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Managing problem behavior and the role of metacognitive skills. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00645-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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Allen K, Hansford L, Hayes R, Longdon B, Allwood M, Price A, Byford S, Norwich B, Ford T. Teachers' views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1160-1177. [PMID: 35274747 PMCID: PMC9544510 DOI: 10.1111/bjep.12493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Revised: 01/12/2022] [Indexed: 11/29/2022]
Abstract
Background The Incredible Years® (IY) Teacher Classroom Management (TCM) programme may reduce disruptive behaviour in the classroom and improve child and teacher mental health; however, few studies have considered how acceptable TCM is to teachers or what facilitators and barriers there are to its implementation. Aims In this paper we examine the acceptability of the full 6‐day TCM programme and teachers’ perceived barriers and facilitators to implementation in the English (UK) primary school context. Sample Forty‐four English (UK) primary school teachers who attended the TCM programme as part of the STARS trial. Methods We completed focus groups and telephone interviews with participating teachers 2 months after they completed the TCM programme. Thematic analysis was used to examine the data, and a framework approach was applied to organize and summarize themes. Results Teachers liked the structure of the course, the peer group learning environment, delivery methods, and the opportunity to reflect outside the classroom on their practice. They reported that the video clips used lacked cultural relevance and highlighted the importance of group leadership style. Perceived facilitators to implementation included an understanding of the theory underpinning TCM and adaptability of the TCM strategies. Barriers included perceived gaps in the course content in relation to challenging behaviour, applying strategies with older children and the school context within which teachers were working. Conclusion Our findings suggest high levels of acceptability to TCM overall, but also highlight the need for a whole school approach to combat potential barriers to implementation.
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Affiliation(s)
- Kate Allen
- College of Medicine and Health, University of Exeter, UK
| | | | - Rachel Hayes
- College of Medicine and Health, University of Exeter, UK
| | - Bryony Longdon
- College of Medicine and Health, University of Exeter, UK
| | - Matthew Allwood
- Nuffield Department of Primary Care Health Sciences, University of Oxford, UK
| | - Anna Price
- College of Medicine and Health, University of Exeter, UK
| | - Sarah Byford
- King's Health Economics, Institute of Psychiatry, Psychology & Neuroscience, King's College London, UK
| | - Brahm Norwich
- Graduate School of Education, University of Exeter, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, UK
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Allen K, Hansford L, Hayes R, Allwood M, Byford S, Longdon B, Price A, Ford T. Teachers' perceptions of the impact of the Incredible Years ® Teacher Classroom Management programme on their practice and on the social and emotional development of their pupils. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90 Suppl 1:75-90. [PMID: 31297801 DOI: 10.1111/bjep.12306] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2019] [Revised: 06/17/2019] [Indexed: 11/30/2022]
Abstract
BACKGROUND The Incredible Years® (IY) Teacher Classroom Management (TCM) programme may be an effective way to reduce teacher stress levels, improve child behaviour, and promote positive socio-emotional development. However, few studies have considered what teachers think of the course and how it might work. AIMS In this paper, we examine teachers' perceptions of the impact of the TCM programme and how it might work in the classroom. SAMPLE(S) Forty-four UK primary school teachers who attended the TCM programme as part of the STARS trial (Ford et al., 2018, Psychol. Med., 49, 828). METHODS Focus groups and interviews were held with teachers two months after completing the TCM programme. Thematic analysis (Braun & Clarke, 2006, Qual. Res. Psychol., 3, 77) was employed to explore the subsequent data. RESULTS Three main themes were identified: impact on the teacher; on children; and on parent-teacher relationships. Impact on the teacher included a positive change in their ethos. Teachers reported being more able to see things from the child's perspective; placing a greater focus on building positive relationships; thinking before responding; feeling calmer, more confident, and in control; and employing strategies to create positive interactions with children. Teachers felt this had had a positive impact on their pupils' development and relationships with parents. Feedback on whether or not TCM was effective in tackling particularly challenging behaviour was more mixed. CONCLUSIONS Our findings suggest that teachers experience the TCM programme as beneficial. This is discussed alongside other qualitative and quantitative studies in this field.
