This study tests the effectiveness of different strategies for engaging parents into an evidence-based parenting skills intervention, the Triple P Positive Parenting Program, offered universally to parents of children attending one of six public elementary schools.
Parenting skills programs have been shown to help prevent youth substance use and mental health disorders. Unfortunately, few parents participate in parenting programs when given the opportunity. Thus, developing effective strategies to increase engagement in effective preventive parenting interventions is essential for these programs to have a significant public health impact. The purpose of this study is to identify parent engagement strategies that increase participation in effective parenting programs and consequently improve parenting practices and children's well-being.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
SINGLE
Enrollment
854
Enrollment flyer that provided information about the Triple P Positive Parenting Program and an enrollment form.
Booklet that included quotes and photos from parents who had previously participated in the Triple P Positive Parenting Program and/or their children who participated in the free childcare, as well as an enrollment form.
Brief conversation between the parent and their child's teacher in which the teacher told the parent about the benefits of participating in the Triple P Positive Parenting Program and recommended that the parent attend. The teacher also gave the parent a brochure that gave information about the Triple P program and an enrollment form.
Arizona State University
Tempe, Arizona, United States
Parenting Intervention Attendance
Number of sessions a caregiver from a student's family attended the parenting intervention, the Triple P Positive Parenting Program
Time frame: Attendance at the Triple P Positive Parenting Program was collected once per week for 8 weeks
Parenting Intervention Enrollment
Whether or not a family enrolled in the Triple P Positive Parenting Program by completing an enrollment form.
Time frame: from the date engagement strategies commenced until the date the Triple P Positive Parenting Program began, up to 7 weeks
Parenting Intervention Homework Completion
caregiver report of completion of Triple P Positive Parenting Program assignments between sessions
Time frame: collected once per week for 7 weeks, at the beginning of each Triple P Positive Parenting Program sessions 2 through 8
Parenting Intervention Session Involvement
group leader reports of the extent to which a caregiver actively participated in each Triple P Positive Parenting Program session attended
Time frame: collected once per week for 8 weeks, after each Triple P Positive Parenting Program session
Child Behavior Problems
parent and teacher reports of child behavior problem frequency and intensity
Time frame: collected at baseline and at Triple P post-test, an average of 7 months after baseline
Parenting Skills
parent report of parenting warmth and discipline
Time frame: collected at baseline and at Triple P post-test, an average of 7 months after baseline
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This was a manualized, 15-minute call from the Triple P Positive Parenting Program provider to a parent in which the provider elicited the parent's child-focused goals and showed how the parent's goals could be addressed by Triple P. The provider also helped the parent anticipate and problem solve possible barriers to attendance.