Browsing by Author "Nkuba, Mabula"

Now showing 1 - 11 of 11
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    Factors Contributing to Violent Discipline in the Classroom: Findings From a Representative Sample of Primary School Teachers in Tanzania
    (SAGE, 2021) Masath, Faustine Bwire; Hinze, Laura; Nkuba, Mabula; Hecker, Tobias
    The need for intervention strategies aiming to reduce teachers’ use of violent discipline methods has been expressed repeatedly, especially for countries where this practice is socially and legally accepted. Nevertheless, initial targets for interventions are not clearly identified, as factors contributing to teachers’ use of violence are still understudied. In the present study, we examined the interplay between teachers’ own experiences of violence, their attitudes, current stress, and their use of violent discipline in a representative sample of 173 Tanzanian primary school teachers (53.7% female, Mage = 38.1 years, SDage = 10) using structural equation modeling. Our model showed good model fit (χ2 [48, n = 173] = 78.058 (p = .004), CFI = .962, TLI = .948, RMSEA = .060 [90% CI [.034, .084], PCLOSE = .233], SRMR = .048). Results indicated direct associations between positive attitudes toward violent discipline (β = .41), stress (β = .23), and teachers’ own experiences of violence (β = .21) with teachers’ use of violence. Teachers’ own experiences of violence were significantly associated with positive attitudes (β = .39), and these significantly mediated the association between teachers’ own experiences of violence and their use of violent discipline (β =.23). Our findings underscore the relevance of past experiences, societal norms, and current working conditions in understanding teachers’ violence against students. Interventions aiming to reduce teachers’ use of violent discipline may focus on stress management, societal norms, personal beliefs on violent discipline, and how teachers’ own previous experiences of violence may influence teacher’s disciplining behavior.
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    Improving interaction competencies with children - A pilot feasibility study to reduce school corporal punishment
    (Journal of Aggression, Maltreatment and Trauma, 2018) Nkuba, Mabula
    High prevalence rates of corporal punishment in schools worldwide and the associated negative mental health issues show the need for interventions addressing this problem. Yet, so far there are very few intervention studies aimed at altering corporal punishment administered by teachers, particularly in low- or middle-income countries. To conduct a feasibility study of the newly developed intervention approach, Interaction Competencies with Children for Teachers (ICC-T)—a training workshop designed to prevent corporal punishment and improve the teacher-student relationship. The 1-week ICC-T intervention was conducted with 30 teachers in a Tanzanian primary school. Participants filled out a survey before, directly after, and 3 months following the intervention. The widespread use of corporal punishment indicated strong demand for a preventive intervention. The feasibility of ICC-T was good: Despite challenging conditions, implementation of the training and participants’ acceptance was high. Further, participants reported a good integration of the training’s core elements in their daily working routine, improvements in the teacher-student relationships, and in the students’ behavior. ICC-T shows a promising feasibility in the Tanzanian teacher sample. These encouraging results highlight the need for further studies testing the efficacy, sustainability, and effects of ICC-T on the students’ well-being.
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    Mental health problems and their association to violence and maltreatment in a nationally representative sample of Tanzanian secondary school students.
    (Social Psychiatry and Psychiatric Epidemiology, 2018) Nkuba, Mabula
    Background: Little is known about the prevalence of mental health problems among adolescents in Sub-Saharan Africa. Research stems mainly from the United State and Europe and consistently determined violence and maltreatment to be important risk factors. In this study, we examined the prevalence of mental health problems among adolescents in Tanzania, as well as the association with exposure to violence and maltreatment. Methods: We administered a set of questionnaires (e.g., Strength and Difficulties Questionnaire; Conflict Tactic Scale) to a nationally representative sample of 700 Tanzanian secondary school children (52% girls; age: 14.92 years, SD = 1.02) and 333 parents or primary caregivers (53% females; age: 43.47 years, SD = 9.02). Results: Forty-one percent of the students reported an elevated level of mental health problems (emotional problems: 40%, peer problems: 63%, conduct problems: 45%, hyperactivity: 17%) in the past six months. Concordantly, 31% of parents reported observing an elevated level of mental health problems in their children (emotional problems: 37%, peer problems: 54%, conduct problems: 35%, hyperactivity: 17%). After controlling for other risk factors, we found significant associations between physical violence by parents and adolescent’s mental health problems reported by students ( = .15) and their parents ( = .33). Conclusions: Our findings suggest a high prevalence of mental health problems among secondary school students in Tanzania as well as an association between physical violence by parents and adolescents’ mental health problems. Our findings emphasize the need to inform the population at large about the potentially adverse consequences associated with violence against children and adolescents.
