TY - JOUR TI - A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools AU - Kaljee, Linda AU - Zhang, Liying AU - Langhaug, Lisa AU - Munjile, Kelvin AU - Tembo, Stephen AU - Menon, Anitha AU - Stanton, Bonita AU - Li, Xiaoming AU - Malungo, Jacob T2 - Psychology, Health & Medicine AB - 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. DA - 2017/04/21/ PY - 2017 DO - 10.1080/13548506.2016.1153682 DP - DOI.org (Crossref) VL - 22 IS - 4 SP - 381 EP - 392 J2 - Psychology, Health & Medicine LA - en SN - 1354-8506, 1465-3966 UR - https://www.tandfonline.com/doi/full/10.1080/13548506.2016.1153682 Y2 - 2020/01/29/16:44:19 KW - Sub-Saharan Africa KW - orphaned and vulnerable children KW - psychosocial support KW - randomized controlled trial KW - schooling and education ER -