Change in teacher-student relationships and parent involvement after implementation of the Incredible Years Teacher Classroom Management programme in a regular Norwegian school setting

Relationships with teachers are a central component of a student’s school environment, and have been shown to be related to school engagement and persistence in secondary school. Working alliance is a conceptualization of professional relationships that emphasizes not only the emotional bond between a professional and their client, but also their collaboration on the goals and tasks of their work together. While this theory has garnered considerable support in the fields of counseling and healthcare, working alliance has only recently begun to be investigated in an education setting. The present study sought to investigate working alliance between students and teachers as a broader framework for relationships in a high school setting. Specifically, the primary objective was to examine the use of the working alliance framework in teacher-student relationships to predict risk of high school student drop-out. A series of multiple regressions was used to test this objective. Results demonstrated that student-rated school working alliance predicted risk of drop-out, and that the relationship was partially mediated by student engagement. These results provide evidence for the validity of the construct of working alliance as a useful conceptualization for teacher-student relationships, and enhance our understanding of working alliance in a secondary school setting. Implications for educators and practitioners are discussed.

Download Full-text

Effects of a Tailored Incredible Years Teacher Classroom Management Programme on On-Task Behaviour of School Children with ADHD in Addis Ababa

Journal of International Special Needs Education ◽

10.9782/2159-4341-21.1.1 ◽

2018 ◽

Vol 21 (1) ◽

pp. 1-13

Author(s):

Feruz Mohammed

Keyword(s):

Classroom Management ◽

School Children ◽

Addis Ababa ◽

Management Programme ◽

Incredible Years ◽

Children With Adhd ◽

Teacher Classroom

Download Full-text

A Meta-Analysis of the Current State of Evidence of the Incredible Years Teacher-Classroom Management Program

Children ◽

10.3390/children9010024 ◽

2021 ◽

Vol 9 (1) ◽

pp. 24

Author(s):

Rachel Korest ◽

John S. Carlson

Keyword(s):

Classroom Management ◽

Meta Analysis ◽

Management Program ◽

Effect Sizes ◽

Incredible Years ◽

Positive Effects ◽

Current State ◽

Dosage Study ◽

Teacher Classroom ◽

The Incredible Years

This meta-analysis evaluated the current state of evidence and identified potential treatment moderators of the Incredible Years Teacher Classroom Management (IYTCM) program used to reduce externalizing and internalizing behaviors in school-aged children. Inclusion criteria involved published studies between 1984–2018 and examining the effects of IYTCM as a standalone program on teacher and/or child behavioral outcomes. We identified and narratively summarized potential moderators, which included the severity of child behavior, dosage, study design, and reporting methods. Overall, effect sizes revealed IYTCM had moderate positive effects on teachers and small positive effects on children. Narrative summaries indicated larger effect sizes in higher dosage studies and higher risk children. The results align with previous systematic reviews on the Incredible Years Parent Training (IYPT) program but this is the first study to look at the teacher training program. Overall, IYTCM seems to be an effective intervention; however, what components of this program work best, for whom, and under what conditions require further empirical investigation.

Download Full-text