This thesis investigated the intervention effects, acceptability, and social validity of the Triple P- Positive Parenting Program with Japanese families. Triple P was developed in Australia and evaluated in different settings with diverse groups in Australian society as well as overseas. Japanese society has acknowledged the benefits of Triple P; however the effects and acceptability of the program with a Japanese population had not been evaluated. This project developed the Community-Based Introduction Model which comprised six phases based on prevention research models to introduce and evaluate Triple P in Japanese society. The results were expected to contribute to research on social validation of evidence-based parenting interventions in Japanese society. The Community-Based Introduction Model addressed questions that have been raised from prevention research literature such as differences between researchers and community practitioners that seem to prevent effective programs from wide implemention in community settings. The model, therefore, involved collaboration with community representatives to identify their views on, concerns with and expectations for the program that could be useful to validate the societal and cultural relevance of the program in Japanese society. The findings indicate the efficacy and validity of the Triple P program with Japanese families, and suggest that the program features are a significant predictor of participation in the program both for parents and professional health workers. Consequently, the project proposes an effective parenting support approach which can ameliorate children’s behavioural and emotional difficulties in Japan. This approach claims that the evidence-based parenting intervention is efficacious with Japanese families in collaboration with community health promoters and that program features are a significant contributor to the socio-cultural validation of the program as well as effective dissemination. The model that is presented should be tested for improvement. To supplement the limitations of this project, future research needs to address issues in four areas including assessment, participants, variables of interest, and theory development. The thesis demonstrates the potential for implementation of an intervention in community service settings that should lead to a decrease in gaps between research and community trials. The ecological approach utilised community resources, which showed the enhancement of parents’ participation, retainment of participants in the program, parental goal setting and the commitment to that goal. The findings will contribute to research on prevention intervention by presenting the process that demonstrates the introduction of evidence-based treatment developed in Western society into culturally different communities and by indicating the role of program features for socio-cultural validation in communities.