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    Nkuba, M., Hermenau, K. & Hecker, T. (2019). The association of maltreatment and Socially deviant behaviors – Findings from a national study with adolescent students and their parents .
    (Mental Health & Prevention, 2019) Nkuba, Mabula
    Research has consistently demonstrated that violence and maltreatment are important risk factors for socially deviant behavior among adolescents. This link has not been systematically examined among adolescents in Sub- Saharan Africa. In this study, we assessed adolescents’ exposure to violence and maltreatment as well as their socially deviant behavior in a national sample of 700 adolescent students in Tanzania (52% girls). In addition to adolescents’ self-reports, we also included their parents’ perspective (N=332, 53% females). After controlling for other risk factors, we found significant positive associations between emotional violence by teachers, as well as neglect, emotional and physical violence by parents with adolescents’ self-reported delinquent and rule breaking behavior. Positive associations were also found between self-reported parental use of physical violence with adolescents’ delinquent and rule breaking behavior, as reported by their parents. Furthermore, emotional violence by teachers and physical violence by parents were positively associated with adolescents’ self-reported aggressive behavior. These results suggest a strong association between violence and maltreatment at home and at school with socially deviant behavior among adolescents. Our findings emphasize the need to inform parents, teachers, and the population at large about the potentially adverse consequences associated with violence and maltreatment on the healthy development of children and adolescents
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    Psychopathology mediates between maltreatment and memory functioning in Burundian refugee youth
    (Elsevier, 2021) Scharpf, Florian; Mueller, Sven C; Masath, Faustine Bwire; Nkuba, Mabula; Hecker, Tobias
    Background: The detrimental impact of child maltreatment on children and adolescents' academic achievement and later socioeconomic wellbeing is well known. However, it is still unclear (1) whether maltreatment is actually linked to youth's long- and short-term memory deficits and (2) whether potential impairments are due to maltreatment per se or related psychopathology. Objective: Based on the Attentional Control Theory, we investigated a mediational model in which maltreatment would be related to psychopathology (internalizing symptoms, posttraumatic stress symptoms, posttraumatic cognitions), which would in turn be related to impaired memory functioning. Participants and setting: We drew on a sample of 155 Burundian refugee youth (aged 11 to 15) currently living in refugee camps in Tanzania and at high risk of experiencing ongoing maltreatment by parents. Methods: Youth reported on their experiences of maltreatment and psychopathology in structured clinical interviews and completed visuospatial memory tasks involving a short-term and a working memory component (Corsi Block Tapping Test) and delayed recall from long-term memory (Rey-Osterrieth Complex Figure). Results: Structural equation modeling showed that psychopathology mediated the association between increased maltreatment and reduced working memory capacity (β = −0.07, p = .02), with a trend towards mediation for short-term memory (β = −0.05, p = .06). Higher levels of maltreatment, but not psychopathology, were directly linked to long-term memory deficits (β = −0.20, p = .02). Conclusions: Preventive efforts targeting maltreatment and interventions focusing on related psychopathology are needed to counter memory deficits and their potential negative implications for academic and socioeconomic outcomes.
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    Psychopathology mediates between maltreatment and memory functioning in Burundian refugee youth
    (ELSEVIER, 2021) Scharpf, Florian; Mueller, Sven, C.; Masath, Faustine Bwire; Nkuba, Mabula; Hecker, Tobias
    Background: The detrimental impact of child maltreatment on children and adolescents' academic achievement and later socioeconomic wellbeing is well known. However, it is still unclear (1) whether maltreatment is actually linked to youth's long- and short-term memory deficits and (2) whether potential impairments are due to maltreatment per se or related psychopathology. Objective: Based on the Attentional Control Theory, we investigated a mediational model in which maltreatment would be related to psychopathology (internalizing symptoms, posttraumatic stress symptoms, posttraumatic cognitions), which would in turn be related to impaired memory functioning. Participants and setting: We drew on a sample of 155 Burundian refugee youth (aged 11 to 15) currently living in refugee camps in Tanzania and at high risk of experiencing ongoing maltreatment by parents. Methods: Youth reported on their experiences of maltreatment and psychopathology in structured clinical interviews and completed visuospatial memory tasks involving a short-term and a working memory component (Corsi Block Tapping Test) and delayed recall from long-term memory (Rey-Osterrieth Complex Figure). Results: Structural equation modeling showed that psychopathology mediated the association between increased maltreatment and reduced working memory capacity (β = -0.07, p = .02), with a trend towards mediation for short-term memory (β = -0.05, p = .06). Higher levels of maltreatment, but not psychopathology, were directly linked to long-term memory deficits (β = -0.20, p = .02). Conclusions: Preventive efforts targeting maltreatment and interventions focusing on related psychopathology are needed to counter memory deficits and their potential negative implications for academic and socioeconomic outcomes.
