There is no one-size-fits-all approach to developing effective programmes for girls, but this guide to creating safe spaces gives a broad overview of the different areas that practitioners need to cover and inspiration as to how to cover them.
The YWCA has provided safe spaces for women and girls for over 150 years. Their safe spaces model has 8 defining elements that are essential for creating environments where women and girls can openly share experiences, learn about their rights, and become empowered leaders. These elements include having an accessible and safe location, prioritizing leadership and participation, and providing accurate and reliable information. The YWCA's safe spaces model is a proven approach developed from their extensive experience empowering women and girls at the local level around the world.
This document provides information about preventing sexual exploitation and abuse (PSEA) in humanitarian aid organizations. It discusses that aid workers must ensure they do not harm community members, with women, children and disabled people being most at risk. The purpose is to promote a world where all individuals can live and work free from such exploitation and abuse. It defines sexual harassment, exploitation and abuse. It outlines the PSEA complaint process and why a formal reporting system is important to protect staff and beneficiaries. It provides guidance on receiving and documenting complaints, including principles, roles, skills and basic phases of an interview.
This document summarizes the human rights situation of women in Nepal. It discusses 7 key issues: 1) Discrimination based on class, caste, ethnicity, etc. and the need to criminalize all forms of discrimination. 2) High levels of violence against women including rape, domestic violence, and dowry-related violence. 3) Widespread torture of women both historically during conflict and currently in homes and workplaces. 4) Increasing sexual violence and lack of sexual rights. 5) High morbidity and mortality rates from preventable conditions due to lack of access to healthcare. 6) Rampant employment discrimination and lack of protections for migrant workers. 7) Threats and harassment faced by women human rights defenders. It
The document discusses the background and rationale for CHILDLINE India, which is a 24-hour phone service for children in need of care and protection. It was established in 1996 in response to the large number of children without access to services. The toll-free number 1098 connects callers to local call centers that dispatch emergency responders within 60 minutes. CHILDLINE now has over 150 call centers across India and responds to millions of calls annually, providing services to vulnerable children. The organization aims to establish a child-friendly nation by protecting children's rights through advocacy, awareness, and integrated efforts across government and nonprofit groups.
The document summarizes the work of World Vision India, an organization that aims to create lasting change for children, families, and communities living in poverty. It details World Vision's work in areas like education, health, disaster relief, and community development across India since 1962. Key programs mentioned include child sponsorship, HIV/AIDS response, and area development programs focused on long-term sustainable solutions to poverty.
1.advocacy and lobbying A Lecture By Mr.Allah dad Khan Mr.Allah Dad Khan
This document discusses advocacy and lobbying. It defines advocacy as using knowledge to create social change, particularly by influencing government policies and laws. Advocacy is a process that involves motivating communities and mobilizing support. Lobbying involves directly influencing decision makers. The document outlines the importance of advocacy, different types including representation, mobilization, and empowerment, and notes that advocacy is a long-term process that may not create immediate change.
This document discusses the global impact of the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW). CEDAW promotes women's full participation in economic, political and social life, which benefits societies. The document focuses on how CEDAW has helped end violence against women, improve women's economic opportunities, increase women's political participation, and advance human rights and equality for women. Examples are provided of countries that have used CEDAW to reform laws and policies related to violence against women, women's rights, and trafficking. Civil society groups have also utilized CEDAW to advocate for legal and policy changes benefiting women and girls.
The YWCA has provided safe spaces for women and girls for over 150 years. Their safe spaces model has 8 defining elements that are essential for creating environments where women and girls can openly share experiences, learn about their rights, and become empowered leaders. These elements include having an accessible and safe location, prioritizing leadership and participation, and providing accurate and reliable information. The YWCA's safe spaces model is a proven approach developed from their extensive experience empowering women and girls at the local level around the world.
This document provides information about preventing sexual exploitation and abuse (PSEA) in humanitarian aid organizations. It discusses that aid workers must ensure they do not harm community members, with women, children and disabled people being most at risk. The purpose is to promote a world where all individuals can live and work free from such exploitation and abuse. It defines sexual harassment, exploitation and abuse. It outlines the PSEA complaint process and why a formal reporting system is important to protect staff and beneficiaries. It provides guidance on receiving and documenting complaints, including principles, roles, skills and basic phases of an interview.
This document summarizes the human rights situation of women in Nepal. It discusses 7 key issues: 1) Discrimination based on class, caste, ethnicity, etc. and the need to criminalize all forms of discrimination. 2) High levels of violence against women including rape, domestic violence, and dowry-related violence. 3) Widespread torture of women both historically during conflict and currently in homes and workplaces. 4) Increasing sexual violence and lack of sexual rights. 5) High morbidity and mortality rates from preventable conditions due to lack of access to healthcare. 6) Rampant employment discrimination and lack of protections for migrant workers. 7) Threats and harassment faced by women human rights defenders. It
The document discusses the background and rationale for CHILDLINE India, which is a 24-hour phone service for children in need of care and protection. It was established in 1996 in response to the large number of children without access to services. The toll-free number 1098 connects callers to local call centers that dispatch emergency responders within 60 minutes. CHILDLINE now has over 150 call centers across India and responds to millions of calls annually, providing services to vulnerable children. The organization aims to establish a child-friendly nation by protecting children's rights through advocacy, awareness, and integrated efforts across government and nonprofit groups.
The document summarizes the work of World Vision India, an organization that aims to create lasting change for children, families, and communities living in poverty. It details World Vision's work in areas like education, health, disaster relief, and community development across India since 1962. Key programs mentioned include child sponsorship, HIV/AIDS response, and area development programs focused on long-term sustainable solutions to poverty.
1.advocacy and lobbying A Lecture By Mr.Allah dad Khan Mr.Allah Dad Khan
This document discusses advocacy and lobbying. It defines advocacy as using knowledge to create social change, particularly by influencing government policies and laws. Advocacy is a process that involves motivating communities and mobilizing support. Lobbying involves directly influencing decision makers. The document outlines the importance of advocacy, different types including representation, mobilization, and empowerment, and notes that advocacy is a long-term process that may not create immediate change.
