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

Logic Model

View the Logic Model for Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series (Selected Seminars Triple P).

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 Triple P) 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 Triple P) 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 Triple P) 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

Manuals 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.

Manual Information

There is a manual that describes how to deliver this program.

Program Manual(s)

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 Information

There is training available for this program.

Training Contact:

• Triple P America (main office)
  Open enrollment training calendar: www.triplep.net
  contact.us@triplep.net
  phone: (803) 451-2278

Training Type/Location:

There are two training options:

• Open Enrollment Training: For individual or small groups of practitioners (less than 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 Triple P) 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 Triple P) 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 Triple P) 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 Triple P) 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 Triple P).

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 Triple P) 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

Additional References