supervised, and provides opportunities to explore, play, and learn promotes healthy child development at all ages. Positive Learning Environment This principle involves teaching parents to be their children's first teacher. This means that parents must learn to respond to their children's requests in a positive and constructive manner while also helping them learn to solve problems on their own. Assertive Discipline The program teaches parents how to change from using ineffective and coercive discipline such as physical punishment, shouting, and threatening to using effective strategies in specific situations. Effective strategies include selecting ground rules for specific situations, discussing rules with children, giving clear, calm, and age-appropriate directions and requests, presenting logical consequences, using quiet time and time out, and using planned ignoring (p. 509). Realistic Expectations This helps parents change expectations and goals for child behavior to be developmentally appropriate for the child and realistic for the parent. Parents who have more realistic expectations of this child's capabilities are less likely to engage in child abuse or child neglect. Parental Self-Care This principle aims at teaching parents practical skills so that they may view parenting as part of a larger context related to self-care, resourcefulness, and well-being and maintain a sense of self-esteem. Programs In addition to the program for younger children (Standard Triple P), there are versions of Triple P for families with specific needs, including parents of adolescents (Teen Triple P), parents with a child with a disability (Stepping Stones Triple P) and parents who are separated or divorced (Family Transitions Triple P).) Research Evidence for the effectiveness of intervention programs can be divided into two types. One type is impact studies where the aim of the evaluation is to demonstrate a statistically significant improvement in outcomes on a population, which can be attributed to the intervention. A second type is qualitative studies which aim to illuminate the mechanisms through which program participants can access the resources and help offered in the program to achieve better outcomes. Nowak and Heinrichs (2008) conducted a meta-analysis that analyzed findings of 55 research studies on the Positive Parenting Program and found reliable positive effects of the program across all settings (initial levels of problems and countries) for child behavior problems, parenting behavior, and parental well-being. Parents’ relationship quality also significantly improved as a result of the program. The findings were unable to establish whether positive child effects were due to an