Population-wide parenting intervention training: Initial feasibility

Shapiro, Cheri J., Prinz, Ronald J. and Sanders, Matthew R. (2008) Population-wide parenting intervention training: Initial feasibility. Journal of Child and Family Studies, 17 4: 457-466. doi:10.1007/s10826-007-9167-9

Author Shapiro, Cheri J.
Prinz, Ronald J.
Sanders, Matthew R.
Title Population-wide parenting intervention training: Initial feasibility
Journal name Journal of Child and Family Studies   Check publisher's open access policy
ISSN 1062-1024
Publication date 2008-08
Year available 2007
Sub-type Article (original research)
DOI 10.1007/s10826-007-9167-9
Volume 17
Issue 4
Start page 457
End page 466
Total pages 10
Editor Nirbhay Singh
Place of publication New York, United States
Publisher Springer New York
Collection year 2008
Language eng
Subject C1
321208 Primary Health Care
730301 Health education and promotion
Abstract A population-level approach to deliver parenting and family support is a necessary but neglected approach needed to reduce the high prevalence of emotional/behavioral problems in children, decrease inadequate and potentially abusive parenting practices, and to provide improved parenting support to all parents within a specified population. We examined the initial feasibility of a large-scale professional training regimen to prepare existing service providers to implement an evidence-based preventive intervention in the realm of parenting and family support. Data from the U.S. Triple P System Population Trial are used to illustrate how a parenting and family support intervention can be successfully disseminated to a large, multidisciplinary workforce. We discuss lessons learned from this dissemination effort as well as implications for population-based approaches to child and family well-being. © Springer.
Keyword Dissemination
Dissemination of Triple P
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 28 September 2007

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Created: Thu, 01 May 2008, 10:35:15 EST by Mrs Jennifer English on behalf of School of Psychology