Issues in Professional Training to Implement Evidence‐based Parenting Programs: The Preferences of Indigenous Practitioners

Abstract

Indigenous children have elevated risk for poor health, behavioural, emotional, and social outcomes. Significant evidence exists that parenting programs can reduce family risk factors and improve outcomes for children and families; however, mainstream programs have had slower uptake in Indigenous communities than other communities. Culturally sensitive delivery of evidence-based programs can enhance engagement of parents, yet the development of a workforce to deliver programs to Indigenous parents faces many obstacles. This project seeks to identify professional training processes that enhance Indigenous practitioners' skills and confidence in delivering an evidence-based parenting program. A survey of trained parenting practitioners via an online practitioner network assessed their views of the training and post-training support processes they had experienced. Respondents were 57 Indigenous and 720 non-Indigenous practitioners from 15 countries. Most training processes were rated equally helpful by Indigenous and non-Indigenous practitioners. However, several training processes were identified as important for the delivery of culturally competent training, such as tailoring the pace of training and simplifying the language in teaching resources. Practitioners with higher ratings of the helpfulness of peer support following training reported higher program uptake and implementation. Qualitative themes also focused on the helpfulness of program resources, and having a peer support network and mentoring. Increasing access to appropriate, flexibly delivered training and post-training support for Indigenous professionals will support the development of a skilled workforce with local knowledge and connections, and further increase the reach of evidence-based services in Indigenous communities. What is already known on this topic1 Mainstream evidence-based parenting programs have had slower uptake in Indigenous communities than other communities, and culturally sensitive program delivery can enhance engagement of parents. 2 Professional training for Indigenous practitioners in the field faces obstacles such as entry level educational disparities, potentially diverse learning styles, and limits to flexibility for cultural tailoring of training in evidence-based programs with core material and accreditation requirements. 3 Key training processes, learning styles, and preferences for Indigenous practitioners training to deliver an evidence-based program are largely untested. What this paper adds1 A broad range of training and post-training support processes were rated equally helpful by Indigenous and non-Indigenous practitioners. 2 Tailoring the pace of training and simplifying the language in teaching resources were identified by Indigenous practitioners as important for the delivery of culturally sensitive training. 3 Higher ratings of the helpfulness of peer support following training were associated with higher rates of program implementation, and peer support and mentoring were key themes in designing a supportive p...

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