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The Power of Positive Parenting

Transforming the Lives of Children, Parents, and Communities Using the Triple P System

Edited by Matthew R. Sanders and Trevor G. Mazzucchelli

Triple P can be applied across a diverse range of problems, age groups, and settings
Integrates low- and high-intensity interventions
Adopts a population approach to parenting support to reduce child maltreatment and social, emotional, and behavioral problems in children
Applies self-regulation theory to all levels of the intervention including children, parents, practitioners, trainers, and agencies

The Power of Positive Parenting

Transforming the Lives of Children, Parents, and Communities Using the Triple P System

Edited by Matthew R. Sanders and Trevor G. Mazzucchelli

Description

Safe, nurturing, and positive parent-child interactions lay the foundations for healthy child development. How children are raised in their early years and beyond affects many different aspects of their lives, including brain development, language, social skills, emotional regulation, mental and physical health, health risk behavior, and the capacity to cope with a spectrum of major life events. As such, parenting is the most important potentially modifiable target of preventive intervention.

The Power of Positive Parenting provides an in-depth description of "Triple P," one of the most extensively studied parenting programs in the world, backed by more than 30 years of ongoing research. Triple P has its origins in social learning theory and the principles of behavior, cognitive, and affective change, and its aim is to prevent severe behavioral, emotional, and developmental problems in children and adolescents by enhancing the knowledge, skills, and confidence of parents. Triple P incorporates five levels of intervention on a tiered continuum of increasing strength for parents of children from birth to age 16. The programs comprising the Triple P system are designed to create a family-friendly environment that better supports parents, with a range of programs tailored to their differing needs. This volume draws on the editors' experience of developing Triple P, and chapters address every aspect of the system, as well as how it can be applied to a diverse range of child and parent problems in different age groups and cultural contexts.

The Power of Positive Parenting

Transforming the Lives of Children, Parents, and Communities Using the Triple P System

Edited by Matthew R. Sanders and Trevor G. Mazzucchelli

Preface
Acknowledgments
About the Editors
Contributors
Section 1: Foundations and Overview of the Triple P: Positive Parenting Program as population approach to parenting support
1. A population approach to evidence-based parenting: An introduction
Matthew R. Sanders
2. How parenting influences the lives of children
Matthew R. Sanders and Trevor G. Mazzucchelli
3. Emergence of a population-based approach to parenting support
Matthew R. Sanders and Ron Prinz
4. Core principles and techniques of positive parenting
Matthew R. Sanders and Trevor G. Mazzucchelli
Section 2. Applications of positive parenting to social, emotional, and health problems
5. Applications of positive parenting: An introduction
Trevor G. Mazzucchelli
6. Children with externalizing behavior problems
Trevor G. Mazzucchelli and Matthew R. Sanders
7. Children with peer relationship difficulties
Karyn L. Healy
8. Children with anxiety problems
Vanessa Cobham
9. Parenting support for children with developmental disability
Trevor G. Mazzucchelli and Lisa J. Studman
10. Supporting parents of children with serious mental health problems
Kylie Burke
11. Children and adolescents with chronic health conditions
Alina Morawska
12. A population approach to parenting support for childhood obesity
Jessica A. Bartlett and Matthew R Sanders
13. Adolescents and young adults with psychosocial difficulties
Alan Ralph
Section 3: Applications of positive parenting with different types of families and family members
14. Applying positive parenting with different types of families and family members: An introduction
Matthew R. Sanders
15. Working with fathers
Louise Keown
16. Working with extended family members including grandparents
James N. Kirby
17. Parents with serious mental health problems
Rachel Calam and Anja Wittkowski
18. Parents who are separating or divorced
Helen M. Stallman and Jeneva L. Ohan
Section 4: Using positive parenting programs in different delivery systems
19. Using positive parenting programs in different delivery systems: An introduction
Matthew R. Sanders
20. Parenting support in the context of primary health care
Karen M. T. Turner and Carol W. Metzler
21. Parenting support in an early childhood learning context
Karen M. T. Turner, Cassandra Dittman, Julie C. Rusby, and Shawna Lee
22. Parenting support and the school system
Julie Hodges and Karyn L. Healy
23. Parenting support in the workplace
Divna Haslam and Nicole Penman
24. Parenting support in the context of natural disaster
Vanessa E. Cobham, Brett McDermott, and Matthew R. Sanders
25. Broadcast media-based approaches to positive parenting
Carol W. Metzler and Julie C. Rusby
26. Technology-assisted delivery of parenting programs
Karen M. T. Turner, Sabine Baker, and Jamin Day
Section 5: Responding to the needs of cultural diversity in families
27. Responding to the needs of cultural diversity in families: An introduction
Trevor G. Mazzucchelli
28. A collaborative partnership adaptation model
Karen M. T. Turner, Matthew R. Sanders, Louise Keown, and Matthew Shepherd
29. Working effectively with Indigenous families
Karen M. T. Turner, Lauren M. Hodge, Michell Forster, and Cari D. McIlduff
30. Accommodating race and ethnicity in parenting interventions
Divna Haslam and Anilena Mejia
31. The role of values and religious beliefs in positive parenting
Aala El-Khani and Rachel Calam
Section 6: Making large-scale population-level implementation work
32. Making large-scale population-level implementation work: An introduction
Matthew R. Sanders
33. A framework for successful implementation of the Triple P system
Jenna McWilliam and Jacqui Brown
34. Training a workforce to implement evidence-based parenting programs
Alan Ralph and Cassandra K. Dittman
35. Using social marketing strategies to enhance program reach
Leanne Wilkinson
36. Measuring child, parent and family outcomes at an individual and population level
Alina Morawska and Matthew R. Sanders
37. Promoting program fidelity through peer-assisted supervision and support
Kerri E. McPherson and Birgit Schroeter
Section 7: Learnings from large-scale population-level implementation of parenting support
38. Learnings from large-scale population-level implementation of parenting support: An introduction
Trevor G. Mazzucchelli
39. Shifting the needle on child maltreatment
Ronald J. Prinz and Cheri J. Shapiro
40. Partnerships and scaling up population level interventions
Conor Owens, Orla Doyle, Mary Hegarty, Karen Heavey, and Eamonn Farrell
41. Supporting families of children with a disability
Kate Sofronoff, Kylie M. Gray, Stewart L. Einfeld, and Bruce J. Tonge
Section 8: Program development, quality assurance and innovation
42. Program development, quality assurance and innovation: An introduction
Trevor G. Mazzucchelli
43. Quality assurance and program development
Matthew R. Sanders and James N. Kirby
44. The current state of evidence-based parenting support programs
Matthew R. Sanders
45. Innovation in parenting programs
Matthew R. Sanders, Karen M. T. Turner, and Trevor G. Mazzucchelli
46. The future of evidence-based parenting support programs
Matthew R. Sanders
Glossary
Author Index
Subject Index

