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

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.

Automated summary

This study examined the role of social identity and self-efficacy in the delivery of an evidence-based parenting program. The results showed that social identity was associated with program use, but lost significance in a regression model. Self-efficacy predicted program use and mediated the relationship between social identity and program use. This highlights the importance of social identity and self-efficacy in professional training.