PBIS as a tool for non-specific primary prevention of risky behavior in the primary school

The thesis focuses on primary school teachers' attitudes toward the Positive Behavioral Interventions and Supports (PBIS) system, the application of positive support principles in practice, and their disciplinary approaches. The theoretical section defines the concepts of positive support, problematic behavior, disciplinary measures, the process of implementation, and the principles of PBIS. It also presents findings from current research in the field of positive support. The research section describes how teachers in the Czech context perceive positive support as a tool of non-specific prevention. Data were collected through a questionnaire survey involving 52 respondents. The methodology was subsequently expanded with a qualitative component, consisting of semi-structured interviews with six female respondents. The analysis of the collected data shows that teachers consider positive behavioral support to be an effective approach. They report applying the principles of positive support, even though they are not familiar with PBIS as a comprehensive framework. KEYWORDS PBIS, positive behavior support, problem behavior, primary prevention, nonspecific prevention, classroom climate, teachers' attitudes, trauma-informed approach