Integrating Triple P into Existing Family Support Services: A Case Study on Program Implementation

Abstract

The purpose of this paper is to present a case study of "evidence-based" program uptake and implementation. The process of integrating Triple P (levels 2 and 3) into existing family support centers in Alberta, Canada, was examined. We conducted ten individual interviews with directors, and ten group interviews, involving a total of 62 practitioners across ten Triple P pilot sites. Key findings show that there was variability in the approach and extent to which Triple P was integrated into family support centers. Five key factors impacting the integration process emerged from the interviews. These were: (1) the level of development of pre-existing support services; (2) the degree of "fit" between the Triple P program approach and existing agency practice, including the perceived suitability/unsuitability for some client groups; (3) practitioner perceptions of the adaptability of the program; (4) rules about who can and who cannot use Triple P resources; and (5) training and sustainability issues. In addition to identifying specific factors, this study was able to provide some insight as to why and how these factors were significant, thereby adding to the literature on knowledge/program dissemination processes.

Effectiveness of Primary Care Triple P on child psychosocial problems in preventive child healthcare: a randomized controlled trial

“…Further research in larger samples is needed to confirm our findings, particularly in the long term. Furthermore, research is needed to determine whether the costs of the large-scale implementation in PCH counterbalance its benefits [37]. …”

Framework for Best Practices in Family Life Education: A Case Example

“…In the field of implementation science, many barriers to the quality implementation of EBP have been noted (Aarons & Palinkas;Breitkreuz, McConnell, Savage, & Hamilton, 2011;Sanders et al, 2002). Evaluations specific to Triple P suggest that lack of political or government support, practitioner turnover, and criticism of program effectiveness are common obstacles to successful implementation (Sanders et al, 2002).…”

A Learning Collaborative Supporting the Implementation of an Evidence-Informed Program, the “4Rs and 2Ss for Children with Conduct Difficulties and their Families”

“…In work done by Breitkreuz, McConnell, Savage, and Hamilton (2011), it was noted that clinicians were more invested in a practice when the rationale for implementation was clearly presented, and when trainers demonstrated expertise, were responsive to their concerns, and acknowledged their professional experience (Breitkreuz et al, 2011). Additionally, the organizational structure and context can determine to what extent EBPs will be perceived as useful (Aarons & Palinkas, 2007; Rosenberg, 2009; Weisz, Jensen-Doss, & Hawley, 2006) and utilized (Breitkreuz et al, 2011; Riemer, Rosof-Williams, & Bickman, 2005), particularly in the field of children’s mental health (Dulcan, 2005).…”

“…Additionally, the organizational structure and context can determine to what extent EBPs will be perceived as useful (Aarons & Palinkas, 2007; Rosenberg, 2009; Weisz, Jensen-Doss, & Hawley, 2006) and utilized (Breitkreuz et al, 2011; Riemer, Rosof-Williams, & Bickman, 2005), particularly in the field of children’s mental health (Dulcan, 2005). …”