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Table 2 Scaling Programme TARS Course Satisfaction and Quality Results

From: Impact of a peer-led, community-based parenting programme delivered at a national scale: an uncontrolled cohort design with benchmarking

Treatment Acceptability Rating Scale Not at all A little Quite a lot A great deal
Course Satisfaction & Quality
 Being a Parent group leader competence 0% (n = 0) 1.2% (n = 5) 20.5% (n = 83) 78.2% (n = 318)
 Overall satisfaction with Being a Parent course 0.2% (n = 1) 0.7% (n = 3) 29.3% (n = 119) 69.7% (n = 283)
 Being a Parent covered appropriate content/topics 0% (n = 0) 2.2% (n = 9) 24.2% (n = 98) 73.6% (n = 299)
 Being a Parent group leaders communicated effectively 0% (n = 0) 0.5% (n = 2) 18.5% (n = 75) 81% (n = 329)
 Being A Parent group leaders were motivating (e.g., energetic, attentive) 0% (n = 0) 1.5% (n = 6) 14.3% (n = 58) 84.2% (n = 342)
TARS Knowledge, Skills and Confidence
 Improved understanding of positive parenting 0% (n = 0) 5.2% (n = 21) 40.0% (n = 162) 54.8% (n = 223)
 Increased use of positive parenting skills 0% (n = 0) 6.7% (n = 27) 38.7% (n = 157) 54.7% (n = 222)
 Increased confidence in effective parenting 0.2% (n = 1) 9.4% (n = 38) 40.1% (n = 163) 50.2% (n = 204)
 Commitment to use knowledge and skills gain from Being a Parent 0.2% (n = 1) 5.0% (n = 20) 39.5% (n = 160) 55.3% (n = 225)