ERIC Number: EJ942868
Record Type: Journal
Publication Date: 2011-Oct
Abstractor: As Provided
Reference Count: 37
Is the Triple P-Positive Parenting Program Acceptable to Parents from Culturally Diverse Backgrounds?
Morawska, Alina; Sanders, Matthew; Goadby, Elizabeth; Headley, Clea; Hodge, Lauren; McAuliffe, Christine; Pope, Sue; Anderson, Emily
Journal of Child and Family Studies, v20 n5 p614-622 Oct 2011
Behavioural parenting programs are an effective intervention for behavioural and emotional problems in children, however these programs have low utilisation rates by culturally diverse parents. We examined the cultural acceptability of program materials, preferences for delivery methods, and barriers to use of the Triple P-Positive Parenting Program. One hundred and thirty seven parents watched a video outlining the 17 strategies in Triple P and read through a tip sheet before completing a series of questionnaires. Results revealed that parents found the strategies highly acceptable, highly useful, were very likely to use the strategies and reported currently using the strategies often. They also rated the program materials as very culturally appropriate and identified group, seminar, television, and individual as the most preferred delivery methods. Parents identified location and timing of services, financial cost, and competing work commitments as the most frequently cited barriers to accessing a parenting intervention. The findings of this study suggest that elements of parenting programs may not be contributing to the low rates of access among culturally diverse parents. These findings highlight the need for more research addressing variables that may contribute to increasing culturally diverse parents' access of behavioural parenting programs.
Descriptors: Video Technology, Emotional Problems, Intervention, Parent Education, Child Rearing, Teaching Methods, Parent Child Relationship, Behavior Problems, Cultural Differences, Barriers, Program Evaluation, Questionnaires, Parent Attitudes, Costs, Family Work Relationship
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A