Qualitative process evaluation of the EmpaTeach intervention to reduce teacher violence in schools in Nyarugusu Refugee Camp, Tanzania.
Qualitative process evaluation of the EmpaTeach intervention to reduce teacher violence in schools in Nyarugusu Refugee Camp, Tanzania.
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DOI：
10.1136/bmjopen-2022-069993
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发表时间：
2023-09-21
期刊：
影响因子：
2.9
通讯作者：
中科院分区：
文献类型：
--
作者：
我们探讨了学校工作人员和学生的经验和看法与EmpaTeach干预，以防止教师对学生的暴力。这项定性研究涉及深入访谈58和39名参与者在中线和底线，分别与布隆迪和刚果干预学校在Nyarugusu难民营。他们包括三名中小学教育协调员、29名EmpaTeach干预协调员、14名包括校长和纪律教师在内的利益攸关方、25名任课教师和26名学生。专题分析被用来制定代码，检查报价的内容，以根据方案理论的关键要素捕捉关键主题。协调员和教师广泛报告了EmpaTeach方案的积极经验。干预课程使教师能够反思自己的价值观和体罚经历，并使他们掌握有用和可接受的课堂管理和替代纪律战略。教师采用辅导、表扬和奖励，以及与学生和家长共同讨论的方式。另一方面，一些教师报告说，他们坚持使用体罚，他们认为这是由于儿童的（错误）行为，以及他们坚信殴打是惩戒学生的一种积极方法。大多数协调员和教师广泛接受EmpaTeach干预，因为它提供了关于替代纪律方法的有用和相关的知识和技能。学生们注意到教师对他们的管教方式发生了一些积极变化，教师使用了非暴力方法。需要进一步研究，以了解预防暴力干预措施如何能够成功地减少脆弱环境中的暴力行为。NCT 03745573。
We explored the experiences and perceptions of school staff and students with the EmpaTeach intervention to prevent teachers’ violence against school students. This qualitative study involved in-depth interviews with 58 and 39 participants at midline and endline, respectively, with Burundian and Congolese intervention schools in Nyarugusu refugee camp. They comprised three education coordinators of primary and secondary schools, 29 EmpaTeach intervention coordinators, 14 stakeholders including headteachers and discipline teachers, 25 classroom teachers and 26 students. Thematic analysis was used to develop codes by examining the content of quotes to capture key themes in line with the key elements of the programme theory. Coordinators and teachers widely reported positive experiences with the EmpaTeach programme. The intervention sessions enabled teachers to reflect on their own values and experiences of corporal punishment and equipped them with useful and acceptable classroom management and alternative discipline strategies. Teachers adopted the use of counselling, praise and reward, and joint discussions with students and parents. On the other hand, several teachers reported persistent use of corporal punishment which they attributed to children’s (mis)behaviours and strong beliefs that beating was a positive approach to disciplining students. The majority of coordinators and teachers widely accepted the EmpaTeach intervention as it offered useful and relevant knowledge and skills on alternative disciplinary methods. Students noticed some positive changes on the way they were being disciplined by teachers, where non-violent methods were used. Further research is needed to understand how violence prevention interventions can successfully lead to reductions in violence in fragile settings. NCT03745573.
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影响因子：
15.8
作者：
Fabbri C;Rodrigues K;Leurent B;Allen E;Qiu M;Zuakulu M;Nombo D;Kaemingk M;De Filippo A;Torrats-Espinosa G;Shayo E;Barongo V;Greco G;Tol W;Devries KM
通讯作者：
Devries KM
DOI：
10.1016/s2214-109x(21)00002-4
发表时间：
2021-04
期刊：
The Lancet. Global health
影响因子：
--
作者：
Baker-Henningham H;Bowers M;Francis T;Vera-Hernández M;Walker SP
通讯作者：
Walker SP
影响因子：
3.6
作者：
Ferrara, Pietro;Franceschini, Giulia;Corsello, Giovanni
通讯作者：
Corsello, Giovanni
影响因子：
1.9
作者：
Frankenberg, Sofia Johnson;Holmqvist, Rolf;Rubenson, Birgitta
通讯作者：
Rubenson, Birgitta
影响因子：
7.6
作者：
Greydanus, DE;Pratt, HD;Patel, DR
通讯作者：
Patel, DR