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: 20 to 200 parents
• 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, Dutch, French, German, Japanese, Malay, Spanish, Swedish, Turkish, Urdu, Vietnamese

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)

Manual information:

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

Manuals are provided to each participant enrolled in Selected Triple P training. Resource materials, including the manual, are provided during in-person training sessions, or are mailed out to a provided address for remotely delivered training. The manual is also able to be ordered via the Provider Site, which each practitioner has access to following completion of training.

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: 4 days (2 days of intervention training + 1 day pre-accreditation workshop + 1 day for accreditation)

An extension course option is available for existing Triple P practitioners. Total time allocated for extension courses depends on what courses practitioners are already trained in:

• 2 days (1 training day and 1 accreditation day)
• Previous training: Brief Primary Care, Primary Care, Primary Care Stepping Stones, Discussion Group, Group, Group Stepping Stones, Standard, or Standard Stepping Stones
• 1 day (1 training day and no accreditation day – quiz only)
• Previous training: Selected Teen or Selected Stepping Stones

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:

For organizations and population-level implementation of Triple P, Implementation Consultants are available to provide support and expertise to optimize program delivery to meet the needs of the local context (e.g., uptake, engagement, fidelity, and sustainability). The Triple P Implementation Tools are provided with support from an Implementation Consultant at no cost for agencies planning to adopt Triple P. Please email contact.us@triplep.net for more information related to the Triple P Implementation Framework.

There are pre-implementation materials to measure organizational or provider readiness for Triple P - Positive Parenting Program® System (System Triple P) as listed below. Support using the Implementation Framework is inclusive of several tools designed to support agencies in the successful adoption of Triple P. Examples of these documents include:

• Collaborating to Implement Triple P
• Organizational Readiness Checklist for Implementing Triple P
• Triple P Implementation Workbook
• Sustainability Considerations

For individuals, a training portal is available, which guides individuals through a selection process to identify the most appropriate training option for their circumstances. Training courses are usually available to practitioners with a post-high school qualification in health, education, early childhood education, or social services. However, paraprofessionals who actively work with families may also be suitable for training (e.g., home health visitors and parent partners).

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:

The Peer Assisted Supervision and Support (PASS) model has been developed as a workforce development strategy to assist practitioners in the process of peer support. PASS is a structured feedback process to promote learning of a complex set of consultation skills. The PASS model is intended to be used by practitioners throughout their careers, but is particularly beneficial when they are learning to implement a new intervention, such as the Triple P – Positive Parenting Program®. Triple P recommends PASS groups of approximately 4-8 participants to ensure the groups are manageable and allow sufficient time for case review and participation by all members. Sessions last for about 1.5 – 2 hours. It is recommended that PASS sessions are scheduled with regular frequency leading up to accreditation and while practitioners are acquiring skills. After that time, it is recommended that approximately 10 PASS sessions are held per year.

A PASS session involves three key activities:

• Case review
• Discussion of implementation issues using the self-regulatory framework
• Professional development activity

Triple P America utilizes the Triple P Implementation Framework. The Framework is flexible and follows the key principles of Triple P self-regulation and minimal sufficiency (i.e., it is a guiding framework for support of those implementing Triple P and the level of support may be decreased or increased to match the needs and available resources for a given agency or community.) For this reason, the Framework supports the full range of potential implementation possibilities from small, single organization implementations to complex multi-sector public health applications.

Triple P Implementation Consultants are available from point of interest through the implementation process, providing technical support, coaching, and consultation. This includes supporting organizations in the implementation planning process and sharing of Triple P implementation tools is included for agencies/jurisdictions adopting Triple P. For complex initiatives, organizations without experience in implementing evidence-based practices, or organizations without the capacity to support multi-organizational implementation, Triple P America can provide additional implementation support 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:

Triple P Implementation Consultants support organizations through a Quality and Fidelity Monitoring Process to develop a process that fits with each organization’s capacity, resources and desired outcomes. Additionally, the Triple P Provider Training Process has the following quality assurance/fidelity checks:

• Session Checklists: Each intervention has a session checklist which assists practitioners in implementing the service as intended. Organizations have the flexibility to utilize these instruments as self-assessments or in more formal quality assurance procedures. These can be provided for agencies interested in adopting Triple P.
• 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.
• 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 are expected to present cases, obtain feedback from other qualified practitioners, and continue to supplement their skills with continuing education. The PASS manual and checklist are available to trained practitioners through the Triple P Provider Network.

Please email contact.us@triplep.net for further information on measures of fidelity.

Fidelity Measure Requirements:

The fidelity measures are required for implementation of Triple P – Positive Parenting Program® - Level 2 Selected Seminar Series.

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

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

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:

Triple P has two levels of implementation tools available. Implementation Consultants can provide support to organizations to develop their own handbook of implementing Triple P, using the tools and processes in the Implementation Framework to provide a context specific guide for those responsible for coordinating the implementation of Triple P at that organization or region.

• For agencies, the Triple P Implementation Workbook serves as a primer and guide on the implementation process.
• For the direct service provider, each level of Triple P includes a Practitioner Manual with step-by-step guidelines for successful delivery of Triple P.

Tools associated with the Implementation Framework are provided in conjunction with support from a Triple P Implementation Consultant for agencies or jurisdictions interested in adopting Triple P. The Triple P Practitioner Manuals are provided as part of the Triple P Provider Training Courses. Please email contact.us@triplep.net from more information.

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. https://fpg.unc.edu/sites/fpg.unc.edu/files/resource-files/TPIE%20Final%20Report_Jan2016.pdf
• Asgary-Eden, V., & Lee, C. M. (2012). Implementing an evidence-based parenting program in community agencies: What helps and what gets in the way? Administration and Policy in Mental Health and Mental Health Services Research, 39(6), 478-488. https://doi.org/10.1007/s10488-011-0371-y
• 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. https://doi.org/10.1007/s11121-011-0233-6
• 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. http://www.childandfamilyresearch.ie/media/unescochildandfamilyresearchcentre/documentspdf/parenting_support_for_every_parent_-_final_report_june_2014-(Triple-P).pdfm
• 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. https://doi.org/10.1007/s11121-016-0661-4
• 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, 222(1), 37-48. https://doi.org/10.1027/2151-2604/a000164
• Sanders, M. R., Prinz, R. J., & Shapiro, C. J. (2009). Predicting utilization of evidence-based parenting interventions with organizational, service-provider and client variables. Administration and Policy in Mental Health and Mental Health Services Research, 36(2), 133-143. https://doi.org/10.1007/s10488-009-0205-3
• Sanders, M., & Burke, K. (2014). The “hidden” technology of effective parent consultation: A guided participation model for promoting change in families. Journal of Child and Family Studies, 23(7), 1289-1297. https://doi.org/10.1007/s10826-013-9827-x
• 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(4), 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. https://doi.org/10.1177/1077559511424774
• 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
• 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(2), 95-112. https://doi.org/10.1007/s10935-011-0240-1

Relevant Published, Peer-Reviewed Research

Child Welfare Outcome: Child/Family Well-Being

Additional References