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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...
Autores principales: | , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2023
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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 |
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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 |
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