Tuning in to Kids in School - Competence Building and Collaboration in the Team Around Primary School Students

A structured, validated observation measure of a classroom's social-emotional environment. Scored from 1 to 7 where 1 is low score (few behaviour markers observed or are rarely observed) and 7 is a high score (many behaviour indicators are frequently observed). (Pianta, La Paro, & Hamre, 2008).

A measure of emotion coaching and emotion dismissing behaviors (Fabes et al., 2000). This study uses a short form of the original CCNES (21 questions), which has been modified and translated to Norwegian.

Teachers rate how likely they are to respond to childrens' expressions of negative emotions in various scenarios on a scale of 1 (very unlikely) to 7 (very likely).

Program differentiation is how differnt our intervention is from similar interventions that the school has used recently. This is measured by asing teachers to what degree they have worked with similar teaching strategies in the previous year on a scale of 1 (not at all) to 5 (a lot).

Content Fidelity/Adherance is is how much of the manual and planned content that the facilitators cover for each group session. Facilitators fill in a checklist of core components after each group session to get the proportion of core content completed for each session and in total for the whole intervention.

Dosage is how much of the intervention each participant received, which will be measured as the proportion of intervention sessions that each teacher participated in.

Reach is measured as the proportion of eligible teachers that have participated in the intervention, and the proportion of eligible schools that have participated.

Teacher feedback on program satisfaction and use of program content will be measured quantitively trhough a questionnaire and qualitatively and through focus group interviews.

The questionnaire will ask about obstacles and ease of attending the intervention and using the learned content afterwards, and what aspects they found useful on a scale of 1 to 7 where 1 is a low score and 7 is a high score. The questionnaire will also ask about what cocepts they have used, and what stopped them from attending using multiple choice with a free text option.

The focus group interviews will be used to get a more detailed assessment of program satisfaction and use of program content

A measure of how well various emotions are integrated (Solbakken & Monsen, 2017). Teachers rate how well 18 statements about emotions describe them from a scale of 0 (doesnt fit at all) to 9 (fits perfectly).

A measure of employee burnout with 9 items. Participants rate how nmuch they agree with each of the 9 statemetns from 1 (disagree completely ) to 6 (agree completely).

(Matthiesen, 1992; Salmela-Aro et al., 2011)

A measure of distress, which consists of two subscales; anxiety and depression (Derogatis et al., 1974; Hesbacher et al., 1980; Strand et al., 2003). This is a short form of the HSCL with only 10 questions (6 depression, 4 anxiety). Particiapnts rate how much they have experienced each of the 10 symptoms in the past week form 1 (not at all) to 4 (a lot).

A 5 item scale that measures satisfaction with life (Diener et al., 1985). Participatns rate how much they agree with each of the 5 statements on a scale of 1 (fits poorly) to 7 (fits perfectly).

Likert scale from 1 to 5 of how well the employees experience the collaboration with the other services. Where 1 is they disagree completely that there is a good collaboration and 5 is they agree completely that there is a good colaboration.