Issues in Professional Training to Implement Evidence‐based Parenting Programs: The Preferences of Indigenous Practitioners

Abstract

Indigenous children have elevated risk for poor health, behavioural, emotional, and social outcomes. Significant evidence exists that parenting programs can reduce family risk factors and improve outcomes for children and families; however, mainstream programs have had slower uptake in Indigenous communities than other communities. Culturally sensitive delivery of evidence‐based programs can enhance engagement of parents, yet the development of a workforce to deliver programs to Indigenous parents faces many obstacles. This project seeks to identify professional training processes that enhance Indigenous practitioners’ skills and confidence in delivering an evidence‐based parenting program. A survey of trained parenting practitioners via an online practitioner network assessed their views of the training and post‐training support processes they had experienced. Respondents were 57 Indigenous and 720 non‐Indigenous practitioners from 15 countries. Most training processes were rated equally helpful by Indigenous and non‐Indigenous practitioners. However, several training processes were identified as important for the delivery of culturally competent training, such as tailoring the pace of training and simplifying the language in teaching resources. Practitioners with higher ratings of the helpfulness of peer support following training reported higher program uptake and implementation. Qualitative themes also focused on the helpfulness of program resources, and having a peer support network and mentoring. Increasing access to appropriate, flexibly delivered training and post‐training support for Indigenous professionals will support the development of a skilled workforce with local knowledge and connections, and further increase the reach of evidence‐based services in Indigenous communities.

Key words:

• cultural tailoring
• evidence‐based programs
• implementation
• Indigenous
• professional training
• Triple P
• Positive Parenting Program

Acknowledgements

This project was funded by the Queensland Centre for Social Science Innovation (grant ISSRQ0323) with funding support from the Queensland Government, The University of Queensland, Central Queensland University, Griffith University, James Cook University, and Queensland University of Technology. It builds on the partnership developed through ARC Linkage grant (LP110200701): Assessing the effectiveness, acceptability and sustainability of a culturally adapted evidence‐based intervention for Indigenous parents. All authors have approved the final manuscript.

Many thanks go to Jenna McWilliam and Triple P International for arranging the survey distribution, Phoebe Cooper and Bron Steele for assisting with the literature search, and Jamin Day for the task analysis of Triple P training programs.

The Triple P—Positive Parenting Program is owned by The University of Queensland. The University through its technology transfer company, UniQuest Pty Ltd, has licensed Triple P International Pty Ltd and its subsidiaries to publish and disseminate the program worldwide. Royalties stemming from published Triple P resources are distributed in accordance with the University's intellectual property policy and flow to the Parenting and Family Support Centre, School of Psychology, Faculty of Health and Behavioural Sciences, and contributory authors. No author has any share or ownership in Triple P International Pty Ltd. Karen Turner is a contributory author of various Triple P programs. Matthew Sanders is the founder and a contributory author on various Triple P programs and a consultant to Triple P International. Lauren Hodge is not a contributory author to any licensed or disseminated Triple P resource or material. All authors are members of the Triple P Research Network.

Appendix-S1. (A) Training process item–total correlations, reliability, and factor loadings. (B) Post‐training support process item–total correlations, reliability, and factor loadings.

Notes

1. The terms Indigenous peoples or First Nations peoples are used here to describe those who have a historical continuity with their culture and territories despite colonisation.

Additional information

Funding

Queensland Centre for Social Science Innovation

Queensland Government

The University of Queensland

Central Queensland University

Griffith University

James Cook University

Queensland University of Technology

ARC Linkage