| To improve mental and physical wellbeing at a population level, thousands of practitioners serving in culturally diverse populations are trained in evidence-based treatments (EBTs) each year (Executive Office of the President, 2013; Herschell, Kolko, Baumann & Davis, 2010). The challenge when training practitioners to utilize these EBTs is to facilitate understanding of how these programs can be implemented within the culturally diverse settings they serve (Brownson, Tabak, Stamatakis, & Glanz, 2015). One training approach particularly amenable to widely disseminated EBTs is to originally design the EBT in a manner that allows adaptation to culturally diverse populations and then train practitioners how to tailor the program while maintaining fidelity to the core components on which it is evidence-based (Huey, Tilley, Jones, & Smith, 2014). The Positive Parenting Program (Triple P) is exemplary in its use of this approach; however; there are few studies exploring how this process takes place. Understanding how practitioners can be trained to use EBTs across cultures is essential to effective implementation and population reach. When description is lacking, it is difficult for others to replicate the training process or researchers to conduct evaluation studies on effectiveness of this approach. Triple P trainers provide a valuable resource in understanding how practitioners can be trained to generalize the program across cultures and; therefore, this qualitative study explored the perceptions and experiences of Triple P trainers when promoting use of the program across cultures during the training process. |
