Reducing teachers’ use of violence toward students: A cluster-randomized controlled trial in secondary schools in Southwestern Uganda

Ssenyonga, Joseph; Hermenau, Katharin; Mattonet, Katharina; Nkuba, Mabula; Hecker, Tobias

doi:10.1016/j.childyouth.2022.106521

Cited by 15 publications

(30 citation statements)

References 30 publications

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“…Four studies, all cluster RCTs, were included in the review (Baker-Henningham et al, 2019;Devries et al, 2015;Nkuba et al, 2018;Ssenyonga et al, 2022). Four articles that analysed and discussed data from Devries et al (2015) were retrieved and included (Devries et al, 2017(Devries et al, , 2018Kayiwa et al, 2017;Merrill et al, 2018).…”

Section: Included Studiesmentioning

confidence: 99%

“…The baseline demographics of the participants included in the studies are presented in Table 1. All of the studies were conducted in primary or secondary schools in LMICs: Uganda (Devries et al, 2015;Ssenyonga et al, 2022), Tanzania (Nkuba et al, 2018) and Jamaica (Baker-Henningham et al, 2019). The number of schools per study, or cluster size, ranged from 8 to 42, the 4of16 number of participating teachers ranged from 55 to 591and the number of included students ranged from 220 to 4789.…”

Section: Included Studiesmentioning

confidence: 99%

“…Intervention characteristics from each study are presented in Table 2. Devries et al (2015) implemented the Good School Toolkit, Ssenyonga et al (2022) and Nkuba et al (2018)…”

Section: Interventionsmentioning

confidence: 99%

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School‐based interventions to reduce teacher violence against children: a systematic review

2022

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Section: Included Studiesmentioning

confidence: 99%

Section: Included Studiesmentioning

confidence: 99%

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School‐based interventions to reduce teacher violence against children: a systematic review

2022

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“…Das spricht für einen Spill-Over-Effekt der Trainingsinhalte und unterstreicht die Funktion der Lehrer/innen als Rollenbilder für Schüler/innen [Masath et al, 2020]. Ähnliche Ergebnisse konnten in einer Cluster-randomisierten kontrollierten Studie in Uganda gezeigt werden: 548 Schüler/innen und 343 Lehrkräfte der Interventionsgruppe in zehn Schulen berichteten bei Follow-up von signifikant weniger emotionaler und physischer Gewalt [Ssenyonga et al, 2022]. Die Intervention ICC-T hat den Anspruch, für verschiedene Settings einfach anpassbar zu sein und effektiv in verschiedenen Schulformen, Kulturen und Gesellschaften zu einer Reduktion der Gewalt zu führen.…”

Section: Aktueller Stand Der Forschung Zu Icc-tunclassified

Interaction Competencies with Children – Entwicklung und Wirkmechanismen einer präventiven Intervention für Lehrkräfte im Kontext gesellschaftlich akzeptierter Gewalt

Kirika

Hecker²

2022

Verhaltenstherapie

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Gewalt gegen Kinder ist ein globales Problem und hat massive negative individuelle und gesellschaftliche Folgen. In vielen Ländern ist Gewalt in der Erziehung gesellschaftlich akzeptiert und weit verbreitet. Gewalt gegen Kinder hat vielfältige gesellschaftliche und individuelle Ursachen sowie aufrechterhaltende Faktoren. Auch in Schulen sind Kinder andauernder Gewalt ausgesetzt, was für die Notwendigkeit präventiver schul-basierter Programme spricht. Die Zielgruppe präventiver Programme sollten vor allem die Personen sein, von denen die Gewalt ausgeht – in diesem Kontext: Lehrer/innen. Die ursächlichen Faktoren sollten möglichst umfassend adressiert werden, wobei der oftmals ressourcenarme Kontext berücksichtigt werden muss. In diesem Übersichtsartikel wird die präventive Intervention <i>Interaction Competencies with Children – for Teachers</i> beschrieben und deren Wirkmechanismen diskutiert. Die Intervention ist ein 5,5-tägiges Training für Lehrer/innen in Gesellschaften, in denen Gewalt als Disziplinierungsmaßnahme akzeptiert ist. Ziel der Intervention ist eine Verhaltensveränderung der Lehrer/innen. Ein zentraler Wirkfaktor ist die Dynamik der Intervention, durch die zunächst eine Veränderungsbereitschaft, dann eine Handlungskompetenz und Handlungsmotivation bewirkt wird. Des Weiteren wirkt die Intervention auf verschiedenen Ebenen und adressiert normative Aspekte, die sowohl das System Schule betreffen, als auch individuelle Faktoren. Wie die verschiedenen Methoden und Themen auf individueller und schulischer Ebene wirken und miteinander interagieren, sollte zukünftig durch eine Evaluation des Veränderungsprozesses beantwortet werden.

