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dc.contributor.authorAber, J. Lawrence
dc.contributor.authorTubbs, Carly
dc.contributor.authorTorrente, Catalina
dc.contributor.authorHalpin, Peter F.
dc.contributor.authorJohnston, Brian
dc.contributor.authorStarkey, Leighann
dc.contributor.authorShivshanker, Anjuli
dc.contributor.authorAnnan, Jeannie
dc.contributor.authorSeidman, Edward
dc.contributor.authorWolf, Sharon
dc.coverage.spatialCongoen
dc.date.accessioned2019-04-15T14:06:27Z
dc.date.available2019-04-15T14:06:27Z
dc.date.issued2017-02
dc.identifier.citationAber, Lawrence J. et al (2017) ‘Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo’, Development and Psychopathology 29.1: 53-67.en
dc.identifier.issn0954-5794
dc.identifier.issn
dc.identifier.issn
dc.identifier.issn1469-2198
dc.identifier.urihttp://opendocs.ids.ac.uk/opendocs/handle/123456789/14466
dc.descriptionRLOsen
dc.description.abstractImproving 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. Please note: we do not have permission to upload this as a record but you can follow the link to the full document externally.en
dc.description.sponsorshipESRC-DFIDen
dc.language.isoenen
dc.publisherCambridge University Pressen
dc.relation.ispartofseriesDevelopment and Psychopathology
dc.relation.ispartofseriesVol 29, Special Issue 1
dc.rights.urihttps://www.ids.ac.uk/wp-content/uploads/2018/12/IDSOpenDocsStandardTermsOfUse2018.pdfen
dc.subjectChildren and Youthen
dc.subjectEducationen
dc.subjectGovernanceen
dc.subjectSecurity and Conflicten
dc.titlePromoting Children's Learning and Development in Conflict-Affected Countries: Testing Change Process in the Democratic Republic of the Congo (2016)en
dc.typeArticleen
dc.rights.holder© Cambridge University Press 2016en
dc.identifier.externalurihttps://doi.org/10.1017/S0954579416001139en
dc.identifier.agES/M004732/1
dc.identifier.doi10.1017/S0954579416001139
rioxxterms.funderDefault funderen
rioxxterms.identifier.projectDefault projecten
rioxxterms.versionNAen
rioxxterms.versionofrecorddoi:10.1017/S0954579416001139en
rioxxterms.funder.projectd218e59e-c0fb-4cb3-8a07-92a57da72cd1en


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