A randomized-control trial for the teachers' diploma programme on psychosocial care, support and protection in Zambian government primary schools
Recommended Citation
Kaljee L, Zhang L, Langhaug L, Munjile K, Tembo S, Menon A, Stanton B, Li X, and Malungo J. A randomized-control trial for the teachers' diploma programme on psychosocial care, support and protection in Zambian government primary schools. Psychol Health Med 2017; 22(4):381-392.
Document Type
Article
Publication Date
4-1-2017
Publication Title
Psychol Health Med
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.
Medical Subject Headings
Adolescent; Adult; Child; Child, Orphaned; Education, Distance; Female; Humans; Male; Psychosocial Support Systems; School Teachers; Schools; Teacher Training; Vulnerable Populations; Zambia
PubMed ID
26965476
Volume
22
Issue
4
First Page
381
Last Page
392
