) presented the New Z
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DomainEmotionalGovernanceEngagement
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ModelTABLE 1-2: THEORETICAL MODELS
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In times of crisis we can turn to e
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2. MEASURING OUTCOMESImpacts from F
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TABLE 2-1: MATERNAL AND PATERNAL IN
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Parental limit setting, family conf
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studied in the literature and separ
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TABLE 2-7: FAMILY RISK FACTORS ASSO
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FIGURE 2-4: PARENTAL INPUTS (AGE TH
Page 39 and 40: exacerbated by the formation of aff
Page 41 and 42: Productivity outcomes appear to be
Page 43 and 44: Danish National Longitudinal Study
Page 45 and 46: Key research question 14: how the i
Page 47 and 48: ut could not (until further Waves o
Page 49 and 50: FIGURE 2-6: LONGITUDINAL PATHWAYS T
Page 51 and 52: only be useful in providing informa
Page 53 and 54: FIGURE 2-9: CONCEPTUAL MAP FOR VALU
Page 55 and 56: Productivity losses would best be m
Page 57 and 58: Short term productivity costsThe fr
Page 59 and 60: The expected retirement age by the
Page 61 and 62: (discussed previously in Section 2.
Page 63 and 64: Aids and home modificationsAlthough
Page 65 and 66: The extensive literature in this fi
Page 67 and 68: In discounting healthy life and oth
Page 69 and 70: proximal risk factors are those tha
Page 71 and 72: ages of 18-24 months and between 4
Page 73 and 74: TABLE 3-4: MATERNITY IMMUNISATION A
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Page 77 and 78: Increased contentment in children w
Page 79 and 80: TABLE 3-7: FAMILY DISPUTE RESOLUTIO
Page 81 and 82: 3.3.1 COMMUNITIES FOR CHILDRENProgr
Page 83 and 84: Quantitative and qualitative data w
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Page 87 and 88: FIGURE 3-2: DIAGRAM OF TRIPLE P SYS
Page 89: TABLE 3-11: RESULTS OF META-ANALYSE
Page 93 and 94: Table 3-14 displays a summary of th
Page 95 and 96: TABLE 3-15: BCR OF ECE PROGRAMSSour
Page 97 and 98: 3.6 PEEL CHILD HEALTH SURVEYThe Pee
Page 99 and 100: Research on efficacy - Evaluation o
Page 101 and 102: Education participation levels rema
Page 103 and 104: For FLW, outcomes assessment was re
Page 105 and 106: whether children, families and comm
Page 107 and 108: Mothers of 36 month olds were repor
Page 109 and 110: The effects associated with SSLPs a
Page 111 and 112: social context of the family.Self-r
Page 113 and 114: social and emotional development of
Page 115 and 116: analyses can be broken down further
Page 117 and 118: 4. CONCLUSIONThe method proposed fo
Page 119 and 120: Australian Institute of Family Stud
Page 121 and 122: Duncan J, Bowden C, Smith AB (2005)
Page 123 and 124: Mathers C, Vos T, Stevenson C (1999
Page 125 and 126: Sanders MR (2003) ‘Triple P - Pos
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