The Power of Positive Parenting

Transforming the Lives of Children, Parents, and Communities Using the Triple P System

Edited by Matthew R. Sanders and Trevor G. Mazzucchelli

Author Information

Edited by Matthew R. Sanders, Director, Parenting and Family Support Centre, School of Psychology, University of Queensland, and Edited by Trevor G. Mazzucchelli, Senior Lecturer in Clinical Psychology, School of Psychology and Speech Pathology, Curtin University

Matthew R. Sanders, PhD, is a Professor of Clinical Psychology, founder of the Triple P—Positive Parenting Program, and Director of the Parenting and Family Support Centre at the University of Queensland. He is considered a world leader in the development, evaluation, and global dissemination of evidence-based parenting programs. He has conducted a large number of high quality projects on the role of parenting in influencing developmental outcomes in children and adolescents. He has developed or co-developed a range of specific parenting programs. His work has been recognized with a number of international awards.

Trevor G. Mazzucchelli, PhD, is a Senior Lecturer of Clinical Psychology at Curtin University's School of Psychology and Speech Pathology and an Honorary Senior Lecturer at the Parenting and Family Support Centre at The University of Queensland. Over the past 20 years, he has held several clinical positions, conducted research in the area of parenting children with disability, and written many articles on this and related topics for scientific journals and publications. He is a co-author of Stepping Stones Triple P for parents of children with a developmental disability.

Contributors:

Sabine Baker
Research Fellow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Jessica A. Bartlett
Coordinator of Lifestyle Triple P,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Jacquie Brown
Principal, Jacquie Brown and Associates,
Toronto, Canada

Kylie Burke
Senior Research Fellow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Rachel Calam
Professor of Child and Family Psychology,
School of Psychological Sciences,
The University of Manchester,
Manchester, England

Vanessa E. Cobham
Head of Research on Families and Anxiety,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Jamin Day
Research Fellow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Cassandra K. Dittman
Head of Curriculum Development,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Orla Doyle
Lecturer/Assistant Professor,
Geary Institute for Public Policy,
University College Dublin,
Dublin, Ireland

Stewart Einfeld
Professor, Centre for Disability Research and Policy,
Senior Scientist, Mental Health, and Brain and Mind Research Institute,
Sydney University,
Sydney, Australia

