In authors or contributors

A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools

Resource type
Journal Article
Authors/contributors
Title
A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools
Abstract
Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge.
Publication
Psychology, Health & Medicine
Volume
22
Issue
4
Pages
381-392
Date
April 21, 2017
Journal Abbr
Psychology, Health & Medicine
Language
en
ISSN
1354-8506, 1465-3966
Accessed
29/01/2020, 16:44
Library Catalog
DOI.org (Crossref)
Extra
PMID: 26965476 shortDOI: 10/gf62kq
Citation
Kaljee, L., Zhang, L., Langhaug, L., Munjile, K., Tembo, S., Menon, A., Stanton, B., Li, X., & Malungo, J. (2017). A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools. Psychology, Health & Medicine, 22(4), 381–392. https://doi.org/10.1080/13548506.2016.1153682