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dc.contributor.authorTveit, Håvard Horndalen
dc.contributor.authorDrugli, May Britt
dc.contributor.authorFossum, Sturla
dc.contributor.authorHandegård, Bjørn Helge
dc.contributor.authorStenseng, Frode
dc.date.accessioned2019-12-16T14:16:39Z
dc.date.available2019-12-16T14:16:39Z
dc.date.created2019-09-16T14:50:33Z
dc.date.issued2019
dc.identifier.issn1018-8827
dc.identifier.urihttp://hdl.handle.net/11250/2633457
dc.description.abstractThe Incredible Years Teacher Classroom Management (IY TCM) programme has shown promise in reducing behaviour problems among high-risk children in childcare. However, at present, we do not know whether the IY TCM successfully improves the child–teacher relationship in childcare and whether the effects manifest in both the population and in high-risk groups. Hence, we conducted a quasi-experimental pre-post study with a matched control condition to examine the changes in child–teacher relationships in a sample of 1085 children aged 3–6 years after implementing the IY TCM programme. Linear mixed models revealed favourable group-by-time differences benefitting the intervention compared to the control condition. Subgroup analyses of children scoring at or above the 90th percentile on either internalising or externalising behaviour problems showed that the preventive effects persisted in both high-risk subsamples. In sum, the findings indicate that the IY TCM programme does improve child–teacher relationships and that the effect is present for the entire study population as well as children scoring in the clinical range on behaviour problems. This suggests that the application of the IY TCM programme in childcare settings has important preventive effects. Implications and limitations are further discussed.nb_NO
dc.language.isoengnb_NO
dc.publisherSpringer Verlagnb_NO
dc.titleDoes the Incredible Years Teacher Classroom Management Programme Improve Child–Teacher Relationships in Childcare Centres? A 1-Year Universal Intervention in a Norwegian Community Sample.nb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.journalEuropean Child and Adolescent Psychiatrynb_NO
dc.identifier.doi10.1007/s00787-019-01387-5
dc.identifier.cristin1725237
dc.description.localcodeThis article will not be available due to copyright restrictions (c) 2019 by Springernb_NO
cristin.unitcode194,65,35,0
cristin.unitcode194,65,35,5
cristin.unitcode194,67,70,0
cristin.unitnameInstitutt for psykisk helse
cristin.unitnameRKBU Midt-Norge - Regionalt kunnskapssenter for barn og unge - psykisk helse og barnevern
cristin.unitnameInstitutt for pedagogikk og livslang læring
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode2


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