Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP)

About This Program

Target Population: Parents or caregivers of children aged 0-12 years

For parents/caregivers of children ages: 0 – 12

Program Overview

Selected Seminars Triple P is one of the interventions within the Triple P - Positive Parenting Program® System (System Triple P) which is designed to help parents learn strategies to promote social competence and self-regulation in children as well as decrease problem behavior. It involves a series of positive parenting presentations designed to reach a parent audience of any size. The seminars address common parenting problems and provide parents with suggestions to try at home. Parents are taught how to use positive parenting to encourage children to learn the skills and competencies they need to promote their health, development, and well-being. There are three seminar topics with each taking around 90 minutes to present, plus 30 minutes for question time. In Seminar 1 - The Power of Positive Parenting - practitioners introduce parents to five key principles of positive parenting. In Seminar 2 - Raising Confident, Competent Children - parents are introduced to six core building blocks that are designed to help children to become confident and successful at school and beyond. Seminar 3 - Raising Resilient Children - introduces six additional core building blocks for parents to use when helping their children to manage their feelings and coping skills. Other Triple P interventions have been rated on the CEBC. Triple P - Positive Parenting Program® - Level 4 (Level 4 Triple P) has been rated a 1 – Well-Supported by Research Evidence CEBC on the CEBC Scientific Rating Scale. Triple P - Positive Parenting Program® - Level 3 Discussion Group, has been rated a 2 – Supported by Research Evidence on the same scale. Triple P - Positive Parenting Program® - Level 3 Primary Care (Level 3 Triple P Primary) has also been rated.

Program Goals

The goals of Triple P – Positive Parenting Program – Level 2 Selected Seminar Series (Selected Seminars Triple P) are:

  • Increase competence in promoting healthy development and managing common behavior problems and developmental issues
  • Reduce use of coercive and punitive methods of disciplining children
  • Increase use of positive parenting strategies in managing their children’s behavior
  • Increase confidence in raising their children
  • Improve partners’ communication about parenting issues
  • Reduce stress associated with raising children
  • Decrease their children’s behavior problems

Essential Components

The essential components of Triple P – Positive Parenting Program – Level 2 Selected Seminar Series (Selected Seminars Triple P) include:

  • Service Delivery Detail:
    • Service delivery modality: Group
    • Group size: Variable and as large as a venue’s capacity
    • Modality: In-person sessions
    • AV room needs: Typical AV setup for PowerPoint with sound
    • Setting: Variable
      • Indoors: Any meeting room with suitable capacity for audience
      • Outdoors: An area with sufficient protection from the elements and AV system capable of outdoor use
    • Number of seminars: 3
    • Seminar duration: 1.5 hours
      • 60 minutes for presentation
      • 30 minutes for Questions and Answers (Q&A)
    • Number of practitioners needed to present: 1
  • Seminars Content:
    • Seminar 1: The Power of Positive Parenting - Practitioners introduce parents to the five key principles of positive parenting that form the basis of Triple P. These principles are:
      • Ensuring a safe engaging environment
      • Creating a positive learning environment
      • Using assertive discipline
      • Having reasonable expectations
      • Looking after yourself as a parent
    • Seminar 2: Raising Confident, Competent Children - In this seminar, parents are introduced to six core building blocks for children to become confident and successful at school and beyond. These competencies are:
      • Showing respect to others
      • Being considerate
      • Having good communication and social skills
      • Having healthy self-esteem
      • Being a good problem solver
      • Becoming independent
    • Seminar 3: Raising Resilient Children - Parents are introduced to six core building blocks for children to manage their feelings and become resilient in dealing with life stress. These competencies are:
      • Recognizing and accepting feelings
      • Expressing feelings appropriately
      • Building a positive outlook
      • Developing coping skills
      • Dealing with negative feelings
      • Dealing with stressful life events
    • Practitioners perform the following tasks during their presentations:
      • Encourage involvement from parents (the seminars should be interactive with the audience)
      • Respond positively to contributions
      • Draw on experience and knowledge of parents
      • Identify goals and interests of participants
      • Use session structuring techniques
      • Use Q&A to facilitate learning
      • Provide clear examples and explanations
      • Create variety in presentation examples
      • Use live demonstrations and role plays when appropriate
      • Respond to parents’ questions
      • Prevent any process problems (e.g., getting sidetracked)
      • Use the self-regulatory framework to promote self-directedness and autonomy in parents

