The paradox of teacher professional development programs for behaviour management : Comparing program satisfaction alongside changes in behaviour management practices

A teacher professional development program using applied behavioural techniques was delivered to primary school teachers. Teachers (N=78) rated the program highly and reported improved knowledge and skills in managing disruptive student behaviour. Objective measures of teacher (n=32) pre- and post-workshop data revealed significant changes in teachers' use of positive strategies for female students. Change in teachers' use of punishment was in the expected direction, with insufficient power to produce statistical significance. Juxtaposed to high teacher self-reported satisfaction are objective pre and post data for a small group of very difficult students who showed no change in disruptive behaviour. This study found that teacher satisfaction ratings are a poor indicator of change in the classroom and argues that professional development for teachers must incorporate objective measures of child behaviour.C

Inequalities in the distribution of COVID-19-related financial difficulties for Australian families with young children

BACKGROUND: We examine (1) the frequency of financial difficulties in Australian families with young children (0-8 years) in the early and later phases of the pandemic; (2) the extent to which parents' pre-pandemic socio-economic disadvantage (SED) predicted financial difficulties; and (3) whether grandparent intergenerational SED further amplified this risk. METHOD: Data: Australian Temperament Project (ATP; established 1983, N = 2443) and ATP Generation 3 study (ATPG3; established 2012; N = 702), of which 74% (N = 553) completed a COVID-specific module in the early (May-September 2020) and/or later (October-December 2021) phases of the pandemic. OUTCOMES: Parent-reported loss of employment/reduced income, difficulty paying for essentials, and financial strain. EXPOSURES: Pre-pandemic parent and grandparent education and occupation. ANALYSIS: Logistic regressions, estimated via generalized estimating equations, were used to examine associations between the pre-pandemic SED of parents and grandparents and their interaction with financial difficulties, adjusting for potential confounders. RESULTS: At both pandemic time points, a third of parents reported adverse financial impacts (early: 34%, 95% confidence interval [CI] = 30-38; later: 32%, 95% CI = 28-36). Each standard deviation increase in the parents' pre-pandemic SED was associated with a 36% increase in the odds of reporting multiple financial difficulties (odds ratio [OR] = 1.36, 95% CI = 1.04-1.78). There was little evidence of an interaction between the SED of parents and grandparents. CONCLUSIONS: Financial impacts related to the COVID-19 pandemic were common and, irrespective of grandparent SED, disproportionately borne by parents with higher pre-pandemic SED. Given the well-established relationship between disadvantage and child health and development, sustained and well-targeted government supports will be critical to minimizing adverse impacts in years to come

Attitudinal barriers to help-seeking and preferences for mental health support among Australian fathers

Objective: To (a) identify attitudinal barriers to help-seeking for mental health difficulties among fathers of young children; (b) explore the relationships between perceived barriers to help-seeking and mental health difficulties (i.e. depressive, anxiety, stress symptoms); (c) identify socio-demographic factors associated with barriers to help-seeking; and (d) identify fathers' preferences for mental health support. Background: One in 10 Australian fathers experience mental health difficulties in the early parenting period. Low rates of help-seeking and under-utilisation of health care services are key issues for the provision of mental health support to fathers at this important life stage. Method: The sample consisted of 154 fathers of young children (aged 0-8 years) participating in an Australian online survey on parent wellbeing and parenting. The Barriers to Help-Seeking Scale assessed fathers' attitudinal barriers to help-seeking for mental health support. Socio-demographic factors related to fathers' employment, education, and family composition were assessed. Results: The most common attitudinal barriers to help-seeking were: (a) the need for control and self-reliance in managing one's own problems, (b) a tendency to downplay or minimise problems, and (c) a sense of resignation that nothing will help. A range of demographic (i.e. age, educational attainment) factors were associated with these barriers. The most common preferences for support were internet-based information resources, followed by support provided by general practitioners and maternal child health nurses. Conclusions: These findings have important implications for health promotion, health services and clinical approaches to promoting the health and wellbeing of fathers

ADHD and emotional engagement with school in the primary years: Investigating the role of student–teacher relationships

BACKGROUND: Attention deficit hyperactivity disorder (ADHD) is consistently associated with poor school-level outcomes. Although school engagement is recognized as a protective factor associated with increased academic achievement, school retention/completion, and student well-being in the general population, little research has focused on school engagement in children with ADHD. AIMS: To explore a model of the relationships between ADHD symptoms at age 7, student-teacher closeness and conflict at age 10, and emotional engagement with school at age 10 and 12. SAMPLE: Participants were 498 grade one children (mean age = 7.3), recruited from 43 socio-economically diverse government primary schools in Melbourne. Follow-up occurred at 36 months (mean age = 10.5) and 54 months (mean age = 12.0). METHODS: Data were drawn from a controlled community-based longitudinal study examining the long-term effects of ADHD on children's behaviour, learning, and day-to-day living. Data were collected via direct assessment and child, parent, and teacher surveys. RESULTS: Path analysis revealed a significant, negative relationship between ADHD symptoms and emotional engagement with school, which was partially mediated by student-teacher conflict. This remained significant after controlling for differences in ADHD status (ADHD, high-risk, or control group), ADHD medication use, and socio-economic status. CONCLUSIONS: These findings highlight the negative impact of ADHD symptoms on children's emotional engagement with school. Given the role of student-teacher conflict in mediating this relationship, interventions aiming to reduce conflict in the student-teacher relationship may promote school engagement for students with ADHD, with potential to improve longer-term outcomes