Reducing Physical Violence Toward Primary School Students With Disabilities.
Reducing Physical Violence Toward Primary School Students With Disabilities.
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DOI：
10.1016/j.jadohealth.2017.09.004
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发表时间：
2018-03
期刊：
影响因子：
--
通讯作者：
Naker D
中科院分区：
文献类型：
--
作者：
Devries K;Kuper H;Knight L;Allen E;Kyegombe N;Banks LM;Kelly S;Naker D
我们测试了好学校工具包是否减少了乌干达小学同龄人和学校工作人员对残疾和非残疾学生的身体暴力。我们进行了一项整群随机对照试验，通过2012年和2014年的横断面调查收集数据。乌干达卢韦罗区的42所小学被随机分配接受为期18个月的“好学校工具包”，或进入一个等待名单的对照组。主要结果是过去一周学校工作人员的身体暴力，通过使用国际防止虐待儿童协会和儿童虐待筛查工具-儿童机构的小5，6和7学生（11-14岁）的自我报告进行测量。通过华盛顿小组关于功能的六个简短问题集对残疾进行评估。分析的意图治疗。在终点线，53%的控制组学生没有功能障碍，报告暴力从同龄人或学校工作人员，与84%的残疾学生。在无功能障碍的学生中，干预学校过去一周来自学校工作人员的身体暴力发生率低于干预后的对照学校（校正比值比[aOR] = 0.41，95%置信区间[CI 0.26 - 0.65]），有一定功能障碍的学生（aOR = .36，95%CI.21-.63），残疾学生（aOR = .29，95%CI.14-.59）。干预措施还减少了青少年中来自同龄人的暴力行为，没有证据表明残疾状况的影响存在差异。“好学校工具包”是一项有效的干预措施，旨在减少乌干达小学中同龄人和学校工作人员对残疾青少年的暴力行为。
We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11–14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26–.65]), students with some functional difficulties (aOR = .36, 95% CI .21–.63), and students with disabilities (aOR = .29, 95% CI .14–.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools.
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影响因子：
4.2
作者：
Abraham, Charles;Michie, Susan
通讯作者：
Michie, Susan
影响因子：
2.9
作者：
Bachani AM;Galiwango E;Kadobera D;Bentley JA;Bishai D;Wegener S;Hyder AA
通讯作者：
Hyder AA
影响因子：
3.7
作者：
Eide, Arne H.;Mannan, Hasheem;Dyrstad, Karin
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Dyrstad, Karin
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168.9
作者：
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通讯作者：
Officer, Alana
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作者：
Akmatov, Manas K.
通讯作者：
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