Triple P · Atlas

1. Introduction

Version followed: the Triple P – Positive Parenting Program system as published by its developer (Matthew R. Sanders, Parenting and Family Support Centre, University of Queensland) and its purveyor Triple P International (TPI). The detailed guide follows Level 4 Standard Triple P (10 one-to-one sessions) and Level 4 Group Triple P (5 two-hour group sessions + 3 brief phone consultations over 8 weeks), for parents of children up to 12, as set out in TPI programme sheets, course summaries and the 2021 course decision tree, and in Sanders (2023), "The Triple P System of Evidence-Based Parenting Support: Past, Present, and Future Directions". Level 3 Primary Care Triple P (3–4 brief consultations) and Level 5 Enhanced Triple P (add-on modules) are covered more briefly. The Practitioner's Manual, Facilitator's Manual, parent workbooks and tip sheets are not drawn on here; session contents are named as TPI publishes them and all procedural steps and wording are in the author's own words. Verified against TPI provider documents and Sanders 2023: the level structure and level placement of each course, session counts and formats (Primary Care, Standard, Group, Enhanced, Pathways, Family Transitions), training days, the full Sanders 2023 citation, and the names, age ranges and one-line definitions of the 17 core strategies, including quiet time and time-out. Unverified: the step-by-step instructions in Section 4 (marked [synthesis]) and Triple P's own time-out and quiet-time parameters (durations, back-up procedures), which TPI's public materials do not give. [source: TPI Standard, Group, Primary Care sheets; TPI Course Summaries; TPI Decision Tree 2021; Sanders 2023]

Triple P is a multilevel system of parenting support, not a single therapy. It runs from population-wide media and tip sheets (Level 1) through brief consultations and seminars, to 8–10-session parent training (Level 4) and intensive family-adjustment modules (Level 5), plus variants for teenagers, children with disability, parents at risk of maltreatment, separated families, babies, child anxiety and weight/lifestyle. Parents are meant to start at the level that fits their need, not to step through lower levels first. [source: Sanders 2023]

How change happens. The model draws on applied behaviour analysis and social learning, self-regulation theory, developmental theory of social competence, CBT techniques (e.g. cognitive restructuring, relaxation), ecological/systems theory and public-health thinking. The proposed mechanism: when parents become more positive, contingent and predictable and less coercive, child behaviour improves. Parents' expectations and attributions, stress, mood, partner support and the alliance are named as further possible mediators. The overarching aim is parental self-regulation: parents learn to set their own goals, monitor, evaluate and solve future problems without the practitioner. [source: Sanders 2023]

2. Framework

The five levels [source: Sanders 2023; TPI sheets]

Level 1 – Universal (Stay Positive / media): population-wide communication: tip sheets, media, podcasts, websites. No clinician contact. [source: Sanders 2023]
Level 2 – Light touch: Selected Triple P seminars (up to three seminars of 60–90 min for large groups of parents) and Brief Primary Care Triple P (a shorter primary-care consultation format delivered by Primary Care-trained practitioners; details are [uncertain]). [source: TPI Course Summaries 2013, 2016; TPI Decision Tree 2021]
Level 3 – Narrow focus (Primary Care Triple P; Discussion Groups): Discussion Groups are single 2-hour groups (about 10 parents) on one common problem (shopping, fighting and aggression, bedtime, disobedience). Primary Care Triple P is one-to-one, 3–4 consultations of 15–30 min over 4–6 weeks, face-to-face or phone, for a specific mild, uncomplicated problem without high family stress. Sessions: (1) assessment and starting behaviour monitoring; (2) feedback, causes, goals, choosing tip sheets and building a parenting plan; (3) self-regulatory review of implementation, rehearsal, problem-solving of obstacles; (4) follow-up, maintenance, referral if needed. A teen version runs the same way. Level resolved: every TPI provider document (Course Summaries 2013 and 2016; Decision Tree © 2021) places Primary Care at Level 3 and Brief Primary Care at Level 2. Sanders 2023 describes "Primary Care Triple P" at Level 2 in 2–5 tip-sheet sessions, apparently grouping the brief and full primary-care formats. This guide follows TPI's provider documents (Level 3). [source: TPI Primary Care sheet; TPI Primary Care Teen; TPI Course Summaries; TPI Decision Tree 2021; Sanders 2023]
Level 4 – Broad focus (Standard, Group, Self-Directed, Online, and variants): for moderate to severe behaviour problems. Standard: 10 sessions; Group: 5 group sessions + 3 phone consultations. [source: TPI Course Summaries 2016; TPI Decision Tree 2021]
Level 5 – Intensive family support (Enhanced, Pathways, Family Transitions, Lifestyle): added to Level 4 when family stress, partner conflict, parental mood problems, anger or maltreatment risk are present. Enhanced: 3–7 individual sessions of 60–90 min; Pathways: 2–5 group or individual sessions of 60–90 min; Family Transitions: 5 two-hour group or individual sessions; Group Lifestyle: 10 × 90-min sessions + 4 × 20-min phone consultations. Enhanced and Pathways require prior Level 4 training. [source: TPI Decision Tree 2021; TPI Course Summaries 2016; Sanders 2023; Foundations Enhanced sheet]

Standard Triple P (Level 4, individual) [source: TPI Standard sheet]

