Browsing by Author "Guattari-Stafford, Thomas"

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    Open Access
    A programme design, theory and implementation evaluation of the Khanyisa Programme
    (2019) Guattari-Stafford, Thomas; Chapman, Sarah
    This study is a formative evaluation of a youth development programme which places volunteers as 'reading buddies’ in grade 2 classes in schools in the Western Cape. The study assesses the implementation of the school placement component of the programme - comparing the actual and intended implementation, as well as describing the volunteers’ experience thereof. The evaluation uses a mixed methods approach, combining surveys with volunteers and teachers with an electronic volunteer diary and volunteer focus group. Additionally, the evaluation establishes a common understanding of the programme logic (through a comparison of four stakeholder perspectives) and assesses the plausibility of the programme achieving its intended impact considering the available literature. The study includes surveys programme volunteers (n = 23) and school teachers (n = 30), interviews with programme staff (n = 4) and focus groups with programme staff and volunteers (n = 16). Ethical clearance for the study was obtained through the University of Cape Town’s Commerce Faculty Ethics in Research Committee. The evaluation findings indicate that the school component is being implemented as intended. However, volunteers raised concerns of unproductive time spent at schools, a perceived lack of respect from learners and tensions with school staff - especially after incidents where corporal punishment was reported. These findings suggest the need for an improved monitoring system to facilitate real-time responses to challenges experienced by the volunteers, as well as a form of mediation between volunteers and school staff when tensions occur. Regarding the plausibility of the programme logic, the evaluation finds a lack of evidence to suggest the programme’s intended impact is likely to be achieved. As such, revisions to the programme design are suggested.
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    Open Access
    What do we know about preventing school violence? A systematic review of systematic reviews
    (Taylor & Francis, 2017-01-30) Lester, Soraya; Lawrence, Cayleigh; Ward, Catherine L
    Many children across the world are exposed to school violence, which undermines their right to education and adversely affects their development. Studies of interventions for school violence suggest that it can be prevented. However, this evidence base is challenging to navigate. We completed a systematic review of interventions to reduce four types of school violence: (a) peer violence; (b) corporal punishment; (c) student-on-teacher violence and (d) teacher-on-student violence. Reviewers independently searched databases and journals. Included studies were published between 2005 and 2015; in English; considered school-based interventions for children and measured violence as an outcome. Many systematic reviews were found, thus we completed a systematic review of systematic reviews. Only systematic reviews on interventions for intimate partner violence (IPV) and peer aggression were found. These reviews were generally of moderate quality. Research on both types of violence was largely completed in North America. Only a handful of programmes demonstrate promise in preventing IPV. Cognitive behavioral, social-emotional and peer mentoring/mediation programmes showed promise in reducing the levels of perpetration of peer aggression. Further research needs to determine the long-term effects of interventions, potential moderators and mediators of program effects, program effects across different contexts and key intervention components.