This document discusses the global impact of the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW). CEDAW promotes women's full participation in economic, political and social life, which benefits societies. The document focuses on how CEDAW has helped end violence against women, improve women's economic opportunities, increase women's political participation, and advance human rights and equality for women. Examples are provided of countries that have used CEDAW to reform laws and policies related to violence against women, women's rights, and trafficking. Civil society groups have also utilized CEDAW to advocate for legal and policy changes benefiting women and girls.
Commuinity Education is a philosophy and set of practices, using learning as a strategy for personal and community empowerment. The slides - with photos by Joel Nitzberg - offer definitions of the field.
The aim of this session is to:
Be able to apply the GROW model to coaching sessions
Use the GROW model for effective, structured methodology for goal-setting and problem-solving
1. The document outlines steps for community organizing around an issue, beginning with choosing the right issue to focus on and avoiding common mistakes like taking on too many issues.
2. It describes mapping the issue by researching its history, stakeholders, and related policies, and identifying opinion leaders, stakeholders, and "gatekeepers" within social networks connected to the issue.
3. The process involves understanding what motivates potential allies ("currencies") like their values, interests and relationships, in order to propose an agenda that benefits all parties and expand support networks through media and helping others.
Nirbhaya Movement and Impact of Nirbhaya schemes hemurathore1
The case of 23 years old girl-known as “Nirbhaya"
Brutally raped by six men on moving bus in Delhi on December 16,2012
Died after 13 days of this incidents
After news of gang rape spread, protest erupted in Delhi and other parts of the country
“Hang the rapists” was the vociferous cry of the Indian Media
The protest movements were lead by the commoners.
Provoked unprecedented protests in India
Harassments and violence against women and girls in India came into international spotlight
The attack sparked wide spread protests and a campaign by civil society group.
The protests against rape has become a mass movements
A survivor-centered approach is key to ensure access to healthcare, psychosocial support, legal assistance, livelihood alternatives, safe shelter, and other potential life-saving services for those who've been sexually exploited and abused by aid workers, peacekeepers and others preying on vulnerable groups. In the decades since UN peacekeepers and UN civilian staff, NGOs and diplomats were found to sexually abuse and exploit local women and children in Cambodia (1991-1993) during UNTAC, too little has been done to provide services to the survivors.
Survivors need access to Post-exposure Preventive Kits within 72 hours of an assault. It is necessary for aid organisations to consult intensively with local women's associations, organisations for people with disabilities, LGBTIQ organisations and those representing other minorities and groups at risk, in order to develop safe, community based reporting mechanisms and map and vet assistance to survivors.
IFRC adopted its PSEA policy in June 2018 and is supporting Red Cross Red Crescent National Societies in developing their policies and practices. https://media.ifrc.org/ifrc/wp-content/uploads/sites/5/2018/06/IFRC-Secretariat-Policy-on-Prevention-and-Response-to-SEA_final.pdf
I will hold a webinar using this PPT on 16 November, which is a preparation of participants for a PSEA policy writeshop scheduled for 3-5 December and hosted by the Finnish Red Cross.
The webinar is open to other staff and volunteers of the RC RC Movement as well.
Big thank you to Abby Maxman and Jennifer Emond at Oxfam US for valuable input to this presentation.
Module 4: Responding to a GBV disclosure as a non-GBV specialistGBV Guidelines
This document provides guidance on responding to gender-based violence in humanitarian settings. It discusses the importance of a survivor-centered approach that respects the survivor's rights, dignity, and autonomy to make their own decisions. It also covers topics like psychological first aid, referrals to support services, applying guiding principles like safety and confidentiality, and examples of adhering or not adhering to these principles in potential case studies. The overall document aims to help non-specialists appropriately respond to and support survivors of gender-based violence.
This document provides information about various international organizations:
- INGO stands for International Non-Governmental Organization, which are non-profit organizations that operate internationally. Most were created after WWII.
- The United Nations was formed in 1945 and has 193 member countries. Its main organs are the General Assembly, Security Council, Economic and Social Council, Trusteeship Council, International Court of Justice, and Secretariat.
- UNICEF stands for the United Nations Children's Fund and works to uphold children's rights in 191 countries by ensuring education, preventing disease, and creating safe environments.
The document discusses the history and evolution of social casework as a method of social work. It outlines how social casework began as informal helping by individuals throughout history but became a more formal, professionalized method in the late 19th/early 20th century. Key developments included the establishment of charity organizations in the US and UK in the 1800s that used volunteers and later paid agents to assess individual needs, and the opening of the first US School of Social Work in 1898 in response to modern problems requiring specialized training. The document then discusses how early 20th century developments like standardized training programs and the publication of Mary Richmond's influential book "Social Diagnosis" helped establish social casework as a core method of the social work profession.
Child Friendly Spaces (CFSs) are temporary safe spaces established in emergencies to provide protection, psychosocial support, and non-formal education to children and young people affected by crises. The purpose of CFSs is to support resilience and well-being through community-organized activities in a safe, stimulating environment. CFSs have objectives like mobilizing community protection of all children, providing play opportunities to acquire skills, and offering multi-sectoral support to realize children's rights. Guiding principles for establishing CFSs include taking a coordinated, inclusive approach and ensuring the spaces are safe, secure, and supportive for children.
Protection against Sexual Exploitation and Abuse (PSEA)Mahmoud Mandow
This document discusses protection against sexual exploitation and abuse (PSEA) in Jordan. It provides context on PSEA, defining sexual exploitation and abuse. It notes the responsibility of humanitarian organizations, coordinators, and donors to prevent and respond to SEA incidents. The document then gives an overview of PSEA issues in Jordan, noting reports of increased risks of SEA against Syrian refugees and the establishment of an inter-agency PSEA network in Jordan in 2015.
