ABSTRACT A teacher training course entitled Classroom and Individual Emotional and Behavioral Supports (CIEBS) includes four modules: School-wide Positive Behaviour Supports (SWPBS), Trust-based Relational Intervention (TBRI), Non- violent Crisis Intervention (NCI), and practicum experience. The present article describes the rationale for selecting each of these modules, the activities included in each module, and a mixed-methods evaluation of the course’s influence on its participants. Group-wide quantitative measures showed growth in the efficacy for classroom management and preparedness for dealing with students’ stress among the treatment group, with little observable change among control participants. Through pre-/post-course vignette responses, individual interviews, and focus group interviews, participants reported that the course helped them to become better prepared and more confident in their SEL abilities. The participants pointed to the neuroscience of complex trauma, as taught through the TBRI module, and active learning provided through NCI module as critical reasons for the course’s effectiveness.

中文翻译：

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教育的很大一部分也是：针对职前教师的社会和情感学习 (SEL) 课程的混合方法评估

摘要 教师培训课程名为课堂和个人情绪和行为支持（CIEBS），包括四个模块：全校积极行为支持（SWPBS）、基于信任的关系干预（TBRI）、非暴力危机干预（NCI）和实习经验。本文描述了选择每个模块的基本原理、每个模块中包含的活动以及课程对参与者影响的混合方法评估。小组范围内的定量测量表明，治疗组在课堂管理和应对学生压力的准备方面的效率有所提高，而对照组参与者几乎没有观察到变化。通过课前/课后小插曲回应、个人访谈和焦点小组访谈，参与者报告说，该课程帮助他们做好了更好的准备，并对自己的 SEL 能力更有信心。参与者指出复杂创伤的神经科学（通过 TBRI 模块教授）和通过 NCI 模块提供的主动学习是课程有效性的关键原因。