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.

Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 0370636 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 2044-8279 (Electronic) Linking ISSN: 00070998 NLM ISO Abbreviation: Br J Educ Psychol Subsets: MEDLINE

Publication: <2012-> : Chichester : Wiley-Blackwell
Original Publication: Edinburgh : Scottish Academic Press

Child Development*/physiology ; School Teachers* ; Social Interaction* ; Teacher Training*; Adult ; Child ; Female ; Humans ; Male ; Parents ; Program Evaluation ; Qualitative Research

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.
(© 2019 The British Psychological Society.)

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10/3006/07 United Kingdom DH_ Department of Health; National Institute for Health Research (NIHR); 10/3006/07 National Institute for Health Research Public Health Research Programme

Keywords: incredible years; primary school; process evaluation; qualitative; teacher classroom management; teachers

Date Created: 20190713 Date Completed: 20210316 Latest Revision: 20250530

20250530

10.1111/bjep.12306

31297801