The "Irie Classrooms Toolbox": a cluster randomised trial of a universal violence prevention programme in Jamaican preschools.

“Irie Classrooms Toolbox”：牙买加幼儿园普遍暴力预防计划的整群随机试验。

• 批准号: MR/M007553/1
• 负责人: Helen Baker-Henningham
• 金额: $ 172.62万
• 依托单位: Bangor University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2014
• 资助国家: 英国
• 起止时间: 2014 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=MR%2FM007553%2F1
• 关键词: Irie; Classrooms; Toolbox; cluster; randomised

Violence is a leading worldwide public health problem with a very high prevalence in Jamaica. Interventions in early childhood are an important component in the primary prevention of violence. Training young children's caregivers in behavioural strategies to reduce child aggression and promote child social skills can 1) prevent the early development of antisocial behaviour in children and 2) reduce violence against children by caregivers. Corporal punishment is widely used in schools across Jamaica despite efforts by the Ministry of Education to eliminate it. Although banned by law in early childhood institutions, corporal punishment is still common in Jamaican preschools. The prevalence of conduct problems in young Jamaican children has not been accurately determined but estimates suggest it is between 12%-21%. Preschool teachers report child behaviour problems as a major concern and feel ill equipped to deal with them.We have shown that teachers trained to use evidence-based child behaviour management strategies provide a more emotionally supportive classroom environment and use less corporal punishment. This translates to improvements in class-wide child behaviour; reductions in high-risk children's conduct problems and increases in their social skills at school and at home. Through several years working with preschool teachers in Jamaica, we have developed an intervention that involves guiding teachers in the use of a "toolbox" of key behaviour management strategies that are relevant, easy to use, effective and flexible. The intervention is delivered through participatory and practical methods and has been specifically designed to be scalable, low cost and suitable for use in low resource settings with teachers with limited formal teacher training. We now plan to evaluate this intervention in 76 preschools (228 classrooms) to determine if benefits are obtained when the training is disseminated on a large scale. The preschools will be randomly assigned to a group in which all teachers receive the intervention in year 1 (38 preschools, 114 classrooms) and a second group that will receive the intervention a year later (38 preschools, 114 classrooms). The intervention will involve 5 full-day workshops, monthly in-class support and weekly text messages over the course of a school year. We will evaluate the effect of the intervention on class-wide measures of child aggression and teachers' use of corporal punishment and verbal abuse. We will also evaluate whether the intervention benefits the quality of the classroom environment, class-wide measures of children's prosocial behaviour, teachers' mental health and children's self-regulation, mental health and attendance. We will examine issues surrounding implementation of the intervention including measuring the degree to which teachers adopt the strategies in the classroom, factors affecting teachers' uptake of the intervention and teachers' views on the components of the toolbox and the training. This will help us to refine the toolbox to ensure its' suitability for implementation at scale. An economic evaluation will be conducted to ascertain the costs associated with delivering the intervention to teachers and the ratio of costs to the benefits obtained.This study has the potential to make an enormous public health impact in Jamaica with benefits to reduced aggression and improved child mental health at the population level. We have close links with the government agencies and training institutions responsible for early childhood education in Jamaica and are confident that, if this study shows positive results, the intervention will be integrated into on-going teacher training initiatives. Furthermore, the intervention would be suitable for use at the preschool and early primary school level in other low and middle-income countries with potential to be an important component of global initiatives to prevent violence against children and to promote child mental health.