Program Delivery

Parent/Caregiver Services

Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP) directly provides services to parents/caregivers and addresses the following:

  • Attachment problems, coercive parenting, overly punitive methods of disciplining children, parent/partner communication problems about parenting, difficulty coping with stress, symptoms of depression and anxiety, inconsistent parenting, over-reactive parenting, hostile and long-winded arguing, difficulty in planning behaviors, co-parenting problems, having unrealistic expectations for self and child, neglecting self-care, imbalances in work-family life, negativistic thinking, general disorganization, modeling negative or ineffective coping behavior; and/or parent of a child with disruptive behaviors, disrespect, defiance, oppositional behavior, uncooperative behavior, impolite behavior, inconsiderate behavior, poor communication and social skills, low self-esteem, difficulty problem solving, difficulty demonstrating independent behavior, poor emotional coping skills, inability to express feelings, a negativistic attitude
Services Involve Family/Support Structures:

This program involves the family or other support systems in the individual's treatment: The seminars are typically open to all interested parties and extended family members, other caregivers, or other service providers are welcome to attend in order to learn the language of positive parenting.

Recommended Intensity:

1.5-hour seminars which can be offered individually or in a series

Recommended Duration:

Variable and based on local needs and frequency of seminars: e.g. 1-2 months to over a year

Delivery Settings

This program is typically conducted in a(n):

  • Hospital
  • Outpatient Clinic
  • Community-based Agency / Organization / Provider
  • School Setting (Including: Day Care, Day Treatment Programs, etc.)

Homework

Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP) includes a homework component:

Participants are provided with “Take Home Messages” corresponding to the content of each seminar and are encouraged to try the positive parenting strategies at home.

Languages

Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP) has materials available in languages other than English:

Arabic, Chinese, Danish, Flemish, French, German, Greek, Japanese, Spanish, Swedish

For information on which materials are available in these languages, please check on the program's website or contact the program representative (contact information is listed at the bottom of this page).

Resources Needed to Run Program

The typical resources for implementing the program are:

  • Typical AV setup to project PowerPoint with sound (computer, projector, screen, speakers)
  • 1 practitioner who presents the seminar
  • Space that is able to accommodate intended audience; capacity is limited only by the size of the room
  • Child care resources for when parents are in session

Education and Training

Prerequisite/Minimum Provider Qualifications

•Minimum qualifications include experience in working with children and families and a desire to undergo training and learn the model. The University of Queensland does not enforce a specific educational credential as these opportunities are greatly influenced by local conditions.

Education and Training Resources

There is a manual that describes how to implement this program , and there is training available for this program.

Sanders, M. R., & Turner, K. M. T. (2012). Facilitator’s manual for Selected Triple P (3rd ed.). Brisbane, Australia: Triple P International Pty Ltd.

Training Contact:
Training is obtained:

There are two training options:

  • Open Enrollment Training: For individual or small groups of practitioners (<10 or so), open enrollment training events are scheduled periodically around the country. Interested parties may peruse the schedule of courses and register from the triple.net website
  • Agency-based Training: For larger groups, onsite trainings may be commissioned for up to 20 participants plus two auditors per course.
Number of days/hours:
  • Training via open enrollment: 2.5 days (2 days of intervention training + 0.5 day for accreditation)
  • Training via agency-based: 3.5 days (2 days of intervention training + 1 day pre-accreditation workshop + 0.5 day for accreditation)
  • Extension course option is available for existing Triple P practitioners and in both cases above, the training curricula is one day shorter.

