and on some measures parents who completed measures but whose feedback was adjudged to have been positively biased. SafeCare The SafeCare programme has been provided to families in the United Kingdom where a professional has judged there is a risk of experiencing significant harm through neglect. Outcome data shows that on average families who participated in the evaluation of the programme improved parenting skills and reduced neglectful behaviours. Furthermore, all referrers reported seeing positive changes in the families they referred, particularly in home safety, parent-child interaction and health. However, in the absence of a comparison group it was not possible to attribute the changes to SafeCare. Triple P Triple P has also been provided to families in the United Kingdom where neglect is a concern. The findings from this service showed that on average the children who participated in the evaluation experienced improved emotional and behavioural outcomes. However, this positive change could not be attributed to Triple P because a control group had not been established. Mechanisms to stop neglect Qualitative research studies have also illuminated some of how programs can help individual parents. Social learning theory Evaluations have demonstrated that in certain cases parents have learned to improve their parenting in the way described by social learning theory. Social Learning Theory suggests people learn by observing behaviours and the positive outcomes associated with them. An evaluation of the Triple P intervention highlighted how many parents were able to improve how they related to their children after having received advice about how to be clear with their children, and in some cases after having tried and seen the effects of such approaches for themselves, first-hand, and often for the first time. Prompted by Video Interaction Guidance, parents–with several children, who traditionally spent time with each of them all together in a group–started spending one-to-one time with their children, oftentimes for the very first time. Some parents also started to do activities with their children, which involved a small element of risk, after having agreed to do them for the first time as part of Video Interaction Guidance. Relationship between practitioner and parent A common finding across evaluations of programmes designed to help families where neglect is a concern is that the principal factor which influences parents' engagement and perception is the quality of the relationship that they can build with the practitioner delivering the programme. Key factors in helping practitioners