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    Reducing violence against children by implementing the preventive intervention Interaction Competencies with Children for Teachers (ICC-T): Study protocol for a cluster randomized controlled trial in Southwestern Uganda
    (Trials, 2018) Nkuba, Mabula
    Background: An adolescent's school is often the second most important place for his development and education after the home. However, reports highlight the recurrence of the use of violent discipline in schools. There are few school-based interventions that aim at reducing violence at school that have been implemented and evaluated in sub-Saharan Africa. To reduce violent disciplinary measures used at school, we aim to implement and evaluate the feasibility and efficacy of the preventative intervention Interaction Competencies with Children for Teachers (ICC-T). Methods/design: The study will be conducted in six randomly selected districts of the Ankole region in southwestern Uganda. We shall randomly select two mixed-day secondary schools from each district that fulfill our inclusion criteria. Schools will be randomly assigned to the intervention condition, where ICC-T will be implemented, and control schools (no intervention). Sixty students between the ages of 12 and 17 years and at least 15 teachers per school will be included in the trial. We aim to collect pre-assessment data directly before the intervention (t1) and 3 months after the intervention (t2) in both intervention and control schools. Using self-administered questionnaires, we will measure students’ exposure to violence using the Conflict Tactics Scale (CTS), their psychological well-being using the Strengths and Difficulties Questionnaire (SDQ), and teachers’ positive attitudes towards violent disciplining and teachers’ use of violent disciplinary methods (CTS). The implementation feasibility of ICC-T in the cultural context of southwestern Uganda will be assessed with purpose-built measures that follow the guidelines for feasibility studies assessing the demand, applicability, acceptability, and integration of core elements in the daily work. Discussion: The proposed study will allow us to test the feasibility and efficacy of a preventative intervention seeking to reduce violent disciplinary measures in school settings using a scientifically rigorous design. The proposed study provides the opportunity to contribute to the attainment of goal number 16.2 of the United Nations’ Sustainable Development Agenda 2015–2030, which aspires to end all forms of violence against children.
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    Reducing violence by teachers using the preventive intervention Interaction Competencies with Children for Teachers (ICC-T): A cluster randomized controlled trial at secondary schools in Tanzania.
    (PLOS ONE, 2018) Nkuba, Mabula
    Abstract The high global prevalence of school violence underlines the need for prevention. However, there are few scientifically evaluated intervention approaches that aim at preventing violence by teachers. We evaluated the feasibility and efficacy of the preventative intervention Interaction Competencies with Children for Teachers (ICC-T). In a cluster randomized controlled trial we assessed attitudes towards and use of violence by teachers (self-reported and reported by students) at eight schools in four regions in Tanzania. Two regions were randomly assigned as intervention regions. Data were assessed in the months before and three months after intervention. In total, 158 teachers (58% females; age: 32.08 years, SD = 5.65) and 486 students (54% females; age: 15.61 years, SD = 0.89) participated in this study. The feasibility was very good: Participants’ acceptance was high and they reported a good integration of the core elements in their working routine. The significantly stronger decrease in the use of emotional and physical violence reported both by teachers and students as well as the stronger decrease in positive attitudes of teachers towards physical and emotional violence in the intervention schools at follow-up provide initial evidence of the efficacy. However, further evidence for the sustainability of its effect is needed.
