Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo

This study tests a theory of change derived from the fields of developmental psychopathology and social ecology

• From: Foreign, Commonwealth & Development Office
• Published: 6 July 2018

• Country: Congo (Democratic Republic)
• Document Type: Journal Article
• Theme: Education and Governance and Conflict
• First published: 1 February 2017
• Authors: Aber, J, Tubbs, C, Torrente, C and Halpin, P

Abstract

Improving children바카라 사이트檚 learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children바카라 사이트檚 academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee바카라 사이트檚 Learning to Read in a Healing Classroom (LRHC), impacts children바카라 사이트檚 learning and development.

This work was supported by the Economic and Social Research Council-Department for International Development (ESRC-DFID) Raising Learning Outcomes in Education Systems Research Programme

Citation

Aber, J., Tubbs, C., Torrente, C., Halpin, P., Johnston, B., Starkey, L., Wolf, S. (2017). Promoting children바카라 사이트檚 learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo. Development and Psychopathology, 29(1), 53-67. doi:10.1017/S0954579416001139

Links

Published 6 July 2018