Triple P Seminar Series is a parenting intervention for parents with everyday concerns about the behaviour of a child between 0 to 12 years. It is delivered by an accredited Triple P practitioner in a large group format (for 20 to 200 parents) via three sessions lasting 90 minutes each. During these sessions, parents learn strategies for encouraging positive child behaviour.
The information above is as offered/supported by the intervention provider.
0 to 12 years old
Promotion-plus
Triple P Seminar Series is part of the Triple P multi-level system of family support and is offered as universally to any parent with a child between 0 to 12 years old.
It is delivered by an accredited Triple P to groups of up to 200 parents via three 60-minute seminars (plus 30 minutes’ question time) covering the following topics:
Each seminar focuses on enhancing parenting knowledge, skills, and confidence to prevent severe behavioural, emotional, and developmental problems in children and is supplemented with take-home tip sheets.
0 to 12 years
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Young children naturally behave in challenging and non-compliant ways
Challenging child behaviours during preschool and primary school increase the risk of more serious behavioural problems in adolescence.
Science-based assumption
Effective parenting behaviours help child to regulate their own behaviour and reduce the risk of child behavioural problems persisting
Ineffective parenting strategies can increase the risk of child behavioural problems persisting.
Science-based assumption
All parents can benefit from strategies aimed at helping children regulate their own behaviour and encouraging positive child behaviour.
Intervention
Parents learn:
Strategies for promoting positive parent–child interaction through non-directive play
Strategies for reinforcing positive child behaviour through praise and rewards
Strategies discouraging challenging child behaviour through age-appropriate discipline.
Short-term
Parents implement effective parenting strategies in the home
Parents’ confidence increases
Parental stress reduces
Parent–child interaction improves.
Medium-term
Children’s self-regulatory capabilities and behaviour improves.
Long-term
Children are at less risk of problematic behaviour in adolescence
Children are more compliant and better able to engage positively with others.
All parents of children aged 0 to 12 who are interested in participating in parent education and may have minor concerns about their child’s behaviour or development.
Triple P Seminars has three standalone topics, delivered in three sessions of 90 minutes’ duration each by one practitioner to 20 to 200 parents.
Participants learn parenting skills and gain confidence in preventing behavioural, emotional, and developmental problems in children.
The practitioner who delivers this intervention is an accredited Triple P Practitioner, typically with qualifications and experience in a helping profession.
The practitioners have 3.5 days of intervention training. Ongoing and regular peer support is recommended once a month.
Triple P supervision is managed by the local implementing organisation. Triple P teaches the model of Peer Assisted Support and Supervision (PASS) as a model for sustainability to embed within local practice. Where organisations already have a supervisor model in place, it is recommended the supervisor has a master’s qualification in a helping profession and knowledge of Triple P. Triple P supervisors are encouraged to attend agency training as an observer at no cost, to develop an understanding of intervention content and process (maximum two places per agency training course).
Intervention fidelity is maintained through the following processes:
Organisation: Triple P UK
Email address: contact@triplep.uk.net
Websites: 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.
Triple P Seminar Series’ most rigorous evidence comes from a single RCT consistent with Foundation’s Level 2 evidence strength criteria. This study identified statistically significant reductions in child behavioural problems.
| Identified in search | 12 |
| Studies reviewed | 1 |
| Meeting the L2 threshold | 1 |
| Meeting the L3 threshold | 0 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 11 |
| Study design | RCT |
| Country | Greece |
| Sample characteristics | 124 parents living in the Athens area with an average child age of 5.5 years. Most participants were mothers, married, mostly university-educated, worked full-time, had average monthly family incomes, and had one or two children. |
| Race, ethnicities, and nationalities | Not reported |
| Population risk factors | N/A |
| Timing | Post-intervention and six-month follow-up |
| Child outcomes | Reduced child behavioural problems |
| Other outcomes | Reduced dysfunctional discipline styles |
| Study rating | 2 |
| Citations | Foskolos, K., Gardner, F. & Montgomery, P. (2023) Brief parenting seminars for preventing child behavioural and emotional difficulties: A pilot randomized controlled trial. Journal of Child and Family Studies. 32 (10), 3063–3075. |
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.
Boyle, C., Sanders, M. R., Ma, T., Hodges, J., Allen, K. A., Cobham, V. E. … & Trompf, M. (2023) The thriving kids and parents schools project: Protocol of an incomplete stepped wedged cluster randomised trial evaluating the effectiveness of a Triple P seminar series. BMC Public Health. 23 (1), 2021.
Gonzalez, M., Ateah, C. A., Durrant, J. E. & Feldgaier, S. (2019) The impact of the Triple P seminar series on Canadian parents’ use of physical punishment, non-physical punishment and non-punitive responses. Behaviour Change. 36 (2), 102–120.
Özyurt, G., Dinsever, Ç., Çalişkan, Z. & Evgin, D. (2018) Effects of Triple P on digital technological device use in preschool children. Journal of Child and Family Studies. 27, 280–289.
Özyurt, G., Dinsever, C., Caliskan, Z. & Evgin, D. (2018) Can positive parenting program (Triple P) be useful to prevent child maltreatment? Indian Journal of Psychiatry. 60 (3), 286.
Prinz, R. J., Sanders, M. R., Shapiro, C. J., Whitaker, D. J. & Lutzker, J. R. (2009) Population-based prevention of child maltreatment: The US Triple P system population trial. Prevention Science. 10, 1–12.
Salari, R., Fabian, H., Prinz, R., Lucas, S., Feldman, I., Fairchild, A. & Sarkadi, A. (2013) The Children and Parents in Focus project: A population-based cluster-randomised controlled trial to prevent behavioural and emotional problems in children. BMC Public Health. 13 (1), 1–8.
Sanders, M., Prior, J. & Ralph, A. (2009) An evaluation of a brief universal seminar series on positive parenting: A feasibility study. Journal of Children’s Services. 4 (1), 4–20.
Sanders, M. R., Ralph, A., Thompson, R., Sofronoff, K., Gardiner, P., Bidwell, K. & Dwyer, S. (2005) Every family: A public health approach to promoting children’s wellbeing (Study 3, p. 72). University of Queensland.
Schilling, S., Lanier, P., Rose, R. A., Shanahan, M., & Zolotor, A. J. (2020) A quasi-experimental effectiveness study of Triple P on child maltreatment. Journal of Family Violence. 35, 373–383.
Sumargi, A., Sofronoff, K., & Morawska, A. (2015) A randomized-controlled trial of the Triple P-Positive Parenting Program seminar series with Indonesian parents. Child Psychiatry & Human Development. 46, 749–761.
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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