Aala El-Khani
Research Associate, School of Psychological Sciences,
The University of Manchester,
Manchester, England

Eamonn Farrell
Family Support Service Manager,
TUSLA Child and Family Agency,
Athlone, Ireland

Michell Forster
Implementation Consultant,
Triple P International,
Brisbane, Australia

Kylie M. Gray
Associate Professor and Acting Director,
Centre for Developmental Psychiatry and Psychology,
Department of Psychiatry, School of Clinical Sciences,
Monash University,
Melbourne, Australia

Divna Haslam
Head of International Research Development,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland
Brisbane, Australia

Karyn Healy
Research Fellow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Karen Heavey
Community Health Promotion Officer,
Health Promotion and Improvement,
Health Service Executive,
Athlone, Ireland

Mary Hegarty
Senior Researcher, Public Health,
Health Service Executive,
Athlone, Ireland

Lauren M. Hodge
Research Follow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Julie Hodges
Postdoctoral Research Fellow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Louise Keown
Senior Lecturer,
Department of Learning Development and Professional Practice,
University of Auckland,
Auckland, New Zealand

James N. Kirby
Research Fellow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland
Brisbane, Australia

Shawna Lee
Lecturer, School of Early Childhood Education,
Seneca College of Applied Arts and Technology,
Toronto, Canada,
Lecturer, Applied Psychology,
Western University,
London, Canada

Trevor Mazzucchelli
Senior Lecturer of Clinical Psychology,
School of Psychology and Speech Pathology,
Curtin University,
Perth, Australia;
Honorary Senior Lecturer,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Brett McDermott
Professor, College of Medicine and Dentistry,
James Cook University,
Townsville, Australia

Cari D. McIlduff
Doctoral Student in Clinical Psychology and Research Assistant,
Parenting and Family Support Centre,
The University of Queensland,
Brisbane, Australia

Kerri E. McPherson
Lecturer, School of Health and Life Sciences,
Glasgow Caledonian University,
Scotland, United Kingdom

Jenna McWilliam
Head of Organisational Development,
Triple P International,
Brisbane, Australia

Anilena Mejia
Researcher, Instituto de Investigaciones Científicas y Servicios de Alta Tecnología
(Institute for Scientific Research and High Technology Services),
Panama City, Panama

Carol W. Metzler
Senior Scientist and Science Director,
Oregon Research Institute,
Eugene, OR;
Honorary Research Fellow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Alina Morawska
Associate Professor and Deputy Director (Research),
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Jeneva Ohan
Senior Lecturer, School of Psychology,
The University of Western Australia,
Perth, Australia

Conor Owens
Senior Psychologist, Primary Care,
Health Service Executive,
Athlone, Ireland

Ronald J. Prinz
Carolina Distinguished Professor,
Parenting & Family Research Center, Department of Psychology,
University of South Carolina,
Columbia, SC;
Honorary Research Fellow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Alan Ralph
Honorary Associate Professor,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland;
Head of Training, Triple P International,
Brisbane, Australia

Julie C. Rusby
Senior Scientist,
Oregon Research Institute,
Eugene, OR

Matthew R. Sanders
Professor of Clinical Psychology and Director,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Birgit Schroeter
Lecturer in Psychology,
School of Health and Life Sciences,
Glasgow Caledonian University,
Scotland, United Kingdom

Cheri Shapiro
Research Associate Professor,
Institute for Families in Society, College of Social Work,
Adjunct Associate Professor,
Clinical-Community Program,
University of South Carolina,
Columbia, SC

Matthew Shepherd
Senior Lecturer in Social Work,
School of Counselling, Human Services and Social Work,
University of Auckland,
Auckland, New Zealand

Kate Sofronoff
Associate Professor and Head of Disability Research,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Helen M. Stallman
Senior Lecturer,
School of Psychology, Social Work and Social Policy,
University of South Australia,
Adelaide, Australia;
Honorary Research Fellow,
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Lisa J. Studman
Senior Training Consultant,
Triple P International,
Perth, Australia

Bruce J. Tonge
Professor, Foundation Head,
School of Psychology and Psychiatry and Head,
Discipline of Psychological Medicine,
Monash University,
Melbourne, Australia

Karen Turner
Associate Professor and Deputy Director (Program Development),
Parenting and Family Support Centre, School of Psychology,
The University of Queensland,
Brisbane, Australia

Leanne Wilkinson
Global Communications Strategist,
Triple P International,
Brisbane, Australia

Anja Wittkowski
Clinical Senior Lecturer,
School of Psychological Sciences,
The University of Manchester,
Manchester, England