@article{ref1,
title="Evaluation of a violence-prevention programme with Jamaican primary school teachers: a cluster randomised trial",
journal="International journal of environmental research and public health",
year="2019",
author="Baker-Henningham, Helen and Scott, Yakeisha and Bowers, Marsha and Francis, Taja",
volume="16",
number="15",
pages="e16152797-e16152797",
abstract="This study investigated the effect of a school-based violence prevention programme implemented in Grade 1 classrooms in Jamaican primary schools. Fourteen primary schools were randomly assigned to receive training in classroom behaviour management (<i>n</i> = 7 schools, 27 teachers/classrooms) or to a control group (<i>n</i> = 7 schools, 28 teachers/classrooms). Four children from each class were randomly selected to participate in the evaluation (<i>n</i> = 220 children). Teachers were trained through a combination of workshop and in-class support sessions, and received a mean of 11.5 h of training (range = 3-20) over 8 months. The primary outcomes were observations of (1) teachers' use of violence against children and (2) class-wide child aggression. Teachers in intervention schools used significantly less violence against children (effect size (ES) = -0.73); benefits to class-wide child aggression were not significant (ES = -0.20). Intervention teachers also provided a more emotionally supportive classroom environment (ES = 1.22). No benefits were found to class-wide prosocial behaviour, teacher wellbeing, or child mental health. The intervention benefited children's early learning skills, especially oral language and self-regulation skills (ES = 0.25), although no benefits were found to achievement in maths calculation, reading and spelling. A relatively brief teacher-training programme reduced violence against children by teachers and increased the quality of the classroom environment.<p /> <p>Language: en</p>",
language="en",
issn="1661-7827",
doi="10.3390/ijerph16152797",
url="http://dx.doi.org/10.3390/ijerph16152797"
}