Evidence-based parenting support across cultures: The Triple P—Positive Parenting Program experience

Turner, Karen; Singhal, Meghna; McIlduff, Cari; Singh, Saumya; Sanders, Matthew R.

doi:10.1016/b978-0-12-815493-9.00019-3

Cited by 15 publications

(11 citation statements)

References 80 publications

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“…Moreover, a positive familiar environment, with suitable management of stress and free of verbal, physical, and emotional abuse should be promoted. Intervention programs based on a positive parenting approach have shown encouraging results in adverse contexts and conditions (e.g., Rodrigo, 2010 ; Pickering and Sanders, 2016 ; Vargas Rubilar et al, 2018 ; Turner et al, 2020 ), and promising results were reported to address management of parenting stress during the COVID-19 pandemic (e.g., James Riegler et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Parenting and Children’s Behavior During the COVID 19 Pandemic: Mother’s Perspective

et al. 2022

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Since the onset of the COVID-19 pandemic, many parents have felt anxious, overwhelmed, and stressed out due to the changes in education and family and working routines. This work aimed to (a) describe three dimensions of perceived parenting (positive parenting, parenting stress, and parental school support) in the COVID-19 pandemic context, (b) describe possible changes perceived by mothers in their children’s behavior during the social isolation phase, (c) analyze if behavioral changes vary according to the dimension of perceived parenting, and (d) analyze whether the characteristics of perceived parenting dimensions vary with mother’s age, number of children and number of work hours. The purposive sample consisted of 646 mothers of school-aged children in Argentina. Questionnaires on sociodemographic and work-related data, and on children’s behavior were administered, as well as an instrument (Vargas Rubilar et al., 2021) that assessed the three parenting dimensions (positive parenting, parenting stress, and parent-school support). The sociodemographic and work-related variables of the study were described using descriptive statistics: measures of central tendency, frequencies, and percentages. The changes perceived in children’s behavior according to the reports given by the mothers regarding positive parenting, parenting stress, and school support were compared using the Mann Whitney’s U test, respecting the qualitative nature of the evaluated indicators. A factorial MANOVA was conducted to analyze the effect of mother’s age, ä number of children, and the number of work hours on parenting perceived by mothers. Parenting dimensions influenced the perceived children’s behavior. Mothers with higher positive parenting perceived more changes in their children’s behavior. In addition, those mothers who were more stressed out perceived more problems in almost all the measured behaviors than less stressed mothers. The mothers who reported to have provided more school support to their children perceived that they adapted better to online classes. Finally, mothers’ age and the number of children I parenting, particularly on parenting stress and school support, whereas work hours did not. A number of children affected stress and school support, and age only affected parenting stress. The only significant interaction regarding parenting was observed between the number of children and the number of work hours, which specifically affected parenting stress. Although social isolation due to COVID-19 affected children’s behavior, according to mothers, this might be partially linked to the number of children, mothers’ age, and the mothers’ parenting style. These initial findings may allow the identification of some protective factors and some risk factors of parenting in the Argentine context of a pandemic, and the design of preventive psychoeducational interventions to optimize the psychological wellbeing of families.

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Section: Discussionmentioning

confidence: 99%

Parenting and Children’s Behavior During the COVID 19 Pandemic: Mother’s Perspective

et al. 2022

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“…Practitioners' current selfefficacy, as well as their selfefficacy pre‐, post‐ and 1‐month‐following training were assessed with the Practitioner Confidence subscale of the Parent Consultation Skills Checklist (PCSC; Turner & Sanders, 1996). This subscale contains two items, each rated on a Likert scale ranging from 1 ( not at all proficient ) to 7 ( extremely proficient, no assistance required ).…”

Section: Methodsmentioning

confidence: 99%

Predictors of champion behaviors in an evidence‐based parenting program: A structural equation modeling approach

Tellegen

Sanders

2022

American J of Comm Psychol

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The importance of champions in the implementation of evidence‐based public health programs has been well established. Champions perform a range of behaviors which can have significant influence on the adoption and sustainability of interventions. This study investigates champion behaviors in parenting practitioners with the aim to provide insight into the range and extent that practitioners engage in champion behaviors and to examine predictors of practitioners' champion behaviors using structural equation modeling. Data were collected during a large international implementation survey of 1606 practitioners trained to deliver an evidence‐based parenting program, the triple P—Positive Parenting Program. We developed a 13‐item Champion Behaviors Scale which was administered alongside other measures of predictors of implementation outcomes. Perceived usefulness of the program was the most important facilitator of both public and personal champion behaviors. Certain desirable features of the program tended to not only be positively associated with the perceived usefulness of the program, but also had a unique impact on practitioners' personal champion behaviors. Higher positions within organizations were linked with more public champion behaviors. Although organizational support was found to be unrelated to champion behaviors in the structural model, it facilitated other predictors of champion behaviors.

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“…At the broader intervention development level, recent efforts have focused on comprehensive modifications, guided by stakeholder consultation to improve outcomes [ 93 ]. For example, Triple P follows a process of partnering with community stakeholders to identify adaptations that meet the community's needs [ 16 , 94 ]. Adaptations include delivery in community centres, providing culturally relevant rationales for strategies, and the omission of topics deemed less culturally relevant (e.g.…”

Section: Addressing Parent Factors and Reducing Barriers To Treatment...mentioning

confidence: 99%

Multiple needs and multiple treatments. What's a clinician to do? Update on the psychosocial treatment of disruptive behaviours in childhood

Andrade

Aitken

Sawrikar

et al. 2022

Current Opinion in Psychiatry

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Purpose of reviewThere are a wide range of psychosocial treatment options, delivered in different modalities, for children with disruptive behaviour. However, clinicians face many challenges in ensuring the empirically supported treatments (ESTs) they select will be effective for their patient. This has prompted studies to generate knowledge on how to improve treatment outcomes for children with disruptive behaviour. This review identifies the major challenges in treatment selection as well as emerging research seeking to improve outcomes.Recent findingsThis review emphasizes the salience of the research-practice gap associated with establishing ESTs using narrow definitions of clinical problems. Recent research is reviewed considering the complex determinants of disruptive behaviours, including parent and family factors that influence outcomes. The review subsequently outlines recent advances in research and clinical practice guidelines aiming to surmount these challenges. Key advances discussed include examining the most impactful components of ESTs, personalizing interventions by targeting core dysfunction underlying behaviour, and addressing parent factors including mental health and cultural relevance to improve outcomes.SummaryThorough assessment of patients’ needs, combined with knowledge of treatment response predictors, are recommended to determine the most suitable treatment plan. Recent advances have focused on developing and designing interventions that meet needs in a way that is flexible and tailored.

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Evidence-based parenting support across cultures: The Triple P—Positive Parenting Program experience

Cited by 15 publications

References 80 publications

Parenting and Children’s Behavior During the COVID 19 Pandemic: Mother’s Perspective

Parenting and Children’s Behavior During the COVID 19 Pandemic: Mother’s Perspective

Predictors of champion behaviors in an evidence‐based parenting program: A structural equation modeling approach

Multiple needs and multiple treatments. What's a clinician to do? Update on the psychosocial treatment of disruptive behaviours in childhood

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