Ten weekly sessions of about one hour, one family at a time, children up to 12, moderate to severe behaviour concerns. TPI's 2021 decision tree describes the same course as 7 weekly 1-hour sessions plus 3 one-hour home visits (or phone calls). [source: TPI Standard sheet; TPI Course Summaries 2016; TPI Decision Tree 2021]

Session	Content (TPI's headings, paraphrased)	Between-session task
1	Initial interview: presenting concerns, developmental history, family circumstances; questionnaires; teach monitoring	Monitor one specific behaviour for a week
2	Observe parent–child interaction; feed back assessment results; agree on the nature and likely causes of the problem; negotiate treatment; parent sets goals	Continue monitoring
3	Promoting children's development: relationship-building, encouragement, positive attention strategies; when to use them; practise	Use the strategies, record
4	Managing misbehaviour: misbehaviour strategies and a rehearsed routine for non-compliance	New homework set
5–7	Practice sessions: observe brief parent–child interactions in which the parent uses target strategies; parent self-evaluates; goals refined	Work on refined goals
8	Planned activities training: identify high-risk home and community situations (e.g. shopping); build planned-activity routines; choose one	Use one routine
9	Using planned activities: apply routines for independent play, structured play and outings; feedback; observe a final routine	Continue routines
10	Programme close: review progress, family survival tips, maintenance plan, future problem-solving exercise, final assessment, referral options	—

Group Triple P (Level 4, group) [source: TPI Group sheet]

Eight weeks: up to 12 parents per group; five 2-hour group sessions and three individual 15–30-minute phone consultations (about 20 minutes in the 2021 decision tree); parents commit to all eight. The group sessions educate and actively train skills; the phone consultations follow a self-regulatory format. [source: TPI Group sheet; TPI Course Summaries 2013, 2016; TPI Decision Tree 2021]

Positive parenting (group): what positive parenting is, why children behave as they do; parents hand in assessment booklet and set goals.
Promoting children's development (group): building relationships, encouraging good behaviour, four strategies for teaching new skills.
Managing misbehaviour (group): misbehaviour strategies; parenting routines for compliance and non-compliance, rehearsed in session.
Planning ahead (group): family survival tips; ongoing high-risk situations (shopping, turn-taking, sibling fights, school routines); planned-activity routines; preparing for the phone calls. 5–7. Using positive parenting strategies 1–3 (phone): feedback from initial assessment; self-regulatory review of how planning-ahead routines are going; parent sets refinement goals.
Programme close (group): progress review, maintenance, referral options.

Session layout resolved: TPI's course summaries confirm 5 group sessions plus 3 phone consultations over 8 weeks. Read against the Group sheet's session list, sessions 1–4 and 8 are the five group sessions and sessions 5–7 the three phone calls; this is the only layout consistent with both documents. [source: TPI Group sheet; TPI Course Summaries 2013, 2016]

Enhanced Triple P (Level 5) [source: Foundations Enhanced sheet; Sanders 2023]

Added after or alongside Level 4 for families whose parenting is complicated by partner conflict, stress, low mood or other personal adjustment problems. Structure: a review interview to agree which modules are needed; up to three modules (Practice, Coping Skills, Partner Support), each of at most three 60–90-minute sessions; then a Maintenance and Closure session (TPI's summaries list it as a fourth 'module'). Session count resolved: TPI's 2021 decision tree gives 3–7 individual sessions of 60–90 min as the typical course. The module structure allows up to 11 (review + 3 × 3 + closure), which matches the Foundations sheet's 3–11. Sanders 2023 summarises Enhanced as about ten sessions. Plan for 3–7 sessions and go to the maximum only when all three modules are needed. Prerequisite: Level 4 training. [source: TPI Course Summaries 2013, 2016; TPI Decision Tree 2021; Foundations Enhanced sheet; Sanders 2023]

Other formats and variants [source: Sanders 2023; TPI Online sheet]

Triple P Online: 8 self-paced modules of about 1 hour, 12 months' access; optional practitioner phone support (up to four 15-min calls). [source: TPI Online]
Teen Triple P: adds behaviour contracting, an emotional-behaviour routine, managing high-risk situations. [source: Sanders 2023]
Stepping Stones (child disability): adds teaching backwards, brief interruption, diversion to a new activity. [source: Sanders 2023]
Pathways (maltreatment risk): 2–5 sessions of 60–90 min, group or individual; modules Avoiding Parent Traps (attributional retraining) and Coping with Anger, then Maintenance and Closure; stress and anger management. [source: TPI Course Summaries 2016; TPI Decision Tree 2021; Sanders 2023]
Family Transitions (separation/divorce): 5 two-hour group or individual sessions; conflict management. [source: TPI Decision Tree 2021; Sanders 2023]
Baby Triple P: calming and settling for crying and sleep. Fear-Less: child anxiety. Lifestyle: healthy eating and activity; Group Lifestyle runs 10 × 90-min sessions + 4 phone calls. (Detailed procedures of these variants are [uncertain].) [source: Sanders 2023; TPI Decision Tree 2021]

Moving between phases and levels

Within Standard: move from assessment (1–2) to skills (3–4) once the parent has monitoring data and agreed goals; move to planned activities (8–9) when the parent can use the core strategies with some independence in practice sessions; close when goals are reviewed and a maintenance plan exists. [source: TPI Standard; criteria wording is synthesis]
Between levels: minimal sufficiency – offer the least intensive level that solves the problem. Primary Care families whose problems persist may move to Group; families with high stress, partner conflict or low mood add Level 5. [source: TPI Primary Care; Foundations Enhanced; Sanders 2023]
Primary Care is for mild problems without high family stress; Standard for moderate–severe problems. [source: TPI sheets]