This document discusses various techniques and methods for fundraising for NGOs in India. It begins by noting changes in the economic and philanthropic landscape that have increased the need for Indian NGOs to raise funds domestically. It then outlines legal issues to consider regarding fundraising. The bulk of the document details specific techniques for fundraising, including identifying individual, corporate and foundation donors, organizing fundraising events, utilizing overseas contacts, and seeking government sources of support. It emphasizes principles like integrity, accountability and thanking donors.
According to the Delhi Police, crimes by children in the 16-18 year age category are on the rise. This indeed is going to be a common phenomenon in the years to come by, particularly because there is very little being done in terms of reaching out the young and the adolescent with ways that help them deal with themselves and their situation better. Once into crime, getting out is not easy for anyone, including children. But the very purpose of the juvenile justice legislation in India is to provide these young people with opportunities to change before it is too late.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The document provides a historical overview of the evolution of community organization in various regions including the United States, United Kingdom, India, and Nepal. It discusses the early origins of organized charity and relief efforts in places like England in the 1600s. In the US, charity organizations emerged in the late 1800s to rationalize charity and relief. Three major periods of development are identified in the US spanning from the 1870s to the present: the Charity Organization Period from 1870-1917; the Rise of Federations from 1917-1935; and the Period of Expansion and Professional Development from 1935-present. Similar stages of development, issues, and trends are outlined for community organization in the UK, India, and Nepal. Gandhi's
This document provides information on gender-based violence (GBV) risks for enumerators conducting displacement tracking matrix (DTM) assessments. It defines GBV and differentiates between sex and gender. GBV is rooted in gender inequalities and can be exacerbated by emergencies through new threats, lack of privacy, and shifts in power dynamics. While DTM enumerators are not responsible for direct GBV response, they should avoid creating additional risks and know how to refer survivors to specialized services. Mainstreaming GBV involves applying minimum standards to prevent harm.
Challenges and opportunities of youth of the 21stSelf
The document discusses the challenges and opportunities facing youth in Tanzania. It notes that over 50% of the world's population is under 25, and in Tanzania 66% of the population is under 25. Major challenges for Tanzanian youth include a lack of access to education, high rates of early marriage, unemployment above 50%, and health issues such as HIV/AIDS. To address these issues, the document calls for improving access to education, developing new skills training programs, increasing access to healthcare and sex education, and creating more economic opportunities for youth employment and entrepreneurship.
The document discusses the third sector, which includes non-profit organizations that are separate from both the public and private sectors, such as charities, voluntary groups, social enterprises, and cooperatives. Third sector organizations are independent and values-driven, focusing on social goals rather than profit. They allocate resources, redistribute wealth, empower communities, monitor important issues, and tailor their services to local needs. The third sector plays an important role in society through job creation, awareness raising, and community development.
This document provides an overview of developing facilitation skills. It discusses:
1) What facilitation skills are and why they are important for guiding meetings and discussions. Facilitators help groups meet their goals and move effectively through agendas.
2) Some keys aspects of being a good facilitator including focusing on the process, not opinions, and ensuring all participants can contribute. Facilitators must also deal with potential disrupters.
3) Tips for planning and facilitating effective meetings, such as establishing ground rules, encouraging participation, and summarizing discussions. The document outlines steps a facilitator should take during a meeting.
The article discusses how classroom culture and environment can promote student resilience. It argues that teachers should focus on developing trusting relationships between students, explicitly teaching collaboration skills, providing academic challenges that are at an appropriate level, and creating engaging learning experiences that require problem solving. A classroom where students feel comfortable taking risks and are not discouraged by occasional failures or mistakes allows them to develop resilience and persistence when learning new skills.
Commuinity Education is a philosophy and set of practices, using learning as a strategy for personal and community empowerment. The slides - with photos by Joel Nitzberg - offer definitions of the field.
The aim of this session is to:
Be able to apply the GROW model to coaching sessions
Use the GROW model for effective, structured methodology for goal-setting and problem-solving
1. The document outlines steps for community organizing around an issue, beginning with choosing the right issue to focus on and avoiding common mistakes like taking on too many issues.
2. It describes mapping the issue by researching its history, stakeholders, and related policies, and identifying opinion leaders, stakeholders, and "gatekeepers" within social networks connected to the issue.
3. The process involves understanding what motivates potential allies ("currencies") like their values, interests and relationships, in order to propose an agenda that benefits all parties and expand support networks through media and helping others.
Nirbhaya Movement and Impact of Nirbhaya schemes hemurathore1
The case of 23 years old girl-known as “Nirbhaya"
Brutally raped by six men on moving bus in Delhi on December 16,2012
Died after 13 days of this incidents
After news of gang rape spread, protest erupted in Delhi and other parts of the country
“Hang the rapists” was the vociferous cry of the Indian Media
The protest movements were lead by the commoners.
Provoked unprecedented protests in India
Harassments and violence against women and girls in India came into international spotlight
The attack sparked wide spread protests and a campaign by civil society group.
The protests against rape has become a mass movements
A survivor-centered approach is key to ensure access to healthcare, psychosocial support, legal assistance, livelihood alternatives, safe shelter, and other potential life-saving services for those who've been sexually exploited and abused by aid workers, peacekeepers and others preying on vulnerable groups. In the decades since UN peacekeepers and UN civilian staff, NGOs and diplomats were found to sexually abuse and exploit local women and children in Cambodia (1991-1993) during UNTAC, too little has been done to provide services to the survivors.
Survivors need access to Post-exposure Preventive Kits within 72 hours of an assault. It is necessary for aid organisations to consult intensively with local women's associations, organisations for people with disabilities, LGBTIQ organisations and those representing other minorities and groups at risk, in order to develop safe, community based reporting mechanisms and map and vet assistance to survivors.
IFRC adopted its PSEA policy in June 2018 and is supporting Red Cross Red Crescent National Societies in developing their policies and practices. https://media.ifrc.org/ifrc/wp-content/uploads/sites/5/2018/06/IFRC-Secretariat-Policy-on-Prevention-and-Response-to-SEA_final.pdf
I will hold a webinar using this PPT on 16 November, which is a preparation of participants for a PSEA policy writeshop scheduled for 3-5 December and hosted by the Finnish Red Cross.
