CHILD-DIRECTED HEALING PLAY EVALUATION STUDY REPORT: Refuge Zimbabwe
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PURPOSE OF THE STUDY The study aimed to evaluate the effectiveness of Child-Directed Healing Play (CDHP) in improving emotional regulation and student-teacher relationships among primary-aged children in Zimbabwe.
RATIONALE Mental health challenges are increasing among children and adolescents in Zimbabwe, exacerbated by a lack of trained professionals and the stigma around mental health. CDHP was developed to address this gap in school-based mental health support.
INTERVENTION OVERVIEW CDHP is a structured, play-based intervention designed for resourceconstrained environments. It trains teachers to deliver psychosocial support through play, focusing on emotional regulation and therapeutic relationships.
METHODOLOGY The study used a quasi-experimental design with pre-test and post-test measurements. It included 431 children from seven private primary schools in Harare, with 62 children participating in the CDHP sessions.
KEY INSTRUMENTS Data were collected using several tools, including the Adverse Childhood Experiences (ACEs) questionnaire, Youth Outcome Questionnaires (YOQs), the Emotional Regulation Checklist (ERC), and the Student-Teacher Relationship Scale (STRS).
EMOTIONAL REGULATION The study found that CDHP had a significant positive effect on emotional regulation among participating children, as indicated by a low p-value (p = 0.002724). The intervention was believed to have improved emotional regulation.
STUDENT-TEACHER RELATIONSHIPS While there was no statistically significant improvement in conflict levels, there was a trend towards improved closeness between students and teachers (p = 0.05355). It can be said that the intervention resulted in improved closeness in student-teacher relationships.
QUALITATIVE FINDINGS Teachers reported high effectiveness in applying CDHP techniques, with positive changes in student behavior and increased emotional connection between students and teachers.
IMPACT ON TEACHERS The intervention also positively affected teachers, enhancing their empathy and understanding of children's experiences, which improved their ability to facilitate the healing process.
RECOMMENDATIONS The report suggests further research in different socio-economic settings, adjustments to session timing and materials, and additional sessions to strengthen therapeutic outcomes. Follow-up studies are recommended to assess the long-term impact of CDHP.
Based on research by Dr. Pamhidzayi Berejena Mhongera