Training school personnel to facilitate a family intervention to prevent conduct problems

Laurie Miller Brotman, Sharon Kingston, Yael Bat-Chava, Melissa B. Caldwell, Esther J. Calzada

Research output: Contribution to journalArticle

Abstract

This study evaluates school personnel perceptions, knowledge, and behaviors before and after a 36-hr training program designed to prepare early childhood school personnel for implementation of an after-school family preventive intervention for conduct problems. Participants were 40 female school personnel (22 professionals and 18 paraprofessionals). Research Findings: Participation and satisfaction with the training program were high. Before training, school personnel responded correctly to 53% to 66% of knowledge questions and indicated that they would be "somewhat comfortable to comfortable" in facilitating the after-school groups with families. Before training, professionals had greater knowledge than paraprofessionals; there was no difference in initial comfort level by professional status. Trainees made substantial gains in knowledge related to cognitive-behavioral strategies for preschoolers, program philosophy, and group facilitation skills, responding correctly to 69% to 77% of questions. These large effects on knowledge were not moderated by professional status. There were no significant changes in comfort level. Gains in knowledge in cognitive-behavioral strategies generalized over time (5 months) but not across contexts (into the classroom). Practice or Policy: This study provides preliminary evidence for the feasibility and potential efficacy of a training program to prepare early childhood school personnel to implement an after-school family preventive intervention for conduct problems.

Original languageEnglish (US)
Pages (from-to)622-642
Number of pages21
JournalEarly Education and Development
Volume19
Issue number4
DOIs
StatePublished - Jul 1 2008

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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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