Implementation Information

Pre-Implementation Materials

There are pre-implementation materials to measure organizational or provider readiness for Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP) as listed below:

Organizational Readiness Checklist for Implementing Triple P – a brief self-assessment that focuses on key implementation milestones and assists organization(s) in identifying areas of strength and areas requiring more development

Implementation Milestones Checklist – a list that details the key milestones involved throughout the phases of implementation and can serve as a guide for an organization as they plan and begin implementing Triple P

Self-Assessment Implementation Drivers Checklists - tools that are designed to assist a local implementation team in assessing the current state of implementation drivers and determining if any changes will be required for the program being implemented:

  • Coaching and Peer Support
  • Decision Support Data Systems
  • Facilitative Administrative Supports
  • Leadership
  • Performance Management
  • Recruitment and Selection
  • System Intervention
  • Training and Accreditation

Formal Support for Implementation

There is formal support available for implementation of Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP) as listed below:

Triple P America employs Implementation Consultants who provide support through a mix of on-site, teleconferencing, webinar, and email support. Triple P Implementation Consultants support organizations in the implementation planning process and sharing of Triple P implementation tools for agencies/jurisdictions adopting Triple P. This support is available throughout an initiative; often more intensive at first and tapering off as sites/jurisdictions develop effective plans for maintenance. Triple P America provides consultation, resources and tools related to evaluation and fidelity monitoring but does not provide direct oversight or collect data from implementing sites. Implementation Consultants use the tools from the Triple P Implementation Framework to foster local ownership of the intended outcomes and processes for evaluation. Sites are supported in their goals of fostering effective leadership and following best practices for workforce development, service delivery, and quality improvement cycles. While Implementation Consultants focus on support for administrators and managers of initiatives, Triple P Trainers are an available resource to sites seeking additional consultation and support for practitioners through developed workshops, tailored support days, and/or consultation calls at an additional cost.

Fidelity Measures

There are fidelity measures for Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP) as listed below:

Measures include a Presenter Skills Checklist which may be used as self-check or observational tool and covers the basic skills a presenter will need to deliver the program. Each seminar has a corresponding Seminar Checklist which can also be used as a self-report measure or an observational tool. The checklist covers all of the topics that are covered in each seminar. Because Triple P embraces a continuous quality improvement approach that is also focused on increasing self-sufficiency of agencies, session checklists can be incorporated into an agency’s quality assurance and improvement plan according to local needs. Practitioners who use the checklists to self-monitor can increase their competencies by focusing on areas to improve (as well as recognizing areas of strength). Likewise, agency staff, who may have a supervisory or peer support role, may also use the checklists to provide constructive feedback and support.

Training to use these measures occurs during practitioner training. Forms may be downloaded from the Triple P Provider Network once trained. Sample copies may be provided by request from the TPA main office. For supervisorial staff members who have not been trained, TPA ICs can brief them regarding ways that agencies can use checklists; this is done most commonly through a webinar for supervisors. The best way for supervisors to support staff is to also be trained as practitioners, but in lieu of this, ICs can tailor an approach to help supervisors get up to speed fairly quickly.

Triple P has three quality assurance/fidelity checks built into its implementation framework:

  • Accreditation of Practitioners – Completed within the context of a Triple P Provider Training Course, this establishes baseline competence of all practitioners and certifies them as being able to implement the program as intended. The accreditation process has two steps: obtaining a passing score on a written exam and displaying competence in parent consultation skills as scored by an accredited Triple P trainer through direct observation or DVD submission. Procedures are in place to help and “recycle” practitioners to master the intervention when they do not pass accreditation.
  • Presenter Skills and Seminar Checklists – mentioned above.
  • Peer Support Networks - A crucial element in implementation sites involves the adoption of a self-regulatory framework and the use of the Peer Assisted Support and Supervision (PASS) model of quality assurance. During PASS sessions, practitioners present cases, obtain feedback from other qualified practitioners, and continue to supplement their skills with continuing education. Practitioners learn the PASS model at training, and the PASS manual and checklist are available to trained practitioners through the Triple P Provider Network.

