Implementating the Evidence-Based Triple P - Positive Parenting Program. Diversity in Practitioners’ Experiences
Référence bibliographique 
Côté, Marie-Kim et Gagné, Marie-Hélène. 2017. «Implementating the Evidence-Based Triple P - Positive Parenting Program. Diversity in Practitioners’ Experiences». Dans , p. 219-223. Actes du colloque de l’«International Psychological Applications Confence and Trends» tenu du 29 avril au 1er mai 2017 à Budapest (Hongrie)
Intentions : «[T]his study sought to draw up a portrait of practitioners’ experiences during the implementation of the Triple P program one year after their initial training.» (p. 220) Le programme Triple P (pratiques parentales positives) est un programme visant à offrir des activités d’entraînement aux habilités parentales et à améliorer les relations parents-enfants.
Échantillon/Matériau : L’échantillon est composé de 38 professionnels ayant reçu une formation sur le programme Triple P.
Instruments : - Guide d’entretien semi-directif - Guide d’entretien de groupe
Type de traitement des données : Analyse de contenu
«The results showed that, overall, most practitioners had a positive experience with the Triple P program. However, this was not the case for all practitioners. In fact, three distinct implementation trajectories emerged from the participants’ discourses […].» (p. 221) For the conviction trajectory, «practitioners reported that they had decided to take part in this project due to their intrinsic motivation, such as a desire to broaden their skills and positively impact their community. […] They felt that the investment was worth it in light of the perceived short and long-term benefits, such as positive reports from parents and the novel self-regulation approach to intervention.» (p. 221) In the adaptation trajectory, «practitioners appeared to have successfully adapted the program to their own practices over time. They did not see the program’s limitations as a problem (e.g. with parents facing other challenges such as conjugal issues), and said that they used Triple P as a basis from which to expand. Thus, once parents began mastering parenting strategies, practitioners could work with them on other problems using other appropriate (non-Triple P) interventions.» (p. 221) «[T]he practitioners in [the divergence] trajectory reported that they either stopped using Triple P, or continued trying to use it to meet their organization’s expectations, but adapted it in a way that could threaten the integrity of the program and thus its efficacy. For instance, some practitioners reported using only the Triple P tools – such as the DVD or tip sheets – with parents without pursuing the rest of the intervention such as conducting structured sessions with them.» (p. 222)