| dc.description.abstract | Aim: Psychological distress is a prevalent problem among teachers, which has a negative effect on both teachers and theirs students. Poor emotion socialisation in teaches and parents is associated with more distress. Norwegian Tuning into Kids School intervention (TIKIS) is an intervention that improves teachers’ emotion socialization. Therefore, aim of this thesis is to find out whether emotion socialisation is associated with TIKIS at baseline, whether participating in TIKIS improves mental health, and if this improvement is due to changes in emotion socialisation over time.
Procedure: The project was conceptualised by Evalill Bølstad, and the student joined the project in the final stages of data collection. The student collected observational data for the project at follow-up but used questionnaire data for her own thesis. Participants were teachers from an intervention school and a control school from Stovner in Oslo, and questionnaire data was collected before and after the intervention. Data was analysed in R using linear regression, multilevel linear regression, and a mediation analysis.
Findings: There were no statistically significant associations between emotion socialisation and distress at baseline. Participants in the TIKIS group seem to have experienced a greater increase in distress compared to the control group, and although non-significant and in the opposite direction, the effect size was comparable to effects found in a meta-analysis of similar interventions. The mediating effect of emotion socialisation was negligible and non-significant. Potential explanations and implications are discussed. | eng |