Other quality assurance and fidelity checks are available and Triple P America implementation consultants will work with local agencies to craft a plan that is consistent with local oversight agency procedures. For example, some agencies, may adopt approaches such as observing seminar sessions in-person, in real settings, while others may use checklists as an internal training tool. Other agencies may develop their own measures for quality assurance purposes or implement pre-post outcome measures as an additional check on fidelity. All of these approaches are designed to yield implementations that are solid and achieve positive results. ICs are available to work with agencies on developing a plan that is designed to ensure fidelity while not becoming too burdensome for agencies. TPA finds that it is important to balance these drivers. Please email contact.us@triplep.net for further information on measures of fidelity.

Established Psychometrics:

Turner, K. M. T., Nicholson, J. M., & Sanders, M. R. (2011). The role of practitioner self-efficacy, training, program and workplace factors on the implementation of an evidence-based parenting intervention in primary care. Journal of Primary Prevention, 32, 95-112. https://doi.org/10.1007/s10935-011-0240-1

  • Two measures are routinely collected during Triple P training and accreditation events to assess the effectiveness and quality of training and accreditation: The Parent Consultation Skills Checklist (PCSC) and the Workshop Evaluation Survey (WES). Turner, Nicholson & Sanders (2011) reported high internal consistency α = .96 to .97 for the PCSC and high internal reliability α = .85 for the WES.

McPherson, K. E., Sanders, M. R., Schroeter, B., Troy, V., & Wiseman, K. (2016). Acceptability and feasibility of Peer Assisted Supervision and Support for intervention practitioners: A Q-methodology evaluation. Journal of Child and Family Studies, 25(3), 720-732. https://doi.org/10.1007/s10826-015-0281-9

  • In early testing, PASS has shown to be an acceptable and feasible method of supervision for evidence-based program practitioners.

Implementation Guides or Manuals

There are implementation guides or manuals for Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP) as listed below:

The Triple P Implementation Workbook serves as a primer and guide on the program implementation process. The workbook provides information about roles, key steps, considerations and activities that, with the support of an IC, progresses agency administrators (e.g. coordinators and supervisors) through the five phases of the Triple P implementation framework:

  • Engagement (mutual exchange of information which builds the basis for a solid implementation)
  • Commitment and Contracting (assessing program fit and capacity of agency to implement)
  • Implementation Planning (detailed service delivery planning)
  • Training and Accreditation (selection, training, and accreditation of workforce)
  • Implementation and Maintenance (quality assurance, outcomes tracking, and sustainability plans)

By consulting with an IC and working through the activities and checklists in the workbook, the desired outcomes are as follows:

  • Selection of appropriate Triple P programs to achieve agency goals.
  • Self-assessment of the adopting agency’s strengths and challenges (with regard to implementation).
  • Optimization of workforce development plans to deliver Triple P in the community (including selection and practitioner training).
  • Identification and development of processes supporting effective delivery and monitoring of Triple P services.
  • Building a sustainable service delivery model.

Many planning documents are available to support the implementation process and are referenced within the workbook and organized by phase of implementation. Generally these are made available electronically to agency administrators who are overseeing their agency’s implementation and working directly with an IC. Agencies vary greatly in the amount of support that is needed to implement evidence-based programs and so IC support is tailored accordingly.

Implementation Cost

There are no studies of the costs of Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP).

Research on How to Implement the Program

Research has been conducted on how to implement Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars TripleP) as listed below:

  • Aldridge, W. A., II, Murray, D. W., Prinz, R. J., & Veazey, C. A. (2016). Final report and recommendations: The Triple P implementation evaluation, Cabarrus and Mecklenburg counties, NC. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.
  • Breitkreuz, R., McConnell, D., Savage, A., & Hamilton, A. (2011). Integrating Triple P into existing family support services: A case study on program implementation. Prevention Science, 12(4), 411-422.
  • Fives, A., Pursell, L., Heary, C., Nic Gabhainn, S., & Canavan, J. (2014). Parenting support for every parent: A population-level evaluation of Triple P in Longford Westmeath. Final report. Longford Westmeath Parenting Partnership.
  • Mazzucchelli, T. G. & Sanders, M. R. (2010). Facilitating practitioner flexibility within evidence-based practice: Lessons from a system of parenting support. Clinical Psychology: Science and Practice, 17(3), 238-252. https://doi.org/10.1111/j.1468-2850.2010.01215.x
  • McWilliam, J., Brown, J., Sanders, M. R., & Jones, L. (2016). The Triple P implementation framework: The role of purveyors in the implementation and sustainability of evidence-based programs. Prevention Science, 17, 636-645.
  • Morawska, A., Sanders, M., Goadby, E., Headly, C., Hodge, L., McAuliffe, C., Pope, S., & Anderson, E. (2011). Is the Triple P-Positive Parenting Program acceptable to parents from culturally diverse backgrounds? Journal of Child and Family Studies, 20, 614-622. https://doi.org/10.1007/s10826-010-9436-x
  • Romney, S., Israel, N., & Zlatevski, D. (2014). Exploration-stage implementation variation: Its effect on the cost-effectiveness of an evidence-based parenting program. Zeitschrift für Psychologie, 22, 37-48. https://doi.org/10.1027/2151-2604/a000164
  • Seng, A. C., Prinz, R. J., & Sanders, M. R. (2006). The role of training variables in effective dissemination of evidence-based parenting interventions. The International Journal of Mental Health Promotion, 8, 20-28. https://doi.org/10-1080/14623730.2006.9721748
  • Shapiro, C. J., Prinz, R. J., & Sanders, M. R. (2012). Facilitators and barriers to implementation of an evidence-based parenting intervention to prevent child maltreatment the Triple P-Positive Parenting Program. Child Maltreatment, 17(1), 86-95.
  • Shapiro, C. J., Prinz, R. J., & Sanders, M. R. (2015). Sustaining use of an evidence-based parenting intervention: Practitioner perspectives. Journal of Child and Family Studies, 24, 1615-1624. https://doi.org/10.1007/s10826-014-9965-9

Relevant Published, Peer-Reviewed Research

Child Welfare Outcome: Child/Family Well-Being

Sanders, M., Prior, J., & Ralph, A. (2009). An evaluation of a brief universal seminar series on positive parenting: A feasibility study. Journal of Children’s Services, 4(1), 4-20. https://doi.org/10.1108/17466660200900002

Type of Study: Randomized controlled trial
Number of Participants: 244

Population:

  • Age — Parent: Not specified; Children: 4-7 years (Mean=5.5 years)
  • Race/Ethnicity — Not specified
  • Gender — Parent: 80% female, 20% male; Children: Not specified
  • Status — Participants were parents with children that were recruited through promotion in local schools, newspapers, childcare centers, churches and community centers

Location/Institution: Queensland, Australia

Summary: (To include comparison groups, outcomes, measures, notable limitations)
This study examined the impact of Selected Triple P Positive Parenting Program [now called Triple P – Positive Parenting Program – Level 2 Selected Seminar Series (Selected Seminars Triple P)] on behavioral and emotional problems in preadolescent children and on interparental conflict, parenting style, relationship quality, parental adjustment, and parental confidence. Participants were randomly were assigned to one of three conditions: (a) partial exposure condition involving attendance at a single introductory seminar; (b) full exposure (attendance at all three seminars); or (c) a waitlist control group. Measures utilized include the Family Background Questionnaire, the Strengths and Difficulties Questionnaire (SDQ), the Parenting Tasks Checklist, the Parenting Scale, the Parent Problem Checklist, the Relationship Quality Index, and Depression-Anxiety-Stress Scale 21 (DASS 21). Results indicate there was a significant reduction in parental reports of problem child behaviour and dysfunctional parenting styles with the introductory seminar alone. However, exposure to all three seminars was associated with significant improvements in all dysfunctional parenting styles and in the level of inter‐parental conflict. There were no significant differences between conditions at postintervention on parental reports of depression, anxiety, stress, relationship quality, or parental confidence. Limitations include reliance on self-reported measures and lack of follow-up.

