Skip to main content

LUP Student Papers

LUND UNIVERSITY LIBRARIES

More than just a game? Teachers’ experiences of implementation and relationships using PAX-GBG

Holmdahl, Ale LU (2022) PSPR14 20212
Department of Psychology
Abstract
PURPOSE. The aim of the study was to investigate how teachers' experiences of PAX Good Behaviour Game (PAX-GBG) and how it affected the relationships in the classroom changes during implementation. PAX-GBG is an evidence-based universal preventive intervention applied by teachers in the classroom. METHODS. Semi-structured telephone interviews were conducted with six teachers (all women). Three sets of interviews were conducted to capture potential change in the teachers' experience. The interviews were analysed with thematic analysis. RESULTS. Four major themes were crafted from the material. The first theme concerned working with PAX-GBG as a teacher (“Working with PAX”). Teachers expressed that it was an effort to use PAX-GBG but... (More)
PURPOSE. The aim of the study was to investigate how teachers' experiences of PAX Good Behaviour Game (PAX-GBG) and how it affected the relationships in the classroom changes during implementation. PAX-GBG is an evidence-based universal preventive intervention applied by teachers in the classroom. METHODS. Semi-structured telephone interviews were conducted with six teachers (all women). Three sets of interviews were conducted to capture potential change in the teachers' experience. The interviews were analysed with thematic analysis. RESULTS. Four major themes were crafted from the material. The first theme concerned working with PAX-GBG as a teacher (“Working with PAX”). Teachers expressed that it was an effort to use PAX-GBG but overall, they became less stressed. The second theme concerned the game (“The game”). Most teachers expressed concerns about the game in the first interview that they revised in the second and third interview. The third theme concerns attention to behaviour (“Focus on behaviour”). PAX-GBG seemed to have improved the classroom climate through clear expectations. The fourth theme concerns how PAX-GBG influenced relationships in the classroom (“Relationships”). PAX-GBG seems to have improved most relationships in the classroom. CONCLUSIONS. Teachers were overall supportive of PAX-GBG, as it was perceived as a manageable and helpful method for teachers. PAX-GBG seemed to be improving relationships both between teacher-student and between students in the classroom. A notable finding was that most teachers had concerns regarding the PAX Game, and changed their mind after using it. (Less)
Popular Abstract (Swedish)
Målet med denna studie var att undersöka lärares upplevelse av att använda PAX-Good behavior Game (PAX-GBG), lärares upplevelse av hur PAX-GBG påverkade relationerna i klassrummet och hur detta förändrades under implementeringen av PAX-GBG. PAX-GBG är en evidensbaserad universal preventionsmetod som utförs av lärare i klassrummet. Semi-strukturerade telefonintervjuer utfördes med sex lärare (samtliga identifierade sig som kvinnor). För att undersöka lärares upplevelse före och efter att de spelat PAX-spelet, samt med en uppföljning, intervjuades lärarna i tre omgångar. Intervjuerna bearbetades med tematisk analys. Fyra huvudteman skapades från materialet. Det första temat relaterade till att arbeta med PAX-GBG som lärare (“Working with... (More)
Målet med denna studie var att undersöka lärares upplevelse av att använda PAX-Good behavior Game (PAX-GBG), lärares upplevelse av hur PAX-GBG påverkade relationerna i klassrummet och hur detta förändrades under implementeringen av PAX-GBG. PAX-GBG är en evidensbaserad universal preventionsmetod som utförs av lärare i klassrummet. Semi-strukturerade telefonintervjuer utfördes med sex lärare (samtliga identifierade sig som kvinnor). För att undersöka lärares upplevelse före och efter att de spelat PAX-spelet, samt med en uppföljning, intervjuades lärarna i tre omgångar. Intervjuerna bearbetades med tematisk analys. Fyra huvudteman skapades från materialet. Det första temat relaterade till att arbeta med PAX-GBG som lärare (“Working with PAX”). Lärare uttryckte att det var en ansträngning att använda PAX-GBG men att de överlag blev mindre stressade. Det andra temat gällde PAX-spelet (“The game”). Majoriteten av lärarna i studien uttryckte oro inför spelet i första intervjun. I andra och tredje intervjun stöttade samtliga lärare användandet av spelet. Det tredje temat gällde hur PAX-GBG skapar fokus på beteende (“Focus on behaviour”). PAX-GBG verkade ha förbättrat klassrumsklimatet genom tydliga förväntningar. Det fjärde temat gällde hur PAX-GBG påverkade relationerna i klassrummet (“Relations”). PAX-GBG verkade ha påverkat relationerna i klassrummet positivt. Resultaten i denna studie tyder på att lärarna överlag stöttar PAX-GBG som hanterbar och hjälpsam för lärare. PAX-GBG verkade förbättra relationer både mellan lärare-elev och mellan elever i klassrummet. Ett intressant fynd i studien var att majoriteten av lärarna ändrade uppfattning om PAX-spelet efter att ha spelat det. (Less)
Please use this url to cite or link to this publication:
author
Holmdahl, Ale LU
supervisor
organization
course
PSPR14 20212
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
PAX-GBG, Sweden, interview study
language
Swedish
id
9075292
date added to LUP
2022-02-14 14:40:27
date last changed
2022-02-14 14:40:27
@misc{9075292,
  abstract     = {{PURPOSE. The aim of the study was to investigate how teachers' experiences of PAX Good Behaviour Game (PAX-GBG) and how it affected the relationships in the classroom changes during implementation. PAX-GBG is an evidence-based universal preventive intervention applied by teachers in the classroom. METHODS. Semi-structured telephone interviews were conducted with six teachers (all women). Three sets of interviews were conducted to capture potential change in the teachers' experience. The interviews were analysed with thematic analysis. RESULTS. Four major themes were crafted from the material. The first theme concerned working with PAX-GBG as a teacher (“Working with PAX”). Teachers expressed that it was an effort to use PAX-GBG but overall, they became less stressed. The second theme concerned the game (“The game”). Most teachers expressed concerns about the game in the first interview that they revised in the second and third interview. The third theme concerns attention to behaviour (“Focus on behaviour”). PAX-GBG seemed to have improved the classroom climate through clear expectations. The fourth theme concerns how PAX-GBG influenced relationships in the classroom (“Relationships”). PAX-GBG seems to have improved most relationships in the classroom. CONCLUSIONS. Teachers were overall supportive of PAX-GBG, as it was perceived as a manageable and helpful method for teachers. PAX-GBG seemed to be improving relationships both between teacher-student and between students in the classroom. A notable finding was that most teachers had concerns regarding the PAX Game, and changed their mind after using it.}},
  author       = {{Holmdahl, Ale}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{More than just a game? Teachers’ experiences of implementation and relationships using PAX-GBG}},
  year         = {{2022}},
}