The webinar is open to other staff and volunteers of the RC RC Movement as well.
Big thank you to Abby Maxman and Jennifer Emond at Oxfam US for valuable input to this presentation.
Module 4: Responding to a GBV disclosure as a non-GBV specialistGBV Guidelines
This document provides guidance on responding to gender-based violence in humanitarian settings. It discusses the importance of a survivor-centered approach that respects the survivor's rights, dignity, and autonomy to make their own decisions. It also covers topics like psychological first aid, referrals to support services, applying guiding principles like safety and confidentiality, and examples of adhering or not adhering to these principles in potential case studies. The overall document aims to help non-specialists appropriately respond to and support survivors of gender-based violence.
This document provides information about various international organizations:
- INGO stands for International Non-Governmental Organization, which are non-profit organizations that operate internationally. Most were created after WWII.
- The United Nations was formed in 1945 and has 193 member countries. Its main organs are the General Assembly, Security Council, Economic and Social Council, Trusteeship Council, International Court of Justice, and Secretariat.
- UNICEF stands for the United Nations Children's Fund and works to uphold children's rights in 191 countries by ensuring education, preventing disease, and creating safe environments.
The document discusses the history and evolution of social casework as a method of social work. It outlines how social casework began as informal helping by individuals throughout history but became a more formal, professionalized method in the late 19th/early 20th century. Key developments included the establishment of charity organizations in the US and UK in the 1800s that used volunteers and later paid agents to assess individual needs, and the opening of the first US School of Social Work in 1898 in response to modern problems requiring specialized training. The document then discusses how early 20th century developments like standardized training programs and the publication of Mary Richmond's influential book "Social Diagnosis" helped establish social casework as a core method of the social work profession.
Child Friendly Spaces (CFSs) are temporary safe spaces established in emergencies to provide protection, psychosocial support, and non-formal education to children and young people affected by crises. The purpose of CFSs is to support resilience and well-being through community-organized activities in a safe, stimulating environment. CFSs have objectives like mobilizing community protection of all children, providing play opportunities to acquire skills, and offering multi-sectoral support to realize children's rights. Guiding principles for establishing CFSs include taking a coordinated, inclusive approach and ensuring the spaces are safe, secure, and supportive for children.
Protection against Sexual Exploitation and Abuse (PSEA)Mahmoud Mandow
This document discusses protection against sexual exploitation and abuse (PSEA) in Jordan. It provides context on PSEA, defining sexual exploitation and abuse. It notes the responsibility of humanitarian organizations, coordinators, and donors to prevent and respond to SEA incidents. The document then gives an overview of PSEA issues in Jordan, noting reports of increased risks of SEA against Syrian refugees and the establishment of an inter-agency PSEA network in Jordan in 2015.
This document discusses various techniques and methods for fundraising for NGOs in India. It begins by noting changes in the economic and philanthropic landscape that have increased the need for Indian NGOs to raise funds domestically. It then outlines legal issues to consider regarding fundraising. The bulk of the document details specific techniques for fundraising, including identifying individual, corporate and foundation donors, organizing fundraising events, utilizing overseas contacts, and seeking government sources of support. It emphasizes principles like integrity, accountability and thanking donors.
According to the Delhi Police, crimes by children in the 16-18 year age category are on the rise. This indeed is going to be a common phenomenon in the years to come by, particularly because there is very little being done in terms of reaching out the young and the adolescent with ways that help them deal with themselves and their situation better. Once into crime, getting out is not easy for anyone, including children. But the very purpose of the juvenile justice legislation in India is to provide these young people with opportunities to change before it is too late.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The document provides a historical overview of the evolution of community organization in various regions including the United States, United Kingdom, India, and Nepal. It discusses the early origins of organized charity and relief efforts in places like England in the 1600s. In the US, charity organizations emerged in the late 1800s to rationalize charity and relief. Three major periods of development are identified in the US spanning from the 1870s to the present: the Charity Organization Period from 1870-1917; the Rise of Federations from 1917-1935; and the Period of Expansion and Professional Development from 1935-present. Similar stages of development, issues, and trends are outlined for community organization in the UK, India, and Nepal. Gandhi's
This document provides information on gender-based violence (GBV) risks for enumerators conducting displacement tracking matrix (DTM) assessments. It defines GBV and differentiates between sex and gender. GBV is rooted in gender inequalities and can be exacerbated by emergencies through new threats, lack of privacy, and shifts in power dynamics. While DTM enumerators are not responsible for direct GBV response, they should avoid creating additional risks and know how to refer survivors to specialized services. Mainstreaming GBV involves applying minimum standards to prevent harm.
Challenges and opportunities of youth of the 21stSelf
The document discusses the challenges and opportunities facing youth in Tanzania. It notes that over 50% of the world's population is under 25, and in Tanzania 66% of the population is under 25. Major challenges for Tanzanian youth include a lack of access to education, high rates of early marriage, unemployment above 50%, and health issues such as HIV/AIDS. To address these issues, the document calls for improving access to education, developing new skills training programs, increasing access to healthcare and sex education, and creating more economic opportunities for youth employment and entrepreneurship.
The document discusses the third sector, which includes non-profit organizations that are separate from both the public and private sectors, such as charities, voluntary groups, social enterprises, and cooperatives. Third sector organizations are independent and values-driven, focusing on social goals rather than profit. They allocate resources, redistribute wealth, empower communities, monitor important issues, and tailor their services to local needs. The third sector plays an important role in society through job creation, awareness raising, and community development.
This document provides an overview of developing facilitation skills. It discusses:
1) What facilitation skills are and why they are important for guiding meetings and discussions. Facilitators help groups meet their goals and move effectively through agendas.
2) Some keys aspects of being a good facilitator including focusing on the process, not opinions, and ensuring all participants can contribute. Facilitators must also deal with potential disrupters.
3) Tips for planning and facilitating effective meetings, such as establishing ground rules, encouraging participation, and summarizing discussions. The document outlines steps a facilitator should take during a meeting.
