burnout symptoms Children: Conduct problems
Conditions
Interventions
The intervention Multi-Method Coaching (MMC) will be implemented during the
course of a schoolyear at the schools assigned to the intervention condition.
MMC is a manual-based school-based intervent
Sponsors
Inholland University of Applied Sciences Hogeschool Inholland
Eligibility
Age
2 Years to 99 Years
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 all 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 childrens' conduct problems during the schoolyear in which MMC is conducted; 2. Teachers of the selected schools will be excluded when they are participating in another intensive behavioral teacher-training during the schoolyear in which MMC is conducted 3. Children will be excluded when their parents/caregivers did not provide consent to participate, or (when children are at age 12 or older) when children themselves did not provide consent to participate.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| A. Primary study parameters (teacher outcomes): - Reactive and proactive skills and pedagogical sensitivity (competencies of teachers regarding classroom management practices and behavior management strategies); - Teacher perceptions of self-efficacy; - Teacher perception of levels of conflict within the relationships with all children in class; - 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; - Observed quality of the relationship between the teacher and the dyad-child. B. Primary study parameters (child outcomes): - Child perceptions of teacher-child interactions; - Observed quality of the relationship between the teacher and the dyad-child. | — |
Secondary
| Measure | Time frame |
|---|---|
| A. Secondary study parameters (teacher outcomes): - Teacher-reported symptoms of stress; - Teacher-reported symptoms of burnout; - Teacher reported symptoms of anxiety/depression; - Teacher reported job satisfaction. B. Secundary study parameters (child outcomes): - Child-reported prosocial problems (Conduct problems, Hyperactivity, Emotional problems, Problems with peers and Social problems); - Teacher-reported Conduct problems, Hyperactivity, and Emotional problems; - Child-reported social wellbeing in relation to teacher and classmates; - Teacher-reported learning conditions; - Academic progress (CITO) and teacher expectancies about academic progress; - Peer nominated aggression and sociometric status. | — |
Countries
Netherlands
Outcome results
None listed