Promoting Gender-Equitable Norms to Support FP Use Among Youth in Post Conflict Settings

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GREAT Project Overview

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  • MasculinityFirst year of marriangeStigma- especially among unmarried
  • Interested in how we are measuring and operationalizing can speak with me after
  • Radio drama based on formative researchCommunity mobilization to complement small group reflection (dance gatherings, wang-oo)Life stage tailored small group reflection and dialogue Great recognition of GREAT ChampionsEngage religious, elected and clan leaders in reflection and action to strengthen capacity to promote and sustain behavior changeSCALABLE TOOLKIT:Tool kit to stimulate dialogue, reflection, action:Radio discussion guides Activity cardsCommunity engagement gameComing of age flip book and work book
  • Promoting Gender-Equitable Norms to Support FP Use Among Youth in Post Conflict Settings

    1. 1. PROMOTING GENDER-EQUITABLE NORMS TO SUPPORT FP USE AMONG YOUTH IN POST CONFLICT SETTINGS Authors: Melissa Kanni Adams, Susan Akajo Oregede, Brad Kerner, Gwyn Hainsworth, Susan Igras, Rebecka Lundgren Dakar, November 30, 2011
    2. 2. GREAT Goal & StrategicObjective GOAL: Improve gender equity and reproductive health outcomes in Northern Uganda STRATEGIC OBJECTIVE: Boys and girls aged 10-19 form equitable gender norms and adopt attitudes and behaviors which positively influence reproductive health outcomes and reduce gender-based violence
    3. 3. GREAT Project Overview 5-year  Phase 1 (Year 1): Formative Research  Ethnographic Research  Program Review  Phase 2a (Years 2 & 3):  Pilot test interventions in 2 districts  Phase 2b (Years 4 & 5):  Scale up successful interventions Location: Northern Uganda Beneficiary Population:  Adolescent boys and girls, ages 10-19  Emphasis on very young adolescents, ages 10-14
    4. 4. Why Gender Norms? Use of family planning RH decision-making Parenting practices Unintended/unplanned pregnancy STIs/HIV/AIDS Health seeking behaviors Gender-based violence
    5. 5. Ethnographic ResearchObjectives Understand how gender norms are learned, internalized and passed on; why individuals would be motivated to change these norms; and how these norms shape GBV, SRH, and FP behaviors in post- conflict Northern Uganda
    6. 6. Research Design and Methodology  Ethnographic, participatory, life course-tailored and activity-based  Data collection took place over 6 months  40 Life Histories conducted with adolescents & 40 in-depth interviews with “significant others”  All interviews were translated, transcribed, coded and analyzed using AtlasTi Life histories with 40 individuals (5 males & 5 females) at different stages in the life course Life Cours Very Young Older Newly Married Pregnant with 1st e Adolescents Adolescents child/ Parent with 1 Stage child s40 in-depth interviews with “significant others” selected by life history participants and directlyrecruited: Teachers Peer Sibling Religious/Community Extended Parents/Guardian s s Leaders Family s
    7. 7. Key Findings: Conflict, Gender, andFP Traditional attitudes toward gender roles held across life course and passed on through teaching, advice giving and modeling Conflict and displacement disrupted gender socialization processes and brought about changes in gender roles at odd with traditional norms Conflict and displacement significantly impacted adolescent SRH experiences
    8. 8. Quote: Men and alcohol“Men also became serious drunkards and the only thingthey knew was to drink. This is not according to theirinterest but this is because men were too frustrated. Inthe camp, to tell you the truth, the most mistreatedpeople by soldiers were also men. If a soldier wantedyour wife, he could come and beat you. The rebelswere also killing and mistreating men who they saw asspies for the government, and so men were frustrated. Isee that men suffered most and they keep on doing this[drinking] because of the problems that had surroundedthem.” -Male, 28 year old, peer
    9. 9. Key Findings: Youth FP Use andAttitudes Prevailing gender norms significantly shape fertility desires and intentions among youth Strong community support for youth access to HIV services but not FP Communication about FP among adolescent couples high but use low/infrequent due to:  Lack of support from male partners  Concerns over side effects  Concern with marital discord  Stigma  Fear of infertility
    10. 10. Quote: Hopes and Dreams I: Among all your hopes, which one is the greatest? You talked of education, having a job, and your ability to give birth. P: Giving birth is the most important. In this world if you don’t have a child then your life is worthless and people will insult you. Female, 16, older adolescent
    11. 11. From insight to action Data from ethnographic research used to inform Phase II intervention Intervention aims to improve gender-equitable values, attitudes, and behaviors; improve SRH knowledge, attitudes, and access to services; decrease tolerance for GBV among adolescents Tailored to adolescent life-stages, designed for scale, and based on the ecological model
    12. 12. The GREAT Intervention Model

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