Why do we need accreditation?
A competency-based accreditation process is a critical component of all Triple P training courses. Accreditation must be completed, not only to officially recognize a practitioner's proficiency in program delivery, but also to ensure that Triple P will be delivered competently and successfully within the community.
Research shows that practitioners who complete the training process (i.e. successfully complete the accreditation component) are more likely to deliver the program with families in the community and use the program at higher rates than practitioners who have not completed the process (1). Completion of accreditation also has implications for the fidelity of the program. It is critical that practitioners deliver the program with a reasonable level of proficiency.
The more providers who complete accreditation, and subsequently deliver the program, the better access to the program – i.e. the number of families exposed to the intervention. Increasing the percentage of accredited providers also supports the cost-effectiveness of your investment in Triple P.
What happens at accreditation?
Accreditation days are usually scheduled approximately six to eight weeks after the training has been completed. At the accreditation workshops practitioners are given the opportunity to demonstrate their proficiency in the competency areas targeted for accreditation, and receive coaching and feedback on their performance. To maximise opportunities for individualized attention, these accreditation workshops are restricted to small groups of five to 10 practitioners per session and are scheduled as half-day or full-day sessions (depending on the level of training).
In most cases practitioners will successfully demonstrate proficiency across all accreditation competencies by the end of the workshop. However, if a practitioner does not reach the minimum level of competence necessary for accreditation by the workshop close, he or she will be encouraged to receive further support and coaching from colleagues and staff within their own workplace or training group. If possible, these practitioners can attend another accreditation session. If this option is not available, these practitioners can submit a video recorded demonstration of their competencies, or complete their accreditation via a Zoom, Teams or Skype video call with a Triple P Trainer.
Practitioners will also complete a 30 question multiple-choice quiz between training and accreditation. Quizzes are marked before, or during, the accreditation day. Practitioners must score at least 80% to pass the quiz. If 80% is not achieved, amended quiz questions can be forwarded to Triple P for further assessment.
To find out how practitioners prepare for Triple P accreditation go to Implementation support
(1) Seng, A.C, Prinz, R.J., and Sanders, M.R. (2006). The role of training variables in effective dissemination of evidence-based parenting interventions. International Journal of Mental Health Promotion, 8 (4), 19-27.