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Triple P-Positive Parenting Program as a Public Health Approach to Strengthening Parenting

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Abstract

Parenting programs have considerable potential to improve the mental health and well-being of children, improve family relationships, and benefit the community at large. However, traditional clinical models of service delivery reach relatively few parents. A public health approach is needed to ensure that more parents benefit and that a societal-level impact is achieved. The Triple P-Positive Parenting Program is a comprehensive, multilevel system of parenting intervention that combines within a single intervention universal and more targeted interventions for high-risk children and their parents. With Triple P, the overarching goal is to enhance the knowledge, skills, and confidence of parents at a whole-of-population level and, in turn, to reduce the prevalence rates of behavioral and emotional problems in children and adolescents. The distinguishing features of the intervention and variables that influence its effective implementation are discussed. Self-regulation is a unifying concept that is applied throughout the entire system (e.g., to interactions between children, parents, service providers, and agencies involved in delivering the intervention). Challenges and future directions for the development of public health approaches to parenting are discussed.
... To uključuje samoprocenu učinka, postavljanje ciljeva i izbor tehnika u interakciji sa decom; − Osnaživanje roditelja da poboljšanje u ponašanju deteta i u porodici prihvataju kao svoju zaslugu. Promovisanje rešavanja problema tako da roditelji mogu da nauče kako da definišu probleme, formulišu mišljenje, razviju plan roditeljstva, izvrše plan, procene rezultat i revidiraju plan po potrebi (Sanders, 2008) Program Triple P ili Positive Parenting Program kreirao je Matthew R. Sanders sa svojim kolegama 2001. Godine. ...
... Godine. Opšti cilj programa je unapređenje znanja, veština i samopouzdanja roditelja kako bi se sprečili problemi u ponašanju, emocijama i razvoju dece i adolescenata (Sanders, 2008). U okviru programa pozitivnog roditeljstva istaknuti su sledeći principi rada: sigurno i privlačno okruženje; pozitivno okruženje za učenje; asertivna disciplina; realna očekivanja; roditeljska briga o sebi (Sanders, 2008). ...
... Opšti cilj programa je unapređenje znanja, veština i samopouzdanja roditelja kako bi se sprečili problemi u ponašanju, emocijama i razvoju dece i adolescenata (Sanders, 2008). U okviru programa pozitivnog roditeljstva istaknuti su sledeći principi rada: sigurno i privlačno okruženje; pozitivno okruženje za učenje; asertivna disciplina; realna očekivanja; roditeljska briga o sebi (Sanders, 2008). ...
Article
Savremeni društveni kontekst pred porodicu i roditeljstvo postavlja značajne izazove koji iziskuju potrebu za dodatnom podrškom. U radu se polazi od stava da se specifičnosti savremene porodice i roditeljstva ne mogu isključivo odrediti na osnovu relacija unutar porodice, te je stoga potrebno primeniti ekosistemski pristup kako prilikom razumevanja porodičnog funkcionisanja tako i prilikom osmišljavanja i implementacije programa podrške porodici i roditeljstvu. Cilj rada jeste iznošenje sveobuhvatnog pregleda principa uspešnih programa podrške porodici i roditeljstvu kao i predstavljanje određenih programa u svetu i na našem području koji su evaluacijom ocenjeni kao uspešni. U radu je prikazano ukupno šest programa koji imaju preventivni ili intervenišući karakter i za svaki program su prikazani: fokus, cilj, aktivnost, glavni akteri i rezultati. Glavna implikacija rada odnosi se na pružanje efikasne podrške porodici i roditeljstvu koja je sveobuhvatna i prostire se kroz brojne aspekte funkcionisanja čitavog društvenog sistema i porodica.
... Programs that change parenting practices or provide education to parents, have been shown to improve child behaviour or, in the least, prevent worsening of child symptomology (Sanders & Markie-Dadds, 1992;Wierson & Forehand, 1994). For example, the Triple P, Positive Parenting Program (Sanders, 2008;Sanders & Markie-Dadds, 1996;www.triplep.net) is considered to be the most effective Australian parenting program available for improving childhood behaviour problems and increasing parenting self-efficacy (Wade et al., 2012). There are enhanced positive outcomes for parents and children when fathers participate in parenting programs compared to mothers participating alone (Lundahl et al., 2008). ...
