Article 

DATE: 4/9/2009 
CONTACT: Incredible Years (888) 506-3562 
CATEGORY: Treatment Study 
REFERENCE: Baker-Henningham H., and Walker S. 2009. Child: care, health and development. 

A qualitative study of teacher's perceptions of an intervention to prevent conduct problems in Jamaican pre-schools 

The results of the study suggest that that intervention effects were due to teachers' gains in skills and knowledge. Teachers reported few difficulties and strongly recommended wider dissemination of the Incredible Years intervention. 

There is a growing evidence base showing the efficacy of school-based interventions to prevent conduct problems but few evaluations have addressed teachers’ perceptions of these programmes.

In this study teachers reported benefits to their own teaching skills and professional development, to their relationships with children and to the behaviour, social-emotional competence and school readiness skills of the children in their class. Teachers also reported benefits to teacher–parent relationships and to children’s behaviour at home.

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