Accreditation required before delivering under the Triple P name [source: TPI sheets; Foundations Enhanced; Sanders 2023]

Each variant requires completing an approved TPI active-skills training course and passing a skills-based accreditation (knowledge quiz + competency demonstration). No Triple P prerequisite for Level 3–4 courses; child-development knowledge desirable. Enhanced and Pathways require prior Level 4 training. [source: TPI sheets; TPI Course Summaries 2016]
Typical time: Standard or Group: 3 training days, 1 pre-accreditation day, 4–6 h preparation, half-day accreditation (~6 days). Primary Care: 2 training days, 1 pre-accreditation day, 4–6 h preparation, half-day accreditation, about 4½ days in all. Enhanced and Pathways: 2 training days + accreditation, no pre-accreditation day. [source: TPI Primary Care practitioner info sheet; TPI Course Summaries 2016]
Ongoing: PASS (Peer Assisted Supervision and Support) groups, 6–8 practitioners, 1–2 h monthly (the Primary Care sheet budgets 2–3 h peer support a month), with case-based reflective feedback; session-by-session fidelity checklists; organisational quality-assurance checklist. The UK Foundations sheet records no separate licensing requirement for practitioners; materials (Practitioner's Kit, workbooks, DVDs) are bought from TPI. [source: Sanders 2023; Foundations Enhanced; TPI Primary Care practitioner info sheet]

3. Guiding principles

Five principles of positive parenting (what parents are taught) [source: Sanders 2023; UQ/EOHU page]

Safe, engaging environment – practical meaning: help parents childproof and supply interesting activities so supervision and engagement prevent problems.
Positive learning environment – parents respond positively when the child initiates contact and use those moments to teach.
Assertive discipline – clear, consistent, predictable consequences instead of shouting, threats or hitting.
Realistic expectations – check what is developmentally typical before targeting a behaviour; challenge perfectionist expectations of child and self.
Taking care of yourself as a parent – parental stress, mood and partner support are legitimate targets, not side issues.

Principles shaping the practitioner's stance [source: Sanders 2023 unless marked]

Self-regulation / self-sufficiency – every session builds the parent's ability to set goals, self-monitor, self-evaluate and problem-solve; ask the parent to evaluate before you comment.
Parental choice of goals – parents choose goals that fit their values and culture; you offer options and information, not prescriptions.
Minimal sufficiency – give only as much help as needed; avoid creating dependence; start at the lowest adequate level.
Flexible tailoring with fidelity – adapt examples, pacing and homework to the child's age, problem, the parent's learning style and culture, but do not drop core skills (e.g. quiet time, time-out) or blend in techniques of unknown efficacy.
Active skills training – parents learn by seeing (video/live modelling), doing (rehearsal), receiving feedback and practising at home, not by discussion alone. [source: Sanders 2023; TPI sheets]
Collaborative, non-blaming formulation – causes of behaviour are agreed with the parent from assessment data. [source: TPI Standard]
Generalisation and maintenance from the start – programme ends with survival tips, maintenance plans and future problem-solving. [source: TPI Standard]
Data-based – monitoring and questionnaires before and after; decisions use the parent's own records. [source: TPI Standard, Primary Care]
Positive before corrective – relationship and encouragement skills are taught (session 3) before misbehaviour strategies (session 4). [source: TPI Standard; rationale synthesis]
Cultural fit – surface adaptation (translation, examples, facilitators) and, where needed, deeper adaptation with community consultation and cultural supervision (e.g. Māori advisers in New Zealand). [source: Sanders 2023]
Inclusion of both parents/fathers – include fathers and co-parents wherever possible. [source: Sanders 2023]

4. Intervention inventory

How to read this section: the names, order and purpose of each item come from TPI programme sheets, the UQ/NC Triple P strategy lists and Sanders 2023. TPI's published materials describe each strategy in one line only; the Practitioner's Manual and Every Parent (Sanders) are not drawn on here. So the numbered steps are my synthesis, written to be consistent with those one-line definitions and standard behavioural parent training, and should be checked against your Triple P manual after accreditation. [synthesis] unless a step carries its own source tag. All example language is illustrative.

A. Consultation and process interventions (how the sessions are run)

A1. Initial interview and assessment

Purpose / when: Session 1 of Standard and Primary Care; assessment booklet in Group session 1. Gathers presenting concerns, developmental history and family circumstances; standardised questionnaires before and after. [source: TPI Standard, Group, Primary Care]
Steps: (1) Ask the parent to describe a typical recent episode of the problem in concrete terms (what led up, what the child did, what each adult did, what happened next). (2) Take developmental, health, school and family history, including partner relationship, parental stress and mood, supports. (3) Give the programme's parent-report questionnaires (your TPI kit specifies them; do not substitute). (4) Screen for risk: child safety, family violence, parental mental health – these may indicate Level 5 or referral. (5) Explain monitoring (A2) and agree one behaviour to track. [steps synthesis]
Example language (illustrative): "Take me through the last time bedtime went badly, minute by minute, as if I were watching a video."
Watch for: vague global descriptions ("he's always naughty") – keep narrowing to observable behaviour; signs of high stress, conflict or depression that point to Enhanced/Pathways.