... When asked about their preferences regarding the content of a parenting program, fathers showed a clear preference for activities to do with their child as opposed to activities to do with their parenting partner, or a program that simply provided educational materials. This is of importance as many of the current parenting programs, such as Triple P (Sanders & Markie-Dadds, 1996;Sanders, 2008) and ParentWorks (Dadds & Hawes, 2006;Tully et al., 2017), have a strong focus on educating parents about evidence-based parenting strategies, rather than specific child-focussed activities. Interestingly, father engagement is high in father-child activity-based physical health programs, such as Healthy Dads, Healthy Kids and Dads and Daughters Exercising and Empowered, which have been shown to have a dropout rate under 20% (Morgan et al., 2019(Morgan et al., , 2022. ...
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Objective Despite parenting programs providing benefits to parents and children, fathers enrol five times less often than mothers and dropout at higher rates. To better understand how to encourage father engagement, this study asked 55 Australian fathers about their preferences regarding six attributes of parenting programs: content; delivery method; participants; facilitator gender; program duration; and cost. Method Participants were asked to complete an online experiment indicating the best and worst options presented within each attribute (e.g., comparing a parenting program delivered face-to-face, through zoom, online, via an app, or SMS-based). Results Fathers showed a strong preference for a program that included child-focused activities rather than parenting-partner-focused activities. Delivering the program via SMS was the least preferred delivery method, but there were no strong preferences around who participated in the program or the facilitator gender. There was a strong preference for a one- to two-month duration and a no, or low-cost program. Conclusions These findings provide the first step towards developing father-focused parenting programs containing attributes that encourage father engagement.
... Istilah regulasi diri orang tua juga memberikan penjelasan yang lebih luas dan dinamis dalam menekankan empat karakteristik yang dinilai dapat memunculkan kompetensi dan kepercayaan diri orangtua dalam konteks pengasuhan (Hamilton dkk., 2015). Empat karakteristik tersebut mencakup efikasi diri, agen personal, manajemen diri dan kemandirian (Sanders, 2008). Sehingga lebih mencerminkan kemampuan adaptasi pengasuhan anak secara menyeluruh. ...
Conference Paper
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Pandemi COVID-19 membuat peran orangtua meluas karena harus mendampingi anak sekolah daring. Bertambahnya peran mendampingi anak sekolah daring di masa pandemi membuat orangtua rentan mengalami stres pengasuhan. Regulasi diri orangtua yang baik dapat mengurangi resiko stres pengasuhan. Oleh karena itu penelitian ini bertujuan untuk mengetahui peran regulasi diri orangtua dalam memprediksi terjadinya stres pengasuhan dalam konteks mendampingi anak belajar daring. Sejumlah 112 orangtua berpartisipasi dalam penelitian ini, yaitu 97 ibu (86,6%) dan 15 ayah (13,4%) yang sebagian besar berasal dari Jawa dan sebagian kecil dari Kalimantan dan Sulawesi. Pemilihan partisipan menggunakan model konvenien berdasarkan kesediaan orangtua untuk terlibat dalam penelitian ini. Skala regulasi diri dan stress pengasuhan orangtua diberikan secara daring. Hasil analisis regresi berganda menunjukkan bahwa subskala regulasi diri: efikasi diri, manajemen diri, agensi personal, dan kamandirian secara bersama-sama mampu memprediksi stres pengasuhan. Secara spesifik, dari empat subskala regulasi diri pengasuhan tersebut hanya agensi personal yang signfikan memprediksi stres pengasuhan. Regulasi diri dapat berperan sebagai faktor pelindung orangtua dari terjadinya stres pengasuhan dalam konteks pembelajaan daring.
... Two other studies are also relevant, both of which compare BPT to emotion-focused parenting programs. First, in a sample of 320 primarily White 4 to 9-year-olds at risk for CD, Duncombe et al. (2016) compared group-administered Tuning into Kids (Havighurst & Harley, 2007, a distinctly emotionfocused parenting program) and group-administered Triple P Positive Parenting Program (Sanders, 2008, a behaviorfocused parenting program) to a control condition. Both programs were equally effective in reducing child behavior problems relative to the control condition, suggesting that emotion-focused and behavior-focused parenting interventions can be administered successfully in families with youth at risk for poorer developmental and clinical outcomes. ...
