PS – a school-wide prevention programme : effects, core components and implementation.
Author: Ingemarson, Maria
Date: 2018-03-02
Location: Inghesalen, Widerströmska Huset, Tomtebodavägen 18A, Karolinska Institutet, Solna
Time: 10.00
Department: Inst för klinisk neurovetenskap / Dept of Clinical Neuroscience
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Thesis (1.295Mb)
Abstract
PS is multi-component intervention at the primary prevention level and aims at creating a
positive learning environment and decreasing problem behaviours among students in the
school years 4-9. During 2009-2012 the programme was both implemented and studied for
the first time in a Swedish context. The present thesis comprises four studies of PS and
applies a mixed methods approach. The thesis aims to study: 1) If the programme is effective
in enhancing the classroom climate, and decreasing problem behaviours among students
(Study I), 2) teachers and school staff’s perceptions of programme and implementation (study
II and III) and 3) if teacher’s use of praise and clarity of school rules, regardless of
programme use, are useful as classroom management techniques, and if there are any
differences between classes in terms of disruption (study IV). A quasi-randomized trial was
conducted in study I, comprising 3207 students in school grades 5-7 and 188 teachers in 23
schools in the wider area of Stockholm. The participating children and their head teachers
answered self-report questionnaires on three occasions: At baseline and one and two years
after programme initiation. Degree of implementation in the schools was also measured.
Further, a qualitative design with semi-structured interviews and thematic content analysis
was used in study II and III. The interviews were conducted in seven PS schools with seven
school leaders and 13 school teachers during 2010 and 2011. In study IV, students (n=2266)
and classes were divided into two groups, based on teacher ratings of disruptive students in
class. Baseline and 12-month follow-up responses were used to perform multiple regression
analysis, to compare groups and to investigate possible longitudinal associations.
Study I showed no significant effects on students’ problem behaviours and classroom climate at last follow-up. The findings from study II indicated barriers to programme commitment in terms of lack of consensus, collaboration barriers and insufficient process management. It was concluded that leadership, coaching and staff selection need particular attention when implementing a programme like PS, since those factors have been defined as important implementation drivers, both in this study and previously. Study III showed that teachers’ professional identity, programme understanding and experience of change were factors affecting implementation. Ambiguities regarding the boundaries of the social assignment, opposition against the theoretical underpinnings and an unclear core component were identified as implementation barriers. In study IVit was shown that clarity of school rules did not substantially contribute to classroom climate, whereas teacher’s use of praise to some extent did. The hypothesis on weaker associations in the low disruption group could not be confirmed.
This thesis cannot provide an answer to the question whether PS is effective or not, since findings indicate that the implementation did not succeed. However, findings in the last study indicate that teacher’s use of praise may contribute to improve the classroom climate. If the PS programme is to be used again there is a need for revisions, and sufficient time for schools to consider programme adoption will be crucial. Aspects of programme implementation are further discussed.
Study I showed no significant effects on students’ problem behaviours and classroom climate at last follow-up. The findings from study II indicated barriers to programme commitment in terms of lack of consensus, collaboration barriers and insufficient process management. It was concluded that leadership, coaching and staff selection need particular attention when implementing a programme like PS, since those factors have been defined as important implementation drivers, both in this study and previously. Study III showed that teachers’ professional identity, programme understanding and experience of change were factors affecting implementation. Ambiguities regarding the boundaries of the social assignment, opposition against the theoretical underpinnings and an unclear core component were identified as implementation barriers. In study IVit was shown that clarity of school rules did not substantially contribute to classroom climate, whereas teacher’s use of praise to some extent did. The hypothesis on weaker associations in the low disruption group could not be confirmed.
This thesis cannot provide an answer to the question whether PS is effective or not, since findings indicate that the implementation did not succeed. However, findings in the last study indicate that teacher’s use of praise may contribute to improve the classroom climate. If the PS programme is to be used again there is a need for revisions, and sufficient time for schools to consider programme adoption will be crucial. Aspects of programme implementation are further discussed.
List of papers:
I. Bodin, M. C., South, S. H., Ingemarson, M. (2015). A Quasi-Randomized Trial of a School-Wide Universal Prevention Program: Results and Lessons Learned. Scandinavian Journal of Educational Research, 17 April 2015, p.1- 28.
Fulltext (DOI)
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II. Ingemarson, M., Rubenson, B., Bodin, Maria., Guldbrandsson, K. (2014). Implementation of a school-wide prevention programme- Teachers' and headmasters' perceptions of organizational capacity. Evaluation and Program Planning, April 2014, Vol.43, p.48(7)
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Pubmed
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III. Ingemarson, M., Bodin, M., Rubenson, B., & Guldbrandsson, K. (2016). The implementation of a behavioural support programme Teachers' perceptions of the programme and themselves as providers. Health Education, 116(6), 526-540.
Fulltext (DOI)
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Ⅳ. Ingemarson, M., Rosendahl, I., Bodin, M., Birgegård, A. (2017) Teacher’s use of praise, clarity of school rules and classroom climate - Comparing classroom compositions in terms of disruptive students. [Manuscript]
I. Bodin, M. C., South, S. H., Ingemarson, M. (2015). A Quasi-Randomized Trial of a School-Wide Universal Prevention Program: Results and Lessons Learned. Scandinavian Journal of Educational Research, 17 April 2015, p.1- 28.
Fulltext (DOI)
View record in Web of Science®
II. Ingemarson, M., Rubenson, B., Bodin, Maria., Guldbrandsson, K. (2014). Implementation of a school-wide prevention programme- Teachers' and headmasters' perceptions of organizational capacity. Evaluation and Program Planning, April 2014, Vol.43, p.48(7)
Fulltext (DOI)
Pubmed
View record in Web of Science®
III. Ingemarson, M., Bodin, M., Rubenson, B., & Guldbrandsson, K. (2016). The implementation of a behavioural support programme Teachers' perceptions of the programme and themselves as providers. Health Education, 116(6), 526-540.
Fulltext (DOI)
View record in Web of Science®
Ⅳ. Ingemarson, M., Rosendahl, I., Bodin, M., Birgegård, A. (2017) Teacher’s use of praise, clarity of school rules and classroom climate - Comparing classroom compositions in terms of disruptive students. [Manuscript]
Institution: Karolinska Institutet
Supervisor: Bodin, Maria
Co-supervisor: Birgegård, Andreas; Guldbrandsson, Karin
Issue date: 2018-02-08
Rights:
Publication year: 2018
ISBN: 978-91-7676-248-6
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