Perceptions of Portuguese Preschool Teachers and Psychologists about the Acceptability of a New Evidence-Based Universal Intervention Program with Targeted Elements for Inhibited-Withdrawn Behaviors

Abstract

ABSTRACTHigh and stable behavioral inhibition (BI) during early childhood place children at increased risk of experiencing anxiety, depression, peer exclusion, victimization, and academic difficulties. The bioecological developmental framework and existing limitations in the scope of the few available interventions targeted at behavioral inhibition during early childhood support the need to develop new teacher-led socioemotional learning programs to be implemented with the peer group in the classroom. This study aimed to explore the perceptions of Portuguese psychologists and preschool teachers about the acceptability of the aims, structure, contents, activities, and materials of a new universal intervention targeting inhibited behaviors and about the barriers/facilitators to its implementation. Participants were 15 preschool teachers and 14 psychologists, who were distributed into 6 focus groups. Each focus group was moderated by a trained psychologist, using a semi-structured interview guide. The thematic analysis revealed that the aims, contents, activities, and materials of the new intervention program were considered highly acceptable by preschool teachers and psychologists. Only minor modifications in the intervention structure (i.e. implementing less time-consuming psychoeducational workshops and reducing the time interval until the follow-up session) and adaptations in the mode of delivery (i.e. hybrid format, or introduction of add-on motivational modules for preschool teachers and families) were recommended to counteract barriers related to time constraints and workplace conditions before its dissemination and pilot study. These promising findings support the perceived need and acceptability of a new teacher-led universal intervention program with targeted elements for behavioral inhibition during early childhood.