Improving Interaction Competencies With Children—A Pilot Feasibility Study to Reduce School Corporal Punishment

Kaltenbach, Elisa; Hermenau, Katharin; Nkuba, Mabula; Goessmann, Katharina; Hecker, Tobias

doi:10.1080/10926771.2017.1357060

Cited by 33 publications

(70 citation statements)

References 34 publications

(59 reference statements)

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“…ICC-T aims to enable teachers to use nonviolent disciplinary measures and to strengthen their competencies in non-violent interactions by introducing essential interaction competencies with children into the daily work of teachers. The pilot study demonstrated the feasibility of ICC-T at the primary school level [6] and the CRCT provided initial evidence of the effectiveness of the preventative intervention at the secondary school level: The use of violent discipline by teachers (self-reported and reported by students) was reduced in the intervention schools compared to control schools. Furthermore, teachers in the intervention schools reported less positive attitudes towards the use of violent discipline in intervention schools at follow-up compared to control schools [1].…”

Section: Intervention To End Violence By Teachers Against Children Inmentioning

confidence: 92%

“…Apart from the legal intervention strategies, the school-based preventative intervention approach Interaction Competencies with Childrenfor Teachers (ICC-T) has been evaluated in a cluster randomized controlled trial (CRCT) in secondary schools and in a pilot study with one selected primary school in Tanzania [1,6]. ICC-T is based on attachment, behavioral, and social learning theories.…”

Section: Intervention To End Violence By Teachers Against Children Inmentioning

confidence: 99%

“…measures for ICC-T training evaluation We will adopt the purpose-built measures as used in previous studies conducted by our team [1,2,6]. We will follow the guidelines for feasibility studies by Bowen et al [53] in assessing the demand, applicability, acceptability, and integration of ICC-T training techniques into teachers' daily work.…”

Section: Purpose-builtmentioning

confidence: 99%

“…Despite the existence of different national and international intervention strategies to end violent discipline by teachers, the prevalence of the use of violent discipline by teachers is still reported globally [3][4][5]. In many countries in Sub-Saharan Africa, including, for example, Tanzania, violent discipline by teachers is still legal and considered by teachers as being a necessary and effective disciplinary tool to control student behavior [6].…”

Section: Introductionmentioning

confidence: 99%

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Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools

Masath

Hermenau²,

Nkuba

et al. 2019

Preprint

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Background: Despite the existing national and international plans of action to end violent discipline strategies used by teachers in schools, they still prevail in Tanzanian schools. This underlines the need to implement schoolbased interventions that aim at reducing violent discipline by teachers. In this study, we will evaluate the feasibility and effectiveness of the preventative intervention Interaction Competencies with Childrenfor Teachers (ICC-T) in Tanzanian primary schools. Following its success in secondary schools, we hypothesize that the intervention will reduce teachers' positive attitudes towards and their use of violent discipline at school.Methods/design: The study will be conducted in six randomly selected regions in Tanzania. We have already randomly selected two schools in each region (12 in total) that fulfill our inclusion criteria. From each region, one school will be randomly assigned to the intervention and the other to the monitoring group (no intervention). Eighty students between the ages of 9 to 12 years (N = 960) and 20 teachers from each school (N = 240) will be included in the trial. We will collect data directly before the intervention (t1) and 6 months after the intervention (t2) both at intervention and monitoring schools. Using guided questionnaire assessments, we will measure violence by teachers using students' reports on their exposure to and teachers' reports on their use of violence using the Conflict Tactics Scale. Furthermore, we will assess teachers' positive attitudes towards violent discipline using a modified version of the Conflict Tactic Scale. The feasibility of the intervention will be evaluated using purpose-built measures assessing the demand, applicability, acceptability, and integration of core elements into daily work in the participating schools. Discussion: The proposed study will allow us to test the feasibility and effectiveness of an intervention aiming to reduce positive attitudes towards and the use of violent discipline by teachers in school settings. With the reduction of violent discipline by teachers, this study contributes to national and international efforts towards ending violence against children as well as the attainment of the United Nations' Sustainable Development Goals that also aim to prevent all types of maltreatment of children.

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Section: Intervention To End Violence By Teachers Against Children Inmentioning

confidence: 92%

Section: Intervention To End Violence By Teachers Against Children Inmentioning

confidence: 99%

Section: Purpose-builtmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools

Masath

Hermenau²,

Nkuba

et al. 2019

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…Despite the existence of different national and international intervention strategies to end violent discipline by teachers, the prevalence of the use of violent discipline by teachers is still reported globally (3)(4)(5). In many countries in Sub-Saharan Africa, including, for example, Tanzania, violent discipline by teachers is still legal and considered by teachers as being a necessary and effective disciplinary tool to control student behaviour (6).…”

Section: Introductionmentioning

confidence: 99%

Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools

Masath

Hermenau²,

Nkuba

et al. 2019

Preprint

Self Cite

View full text Add to dashboard Cite

Background Despite the existing national and international plans of action to end violent discipline strategies used by teachers in schools, it still prevails in Tanzanian schools. This underlines the need to implement school-based interventions that aim at reducing violent discipline by teachers. In this study, we will evaluate the feasibility and effectiveness of the preventative intervention Interaction Competencies with Children for Teachers in Tanzanian primary schools. Following its success in secondary schools, we hypothesize that the intervention will reduce teachers’ positive attitudes towards and their use of violent discipline at school. Methods The study will be conducted in six randomly selected regions in Tanzania. We have already randomly selected two schools in each region (12 in total) that fulfill our inclusion criteria. From each region, one school will be randomly assigned to the intervention and the other to the monitoring group (no intervention). Eighty students between the ages of nine to twelve years (N = 960) and 20 teachers from each school (N = 240) will be included in the trial. We will collect data directly before the intervention (t1) and six months after the intervention (t2) both at intervention and monitoring schools. Using guided questionnaire assessments, we will measure violence by teachers using students’ reports on their exposure to and teachers’ reports on their use of violence using the Conflict Tactics Scale. Furthermore, we will assess teachers’ positive attitudes towards violent discipline using a modified version of the Conflict Tactic Scale. The feasibility of the intervention will be evaluated using purpose-built measures assessing the demand, applicability, acceptability and integration of core elements into the daily work in the participating schools. Discussion The proposed study will allow us to test the feasibility and effectiveness of an intervention aiming to reduce positive attitudes towards and the use of violent discipline by teachers in school settings. With the reduction of violent discipline by teachers, this study contributes to national and international efforts towards ending violence against children as well as the attainment of the United Nations’ Sustainable Development Goals that also aim for preventing children from all types of maltreatment.

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The Role of Teachers

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The Wiley Blackwell Handbook of Bullying

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Improving Interaction Competencies With Children—A Pilot Feasibility Study to Reduce School Corporal Punishment

Cited by 33 publications

References 34 publications

Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools

Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools

Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools

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