Preventing Violence by Teachers in Primary Schools in Haiti: A Cluster Randomized Controlled Trial of Interaction Competencies With Children - for Teachers (ICC-T)
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 1,064
- 试验地点
- 2
- 主要终点
- Change of teachers' use of emotional and physical violence
研究概览
简要总结
Violence has severe and long-lasting negative consequences for children's and adolescents' well-being and academic functioning, which can hinder communities' and societies' economic growth. According to the Human Development Index, Haiti is one of the least developed countries in the world and the least developed in the Western hemisphere. Although Haiti has officially signed international and national laws aiming to protect children, preliminary reports suggest high rates of violence against children at schools. In addition to a lack of adequate training and supervision of teachers and an underdeveloped education system, attitudes favoring violence against children as an effective and acceptable discipline method and the lack of access to alternative non-violent strategies are likely to contribute to teachers' ongoing use of violence against children.
Notwithstanding, no school-level interventions addressing these factors to reduce violence by teachers have been scientifically evaluated in Haiti so far.
Thus, the present study tests the effectiveness of the preventative intervention Interaction Competencies with Children - for Teachers (ICC-T) in primary schools in Haiti. Previous studies have provided initial evidence on the feasibility and effectiveness of ICC-T to reduce teacher violence in primary and secondary schools in Tanzania and secondary schools in Uganda. This study aims to provide first evidence for the effectiveness of ICC-T to reduce violence and to improve children's functioning (i.e. mental health, well-being, academic performance) in a cultural setting outside of Sub-Saharan Africa.
详细描述
The study is designed as a two-arm cluster randomized controlled trial with schools (clusters) as level of randomization. The study will be conducted in the Northern department of Haiti. Six schools in each of the 6 included communes will be randomly selected, resulting in a total number of 36 schools.
In each commune, three schools will be randomly allocated to the intervention group (that will receive the ICC-T intervention) and three schools to the control group (that will receive no intervention). At each school, 28 students (stratified by gender) in the 4th grade of primary School (between 9 and 11 years of age) and all teachers (at least 13) will be recruited. Thus, the final sample will comprise at least 1008 students and at least 468 teachers.
The study will have two data assessment points: baseline assessment prior to the intervention and follow-up assessment six to 12 months after the intervention. In addition, feasibility data will be assessed in the intervention group at the beginning and the end of the intervention. Primary outcome measures are student- and teacher-reported physical and emotional violence by teachers in the past week. Secondary outcome measures include teachers' attitudes towards violence against students, children's emotional and behavioral problems, quality of life, and cognitive functioning.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Double (Participant, Investigator)
入排标准
- 年龄范围
- 7 Years 至 70 Years（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Written informed consent (if underaged by parents & minors themselves)
- •Students: Enrollment in class 4 of primary school
- •Teachers: All teachers employed at the school
- •Public or community schools
- •Mixed-gender schools
- •Day schools
- •At least 40 students in selected class/stream
排除标准
- •Students and teachers:
- •Acute drug or alcohol intoxication
- •Acute psychotic disorder
- •Previous training on violence prevention
结局指标
主要结局
Change of teachers' use of emotional and physical violence
时间窗: The CTS will be used at T1 (baseline, prior to intervention) and T2 (follow-up, 6-12 months after intervention)
The Conflict Tactics Scale (CTS) will be used to assess teachers' use of emotional and physical violent discipline measures against students in the past week. Higher scores indicate higher levels of violence that is used by teachers. We hypothesize a stronger reduction of the use of violence in the intervention group compared to the control group.
Change of students' exposure to emotional and physical violence by teachers
时间窗: The CTS will be used at T1 (baseline, prior to intervention) and T2 (follow-up, 6-12 months after intervention)
The Conflict Tactics Scale (CTS) will be used to assess students' self-reported experiences of emotional and physical violence by teachers at school in the past week. Higher scores indicate higher levels of violence that is used by teachers. We hypothesize a stronger reduction of exposure to violence in the intervention group compared to the control group.
次要结局
- Change of teachers' positive attitudes towards emotional and physical violence(The adapted version of CTS will be used at T1 (baseline, prior to intervention) and T2 (follow-up, 6-12 months after intervention))
- Change of student's mental health(The PSC-Y will be used at T1 (baseline, prior to intervention) and T2 (follow-up, 6-12 months after intervention))
- Change of students' quality of life(The KIDSCREEN-10 will be used at T1 (baseline, prior to intervention) and T2 (follow-up, 6-12 months after intervention))
- Change of students' cognitive functioning(The app-based tasks will be used at T1 (baseline, prior to intervention) and T2 (follow-up, 6-12 months after intervention))
研究者
Tobias Hecker, PhD
Assistant Professor
Bielefeld University