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Affiliation(s)
- Kate Allen
- College of Health and Medicine, University of Exeter, UK
| | | | - Rachel Hayes
- College of Health and Medicine, University of Exeter, UK
| | | | - Sarah Byford
- Institute of Psychiatry, Psychology & Neuroscience, King's Health Economics, King's College London, UK
| | - Bryony Longdon
- College of Health and Medicine, University of Exeter, UK
| | - Anna Price
- College of Health and Medicine, University of Exeter, UK
| | - Tamsin Ford
- College of Health and Medicine, University of Exeter, UK
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Ford T, Hayes R, Byford S, Edwards V, Fletcher M, Logan S, Norwich B, Pritchard W, Allen K, Allwood M, Ganguli P, Grimes K, Hansford L, Longdon B, Norman S, Price A, Russell AE, Ukoumunne OC. Training teachers in classroom management to improve mental health in primary school children: the STARS cluster RCT. PUBLIC HEALTH RESEARCH 2019. [DOI: 10.3310/phr07060] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
BackgroundPoor mental health in childhood is common, persistent and associated with a range of adverse outcomes that include persistent psychopathology, as well as risk-taking behaviour, criminality and educational failure, all of which may also compromise health. There is a growing policy focus on children’s mental health and the role of schools in particular in addressing this.ObjectivesTo evaluate whether or not the Incredible Years®(IY) Teacher Classroom Management (TCM) training improved children’s mental health, behaviour, educational attainment and enjoyment of school, improved teachers’ mental health and relationship with work, and was cost-effective in relation to potential improvements.DesignA two-arm, pragmatic, parallel-group, superiority, cluster randomised controlled trial.SettingA total of 80 UK schools (clusters) were recruited in three distinct cohorts between 2012 and 2014 and randomised to TCM (intervention) or teaching as usual [(TAU) control] with follow-ups at 9, 18 and 30 months. Schools and teachers were not masked to allocation.ParticipantsEighty schools (n = 2075 children) were randomised: 40 (n = 1037 children) to TCM and 40 (n = 1038 children) to TAU.InterventionsTCM was delivered to teachers in six whole-day sessions, spread over 6 months. The explicit goals of TCM are to enhance classroom management skills and improve teacher–student relationships.Main outcome measuresThe primary planned outcome was the teacher-reported Strengths and Difficulties Questionnaire Total Difficulties (SDQ-TD) score. Random-effects linear regression and marginal logistic regression models using generalized estimating equations were used to analyse outcomes.ResultsThe intervention reduced the SDQ-TD score at 9 months [adjusted mean difference (AMD) –1.0, 95% confidence interval (CI) –1.9 to –0.1;p = 0.03] but there was little evidence of effects at 18 months (AMD –0.1, 95% CI –1.5 to 1.2;p = 0.85) and 30 months (AMD –0.7, 95% CI –1.9 to 0.4;p = 0.23). Planned subgroup analyses suggested that TCM is more effective than TAU for children with poor mental health. Cost-effectiveness analysis using the SDQ-TD suggested that the probability of TCM being cost-effective compared with TAU was associated with some uncertainty (range of 40% to 80% depending on the willingness to pay for a unit improvement in SDQ-TD score). In terms of quality-adjusted life-years (QALYs), there was evidence to suggest that TCM was cost-effective compared with TAU at the National Institute for Health and Care Excellence thresholds of £20,000–30,000 per QALY at 9- and 18-month follow-up, but not at 30-month follow-up. There was evidence of reduced disruptive behaviour (p = 0.04) and reductions in inattention and overactivity (p = 0.02) at the 30-month follow-up. Despite no main effect on educational attainment, subgroup analysis indicated that the intervention’s effect differed between those who did and those who did not have poor mental health for both literacy (interactionp = 0.04) and numeracy (interactionp = 0.03). Independent blind observations and qualitative feedback from teachers suggested that teachers’ behaviour in the classroom changed as a result of attending TCM training.LimitationsTeachers were not masked to allocation and attrition was marked for parent-reported data.ConclusionsOur findings provide tentative evidence that TCM may be an effective universal child mental health intervention in the short term, particularly for primary school children who are identified as struggling, and it may be a cost-effective intervention in the short term.Future workFurther research should explore TCM as a whole-school approach by training all school staff and should evaluate the impact of TCM on academic progress in a more thorough and systematic manner.Trial registrationCurrent Controlled Trials ISRCTN84130388.FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol. 7, No. 6. See the NIHR Journals Library website for further project information. Funding was also provided by the NIHR Collaboration for Leadership in Applied Health Research and Care South West Peninsula (NIHR CLAHRC South West Peninsula).
