A pilot study of offering a positive disciplining module for public school teachers in Hyderabad, Pakistan
A quasi‐experimental study
Bibliographic Data
| ID | 21337501 |
|---|---|
| Authors | Farida Bibi Mughal (0000-0003-4198-4387, School of Nursing and Midwifery Aga Khan University Karachi Pakistan, corresponding author), Rozina Karmaliani (0000-0002-9565-5514, School of Nursing and Midwifery Aga Khan University Karachi Pakistan), Nargis Asad (0000-0001-7939-9031, Department of Psychiatry Aga Khan University, Hospital Karachi Pakistan), Shireen Shehzad Bhamani (0000-0002-7776-0281, School of Nursing and Midwifery Aga Khan University Karachi Pakistan) |
| Year | 2023 |
| Volume | 58 |
| Issue | 4 |
| Pages | 388-395 |
| Publication date | 2023-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0020-7594 • E-ISSN: 1464-066X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/ijop.12912 |
| PMID | 37204256 |
| OpenAlex | W4377093643 |
| Language | EN |
| References cited | 20 |
A pilot quasi‐experimental study was conducted in which participants in the intervention group ( n = 31) received positive learning environment through Positive Disciplining (PLEPD) module, while those in the control group ( n = 29) received routine training. Teachers' knowledge and attitude regarding corporal punishment (CP) and Beck Depression Inventory‐II (BDI‐II) were measured before (T0), immediately after (T1) and 3 months after the intervention (T2). Descriptive analysis and analysis of variance (ANOVA) were used to describe participant s ' characteristics and mean scores for knowledge and attitude among teachers. A total of 60 teachers completed the 16 hour s training module. The overall response rate was >90%. Most participants recommended increasing the overall duration of the programme by reducing 4 to 2 hours per day, thus, increasing the period from 4 to 8 days of training. There were no differences between control and intervention groups at baseline regarding participant characteristics ( p = > .05). The difference in depression ( F = .0863, p = .357) and knowledge and attitude ( F = 1.589, p = .213) scores among groups were not statistically significant. However, the mean score for knowledge and attitude followed a positive trend, increasing depression mean scores at T1 and T2. A positive disciplining programme is a feasible school intervention for public schools and may effectively reduce depression to ensure overall well‐being
Analysis of variance · Beck Depression Inventory · Depression (economics) · Descriptive statistics · Intervention (counseling) · Physical therapy · Psychiatry · Repeated measures design · Statistics · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Internal Medicine · Medicine · Psychology
| Highly cited | No |
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