A2. Behaviour monitoring (tracking)

Purpose / when: introduced in session 1 (Standard, Primary Care); gives a baseline, tests the parent's view of the problem, and starts self-monitoring. [source: TPI Standard, Primary Care]
Steps: (1) Pick one specific, countable behaviour. (2) Choose a simple method: tally per day, or a record of when/where/what happened before and after. (3) Rehearse filling in the form with a made-up example. (4) Agree where the form will be kept and when it is filled in. (5) Review it first thing next session and graph or summarise it with the parent. [synthesis]
Example language (illustrative): "Just a tick each time he hits, and a word about what was happening just before."
Watch for: blank forms (see Section 5 non-adherence); forms filled from memory at the end of the week.

A3. Observation, feedback and shared formulation of causes

Purpose / when: Standard session 2; Primary Care session 2; Group phone calls give assessment feedback. Agree the nature and likely causes of the problem and negotiate goals. [source: TPI Standard, Group, Primary Care]
Steps: (1) Observe 10–15 minutes of parent–child interaction (free play, then a task where the parent gives instructions). (2) Feed back questionnaire and monitoring results plainly, strengths first. (3) Walk through common causes of child behaviour problems with the parent (e.g. accidental rewards for misbehaviour, too little attention for good behaviour, unclear instructions, inconsistent consequences, modelling, unrealistic expectations, family stress) and ask which fit their family. [list of causes: synthesis; TPI states only that causes are identified] (4) Write the agreed formulation in the parent's words. (5) Negotiate the plan. [synthesis]
Example language (illustrative): "Looking at your chart, the shouting happens mostly when you're on the phone. What do you make of that?"
Watch for: blame (of child, partner or self); if the parent hears the formulation as criticism, return to their goals and strengths.

A4. Goal setting

Purpose / when: sessions 1–2 and after every practice session; parents choose their own goals (child-behaviour goals and their own parenting goals). [source: TPI Standard, Group; Sanders 2023]
Steps: (1) Ask what they want more of and less of. (2) Translate into observable child goals and parent goals ("I will praise sharing at least x times a day"). (3) Check realism against development. (4) Record and review each week. [synthesis]
Example language (illustrative): "If this works, what will you see at breakfast in four weeks?"
Watch for: goals that are someone else's (school, partner) – ask what the parent wants.

A5. Active skills training (model – rehearse – feedback – homework)

Purpose / when: the core teaching method in every Level 3–5 format; used whenever a new strategy is introduced. [source: Sanders 2023; TPI sheets]
Steps: (1) Brief rationale for the strategy. (2) Model it: show the relevant segment of the Triple P DVD (Every Parent's Survival Guide in the kit) or demonstrate live. (3) Parent rehearses in role-play (you play the child) or with the child present. (4) Ask the parent what went well and what they would change (self-evaluation first), then add one or two specific points. (5) Agree when and where the parent will use it this week and how they will record it. [steps synthesis]
Example language (illustrative): "I'll be your daughter refusing to put her shoes on. Try the steps on me, and I'll give you a hard time."
Watch for: parents who discuss but won't rehearse; normalise awkwardness and keep role-plays brief.

A6. Self-regulatory feedback (practice sessions)

Purpose / when: Standard sessions 5–7 and 9, Group phone calls 5–7, Primary Care session 3. The parent practises with the child while observed, then evaluates their own performance and sets refined goals. [source: TPI Standard, Group, Primary Care]
Steps: (1) Agree beforehand which strategy the parent will practise and for how long (a few minutes). (2) Observe without intervening (or coach briefly only if agreed). (3) Ask: what did you do well? (4) Ask: what would you do differently next time? (5) Add your own feedback – specific praise, then at most one or two suggestions. (6) Parent states a goal for the week. On the phone, apply the same sequence to the parent's report. [sequence synthesis, built on TPI's description of self-evaluation and goal-refinement]
Example language (illustrative): "Before I say anything – what did you like about how you handled that?"
Watch for: parents who can only list faults – prompt for one strength before moving on; over-dependence on your feedback (minimal sufficiency: fade your input across sessions).

A7. Parenting plan from tip sheets (Primary Care)

Purpose / when: Primary Care session 2 for a specific problem (tantrums, fighting, shopping, eating, toileting, staying in bed). Up to three tip sheets plus a Positive Parenting booklet. [source: TPI Primary Care]
Steps: (1) Select the tip sheet matching the target problem. (2) Go through it with the parent and pick the steps that fit. (3) Write an individual plan: what to do to prevent, what to do when the problem happens, how to reward progress. (4) Rehearse difficult parts. (5) Review at session 3. [steps 2–5 synthesis]
Watch for: high family stress or multiple problems – step up to Level 4/5.

A8. Planned activities training / planning ahead for high-risk situations

Purpose / when: Standard sessions 8–9; Group session 4. Prevents problems in predictable high-risk situations at home and in the community (shopping, visiting, car trips, school mornings, sibling conflict) and promotes generalisation. The Foundations Enhanced sheet refers to a six-step planned-activities routine (steps not given). [source: TPI Standard, Group; Foundations Enhanced]
Steps (illustrative structure, not TPI's six steps) [synthesis]: (1) List the parent's high-risk situations from monitoring. (2) Pick one. (3) Plan ahead: prepare in advance what is needed. (4) Before the situation, tell the child the rules for it. (5) Plan engaging activities for the child during it. (6) Decide the reward for following the rules and the consequence for breaking them. (7) Praise and reward during the situation; apply the consequence if needed. (8) Review afterwards with the child.
Example language (illustrative): "Let's plan the supermarket trip like a pilot plans a flight – rules, things to do, and what happens if it goes off course."
Watch for: a plan without activities for the child (boredom is the usual trigger).

