Jandu Yani U (for all families): Tailored Triple P Training and Support Promote Empowerment in Remote Aboriginal Communities.
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| Title: | Jandu Yani U (for all families): Tailored Triple P Training and Support Promote Empowerment in Remote Aboriginal Communities. |
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| Authors: | McIlduff, Cari, Andersson, Ellaina, Turner, Karen M. T., Thomas, Sue, Davies, Jadnah, Hand, Marmingee, Carter, Emily, Einfeld, Stewart, Elliott, Elizabeth J. |
| Source: | Journal of Child & Family Studies. Aug2022, Vol. 31 Issue 8, p2175-2186. 12p. 1 Diagram, 2 Charts. |
| Subjects: | Social support, Self-efficacy, Psychosocial factors, Community-based social services, Aboriginal Australians |
| Geographic Terms: | Western Australia |
| Abstract: | To enhance the accessibility and acceptability of evidence-based parenting programs in Indigenous communities, there is a need to build a confident and skilled workforce within these diverse settings. For training to be effective, the complex histories, traditional values and practices of the communities in which a program will be delivered must be appreciated. In this paper, we investigate the efficacy of a community-adapted, professional training program to deliver the evidence-based Indigenous Triple P - Positive Parenting Program (Triple P) in remote Aboriginal communities in the Fitzroy Valley, Western Australia. Extensive consultation with community leaders, a project advisory group, and local Aboriginal organizations and service providers guided modifications to the program. Repeated measures analyses were used to assess parent coach (N = 38) knowledge and confidence prior to and immediately post training and at an accreditation workshop two months following training. Parent coaches who completed the tailored Triple P practitioner training reported high rates of satisfaction with the training, a significant increase in capacity to deliver parenting support, significantly increased confidence in their parent consultation skills, and significantly increased perceived empowerment within communities, the workplace and home. These results were maintained at two months post-training. Qualitative results indicate that training was well received and beneficial. Post-training support by an experienced Triple P practitioner residing in the community for an extended period was critical to supporting program implementation and sustainability. Highlights: Training in evidence-based parenting support programs for Indigenous Peoples. Program co-designed and implemented with community input, led to a high rate of accreditation in a cohort of local workers. Community-led program choice, training model and peer support increased empowerment of parent coaches. Collaborative and flexible approach informs best practice in bringing any evidence-based program to Indigenous communities. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | To enhance the accessibility and acceptability of evidence-based parenting programs in Indigenous communities, there is a need to build a confident and skilled workforce within these diverse settings. For training to be effective, the complex histories, traditional values and practices of the communities in which a program will be delivered must be appreciated. In this paper, we investigate the efficacy of a community-adapted, professional training program to deliver the evidence-based Indigenous Triple P - Positive Parenting Program (Triple P) in remote Aboriginal communities in the Fitzroy Valley, Western Australia. Extensive consultation with community leaders, a project advisory group, and local Aboriginal organizations and service providers guided modifications to the program. Repeated measures analyses were used to assess parent coach (N = 38) knowledge and confidence prior to and immediately post training and at an accreditation workshop two months following training. Parent coaches who completed the tailored Triple P practitioner training reported high rates of satisfaction with the training, a significant increase in capacity to deliver parenting support, significantly increased confidence in their parent consultation skills, and significantly increased perceived empowerment within communities, the workplace and home. These results were maintained at two months post-training. Qualitative results indicate that training was well received and beneficial. Post-training support by an experienced Triple P practitioner residing in the community for an extended period was critical to supporting program implementation and sustainability. Highlights: Training in evidence-based parenting support programs for Indigenous Peoples. Program co-designed and implemented with community input, led to a high rate of accreditation in a cohort of local workers. Community-led program choice, training model and peer support increased empowerment of parent coaches. Collaborative and flexible approach informs best practice in bringing any evidence-based program to Indigenous communities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10621024 |
| DOI: | 10.1007/s10826-022-02355-5 |
