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Jandu Yani U (for all families): Tailored Triple P Training and Support Promote Empowerment in Remote Aboriginal Communities

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Abstract

To enhance the accessibility and acceptability of evidence-based parenting programs in Indigenous communities, there is a need to build a confident and skilled workforce within these diverse settings. For training to be effective, the complex histories, traditional values and practices of the communities in which a program will be delivered must be appreciated. In this paper, we investigate the efficacy of a community-adapted, professional training program to deliver the evidence-based Indigenous Triple P - Positive Parenting Program (Triple P) in remote Aboriginal communities in the Fitzroy Valley, Western Australia. Extensive consultation with community leaders, a project advisory group, and local Aboriginal organizations and service providers guided modifications to the program. Repeated measures analyses were used to assess parent coach (N = 38) knowledge and confidence prior to and immediately post training and at an accreditation workshop two months following training. Parent coaches who completed the tailored Triple P practitioner training reported high rates of satisfaction with the training, a significant increase in capacity to deliver parenting support, significantly increased confidence in their parent consultation skills, and significantly increased perceived empowerment within communities, the workplace and home. These results were maintained at two months post-training. Qualitative results indicate that training was well received and beneficial. Post-training support by an experienced Triple P practitioner residing in the community for an extended period was critical to supporting program implementation and sustainability.

Highlights

  • Training in evidence-based parenting support programs for Indigenous Peoples.

  • Program co-designed and implemented with community input, led to a high rate of accreditation in a cohort of local workers.

  • Community-led program choice, training model and peer support increased empowerment of parent coaches.

  • Collaborative and flexible approach informs best practice in bringing any evidence-based program to Indigenous communities.

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Acknowledgements

The project would not have been possible without considerable support provided by the extended project team and advisory group, including June Oscar (MWRC), Associate Professor Kate Sofronoff and Professor Matthew Sanders (The University of Queensland), Professor Maxwell Bennett (University of Sydney), Dr Jeffrey Nelson (Clinical Psychologist), and Damian Griffis (Aboriginal Disability Network NSW). Our thanks go to Triple P Indigenous Implementation Consultant, Michell Forster, and trainers Margaret Weston and Michael Herd for their sensitive collaboration and partnership. We also acknowledge the contribution of Jane Pederson, Kerry Pearce, Jen Schwab, Maureen Carter, Edie Wright, and Andrea Lammel in planning the project.

Authors’ contributions:

C.M., the project implementation coordinator, and E.A., a research officer on the Jandu Yani U project, made a significant contribution to the coordination of the project, including data collection and analysis. K.T. is an associate investigator on the project and has contributed to project design and revision of program resources. J.D., E.C., M.H., and S.T. represent MWRC and the advisory group, and provided input into local tailoring of the research design and conduct of the intervention. E.J.E. and S.E. are chief investigators on the project and were responsible for the conception and management of the project. All authors contributed to the drafting of this paper and have approved the final version.

Funding

This work was supported by a grant from the Australian National Health and Medical Research Council (NHMRC) targeted call for research into Fetal Alcohol Spectrum Disorder (#1068620). E.J.E. was supported by an NHMRC Practitioner Fellowship (#1135959) and a Medical Research Futures Fund Next Generation Fellowship (#1021480).

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Authors and Affiliations

  1. Marninwarntikura Women’s Resource Centre, Fitzroy Crossing, WA, Australia

    Cari McIlduff, Sue Thomas, Jadnah Davies, Marmingee Hand & Emily Carter

  2. Morning Star Lodge, The University of Saskatchewan, Sask, SK, Canada

    Cari McIlduff

  3. Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia

    Ellaina Andersson, Stewart Einfeld & Elizabeth J. Elliott

  4. Kid’s Research, The Sydney Children’s Hospitals Network Westmead, Kids Research, Sydney, NSW, Australia

    Ellaina Andersson & Elizabeth J. Elliott

  5. School of Psychology, The University of Queensland, Brisbane, QLD, Australia

    Karen M. T. Turner

  6. Fitzroy Valley District High School, Fitzroy Crossing, WA, Australia

    Marmingee Hand

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  1. Cari McIlduff
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Corresponding author

Correspondence to Cari McIlduff.

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Conflict of Interest

The Triple P—Positive Parenting Program is owned by The University of Queensland (UQ). The University, through its main technology transfer company UniQuest Pty Ltd, has licensed Triple P International Pty Ltd (TPI) to publish and disseminate the program worldwide. Royalties stemming from this dissemination activity are distributed to the Parenting and Family Support Center, School of Psychology, Faculty of Health and Behavioral Sciences, and contributory authors. No author has any share or ownership in TPI. TPI was not involved in the study design or collection, analysis or interpretation of data, or writing of this report. The third author is a contributory author and receives royalties from TPI. The corresponding author completed her doctorate at UQ. No other authors have any conflict to declare.

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McIlduff, C., Andersson, E., Turner, K.M.T. et al. Jandu Yani U (for all families): Tailored Triple P Training and Support Promote Empowerment in Remote Aboriginal Communities. J Child Fam Stud 31, 2175–2186 (2022). https://doi.org/10.1007/s10826-022-02355-5

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