# Prosocial Intervention to Support Teachers and Staff Implementing Behavioral Interventions in a Specialized School Setting
Educators in specialized school settings face immense challenges, from implementing behavioral interventions to managing stress and burnout. A recent study by Paliliunas et al. (2024) explores a **prosocial intervention** designed to support teachers and staff, offering a promising approach to improving workplace well-being. This blog post will break down the study, its findings, and how behavior analysts can apply this research in real-world settings.
## What is the Prosocial Intervention?
Prosocial intervention is a framework integrating **Acceptance and Commitment Therapy (ACT)** with **Ostrom’s Core Design Principles (CDPs)** to enhance group cohesion and individual psychological flexibility.
This model focuses on:
1. **Defining shared values** among staff
2. **Encouraging self-governance** in school teams
3. **Enhancing psychological flexibility** to reduce stress and burnout
By fostering a collaborative environment and embedding principles of ACT, educators can work more effectively to support students with behavioral needs.
## Why Do Teachers in Specialized Schools Need This?
Teachers and staff working in alternative settings face unique challenges, such as:
- **High stress and burnout rates** due to student behavioral difficulties
- **Low job satisfaction** from overwhelming workloads
- **Difficulty sustaining evidence-based interventions** without support
Previous research has shown that **ACT-based interventions** can significantly improve caregiver well-being and **enhance teamwork**, making this framework an important addition to behavior analytic practice.
## Study Overview & Methodology
This study by Paliliunas et al. (2024) examined prosocial interventions in a **specialized day-treatment school**.
### **Participants & Setting**
- 17 **teachers and staff** members
- Worked in an **alternative behavioral school**
- Varied in experience and educational background
### **Study Design**
- **AB Experimental Design:** Baseline and intervention phases
- **Pre- and post-intervention evaluations** to measure impact
### **Key Measures Used**
1. **Prosocial Survey (PS):** Measured group engagement
2. **Acceptance and Action Questionnaire – 2 (AAQ-2):** Assessed psychological flexibility
3. **Perceived Stress Scale (PSS):** Tracked stress changes
4. **Ecological Momentary Assessment (EMA):** Examined values-behavior alignment
This structured approach helped determine whether the **prosocial intervention** effectively improved workplace well-being among school staff.
## How the Intervention Was Implemented
The intervention consisted of **three structured sessions**, each targeting key concepts of prosocial engagement.
### **Session 1: Introducing the Prosocial Matrix**
- Staff developed an **ACT matrix** to clarify collective values
- Identified **barriers to effective teamwork**
- Explored the link between **values and behaviors**
### **Session 2: Setting Goals & Self-Governance**
- Teams reviewed **baseline survey data**
- Introduced **Ostrom’s Core Design Principles**
- Set **SMART goals** (Specific, Measurable, Actionable, Realistic, Time-based)
### **Session 3: Tracking Progress & Sustainability**
- Evaluated ongoing staff engagement
- Addressed **challenges in sustaining behavioral interventions**
- Developed **action plans** for long-term success
By following this structured approach, educators experienced **increased cohesion** and better alignment with their values in the workplace.
## Key Findings: Did the Intervention Work?
The results of this study indicated several **major benefits**:
1. **Improved Psychological Flexibility:**
- **AAQ-2 scores** showed staff became more adaptable to challenges
2. **Decreased Stress Levels:**
- **PSS scores** revealed a reduction in workplace stress
3. **Stronger Group Cohesion & Engagement:**
- **Prosocial Survey results** indicated **improved teamwork and collaboration**
4. **Alignment Between Values & Behavior:**
- Staff reported **greater consistency** between their values and daily practices
These findings suggest that **prosocial interventions can create meaningful improvements** in both group cohesion and individual well-being.
## Practical Implications for Behavior Analysts
How can behavior analysts apply these findings in their own work?
### **1. Implement ACT Strategies in Staff Training**
- Guide teams in identifying shared values **before starting interventions**
- Use **ACT-based reflection exercises** to increase psychological flexibility
### **2. Use Core Design Principles to Strengthen Collaboration**
- Encourage **self-governance** among staff teams
- Foster **collective accountability** for behavioral interventions
- Build **structured support systems** for educators
### **3. Focus on Long-Term Sustainability**
- Monitor **stress levels and group cohesion** over time
- Provide **continued professional development** on psychological flexibility
- Adapt interventions based on **staff feedback and progress**
By incorporating these practices, behavior analysts can enhance the effectiveness of behavioral interventions **while reducing educator burnout**.
## Conclusion
The study by Paliliunas et al. (2024) demonstrates that **prosocial interventions can significantly improve workplace well-being** in specialized school settings. By integrating **ACT and Ostrom’s Core Design Principles**, behavior analysts can help educators sustain effective interventions while fostering **a more supportive and resilient workplace**.
To read the full study, visit: [https://doi.org/10.1007/s40617-024-01005-0](https://doi.org/10.1007/s40617-024-01005-0).
Have you implemented ACT-based interventions in your work? Share your experiences in the comments!
