Multiprofessional work in child protection in Portugal: what can maximize positive results? - A qualitative exploration of Portuguese teachers' views following attendance at the Webster Stratton Incredible Years Teaching Program

Objective School-based interventions involving teacher training have been shown to benefit teacher practices and to prevent conduct problems and improve children’s social, emotional competence and cooperation with peers and... [ view full abstract ]

Objective School-based interventions involving teacher training have been shown to benefit teacher practices and to prevent conduct problems and improve children’s social, emotional competence and cooperation with peers and teachers, as well as to help teachers work with parents to support their school involvement and promote consistency between home and school, specially with vulnerable children (Webster-Stratton et al., 2011). This study explored the views of educators who attended the Teacher Classroom Management program for teachers of preschool and primary grade at a local community. Method The group teaching program was delivered into 6 full day workshops, by certified trainers, spread out with time in between each workshop so that teachers have time to practice the new skills they learnt. The program was designed with the broad goals of: (a) strengthening teacher’ s positive classroom management for managing misbehavior, promoting positive relationships with difficult students, and strengthening social skills in the classroom; (b) increasing home-school collaboration; (c) promoting child social competence and academic skills; and (d) decreasing child conduct problems in the classroom. A qualitative design methodology was used to elicit teachers’ views about their reasons for attending the program and any changes they perceived in their own and their student’s behavior as a result, differences regarding the heterogeneity of the training group, as well as the perception of parental involvement and satisfaction with the program. Results Data collected will be analyzed using thematic analysis, has to explore the experience of incorporating the Incredible Years principles and strategies, in the daily life in the classrooms after the completion of the program. Conclusion The study intends to demonstrate the Incredible Years Classroom Management program as a promising intervention tool in the Portuguese classrooms to promote child behavior and parent’s partnership.