In authors or contributors

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo

Resource type
Journal Article
Authors/contributors
Title
Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo
Abstract
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.
Publication
Development and Psychopathology
Volume
29
Issue
1
Pages
53-67
Date
2017
Language
en
ISSN
0954-5794, 1469-2198
Short Title
Promoting children's learning and development in conflict-affected countries
Accessed
02/10/2019, 13:00
Library Catalog
Cambridge Core
Extra
Number: 1
Citation
Aber, J. L., Tubbs, C., Torrente, C., Halpin, P. F., Johnston, B., Starkey, L., Shivshanker, A., Annan, J., Seidman, E., & Wolf, S. (2017). Promoting children’s learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo. Development and Psychopathology, 29(1), 53–67. https://doi.org/10.1017/s0954579416001139