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      Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial

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          Abstract

          Background

          The Incredible Years ® (IY) Teacher Classroom Management (TCM) programme may reduce disruptive behaviour in the classroom and improve child and teacher mental health; however, few studies have considered how acceptable TCM is to teachers or what facilitators and barriers there are to its implementation.

          Aims

          In this paper we examine the acceptability of the full 6‐day TCM programme and teachers’ perceived barriers and facilitators to implementation in the English (UK) primary school context.

          Sample

          Forty‐four English (UK) primary school teachers who attended the TCM programme as part of the STARS trial.

          Methods

          We completed focus groups and telephone interviews with participating teachers 2 months after they completed the TCM programme. Thematic analysis was used to examine the data, and a framework approach was applied to organize and summarize themes.

          Results

          Teachers liked the structure of the course, the peer group learning environment, delivery methods, and the opportunity to reflect outside the classroom on their practice. They reported that the video clips used lacked cultural relevance and highlighted the importance of group leadership style. Perceived facilitators to implementation included an understanding of the theory underpinning TCM and adaptability of the TCM strategies. Barriers included perceived gaps in the course content in relation to challenging behaviour, applying strategies with older children and the school context within which teachers were working.

          Conclusion

          Our findings suggest high levels of acceptability to TCM overall, but also highlight the need for a whole school approach to combat potential barriers to implementation.

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          Most cited references40

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          Using thematic analysis in psychology

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            The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes

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              Thriving not just surviving: A review of research on teacher resilience

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                Author and article information

                Contributors
                kate.allen@exeter.ac.uk
                Journal
                Br J Educ Psychol
                Br J Educ Psychol
                10.1111/(ISSN)2044-8279
                BJEP
                The British Journal of Educational Psychology
                John Wiley and Sons Inc. (Hoboken )
                0007-0998
                2044-8279
                11 March 2022
                September 2022
                : 92
                : 3 ( doiID: 10.1111/bjep.v92.3 )
                : 1160-1177
                Affiliations
                [ 1 ] College of Medicine and Health University of Exeter UK
                [ 2 ] Nuffield Department of Primary Care Health Sciences University of Oxford UK
                [ 3 ] King's Health Economics, Institute of Psychiatry, Psychology & Neuroscience King’s College London UK
                [ 4 ] Graduate School of Education University of Exeter UK
                [ 5 ] Department of Psychiatry University of Cambridge UK
                Author notes
                [*] [* ] Correspondence should be addressed to Kate Allen, Room 2.05, South Cloisters, St Luke’s Campus, College Road, Exeter EX1 1TE, UK (e‐mail: kate.allen@ 123456exeter.ac.uk ).

                [ † ]

                Kate Allen and Lorraine Hansford are to be regarded as joint first author since their contributions are deemed equal.

                Author information
                https://orcid.org/0000-0002-0870-7209
                Article
                BJEP12493
                10.1111/bjep.12493
                9544510
                35274747
                95facbfe-5ebf-4c5b-b2a7-224afcd3215c
                © 2022 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society

                This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

                History
                : 12 January 2022
                : 10 September 2021
                Page count
                Figures: 1, Tables: 1, Pages: 1177, Words: 9725
                Funding
                Funded by: National Institute for Health Research Public Health Research Programme (project number 10/3006/07)
                Funded by: National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care South West Peninsula
                Categories
                Original Article
                Original Articles
                Custom metadata
                2.0
                September 2022
                Converter:WILEY_ML3GV2_TO_JATSPMC version:6.2.0 mode:remove_FC converted:07.10.2022

                acceptability,implementation,incredible years,primary school,qualitative,teacher classroom management

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