Article
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Behavior disorders (BDs) are common and costly, making prevention and early-intervention a clinical and public health imperative. Behavioral Parent Training (BPT) is the standard of care for early-onset (3–8 years old) BDs, yet effect sizes vary and wane with time suggesting the role of underlying factors accounting for variability in outcomes. The literature on emotion regulation (ER), which has been proposed as one such underlying factor, is reviewed here, including a brief overview of ER, theory and research linking ER, externalizing symptoms, and/or BDs, and still largely preliminary work exploring the role of parent and child ER in BPT outcomes. Research to date provides clues regarding the interrelationship of ER, BDs, and BPT; yet, determining whether adaptations to BPT targeting ER are necessary or useful, for whom such adaptations would be most important, and how those adaptations would be implemented requires addressing mixed findings and methodological limitations. To guide such work, we propose a conceptual model elucidating how standard BPT may impact ER and processes linked to ER, which we believe will be useful in organizing and advancing both basic and applied research in future work.
... In France, a free national parenting support hotline (France 22) was launched in response to COVID-19. The Triple P -Positive Parenting Programme (Sanders, 2008) which runs in 25 countries across the globe, developed guidelines to support the flexible delivery of their evidence-based parenting programmes. Alternative delivery modes such as online or telephone were suggested in response to practitioners' and family members' movements being restricted during the pandemic. ...
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Child maltreatment has detrimental social and health effects for individuals, families and communities. The ERICA project is a pan-European training programme that equips non-specialist threshold practitioners with knowledge and skills to prevent and detect child maltreatment. This paper describes and presents the findings of a rapid review of good practice examples across seven participating countries including local services, programmes and risk assessment tools used in the detection and prevention of child maltreatment in the family. Learning was applied to the development of the generic training project. A template for mapping the good practice examples was collaboratively developed by the seven participating partner countries. A descriptive data analysis was undertaken organised by an a priori analysis framework. Examples were organised into three areas: programmes tackling child abuse and neglect, local practices in assessment and referral, risk assessment tools. Key findings were identified using a thematic approach. Seventy-two good practice examples were identified and categorised according to area, subcategory and number. A typology was developed as follows: legislative frameworks, child health promotion programmes, national guidance on child maltreatment, local practice guidance, risk assessment tools, local support services, early intervention programmes, telephone or internet-based support services, COVID-19 related good practices. Improved integration of guidance into practice and professional training in child development were highlighted as overarching needs. The impact of COVID-19 on safeguarding issues was apparent. The ERICA training programme formally responded to the learning identified in this international good practice review.
... SSTPs and Triple P programs are built on the foundation of self-regulation principles. According to Sanders [24], self-regulation refers to the ability to change one's own behavior and become an independent problem-solver by gaining the skills necessary to achieve one's personal goals. In social cognitive theory, self-regulation is viewed as an essential process through which individuals can guide their behavior through changing circumstances over time. ...
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The current study explored the process of change in Stepping Stones Triple P (SSTP) using a community-based sample of 891 families of children with developmental disabilities (DD) who participated in an SSTP intervention at a community level. A preliminary analysis of outcome data indicated that SSTP intervention was effective in reducing parental adjustment difficulties, coercive parenting, and children’s behavioral and emotional difficulties immediately after the intervention. The effects were maintained at 12-month follow-up. The results also indicated that change in parental adjustment over the course of intervention was significantly associated with a change in parenting behaviors. However, change in parenting behaviors but not change in parental adjustment, predicted children’s behavioral and emotional problems following the intervention. The results suggest that positive parenting skills are the most salient ingredient driving the change in child behaviors in SSTP interventions.