A9. Family survival tips and parental self-care

Purpose / when: Group session 4; Standard session 10. Addresses parents' own coping and partner teamwork as part of the 'take care of yourself' principle. [source: TPI Group, Standard; content of the tips — uncertain]
Steps: (1) Review the parent's stress points and support. (2) Agree on co-parent teamwork (same rules, backing each other up, not arguing in front of the child). (3) Plan brief daily self-care and how to get time out from parenting. (4) Agree what to do when they feel themselves losing control. [synthesis]
Watch for: persistent low mood, conflict or anger – indicates Enhanced/Pathways modules (C1–C4).

A10. Programme close: maintenance and future problem-solving

Purpose / when: final session of all formats. Review progress against goals, repeat questionnaires, plan to maintain changes, practise solving a future problem independently, discuss referral options. [source: TPI Standard, Group, Primary Care]
Steps: (1) Compare pre/post scores and monitoring data with the parent. (2) Ask what made the difference. (3) Ask the parent to apply the process to a likely future problem (define it, monitor, choose strategies, plan, review) while you only prompt. (4) Write a maintenance plan and warning signs of slipping. (5) Discuss further support. [steps 2–4 synthesis]
Example language (illustrative): "Suppose in six months she starts refusing to go to school. Walk me through what you'd do, without me."
Watch for: progress the parent attributes only to you or to the child changing – highlight what the parent did.

A11. Group facilitation and telephone consultations (Group Triple P)

Purpose / when: Group Triple P: managing group dynamics, active skills training in group, and brief 15–30-min phone calls focused on independent problem solving. [source: TPI Group]
Steps: (1) Set group norms in session 1. (2) Use paired role-plays and small-group exercises rather than lecturing. (3) Balance airtime; move individual crises to the phone call or a separate contact. (4) Before calls, agree a set time and ask parents to have records ready. (5) Run each call through the A6 sequence: parent reports, self-evaluates, sets goals; you give brief feedback. [steps synthesis]
Watch for: one parent dominating; parents missing calls (schedule them in session 4, as TPI suggests preparing for them there).

B. The 17 core parenting strategies taught to parents. Verified: the strategy names, age ranges and the one-line definition in each 'Purpose' line follow Triple P's own published strategy list (NC Triple P, the state programme's page, which uses TPI's definitions) and the four groupings in Sanders 2023. Not verified: the numbered 'Steps' under each strategy are my [synthesis] from general behavioural parent-training practice, written to fit those definitions. They are not Triple P's own step-by-step versions, which are in the licensed Practitioner's and Facilitator's Manuals, parent workbooks and tip sheets (not drawn on). Check them against your kit after accreditation. Example language is illustrative throughout. [source for names, definitions, ages and groupings: NC Triple P; UQ/EOHU page; Sanders 2023]

Sanders 2023 groups the core skills under four targets: building a positive relationship (B1–B3), encouraging desirable behaviour (B4–B6), teaching new skills (B7–B10) and managing problem behaviour (B11–B17), alongside parent self-management skills (goal setting, self-monitoring, self-evaluation). The UQ page splits the last group into 'guiding behaviour' (ground rules, directed discussion, planned ignoring, instructions) and 'responding to challenging behaviour' (logical consequences, quiet time, time-out). For each, you teach via A5 and review via A6. [source: Sanders 2023; UQ/EOHU page]

B1. Quality time (all ages)

Purpose: brief, frequent time in activities the child enjoys; the base for all other strategies.
Steps (taught to parent): (1) Notice when the child approaches or is doing something they like. (2) Stop briefly (even a minute or two) and join in. (3) Follow the child's lead; keep it positive. (4) Aim for many short moments across the day rather than one long block. [synthesis on 'brief, frequent']
Example (illustrative): "When he brings you a drawing, that's your cue: thirty seconds of full attention counts."
Watch for: parent thinking it must be long or planned; check it is happening via monitoring.

B2. Talking with children (all ages)

Purpose: conversations about the child's activities and interests, building language and connection.
Steps: (1) Ask open questions about what the child is doing. (2) Listen, comment and expand on what they say. (3) Share something of your own day. (4) Avoid turning talk into interrogation or correction. [synthesis]
Watch for: talk only happening at conflict times.

B3. Showing affection (all ages)

Purpose: physical affection (hugs, cuddles) to show warmth.
Steps: build in affection at routine points (waking, school drop-off, bedtime) and at spontaneous good moments; respect the child's comfort, especially with older children. [synthesis]
Watch for: affection given mainly after misbehaviour to calm, which can reinforce it.

B4. Descriptive praise (all ages)

Purpose: praise that names the specific behaviour appreciated, to increase it.
Steps: (1) Decide two or three target behaviours to 'catch'. (2) When you see one, praise promptly. (3) Say exactly what the child did ("Thank you for putting your shoes by the door"). (4) Use a warm tone; keep it short; no 'but'. [steps 1, 2, 4 synthesis]
Example (illustrative), in role-play: "Try it on me: I've just shared my blocks. What exactly would you say?"
Watch for: generic praise ("good boy"); praise ending with a criticism. Working: praise count rises on the parent's record and target behaviour increases.

