<scp>W</scp>ebster‐<scp>S</scp>tratton <scp>I</scp>ncredible <scp>Y</scp>ears <scp>B</scp>asic <scp>P</scp>arent <scp>P</scp>rogramme (<scp>IY</scp>) in child care placements: residential staff carers' satisfaction results
Bibliographic record
Abstract
Abstract The aim of the present study was to investigate residential child care staff satisfaction with their involvement in the W ebster‐ S tratton I ncredible Y ears B asic P arent P rogramme ( IY ). In an exploratory, not randomized study, 27 professionals from two different short‐term Portuguese residential child care centres ( IG 1, n = 15; IG 2; n = 12) completed weekly IY evaluations and an overall satisfaction questionnaire at the end of their participation in the IY intervention. The weekly level of satisfaction was assessed with regard to each of the programme's components (content, DVD s, group leaders, group discussion). At the last session, they filled out a questionnaire aimed to evaluate the levels of satisfaction regarding the programme overall, the teaching format, the group leader(s) and the usefulness of specific educational techniques they learned. Data indicated that residential staff carers were highly satisfied with the weekly sessions and with the overall usefulness of the intervention programme. Results are discussed in terms of implications and future research directions.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.058 |
| Meta-epidemiology (narrow) | 0.009 | 0.010 |
| Meta-epidemiology (broad) | 0.009 | 0.005 |
| Bibliometrics | 0.006 | 0.014 |
| Science and technology studies | 0.009 | 0.005 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.009 | 0.004 |
| Research integrity | 0.009 | 0.015 |
| Insufficient payload (model declined to judge) | 0.000 | 0.007 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".