Article
Background The current study examined whether children in foster care have better cognitive and social-emotional outcomes at kindergarten age when they enroll in formal center-based care and when they receive positive parenting practices at home. Objective Two primary questions were addressed: (1) Do children in foster care who attended formal center-based care (including Head Start) have higher cognitive and socio-emotional outcomes than children in foster care who did not attend formal center-based care? (2) Does positive parenting practice promote better cognitive and socio-emotional outcomes? Participants and setting Based on the Early Childhood Longitudinal Study-K: 2011 data, 299 children in foster care were selected. Methods Regression analyses were conducted on children's cognitive and social-emotional scores by types of children's childcare arrangements (formal vs informal care) and positive parenting practices. Active parental involvement was measured based on how frequently parents read books with their children, and authoritarian parenting discipline was measured based on whether parents spanked their children. Results Children in foster care who enrolled in formal center-based childcare at pre-school age have higher cognitive and socio-emotional scores at kindergarten age. Positive parenting practice also promotes children's outcomes. Children in foster care who are both enrolled in formal center-based care and experience positive parenting practice had the most positive outcomes. Conclusions. Parents raising children in foster care should be informed about the positive impacts of certain parenting practices on their children. Foster parents should be connected to available community resources, including formal-center-based preschool programs and required to continuously attend parenting classes to sustain positive impact of parenting practice on foster children.
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Given the clergy children sex abuse scandal in the Roman Catholic Church, its justice and peace policy focuses on victim-child and offender-adult prosecution system and not a children's wellbeing and development-parenting system. The latter being fundamental to children-Catholic justice and peace tradition for the worldwide Church. Using an analytical research approach, this article finds that worldwide, over 120 million girls are sexually abused; 90% by family members, boyfriends/husbands, or known persons. In fact, child neglect and violence drive children into crimes such that between 2005 and 2020 over 93,000 children were recruited into armed conflict. Hence, I propose a policy for enhancing children's security, wellbeing and development that minimises child abuse and neglect in the Church: A Behavioural Parent Training Lessons (BPTLs). A policy that transforms parenting from a private and informal activity into a semi-public and semi-professional one. This change will ensure that there are less children as foot-soldiers for crimes in the world.
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Many studies in the field of psychology reveal that parents have an important influence on the development of children and adolescents. The behaviors and reactions adopted by the parents appear as different parenting practices. In this context, psychological control practices, which make it difficult for the adolescent to gain autonomy and express himself, appear as important parental responses. The main purpose of this review is to put forth the importance of psychological control in adolescent development. For this purpose, firstly, the development and definitions of psychological control concept have been presented. Also, the relationship between psychological control and psychosocial development in adolescence has been mentioned. The studies on the relationship between psychological control and autonomy, identity development, interpersonal relationships, self-esteem, emotion regulation have been presented. In the next section, studies on psychological, behavioral problems and perceived psychological control have been included. In this context, studies on internalization and externalization problems such as anxiety, depressive symptoms, and problematic behaviors have been presented. Then, the positive effects of effective parenting methods on adolescent development has been emphasized by giving examples of some intervention programs. Finally, the studies in the literature have been evaluated and suggestions for researchers and practitioners have been presented.
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Background: Despite a wealth of evidence showing that behavioural family intervention is an effective intervention for parents of children with behavioural and emotional problems, little attention has been given to the relationship between parents functioning at work and their capacity to manage parenting and other home responsibilities. This study evaluated the effects of a group version of the Triple-P Positive Parenting Program (WPTP) designed specifically for delivery in the workplace. Method: Participants were 42 general and academic staff from a major metropolitan university who were reporting difficulties managing home and work responsibilities and behavioural difficulties with their children. Participants were randomly assigned to WPTP, or to a waitlist control (WL) condition. Results: Following intervention, parents in WPTP reported significantly lower levels of disruptive child behaviour, dysfunctional parenting practices, and higher levels of parental self-efficacy in managing both home and work responsibilities, than parents in the WL condition. These short-term improvements were maintained at 4-months follow-up. There were also additional improvements in reported levels of work stress and parental distress at follow-up in the WPTP group compared to post-intervention. Conclusions: Implications for the development of 'family-friendly' work environments and the prevention of child behaviour problems are discussed.