B5. Giving attention (all ages)

Purpose: non-verbal attention (smiles, winks, a pat on the back) for desirable behaviour.
Steps: pair with or substitute for praise during ongoing activities, so encouragement does not interrupt the child. [synthesis]

B6. Engaging (interesting) activities

Purpose: interesting, age-appropriate activities and materials to keep children busy and prevent boredom-driven misbehaviour; links to the 'safe, engaging environment' principle.
Steps: (1) List activities the child enjoys and can do alone. (2) Have them ready (box, bag) for high-risk times (cooking, phone calls, travel). (3) Rotate them. (4) Praise independent play. [synthesis]

B7. Setting a good example (all ages)

Purpose: modelling behaviour you want the child to learn (e.g. calm voice, tidying, polite requests).
Steps: identify one behaviour the parent wants to see; parent deliberately models it, sometimes narrating it aloud. [synthesis]
Watch for: contradictions (shouting "stop shouting").

B8. Incidental teaching (all ages)

Purpose: using questions and prompts during child-initiated interactions to teach language, knowledge and problem-solving; also used in Triple P Online for language and independent play. [source: NC Triple P; TPI Online]
Steps: (1) Wait for the child to start an interaction (shows something, asks a question). (2) Give attention. (3) Prompt the child to say or think more with a question ("What colour is it?"). (4) If they can't, give a hint or the answer and let them repeat. (5) Praise their effort; keep it brief and fun; stop if they lose interest. [synthesis]

B9. Ask, Say, Do (all ages)

Purpose: verbal and physical prompts to teach a new self-care or practical skill (dressing, teeth, tidying).
Steps: (1) Break the skill into small steps. (2) For each step, first ask ("What comes next?"). (3) If no correct response, say (tell them). (4) If still not done, do – guide their hands gently. (5) Praise each step; fade help as they progress. [sequence implied by the name and definition; details synthesis]
Watch for: physical guidance becoming a struggle – stop, use other strategies. For children with disability, Stepping Stones adds 'teaching backwards' (starting with the last step). [source: Sanders 2023]

B10. Behaviour charts (all ages)

Purpose: a chart to set goals and reinforce development of a skill or reduce a problem.
Steps: (1) Pick one or two behaviours stated positively. (2) Make a simple chart; agree what earns a mark/sticker and when. (3) Agree small rewards for a set number of marks, achievable at first. (4) Give marks immediately with descriptive praise. (5) Raise the target gradually and phase the chart out as the behaviour becomes routine. [synthesis]
Watch for: taking marks away for misbehaviour (keep the chart positive), targets too hard, inconsistency.

B11. Ground rules (3–12 years)

Purpose: a few fair, specific, enforceable rules.
Steps: (1) Agree with the co-parent (and older children) on a few rules. (2) State them as what to do ("walk inside"). (3) Make sure each can be enforced. (4) Explain and display them; praise rule-following. [synthesis]

B12. Directed discussion (3–12 years)

Purpose: for occasional, minor rule-breaking: identify the correct behaviour and have the child rehearse it.
Steps: (1) Get the child's attention, calmly. (2) Briefly name the problem and why it matters. (3) Ask (or tell) what the right behaviour is. (4) Have the child practise it then and there (e.g. go back and walk). (5) Praise. [synthesis on the definition 'identify and rehearse']

B13. Planned ignoring (1–7 years)

Purpose: deliberately ignoring minor problem behaviour (whining, attention-seeking) instead of giving it negative attention.
Steps: (1) Decide which minor behaviours to ignore (never dangerous ones). (2) When it happens: no eye contact, no talking, carry on calmly. (3) Expect it to get worse briefly before improving. (4) As soon as the behaviour stops or a good one appears, give attention and praise. [synthesis]
Watch for: ignoring aggression or danger; the parent giving in after a burst (this teaches persistence).

B14. Clear, calm instructions (2–12 years)

Purpose: a clear instruction to start a task, or to stop a problem behaviour and do something else.
Steps: (1) Go close and get the child's attention. (2) Give one specific instruction in a calm, firm voice (what to do, or stop + what to do instead). (3) Wait a few seconds for compliance. (4) If they comply, praise. (5) If not, repeat once and back it with a consequence (B15) – this is the core of TPI's rehearsed 'routine for non-compliance' in session 4. [steps synthesis; the existence of a rehearsed non-compliance routine: source TPI Standard, Group]
Example (illustrative): "Jack, stop throwing the ball inside. Play with it outside, please."
Watch for: questions instead of instructions ("Would you like to…?"), instructions shouted from another room, chains of instructions.

B15. Logical consequences (2–12 years)

Purpose: briefly removing the activity or privilege tied to the problem, then returning it so the child can try again.
Steps: (1) Pick a consequence linked to the behaviour (toy fought over is put away). (2) Remove it for a short time. (3) State calmly what happened and why. (4) Return it and give the child the chance to get it right; praise when they do. [synthesis on the source definition]
Watch for: long or escalating consequences; consequences the parent won't follow through.

