A sample of 79 Norwegians, 11 through 13 years of age, was assessed on a care-based morality measure, the Ethic of Care Interview (ECI). Content analyses of the adolescents’real-life moral dilemmas also were conducted. The Norwegian scores were compared with those of 46 Canadians of the same age. No gender differences on the ECI or in real-life moral conflict content were found in Norway. In contrast, in Canada, girls scored significantly higher on the ECI than did boys, and more girls than boys generated relational real-life dilemmas, whereas more boys than girls generated nonrelational dilemmas. Furthermore, more Canadian than Norwegian girls scored at ECI Level 2 (conventions of goodness, caring for others). Norway and Canada might differ in female gender role expectations, which probably is associated with girls’moral reasoning. The results indicated that North American findings should not be viewed necessarily as representative even of other similar Western societies.

This quasi-experimental pre-post comparison group design examined if the Incredible Years (IY) Teacher Classroom Management (TCM) programme implemented as a school-wide universal preventive intervention to students aged 6-8 years at the lower primary level in a regular school setting had an effect on teacher-student relationships and teacher-parent involvement. The IY-TCM training was delivered simultaneously to the entire group of school staff in first to third grade. Teacher reports in 21 intervention schools were compared to teacher reports in 23 control schools. A total of 241 teachers and 1,518 students took part in the trial. Linear mixed model analyses suggest modest positive effects on change in teacher-student closeness (d w = 0.22) and conflict (d w = 0.15), where a moderator analysis showed a significantly higher treatment effect for high-risk students on change in teacher-student conflict. A positive effect was found on change in teacherreported parent involvement in school (d w = 0.40), however, not on change in teacher-reported bonding with parents. Results suggest a potential preventive impact of the IY-TCM programme on change in teacher-student relationships and teacher-parent involvement when implemented as a universal preventive intervention in a regular school setting.

2 assessments scores). All covariates gender, grade, ethnicity, special education, how well the teacher knew the student, and number of hours the teachers taught the student each week, and number of students in each class were statistically accounted for in the different multilevel analyses. a original data b imputed data *p < .05, **p < .01, ***p < .001.

In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.