Reducing violence by teachers using the preventative intervention Interaction Competencies with Children for Teachers (ICC-T) : A cluster randomized controlled trial at public secondary schools in Tanzania
Dateien
Datum
Autor:innen
Herausgeber:innen
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
URI (zitierfähiger Link)
DOI (zitierfähiger Link)
Internationale Patentnummer
Link zur Lizenz
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Sammlungen
Core Facility der Universität Konstanz
Titel in einer weiteren Sprache
Publikationstyp
Publikationsstatus
Erschienen in
Zusammenfassung
The high global prevalence of school violence underlines the need for prevention. However, there are few scientifically evaluated intervention approaches that aim at preventing violence by teachers. We evaluated the feasibility and efficacy of the preventative intervention Interaction Competencies with Children for Teachers (ICC-T). In a cluster randomized controlled trial we assessed attitudes towards and use of violence by teachers (self-reported and reported by students) at eight schools in four regions in Tanzania. Two regions were randomly assigned as intervention regions. Data were assessed in the months before and three months after intervention. In total, 158 teachers (58% females; age: 32.08 years, SD = 5.65) and 486 students (54% females; age: 15.61 years, SD = 0.89) participated in this study. The feasibility was very good: Participants’ acceptance was high and they reported a good integration of the core elements in their working routine. The significantly stronger decrease in the use of emotional and physical violence reported both by teachers and students as well as the stronger decrease in positive attitudes of teachers towards physical and emotional violence in the intervention schools at follow-up provide initial evidence of the efficacy. However, further evidence for the sustainability of its effect is needed.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
Schlagwörter
Konferenz
Rezension
Zitieren
ISO 690
NKUBA, Mabula, Katharin HERMENAU, Katharina GOESSMANN, Tobias HECKER, 2018. Reducing violence by teachers using the preventative intervention Interaction Competencies with Children for Teachers (ICC-T) : A cluster randomized controlled trial at public secondary schools in Tanzania. In: PLoS one. 2018, 13(8), e0201362. eISSN 1932-6203. Available under: doi: 10.1371/journal.pone.0201362BibTex
@article{Nkuba2018Reduc-43282, year={2018}, doi={10.1371/journal.pone.0201362}, title={Reducing violence by teachers using the preventative intervention Interaction Competencies with Children for Teachers (ICC-T) : A cluster randomized controlled trial at public secondary schools in Tanzania}, number={8}, volume={13}, journal={PLoS one}, author={Nkuba, Mabula and Hermenau, Katharin and Goessmann, Katharina and Hecker, Tobias}, note={Article Number: e0201362} }
RDF
<rdf:RDF xmlns:dcterms="http://purl.org/dc/terms/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#" xmlns:foaf="http://xmlns.com/foaf/0.1/" xmlns:void="http://rdfs.org/ns/void#" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43282"> <dc:contributor>Goessmann, Katharina</dc:contributor> <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/> <dc:creator>Hermenau, Katharin</dc:creator> <dc:creator>Hecker, Tobias</dc:creator> <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/43282"/> <dc:creator>Nkuba, Mabula</dc:creator> <dcterms:issued>2018</dcterms:issued> <dcterms:title>Reducing violence by teachers using the preventative intervention Interaction Competencies with Children for Teachers (ICC-T) : A cluster randomized controlled trial at public secondary schools in Tanzania</dcterms:title> <dc:contributor>Hermenau, Katharin</dc:contributor> <dc:contributor>Hecker, Tobias</dc:contributor> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dc:rights>Attribution 4.0 International</dc:rights> <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/43282/1/Nkuba_2-2f52jdh9phn62.pdf"/> <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/43"/> <foaf:homepage rdf:resource="http://localhost:8080/"/> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2018-09-17T12:49:41Z</dc:date> <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/43282/1/Nkuba_2-2f52jdh9phn62.pdf"/> <dc:contributor>Nkuba, Mabula</dc:contributor> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2018-09-17T12:49:41Z</dcterms:available> <dc:creator>Goessmann, Katharina</dc:creator> <dc:language>eng</dc:language> <dcterms:abstract xml:lang="eng">The high global prevalence of school violence underlines the need for prevention. However, there are few scientifically evaluated intervention approaches that aim at preventing violence by teachers. We evaluated the feasibility and efficacy of the preventative intervention Interaction Competencies with Children for Teachers (ICC-T). In a cluster randomized controlled trial we assessed attitudes towards and use of violence by teachers (self-reported and reported by students) at eight schools in four regions in Tanzania. Two regions were randomly assigned as intervention regions. Data were assessed in the months before and three months after intervention. In total, 158 teachers (58% females; age: 32.08 years, SD = 5.65) and 486 students (54% females; age: 15.61 years, SD = 0.89) participated in this study. The feasibility was very good: Participants’ acceptance was high and they reported a good integration of the core elements in their working routine. The significantly stronger decrease in the use of emotional and physical violence reported both by teachers and students as well as the stronger decrease in positive attitudes of teachers towards physical and emotional violence in the intervention schools at follow-up provide initial evidence of the efficacy. However, further evidence for the sustainability of its effect is needed.</dcterms:abstract> </rdf:Description> </rdf:RDF>