How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program

Celene E. Domitrovich, Catherine P. Bradshaw, Juliette K. Berg, Elise T. Pas, Kimberly D. Becker, Rashelle Musci, Dennis D. Embry, Nicholas Ialongo

Research output: Contribution to journalArticlepeer-review

Abstract

A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS

Original languageEnglish (US)
Pages (from-to)325-337
Number of pages13
JournalPrevention Science
Volume17
Issue number3
DOIs
StatePublished - Apr 1 2016

Keywords

  • Group randomized controlled trial
  • PATHS
  • PAX Good Behavior Game
  • School-based prevention
  • Teacher efficacy
  • Teacher social-emotional competence

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

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