title: A randomized-control trial for the teachers' diploma programme on psychosocial care, support and protection in Zambian government primary schools.
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.
authors.affiliation: a Henry Ford Health System, Global Health Initiative, Clara Ford Pavilion , Detroit , MI , USA.
authors.forename: Linda
authors.initials: L
authors.lastname: Kaljee
authors.affiliation: b Wayne State University, Pediatric Prevention Research Center , Detroit , MI , USA.
authors.forename: Liying
authors.initials: L
authors.lastname: Zhang
authors.affiliation: c REPSSI , Harare , Zimbabwe.
authors.forename: Lisa
authors.initials: L
authors.lastname: Langhaug
authors.affiliation: d RuralNet , Lusaka , Zambia.
authors.forename: Kelvin
authors.initials: K
authors.lastname: Munjile
authors.affiliation: e RuralNet , Lusaka , Zambia.
authors.forename: Stephen
authors.initials: S
authors.lastname: Tembo
authors.affiliation: f Department of Psychology , University of Zambia , Lusaka , Zambia.
authors.forename: Anitha
authors.initials: A
authors.lastname: Menon
authors.affiliation: g Office of Research, School of Medicine , Wayne State University , Detroit MI , USA.
authors.forename: Bonita
authors.initials: B
authors.lastname: Stanton
authors.affiliation: h Arnold School of Public Health, SmartState Center for Healthcare Quality , University of South Carolina , Colombia , SC , USA.
authors.forename: Xiaoming
authors.initials: X
authors.lastname: Li
authors.affiliation: i Department of Population Studies , University of Zambia , Lusaka , Zambia.
authors.forename: Jacob
authors.initials: J
authors.lastname: Malungo
mesh_terms: D000293:Adolescent; D000328:Adult; D002648:Child; D054540:Child, Orphaned / Q000193:education*; D020375:Education, Distance / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D000072858:Psychosocial Support Systems; D000070777:School Teachers; D012574:Schools; D000070260:Teacher Training / Q000379:methods*; D035862:Vulnerable Populations; D015024:Zambia
keywords: Sub-Saharan Africa; orphaned and vulnerable children; psychosocial support; randomized controlled trial; schooling and education