Our Evidence Base

Bowlby’s attachment theory (1973) and Perry’s work on bonding (2008) emphasise the critical role of secure attachments in early childhood. These connections form the foundation for emotional health and interpersonal relationships throughout life. Our programmes use this evidence of attachment to focus on creating strong, secure bonds between parents and children.

• Bowlby, J. (1973). Attachment and Loss: Volume 1. Attachment. New York: Basic Books. (PGLT P14).
• Perry, B. D. (2008). Bonding and Attachment in Maltreated Children: Consequences of Emotional Neglect in Childhood. Houston: Child Trauma Academy. (PGLT P15).

Behaviour change theories like Prochaska and DiClemente’s Model of Change (1998) offer structured approaches to fostering positive parenting behaviours. Sue Gerhardt (2014) emphasises how emotional regulation plays a pivotal role in preventing negative patterns of behaviour. Together, these works guide parents and practitioners in our Nurturing Programme in adopting sustainable changes that benefit children and families.

• Prochaska, J. O., & DiClemente, C. C. (1998). Toward a comprehensive, transtheoretical model of change: Stages of change and addictive behaviors. In W. R. Miller & N. Heather (Eds.), Treating addictive behaviors (2nd ed., pp. 3–24). Plenum Press. (PGLT P20).
• Gerhardt, S. (2014). Why Love Matters: How Affection Shapes a Baby’s Brain. 2nd ed. London: Routledge. (PGLT P2.31).

Allan Schore (1994) and Sue Gerhardt (2014) highlight the profound impact of early experiences and nurturing on brain development. Positive parenting practices can strengthen neural pathways associated with emotional regulation and cognitive growth. These insights underscore the importance of fostering secure attachments and emotional safety.

• Schore, A. N. (1994). Affect Regulation and the Origin of the Self. (PGLT P1.12, P2.31).
• Gerhardt, S. (2014). Why Love Matters: How Affection Shapes a Baby’s Brain. 2nd ed. London: Routledge. (PGLT P1.23).

Margot Sunderland (2007) and other researchers emphasise the role of love, nurture, and play in healthy child development. These factors promote emotional resilience, cognitive skills, and positive social behaviours. Our programmes use this evidence to guide practices that optimise developmental outcomes.

• Sunderland, M. (2007). Effects of Love, Nurture, and Play. (PGLT P1.48).

Stephen Bavolek’s Ten Principles of Nurturing Parenting are the cornerstone of the Centre for Emotional Health’s work, focusing on empathy, secure attachments, and emotional health within families. These Principles provide the foundational framework for our programmes, emphasising emotional literacy, positive relationships, and healthy relational habits. By incorporating these principles, we ensure that our programmes are grounded in evidence-based approaches to fostering resilience, breaking negative cycles, and supporting children’s long-term well-being.

• Bavolek, S. J. (1995). The Nurturing Parenting Programs: Philosophy and Techniques. Asheville, NC: Family Development Resources. (PGLT P9).

Studies like Larzelere et al. (2013) and Scott (2011) show that authoritative parenting, which balances warmth and discipline, leads to the best outcomes for children. These outcomes include improved self-regulation, social behaviour, and academic success. Our programmes emphasise this style to help families achieve positive, sustainable change.

• Larzelere, R. E., Morris, A. S., & Harrist, A. W. (2013). Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development. Washington, DC: American Psychological Association (PGLT P2.8).
• Scott, S. (2011). How is parenting style related to child anti-social behaviour? Preliminary findings from the Helping Children Achieve Study. The Journal of Child Psychology and Psychiatry, 52(6), 917–925. (PGLT P1.20).

Albert Bandura’s (1977) foundational work on social learning theory underscores the idea that children learn behaviours by observing and imitating others. This theory is central to understanding how parenting practices and family environments shape children’s development. By modelling positive relational habits, parents can promote prosocial behaviours and emotional resilience in children.

• Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall. (PGLT P1.10, PGL 20).

Research shows that teaching children to channel anger positively is essential. Sunderland (2007) highlights that associating anger energy with violent acts, like punching a cushion, is inappropriate as it reinforces harmful associations (PGLT P2.31). Brain scans reveal that many violent adults operate from ancient rage/fear responses in the primitive brain, with little regulation from the higher brain regions. Furthermore, young children under the age of 8 may not distinguish between accidental and intentional harm, making age-appropriate interventions crucial.

• Sunderland, M. (2007). What Every Parent Needs to Know: The Incredible Effects of Love, Nurture and Play on Your Child’s Development. London: Dorling Kindersley. (PGLT P2.28–P2.31).

