Predicting post-training implementation of a parenting intervention
| Pages | 302-315 |
| Date | 18 December 2017 |
| DOI | https://doi.org/10.1108/JCS-04-2017-0015 |
| Published date | 18 December 2017 |
| Author | Suzanne E.U. Kerns,Erin McCormick,Andrea Negrete,Cathea Carey,Wren Haaland,Scott Waller |
| Subject Matter | Health & social care,Vulnerable groups,Children's services,Sociology,Sociology of the family,Children/youth,Parents,Education,Early childhood education,Home culture,Social/physical development |
Predicting post-training implementation of
a parenting intervention
Suzanne E.U. Kerns, Erin McCormick, Andrea Negrete, Cathea Carey, Wren Haaland and
Scott Waller
Abstract
Purpose –While evidence-based pa renting interventio ns (EBPIs) are proven effec tive at addressing
numerous emotional and behavioral health challenges for children and youth, and reduce rates of child
maltreatment, they are o ften not well implemented in the real-wor ld settings. Even with the state-of-th e art
training, many practitioners do not deliver the intervention, or do so at a reduced capacity. The purpose of
this paper is to examine syste m-contextual implementation fac tors that predict timely initiation of u se of an
EBPI (i.e. within the first six months following tra ining). A secondary purpos e is to document additional
impacts of training.
Design/methodology/approach –Repeated measures were used to collect predictors and the dependent
variable. The relationship between participant characteristics and use of the Triple P program was estimated
using exact logistic regression.
Findings –The results from 37 practitioners across three communities indicated approximately 54 percent
delivered the intervention with at least one family within the first six months following training. Practitioner
self-efficacy immediately following training and general attitudes toward evidence-based practices were
the most significant predictors of timely use of the model. The vast majority of practitioners, regardless of
implementation status, generalized learning from the training to other aspects of their work.
Originality/value –Prospective examination of the predictive value of implementation factors helps to refine
targeted approaches to support implementation.
Keywords Exact logistic regression, Implementation climate, Parenting intervention, Practitioner training,
Systems-contextual framework, Training generalization
Paper type Research paper
Introduction
Evidence-based parenting interventions (EBPIs) are widely recognized as holding promise to
address key public health-related concerns,especially children’s emotional and behavioral health
and child maltreatment (e.g. Sanders, 2008; Shah et al., 2016).Parenting factors are associated
with resilience across a range of domains including recovery from trauma, self-regulation, and
academic success (e.g. Werner, 2000; Gewirtz et al.,2008). Coercive or neglectful parenting is a
significantrisk factor for outcomes includingearly initiation of substance abuse,conduct problems,
and early school failure (Dubowitz et al.,2002;Keileyet al.,2001).Therefore,focusingon
increasing the reach of evidence-based approaches that support families is an important
component of building resilient and healthy communities.
Turner and Sanders (2006) argue that in order to move the needle on critical indicators of child
wellbeing (e.g. rates of child maltreatment), there needs to be a population-based approach to
provision of family supports with multiple levels of intensity that address a family’s ecological
context. However, despite both efficacy and effectiveness studies of intervention protocols for
EBPIs, a gap persists between what science tells us works and widespread uptake in the real
world (Fixsen et al., 2005; Novins et al., 2013).
The field of implementation science points to numerous strategies to reduce this gap (e.g. Powell
et al., 2015). Inherent within these strategies is a clear proposition that training alone, in the
Received 18 April 2017
Revised 15 June 2017
Accepted 19 June 2017
Dr Suzanne Kerns has been a
Contract Trainer for Triple P
America since 2001. She is not
employed directly by Triple P nor
did she receive any financial
incentives for training or
participation any research
presented in this manuscript.
Suzanne E.U. Kerns is a
Research Associate Professor
at the GraduateSchool of Social
Work, University of Denver,
Denver, Colorado,USA; and is
at the Department of Psychiatry
and Behavioral Sciences,
University of Washington,
Seattle, Washington, USA.
Erin McCormick is basedat the
Center forChild Health Behavior
and Development,Seattle
Children’sResearchInstitute,
Seattle, Washington, USA.
Andrea Negrete is based at the
Department of Psychology,
University of Virginia,
Charlottesville, Virginia, USA.
Cathea Carey is a Research
Study Coordinator at the
Department of Psychiatry and
Behavioral Sciences, University
of Washington, Seattle,
Washington, USA.
Wren Haaland is based at the
Center forChild Health Behavior
and Development,Seattle
Children’sResearchInstitute,
Seattle, Washington, USA.
Scott Waller is based at the
Washington State Division of
Behavioral Health and Recovery,
Olympia, Washington, USA.
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JOURNAL OF CHILDREN'S SERVICES
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VOL. 12 NO. 4 2017, pp. 302-315, © Emerald Publishing Limited, ISSN 1746-6660 DOI 10.1108/JCS-04-2017-0015
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