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“…There is growing evidence from LMIC that violence prevention, parenting programmes can be effective in reducing parents' use of VAC at home (10,11), although most studies have been small efficacy trials and evidence is needed on their effectiveness at scale. There is some limited evidence of the effectiveness of interventions to prevent VAC by primary and secondary school teachers (12)(13)(14), but less work has been conducted in early childhood educational settings such as preschools and childcare centers. Ending teachers' use of VAC is critical as schools reach large numbers of children and children spend a large amount of time there.…”

Section: Introductionmentioning

confidence: 99%

The Irie Classroom Toolbox: Mixed method assessment to inform future implementation and scale-up of an early childhood, teacher-training, violence-prevention programme

Bowers

Francis

Baker‐Henningham

2022

Front. Public Health

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IntroductionViolence against children (VAC) is a violation of child rights, has high prevalence in low- and middle-income countries, is associated with long-term negative effects on child functioning, and with high economic and social costs. Ending VAC at home and at school is thus a global public health priority.MethodsIn Jamaica, we evaluated an early childhood, teacher-training, violence-prevention programme, (the Irie Classroom Toolbox), in a cluster-randomised trial in 76 preschools. The programme led to large reductions to teachers' use of VAC, although the majority of teachers continued to use VAC at times. In this paper, we describe a mixed-method evaluation of the Irie Classroom Toolbox in the 38 Jamaican preschools that were assigned to the wait-list control group of the trial. In a quantitative evaluation, 108 preschool teachers in 38 preschools were evaluated at pre-test and 91 teachers from 37 preschools were evaluated at post-test. One preschool teacher from each of these 37 preschools were randomly selected to participate in an in-depth interview as part of the qualitative evaluation.ResultsPreschool teachers were observed to use 83% fewer instances of VAC across one school day after participating in the programme, although 68% were observed to use VAC at least once across two days. The qualitative evaluation confirmed these findings with all teachers reporting reduced use of violence, but 70% reporting continued use of VAC at times. Teachers reported that the behaviour change techniques used to deliver the intervention increased their motivation, knowledge and skills which in turn led to improved child behaviour, improved relationships and improved professional well-being. Direct pathways to reduced use of VAC by teachers were through improved child behaviour and teacher well-being. The main reasons for continued use of VAC were due to barriers teachers faced using positive discipline techniques, teachers' negative affect, and child behaviours that teachers perceived to be severe.DiscussionWe describe how we used the results from the mixed-method evaluation to inform revisions to the programme to further reduce teachers' use of VAC and to inform the processes of training, supervision and ongoing monitoring as the programme is scaled-up through government services.

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Reducing teachers’ use of violence toward students: A cluster-randomized controlled trial in secondary schools in Southwestern Uganda

Cited by 15 publications

References 30 publications

School‐based interventions to reduce teacher violence against children: a systematic review

School‐based interventions to reduce teacher violence against children: a systematic review

Interaction Competencies with Children – Entwicklung und Wirkmechanismen einer präventiven Intervention für Lehrkräfte im Kontext gesellschaftlich akzeptierter Gewalt

The Irie Classroom Toolbox: Mixed method assessment to inform future implementation and scale-up of an early childhood, teacher-training, violence-prevention programme

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