Level 4 Standard Teen Triple P is a parenting intervention for families with an adolescent child aged between 11 to 16 years. It is delivered by a Triple P practitioner to individual families via 10 90-minute sessions. During these sessions, parents learn strategies for improving family communication and preventing and stopping problematic adolescent behaviour.
The information above is as offered/supported by the intervention provider.
11 to 16 years old
Individual
Level 4 Standard Teen Triple P is part of the Triple P multi-level system of family support and is specifically for families with concerns about the behaviour of an adolescent child between 11 and 16 years old.
The intervention is delivered by a practitioner with training in psychology or a related helping profession. It is delivered to parents individually via 90-minute sessions occurring over 10 consecutive weeks. Where applicable, both parents are invited to attend the sessions. The young person is also encouraged to attend some of the sessions; however, their attendance is not essential.
In the first session, the parents provide information about the young person’s problematic behaviour, developmental history and family history. The young person is then invited to attend the second session for a short interview. A task is also set up to observe a parent–teenager interaction. In the third session, the practitioner shares the assessment results and discusses with the parent possible reasons for the young person’s behaviour.
Parents then attend two further sessions, where they learn and practice positive parenting skills. The following four sessions provide parents with strategies for managing problematic adolescent behaviour. The intervention ends with a closure session.
Throughout the sessions, practitioners use a range of learning methods, including behavioural rehearsal to teach parents new skills, guided participation to discuss assessment findings, active skills training methods to facilitate the acquisition of new parenting routines, and generalisation-enhancement strategies to promote parental autonomy. In addition, parents are continuously provided with constructive feedback and are encouraged to set goals, practice strategies, and complete their activity workbook and homework tasks.
12 to 16 years
Parents/caregivers of children between the ages of 12 and 16 who have moderate to high levels of anxiety.
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
High levels of autonomy during adolescence increases the risk of substance misuse and antisocial behaviour, which, in turn, can negatively impact young people’s life chances in later adulthood.
Science-based assumption
Family risk factors such as inadequate parental monitoring and family conflict are modifiable factors that can reduce the risks associated with the adolescent years.
Science-based assumption
Families experiencing difficulties with the behaviour of a young person that has not yet had contact with the youth justice systems.
Intervention
Parents learn strategies:
For improving family communication
Setting age-appropriate limits
Granting age-appropriate autonomy.
Short-term
Improve parent–adolescent relationship
Less conflict within the family
Parents provide age-appropriate monitoring and autonomy granting.
Medium-term
Increased adolescent autonomy and responsible decision-making
Improved adolescent behaviour.
Long-term
Reduced risk of antisocial behaviour and substance misuse during the adolescent years
Increased school achievement and entry into the workforce.
Parents of an adolescent child, aged between 12 and 16 years.
Standard Teen Triple P is delivered by a therapist to individual families over 10 weekly sessions lasting up to 90 minutes each.
Where applicable, both parents are invited to attend the sessions. Teenagers are also encouraged to attend some of the sessions; however, their attendance is not essential.
The first three sessions are devoted to family assessment. In session one, parents are interviewed to obtain information regarding the current problem, the teenager’s developmental history and the family history. If possible, session two involves an interview with the teenager and an observation of the parent–child interaction. Then, in session three, the practitioner shares assessment findings and assists the parent(s) to set goals.
The next sessions are focused on the actual intervention, whereby each session of active training (sessions four, six, and eight) are followed by practice sessions (sessions five, seven, and nine). Sessions four to five cover promoting appropriate behaviour, sessions six to seven are for managing problematic behaviour, and sessions eight to nine are on dealing with risky behaviour.
The intervention ends with session 10, which covers additional skills to facilitate generalisation and maintenance of treatment gains.
The practitioner who delivers this intervention can come from a range of helping professions, including school counsellors, psychologists, social workers, or parenting professionals.
Practitioners attend three days of training. They also attend a one-day pre-accreditation workshop, and a half-day accreditation session. Booster training of practitioners is not required.
Practitioner supervision is provided through the following processes:
Intervention fidelity is maintained through the following processes:
Organisation: Triple P UK
Email address: contact@triplep.uk.net
Website/s: www.triplep-parenting.net
www.triplep.net
https://pfsc-evidence.psy.uq.edu.au/
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
Level 4 Standard Teen Triple P’s most rigorous evidence comes from a comparison group study conducted in Australia which is consistent with Foundations’ Level 2 evidence strength threshold.
This study identified statistically significant improvements in parents’ reports of young people’s behaviour and emotional wellbeing. Reductions were also observed in parents’ reports of conflicts about parenting.
Level 4 Standard Teen Triple P has preliminary evidence of improving a child outcome, but we cannot be confident that the programme caused the improvement.
| Identified in search | 1 |
| Studies reviewed | 1 |
| Meeting the L2 threshold | 1 |
| Meeting the L3 threshold | 0 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 0 |
| Study design | QED |
| Country | Australia |
| Sample characteristics | 58 families, with concerns about the behaviour of a young person aged between 11 and 16 years |
| Race, ethnicities, and nationalities | 93.5% Australian or European |
| Population risk factors | Young people scoring in the elevated range of the parent version of the Strengths and Difficulties Questionnaire (SDQ) |
| Timing |
|
| Child outcomes |
|
| Other outcomes |
|
| Study rating | 2 |
| Citations | Salari, R., Ralph, A. & Sanders, M. R. (2014) An efficacy trial: Positive parenting program for parents of teenagers. Behaviour Change. 31 (1), 34–52. |
No other studies were identified in support of this intervention.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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