Chapter Lessons learned from adolescent girls

2010 ◽  
pp. 108-121
2013 ◽  
Vol 16 (9) ◽  
pp. 1667-1676 ◽  
Author(s):  
Víctor M Aguayo ◽  
Kajali Paintal ◽  
Gayatri Singh

AbstractObjectiveTo document the scale-up of India's Adolescent Girls’ Anaemia Control Programme following a knowledge-centred framework for scaling up nutrition interventions and to identify the critical elements of and lessons learned from a decade of programme experience for the control of anaemia in adolescent girls.DesignWe reviewed all articles, programme and project reports, and baseline and endline assessments published between 1995 and 2012 regarding the control of anaemia through intermittent iron and folic acid supplementation; key programme specialists and managers were interviewed to complete or verify information wherever needed.SettingIndia.SubjectsAdolescent girls.ResultsThe scale-up of India's Adolescent Girls’ Anaemia Control Programme followed a knowledge-centred programme cycle comprising five phases: Evidence, Innovation, Evaluation, Replication and Universalization. By the end of 2011, the programme was being rolled out in thirteen states and was reaching 27·6 million adolescent girls of whom 16·3 million were school-going girls and 11·3 million were out-of-school girls. Building on the critical elements of and lessons learned from the programme, the Government of India launched in 2012 the national Weekly Iron and Folic Acid Supplementation (WIFS) programme to universalize the benefits of anaemia control to the overall population of Indian adolescents.ConclusionsThe Adolescent Girls’ Anaemia Control Programme in India provides a good example of how a knowledge-centred approach can successfully guide the scaling up of public health nutrition interventions and facilitate intersectoral convergence among different government departments and development partners to break the inter-generational cycle of undernutrition and deprivation.


2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Jessica Willow Grace Barudin

This paper explores the promising practice of an emerging culturally adapted, trauma-informed yoga program for Indigenous adolescent girls. I draw from my experiential learning during a series of 12 yoga sessions over 2018 and 2019 with eight Indigenous girls (ages 13–17) from rural and remote Inuit communities in Quebec, Canada. Participants had experienced varying degrees of child maltreatment and interaction with the child welfare system, and they were all under the care of youth protection services in a residential facility. The yoga and mindfulness intervention provided weekly 60-minute sessions in the residential unit. Yoga sessions integrated a blended model of cultural teachings, group dialogue, and trauma-informed yoga. The approach included circle sharing, cultural teachings, gentle progressions of physical postures, guided meditation, breathing techniques, centring practices, and beadwork. This promising practice explores trauma-informed yoga as a strengths-based community strategy for relational healing that promotes cultural connectedness, safety, and resilience among Indigenous adolescent girls removed from their rural and remote communities to a residential facility in an urban area. This paper outlines an introductory framework for health professionals, paraprofessionals, program administrators, and staff working with Indigenous children and youth in residential facilities. Specifically, this promising practice builds on existing findings of trauma-informed yoga with adolescents, as well as movement and centring approaches through an Indigenous lens of relational healing.


2020 ◽  
Vol 15 (1) ◽  
pp. 106-124
Author(s):  
Amita N. Vyas ◽  
Nitasha Nagaraj ◽  
Jordan Genovese ◽  
Gayatri Malhotra ◽  
Nidhi Dubey ◽  
...  

Girl Rising, a global campaign, uses the power of storytelling to build a movement for adolescent girls by inspiring people to change the way girls are valued, and sparking social action. We Dream, We Rise, is a social media campaign that was launched to call attention to age-old gender stereotypes that have gone unquestioned for generations and to inspire adults across the country to ‘dream as big for their girls as they do for their boys’. A descriptive evaluation of the campaign was conducted to measure its reach, saliency, and lessons learned. The campaign evaluation focused primarily on reach, engagement, perceptions of the campaign messaging, and intention to take social action. The campaign reached 25 million people, received more than 600,000 views, and engaged with more than 200,000 people, which yielded a more than 2% engagement rate compared to the industry average of 1%. While extracting meaningful information from social media campaigns can pose to be challenging, there is a need to move beyond just measures of reach. Measurement on quality, saliency, and outcomes are critical to ensuring that future campaigns are successful and yield the desired rigor, quality, and investments needed to facilitate change.


2021 ◽  
Vol 16 (2-3) ◽  
pp. 278-286
Author(s):  
Kate F. Plourde ◽  
Geeta Nanda ◽  
Elise Healy ◽  
Dennis Kibwola ◽  
Phoebe Mutonyi ◽  
...  

This article describes the development and implementation of the Anyaka Makwiri program and summarizes results from the qualitative assessment of participant experiences. Anyaka Makwiri is a multicomponent mentoring program developed for adolescent girls and young women (AGYW) ages 15 to 24 in Gulu, Uganda. The comprehensive program consisted of a curriculum covering sexual and reproductive health (SRH), financial capabilities, soft skills, and gender-based violence and gender equality; activities designed to improve participants’ social connectedness; optional onsite testing for sexually transmitted infections (STIs), HIV, and pregnancy along with STI treatment; group-based savings; and links to SRH services, including contraceptive and gender-based violence services. The program was implemented over a 6-month period and reached 490 AGYW. Findings are derived from routine program-monitoring data including administrative records, de-identified service statistics, and baseline surveys. In addition, this article summarizes some of the key findings from qualitative interviews with both mentors and AGYW participants, conducted at the conclusion of the program.  Participants generally had a favorable view of the mentoring program, particularly in terms of the curriculum topics they were exposed to, and mentors were also positive about their experiences. Despite the program’s many successes there were some implementation challenges, the most prominent being intermittent participant attendance due to a variety of difficulties. The lessons learned from the implementation of Anyaka Makwiri provide valuable insights for the design and implementation of multicomponent mentoring programs for AGYW.


2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.


2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).


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