Table 2.
Descriptions on intervention modules
| Brief name |
1. Interaction Competencies with Children – for Teachers (ICC-T) 2. Interaction Competencies with Children – for Parents (ICC-P) |
| Rationale, theory, & goals | Maltreatment prevention and improvement of adult–child relationship; based on attachment, behavioral, and social learning theories and the guidelines set forth by the American Academy of Pediatrics [58]; violence prevention components were grounded in the work of Dreikurs et al. [59] |
| Materials | The ICC-T manuala with the respective materials (including facilitator instructions, handouts, theoretical inputs, instructions for discussions, & role-plays) is freely available. The ICC-P manual is currently under development and can be requested by the authors |
| Procedure |
1. 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 form peer support groups and are 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 2. ICC-P begins with a welcome session in which the expectations, wishes, and concerns of the trainees are explored. Four core components form the content of ICC-P: adult–child interaction (3 sessions at 60–90 min), maltreatment prevention (4 sessions at 60–90 min), effective discipline strategies (7 sessions at 60–90 min), and implementation (1 sessions at 90 min). A refresher day after 6 weeks enables practice, repetition, and exchange with peers and trainers. The participants form peer support groups and are invited to seek advice from trainers virtually if needed. The first two days are conducted in same gender groups, the third day and the refresher days in mixed gender groups. At the beginning and the end of the training, parents are asked to evaluate the feasibility of the intervention. A participation of 3 out of 4 days (including the refresher day) 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 |
1. ICC-T: 5 days (8.5 h per day) 2. ICC-P 3 days + 1 refresher day (8 h per day) |
| Tailoring | Tailoring is one of the key principles of ICC intervention modules: 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 are no modifications of the intervention |
| Fidelity | To increase fidelity comprehensive materials are provided. Trainers apply all the required materials |