Abstract
This study examined the impact of an intervention focusing on identifying causal factors of externalizing problems on the cognition and practices of early childhood education and care (ECEC) teachers. The intervention featured lectures on the biopsychosocial model and systems thinking. Participants were asked to review a case involving a 5-year-old boy using interrelationship diagrams. The number of response categories increased post-intervention, while the provision of instructions and explanations decreased. Additionally, teachers reported lower perceptions of severity, burden, and personal responsibility regarding the case one month post-intervention compared to pre-intervention. Free descriptions from teachers highlighted positive outcomes, such as an increased sense of security and calmness in children and improved relationships between children and teachers. The findings suggested that even group-targeted interventions can be effective in supporting ECEC teachers. This approach shows promise for enhancing their cognition and practices related to addressing externalizing behaviors in young children.
