Teachers: Stress - Symptoms of burn-out - Anxiety/depression Children: Conduct problems
Conditions
Interventions
The intervention Multi-Method Coaching (MMC) will be implemented during school year 2013-2014 at the schools assigned to the intervention condition. MMC is a manual-based school-based intervention tha
2. Synchronous Videocoaching (SV) on teacher skills and behavioral sensitivity.
MMC will be implemented as part of the curriculum in the classes of the 72 dyad-teachers (grades 3, 4 and 5). The
RF
Sponsors
Lectoraat Grootstedelijk Onderwijs en Jeugdbeleid Hogeschool Inholland
Eligibility
Inclusion criteria
Inclusion criteria: This study will employ a multiple-gate screening procedure to identify 144 teacher-child dyads. All children from ages 8 to 12 (grades 5, 6, 7) years attending the 62 participating schools will be included in this procedure and screened. Step 1 inclusion: All children with (sub)clinical levels of conduct problems will be identified; Step 2 inclusion: Teachers who report a conflictuous relationship with any of the children in their class who were identified in step 1 will be selected; Step 3 inclusion: When more than 1 conflictuous teacher-child dyad is identified within one class, one dyad will be randomly selected; Step 4 inclusion: Finally, schools will be included when they have at least two conflictuous teacher-child dyads. If a participating school has two or three dyads, two dyads will be randomly selected to participate. If a participating school has more than four dyads, four dyads will be randomly selected to participate in the study.
Exclusion criteria
Exclusion criteria: 1. Schools will be excluded when they are participating in an intensive intervention aimed at reducing conduct problems during schoolyear 2013-2014; 2. Teachers of the selected schools will be excluded when they are participating in another intensive behavioral teacher-training during schoolyear 2013-2014.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Primary study parameters (teacher outcomes): 1. Reactive and proactive skills and pedagogical sensitivity (competencies of teachers regarding classroom management practices and behavior management strategies); measured by the CLASS; 2. Teacher perceptions of self-efficacy (TSES); 3. Teacher perception of levels of conflict within the relationships with all children in class (LLRV); 4. Teacher perception of the relationship with the dyad-child: levels of closeness (warmth and open communication), conflict (negativity and discordance), and dependancy of the child on the teacher (LLRV); 5. Observed quality of the relationship between the teacher and the dyad-child (CLASS). Primary study parameters (child outcomes): 1. Child perceptions of teacher-child interactions (VIL); 2. Observed quality of the relationship between the teacher and the dyad-child (CLASS). | — |
Secondary
| Measure | Time frame |
|---|---|
| Secondary study parameters (teacher outcomes): 1. Teacher-reported symptoms of stress (CARD); 2. Teacher-reported symptoms of burnout (UBOS-L); 3. Teacher reported symptoms of anxiety/depression (ASR); 4. Teacher reported job satisfaction (Job Statisfaction Scale). Secundary study parameters (child outcomes): 1. Child-reported prosocial problems (Conduct problems, Hyperactivity, Emotional problems, Problems with peers and Social problems) (SDQ); 2. Teacher-reported Conduct problems, Hyperactivity, and Emotional problems (SDQ); 3. Child-reported social wellbeing in relation to teacher and classmates (SPF); 4. Teacher-reported learning conditions (LRV); 5. Academic progress (CITO) and teacher expectancies about academic progress; 6. Peer nominated aggression and sociometric status (Peer Nominations). | — |
Contacts
Public ContactP. Vuijk
Erasmus University Rotterdam
Outcome results
None listed