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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)