The article discusses how classroom culture and environment can promote student resilience. It argues that teachers should focus on developing trusting relationships between students, explicitly teaching collaboration skills, providing academic challenges that are at an appropriate level, and creating engaging learning experiences that require problem solving. A classroom where students feel comfortable taking risks and are not discouraged by occasional failures or mistakes allows them to develop resilience and persistence when learning new skills.
EntreprenHer - School of Entrepreneurship for Girls - Launch DeckNina Christian
EntreprenHer is a social enterprise that enriches the lives of teenage girls by delivering inspiration, encouragement, practical skills and real-world connections that are rooted in Entrepreneurship.
Our 12-month School of Entrepreneurship teaches girls about business, innovation, creativity, and the careers of the future.
Girls learn problem-solving, valuable life skills and above all…..Self-confidence.
The Center for Dispute Resolution in Springfield, Missouri runs programs called Girls Circle and Guys Gathering that aim to empower young adolescents. They are requesting $4,000 to purchase technology like iPads to enhance these programs. The programs meet weekly for 8-10 weeks in small groups to discuss topics related to well-being and give adolescents a safe space to open up. Evaluations of the Girls Circle program show it has positively impacted participants' knowledge, attitudes, behaviors, and sense of self-worth according to surveys, focus groups, and administrator reviews.
STOP IT! Caregiver behaviors that are barriers to progressCheryl Ryan Chan
Caregivers' behaviors can sometimes hinder the progress and independence of people with disabilities. The document discusses how caregivers may overprotect or do too much for their loved ones with disabilities. This can lead to the person having lower self-esteem, feeling less capable, and being unprepared for adulthood. The document provides strategies for caregivers, such as making a plan to teach skills to increase independence and preparing the person for future living environments. The goal is to change caregiver behaviors to support greater independence and progress for the person.
The document discusses mentoring programs for girls and women. It outlines some key challenges in formal mentoring relationships, such as many ending within a few months. Factors that can influence relationship length include youth and mentor characteristics, the relationship process, and program factors like training. Effective programs utilize proven practices from guidelines like the Elements of Effective Practice and focus on developing close, trusting relationships through activities, support and skill-building. Several mentoring programs in Minnesota are highlighted that aim to empower young women through leadership development, life skills and cultural appreciation.
LadiesFirst is a nonprofit organization that provides after school mentoring and media literacy programs to middle and high school girls. The programs aim to foster leadership, activism, creativity and critical thinking skills. Through mentorship and learning how to analyze media messages, the girls gain confidence to address issues like discrimination and advocate for gender equity in their communities. LadiesFirst strives to empower girls and inspire them to use their voices to create positive change.
Parents and teachers can take several actions to help address cyberbullying. For parents, this includes talking to their children, monitoring their online activities, and addressing any bullying incidents directly with the school. For teachers, key actions are assessing cyberbullying at their school, developing clear policies, providing staff training, teaching digital citizenship skills to students, and partnering with parents. Addressing cyberbullying requires cooperation between parents, teachers, and the whole school community.
Parallels Between Indigenous Education and Inclusive EducationBrittany Leonard
Now what is my next learning?
Some areas I could explore next include:
- Learning more about specific Indigenous cultures and communities to better understand their unique educational needs, philosophies, and practices. Getting input and perspectives directly from Elders and knowledge keepers.
- Researching how various inclusive models have been implemented in Indigenous schools/communities and their effectiveness based on feedback from students, families, and educators. Looking at both successes and areas for improvement.
- Exploring how inclusive models and Indigenous knowledge and practices can be most authentically and respectfully integrated into mainstream classroom settings with diverse student populations. Gaining practical strategies and lesson ideas.
- Continuing self-reflection on my own assumptions, biases,
This document provides an overview of Girl Scouts in 2012 to commemorate their 100th anniversary. It discusses the mission and values of Girl Scouts including the Girl Scout Promise and Law. It then summarizes key events from 2012 like various celebrations of the 100th anniversary and cookie sales. It highlights research conducted on the benefits of Girl Scouting including increased leadership skills, academic success, and career opportunities for girls. Profiles of Girl Scouts at different age levels show how the program cultivates leadership. The impact of volunteers is also recognized.
B4.1 Guided Learning Presentation 6 Dec 08hobbsshoulder
The document discusses different types of learning, including:
- Intended learning that is planned with clear aims and objectives.
- Opportunistic learning that occurs from unplanned events and can be incorporated into learning goals.
- Hidden learning that may not be apparent at the time but is reflected on later.
- Lost learning opportunities when learning lacks structure.
It also outlines a framework for youth work with 9 levels from initial contact to self-reliance, where the youth worker's role evolves from welcoming to facilitating independence. Best practice involves linking outcomes to needs, negotiating objectives with young people, and reviewing and evidencing learning.
This document summarizes input from 508 adolescent girls living in poverty across 14 countries. It outlines their perspectives on education, health, safety, economic security, and their lives and dreams. The girls expressed a strong desire for education but faced barriers like poverty, gender discrimination, and responsibilities at home. They wanted knowledge of their bodies and health but faced issues like child marriage and lack of medical access. The girls wanted safety from violence, harassment and lack of legal protection. They aspired to economic opportunities but had few skills or means of support. Overall, the girls wanted their basic rights respected and voices heard so they could pursue their full potential.
This event brings together several schools in the Bristol area to discuss tackling bullying. The agenda includes a dance performance about anti-bullying, school showcases on their anti-bullying programs, presentations from experts on cyberbullying and prejudice-related bullying, and opportunities for students to provide feedback. Students will discuss the role of schools in challenging verbal bullying, promoting respect and understanding between different groups, and tackling cyberbullying. The event aims to help students think critically about these issues and ideas schools can implement.
Start Empathy is a global
network of social entrepreneurs, educators, thought leaders, parents, young people, business leaders, journalists, universities, philanthropists and others who are connecting, collaborating, and aligning knowledge and resources to make empathy learning a norm, particularly in childhood.
