The role of social identity and self-efficacy in predicting service providers’ use of Stepping Stones Triple P following training

The MHYPEDD Team, Cassandra L. Tellegen, Martha Schoch, Julie Hodges, Kim Peters, Matthew R. Sanders, Bruce Tonge, Stewart Einfeld, Kate Sofronoff, Kylie M. Gray, Luis Salvador-Carulla

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Article number107318
Pages (from-to)1-7
Number of pages7
JournalChildren and Youth Services Review
Volume156
DOIs
Publication statusE-pub ahead of print - Nov 2023

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