暴力是全球主要的公共卫生问题，在牙买加的发生率非常高。幼儿期干预是暴力初级预防的重要组成部分。对幼儿的照顾者进行行为策略方面的培训，以减少儿童的攻击性并提高儿童的社交技能，可以 1) 防止儿童反社会行为的早期发展，2) 减少照顾者对儿童的暴力行为。尽管教育部努力消除体罚，但牙买加各地的学校仍广泛使用体罚。尽管法律在幼儿机构中禁止体罚，但牙买加幼儿园中体罚仍然很常见。牙买加幼儿中行为问题的发生率尚未准确确定，但估计在 12%-21% 之间。学前班教师将儿童行为问题视为一个主要问题，并感到自己没有能力处理这些问题。我们已经证明，接受过使用循证儿童行为管理策略培训的教师可以提供更具情感支持的课堂环境，并减少体罚的使用。这意味着全班儿童行为的改善；减少高危儿童的行为问题并提高他们在学校和家庭的社交技能。通过与牙买加学前班教师的多年合作，我们开发了一种干预措施，包括指导教师使用相关、易于使用、有效和灵活的关键行为管理策略“工具箱”。该干预措施通过参与性和实用方法进行，经过专门设计，具有可扩展性、低成本，适合在资源匮乏的环境中使用，且教师接受过有限的正规教师培训。我们现在计划在 76 所幼儿园（228 个教室）中评估这种干预措施，以确定大规模传播培训是否能带来好处。学前班将被随机分配到一组，所有教师在第一年接受干预（38 所学前班，114 个教室），第二组将在一年后接受干预（38 所学前班，114 个教室）。干预措施将包括一学年期间的 5 个全天研讨会、每月的课堂支持和每周的短信。我们将评估干预措施对全班儿童攻击行为以及教师体罚和辱骂行为的影响。我们还将评估干预措施是否有益于课堂环境质量、全班儿童亲社会行为衡量标准、教师心理健康以及儿童自我调节、心理健康和出勤率。我们将研究围绕干预措施实施的问题，包括衡量教师在课堂上采用策略的程度、影响教师采用干预措施的因素以及教师对工具箱和培训组成部分的看法。这将帮助我们完善工具箱，以确保其适合大规模实施。将进行经济评估，以确定与向教师提供干预措施相关的成本以及成本与所获得收益的比率。这项研究有可能对牙买加的公共卫生产生巨大影响，有助于减少攻击行为并改善人口层面的儿童心理健康。我们与牙买加负责幼儿教育的政府机构和培训机构有着密切的联系，并且相信，如果这项研究显示出积极的结果，干预措施将被纳入正在进行的教师培训计划中。此外，该干预措施适用于其他低收入和中等收入国家的学前班和小学早期阶段，有可能成为防止暴力侵害儿童和促进儿童心理健康的全球举措的重要组成部分。

项目成果

The Irie Classroom Toolbox, a universal violence-prevention teacher-training programme, in Jamaican preschools: a single-blind, cluster-randomised controlled trial.

• DOI: 10.1016/s2214-109x(21)00002-4
• 发表时间: 2021-04
• 期刊: The Lancet. Global health
• 作者: Baker-Henningham H;Bowers M;Francis T;Vera-Hernández M;Walker SP
• 通讯作者: Walker SP

The Irie Classroom Toolbox Instructional Support Teacher Manual

入江课堂工具箱教学支持教师手册

• 发表时间: 2022
• 作者: Baker-Henningham H

Effect of transporting an evidence-based, violence prevention intervention to Jamaican preschools on teacher and class-wide child behaviour: a cluster randomised trial.

• DOI: 10.1017/gmh.2017.29
• 发表时间: 2018
• 期刊: Global mental health (Cambridge, England)
• 作者: Baker-Henningham H;Walker S
• 通讯作者: Walker S

Parents' use of harsh punishment and young children's behaviour and achievement: a longitudinal study of Jamaican children with conduct problems.

• DOI: 10.1017/gmh.2018.21
• 发表时间: 2018
• 期刊: Global mental health (Cambridge, England)
• 作者: Baker-Henningham H;Francis T
• 通讯作者: Francis T

The Irie Classroom Toolbox Teacher Activities Book

入江课堂工具箱教师活动手册

• 发表时间: 2022
• 作者: Baker-Henningham H