Does Adding an Emotion Component Enhance the Triple P−Positive Parenting Program?

Karen Salmon, Cassandra Dittman, Matthew Sanders, Rebecca Burson, Josie Hammington

This pilot study aimed to compare the efficacy of a regular offering of the group-delivered Triple P-Positive Parenting Program for child behavior problems with an enhanced version tailored to promote child emotion competence. Families of children between ages 3 and 6 years displaying early-onset conduct problems were randomly assigned to Group Triple P (GTP; final n = 18) or Emotion Enhanced Triple P (EETP; final n = 18), in which parents were encouraged to incorporate emotion labels and causes and to coach emotion competence during discussions of everyday emotional experiences with their child. Compared with parents who received GTP, parents who received EETP increased their discussion of emotion labels and emotion causes in conversations with their child at postintervention, but this advantage was lost by the 4-month follow-up. Parents in the EETP condition also used more emotion coaching postintervention and at follow-up. There were no differences at postintervention or follow-up in children's emotion knowledge skills. Postintervention improvement in disruptive child behavior was greater for GTP, but the groups converged at follow-up. Parents were similarly satisfied with both interventions. Overall, EETP showed little advantage over regular GTP delivery.