Researching the Teacher Classroom Management Programme in Jamaica
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DESCRIPTIONResearching the Teacher Classroom Management Programme in Jamaica. Helen Baker- Henningham Supporting Parents, Children and Teachers: Research and Practice Wednesday 7 th March 2012 Cardiff. Violence prevention is a public health priority in Jamaica and the wider Caribbean region. - PowerPoint PPT Presentation
Researching the Teacher Classroom Management Programme in JamaicaHelen Baker-HenninghamSupporting Parents, Children and Teachers: Research and PracticeWednesday 7th March 2012Cardiff
1 Violence prevention is a public health priority in Jamaica and the wider Caribbean region.School violence is wide media coverage, national action.Paucity of prevention and treatment services for children with mental health problems (including conduct problems).
The Problem2Meta-analyses & systematic reviews: significant reduction in aggressive / disruptive behaviour Benefits also found for childrens competencies: Social skills School achievement School attendance and school participation Internalising problemsBenefits have been sustained over the long term.Benefits of school-based violence prevention programmes3 No reports of such interventions from low and middle income (LAMI) countries.
Almost 90% of total world population of children and adolescents live in LAMI countries large burden of child mental problems.
Urgent need to implement and evaluate feasible interventions in different cultural and economic contextsSchool Based Interventions4Why Early Childhood?Intervene early to prevent escalation of problems98% of 3-6 year age group are enrolled in school in JamaicaFacilitative environment: - Early Childhood Commission - Early Childhood Act banning the use of corporal punishment - Setting of minimum standards for early childhood institutions - Revising teacher training & early childhood curriculum5Advantages of a Teacher-Training ApproachTeachers can be trained in:Classroom management How to teach social / emotional skills to childrenHow to reach out to parentsOne trained teacher can result in benefits to a number of high risk childrenChildrens behaviour at school is key to their school success6The Incredible Years (IY) SeriesEvidence based: Shown to be effective in different settings and with people from diverse cultures
Designed for implementation during the early childhood years
Programmes are inherently adaptable and culturally sensitive.
7Adapting Incredible Years Teacher Training Intervention for JamaicaExtensive preliminary work:Focus groups with teachers and parentsUnstructured and structured observations of basic school classrooms
Pilot study:Quantitative evaluationQualitative evaluationOn-going process evaluation
Modifications to intervention at each stage8Change in observed teacher behaviours in intervened and control classroomsPositivesNegativesPromoting social skillsIntervened ControlChange in classroom ratings in intervened and control classrooms***p < .001, **p < .01; Values are mean change (final baseline) scores**********Qualitative EvaluationInterventions were acceptable to teachers:Relevant: useful /met a recognised needEffective: children benefitedFeasible: teachers were able to implement strategiesFlexible: teachers understood principles and strategies and could apply to different situationsTeachers said: All schools need this11AimsTo determine the effects of training basic school teachers using the IY Teacher Training Programme tailored for the Jamaican setting on: The behaviour of children at high-risk for developing serious conduct problems at home and at schoolChild attendanceTeachers classroom practices
12Study Design24 Basic schoolsIntervention Group: n=12Teacher training plus educational materialsControl Group: n=12Educational materials only37 classrooms36 classroomsRandomisedChildren screened for conduct problems through teacher report: 3 children / class with highest scores selected113 children112 children105 children105 children8 lost7 lostIY Teacher-Training intervention8 full day workshopsNovember - April
Monthly in-class support for 1 hour for 4 monthsJanuary - April
Building Positive Relationships with Children
Attention, Encouragement and Praise
Proactive TeachingManaging Minor MisbehavioursTime outUse liberallyUse selectivelyIY Teacher Programme - Content15IY Teacher Programme - MethodsUse of videotape modelling to promote discussionCollaborative process: teachers as expertsRole play and rehearsal to practice skillsGroup supportFocus on skills, cognition and affectIndividual behaviour planningClassroom assignments16AdaptationsMore role playsMore practical activitiesMore small group workRevised handoutsJamaican examplesRevised classroom assignmentsMore explicitJamaican examplesVideo vignettes of Jamaican classroomsModule on teaching social and emotional skillsIn-class support: modelling, coaching & praising17Promoting fidelity: Quality of TrainingRecord content & activities covered in each workshopSelf and peer review of each workshopTeacher evaluation of each workshop & incorporate suggestions into next workshopDocumenting teacherss questions, strengths and difficulties and using information to design additional activities.18Promoting Fidelity of ImplementationEnsure teachers understand principles underlying skillsEmphasis on how to apply skills to teachers classroomsFocus on generalisationIntegrating activities into regular routineScaffolding teachers to facilitate success: e.g concrete activities and ideas, easy to use checklistsIn-class consultations19MeasurementsTeacher rated each child in her class on 10 question conduct problem screen
Questions: Loses temper, back chats, disobedient/breaks rules, annoys others, blames others, easily annoyed, often angry, spiteful to others, fights or bullies, destroys things
3 children from each class with the highest level of conduct problems selected for evaluation.
Selection of at risk children21Measurements: Child outcomesObservations of child behaviour E.g. aggressive/destructive, friendship skills.Teacher and parent reports of child conduct problems and social skillsChild attendanceObserver ratings of classroom appropriate behaviour and Interest and enthusiasm
22Teacher and classroom outcomesObservations of teacher behaviour to target childteacher positives, teacher negativesObservations of teachers classroom behaviourteacher positives, teacher negativesTeachers use of physical punishment
23Characteristics of SampleIntervention(n=113 children)(n= 37 teachers)Control(n= 112 children)(n = 36 teachers)Child characteristicsChild age (in years)4.3 (0.9)4.3 (0.8)Child sex (% boys)59.3%62.5%Classroom/teacher characteristicsNumber of children in class23 (7)23 (6)Number of years teaching13 (9)14 (8)% Trained teacher10.6%7.9%Results: benefits to childrenObservationsTeacher ReportParent ReportChange in conduct problems in intervened and control classroomsIntervened Controlp