Triple P: Positive Parenting Program

1. 0 Triple P: Positive Parenting Program Brooke Winchell, M.Ed. bwinchel@kent.edu Kent State University

2. 0 Triple P Objectives • The aim of Triple P is to increase parental competence and confidence in raising children by • Increasing parents’ competence in managing common behavior problems and developmental issues • Reducing parents’ use of coercive and punitive methods of discipline • Improving parents’ communication about parenting issues • Reducing parenting stress associated with raising children (Sanders, Markie-Dadds, & Turner, 2001)

3. Principles of Triple P • Five core positive parenting principles form the basis of the Triple P program: (a) ensuring a safe and engaging environment (b) creating a positive learning environment (c) using assertive discipline (d) having realistic expectations (e) talking care of oneself as a parent (Sanders, 1999)

4. Ensuring a Safe and Engaging Environment • Children need a safe, supervised, and therefore, protective environment that provides opportunity for them to explore, experiment, and play. • This principle promotes healthy living, prevents injuries and accidents, and promotes developmentally appropriate supervision.

5. Creating a Positive Learning Environment • This principle targets how parents can respond positively and constructively to child-initiated interactions through incidental teaching to assist children in learning to solve problems for themselves.

6. Using Assertive Discipline • A range of behavior change procedures that are alternatives to ineffective, coercive discipline are taught to parents. • For example, strategies may be aimed at discussing rules with children; giving clear, calm, age-appropriate instructions; using quiet time, planned ignoring, time out.

7. Having Realistic Expectations • Parents explore their expectations, assumptions, and beliefs about the causes of children’s behavior. • Parents are encouraged to choose goals that are developmentally appropriate for the child and realistic for the parent.

8. Taking Care of Oneself as a Parent • Focusing on nonparenting issues has been shown repeatedly to enhance the benefits of parent training programs (see Taylor & Biglan, 1998). • By increasing parents’ ability to cope with other stresses in their lives, they are able to increase their effectiveness as parents. • This principle encourages parents to view parenting as part of a larger context of personal self-care, resourcefulness, and well-being. • The program teaches parents practical parenting skills that both parents are able to implement.

9. 0 Levels of Intervention Level 5-Enhanced Triple P Features interventions and supports to address issues such as parental depression and family relationships Level 4- Standard and Group Triple P Through eight group sessions, families are provided with information to address a range of challenging behaviors and support skill development Level 3- Primary Care Triple P Behavioral consultation is provided in four sessions to help families identify problems and how to address these situations Level 2- Selected Triple P Providing families with information about preventative parenting through community and primary care agencies Level 1- Universal Triple P Reaching families through public marketing in addressing common concerns about raising children (Sanders, Markie-Dadds & Turner, 2001)

10. Group Individual Pathways Self-Directed Standard Stepping Stones Teen Triple P Seminar 0 Types of Programs

11. 0 Research Questions • How do the views of mothers and fathers differ regarding children’s behavioral issues and parenting styles? • In a two-parent relationship, how do views differ on children’s behavioral issues and parenting styles? • How do single parents differ from a two-parent relationships on children’s behavioral issues and parenting styles?

12. 0 Setting and Participants • The Triple P program (8 sessions total) was conducted in collaboration between Kent State University and Akron Children’s Hospital, Ohio • Parents who participated were referred from developmental pediatricians, local physicians, the court system, and social services • Groups ranged from two (2) to eight (8) parents with a range of behavioral concerns

13. Introducing Ground Rules Directed Discussion Planned Ignoring Using Clear, Calm Instructions Behavior Charts Choosing Logical Consequences Quiet Time and Time Out Compliance Routine Behavior Correction Routine 0 Targeted Strategies

14. 0 Measures • All measures were given to participants at the beginning and the end of the program • Behavior Assessment System for Children, 2nd Edition (Reynolds & Kamphaus, 2004) • Being a Parent (Johnston & Mash, 1989) • Depression Anxiety Stress Scale (Lovibond & Lovibond, 1995) • Parent Problem Checklist (Sanders & Dadds, 1993) • The Parenting Scale (Arnold, O’Leary, Wolff, Y Acker, 1993) • Relationship Quality Index (Norton, 1983) • Strengths and Difficulties Questionnaire (Goodman,2000)

15. 0 Pre-Post Analysis • Seven (7) parents completed pre and post assessments • There was a 28.5 point average improvement in the Parenting Scale, representing 13.5% gain • There was a 5 point average improvement in the Being a Parent Scale, representing a 35.1% gain

16. 0 Participant Demographics Representation of Mothers vs. Fathers Representation of Children’s Age Groups Mother: n= 13 Father: n=6 Stepfather: n= 1 Preschool Children: n=5 Children Ages 6 and above: n=8

17. Parent Education Levels Year 10/11: n = 1 Trade/Apprenticeship: n = 3 Year 12: n = 3 TAFE/ College Certificate: n = 2 University Degree: n = 7

18. 0 Parent Report: Average Responses for Frequency of Behavior Based on thePre-Assessment of the BASC-2

19. Differences between Mothers and Fathers • Although the results are based on a small sample, compared means indicated the following trends: • Within the Parenting Scale, there is tendency for mothers to score higher than fathers on the overreaction subscale • Within the Being a Parent Scale, there is a tendency for mothers to be more satisfied with their role as being a parent • Within the Parental Problem Checklist, mothers identified more behavioral problems than fathers • Mothers were more depressed and anxious than fathers as measured by the Depression Anxiety Stress Scales

20. Differences between Single Parent and Two Parent Families • Within the Being a Parent Scale, there is a tendency for two parent families to score higher than single parent families on efficacy • Single parent families indicated more depression and stress than two parent families as measured by the Depression Anxiety Stress Scales

21. 0 Future Directions • Does the Triple P program support parents in addressing challenging behaviors? • Does this program provide strategies that are effective in building social skills and managing challenging behaviors? • After the completion of Triple P, do parents view their parenting style differently? • Do parents have a different view of their relationship with their family members after completing the program?

22. 0 References • Arnold, D. S., O’Leary, S. G., Wolff, L.S., & Acker, M. M. (1993). The parenting scale: A measure of dysfunctional parenting in discipline situations. Washington D. C: American Psychological Association. • Goodman, R. (2000). Strengths and difficulties questionnaire. London: King’s College. • Johnston, C. & Mash, E. J. (1989). A measure of parenting satisfaction and efficacy. Journal of Clinical Child Psychology, 18, 171. • Lovibond, S. H. & Lovibond, P. F. (1995). Manual for the depression anxiety stress scales (2nd ed.). Sydney: Psychology Foundation of Australia Inc. • Norton, R. (1983). Measuring marital quality: A look at the dependent variable. Journal of Marriage and the Family, 45, 147. • Reynolds, C. R. & Kamphaus, R. W. (2004). Behavior assessment system for children (2nd ed). Circle Pines, Minnesota: American Guidance Service, Inc. • Sanders, M. R., & Dadds, M. R. (1993). Parent problem checklist. Needman Heights, MA: Allyn Bacon. • Sanders, M. R., Markie-Dadds, C., Turner, K. M. T. (2001). Practitioner's manual for standard triple p. Milton, Queensland: Triple P International Ltd.