Teaching Effectiveness and Children Emotional/Behavioral Difficulties: Outcomes from FAVA Program

Fava, Débora Cristina; Andretta, Ilana; Marin, Angela Helena

doi:10.1590/0l02.3772e38317.en

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School and Developmental Psychology • Psic.: Teor. e Pesq. 38 • 2022 • https://doi.org/10.1590/0l02.3772e38317.en copy

Teaching Effectiveness and Children Emotional/Behavioral Difficulties: Outcomes from FAVA Program

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Through a quasi-experimental design, the results of FAcilitando o conVívio com Alunos - FAVA´s program for elementary school teachers, were evaluated, aiming at promoting teaching effectiveness and reducing child behavior problems, as measured by Teacher’s Effectiveness Beliefs Scale and Strengths and Difficulties Questionnaire, respectively. The FAVA contemplated psychoeducation about cognitive model, socioemotional development and behavior modification. The comparison between experimental groups (GE1 that received complete intervention and GE2 that did not have the cognitive model) and comparison group showed the promotion of teaching staff effectiveness (GE2) and the reduction in the perception of child behavioral difficulties (GE1). The contribution of the cognitive model and socioemotional learning in interventions with teachers is emphasized.

KEYWORDS:
psychological intervention; teacher efficiency; cognitive behavioral therapy

Module	Content	Objectives
1 Behavioral-cognitive Model + one overview video and text material with overview	How does our mind work? Why do we think the way we do? How is the thinking pattern built? ACC principles: Thinking is susceptible to be monitored. Thinking is susceptible to be altered. Modifying thinking, it is possible to alter behavior. Self-monitoring applied to the school context. Cognitive distortions within the teacher’s context. Modification of the cognitive distortions.	Understand cognitive functioning to practice self-monitoring. Avoid misjudgments and non-assertive practices of interaction with children. Help children identify dysfunctional automatic thoughts. Promote feeling of understanding and acceptance in children. Prevent dysfunctional behaviors in the school environment. Promote assertive behaviors among children.
2 Social-emotional development and social-emotional education	What social-emotional development is. What the social-emotional skills/competencies are. How the social-emotional skills are acquired. The relation of the social-emotional skills with child development and behavior. Helping children identify and manage emotions. Self-conscience and emotional regulation.	Understand what social-emotional skills are and how they are acquired. Understand the purpose and importance of social and emotional skills. Help children better develop their social and emotional skills. Help children identify and manage negative feelings. Prevent and decrease behavioral problems caused by a child’s poor social-emotional management. Promote functional behaviors. Encourage discipline.
3 Interaction styles between teacher and student and active observation of child behavior + two overview videos and text material with overview	What are the interaction styles between adults and children? What are the consequences of the interaction styles in child behavior? Support and validation of emotion in students. Definition of child behavior problems and expected behavior according to the age range. Active observation. Principles of functional analysis of behavior applied to the school context. Maintenance of the behavioral problem. Principles of functioning conditioning (behavioral modification).	Identify interaction styles. Modify dysfunctional interaction styles. Promote feelings of understanding and acceptance in children. Help children better develop their social- emotional skills. Correctly identify the signs that precede behavior. Understand the causality between one behavior and another. Prevent dysfunctional behavior in the environment. Promote assertive behaviors among children.
4 Dysfunctional behavior management and promotion of functional and assertive behaviors + one overview video and text material with overview	Types of consequences for dysfunctional behavior in the classroom. Social reinforcement in the school context. Social conflicts resolution. Promoting understanding and empathic and prosocial conducts among children (direct interventions and class assemblies). Classroom routine. Use of visual clues. Distraction as a disruptive behavior modification technique. Dealing with children who present aggressive behavior. System of group points for behavior modification and incentive to good behavior.	Assertively manage children’s behaviors. Decrease the chances of the same dysfunctional behavior recurring. Prevent the emergence of challenging behaviors. Avoid coercive and abusive practices. Help children to not react badly to social conflict. Develop a healthy pattern of behavior and relationships with peers and adults. Develop discipline. Learn to build and implement a point system appropriate to the need of each group.

Variables	Groups							ANOVA MR ^€
	GE1 (n=37)		GE2 (n=9)		GC (n=10)		p	Interaction
	Average	SD	Average	SD	Average	SD	p	p	Power
Personal Efficacy
Teacher Pre-test	46.6	8.3	43.8	7.7	49.3	12.2	0.41^b	0.03*	0.75
Teacher Post-test	46.4	7.2	49.3	7.6	46.8	7.2	0.60^b
p A	0.86	0.08	0.41
d Cohen ^B	0.03	0.72	0.26
Teaching Efficacy
Teacher Pre-test	26.9	7.3	30.4	6.7	26.6	6.0	0.23^c	0.51	0.04
Teacher Post-test	27.2	9.4	29.3	3.4	27.0	5.8	0.80^c
p A	0.84	0.61	0.79
d Cohen ^B	0.04	0.22	0.07
d Cohen ^B	0.09	0.70	0.31
Total difficulties (SDQ)
Teacher Pre-test	19.8	5.6	16.2	6.1	8.3	3.2	0.001¥	0.02**	0.72
Teacher Post-test	17.4	7.5	16.7	6.1	14.7	1.5	0.90¥
p ^a	0.02	0.74	0.05
d Cohen ^B	-0.37	0.082	2.72

Instituto de Psicologia, Universidade de Brasília Instituto de Psicologia, Universidade de Brasília, 70910-900 - Brasília - DF - Brazil, Tel./Fax: (061) 274-6455 - Brasília - DF - Brazil
E-mail: revistaptp@gmail.com

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[1] * E-mail: deborafava@gmail.com