key implementation considerations matthew r sanders, ph.d parenting and family support centre the...
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Key implementation considerations
Matthew R Sanders, Ph.D
Parenting and Family Support Centre
The University of Queensland
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Overview
• Lessons learned from the planning phase• Lessons learned about engaging parents• Lessons about training• Lessons learned about program management• Lessons learned about aids and obstacles to
program use• Lessons learned about working together
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Determine the desired level of population reach
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Use available epidemiological data to estimate required population reach
• Number of eligible children in catchment area
• Current population prevalence of target child problem/s
• Proportion of parents completing the program whose children have clinically elevated emotional and behavioural problems (P)
• From trial data the proportion of children with clinical emotional and behavioural problems who move to non-clinical after the intervention (M)
• Desired reduction in population prevalence (R)
PxM
R=
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Importance of establishing clear population targets for parental participation
0
16.5
33
49.5
66
82.5
99
010
2030
4050
6070
8090
100
0 2.5 5 7.5 10 12.5 15
Desired reduction in population prevalence (%)
Nece
ssar
y po
pula
tion
reac
h (%
)
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Lessons learned from the planning phase
• The need for an evaluation plan that informs the delivery and also reports on outcomes
• Recruitment of agencies and settings involved in service delivery
• Availability of trained providers to deliver programs
• The need to address organizational barriers such as perceptions of “core business” and where parenting programs fit within the framework of agencies agendas and priorities
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• Ensuring sufficient personnel to plan and organise parenting seminars and groups
• The importance of group-based delivery• Importance of primary care
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Lessons learned about engaging parents
• Creating a “new” tradition of preparation for parenthood
• The use of the media to increase public awareness of Triple P
• The importance of timing outreach efforts• Understanding the priorities and competing
demands of parents
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Strongest predictors of participation in any parenting programN=4500
• Emotional or behavioural problems during last 6 months (OR = 1.75)
• Talked to a professional in past 12 months (OR = 2.46)
• Heard about Triple P (OR = 2.86)
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How can reach be improved?
• Be inclusive, normalize and destigmatize parenting programs
• Listen to what parents say they want
• Use multiple access points and delivery contexts
• Adopt an ecological model to support parenting throughout the lifespan
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How do parents prefer to receive parenting information
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Lessons about training
Australia
New Zealand
Scotland
England
USA
Canada
Germany
The Netherlands
Switzerland
Iran
Hong Kong
Singapore
Japan
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Importance of effective dissemination
• Substantial evidence that practitioners undertaking Triple P training courses report (Sanders et al, 2003a, 2003b; 2005; Shapiro et al, 2006)– High overall participant satisfaction – Increased practitioner self efficacy– Improved independently observed and self reported
parent consultation skills (Sanders et al, 2003).– Majority of practitioners regularly use the intervention
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What do we know about these differences?
• Some practitioners fail to complete training or do not implement program after initial training
• Subsequent users are more likely to:– Have completed accreditation (Seng, Prinz &
Sanders, 2006)– Have greater line management support (Turner,
Nicholson & Sanders, 2005)– Identify fewer barriers to program implementation
(Seng et al, 2006)– Have higher self efficacy post training (Turner et al,
2006)
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Lessons learned
• Program use and therefore population exposure is influenced by both workplace support and practitioner self efficacy and (Turner et al, under review)
• Organisational commitment appear to be essential (Not all organisations have the capacity to implement Triple P)
• Web based strategies are needed to provide further support to agencies and services using Triple P
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Deliver some evidence based programs through the primary care sector
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Professionals Trained
Education, 13%
Medical Profession ,
5%
Social Services, 9%
Mental Health, 20%
Primary Care, 49%
Allied Health, 4%
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Level 4: Group Triple P
• Groups of 10-12 parents • Active skills training in small groups
• 8 session group program– 4 x 2 hour group sessions– 3 x 15-30 minute telephone sessions– Final group / telephone session options
• Supportive environment• Normalise parenting experiences
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Effects of Group Triple P -Intervention community Zubrick, et al (2005)
0
10
20
30
40
50
60
EBCI PPC Marital
% i
n C
LIN
IAL
RA
NG
E
Pre Post FU-1YR FU-2YR (n=803)
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Effects of Group Triple P-Control Community
0
5
10
15
20
25
30
35
ECBI PPC Marital
% I
N C
LIN
ICA
L R
AN
GE
Pre- Post- FU 1yr FU 2YR
(n=807)
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0
5
10
15
20
Depression Stress
% in
Clin
ical
Ran
ge
PRE POST FU 1YR F 2YR
N=596
MOTHER ADJUSTMENT Intervention CommunityZubrick, et al (2005)
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0
2
4
6
8
10
Depression Stress
% in
Clin
ical
Ran
ge
PRE POST FU 1YR FU 2YR
MOTHERS ADJUSTMENT Control Community
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Effects of Group Triple P on child behavior-ECBI Intensity Scores
0
10
20
30
40
50
60
Original trial Replication trial
% i
n C
LIN
IAL
RA
NG
E
Pre Post FU-1YR FU-2YR
n=803
WA Trial South East Sydney trial
n=277
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Lessons learned
• Trained primary care providers can achieve meaningful clinical outcomes with both group and individually administered parenting interventions
• Provide adequate pre-training preparation practitioners and managers
• Importance of post training support• Mainstream services so they become a core part
of the practitioners work
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Dealing with cultural differences
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What languages?
• Culturally sensitive translation of core materials
• Customise materials as needed (types of examples used, video models, images used to represent culture)
• Albanian• English • Portuguese• Dutch• German• Turkish• Farsi• Vietnamese• Mandarin• Japanese• Urdu (in progress)• French (in progress)• Malay (in progress)• Spanish (in progress)
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Lessons learned
• Be respectful of cultural difference • Avoid assumptions of cultural homogeneity • Avoid subtle endorsement of cultural stereotypes• Look for shared cultural experiences relating to
raising children as well as differences• Allow clients to educate us about issues that
need to be attended to in their community
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Indigenous Triple P
• Participation of Indigenous people at all levels of program development from beginning to completion
• Reducing barriers to accessing services
• Culturally informed practice• Culturally tailored version of Group
Triple P – 6 group sessions– 2 home sessions– Longer session length
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Indigenous Triple P
60
70
80
90
100
110
120
130
140
150
160
Indigenous Triple P Controls
EC
BI
Sco
res
Pre Post Follow Up
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Lessons learned about program management
• Having sufficient staff to manage a large scale roll out of Triple P
• Flexible provision of training• Managing differences in parental uptake across
catchment areas• The importance of support for trained service
providers• Building a local website
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Lessons learned about aids and obstacles to program use
• Make training ongoing• Involve a wider range of community
organisations
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Lessons learned about working together
• Determining who to involve • Developing a shared understanding between
key agencies
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Conclusions
• Triple P requires a systems-contextual approach to work effectively
• Over time parent consumers voice becomes increasingly important