Length of postintervention follow-up: None.

Sumargi, A., Sofronoff, K., & Morawska, A. (2014). Evaluation of a brief format of the Triple P-Positive Parenting Program: A pilot study with Indonesian parents residing in Australia. Behaviour Change, 31(2), 144-158. https://doi.org/10.1017/bec.2014.7

Type of Study: One-group pretest-posttest
Number of Participants: 30

Population:

  • Age — Parents: Mean=34.20 years; Child: 2-11 years (Mean=5.33 years)
  • Race/Ethnicity — 60% Indonesian, Javanese and Sundanese
  • Gender — Parents: 90% Female; Child: 53% Male
  • Status — Participants were recruited from mailing lists of Indonesian communities, a social networking website (i.e., Facebook), and personal contacts

Location/Institution: Brisbane, Australia

Summary: (To include comparison groups, outcomes, measures, notable limitations)
This study provides an evaluation of the level of acceptability among Indonesian parents and the efficacy of the Triple P-Positive Parenting Seminar Series [now called Triple P – Positive Parenting Program – Level 2 Selected Seminar Series (Selected Seminars Triple P)]. Measures included Family Background Questionnaire (FBQ), the Child Adjustment and Parent Efficacy Scale (CAPES), the Parenting Scale (PS), the Parent Acceptability Questionnaire (PAQ), and the Parent Satisfaction Survey (PSS). Results indicate parents reported less frequent use of dysfunctional parenting practices, particularly permissive parenting style, and reduction in the intensity of child emotional and behavioral problems 3 weeks after the seminar. The effect was maintained at 3-month follow up. Limitations include small sample, size, lack of control group, and length of follow-up.

Length of postintervention follow-up: 3 months.

Sumargi, A., Sofronoff, K., & Morawska, A. (2015). A randomized-controlled trial of the Triple P-Positive Parenting Program Seminar Series with Indonesian parents. Child Psychiatry and Human Development, 46(5), 749-761. doi:10.1007/s10578-014-0517-8

Type of Study: Randomized controlled trial
Number of Participants: 143

Population:

  • Age — Parents: Mean=37.01 years; Child: 2-12 years (Mean=6.34 years)
  • Race/Ethnicity — 64% Javanese, 24% Chinese
  • Gender — Parents: 94% Female; Child: 50% Male
  • Status — Participants were recruited through posters and brochures sent to schools, child care centers, and churches.

Location/Institution: Widya Mandala Catholic University Surabaya, Indonesia

Summary: (To include comparison groups, outcomes, measures, notable limitations)
This study aimed to test the efficacy and acceptability of the Triple P Seminar Series [now called Triple P – Positive Parenting Program – Level 2 Selected Seminar Series (Selected Seminars Triple P)] among Indonesian parents. Participants were randomly allocated into the intervention (n = 72) or waitlist control group (n = 71). Measures included Family Background Questionnaire (FBQ), the Child Adjustment and Parent Efficacy Scale (CAPES), the Parenting and Family Adjustment Scale (PAFAS), the Parenting Scale (PS), the Parent Acceptability Questionnaire (PAQ), and the Parent Satisfaction Survey (PSS). Results indicate parents in the intervention group reported a greater decrease in child behavioral problems, dysfunctional parenting practices, parental stress, and a greater increase in parenting confidence in comparison to parents in the waitlist control group at postintervention. The intervention effects were maintained at 6-month follow up for parents in the intervention group. The program was deemed to be culturally appropriate as parents indicated high levels of acceptability and satisfaction with the program content. Limitations include generalizability due to income level of participants, validation of measures, and the need to incorporate blinding and the use of multiple facilitators in program delivery.

Length of postintervention follow-up: 6 months (Intervention only).