Udayan Care Volunteer Programme For Slidesharekiran modi
Udayan Care seeks to engage volunteers in supporting disadvantaged children. Their volunteer program provides opportunities for mentoring, teaching skills, and helping with projects. Volunteers gain experience while helping children access education, healthcare and family support. The organization has benefited from long-term volunteers who provide stability and help the children develop.
For an economic empowerment programme to be a success, it has to deliver the right assets to the right girls at the right time. Programming without proper preparation just won't work.
This document discusses the Girl Guide and Girl Scout experience, which includes their educational method and leadership model. The educational method has five elements: learning in small groups, my path my pace, connecting with others, connecting with the world, and learning by doing. It emphasizes a learner-led approach. The leadership model focuses on developing six leadership mindsets: leading yourself, leading relationships, leading for innovation, leading in context, leading for girls' empowerment, and leadership practice. The overall goal is to empower girls and young women to reach their full potential.
The document provides guidance on designing effective programmes that target adolescent girls. It discusses gathering data to understand which girls to target and why, selecting appropriate venues and delivery methods, and developing relevant programme content. Regarding content, the document stresses listening to girls, focusing on their needs rather than problems, and including best practices while also building girls' assets in areas like social networks, skills, health, and financial literacy. Effective programmes are girl-centred and evidence-based.
The document provides guidance for chaperoning youth at events. It emphasizes maintaining appropriate boundaries, being a positive role model, and ensuring youth safety. Chaperones should clarify expectations upfront, communicate openly, and use a team approach when uncertain situations arise. Having clear policies on boundaries, accountability, and responding to issues promotes a safe and nurturing environment for youth.
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केरल उच्च न्यायालय ने 11 जून, 2024 को मंडला पूजा में भाग लेने की अनुमति मांगने वाली 10 वर्षीय लड़की की रिट याचिका को खारिज कर दिया, जिसमें सर्वोच्च न्यायालय की एक बड़ी पीठ के समक्ष इस मुद्दे की लंबित प्रकृति पर जोर दिया गया। यह आदेश न्यायमूर्ति अनिल के. नरेंद्रन और न्यायमूर्ति हरिशंकर वी. मेनन की खंडपीठ द्वारा पारित किया गया
Youngest c m in India- Pema Khandu BiographyVoterMood
Pema Khandu, born on August 21, 1979, is an Indian politician and the Chief Minister of Arunachal Pradesh. He is the son of former Chief Minister of Arunachal Pradesh, Dorjee Khandu. Pema Khandu assumed office as the Chief Minister in July 2016, making him one of the youngest Chief Ministers in India at that time.
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2. 3. Why safe spaces?
4. Essential ingredients of a safe space for girls
5. How to make a safe space
8. What kinds of people are needed to run a safe-space
group?
10. WHO ARE THE RIGHT ROLE MODELS?
13. WHAT PLACES CAN BE SAFE SPACES?
16. How to involve girls in the process
18. Troubleshooting: What can go wrong?
21. How you’ll know if you’ve got it right
23. Case study: ADE Brasil
26. Case study: Ishaka CARE Burundi
29. Checklist of safe-space essentials
30. Your feedback
contents
2 | girleffect.org
3. Why safe spaces?3
3 | girleffect.org
Safe spaces are where girls go for inspiration, confidence and skills. This guide tells you how to make that
happen – take it, share it, use it.
Safe spaces are all about relationships. They are places where girls go to make connections, learn from
role models, access services and become decision-makers. Girls in poverty often have few friends, little
free time and no power. Safe spaces are places they can go to where they can meet people to help build
the relationships and find the inspiration, confidence and skills to change that.
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4. ESSENTIAL
INGREDIENTS OF
A SAFE SPACE
Girls only: Create a place and time for girls to meet without men and
boys present.
Girl ownership: Girls must own the content, the activities, the meeting
times and the group rules.
Role models: Trusted female leaders with empathy, credibility with girls,
and who care to commit. Safe-space mentors help girls to become the
best they can be, and ‘think big’ about their futures.
Friendship: The opportunity to create connections with other girls and
build trusted support networks.
Community buy-in: Several champions in the wider community need to
support girls and their safe spaces to achieve all of this.
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5. HOW TO MAKE
A SAFE SPACE
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Safety is both an emotional and a physical concept.
5
5 | girleffect.org
6. ensuring girls’
emotional safety
Create a space where:
Girls can express themselves without judgment. The group focus should
be on solving problems, not judging them.
Girls can take the lead to make it fun, with games, songs and chants.
Structures for joint achievement enable girls to reach common goals
together and build trust in each other.
Girls build ground rules that can be revisited at every meeting.
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7. ensurING girls’
physical safety
Have conversations with the community to sanction girls’ safe participation.
Hold meetings at times when girls can be out and about.
Choose a place where girls are allowed to go and where they will be free
from harassment.
Ensure girls can get there safely: By private transport, walking in pairs etc.
Brand the space as ‘girl only’ through community contracts, banners,
posters, flags, T-shirts and savings lock boxes.
Make sure the skills and assets girls acquire don’t put them at risk. New
ideas and information can upset traditional views on what girls need to be
able to do or know. Desirable commodities such as mobile phones can put
girls at risk of violence.
Be aware of key danger moments for girls. Festivals, holidays and sports
events are often times when girls are most at risk. Natural disasters also
leave girls vulnerable to violence and exploitation.
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8. WHAT KINDS OF
PEOPLE ARE
NEEDED TO RUN
A SAFE-SPACE
GROUP?
8
8 | girleffect.org8 | girleffect.org
9. 1. Mentor or role model: Cares enough about girls to be there
to help them become the best they can be. Their defining
characteristics are empathy, honesty, credibility and a continuing
commitment to care.
2. Group leader or manager: Convenes groups, manages
group dynamics, keeps agendas, organises meetings etc.
Their defining characteristics are organisation, credibility and
commitment.
3. Content deliverers: Share curriculum and information with girls.
Their defining characteristics are familiarity and credibility with
the content, as well as skills in participatory training to engage
girls in sessions.