B16. Quiet time (18 months–10 years)

Purpose: (Triple P's definition, ages 18 months–10 years) used when a problem or serious behaviour occurs and the earlier strategies have not worked: the child is moved to the edge of the activity for a brief, set time, then returned to the activity once calm so they can try again. [source: NC Triple P] Sanders 2023 lists quiet time and time-out among the skills for managing problem behaviour, notes they are especially relevant for preschool children, and names them as core skills that tailoring must not drop. [source: Sanders 2023] In Scotland's PoPP delivery of Triple P, time-out-type strategies are taught late in the programme, only after relationship-building and positive-interaction strategies are in place, and are framed as helping the child calm down, not as punishment. [source: NES Parenting, 'Time In and Time Out']
Steps: [synthesis from general behavioural parent-training practice, cross-checked against the Raising Children Network (an Australian government-funded parenting site, not Triple P material). Triple P's own durations and rules for leaving the spot are in the licensed materials: uncertain.] (1) Give a clear, calm instruction (B14). (2) If the problem continues, tell the child calmly what they did and that they are going to quiet time. (3) The child sits nearby, at the edge of the activity; the parent stays close but withdraws attention. (4) Keep it short and set in advance, timed from when the child is quiet. (5) If the child leaves, calmly return them. (6) When it ends, return the child to the activity; if it was for non-compliance, repeat the original instruction; then praise the next good behaviour.
Watch for: the child gaining attention, or escaping a task, during quiet time (it then rewards the behaviour); see the contraindications under B17.

B17. Time-out (2–10 years)

Purpose: (Triple P's definition, ages 2–10 years) used when the problem behaviour continues and earlier strategies, including quiet time, have not worked: the child is moved to an area away from others for a brief, set time, then returned to the activity once calm so they can try again. [source: NC Triple P] Sanders 2023 names time-out (with quiet time) as a core skill that tailoring must not drop. [source: Sanders 2023]
Steps: [synthesis from general behavioural parent-training practice, cross-checked against the Raising Children Network (not Triple P material). Triple P's own durations and back-up procedures: uncertain.] (1) Prepare in advance a safe, boring area away from others (no toys, screens or dangers). (2) When the behaviour occurs, name it calmly and send or take the child there. (3) Keep it short and set in advance, timed from when the child is quiet; tell them how long. (4) If they leave, return them calmly; if needed, sit nearby. (5) When it ends, no lecture; give the next opportunity and praise good behaviour soon.
Safety and contraindications: never lock a child in or use a frightening or dangerous space; do not use with children who self-injure where they can't be seen; reconsider when the child uses it to escape tasks or social contact (e.g. some autistic children), and during illness or major family change. [source: Raising Children Network, secondary, not Triple P material] Use time-out only once the parent–child relationship is secure and predictable and the parent can carry it out calmly. Be cautious where a trauma response is possible, using it only if the child feels safe. Where the earlier relationship-based strategies have been hard to establish, discuss with the parent whether time-out is suitable at all. [source: NES Parenting, the Scottish programme that supports Triple P and Incredible Years delivery; general guidance, not Triple P-specific] Where a parent may use it punitively or excessively, assess first and supervise closely. [synthesis]
Watch for: time-out being overused; parents need many more positive interactions than time-outs.

C. Level 5 and variant-specific interventions [source: Foundations Enhanced; Sanders 2023. Named content only; steps synthesis.]

C1. Practice module (Enhanced)

Purpose: additional home visits or practice sessions with observation of parent–child interaction, personal feedback and goal setting for specific concerns. Steps as A6, repeated up to three sessions.

C2. Coping skills module (Enhanced)

Purpose: for parental stress, low mood, anger. Components: relaxation, coping self-statements, challenging unhelpful thoughts.
Steps: (1) Identify high-stress parenting moments from monitoring. (2) Teach a brief relaxation method and rehearse it. (3) Help the parent write short coping statements for those moments. (4) Identify unhelpful thoughts in those moments (about child, self) and test them against evidence; generate balanced alternatives. (5) Plan use in the coming week. [steps synthesis]
Example (illustrative): "When you notice 'she's doing this to get at me', what's another explanation that also fits?"
Watch for: depression or anxiety needing separate treatment; refer while continuing parenting work.

C3. Partner support module (Enhanced)

Purpose: communication skills between co-parents: giving and receiving feedback, problem-solving, improving relationship satisfaction, supporting each other's parenting.
Steps: (1) Agree shared parenting goals. (2) Teach and rehearse giving specific positive and constructive feedback to each other. (3) Teach structured problem-solving (define, brainstorm, choose, plan, review) on a real parenting disagreement. (4) Plan regular check-ins. [steps synthesis]
Watch for: intimate partner violence – screen individually before any conjoint work; do not do couple work where one partner is unsafe. [synthesis]

C4. Attributional retraining and anger management (Pathways, Enhanced)

Purpose: for parents at risk of harsh or abusive parenting: change negative intent attributions about the child and manage anger. [source: Sanders 2023]
Steps: (1) Identify trigger situations and the parent's explanation of the child's behaviour. (2) Examine evidence and alternative explanations (developmental, situational). (3) Build an anger-management plan: early warning signs, coping statement, leaving the room briefly, return and use a planned strategy. (4) Rehearse. [steps synthesis] Follow mandated child-protection procedures if risk is disclosed.

