The Change of Practitioner’s Self-Efficacy in Triple P Professional Training: Moderating Role of Practitioner Characteristics, Country, and Delivery Mode

Two studies examined the change in self-efficacy of practitioners after attending Triple P training and the moderators that affect training outcomes. Study 1 used a large multidisciplinary sample of health, education, and welfare practitioners ( N = 37,235) came from 30 countries around the world, which all participate in a Triple P professional training course during 2012–2019. This study assessed practitioners’ overall self-efficacy and their consultation skills efficacy prior to training, immediately following training, and at six- to eight-weeks follow-up. Participants reported significant improvements of their overall self-efficacy and their consultation skills self-efficacy. There were significantly small differences based on practitioners’ gender, disciplines, education levels, and country location. Study 2 examined the training outcomes of videoconference-based training (following the COVID-19 pandemic) compared to in-person training ( N = 6867). No significant differences were found between videoconference and in-person training on any outcome measure. Implications for the global dissemination of evidence-based parenting programs as part of a comprehensive public health response to COVID-19 was discussed. Highlights This manuscript examined the change of practitioners’ self-efficacy throughout the course of Triple P (Positive Parenting Program) system professional training via the presentation of two studies. Study 1 used a large multidisciplinary sample of practitioners ( N = 37,235) from 30 countries worldwide. Study 2 examined the training outcomes on practitioners’ self-efficacy comparing between videoconference-based training (following COVID-19 pandemic) and in-person training ( N = 6867). In both studies, practitioners reported a significant change in their self-efficacy to deliver the Triple P program with their clients. Significant but small differences were observed between gender, educational levels, disciplines and countries of delivering (English speaking or non-English speaking). No significant differences were found between videoconference and in-person training on any outcome measure.