Promoting children's learning and development in conflict-affected countries

Testing change process in the Democratic Republic of the Congo

J. Lawrence Aber, Carly Tubbs, Catalina Torrente, Peter F. Halpin, Brian Johnston, Leighann Starkey, Anjuli Shivshanker, Jeannie Annan, Edward Seidman, Sharon Wolf

Research output: Contribution to journalArticle

Abstract

Improving children's 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 children's 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 Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.

Original languageEnglish (US)
Pages (from-to)1-15
Number of pages15
JournalDevelopment and Psychopathology
DOIs
StateAccepted/In press - Nov 21 2016

Fingerprint

Democratic Republic of the Congo
Child Development
Learning
Social Environment
Conflict (Psychology)
Poverty
Psychopathology
Violence

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

Cite this

Promoting children's learning and development in conflict-affected countries : Testing change process in the Democratic Republic of the Congo. / Aber, J. Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F.; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon.

In: Development and Psychopathology, 21.11.2016, p. 1-15.

Research output: Contribution to journalArticle

Aber, J. Lawrence ; Tubbs, Carly ; Torrente, Catalina ; Halpin, Peter F. ; Johnston, Brian ; Starkey, Leighann ; Shivshanker, Anjuli ; Annan, Jeannie ; Seidman, Edward ; Wolf, Sharon. / Promoting children's learning and development in conflict-affected countries : Testing change process in the Democratic Republic of the Congo. In: Development and Psychopathology. 2016 ; pp. 1-15.
@article{fa4f1f23dbc74ff0b95dd8315f5ecb13,
title = "Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo",
abstract = "Improving children's 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 children's 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 Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.",
author = "Aber, {J. Lawrence} and Carly Tubbs and Catalina Torrente and Halpin, {Peter F.} and Brian Johnston and Leighann Starkey and Anjuli Shivshanker and Jeannie Annan and Edward Seidman and Sharon Wolf",
year = "2016",
month = "11",
day = "21",
doi = "10.1017/S0954579416001139",
language = "English (US)",
pages = "1--15",
journal = "Development and Psychopathology",
issn = "0954-5794",
publisher = "Cambridge University Press",

}

TY - JOUR

T1 - Promoting children's learning and development in conflict-affected countries

T2 - Testing change process in the Democratic Republic of the Congo

AU - Aber, J. Lawrence

AU - Tubbs, Carly

AU - Torrente, Catalina

AU - Halpin, Peter F.

AU - Johnston, Brian

AU - Starkey, Leighann

AU - Shivshanker, Anjuli

AU - Annan, Jeannie

AU - Seidman, Edward

AU - Wolf, Sharon

PY - 2016/11/21

Y1 - 2016/11/21

N2 - Improving children's 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 children's 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 Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.

AB - Improving children's 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 children's 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 Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.

UR - http://www.scopus.com/inward/record.url?scp=84995802998&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84995802998&partnerID=8YFLogxK

U2 - 10.1017/S0954579416001139

DO - 10.1017/S0954579416001139

M3 - Article

SP - 1

EP - 15

JO - Development and Psychopathology

JF - Development and Psychopathology

SN - 0954-5794

ER -