C5. Variant strategies (named in Sanders 2023; procedures [uncertain])

Teen Triple P: behaviour contracting, an emotional-behaviour routine, planning for high-risk situations (e.g. risky activities with peers).
Stepping Stones: teaching backwards, brief interruption, diversion to a new activity.
Family Transitions: conflict management between separated parents.
Baby Triple P: calming and settling for crying and sleep.
Use only after accreditation in that variant; do not improvise them inside Standard Triple P (fidelity rule against mixing). [source: Sanders 2023]

5. Handling problems

The sources name the problems (non-response, early dropout, family stress, fidelity drift) and the system-level answers (choose the right level, add Level 5 modules, flexible delivery, PASS supervision) but give few in-session procedures. Responses below are tagged accordingly. [source: Sanders 2023; TPI sheets; Foundations Enhanced]

Wrong level / stuck at baseline

Problems persist after Primary Care → offer Group or Standard; high stress, couple conflict or low mood → add Enhanced modules; maltreatment risk → Pathways. [source: TPI Primary Care; Foundations Enhanced; Sanders 2023]
Before stepping up, check the basics on the parent's records: is positive time happening daily, are instructions clear, is the consequence actually applied every time? Most 'it doesn't work' reports reflect partial use. [synthesis]

Non-adherence to monitoring and homework

Shrink the task (one behaviour, one tally a day); fill the first entry together in session; agree a cue (fridge, phone reminder); review the form at the very start of every session so it matters. [synthesis]
Use the self-regulatory frame: ask the parent what got in the way and what they will change, rather than prescribing. [synthesis based on Sanders 2023 self-regulation framework]
Online or phone formats can suit parents who cannot attend. [source: Sanders 2023; TPI Online]

Resistance to the approach ("praise is bribery", "smacking worked for me", "time-out is cruel")

Return to the parent's own goals and the monitoring data; present strategies as options they choose. [source for parent choice: Sanders 2023; handling synthesis]
Distinguish rewards from bribes (a bribe is given during the problem to stop it; a reward follows good behaviour). [synthesis]
Explore cultural and family values openly; adapt examples and language, but keep core skills. If the parent will not use quiet time/time-out at all, explore alternatives within the programme (logical consequences, directed discussion) and note this as a fidelity deviation to discuss in PASS. [source: Sanders 2023 for tailoring rule; rest synthesis]

Behaviour worsens at first (extinction burst)

Warn in advance that planned ignoring and consequences often produce a short worsening; plan what the parent will do; check safety. [synthesis]

Parent overwhelmed, depressed, angry or in crisis

Use the Enhanced coping-skills module, or pause parenting content and address the crisis; refer for parental mental-health treatment as needed. [source: Foundations Enhanced for module; referral synthesis]
Risk to the child (harsh discipline, violence): follow local child-protection and mandatory-reporting duties; Pathways is the designated variant for parents at risk of harming children. [source: Sanders 2023; duties synthesis]
Intimate partner violence: screen each parent alone; do not run conjoint Partner Support work until safe; refer to specialist services. [synthesis]

Parents who disagree with each other

Invite both to sessions; agree shared ground rules; use the Partner Support module for teamwork and problem-solving. Separated parents: Family Transitions Triple P. [source: Foundations Enhanced; Sanders 2023]

Ruptures with the practitioner

Typical triggers: parent feels judged during observation or feedback. Repair by asking what felt critical, acknowledging it, returning to strengths and the parent's goals, and letting the parent self-evaluate before you comment (A6). Sanders 2023 names the alliance as a possible mediator but gives no repair procedure. [synthesis]

Group-specific difficulties

A dominant or distressed parent: acknowledge, offer an individual follow-up (phone session or extra contact), keep the group on task. Missed sessions: brief catch-up call using the workbook. Mixed-severity groups: refer high-need families to Standard/Enhanced. [synthesis; group-dynamics competency listed in TPI Group training outcomes]

Modality-specific difficulties

Misuse of quiet time/time-out (too long, frightening place, used for every minor issue, used instead of positive strategies): re-teach the positive strategies first, check the space and timing, and monitor the ratio of positive interactions to time-outs; reconsider for children with self-injury, trauma or escape-motivated behaviour. [source: Raising Children Network (secondary, not Triple P material) and NES Parenting for some cautions; rest synthesis]
Child development or disability issues: check realistic expectations; Stepping Stones exists for children with disability. [source: Sanders 2023]
Fidelity drift (skipping practice sessions, dropping core skills, mixing in other programmes): use the session fidelity checklist and PASS. [source: Foundations Enhanced; Sanders 2023]
Problems not covered by Triple P (e.g. suspected ADHD, autism, child anxiety disorder, child trauma): complete the assessment and refer for child treatment alongside the parent work; Fear-Less Triple P exists for child anxiety. [synthesis; Fear-Less named in Sanders 2023]
Relapse after the programme: use the maintenance plan and future problem-solving from A10, and offer a brief booster consultation at low intensity (minimal sufficiency). [booster: synthesis]

Sources

Sources:

Further reading (not drawn on): Sanders, M. R., et al. (2003) Theoretical, scientific and clinical foundations of the Triple P–Positive Parenting Program (PDF located but blocked); Sanders, M. R. (1999) Triple P–Positive Parenting Program: towards an empirically validated multilevel parenting and family support strategy, Clinical Child and Family Psychology Review; Sanders, M. R. Every Parent: A Positive Approach to Children's Behaviour (Penguin, 2nd ed.); TPI Practitioner's Manual for Standard Triple P and Facilitator's Manual for Group Triple P (licensed training materials).

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