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    Reducing violent discipline by teachers using Interaction Competencies with Children for Teachers (ICC-T): study protocol for a matched cluster randomized controlled trial in Tanzanian public primary schools
    (BMC, 2020) Masath, Faustine Bwire; Hermenau, Katharin; Nkuba, Mabula; Hecker, Tobias
    Background: Despite the existing national and international plans of action to end violent discipline strategies used by teachers in schools, they still prevail in Tanzanian schools. This underlines the need to implement school-based interventions that aim at reducing violent discipline by teachers. In this study, we will evaluate the feasibility and effectiveness of the preventative intervention Interaction Competencies with Children – for Teachers (ICC-T) in Tanzanian primary schools. Following its success in secondary schools, we hypothesize that the intervention will reduce teachers’ positive attitudes towards and their use of violent discipline at school. Methods/design: The study will be conducted in six randomly selected regions in Tanzania. We have already randomly selected two schools in each region (12 in total) that fulfilL our inclusion criteria. From each region, one school will be randomly assigned to the intervention and the other to the monitoring group (no intervention). Eighty students between the ages of 9 to 12 years (N = 960) and 20 teachers from each school (N = 240) will be included in the trial. We will collect data directly before the intervention (t1) and 6 months after the intervention (t2) both at intervention and monitoring schools. Using guided questionnaire assessments, we will measure violence by teachers using students’ reports on their exposure to and teachers’ reports on their use of violence using the Conflict Tactics Scale. Furthermore, we will assess teachers’ positive attitudes towards violent discipline using a modified version of the Conflict Tactic Scale. The feasibility of the intervention will be evaluated using purpose-built measures assessing the demand, applicability, acceptability, and integration of core elements into daily work in the participating schools. Discussion: The proposed study will allow us to test the feasibility and effectiveness of an intervention aiming to reduce positive attitudes towards and the use of violent discipline by teachers in school settings. With the reduction of violent discipline by teachers, this study contributes to national and international efforts towards ending violence against children as well as the attainment of the United Nations’ Sustainable Development Goals that also aim to prevent all types of maltreatment of children.
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    ). Teachers’ stress intensifies violent disciplining in Tanzanian secondary schools.
    (Child Abuse & Neglect, 2018) Nkuba, Mabula
    Violent forms of discipline in schools continue to be widespread across the globe despite their damaging effects. Since little is known about factors influencing the extent of violence applied by teachers, this study aimed to investigate the influence of teachers’ stress, work satisfaction, and personal characteristics on their disciplining style. Using structural equation modeling, associations between violent discipline, burnout symptoms, and job perceptions (pressure and difficulties in class) reported by 222 teachers from 11 secondary schools in Tanzania in 2015 were analyzed. Results indicated a direct association between perceived stress and emotional violent discipline (β= .18, p < .05) as well as physical violent discipline (β= .37, p < .001). Perceived stress also mediated the association between job perceptions and both forms of violent disciplining. The model showed good model fit (χ2 [44, n=222] =67.47 (p = .013), CFI=.94, TLI=.91, IFI =.94, RMSEA=.049 [90%-CI =.02–.07, PCLOSE =.50], SRMR=.06). Our findings suggest that teachers’ personal perceptions of their work as well as their stress burden play a role in their disciplining styles. Our findings underline the importance of integrating topics, such as stress and coping as well as positive, nonviolent discipline measures into the regular teacher’s training and in addition to develop and evaluate school-based preventative interventions for teachers.
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    Violence and maltreatment in Tanzanian families – Findings from a nationally representative sample of secondary school students and their parents .
    (Child Abuse & Neglect, 2018) Nkuba, Mabula
    Though the Sustainable Development Goals of the United Nations aim to end all forms of violence against minors, child maltreatment remains a globally prevalent phenomenon. Despite the fact that parents in numerous countries apply violent discipline methods to control children’s behavior, little is known about the prevalence of maltreatment and violent discipline in Sub-Saharan Africa. In this study, we examined the prevalence of maltreatment and violent discipline from both the adolescents’ and parents’ perspectives. In addition, we explored risk factors that could be associated with violent discipline by parents. We administered questionnaires to a nationally representative sample of 700 Tanzanian secondary school students (52% girls, mean age: 14.92 years, SD = 1.02, range: 12–17) and 333 parents or primary guardians (53% females; mean age: of 43.47 years, SD = 9.02, range: 19–71). More than 90% of all students reported exposure to violent discipline by a parent within the past year. Concurrently, more than (80%) of parents acknowledged using violent discipline techniques. Using a path model, we found that violent discipline by parents was associated with parental stress. Other risk factors contributed to a higher stress level but were not directly linked to maltreatment. Our findings indicate high levels of violent discipline in Tanzanian families. There is a pressing need to design and implement interventions that prevent children from experiencing violence at home. Reducing parents’ stress levels may be a starting point for intervention. Yet, due to the high levels of violent discipline, societal beliefs also need to be considered. Keywords: prevalence; child maltreatment; harsh discipline; family violence, Sub-Saharan Africa; Tanzania