Master_Class_Triple_P_Ontario.pdf

Sanders_Keynote_Ontario_Triple_P_conference-1.pdf

Keynote - Tranforming Lives Through Positive Parenting

Positive parenting has enormous potential to transform the lives of children, parents and communities. Parents’ capacity for self-regulation influences many aspects of family life including how parents interact with their children, their use of positive parenting skills, avoidance of coercive parenting practices, mental health, managing their own emotions, and their relationships with partners, extended family and at work. Parenting programs such as Triple P seek to promote parents’ capacity to self-regulate and parents, in turn, are taught skills that promote children’s capacity to self-regulate their behavior and emotions and their relational competency. This presentation explores how the enhancing the self-regulation capacities and relational competence of parents and children affects the broader community. New directions for research and development of Triple are discussed, along with implications for policy and practice

Biography - Professor Matt Sanders is a Professor of Clinical Psychology and the Founder of the Triple P–Positive Parenting Program. His home base is in Brisbane, Australia, where he is Director of the Parenting and Family Support Centre, University of Queensland.As the Founder of Triple P, Professor Sanders is considered a world leader in the development, implementation, evaluation and dissemination of population-based approaches to parenting and family interventions.  Professor Sanders’ work with Triple P has seen it grow to become one of the most rigorously evaluated and widely implemented systems of parenting support in the world. Triple P is now in use across 25 countries, has been translated into 18 languages, and more than 60,000 practitioners have been trained to deliver Triple P to over 7million families worldwide. Professor Sanders is a consulting Professor at The University of Manchester, a visiting Professor at the University of South Carolina, and holds adjunct Professorships at Glasgow Caledonian University and The University of Auckland. He has also consulted and advised governments at senior policy levels in Australia, Canada, the UK, Switzerland, New Zealand, Hong Kong, Singapore, Japan, Iran, Germany, Belgium and the Netherlands. He has been a consultant to the World Health Organisation and is Expert Consultant on Positive Parenting to the Council of Europe.

Career awards include:• Society for Prevention Research in the US: International Collaborative Prevention Research Award• Australian Psychological Society: President’s Award• Association for Behavioural and Cognitive Therapy: Trailblazers Award• Australian Heads of Government: National Violence Prevention Award• Australian Association for Cognitive Behaviour Therapy: Distinguished Career Award• Queenslander of the Year• University of Queensland: Top 5 Innovator and Inventor

Triple_P_Keynote-_Intro_to_Self-Reg_Pt1.pdf

Triple_P_Keynote-_Intro_to_Self-Reg_Pt2.pdf

Keynote - Introduction Self-Reg®, a Powerful Tool for Parenting

Decades of research have shown that self-regulation is a key factor affecting behaviour, mood, cognition and social functioning in children and adults. According to Dr. Stuart Shanker (D. Phil.), enhancing self-regulation is primarily about understanding how stress affects people and what we can do to help children (and ourselves) understand, recognize and manage various kinds of stressors. In this presentation, Dr. Susan Hopkins, Executive Director of The MEHRIT Centre will cover:

 • the impact of an excessive stress load on energy, mood and behaviour of parents and children

 • the impact of parent stress on children and parenting

 • Shanker Self-Reg®, a framework and method, for understanding and managing stress, tension and energy in order to enhance self-regulation across five domains of functioning (biological, emotion, cognitive, social and prosocial)

 • the difference between self-regulation and self-control

 • the difference between stress behaviour and misbehaviour

 • how Self-Reg can help moms and fathers attain and maintain positive mood and energy levels that support effective parenting and parent/child relationships

 • how Self-Reg can enhance and complement the effectiveness of parent education programs

Biography - A passionate advocate for children, families, schools and communities, Dr. Susan Hopkins has been leading Dr. Stuart Shanker's organization, The MEHRIT Centre (TMC) as Executive Director, since 2014. As a one-time at-risk youth who quit high school twice, Susan went on to complete four degrees. Over the course of Susan’s career, she has worked in every area of education from the early years to post-secondary and across contexts from Italy to the Northwest Territories. Susan led the territorial implementation of the Early Development Instrument (EDI), co-authored the Government’s Early Childhood Framework and developed the NWT play and culture-based kindergarten curriculum. She went on to lead the Planning, Research, and Evaluation division for the Department of Education before relocating to Edmonton to head up the Society of Safe and Caring Schools and Communities. Under Susan’s leadership, The MEHRIT Centre has grown and developed into a highly respected, accessible, and successful centre of teaching and learning. In addition, Susan brings her skills to Stuart's self-regulation research centre (SRI) as the lead researcher for SRI's fourth area of focus: The Practice of Self-Reg.

