Systematic review and classification of: Respekt-program (2. utg.)
DOI:
https://doi.org/10.7557/25.7137Keywords:
Systematic review, Classroom management, School-related difficultiesAbstract
Background: The Respekt-program is a school-wide development program aimed at preventing and reducing problem behavior among students The program does not comprise concrete measures, but describes how a school through an innovation process can implement its own measures based on the program’s recommendations for strengthening teachers in the exercise of classroom management.The main principle for achieving this is by establishing collective authoritative adults at the schools. The other guiding principles of the program is that the interventions the schools develop should apply to all areas of school life (breadth), be internally consistent (consistency) and be followed-up (continuity). The program was developed by the Senter for atferdsforskning (from 2013 Læringsmiljøsenteret) at, University of Stavanger) as a contribution to the EU program Connect 2001.
Methods: The summary of knowledge is based on a systematic literature search in the Embase, Medline, Psychinfo, NORART Cochrane, Cristin, NORA, SCOPUS, and SweMed databases, reports from the, generating an output of seven publications, of which the evaluation of the effectiveness of the program was based on three publications, drawing on data from two longitudinal cohort-studies.
Results: The Respekt program is well described, with a solid theoretical justification and a systematic implementation strategy. The research methodological quality of the two studies is good and small to medium-sized effects were found on key measures based on responses from students and teachers
Conclusion: The Respekt program is classified at level 4: Interventions with satisfactory documentation of effect.
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