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Triple P Parenting (Matthew Sanders)

The evidence-based system for building a positive family environment

What is Triple P parenting and does it work?

Triple P — Positive Parenting Program — is a multilevel evidence-based parenting support system developed by Matthew Sanders at the University of Queensland. It teaches positive relationship skills, proactive management strategies, and calm responses to misbehavior. Multiple meta-analyses and RCTs support its effectiveness for reducing child behavior problems and parent stress, making it one of the most rigorously evaluated parenting programs in the world.

Triple P was designed to be delivered at a population scale: from a brief tip sheet to intensive one-on-one work, depending on need. At its core, it offers parents a consistent set of strategies grounded in social learning theory and developmental research. The practices below represent the core principles that run through all levels of the program — each with the mechanism behind it and an honest read on the research.

Practices

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Frequently asked questions

What is Triple P parenting and does it work?

Triple P — Positive Parenting Program — is a multilevel evidence-based parenting support system developed by Matthew Sanders at the University of Queensland. It teaches positive relationship skills, proactive management strategies, and calm responses to misbehavior. Multiple meta-analyses and RCTs support its effectiveness for reducing child behavior problems and parent stress, making it one of the most rigorously evaluated parenting programs in the world.

How do you spend quality one-on-one time with your child?

A strong parent-child relationship functions as a protective factor and as the currency that makes praise, limits, and teaching credible. When a child experiences reliable, uninterrupted attention, their attachment security increases and their demand for attention through misbehavior decreases. The mechanism is reinforcement of prosocial attachment behavior: the child learns that appropriate behavior reliably produces what they need.

How do you use descriptive praise instead of generic approval?

Generic praise ("good boy/girl") provides no information about which behavior produced the reward. Descriptive praise ("You put your shoes on the first time I asked — that was really helpful") labels the behavior precisely, increasing the probability that the child will repeat it. Because children are learning the rules of the social environment, specific feedback is a more efficient teacher than approval without content.

How do you talk with your child about their day and interests?

Children’s language development, emotional vocabulary, and social understanding are shaped by the quantity and quality of adult conversation. Beyond development, regular conversational check-ins signal to the child that the adult is interested in their experience — which builds the sense of felt security that is the foundation for accepting parental guidance without adversarial resistance.

How do you give clear, calm, single instructions?

Instruction repetition and high emotional intensity in commands are associated with less compliance, not more. When an adult states a direction once in a calm, clear tone, the child must respond without the option to wait for the parent to "really mean it." The specificity reduces the cognitive demand on the child (no ambiguity about what is required) and the calm tone keeps the child’s arousal low enough to comply.

How do you use logical consequences that fit the behavior?

Logical consequences (losing screen time because you didn’t do homework, not because you talked back) teach the child about the natural structure of the world: choices have related outcomes. Arbitrary consequences (losing screen time because you talked back) may suppress behavior through fear but provide no information about the specific behavior and its effects. The logical connection also makes the consequence easier for the parent to apply consistently because it feels fair rather than punitive.

How do you manage your own emotional state before responding?

Parental emotional dysregulation during behavior incidents transmits physiological arousal to the child through voice, posture, and expression — co-dysregulation. It also increases the likelihood of inconsistent, escalating responses that inadvertently reinforce the behavior. Triple P explicitly includes parent coping strategies because research on parent-training programs consistently shows that parent stress moderates treatment effects: high-stress parents benefit less from skill training unless stress is also addressed.

How do you plan behavior management strategies in advance?

In-the-moment emotional arousal narrows the behavioral repertoire available to a parent. A parent who has pre-decided their response to a tantrum at the supermarket checkout can execute the plan without deliberation, even under high stress. This is the implementation-intention effect applied to parenting: the pre-committed plan offloads the decision from in-the-moment willpower to a stored response that fires automatically.

Research

  • Eyberg, S. M. et al. (2001). Child Directed Interaction in PCIT. Journal of Clinical Child Psychology, 30(2), 226–240.
  • Sanders, M. R. et al. (2014). The Triple P — Positive Parenting Program as a public health approach. Annual Review of Clinical Psychology, 10, 1–35.
  • Roberts, M. W., & Powers, S. W. (1988). The compliance test. Behavioral Assessment, 10, 375–398.
  • Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement. Advances in Experimental Social Psychology, 38, 69–119. About this work

Related concepts

How this pairs with other practices