November_29_2018_Triple_P_SHARE.pdf

Keynote - Pursuing Parenting Interventions that Align with Cultural Values

The Truth and Reconciliation Final Report (2015) included the need for culturally relevant parenting programs within First Nations communities among the 94 Calls to Action. However, despite need, there are few examples of how to go about developing such programs. Further, there are key issues requiring consideration (e.g. trauma) that do not typically feature in evidence-based parenting programs. In this presentation, Dr. Mushquash will discuss the importance of pursuing parenting intervention models that align with cultural values, and describe examples of potential approaches for consideration.

Biography - Dr. Christopher Mushquash is an Associate Professor in the Department of Psychology at Lakehead University and the Human Sciences Division of the Northern Ontario School of Medicine. He is a Canada Research Chair in Indigenous Mental Health and Addiction and a clinical psychologist at Dilico Anishinabek Family Care. Dr. Mushquash’s research focuses on culturally appropriate mental health and addiction assessment and intervention, and ensuring that health interventions for First Nations people are both culturally- and contextually-appropriate. He does this through relationships and partnerships with First Nation communities and organizations. Clinically, he provides assessment, intervention, and consultation services for First Nations children, adolescents, and adults. His research has been funded by The Canada Research Chairs Program, the Canadian Institutes of Health Research, the Social Sciences and Humanities Research Council, Kids Brain Health (formerly NeuroDevNet), the Ontario Mental Health Foundation, Health Canada, the Ontario Neurotrauma Foundation, and the Ministry of Research Innovation. Dr. Mushquash is the recipient of numerous awards for his work, including the Canadian Psychological Association (CPA) President's New Researcher Award (CPA’s top honour for new researchers in Canada), Lakehead University Outstanding Alumni Award (awarded in recognition of early career achievement), the Northwestern Ontario Visionary Award (recognizes young professionals in the region for their leadership, community engagement, volunteerism, uniqueness and mentorship, and as those that are making a difference in their community), and the Ontario Ministry of Research and Innovation and Science Early Researcher Award. He is a Member of the Royal Society of Canada's College of New Scholars, Artists and Scientists. Dr. Mushquash is Ojibway, and a member of Pays Plat First Nation.

PECE_SLee_keynote_TPO_conference_2018.pdf

Keynote - Positive Early Childhood Education Program

While there are a variety of programs and techniques that have been developed to support and address challenges with children’s behaviour in early learning and care settings, few studies have focused on the effectiveness and implementation of such approaches with fidelity.  Dr. Lee's discussion examines  transitioning the use of strategies which support children’s mental health in family environments, for use in educational settings.  Insight on the significance of mental health prevention and intervention in early learning contexts, and the rationale for integrating strategies from evidence based parenting intervention programs into early learning and care systems are provided. 

Biography - Dr. Shawna Lee  was the lead researcher in the foundational trial examining the effectiveness and implementation of a new variation of Triple P, designed for use in early childhood education environments; the Positive Early Childhood Education (PECE) program.  As the result of strong initial findings in that study, Shawna continues to lead trials of this variant with hopes to build the evidence base required so that it may be added to the suite of Triple P programs available.   With an extensive back ground in children's mental health and early childhood education, Shawna's passion relates to how children experience their mental health in educational settings, and how this may be reflected in the mental health of educators.  Shawna has extensive experience in the research, delivery, and cross-sectoral implementation of Triple P programs at all levels.  Shawna is the proud recipient of the '2012 Triple P '“ International Practice Award'.  This mark of distinction internationally recognized the quality of Shawna's delivery and implementation of Triple P in Ontario, Canada.  Currently, Shawna is contracted to Triple P International as a Trainer, while teaching in the Early Childhood Education Diploma and Honours Child Development Degree Programs at Seneca College in Toronto.

Toronto_3P_nov.2018_Gagne.pdf

Keynote:  The Québec Triple P Trial: processes, outcomes, and lessons learned 

Since January 2015, a continuum of Triple P services covering all five levels of the Triple P system is offered to parents of 0-12 year-old children in Quebec. At first, it was experimented in two communities, but it has been spilling-over since. This project was initiated by a university-community partnership dedicated to the prevention of child maltreatment. In each community, a local coalition of public primary care and child welfare agencies, primary schools, child daycare centres, and non-profit community organizations delivered Triple P Seminars, Primary Care, Group Triple P, and Pathways. The initiative also included a local social marketing campaign (flyers, posters, website). An extensive research trial assessed implementation processes as well as programme’s effectiveness at the family-level as well as the community-level. This presentation will describe the initiative and present various findings on implementation process, reach, and short-term effects on families. The presentation will end on the lessons learned from this whole adventure.    

