Triple P Online (TPOL) is a web-based parenting intervention for families with a child between 2 and 9 years old. The intervention is delivered virtually through eight self-directed sessions of 30 to 60 minutes each. A practitioner is also available to provide three hours of support spread over approximately four sessions of 45 minutes each. The online content provides parents with tools to manage challenging child behaviour and enhance family relationships.
The information above is as offered/supported by the intervention provider.
2 to 9 years old
Individual, Online or app
Triple P Online (TPOL) is part of the Triple P multilevel system of family support and is specifically for parents who prefer to access parenting support online because they are they are too busy, hesitant or unable to access a parenting intervention in-person. TOPL can be used as an early intervention strategy or as more intensive support for parents with a child with significant social, emotional, or behavioural problems.
TPOL is delivered virtually through eight self-directed sessions of 30 to 60 minutes each. A practitioner is also available to provide three hours of support spread over approximately four sessions of 45 minutes each.
Parents are given access to a website which enables them to work through modules sequentially. The content is the equivalent of Level 4 Standard Triple P, introducing parents to 17 strategies for encouraging positive child behaviour and enforcing age-appropriate discipline.
Parents are also introduced to a six-step planned activities routine to enhance the generalisation and maintenance of skills promoted during the sessions.
2 to 9 years old
The intervention can be used as an early intervention strategy for children aged 2 to 9 years old, or as a more intensive intervention for parents with children up to 12 years with significant social, emotional, or behavioural problems.
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Challenging child behaviours during preschool and primary school increase the risk of behavioural problems in adolescence.
Science-based assumption
Effective parenting behaviours and a predictable family environment help the child to regulate their own behaviour and reduce the risk of child behavioural problems becoming entrenched
Ineffective parenting strategies occasionally increase the risk of child behavioural problems becoming entrenched.
Science-based assumption
All parents can benefit from advice on supporting their child’s emotional needs and effective strategies for managing challenging child behaviours.
Intervention
Parents learn:
Age-appropriate expectations for their child
Strategies for establishing predictable family routines
Strategies for promoting positive parent–child interaction
Strategies for reinforcing positive child behaviour through labelled praise
Strategies for implementing age-appropriate discipline.
Short-term
Parents implement effective parenting strategies in the home
Parents’ confidence increases
Parent–child interaction improves.
Medium-term
Children’s self-regulatory capabilities and behaviour improves.
Long-term
Children are at less risk of antisocial behaviour in adolescence
Children are more likely to engage positively with others
Parents with concerns about the behaviour of a child between 2 and 9 years old.
Triple P Online is delivered virtually in eight self-directed sessions of 30 to 60 minutes’ duration each. In addition, one practitioner can provide three hours of support spread over approximately four sessions of 45 minutes each.
The intervention consists of eight modules designed to enhance parenting skills. The first four modules focus on core content, introducing positive parenting principles and 17 evidence-based parenting strategies. These modules address common challenges such as ‘dealing with disobedience’ and ‘preventing problems by planning ahead’.
The remaining four modules help parents integrate and apply these strategies to their daily routines through structured parenting plans. This approach encourages generalisation of skills, ensuring that parents can adapt the techniques to various situations.
To support engagement and learning, the intervention includes personalised content, interactive exercises, and video-based demonstrations of parenting techniques. It also features diverse parent ‘voxpops,’ where parents share their experiences, and provides a customisable, printable workbook to reinforce learning.
Practitioners are expected to have a qualification in a helping profession and previous training in Level 4 Standard Triple P or comparable model.
Practitioners are previously trained in a Triple P intervention. Therefore, no specific training or booster training is required for Triple P Online.
It is recommended that practitioners are supervised by one host-agency supervisor. No training specific to Triple P Online is received by the supervisor.
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.
TPOL qualifies for a Level 3+ rating, as it has evidence from at least one study consistent with Foundations’ Level 3 evidence strength criteria, along with evidence from other studies rated 2 or better.
The first study was an RCT conducted in Australia and is consistent with Foundations’ Level 3 evidence strength criteria. This study observed statistically significant improvements in TPOL parents’ reports of their child’s emotional symptoms and behaviour in comparison to parents not receiving the intervention. Additionally, TPOL parents were significantly more likely to report improvements in their use of parenting practices, increased parental self-efficacy and reductions in parental anger in comparison to parents not accessing the intervention.
The second study was an RCT conducted in New Zealand and is consistent with Foundations’ Level 2+ evidence strength criteria. This study observed statistically significant improvements in TPOL parents’ reports in their child’s behaviour and symptoms of hyperactivity in comparison to parents who did not access the intervention. Additionally, TPOL parents were significantly more likely to report improvements in their use of parenting practices, mental health symptoms (depression, anxiety, and stress), self-efficacy as a parent and greater satisfaction as a parent in comparison to parents not accessing the intervention.
TPOL can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome.
| Identified in search | 6 |
| Studies reviewed | 2 |
| Meeting the L2 threshold | 1 |
| Meeting the L3 threshold | 1 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 4 |
| Study design | RCT |
| Country | Australia |
| Sample characteristics | 116 parents with a child aged 2 to 9 years old with elevated levels of disruptive behaviours, identified through elevated scores on the Eyberg Child Behavior Inventory. Most families (76%) had an income at or above the Australian median and were in employment (66%). The ethnic group most identified with was described as Australian (91%). |
| Race, ethnicities, and nationalities | 91% Australian |
| Population risk factors | None reported |
| Timing |
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| Child outcomes |
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| Other outcomes |
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| Study rating | 3 |
| Citations | Sanders, M. R., Baker, S. & Turner, K. M. T. (2012). A randomized controlled trial evaluating the efficacy of Triple P Online with parents of children with early-onset conduct problems. Behaviour Research and Therapy. 50 (12), 675–684. |
| Study design | RCT |
| Country | New Zealand |
| Sample characteristics | The study involved 53 parents with children aged 3 to 4 years with elevated ADHD symptoms. The majority of the children were male (71.7%). Mothers’ average age was 35.4 years, and fathers’ average age was 38.8 years. |
| Race, ethnicities, and nationalities | 79.2% New Zealand European |
| Population risk factors | None reported |
| Timing |
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| Child outcomes |
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| Other outcomes |
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| Study rating | 2+ |
| Citations | Franke, N., Keown, L. J.,& Sanders, M. R. (2016) An RCT of an online parenting program for parents of preschool-aged children with ADHD symptoms. Journal of Attention Disorders. 1–11. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Dittman, C. K., Farruggia, S. P., Palmer, M. L., Sanders, M. R. & Keown, L. J. (2014) Predicting success in an online parenting intervention: The role of child, parent, and family factors. Journal of Family Psychology. 28 (2), 236.
Ehrensaft, M. K., Knous-Westfall, H. M. & Alonso, T. L. (2016) Web-based prevention of parenting difficulties in young, urban mothers enrolled in post-secondary education. Journal of Primary Prevention. 37 (6), 527–542.
Love, S. M., Sanders, M. R., Turner, K. M., Maurange, M., Knott, T., Prinz, R. … & Ainsworth, A. T. (2016) Social media and gamification: Engaging vulnerable parents in an online evidence-based parenting program. Child Abuse & Neglect. 53, 95–107.
Sanders, M. R., Dittman, C. K., Farruggia, S. P. & Keown, L. J. (2014) A comparison of online versus workbook delivery of a self-help positive parenting program. Journal of Primary Prevention. 35 (3), 125–133.
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.
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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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