Reducing Violence by Teachers Against Children: A Multi-Site Cluster Randomized Controlled Trial of Interaction Competencies With Children - for Teachers (ICC-T) in Primary and Secondary Schools in Tanzania, Uganda and Ghana
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 3,264
- 试验地点
- 3
- 主要终点
- Change of students' exposure to emotional and physical violence by teachers
研究概览
简要总结
Violence has severe and long-lasting negative consequences for children's and adolescents' well-being and psychosocial functioning, thereby also hampering communities' and societies' economic growth. Studies show high prevalence of violence by teachers against children in Sub-Saharan Africa, both in countries where violence is lawful as disciplinary measure at school and in countries where it has been officially banned. In addition to legal and structural factors (e. g. stressful working conditions for teachers), 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, there are currently very few school-level interventions to reduce violence by teachers that a) have been scientifically evaluated and b) that focus both on changing attitudes towards violence and on equipping teachers with non-violent discipline strategies.
Thus, the present study tests the effectiveness of the preventative intervention Interaction Competencies with Children - for Teachers (ICC-T) in primary and secondary schools in Tanzania, Uganda and Ghana. 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 further evidence for the effectiveness of ICC-T to reduce violence and to improve children's functioning (i.e. mental health, well-being, academic performance) across educational settings, societies and cultures.
详细描述
The study is a multi-site cluster randomized controlled trial with schools (clusters) as level of randomization. Multi-stage random sampling will be applied to select three zones per country (Tanzania, Uganda and Ghana) and one district in each zone. In each district, eight public schools will be randomly selected, resulting in a total number of 72 schools (24 per country). Schools will be stratified based on school type (primary or secondary school) and location (rural or urban), leading to 36 sites or cluster pairs (3 countries x 3 zones x 2 school types x 2 locations). In each site, one school will be randomly allocated to the intervention group (that will receive the ICC-T intervention) and one school to the control group (that will receive no intervention).
At each school, 40 students (stratified by gender) in the third year of primary school or in the first year of secondary/junior high school and all teachers (expected average number: 20) will be recruited. Thus the final sample will comprise 2880 students and at least 1440 teachers.
The study will have three data assessment points: baseline assessment prior to the intervention, the first follow-up assessment six months after the intervention and the second follow-up assessment 18 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, Outcomes Assessor)
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
- 否
入选标准
- •Inclusion Criteria:
- •All: Written informed consent (if underaged by parents (written) & minors themselves (oral or written)
- •Students: Enrollment in class 3 of primary school or in class 1 of secondary school
- •Teachers: All teachers employed at the school
- •Public schools
- •Mixed-gender schools
- •Day schools
- •At least 40 students in selected class/stream
排除标准
- •Acute drug or alcohol intoxication
- •Acute psychotic disorder
结局指标
主要结局
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), T2 (first follow-up, 6 months after intervention) and T3 (second follow-up, 18 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. A change of exposure to violence in the intervention group is hypothesized.
Change of teachers' use of emotional and physical violence
时间窗: The CTS will be used at T1 (baseline, prior to intervention), T2 (first follow-up, 6 months after intervention) and T3 (second follow-up, 18 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. A change in the use of violence in the intervention group is hypothesized.
次要结局
- Change of teachers' positive attitudes towards emotional and physical violence(The adapted version of CTS will be used at T 1 (baseline, prior to intervention), T2 (first follow-up, 6 months after intervention) and T3 (second follow-up, 18 months after the intervention).))
- Change of students' quality of life(The KIDSCREEN-10 will be used at T1 (baseline, prior to intervention), T2 (first follow-up, 6 months after intervention) and T3 (second follow-up, 18 months after intervention) ])
- Change of student's mental health(The PSC-Y will be used at T1 (baseline, prior to intervention), T2 (first follow-up, 6 months after intervention) and T3 (second follow-up, 18 months after intervention))
- Change of students' cognitive functioning(The Psych Lab 101 application will be used at T1 (baseline, prior to intervention), T2 (first follow-up, 6 months after intervention) and T3 (second follow-up, 18 months after intervention))
研究者
Tobias Hecker, PhD
Principal Investigator
Bielefeld University