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Zusammenfassung. Theoretischer Hintergrund: Es gibt kaum theoretische Modelle daruber, wie Eltern am besten fur die Teilnahme an Praventionsangeboten zu gewinnen waren. Fragestellung: Wirken sich unterschiedliche Anreize auf die Teilnahme an einem kognitiv-behavioralen Elterntraining aus? Haben die Anreize Auswirkung auf die Wirksamkeit des Programms? Methode: Hundertsiebenundneunzig Eltern aus 15 Kindertagesstatten in sozial benachteiligten Stadtgebieten nahmen an dem Training teil, nachdem ihre Kita randomisiert einer der vier nachfolgenden Bedingungen zugewiesen wurde: Training einzeln/unbezahlt, Training einzeln/bezahlt, Training in Gruppe/unbezahlt, Training in Gruppe/bezahlt. Ergebnisse: Es zeigte sich, dass (1) das Elterntraining auch in einer sozial benachteiligten Umgebung deutliche Effekte hervorrief, und (2) die beiden Anreizbedingungen auf Teilnahme und Wirksamkeit differenziell Einfluss nahmen. Wahrend Bezahlung (nicht so das Setting) die Teilnahmebereitschaft von Eltern deutlich erhohte, wir...
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Stepping Stones Triple P is the first in a series of programs based on the successful Triple P-Positive Parenting Program that has been specifically designed for families who have a child with a disability. This paper presents the rationale, theoretical foundations, historical development and distinguishing features of the program. The multi-level intervention adopts a self regulation framework in consulting with parents that involves the promotion of parental self sufficiency, self efficacy, self management skills, personal agency and problem solving skills. It describes the key program design features, intervention techniques, model of clinical consultation, its clinical applicability, and empirical base. We describe a 10 session individually administered version of the program, known as Standard Stepping Stones. We also discuss the important role of training, supervision and agency support in disseminating the program.
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focuses on the process of how health promotion programs are diffused throughout a given population / from a health promotion perspective, these programs or innovations may be viewed as either individual health behavior changes or specific programs designed to influence health behavior / both types of innovations will be discussed . . . but the emphasis will be placed on the latter, exploring theory and practice in methods to increase impact through greater diffusion the first section provides definitions, reviews theory, and gives examples of how the diffusion process can be applied to health promotion / the second section presents a four-stage model and discusses how social learning theory can be applied to designing intervention to influence the diffusion process / in the third section, a case study is provided to illustrate how a specific health promotion program moved from a demonstration research project to a widely diffused program (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This paper discusses the evidence for parenting skills training and behavioral family intervention (BFI), and the need for early intervention and prevention programs. It presents a conceptual framework for a comprehensive multilevel parenting and family support strategy for reducing the prevalence of parenting difficulties and other family risk factors associated with child maltreatment and the development of behavioral and emotional problems in children and adolescents. The framework for the system of intervention known as the Triple P—Positive Parenting Program (Triple P) is described. Also discussed are issues in the dissemination of evidence-based psychological interventions. A dissemination approach is presented which is based on a systems-contextual perspective that views practitioner uptake as being influenced by a range of program design, training, quality maintenance, organizational and motivational variables. Our experience in the widespread dissemination and implementation of Triple P at a population-level are shared and recommendations and future directions for dissemination of evidence-based preventive family interventions are noted.
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Ninety-eight parents experiencing significant difficulties in managing their own anger in their interactions with their preschool-aged children were randomly assigned either to an enhanced group-administered behavioral family intervention program based on the Triple P-Positive Parenting Program that incorporated attributional retraining and anger management (EBFI) or a standard behavioral family intervention program (SBFI) that provided training in parenting skills alone. At post-intervention, both conditions were associated with lower levels of observed and parent-reported disruptive child behavior, lower levels of parent-reported dysfunctional parenting, greater parental self-efficacy, less parental distress, relationship conflict and similarly high levels of consumer satisfaction. EBFI showed a significantly greater short-term improvement on measures of negative parental attributions for children's misbehavior, potential for child abuse and unrealistic parental expectations than SBFI. At 6-month follow-up both conditions showed similarly positive outcomes on all measures of child abuse potential, parent practices, parental adjustment, and child behavior and adjustment; however, EBFI continued to show greater change in negative parental attributions. Implications for tailoring early-intervention programs to the needs of parents at risk of child maltreatment are discussed.