4. Facilitators: Deliver information, games and activities to maximise
learning and behaviour change. Their defining characteristics
are group empathy, group management, listening and creative
facilitation skills.
5. Representative of NGO, government etc: Assures consistency
and quality of the programme’s content and activities, manages
reporting and monitoring, and adapts tools/materials from the
implementers and communicates them to the girl group. Their
defining characteristics are organisation, attention to detail and
credibility with adult professionals.
NB. One person may perform more than one of these roles, however
it is extremely rare to find one person with the skills and time to
perform all of them. For the purpose of building strong relationships,
the mentor or role model is the most important.
A girls’ safe space, at the core, is a place she can go to for connection and inspiration. An effective way to create this emotional
closeness is through a formal safe-space group that brings girls together with a trusted adult or peer at a specific place and time.
Roles needed to run an ideal safe-space group:
9 | girleffect.org
10. 10
10 | girleffect.org
Real connections with girls are at the heart of safe
spaces, so a role model’s human characteristics –
empathy, commitment and credibility with girls – are
more important than her facilitation skills or her
demographics. If necessary, other adult resources can
be brought in to manage the logistics.
Here are some of the different options:
WHO ARE THE RIGHT
ROLE MODELS?
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11. TYPE OF ROLE MODEL PROS CONS When are they the right CHoice?
Near peers ⊲ Can relate to girls
⊲ Girls can view them as
slightly cooler versions of
themselves
⊲ Can be paid
⊲ May have little formal education
⊲ May not have access to resources
⊲ May have limited vision of/
exposure to different life paths for
girls
⊲ When building a leadership cadre of girls is a
priority
⊲ When girls are at serious risk every day and
need a trusted local mentor to help in case of
emergency
University students ⊲ Shows girls what success
looks like
⊲ Can be paid
⊲ Often not from girls’ own
community
⊲ May present unrealistic vision of
the future
⊲ Not available in community for
emergencies
⊲ When creating a new vision for the future is a
priority
⊲ When delivering highly technical content
Group members/peers ⊲ Elected by the group, which
lends them legitimacy
⊲ From the same community
⊲ Can receive training from
programme staff
⊲ Little formal education
⊲ Peer leadership may create
conflict
⊲ When trying to reach large numbers of girls
without significant resources for mentor
recruitment
WHO ARE THE RIGHT ROLE MODELS?
11 | girleffect.org
12. TYPE OF ROLE MODEL PROS CONS When are they the right choice?
Programme staff ⊲ Can be paid
⊲ Easy to train and supervise
⊲ May be didactic ⊲ When time and budget are limited
⊲ When building girls’ leadership capabilities is
less important
Local professionals ⊲ Can create a new vision of
success for girls
⊲ May have little formal training on
how to engage with girls, manage
groups or minimise adolescent
girls’ risks
⊲ Can see girls as staffers
⊲ When creating a new vision for the future is a
priority
⊲ When delivering employability or economic
content
Teachers ⊲ Vetted community member
⊲ Experience working with girls
⊲ Can be paid
⊲ Authority figure
⊲ May be punitive or didactic
⊲ When working through schools
⊲ When trusted adults are required
WHO ARE THE RIGHT ROLE MODELS?
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13. 13
13 | girleffect.org
There is no one-size-fits-all solution to this. There are a
range of public places that could be appropriate, and finding
the right one will depend on the specific circumstances in
which you’re operating. Here are some to consider:
What places can be
safe spaces?
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14. LOCATION PROS CONS
Schools ⊲ Regularly available to girls ⊲ Formal, which could be intimidating for girls who do not
normally attend school
Community centres ⊲ Formalises girls’ access to the community centres ⊲ Could be uninspiring
⊲ May not be set up for girls
⊲ May have men and boys around
⊲ May need community negotiation to make girl-only times
Youth centres ⊲ Formalises girls’ access to youth centres ⊲ Could be uninspiring
⊲ Can be unsafe for girls
⊲ Usually used by boys
⊲ May need community negotiation to create girl-only times
Mosques and churches ⊲ Respected place for girls to meet ⊲ May reinforce traditional gender norms
WHAT PLACES CAN BE SAFE SPACES?
14 | girleffect.org
15. LOCATION PROS CONS
Under a tree
(open-air spaces)
⊲ Available
⊲ Free
⊲ Girl groups are very visible
⊲ Need back up for bad weather
⊲ Doesn’t ensure access to community entitlements and
therefore could reinforce girls’ exclusion
Homes of respected
community members
⊲ Respected places for girls to meet ⊲ May reinforce traditional gender norms
WHAT PLACES CAN BE SAFE SPACES?
15 | girleffect.org
17. HOW TO INVOLVE GIRLS IN
THE PROCESS
SAFETY-SCAPING
Safety-scaping is a powerful tool to determine when and where girls are
most safe. Girls map their community (either using drawings or GPS),
marking which times and places are safe and which aren’t.
SAFETY PLANS
Creating a safety plan is an important preventative tool that puts girls in
charge of their own safety. When creating a safety plan, girls are asked to
identify when they are most safe and most at risk; they are then advised
how to stay safe during risky times and who to go to for help.
The best way to figure out where to create a safe space, or who to use as
role models, is to co-design with the girls. Here are a couple of ways to make
sure their physical and emotional needs are embedded in the programme
from the outset.
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19. TROUBLESHOOTING:
WHAT CAN GO WRONG?
It’s not fun or valuable
Sometimes, safe-space programmes can become another school or just another
training programme – especially if fun, play and being a teenager aren’t built in
from the beginning.
Role models don’t show up
Role models often have a ton of energy for the first few months of a project but
as things get routine, they can get bored. There is also a danger that other, better
opportunities can pull them away.
Role models are unpaid
Role models are often asked to do a lot: They might be the only person to bring
girls together, share information, maintain good group dynamics and keep records.
They need to be paid to show that they are valued and to build professionalism.
