Triple P-Positive Parenting On-Line (TPOL) is an on-line positive parenting program for parents of children with moderate to severe problem behaviors. The program is intended to reduce child behavior problems and to teach healthy parenting. An experimental evaluation of the program found statistically significant positive impacts both at the end of the program and at a six month follow up on problem child behavior, dysfunctional parenting styles, parents’ confidence in their parenting roles, and parental anger.
DESCRIPTION OF PROGRAM
Target population: Parents of preadolescent children from birth to age 12.
Triple P-Positive Parenting On-Line (TPOL) is an eight module interactive self-directed intensive positive parenting program delivered through the internet for parents of children with moderate to severe problem behaviors. TPOL corresponds to a Level 4 intervention in Triple P’s multilevel system. The curriculum focuses on the use of seventeen core positive parenting skills in sequenced modules; completing one module makes the next available.
EVALUATION OF PROGRAM
Evaluated population: Participants consisted of 116 parents with 2-9 year old children displaying early onset disruptive behavior difficulties. The average age of the children was 4.7 years and 67 percent were male. Participating parents were mainly mothers (91 percent), living with a partner (90 percent), with an average age of 37.4 years. Most participants were employed (66 percent) and 76 percent of the families had an income at or above the Australian median.
Approach: Participants were recruited through community outreach in mass media, online parenting forums, schools, and child care settings in Brisbane, Australia. Families were excluded if their children had an intellectual or developmental disability, were taking medication or were in regular contact with a professional for behavioral or emotional problems, or if the parents were receiving treatment for psychological or relationship problems. Participants were randomly assigned to receive the program (n=60) or an as-usual group (n=56). The two groups were equivalent on all measures at baseline. Data were collected before the program, at the end of the program (approximately 12 weeks later), and at a six month follow up in the areas of child behavior and adjustment, strengths and difficulties, observation of child disruptive behavior, parenting style, parenting confidence, parental adjustment and anger, and conflict over parenting. The program was offered free of charge and families received a total of AUS$20 in shopping vouchers as incentives.
Results: At the end of the program, the evaluation found statistically significant positive impacts on problem child behavior for both rate and intensity, dysfunctional parenting styles (laxness, over-reactivity, and verbosity), parents’ confidence in their parenting roles, and parental anger (fewer problematic situations and lower intensity of elicited anger). At the six month follow up, these impacts were maintained or enhanced: problem rate (ES=0.60), problem intensity (ES=0.74), parental laxness (ES=0.80), parental over-reactivity (ES=0.84), parental verbosity (ES=0.69), behavior self-efficacy (ES=0.98), setting self-efficacy (ES=0.76), stress (ES=0.59), parental anger incidence (ES=0.52), parental conflict incidence (ES=0.36), and parental conflict extent (ES=0.33).
SOURCES FOR MORE INFORMATION
Sanders, M.R., Baker, S., Turner, K.M.T. (2012). A randomized control trial evaluating the efficacy of triple p online with parents of children with early-onset conduct problems. Behaviour Research and Therapy, 50, 675-684.
KEYWORDS: Children (3-11), Community-based, Clinic-based, Parent or family component, Parent Training/Education, Community or Media Campaign, Behavioral Problems, Child Maltreatment, Skills Training, Family Therapy, Other Mental Health, Depression, Anxiety, Asian, Counseling/Therapy, Cost, Manual
Program information last updated 10/23/14.