Abstract
Effects of an intervention and video interaction counseling with teachers of 78 children from school and centers were investigated. The study involved a quasi-experimental pretest-intervention–posttest control group design. In Condition 1 teachers received the counseling for 12 weeks, followed by withdrawal of this intervention for weeks. In Condition 2 the intervention was in reversed order. The students' competent behavior was assessed by rating their response to social support during engagement in a standardized task, their performance of standardized tasks of cognitive skills, and ratings of their social skills. Results revealed differences in favor of the participants in the two video interaction counseling research conditions on measures of social support and cognitive competence.