Burkhouse et al. (2012) shows that criticism and parental conflict significantly increase risks of depression and emotional challenges in children. Addressing these dynamics can mitigate negative impacts and create healthier family environments. Our programmes build on this research by including conflict-resolution strategies to support families.

• Burkhouse, K. L. et al. (2012). Expressed emotion-criticism and risk of depression onset in children. Journal of Child and Adolescent Psychology, 41(3), pp. 245-256. (PGLT P1.32).

Gerhardt (2014) discusses how suppressing feelings can harm emotional development and long-term well-being. A rich emotional vocabulary is necessary to be emotionally literate – the English language itself has 500 words to describe emotions (PGLT P2.22)! By addressing the risks of suppressed emotions, The Nurturing Programme encourages emotional expression and validation. This approach supports children in developing healthy emotional awareness and coping strategies.

• Gerhardt, S. (2014). Why Love Matters: How Affection Shapes a Baby’s Brain. 2nd ed. London: Routledge. (PGLT P2.24).

Larzelere et al. (2013) emphasise the importance of parents modelling positive behaviours, as these relational habits directly influence children’s emotional and social development. Our programmes encourage parents to demonstrate effective ways of managing emotions and building resilience. This modelling fosters generational cycles of positive behaviour.

• Larzelere, R. E., Morris, A. S., & Harrist, A. W. (2013). Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development. Washington, DC: American Psychological Association. (PGLT P2.8).

Creating environments of psychological safety, as described by Sue Gerhardt (2014) and Sunderland (2007), is key to fostering secure and empathetic parent-child relationships. Such environments allow children to explore and express emotions without fear, promoting healthy emotional and cognitive development. These principles form the foundation of nurturing and emotionally attuned parenting.

• Gerhardt, S. (2014). Why Love Matters: How Affection Shapes a Baby’s Brain. 2nd ed. London: Routledge. (PGLT P1.12).
• Sunderland, M. (2007). What Every Parent Needs to Know: The Incredible Effects of Love, Nurture and Play on Your Child’s Development. London: Dorling Kindersley. (PGLT P2.31).

Gerhardt (2014) and Larzelere et al. (2013) show that self-regulation and co-regulation are pivotal skills developed through nurturing parenting practices. These skills enable children to manage emotions and behaviours effectively, contributing to better social and academic outcomes. Our programmes teach strategies to build these essential competencies.

• Gerhardt, S. (2014). Why Love Matters: How Affection Shapes a Baby’s Brain. 2nd ed.  London: Routledge. (PGLT P2.24).
• Larzelere, R. E., Morris, A. S., & Harrist, A. W. (2013). Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development. Washington, DC: American Psychological Association (PGLT P2.8).

Carl Rogers (1978) describes unconditional positive regard as accepting and valuing a person regardless of their behaviour, a principle critical in parenting. This approach helps children develop self-worth and emotional security. The Nurturing Programme encourages parents to embody this principle for healthier parent-child relationships.

• Rogers, C. R. (1978). Personal Power: Inner Strength and Its Revolutionary Impact. New York: Delacorte Press.

Active listening, central to Dr. Bavolek’s Nurturing Parenting Principles, strengthens trust and emotional connection between parents and children. This approach encourages empathy and helps children feel understood, promoting better communication and emotional health. By teaching active listening, parents can enhance relational dynamics within families.

•  Bavolek, S. J. (1995). The Nurturing Parenting Programs: Philosophy and Techniques. Asheville, NC: Family Development Resources. (PGLT P9).

Every culture in the world has the same set of facial expressions to reflect the basic emotions (fear, disgust, happiness, sadness, anger, surprise). This was established through anthropological research by psychologist Paul Ekman (University of California, San Francisco) in the 1960s in 21 cultures across the world, including people in New Guinea who were members of the last “Stone Age” tribe – a group who had had no previous contact with the outside world. (Darwin also observed this universality of emotional expression a hundred years ago, but his insight was ignored!)

• Ekman, P. (1970). Universal Facial Expressions of Emotions. California Mental Health Research Digest, [online] 8(4). (PGLT P2.42).

Engaging children through laughter and play enhances cognitive and emotional development, as noted by Shonkoff and Meisels (2000). These activities increase oxygen flow to the brain and support bonding between parents and children. Our programmes emphasise fun, interactive methods to make learning enjoyable and effective.

• Shonkoff, J. P., & Meisels, S. J. (2000). Handbook of Early Childhood Intervention. 2nd ed. Cambridge: Cambridge University Press. (PGLT P1.10).

Mehrabian and Ferris (1967) demonstrate that nonverbal cues like tone and body language play a significant role in communication, often more than words themselves. These findings inform The Nurturing Programme’s emphasis on the importance of modelling positive, nonverbal communication. Understanding these dynamics helps parents improve interactions with their children.

