Please take our brief survey

Blueprints Programs = Positive Youth Development

Return to Search Results

Promising Program Seal

Group Teen Triple P - Level 4

Blueprints Program Rating: Promising

An 8-week group-based parent-training program designed to improve parenting skills, manage family problems, and enhance positive family relationships, ultimately to prevent problem behavior among youth.

Program Outcomes

  • Close Relationships with Parents
  • Conduct Problems

Program Type

  • Parent Training

Program Setting

  • Community (e.g., religious, recreation)

Continuum of Intervention

  • Universal Prevention (Entire Population)
  • Selective Prevention (Elevated Risk)

Age

  • Early Adolescence (12-14) - Middle School

Gender

  • Male and Female

Race/Ethnicity

  • All Race/Ethnicity

Endorsements

  • Blueprints: Promising

Program Information Contact

Bradley Thomas
Chief Executive Officer
Triple P America, Inc.
Head Office Address: 1201 Lincoln Street, Suite 201, Columbia, SC 29201
Postal Address: PO Box 12755, Columbia, SC 29211
Phone: (803) 451-2278 x204
Email: brad.thomas@triplep.net
Web: www.triplep.net

Program Developer/Owner

  • Matthew Sanders, Ph.D.
  • The University of Queensland

Brief Description of the Program

Group Teen Triple P - Level 4 consists of four 2-hour group sessions, delivered over 8 weeks, with up to 12 parents of teenage adolescents. The sessions provide opportunities for parents to gain knowledge and skills for reducing parent-child and marital conflict, depression, and high levels of parenting stress that can lead to negative outcomes in young adults. Parents learn new skills through a process of observation, discussion, practice, and feedback, and between sessions complete homework tasks designed to reinforce the content of the group sessions.

See: Full Description

Outcomes

Compared to controls, the treatment group improved:

  • Adolescent and parent-reported problem behavior
  • Both adolescent and parent-reported measures of positive child-parent relationships

Improvements to risk and protective factors:

  • Family Conflict
  • Family Cohesion
  • Parent Self-Efficacy
  • Family Management

Race/Ethnicity/Gender Details

The study did not examine racial/ethnic or gender subgroup impacts of the intervention.

Risk and Protective Factors

Risk Factors
  • Individual: Favorable attitudes towards antisocial behavior
  • Family: Family conflict/violence*, Parent stress, Poor family management*
Protective Factors
  • Individual: Prosocial behavior
  • Family: Parent social support*

*Risk/Protective Factor was significantly impacted by the program.

See also: Group Teen Triple P - Level 4 Logic Model (PDF)

Training and Technical Assistance

Note: Triple P does not use a train-the-trainer model.

Pre-requisite training

There is no pre-requisite Triple P training required to attend Group Teen Triple P. However, training in Group Teen Triple P is available as a shorter extension course to practitioners who have previously completed certain Triple P Provider Training Courses. Please contact TPA for further details.

However, prior experience in working with adolescents and families and a desire to learn and implement the model are essential. Implementation sites may have additional criteria layered on this, required by local jurisdictions.

Training

The Training Course is conducted over three days. The course covers the theoretical foundations of behavioral family interventions both generally and specific to Group Teen Triple P. Group Teen Triple P is a broad-focused parenting program suitable for parents with multiple concerns around teenagers' behavioral problems. The program is delivered in a small group format. Practitioners learn assessment skills, parenting strategies used in Triple P, group process skills, how to deal with resistance, answering parent questions, and conducting telephone consultations. Additionally, a comprehensive overview of the development and prevalence of behavioral and emotional problems in adolescents is presented. Each practitioner receives Participant Notes and practitioner resources. A skills-based training approach is used to introduce participants to the range of consultation skills necessary for effective delivery of the program. Various teaching methods are used, including instructive presentation, video demonstration, clinical problem solving, rehearsal of consultation skills, feedback and peer tutoring.

Accreditation
Accreditation is scheduled six to eight weeks after the training has been completed. To maximize opportunities for individualized attention, accreditation workshops are restricted to small groups of 5 to 10 practitioners per session and for Group Teen Triple P are scheduled as half-day sessions (total of two days per Group Teen Triple P Training). At the accreditation workshops, practitioners will demonstrate their proficiency in the three competency areas targeted for Group Teen Triple P accreditation, and receive coaching and feedback on their performance. Practitioners will also complete a 30-question multiple-choice quiz between training and accreditation. Quizzes are marked during the accreditation day.

Brief Evaluation Methodology

Families with a child between the ages of 12 and 15 were recruited using a community outreach approach in Auckland, New Zealand. Though both parents in intact families were encouraged to participate, only mothers’ assessment data was used. In total, 72 families completed baseline measures before being randomly assigned to treatment or control conditions. Most families (96%) were assessed at posttest, 10 weeks later, and 81% were retained at 6-month follow-up.

References

Ralph, A., & Sanders, M. R. (2003). Preliminary evaluation of the Group Teen Triple P program for parents of teenagers making the transition to high school. Australian e-Journal for the Advancement of Mental Health, 2(3), 169-178.

Chu, J. T. W., Bullen, P., Farruggia, S. P., Dittman, C. K., & Sanders, M. R. (2015). Parent and adolescent effects of a universal group program for the parenting of adolescents. Prevention Science, 16, 609-620.