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.

Autor:	Fabbri C; London School of Hygiene and Tropical Medicine, London, United Kingdom., Powell-Jackson T; London School of Hygiene and Tropical Medicine, London, United Kingdom., Rodrigues K; International Rescue Committee, New York, New York, United States of America., De Filippo A; Behavioral Insights Team, Brooklyn, New York, United States of America., Kaemingk M; Behavioral Insights Team, Brooklyn, New York, United States of America., Torrats-Espinosa G; Columbia University, New York, New York, United States of America., Leurent B; University College London, London, United Kingdom., Shayo E; National Institute for Medical Research, Dar es Salaam, Tanzania., Barongo V; National Institute for Medical Research, Dar es Salaam, Tanzania., Devries KM; London School of Hygiene and Tropical Medicine, London, United Kingdom.
Jazyk:	angličtina
Zdroj:	PLOS global public health [PLOS Glob Public Health] 2023 Jun 14; Vol. 3 (6), pp. e0001404. Date of Electronic Publication: 2023 Jun 14 (Print Publication: 2023).
DOI:	10.1371/journal.pgph.0001404
Abstrakt:	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. Competing Interests: The authors have declared that no competing interests exist. (Copyright: © 2023 Fabbri et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
Databáze:	MEDLINE
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