a Henry Ford Health System, Global Health Initiative, Clara Ford Pavilion , Detroit , MI , USA.
b Wayne State University, Pediatric Prevention Research Center , Detroit , MI , USA.
Psychol Health Med. 2017 Apr;22(4):381-392. doi: 10.1080/13548506.2016.1153682. Epub 2016 Mar 10.
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.
孤儿和弱势儿童（OVC）经历贫困、耻辱和虐待，导致身体、情感和心理方面的不良后果。《教师心理社会关怀、支持和保护文凭课程》是一个为期 15 个月的远程学习项目，以儿童为中心，旨在为教师提供知识和技能，以加强学校环境，培养心理社会支持，并促进学校-社区关系。该项目于 2013-2014 年实施了一项随机对照试验。来自赞比亚卢萨卡和东部省的随机分配的小学的教师（n=325）和学生（n=1378）均在基线和干预后 15 个月进行了评估。多层次线性混合模型（MLM）表明，干预教师在与自我保健、教学资源、安全、社会支持和性别平等相关的结果上有积极显著的变化。干预学生在未来导向、尊重、支持、安全、性虐待和欺凌方面也有积极的结果。结果支持这样一种假设，即教师和学生都受益于旨在增强教师心理社会技能和知识的计划。
