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Effects of online training for teachers to manage emotional and behavioral problems of students in the classroom with presential return to classes during the COVID-19 pandemic

Grant number: 21/12492-1
Support Opportunities:Scholarships in Brazil - Master
Effective date (Start): August 01, 2022
Effective date (End): March 31, 2024
Field of knowledge:Humanities - Psychology - Human Development Psychology
Principal Investigator:Maria Cristina Triguero Veloz Teixeira
Grantee:Rayra Santos de Souza
Host Institution: Centro de Ciências Biológicas e da Saúde (CCBS). Universidade Presbiteriana Mackenzie (UPM). Instituto Presbiteriano Mackenzie. São Paulo , SP, Brazil

Abstract

Emotional and behavioral problems in children interfere with the quality of the teaching- learning process. The necessary social isolation including the presential suspension of classes associated to COVID-19 pandemic has increased these problems and, with the presential return to classes, teachers may have difficulties in managing emotional and behavioral problems, negatively impacting the school performance. The objective of this project is to implement and verify the effects of a teacher training program for the development of behavioral management skills in their students. The training will be conducted through video training to teach management strategies for emotional and behavioral problems in the classroom, two in-person meetings to reinforce the guidelines presented in the video classes and online meetings with groups of teachers to monitor the intervention. The sample will be composed by a total sample of 1840 participants divided into two groups (control group/n=920 and intervention group/n=920). The distribution of 920 participants for each group will be: 25 teachers of the 2nd year of Elementary School I of the municipal network of Embu das Artes, 500 students of these teachers, 375 parents of these students (these will be randomly selected) and 20 teachers of the disciplines of Arts and Spanish who teach in the 2nd year of the classrooms under the direction of the 25 teachers. The data collection instruments are Teacher´s Report Form For Ages 6-18 (TRF/6-18), Brief Problem Monitor-Parent Form (BPM-P) For Ages 6-18, questionnaire for training evaluation and use of strategies, sociodemographic characterization questionnaire, weekly checklists, academic performance record and a questionnaire to evaluate training and use of strategies. Based on previous scientific evidence, we expect intervention with teachers can improve the emotional and behavioral functioning of participating children. (AU)

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