Cargando…

Understanding why EmpaTeach did not reduce teachers’ use of violence in Nyarugusu Refugee Camp: A quantitative process evaluation of a school-based violence prevention intervention

EmpaTeach was the first intervention to address teacher violence to be tested in a humanitarian setting and the first to focus on reducing impulsive use of violence, but a cluster randomised trial found no evidence that the intervention was effective in reducing physical and emotional violence from...

Descripción completa

Detalles Bibliográficos
Autores principales: Fabbri, Camilla, Powell-Jackson, Timothy, Rodrigues, Katherine, De Filippo, Alexandra, Kaemingk, Michael, Torrats-Espinosa, Gerard, Leurent, Baptiste, Shayo, Elizabeth, Barongo, Vivien, Devries, Karen M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10266646/
https://www.ncbi.nlm.nih.gov/pubmed/37315037
http://dx.doi.org/10.1371/journal.pgph.0001404
_version_ 1785058783033032704
author Fabbri, Camilla
Powell-Jackson, Timothy
Rodrigues, Katherine
De Filippo, Alexandra
Kaemingk, Michael
Torrats-Espinosa, Gerard
Leurent, Baptiste
Shayo, Elizabeth
Barongo, Vivien
Devries, Karen M.
author_facet Fabbri, Camilla
Powell-Jackson, Timothy
Rodrigues, Katherine
De Filippo, Alexandra
Kaemingk, Michael
Torrats-Espinosa, Gerard
Leurent, Baptiste
Shayo, Elizabeth
Barongo, Vivien
Devries, Karen M.
author_sort Fabbri, Camilla
collection PubMed
description EmpaTeach was the first intervention to address teacher violence to be tested in a humanitarian setting and the first to focus on reducing impulsive use of violence, but a cluster randomised trial found no evidence that the intervention was effective in reducing physical and emotional violence from teachers. We aimed to understand why. We conducted a quantitative process evaluation to describe the intervention implementation process (what was implemented and how); examine teachers’ adoption of positive teaching practices (was the content of the intervention taken up by participants), and test mechanisms of impact underlying the program theory (how the intervention was supposed to produce change). Despite participation in the intervention activities and adoption of intervention-recommended strategies (classroom management and positive disciplinary methods), we show that teachers who used more positive discipline did not appear to use less violence; and teachers in intervention schools did not experience gains in intermediate outcomes such as empathy, growth mindset, self-efficacy or social support. Our findings suggest that the intervention did not work due to the failure of some key hypothesised mechanisms, rather than because of implementation challenges.
format Online
Article
Text
id pubmed-10266646
institution National Center for Biotechnology Information
language English
publishDate 2023
publisher Public Library of Science
record_format MEDLINE/PubMed
spelling pubmed-102666462023-06-15 Understanding why EmpaTeach did not reduce teachers’ use of violence in Nyarugusu Refugee Camp: A quantitative process evaluation of a school-based violence prevention intervention Fabbri, Camilla Powell-Jackson, Timothy Rodrigues, Katherine De Filippo, Alexandra Kaemingk, Michael Torrats-Espinosa, Gerard Leurent, Baptiste Shayo, Elizabeth Barongo, Vivien Devries, Karen M. PLOS Glob Public Health Research Article EmpaTeach was the first intervention to address teacher violence to be tested in a humanitarian setting and the first to focus on reducing impulsive use of violence, but a cluster randomised trial found no evidence that the intervention was effective in reducing physical and emotional violence from teachers. We aimed to understand why. We conducted a quantitative process evaluation to describe the intervention implementation process (what was implemented and how); examine teachers’ adoption of positive teaching practices (was the content of the intervention taken up by participants), and test mechanisms of impact underlying the program theory (how the intervention was supposed to produce change). Despite participation in the intervention activities and adoption of intervention-recommended strategies (classroom management and positive disciplinary methods), we show that teachers who used more positive discipline did not appear to use less violence; and teachers in intervention schools did not experience gains in intermediate outcomes such as empathy, growth mindset, self-efficacy or social support. Our findings suggest that the intervention did not work due to the failure of some key hypothesised mechanisms, rather than because of implementation challenges. Public Library of Science 2023-06-14 /pmc/articles/PMC10266646/ /pubmed/37315037 http://dx.doi.org/10.1371/journal.pgph.0001404 Text en © 2023 Fabbri et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Fabbri, Camilla
Powell-Jackson, Timothy
Rodrigues, Katherine
De Filippo, Alexandra
Kaemingk, Michael
Torrats-Espinosa, Gerard
Leurent, Baptiste
Shayo, Elizabeth
Barongo, Vivien
Devries, Karen M.
Understanding why EmpaTeach did not reduce teachers’ use of violence in Nyarugusu Refugee Camp: A quantitative process evaluation of a school-based violence prevention intervention
title Understanding why EmpaTeach did not reduce teachers’ use of violence in Nyarugusu Refugee Camp: A quantitative process evaluation of a school-based violence prevention intervention
title_full Understanding why EmpaTeach did not reduce teachers’ use of violence in Nyarugusu Refugee Camp: A quantitative process evaluation of a school-based violence prevention intervention
title_fullStr Understanding why EmpaTeach did not reduce teachers’ use of violence in Nyarugusu Refugee Camp: A quantitative process evaluation of a school-based violence prevention intervention
title_full_unstemmed Understanding why EmpaTeach did not reduce teachers’ use of violence in Nyarugusu Refugee Camp: A quantitative process evaluation of a school-based violence prevention intervention
title_short Understanding why EmpaTeach did not reduce teachers’ use of violence in Nyarugusu Refugee Camp: A quantitative process evaluation of a school-based violence prevention intervention
title_sort understanding why empateach did not reduce teachers’ use of violence in nyarugusu refugee camp: a quantitative process evaluation of a school-based violence prevention intervention
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10266646/
https://www.ncbi.nlm.nih.gov/pubmed/37315037
http://dx.doi.org/10.1371/journal.pgph.0001404
work_keys_str_mv AT fabbricamilla understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention
AT powelljacksontimothy understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention
AT rodrigueskatherine understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention
AT defilippoalexandra understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention
AT kaemingkmichael understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention
AT torratsespinosagerard understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention
AT leurentbaptiste understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention
AT shayoelizabeth understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention
AT barongovivien understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention
AT devrieskarenm understandingwhyempateachdidnotreduceteachersuseofviolenceinnyarugusurefugeecampaquantitativeprocessevaluationofaschoolbasedviolencepreventionintervention