Haskett, M. E., Armstrong, J., Neal, S. C., & Aldianto, K. (2018). Perceptions of Triple P-Positive Parenting Program Seminars among parents experiencing homelessness. Journal of Child and Family Studies, 27(6), 1957-1967. https://doi.org/10.1007/s10826-018-1016-5

Type of Study: 1) One-group posttest only design and 2) Qualitative focus groups
Number of Participants: 412

Population:

  • Age — Not specified
  • Race/Ethnicity — 62% African American, 12.7% White, 7.1% Other, and 18.2% Did not report their race
  • Gender — 84.2% Female, 8.8% Gender Not Reported
  • Status — Participants were parents living in transitional housing or shelter programs who attended a Triple P seminar.

Location/Institution: Shelter or transitional housing programs

Summary: (To include comparison groups, outcomes, measures, notable limitations)
This study was designed to examine the opinions of parents residing in shelters about Seminars Triple P-Positive Parenting Program [now called Triple P – Positive Parenting Program – Level 2 Selected Seminar Series (Selected Seminars Triple P)]. Measures utilized include the Triple P Seminar Satisfaction Survey. Results showed the sheltered parents’ ratings of satisfaction were even more positive than ratings of a convenience sample of parents who attended Seminars Triple P seminars delivered in agencies that served parents having parenting challenges. Results were integrated across methods and indicated that parents held generally positive views of Seminars Triple P, but when given the opportunity to discuss the seminars, they recommended many revisions to the content, and some revisions to the methods of delivery. Most of their suggestions were made in response to the specific parenting challenges they faced while parenting in a crowded, highly structured shelter environment. Results indicate that all participants made progress toward each of their goals. Additionally, all participants reported that they achieved their target goals and were satisfied with the support that the model provided. Limitations include lack of randomization, generalizability to other parents not residing in shelters or other forms of housing support, and lack of follow-up.

Length of postintervention follow-up: None.

The following studies were not included in rating Selected Seminars TripleP on the Scientific Rating Scale...

Sofronoff, K., Jahnel, D., & Sanders, M. (2011). Stepping Stones Triple P seminars for parents of a child with a disability: A randomized controlled trial. Research in Developmental Disabilities, 32(6), 2253-2262. https://doi.org/10.1016/j.ridd.2011.07.046

The aim of this study was to evaluate the efficacy of the Stepping Stones Triple P Seminars (SSTP), in child behavior and parenting variables implicated in the development and maintenance of child problem behavior. Participants were randomly allocated to either an intervention group to receive the SSTP seminars directly or a waitlist group. Measures utilized include the Family Background Questionnaire (FBQ), the Eyberg Child Behavior Inventory (ECBI), the Parenting Scale (PS), the Parenting Sense of Competence Scale (PSOC), the Parent Problem Checklist, (PPC), the Relationship Quality Index (RQI), the Depression Anxiety Stress Scale (DASS-42), and the Family Assessment Device-General Functioning Scale (FAD-GF). Results indicated significant reductions in child behavior problems, the use of dysfunctional parenting styles, and parental conflict reported by parents in the intervention group compared to a waitlist group. The results were maintained at 3-month follow-up and there was evidence of a sleeper effect for parenting confidence. Limitations include small sample size, reliance on self-reported measures, and length of follow-up. Note: This study tested a variation of the Triple P – Positive Parenting Program – Level 2 Selected Seminar Series (Selected Seminars Triple P) and cannot be used for rating the program in the Parent Training Programs that Address Behavior Problems in Children and Adolescents topic area.

Additional References

Sanders, M. R., Markie-Dadds, C., & Turner, K. M. T. (2003). Theoretical, scientific and clinical foundations of the Triple P – Positive Parenting Program: A population approach to the promotion of parenting competence. Parenting Research and Practice Monograph, 1, 1-21.

Contact Information

Agency/Affiliation: Triple P America (main office)
Website: www.triplep.net
Email:
Phone: (803) 451-2278

Date Research Evidence Last Reviewed by CEBC: January 2020

Date Program Content Last Reviewed by Program Staff: January 2020

Date Program Originally Loaded onto CEBC: January 2020