• Mehrabian, A., & Ferris, S. R. (1967). Inference of Attitudes from Nonverbal Communication in Two Channels. Journal of Consulting Psychology, 31(3), pp. 248-252. (PGLT P2.44).-

Schore (1994) highlights that parents say “don’t do that” approximately every nine minutes on average, reflecting the prevalence of negative verbal communication in parent-child interactions. Such frequent negative commands can hinder emotional development and contribute to a stressful relational environment. The Nurturing Programme utilises this research to emphasise the importance of shifting toward positive, constructive communication.

• Schore, A. N. (1994). Affect Regulation and the Origin of the Self: The Neurobiology of Emotional Development. Hillsdale, NJ: Lawrence Erlbaum Associates. (PGLT P1.36).

Jack Canfield’s study found that children typically receive 10 negative comments for every positive one, emphasising the need to shift toward positive reinforcement. By modelling positive relational habits and encouraging emotional communication, parents can help children develop prosocial behaviours.

Furthermore, research by Mueller and Dweck (1998) shows that praising effort and actions rather than inherent traits fosters motivation, resilience, and a growth mindset in children. The Nurturing Programme incorporates this understanding to encourage effective praise strategies. This shift from “being” to “doing” praise helps build confidence and intrinsic motivation in children.

• Mueller, C. M., & Dweck, C. S. (1998). Praise for Intelligence Can Undermine Children’s Motivation and Performance. Journal of Personality and Social Psychology, 75(1), pp. 33-52. (PGLT P1.34).
• Rose, C. & Goll, L. (1992). Accelerate Your Learning. Accelerated Learning Systems.

Experiential learning is rooted in real-world, interactive processes that engage both parents and children, developing deeper understanding and skill development. Sunderland (2007) highlights the role of play and nurturing in experiential learning, emphasising its profound impact on child development. Dale’s Cone of Experience model (1960) visually illustrates that immersive methods—such as direct participation or role-playing—lead to better understanding and retention compared to passive learning approaches like reading or hearing alone. Together, they underline the value of interactive and practical methods in our programmes, which leverage these principles to create memorable and impactful learning opportunities.

• Sunderland, M. (2007). What Every Parent Needs to Know: The Incredible Effects of Love, Nurture, and Play on Your Child’s Development. London: Dorling Kindersley. (PGLT P1.48).
• Dale, E. (1960). Audio-Visual Methods in Teaching. 3rd ed. New York: Holt, Rinehart & Winston. (PGLT P10).

Carl Rogers (1978) discusses personal power as a transformative force, emphasising the importance of autonomy and self-determination. Parents who understand and respect these concepts build independence and confidence in their children. Our programmes integrate these principles to empower both parents and children.

• Rogers, C. R. (1978). Personal Power: Inner Strength and Its Revolutionary Impact. New York: Delacorte Press. (PGLT P2.10).

Kaminski et al.’s (2008) reveal the importance of cognitive-relational components, like enhancing the parent-child bond, as key predictors of successful outcomes. Even behavioural approaches often integrate these elements for maximum impact. This evidence informs the design of our relationship-focused programmes.

• Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A Meta-Analytic Review of Components Associated with Parent Training Program Effectiveness. Journal of Abnormal Child Psychology, 36(4), 567–589. (PGL P6).

Davis and Day’s (2010) The Family Partnership Model  underscores the value of reflective practice in enhancing parenting interventions. Practitioners are encouraged to evaluate their methods and adapt to the needs of families. Reflective practice ensures continuous improvement and responsiveness in parenting support.

Furthermore, Ghate (2018) emphasises the role of reflective practices and co-produced theories of change in enhancing the quality and impact of social programmes. Her research demonstrates how participatory approaches can strengthen programme delivery and evaluation, ensuring that interventions remain relevant and effective.

• Davis, H., & Day, C. (2010). The Family Partnership Model: Understanding and Building Relationships in Family Support. London: Pavilion Publishing. (PGLT P25).
• Ghate, D. (2018). Developing Theories of Change for Social Programmes: Co-Producing Evidence-Supported Quality Improvement. Palgrave Communications, 4, Article 90. (PGL P4.6).

Barlow and Stewart-Brown (2001) provide valuable insights into the perspectives of parents participating in parenting programmes. Their research highlights the importance of incorporating participant feedback to refine interventions and improve outcomes for families.

• Barlow, J., & Stewart-Brown, S. (2001). Understanding Parenting Programmes: Parents’ Views. Primary Health Care Research and Development, 2(2), pp. 117–130. (PGL P4.6).