What Works to Reduce Violence against Children and Women in the Home in Low- and Middle-Income Countries?: A review of parenting programmes, informed by Social and Behaviour Change (SBC) strategies

What Works to Reduce Violence against Children and Women in the Home in Low- and Middle-Income Countries?: A review of parenting programmes, informed by Social and Behaviour Change (SBC) strategies

AUTHOR(S)
Anil Thota; Floriza Gennari; Alessandra Guedes

Published: 2023 Policy Brief

This evidence-to-policy brief is based on a rapid evidence assessment of the effectiveness of social and behaviour change (SBC)-informed interventions to reduce both violence against children and intimate partner violence in low- and middle-income countries (LMICs). It is intended as a user-friendly overview for anyone with an interest in learning about the broad possibilities of addressing violence provided by SBC-informed parenting initiatives. 

The assessment aims to: 
Appraise the available evidence on the effectiveness of SBC-informed interventions that target parents and caregivers in reducing violence against children in the home
Assess the impact of parenting interventions on reducing co-occurring intimate partner violence
Identify the theories underpinning SBC-informed interventions and the settings in which SBC interventions work and for whom
Evaluate the costs and cost-effectiveness of SBC-informed parenting interventions 
Identify relevant contextual factors, including population groups, intervention characteristics and the implementation considerations required for successfully delivering SBC-informed parenting interventions.

The findings indicate that:
There is a robust evidence base demonstrating that parenting programmes informed by SBC can be effective in reducing violence perpetrated against children by parents in LMICs, provided the programmes are implemented by trained facilitators
Co-occurrence of intimate partner violence can also be reduced through SBC-informed parenting programmes
Local resources and personnel can help keep programme costs low
SBC-informed parenting programmes may be transferable to different contexts, populations and settings in LMICs. Some studies suggested programmes were successfully implemented in humanitarian settings and for parents of children of various ages. Implementation in new settings, however, should be accompanied by quality monitoring and evaluation.

La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana

La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana

AUTHOR(S)
Giovanna Mascheroni; Daniel Kardefelt Winther; Marium Saeed; Lorenzo Giuseppe Zaffaroni; Davide Cino; Thomas Dreesen; Marco Valenza

Published: 2021 Innocenti Research Report

L'Italia e’ stata il primo paese in Europa ad aver applicato la misura del lockdown su tutto il territorio. I bambini e le loro famiglie hanno vissuto in quasi completo isolamento per circa due mesi. Gli studenti hanno perduto 65 giorni di scuola rispetto ad una media di 27 negli altri paesi ad alto reddito del mondo. Questa interruzione prolungata rappresenta motivo di preoccupazione, in quanto persino interruzioni piu’ brevi nella didattica possono causare significative perdite nel livello di istruzione dei ragazzi e portare  col tempo a diseguaglianze educative. Almeno 3 milioni di studenti in Italia non sono stati coinvolti nella didattica a distanza a causa d una mancanza di connessione ad internet o di dispositivi adeguati a casa.

Questo rapporto analizza l’esperienza della didattica a distanza di ragazzi e genitori in Italia durante il lockdown, sulla base dei dati raccolti in 11 paesi europei (e coordinati dal Centro comune di ricerca della Commissione Europea). Studia il cambiamento nell’accesso e nell’uso delle tecnologie digitali dei bambini e ragazzi durante la pandemia; mette in evidenza come le diseguaglianze esistenti possano diminuire le opportunità offerte dalla didattica a distanza, anche tra coloro che hanno accesso ad internet; e fornisce approfondimenti su come sostenere la didattica a distanza di bambini e ragazzi in futuro.

Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic

Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic

AUTHOR(S)
Giovanna Mascheroni; Marium Saeed; Marco Valenza; Davide Cino; Thomas Dreesen; Lorenzo Giuseppe Zaffaroni; Daniel Kardefelt Winther

Published: 2021 Innocenti Research Report

Italy was the first country in Europe to implement a nationwide lockdown. Children and their families lived in nearly complete isolation for almost two months. Students missed 65 days of school compared to an average of 27 missed days among high-income countries worldwide. This prolonged break is of concern, as even short breaks in schooling can cause significant loss of learning for children and lead to educational inequalities over time. At least 3 million Italian students may not have been reached by remote learning due to a lack of internet connectivity or devices at home.

This report explores children’s and parents’ experiences of remote learning during the lockdown in Italy, drawing on data collected from 11 European countries (and coordinated by the European Commission’s Joint Research Center). It explores how children's access and use of digital technologies changed during the pandemic; highlights how existing inequalities might undermine remote learning opportunities, even among those with internet access; and provides insights on how to support children’s remote learning in the future.

***

La didattica a distanza durante l’emergenza COVID-19: l’esperienza italiana

L'Italia e’ stata il primo paese in Europa ad aver applicato la misura del lockdown su tutto il territorio. I bambini e le loro famiglie hanno vissuto in quasi completo isolamento per circa due mesi. Gli studenti hanno perduto 65 giorni di scuola rispetto ad una media di 27 negli altri paesi ad alto reddito del mondo. Questa interruzione prolungata rappresenta motivo di preoccupazione, in quanto persino interruzioni piu’ brevi nella didattica possono causare significative perdite nel livello di istruzione dei ragazzi e portare  col tempo a diseguaglianze educative. Almeno 3 milioni di studenti in Italia non sono stati coinvolti nella didattica a distanza a causa d una mancanza di connessione ad internet o di dispositivi adeguati a casa.

Questo rapporto analizza l’esperienza della didattica a distanza di ragazzi e genitori in Italia durante il lockdown, sulla base dei dati raccolti in 11 paesi europei (e coordinati dal Centro comune di ricerca della Commissione Europea). Studia il cambiamento nell’accesso e nell’uso delle tecnologie digitali dei bambini e ragazzi durante la pandemia; mette in evidenza come le diseguaglianze esistenti possano diminuire le opportunità offerte dalla didattica a distanza, anche tra coloro che hanno accesso ad internet; e fornisce approfondimenti su come sostenere la didattica a distanza di bambini e ragazzi in futuro.

Parenting Interventions: How well do they transport from one country to another?

Parenting Interventions: How well do they transport from one country to another?

AUTHOR(S)
Frances Gardner

Published: 2017 Innocenti Research Briefs

This brief, by Frances Gardner, summarizes her team’s recent findings from two global, systematic reviews of the effectiveness of parenting interventions. There is strong evidence that behavioural parenting programmes improve caregiver-child relationships, reduce child problem behaviour, and prevent physical and emotional violence against children. To date, the majority of evaluations that show the effects of parenting programmes are from high-income countries, although there is a growing list of rigorous, randomized trials from low- and middle-income countries. Contrary to common belief, parenting interventions appear to be at least as effective, when transported to countries that are different culturally and in their service provision, from those developed for a specific national or cultural context.

1 - 4 of 4
first previus 1 next last