دورية أكاديمية
Qualitative process evaluation of the EmpaTeach intervention to reduce teacher violence in schools in Nyarugusu Refugee Camp, Tanzania.
| العنوان: | Qualitative process evaluation of the EmpaTeach intervention to reduce teacher violence in schools in Nyarugusu Refugee Camp, Tanzania. |
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| المؤلفون: | Bakari M; National Institute for Medical Research, Dar es Salaam, Tanzania., Shayo EH; Health Systems, Policy and Translational Research Section, National Institute for Medical Research, Dar es Salaam, Tanzania bshayo@yahoo.com., Barongo V; National Institute for Medical Research, Dar es Salaam, Tanzania., Kiwale Z; National Institute for Medical Research, Dar es Salaam, Tanzania., Fabbri C; Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK., Turner E; Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK., Eldred E; Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK., Mubyazi GM; National Institute for Medical Research, Dar es Salaam, Tanzania., Rodrigues K; Research and Innovation Department, International Rescue Committee, New York, New York, USA., Devries K; Global Health and Development, London School of Hygiene and Tropical Medicine, London, UK. |
| المصدر: | BMJ open [BMJ Open] 2023 Sep 21; Vol. 13 (9), pp. e069993. Date of Electronic Publication: 2023 Sep 21. |
| نوع المنشور: | Journal Article; Research Support, Non-U.S. Gov't |
| اللغة: | English |
| بيانات الدورية: | Publisher: BMJ Publishing Group Ltd Country of Publication: England NLM ID: 101552874 Publication Model: Electronic Cited Medium: Internet ISSN: 2044-6055 (Electronic) Linking ISSN: 20446055 NLM ISO Abbreviation: BMJ Open Subsets: MEDLINE |
| أسماء مطبوعة: | Original Publication: [London] : BMJ Publishing Group Ltd, 2011- |
| مواضيع طبية MeSH: | Refugee Camps* , Schools*, Child ; Humans ; Tanzania ; Educational Status ; Violence/prevention & control |
| مستخلص: | Objective: We explored the experiences and perceptions of school staff and students with the EmpaTeach intervention to prevent teachers' violence against school students. Design: 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. Results: 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. Conclusion: 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. Trial Registration Number: NCT03745573. Competing Interests: Competing interests: Katherine Rodrigues was involved in the development of th EmpaTeach intervention at the International Rescue Committee (© Author(s) (or their employer(s)) 2023. Re-use permitted under CC BY. Published by BMJ.) |
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| معلومات مُعتمدة: | MR/S023860/1 United Kingdom MRC_ Medical Research Council; United Kingdom DH_ Department of Health |
| فهرسة مساهمة: | Keywords: change management; education & training (see medical education & training); mental health; public health; qualitative research |
| سلسلة جزيئية: | ClinicalTrials.gov NCT03745573 |
| تواريخ الأحداث: | Date Created: 20230921 Date Completed: 20230925 Latest Revision: 20230925 |
| رمز التحديث: | 20231215 |
| مُعرف محوري في PubMed: | PMC10514605 |
| DOI: | 10.1136/bmjopen-2022-069993 |
| PMID: | 37734883 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 2044-6055 |
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| DOI: | 10.1136/bmjopen-2022-069993 |