Abstract

COGNETTI, Natália Pascon  and  BOLSONI-SILVA, Alessandra Turini. Effects of the PROMOVE-Professors Program on Educational Practices and Children’s Behaviors. Psicol. cienc. prof. [online]. 2025, vol.45, e276394.  Epub Mar 17, 2025. ISSN 1414-9893.  https://doi.org/10.1590/1982-37030032763945.

Studies in the educational context have highlighted the relationship between teachers’ educational practices, including educational social skills (ESS), for academic competence and children’s social skills. However, few interventions with teachers include this theme. This study sought to describe the effects of an ESS intervention program (called PROMOVE-Teachers) with primary education teachers in the municipal public education network. Effects were analyzed for educational practices (to promote positive/HSE practices and reduce negative practices) and the generalization to children’s behaviors (promoting children’s social skills and reducing behavior problems from the perspective of teachers and parents and/or legal guardians). The sample included eight teachers (seven women and one man) and 13 parents and/or guardians of the children selected for evaluation by the teachers participating in this research. The criterion to include children refers to teachers’ indication, and indicators of externalizing and/or internalizing behavior problems, and the consent of their parents/guardians. The experimental design randomly distributed participants in an experimental (EG) and control group (CG), with three evaluation phases for EG (pre-test, post-test, and follow-up) and two phases for CG (evaluation 1 and evaluation 2). The instruments used with teachers were the Inventory of Behaviors of Children and Adolescents aged from six to 18 years, report for teachers and Strengths and Difficulties Questionnaire, and the Socially Skilled Responses Questionnaire for Parents. The data from the standardized instruments were corrected considering the standards established by the manuals and treated with non-parametric analyzes due to the non-normality of the sample. The scores of each instrument in the pre- and post-test and follow-up measurements (experimental group) and assessments 1 and 2 (control group) were analyzed in comparisons between EG and CG and in comparisons within groups (Wilcoxon test for related samples). Results showed an increase in teachers’ repertoire of educational social skills, a decrease in negative practices, and a reduction in child behavior problems in children recommended by the GE based on the perspective of teachers and parents. These findings indicate the positive results of PROMOVE-Professores and aim to contribute to sistematizing public policies that involve actions aimed at educational practices and ESS.

Keywords : Educational Social Skills; Positive Practices; Teachers; Child behavior problems; Group Intervention.

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