适应复杂的暴力预防干预:乌干达好学校工具包的案例研究
Heidi Grundlingh1, Nambusi Kyegombe1, Sophie Namy2
1Child Protection Research Group, Department of Population Health, London, School of Hygiene and Tropical Medicine, London, UK.
BMC public health
|February 9, 2024
概括
这项研究将"好学校工具包"适用于中学,发现同行暴力和约会暴力增加. 适应过程强调了需要性别公平和学生机构来防止新人群中的暴力.
科学领域:
- 公共卫生 公共卫生
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
背景情况:
- 基于证据的干预措施的调整对于扩大暴力预防范围至关重要.
- 为小学设计的好学校工具包 (GST-P) 适用于乌干达的中学环境.
- 干预调整的实际案例是有限的,突出了知识差距.
研究的目的:
- 描述一个系统的方法来适应GST-P的中学.
- 思考适应过程的实用性和局限性.
- 为未来暴力预防干预措施的适应提供信息.
主要方法:
- 采用了四个阶段的适应过程:逻辑模型澄清,形成性研究,干预组件选择/修改和预测.
- 形成性研究包括调查和焦点小组,以了解中学背景.
- 干预组件根据研究结果进行了调整,重点关注教师/同行暴力,约会暴力和性别公平.
主要成果:
- 与小学相比,教师暴力仍然很普遍,而同龄人和约会暴力在中学显著增加.
- 不公平的性别教育做法被认为是导致学生脆弱的因素.
- 调整后的干预措施包括加强了针对教师/同龄人暴力的组件,针对约会暴力预防和性别公平的新组件,以及为促进学生主动性进行的修改.
结论:
- 适应过程揭示了将复杂模型应用于多组件干预的挑战;更简单的方法可能足够.
- 现有的上下文知识减少了广泛的形成性研究的附加值.
- 对于类似的环境,建议采用简化适应方法,重点关注核心组件,定性研究和预测.
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