@article{ref1,
title="Peer assisted supervision and support and providers' use of Triple P- Positive Parenting Program",
journal="Journal of child and family studies",
year="2019",
author="Owens, Caitlyn R. and Haskett, Mary E. and Norwalk, Kate",
volume="28",
number="6",
pages="1664-1672",
abstract="OBJECTIVEs The current study sought to contribute to the literature by examining a possible method to promote use of an evidence-based parenting intervention, Triple P, in a large-scale implementation effort. The study was designed to examine (a) the association between attendance at Peer Assisted Supervision and Support (PASS) sessions and use of Triple P with parents among providers in a state-wide adoption of Triple P and (b) characteristics of providers most likely to attend peer supervision. In addition, we examined fidelity to the PASS model and providers' perceived fit of Triple P with typical services as moderators of the link between attendance at supervision sessions and providers' use of Triple P.<br><br>METHODS Two hundred seventy-six Triple P accredited providers from seven county or county clusters across North Carolina completed a 19-question survey about their experiences with Triple P, including their use of the intervention, perceived fit of the intervention to their clients' needs, fidelity to the Triple P peer assisted supervision and support (PASS) model, and attendance at peer support sessions.<br><br>RESULTS Correlational analyses revealed that providers who more often attended peer support sessions used Triple P with more parents. <br><br>RESULTS of hierarchical linear regression models indicated that fidelity to the PASS model and providers' perceived fit were not significant moderators.<br><br>CONCLUSIONS This study highlights the potential importance of attending PASS sessions in terms of using Triple P to serve families. Implications of the findings for implementation of Triple P and other evidence-based parenting interventions and suggestions for further studies are provided.<p /> <p>Language: en</p>",
language="en",
issn="1062-1024",
doi="10.1007/s10826-019-01385-w",
url="http://dx.doi.org/10.1007/s10826-019-01385-w"
}