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Affiliation(s)
- Tamsin Ford
- University of Exeter Medical School, Exeter, UK
| | | | - Sarah Byford
- King’s Health Economics, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, UK
| | | | | | | | - Brahm Norwich
- Graduate School of Education, University of Exeter, Exeter, UK
| | - Will Pritchard
- Education and Early Years, Cornwall County Council, Truro, UK
| | - Kate Allen
- University of Exeter Medical School, Exeter, UK
| | | | - Poushali Ganguli
- King’s Health Economics, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, UK
| | - Katie Grimes
- Educational and Counselling Psychology and Special Education, University of British Columbia, Vancouver, BC, Canada
| | | | | | | | - Anna Price
- University of Exeter Medical School, Exeter, UK
| | | | - Obioha C Ukoumunne
- National Institute for Health Research Collaborations for Leadership in Applied Health Research and Care South West Peninsula (PenCLAHRC), University of Exeter, Exeter, UK
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Charach A, Bélanger SA, McLennan JD, Nixon MK. Screening for disruptive behaviour problems in preschool children in primary health care settings. Paediatr Child Health 2018; 22:478-493. [PMID: 29601056 DOI: 10.1093/pch/pxx128] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Disruptive behaviour problems in preschool children are significant risk factors for, and potential components of, neurodevelopmental and mental health disorders. Some noncompliance, temper tantrums and aggression between 2 and 5 years of age are normal and transient. However, problematic levels of disruptive behaviour, specifically when accompanied by functional impairment and/or significant distress, should be identified because early intervention can improve outcome trajectories. This position statement provides an approach to early identification using clinical screening at periodic health examinations, followed by a systematic mental health examination that includes standardized measures. The practitioner should consider a range of environmental, developmental, family and parent-child relationship factors to evaluate the clinical significance of disruptive behaviours. Options within a management plan include regular monitoring, accompanied by health guidance and parenting advice, referral to parent behaviour training as a core evidence-based intervention, and referral to specialty care for preschool children with significant disruptive behaviours, developmental or mental health comorbidities, or who are not responding to first-line interventions.
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Affiliation(s)
- Alice Charach
- Canadian Paediatric Society, Mental Health and Developmental Disabilities Committee, Ottawa, Ontario.,Canadian Academy of Child and Adolescent Psychiatry, Ottawa, Ontario
| | | | - John D McLennan
- Canadian Academy of Child and Adolescent Psychiatry, Ottawa, Ontario
| | - Mary Kay Nixon
- Canadian Academy of Child and Adolescent Psychiatry, Ottawa, Ontario
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Charach A, Bélanger SA, McLennan JD, Nixon MK. Le dépistage des comportements perturbateurs en première ligne chez les
enfants d’âge préscolaire. Paediatr Child Health 2017; 22:485-493. [PMCID: PMC5804786 DOI: 10.1093/pch/pxx129] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2023] Open
Abstract
Chez les enfants d’âge préscolaire, les comportements perturbateurs sont d’importants facteurs de risque et des éléments potentiels de troubles du neurodéveloppement et de la santé mentale. Entre l’âge de deux et cinq ans, il est normal d’observer des comportements transitoires comme un certain défaut de se conformer, des crises de colère et de l’agressivité. Cependant, il est important de dépister les comportements perturbateurs problématiques, particulièrement lorsqu’ils s’accompagnent d’une atteinte fonctionnelle ou d’une détresse marquée, car une intervention précoce peut améliorer le pronostic. Le présent document de principes décrit une démarche pour diagnostiquer rapidement ce type de comportements grâce au dépistage clinique lors des examens de santé réguliers, suivis d’un examen de la santé mentale qui inclut des mesures standardisées. Le praticien devrait envisager une série de facteurs liés à l’environnement, au développement, à la famille et à la relation parent-enfant pour évaluer la signification clinique des comportements perturbateurs. Parmi les plans de prise en charge possibles, soulignons un suivi régulier conjugué à des conseils sur la santé et sur les habiletés parentales, l’orientation vers une formation sur les comportements destinée aux parents (une intervention fondamentale fondée sur des données probantes) et l’orientation des enfants d’âge préscolaire vers des soins spécialisés lorsqu’ils présentent des comportements perturbateurs importants, qu’ils ont des comorbidités touchant le déve loppement ou la santé mentale ou qu’ils ne répondent pas aux interventions de première ligne.
