Table 2.
Description of the intervention (adapted from the TIDieR checklist)
| Brief name | Interaction Competencies with Children—for Teachers (ICC-T) |
|---|---|
| Rationale, theory, & goals | Maltreatment prevention and improvement of teacher-child relationship; based on attachment, behavioral, and social learning theories and the guidelines set forth by the American Academy of Pediatrics (1999); violence prevention components were grounded in the work of Dreikurs (2004) |
| Materials | The ICC-T manuala with the respective materials (with facilitator instructions, handouts, theoretical inputs, instructions for discussions and roleplays) is freely available |
| Procedure | ICC-T begins with a welcome session in which the expectations, wishes, and concerns of the trainees are explored. Five core components form the content of ICC-T: teacher-student interaction (3 sessions at 90 min), maltreatment prevention (5 sessions at 90 min), effective discipline strategies (8 sessions at 90 min), supporting burdened students (2 sessions at 90 min), and implementation (2 sessions at 90 min). Participants formed peer support groups and invited to seek advice from trainers virtually if needed. At the beginning and the end of the training, teachers are asked to evaluate the feasibility of the intervention. A participation of four entire days leads to certification of attendance |
| Provider | Two trainers with background in psychology and/or teaching per school |
| Location | At the premises of the selected schools |
| Duration | 5½ day (8 h per day) |
| Tailoring | Tailoring is one of the key principles of ICC-T: trainees are invited to actively participate, tailor the program, and develop their own strategies for implementing the training content in their daily work with flexibility and fidelity |
| Modifications | There were no modifications to the intervention |
| Fidelity | To increase fidelity comprehensive materials were provided. Trainers applied all the required materials |
For a detailed intervention description, see Kirika and Hecker (2022)
aThe ICC-T training manual is available at https://www.uni-bielefeld.de/fakultaeten/psychologie/abteilung/arbeitseinheiten/17/interventions/ICC-T_manual_complete.pdf