Master_Class_Triple_P_Ontario.pdf

In this unique Master class event, delegates will hear directly from Prof. Sanders who will devote the entire session to exploring how to engage a diverse population, how to be flexible when presenting the program so that it meets the needs of the familiy and explain the new program on resiliency. 

This class is included in the two day conference pass.  For anyone registering for a one day conference pass or want to attend only this event, the cost is $50.00.

PRESENTATION_-_Triple_P_in_Frontline_Child_Protection.pdf

PRESENTATION_-_Words__Pictures.pdf

TOOL_-_Pyramid_-_0-12.pdf      TOOL_-_Pyramid_-_0-12_French.pdf 

TOOL_-_Pyramid_-_Teen.pdf      TOOL_-_Emotional_Behaviour_-_Teen.pdf 

TOOL_-_Pyramid_-_Stepping_Stones.pdf      TOOL_-_Start__Stop_Routine_-_0-12.pdf  

TOOL_-_Tip_Sheet_List.pdf         TOOL_-_Words__Pics_-_Booklet_Format.pdf

Since 2009, the Children’s Aid Society of the United Counties of Stormont, Dundas and Glengarry has adopted Triple P as one of the main component of our service delivery model in both the prevention and mitigation of child protection concerns, as well as in our ongoing support of the children and families we serve.   Our Child Protection Workers in all departments as well as our Child and Family Workers (Child and Youth Care Workers) have been trained in a variety of Triple P programs and levels in order to be able to introduce and implement the program philosophies at an appropriate level as early as possible during our intervention with a family.   

Given the nature of child protection work, the clients we serve at times represent some of our more vulnerable families in the community.   Over the years, the Society has worked closely with other community partners as a member of the Healthy Families Coalition of Eastern Ontario to ensure that Triple P is accessible and its benefits could be recognized by these families as well.     While always maintaining the fidelity of Triple P, these specialized programs have provided the flexibility required for our practitioners to reach and successfully offer Triple P to these families along with all members of our community. 

Triple_P_Online_and_your_organization_TPON_NOvember_2018_GH.pdf

Practitioner_Support_Guidelines__to_print.pdf

The availability of Triple P Online programs present organizations with an opportunity to further reduce barriers for parents to participate in parent education. This workshop will give participants a deeper understanding of the Triple P Online programs and strategies for integrating TPOL into exisiting  services sytems. Tools to equip staff with the information they need to effectively engage with and support parents with online learning will be shared in addition to research about the effectiveness of TPOL. 

Life_with_Kids_is_Messy_Final_to_Post.pdf

This workshop will describe how social media was used to reach parents to: normalize parenting challenges, seek parenting education and increase awareness of local supports. Participants will have opportunities to:

• reflect on the needs of parents in their own communities,  
• consider steps to support inclusive planning,  
• learn how social media can be used to reach and support families and,
• understand how social media metrics can be used evaluate campaign objectives.

The rationale  and health promotion theories behind choosing platforms and developing content that reaches parents including: Facebook, Google search & display ads, Word Press, you tube as well as more traditional tools like website, radio and print advertising will be presented. Participants will learn how parent response and reactions influenced the implementation of the Life with Kids is Messy campaigns and the importance of working with community partners to in the development and implementation stages.

Handling_Difficult_Conversations_with_Tact_and_Diplomacy_Triple_p_FINAL.pdf

In our daily professional lives we connect with parents, staff and community service providers all of whom bring unique personalities into the mix. We often find ourselves trying to deal with  irate, concerned or overly chatty participants who dominate our Triple P presentations. This can leave us feeling that we do not have the skills necessary to handle the challenges that just “come with the territory” . In this presentation that includes a workshop booklet, we will look at various personality types, assertiveness skills, handling chatty participants and conflict management strategies.  The goal is to help you set the stage for positive learning opportunities that support everybody and leave you feeling more confiden that you can handle the confrontations that are sure to pop up.

IndigenousTorontoNov2018.pdf

Indigenous_Triple_P_Thoughts.pdf

Revised_Group_Triple_P_Flashcards_December_2018.pdf  (print the cards, fold the paper in half lengthwise then cut along the black lines; finally, laminate the cards.)

A core value in delivering Triple P Programs in First Nations communities is to offer support in a culturally safe manner that incorporates the values and teachings of the community. In delivering Triple P services in Indigenous communities trust, respect and/or literacy issues can get in the way of parents benefiting from the program. 

At Dilico Anishanabek Family Care, all staff are trained to work with Indigenous parents in a culturally safe way. We will describe this staff training and share the strategies we employ in the delivery of Triple P to tailor our service delivery to the Indigenous population of Northwestern Ontario including the use of ceremony and land-based activities, adaptations to program delivery, and strategies that ensure service is delivered through a trauma lens.