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Affiliation(s)
- Alice Charach
- Société canadienne de pédiatrie, comité de la santé mentale et des troubles
du développement, Ottawa (Ontario)
- Académie canadienne de psychiatrie de l’enfant et de l’adolescent, Ottawa
(Ontario)
| | - Stacey Ageranioti Bélanger
- Société canadienne de pédiatrie, comité de la santé mentale et des troubles
du développement, Ottawa (Ontario)
| | - John D McLennan
- Académie canadienne de psychiatrie de l’enfant et de l’adolescent, Ottawa
(Ontario)
| | - Mary Kay Nixon
- Académie canadienne de psychiatrie de l’enfant et de l’adolescent, Ottawa
(Ontario)
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Charach A, McLennan JD, Bélanger SA, Nixon MK. Screening for Disruptive Behaviour Problems in Preschool Children in Primary Health Care Settings. JOURNAL OF THE CANADIAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY = JOURNAL DE L'ACADEMIE CANADIENNE DE PSYCHIATRIE DE L'ENFANT ET DE L'ADOLESCENT 2017; 26:172-178. [PMID: 29056978 PMCID: PMC5642455] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Disruptive behaviour problems in preschool children are significant risk factors for, and potential components of, neurodevelopmental and mental health disorders. Some non-compliance, temper tantrums and aggression between two and five years of age are normal and transient. However, problematic levels of disruptive behaviour, specifically when accompanied by functional impairment and/or significant distress, should be identified because early intervention can improve outcome trajectories. This position statement provides an approach to early identification using clinical screening at periodic health examinations, followed by a systematic mental health examination that includes standardized measures. The practitioner should consider a range of environmental, developmental, family and parent-child relationship factors to evaluate the clinical significance of disruptive behaviours. Options within a management plan include regular monitoring accompanied by health guidance and parenting advice, referral to parent behaviour training as a core evidence-based intervention, and referral to specialty care for preschool children with significant disruptive behaviours, developmental or mental health comorbidities, or who are not responding to first-line interventions.
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Affiliation(s)
- Alice Charach
- Canadian Paediatric Society, Mental Health and Developmental Disabilities Committee
- Canadian Academy of Child and Adolescent Psychiatry
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Dumbaugh M, Bapolisi W, van de Weerd J, Zabiti M, Mommers P, Balaluka GB, Merten S. Evaluating the comparative effectiveness of different demand side interventions to increase maternal health service utilization and practice of birth spacing in South Kivu, Democratic Republic of Congo: an innovative, mixed methods approach. BMC Pregnancy Childbirth 2017; 17:212. [PMID: 28673283 PMCID: PMC5496378 DOI: 10.1186/s12884-017-1396-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2015] [Accepted: 06/23/2017] [Indexed: 11/29/2022] Open
Abstract
Background In this protocol we describe a mixed methods study in the province of South Kivu, Democratic Republic of Congo evaluating the effectiveness of different demand side strategies to increase maternal health service utilization and the practice of birth spacing. Conditional service subsidization, conditional cash transfers and non-monetary incentives aim to encourage women to use maternal health services and practice birth spacing in two different health districts. Our methodology will comparatively evaluate the effectiveness of different approaches against each other and no intervention. Methods/design This study comprises four main research activities: 1) Formative qualitative research to determine feasibility of planned activities and inform development of the quantitative survey; 2) A community-based, longitudinal survey; 3) A retrospective review of health facility records; 4) Qualitative exploration of intervention acceptability and emergent themes through in-depth interviews with program participants, non-participants, their partners and health providers. Female community health workers are engaged as core members of the research team, working in tandem with female survey teams to identify women in the community who meet eligibility criteria. Female community health workers also act as key informants and community entry points during methods design and qualitative exploration. Main study outcomes are completion of antenatal care, institutional delivery, practice of birth spacing, family planning uptake and intervention acceptability in the communities. Qualitative methods also explore decision making around maternal health service use, fertility preference and perceptions of family planning. Discussion The innovative mixed methods design allows quantitative data to inform the relationships and phenomena to be explored in qualitative collection. In turn, qualitative findings will be triangulated with quantitative findings. Inspired by the principles of grounded theory, qualitative analysis will begin while data collection is ongoing. This “conversation” between quantitative and qualitative data will result in a more holistic, context-specific exploration and understanding of research topics, including the mechanisms through which the interventions are or are not effective. In addition, engagement of female community health workers as core members of the research team roots research methods in the realities of the community and provides teams with key informants who are simultaneously implicated in the health system, community and target population.
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Affiliation(s)
- Mari Dumbaugh
- Swiss Tropical & Public Health Institute, University of Basel, Basel, Switzerland
| | - Wyvine Bapolisi
- Ecole Régionale de Santé Publique, Université Catholique de Bukavu, Bukavu, Democratic Republic of Congo
| | | | - Michel Zabiti
- CORDAID-Bukavu, Bukavu, Democratic Republic of Congo
| | | | - Ghislain Bisimwa Balaluka
- Ecole Régionale de Santé Publique, Université Catholique de Bukavu, Bukavu, Democratic Republic of Congo
| | - Sonja Merten
- Swiss Tropical & Public Health Institute, University of Basel, Basel, Switzerland.
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Nye E, Gardner F, Hansford L, Edwards V, Hayes R, Ford T. Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2015. [DOI: 10.1080/13632752.2015.1120048] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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