TY - JOUR
T1 - The role of social identity and self-efficacy in predicting service providers’ use of Stepping Stones Triple P following training
AU - Tellegen, Cassandra L.
AU - Schoch, Martha
AU - Hodges, Julie
AU - Peters, Kim
AU - Sanders, Matthew R.
AU - Tonge, Bruce
AU - Einfeld, Stewart
AU - Sofronoff, Kate
AU - Gray, Kylie M.
AU - The MHYPEDD Team
AU - Howlin, Patricia
AU - Emerson, Eric
AU - Arciuli, Jo
AU - Rice, Lauren
AU - Horstead, Sian
AU - Clarke, Kristina
AU - Bezzina, Louise
AU - Evans, Holly
AU - Andersson, Ellaina
AU - McAuliffe, Zyra
AU - Haas, Kaaran
AU - Louie, Eva
AU - Hoath, Fiona
AU - Worrall, Sheena
AU - Stace, Lucile
AU - Silove, Natalie
AU - Kostelas, Pauline
AU - Caruana, Jodie
AU - Dossetor, David
AU - Salvador-Carulla, Luis
AU - Henderson, Kevin
AU - Phillis, Kathryne
AU - Rotolone, Cassandra
AU - Henry, Tania
AU - Panahi, Babak
AU - Aery, Anagha
AU - Hinton, Sharon
AU - Thompson, Donna-Marie
AU - Ommensen, Berthine
AU - Mazzucchelli, Trevor
AU - Taffe, John
AU - Hu, Nan
AU - Boland, Ross
AU - Knott, Rachael
AU - O'Hagan, Gemma
AU - Rose, Oriel
AU - Shortt, Fionnuala
AU - Cawood, Danyelle
AU - Blackmore, Rebecca
AU - Wallman, Emily
AU - Keating, Caroline
AU - Teague, Samantha
AU - Viney, Rosalie
AU - Goodall, Stephen
AU - Arora, Sheena
PY - 2024/1
Y1 - 2024/1
N2 - Background Identifying factors that may contribute to the use of programs following the completion of training by practitioners is of practical and theoretical importance. Aim This study examined the role of social identity and self-efficacy in contributing to the delivery of an evidence-based parenting program. Methods and Procedures A sample of 63 multi-disciplinary professionals trained in the Stepping Stones Triple P-Positive Parenting Program, for parents of children with developmental disability, as part of a statewide roll-out were interviewed two years after training. Data on the number of hours of delivery during the 2-year period was analysed along with quantitative data obtained during interviews that assessed professionals’ self-efficacy and social identity as a Stepping Stones professional. Outcomes and Results Social identity was associated with the use of SSTP in an independent analysis, but the association was no longer significant when other factors were included in a regression model. Self-efficacy predicted the use of SSTP and was found to be a mediator in the relationship between social identity and use of SSTP. Conclusions and Implications This first investigation into the role of social identity in the implementation of evidence-based parenting programs showed that social identity could play an important role. The role of self-efficacy in predicting program use was further supported in this study and the mediator function of self-efficacy is explored. The practical and theoretical implications of the role of self-efficacy and social identity in the training of professionals are discussed.
AB - Background Identifying factors that may contribute to the use of programs following the completion of training by practitioners is of practical and theoretical importance. Aim This study examined the role of social identity and self-efficacy in contributing to the delivery of an evidence-based parenting program. Methods and Procedures A sample of 63 multi-disciplinary professionals trained in the Stepping Stones Triple P-Positive Parenting Program, for parents of children with developmental disability, as part of a statewide roll-out were interviewed two years after training. Data on the number of hours of delivery during the 2-year period was analysed along with quantitative data obtained during interviews that assessed professionals’ self-efficacy and social identity as a Stepping Stones professional. Outcomes and Results Social identity was associated with the use of SSTP in an independent analysis, but the association was no longer significant when other factors were included in a regression model. Self-efficacy predicted the use of SSTP and was found to be a mediator in the relationship between social identity and use of SSTP. Conclusions and Implications This first investigation into the role of social identity in the implementation of evidence-based parenting programs showed that social identity could play an important role. The role of self-efficacy in predicting program use was further supported in this study and the mediator function of self-efficacy is explored. The practical and theoretical implications of the role of self-efficacy and social identity in the training of professionals are discussed.
KW - Stepping Stones Triple P
KW - Training
KW - Implementation
KW - Social identity
KW - Self-efficacy
UR - http://purl.org/au-research/grants/NHMRC/1016919
U2 - 10.1016/j.childyouth.2023.107318
DO - 10.1016/j.childyouth.2023.107318
M3 - Article
SN - 0190-7409
VL - 156
JO - Children and Youth Services Review
JF - Children and Youth Services Review
M1 - 107318
ER -