Amsterdam 2015
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| Abstract #2292 - Needs and interventions for school-aged populations | ||||
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Session: 19.2: Needs and interventions for school-aged populations (Parallel) on Wednesday @ 16.30-18.00 in C103 Chaired by Mark Orkin, Larry Brown Authors: Presenting Author: Dr Linda Kaljee - Wayne State University School of Medicine, United States |
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| Additional Authors: | ||||
| Aim: Global literature indicates that orphaned and vulnerable children (OVC) including those affected by HIV can experience a wide range of challenges affecting their psychosocial well-being. A substantial body of literature suggests that supportive communities can increase children’s resilience and help them to overcome these challenges. The 15-month MPES Teacher Diploma Program is child-centered and focuses on providing teachers with the knowledge and skills necessary to enhance the school environment, provide and foster psychosocial support to their students, and facilitate strong school-community relationships. | ||||
| Method / Issue: A randomized controlled trial (RCT) of the MPES program is being conducted in four districts in Zambia. The first phase of the RCT was conducted between January 2013 and July 2014 and included collection of baseline and post-intervention data from basic (primary) school teachers and students in intervention and control (waitlisted) schools. A total of 467 teachers from intervention and control schools completed the baseline survey. The evaluation tool included scales related to: 1) teacher self-care 2) self-efficacy for making changes within the schools 3) relationships with administrators, teachers, students, and caregivers 4) perceived school environment and safety 5) gender and social equity 6) providing psychosocial support and, 7) utilizing resources for students in need. Utilizing multivariate linear regression analyses, we assessed relationships between multiple factors to determine support for the key tenets of the MPES program. | ||||
| Results / Comments: At baseline 51.2% respondents were female and mean age of all respondents was 36.04 (SD=7.31) years. The average duration of teaching in the current school was 4.75 years (SD=4.70). Teachers who scored high on scales for physical, psychological, and social self-care (e.g., taking time for exercise, spend time with people they enjoy) were more likely to say that they feel confident in their ability to improve 1) the school environment (e.g., making the school a safe place physical: t=2.87, p=.004, psychological: t=5.60, p<.001, social self-care: t=4.30, p<.001) 2) improve children’s well-being (e.g., helping children to work together physical t=3.05, p=.002, psychological t=3.97, p<.001, social self-care: t=4.75, p<.001), and 3) engage with the community (e.g., working with caregivers to increase their involvement in school activities physical: t=3.34, p=.001, psychological: t=4.46, p<.001, social self-care t=5.04, p<.001). Teachers who perceive their classroom and the school as a “safe environment” also feel more confident in their ability to 1) improve the school environment (classroom: t=3.51, p<.001,school t=4.31, p<.001), 2) child well-being (classroom: t=4.59, p<.001, school: t=4.03, p<.001), and 3) community engagement (classroom: t=2.99, p=.003, school: t=2.44, p=.015). | ||||
| Discussion: Teachers self-care was significantly associated with school environment improvement, children’s psychological well-being, and community engagement. This is in line with the curriculum model which begins with a focus on teacher’s self-care and moves outward to examine children, the classroom, school, and community. Process evaluation indicates that the anticipated changes from the Teacher Diploma programme are starting to take place in the intervention schools. Furthermore, these changes are occurring throughout the school suggesting that diffusion is taking place from the core teachers on the programme to the other teachers in the school. | ||||
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