Michelle will describe some of the ways that have involved family members in services, by the collective preparation of  a meal prior to group. Literacy issues have been addressed by inviting other family members to read and explain chapters in the workbook. In addition, she has developed flashcards that reduce the reliance on written material and allow her to cover the material in a game-like way. She will explain how to pace sessions to match group needs and how to ensure that services are sensitive to trauma.

Fidelity_Flexibility_ONConf2018_slides.pdf

Flexibility is recognized as a key component in the successful delivery of Triple P in a wide range of cultures and contexts. Selection of adjustments to delivery processes and explanations of content arebased on assessment of unique client circumstances, but how is integrity of the evidence-basedprogram then maintained? Practitioner development sessions provide individuals with knowledge ofthe essential content and sequence to deliver Triple P with fidelity, and practitioners are a soundsource of information that enable them to tailor the delivery of Triple P to best meet the needs of theparents with whom they are working.

This interactive presentation will address features of Triple P that support flexible delivery and tools that are in development to support decision-making and evaluation of adjustments to delivery to better enable communication (reporting and sharing) about flexibility in practice.

PECE_Presentation_Nov29_edited.pdf

Triple P has proven over many years, in many countries, its effectiveness as a parenting support program. As we recognize that children’s development is influenced by their environment beyond the immediate family, we began to consider the role of Early Childhood Educators (ECEs). The Positive Early Childhood Education (PECE) program has been created to support the needs of caregivers in early learning settings through intervention and prevention. The program combines previously used Triple P strategies that have proven effective within the family context, and some new strategies specific to implementation in early learning settings. A multi-agency partnership was created between Seneca College, York Region Early Intervention Services and Kinark Child and Family Services as they came together to implement this new branch of Triple P within the community of York Region. This mixed-method research study sought to measure the effectiveness of the PECE program by examining educator-child relationships and child behaviours before and after staff completed the PECE training. Data was collected from childcare centre staff through observation, interviews and surveys. In this presentation, key qualitative and quantitative findings from the participants will be shared. Implementation strengths, challenges and consideration for future trials will also be discussed.

This workshop will be delived in the same session as The Effects of Triple P on the Confidence of early Childhood Education Students

Presentation_for_Conference_.pdf

In Ontario, professionals participate in a two-year diploma program to learn about child development and become Early Childhood Educators (ECEs). Studies have shown that burnout in early learning settings is prevalent as educators are overwhelmed when working with children’s behavior that is experienced as challenging. This may cause educators to feel a loss of confidence in their ability to manage behaviour within childcare settings. The Positive Early Childhood Education (PECE) program was designed to support the needs of educators in childcare settings. As we implemented the PECE program, we recognized the importance of supporting educators before they enter the workforce. A mix-method study was completed which sought to examine the confidence and competence of second-semester ECE diploma program students before and after completing the PECE program. This presentation will examine the results of data collected through student surveys and interviews as well as offer considerations for program implementation in the future. The findings of this research may aid in the development of diploma course content to support educators in feeling more confident managing and preventing the behaviors they experience to be challenging in childcare settings. Considerations for future trials will be discussed as we contemplate the significance of teaching student’s skills to feel more effective in supporting children’s mental well-being within the community.

This workshop will be delievered in the same session as Implementing Research in Practice - Reflections on the PECE Research Study.

Clinical_Interpretation_of_the_Parenting_Scale_for_children_bref_version.pdf

This workshop will present a clinical Interpretation Chart of the Parenting Scale for children. This Chart was developed by the presenter. It has been used by many practitioners over the past five years and has been shown to be helpful to present the results to parents. This Chart does not only present the three main categories Laxness, over reactivity and Hostility, but 8 different combination results. Each combination comes with a description of a parenting style and some discussion points to explore with the parent. Furthermore, some specific examples of Goals for Change were developed for each of these 8 combinations to maximize parental success and therefore, target more change in the pre and post-tests results.

Cet atelier présentera un tableau clinique d’interprétation de l’échelle des mesures des pratiques parentales envers les enfants. Ce tableau a été développé par le présentateur. Il a été utilisé par de nombreux praticiens au cours des cinq dernières années et s’est avéré un outil précieux pour présenter les résultats aux parents. En plus de présenter les trois catégories principales Laxisme, réactions excessives et hostilité, le tableau démontre huit combinaisons différentes. Chacune de ces combinaisons est accompagnée de la description du style parental, en plus de quelques points de discussion à explorer avec le parent. De plus, quelques exemples précis des objectifs de changement ont été développés pour chacune des huit combinaisons afin de maximiser les chances de réussite parentale et ainsi cibler plus de changement dans les résultats des prés et posts tests.