Girls don’t see clubs as safe spaces
Sometimes the existence of the safe space isn’t effectively communicated and girls
don’t know that it is for them. Also, there is the possibility they don’t trust the other
girls who attend.
19 | girleffect.org
20. Groups include mothers, men or boys
Girls don’t usually feel comfortable if their mums, men or boys join the group.
However, they do want to be able to share what they learn with their families –
especially their mums.
The time doesn’t work for girls
Girls have a hard time meeting during school hours or when they need to be at
church, at home or doing chores. Meeting times must be designed and set by girls.
Parents and community leaders don’t get it
When parents know what their daughters are doing and believe it’s a good use of
time, girls are more likely to be allowed to join. Otherwise, they may be kept away
from programmes because parents and community leaders don’t think it’s safe
or valuable.
It’s not safe to get to and from the space
Girls need to be safe on their way to and from their club meetings, otherwise they
won’t want to come.
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22. HOW YOU’LL KNOW IF YOU’VE GOT IT RIGHT
Through all of this, girls build social capital, which means they are:
girls BUILD RESILIENCE, DEVELOPING THE
CONFIDENCE TO SOLVE PROBLEMS
GIRLS CREATE SOCIAL CONNECTIONS, A SENSE OF
BELONGING AND AN EMOTIONAL SUPPOrt NETWORK
ROLE MODELS INSPIRE GIRLS TO IMAGINE A NEW
VISION FOR THEiR FUTURES
GIRLS BECOME DECISION-MAKErS IN THEIR COMMUNITIES
GIRLS DEVELOP HEALTH, FINANCIAL AND LIFE SKILLS TO
NEGOTIATE THEiR ADOLESCENCE AND learn how to get
BETTER ACCESS to HEALTH AND FINANCIAL SERVICES
LEss Likely to experience violence
Less likely to get married young
more likely to delay sexual activity
more likely to have control of their
own financial DESTINY
more likely to be able to contribute to
their community’s economy
22 | girleffect.org
23. Case study:
ADE Brasil: Programa Para O Futura
Location Recife, an urban tech centre in north-eastern Brazil.
Programme goals Economic empowerment (employability/job skills and professional networks).
Reproductive health (knowledge and gender awareness).
Safe space members Girls aged 16-24.
Mentorship model eMentoring, with local female and male professionals, using online chat or email one hour per week.
Programme staff teach girls economic and health content.
Place Professional spaces, such as university classrooms, business conference rooms or offices.
Time and dosage Meet programme staff for training three times per week over six months, half a day at a time.
One hour per week on computers for eMentoring.
23 | girleffect.org
24. How do girls own the
content?
Identify professional pathways they’d like to learn more about (eg HR, IT, communications, nursing); learning projects based around
girls’ interests.
Girls per mentor? 1:1 eMentoring (One girl per eMentor; eMentors may have many mentees).
25-30 girls per safe-space group, with three staff trainers.
How are communities
engaged?
Parent meetings, two to four times per six-month learning cycle.
Businesses: Employees volunteer as eMentors and girls visit companies.
Reproductive health (knowledge and gender awareness).
How to make it safe? Girl-only space. ADE uses a social worker to build emotional resilience and trust among girls. Cash deposited into a savings
account for safe transport.
Impact on girls Improved tech and employability skills, stronger professional networks, increased earnings, increased education, improved self-
perception. 45% reported career enhancement by the end of the programme compared with 14% at the start.
Case study:
ADE Brasil: Programa Para O Futura
24 | girleffect.org
25. Case study:
ADE Brasil: Programa Para O Futura
Mentorship
eMentoring with working professionals is helpful in connecting girls
and mentors from different social classes because it removes visual
cues of social differences. It builds girls’ professional networks,
improves their written communication and expands their vision for
the future.
Girl profiles
Older girls with some education (aged 18-22) are in the best position
to identify their professional pathways and immediately apply the
skills learned in PPF. However, they also have more competition for
their time (eg childcare, household responsibilities). Younger girls
(aged 15-17) can spend more time on the programme, but haven’t
yet defined their professional interests and are largely still in school.
For younger girls, it has become clear that PPF needs more focus on
basic literacy and social-asset building activities.
Location
Holding training in professional settings inspires girls and gives
them a fresh vision of what they can become. It creates a sense of
entitlement to community resources. Professional settings should
be used when the aim of the programme is to prepare girls for the
formal workforce.
Dosage
1:1 eMentoring is really productive for girls and manageable for
mentors, but can be extremely challenging for the implementer to
co-ordinate. It needs strong co-ordination, management and
partnership with larger companies.
KEY LESSONS
25 | girleffect.org
26. Case study:
Ishaka CARE Burundi
Location Bujumbura (urban) and Ghitega (rural).
Programme goals Group saving and lending (economic empowerment) – improve girls’ earning power through income-generating activities,
savings and financial literacy.
Social/agency empowerment – connections and networks, mentoring, group activities and human rights training.
Reproductive health – improving knowledge and attitude to engender behaviour change. Knowledge and gender awareness.
Safe space members Girls aged 14-22.
Mentorship model Girls select their trainers (who also act as mentors).
Place Girls meet under a tree, in members’ houses, the local school, church and in a respected community household.
Time and dosage Girls meet once a week (for two hours on average) for nine months. Quick surveys show 90% of girls continued to meet in their
groups on their own, without programme support.
26 | girleffect.org
27. Case study:
Ishaka CARE Burundi
How do girls own the
content?
Mentors selected by the girls are trained for a week (for about 35 hours). Mentors/trainers also are provided with a refresher course
every three months.
Girls per mentor? Two mentors for every 10-20 girls.
How are communities
engaged?
Communities support group activities in their villages and provide meeting places. Adult change agents were also made part of
the programme.
How to make it safe? Girl-only space with very strict ground rules. Adult change agents work as ambassadors of girls and provide support as needed.
Impact on girls Improved earnings potential, savings, confidence and social capital. Many girls have abandoned transactional sex, and sexual and
reproductive health has significantly improved. Girls have been truly re-evaluated by their community. There was a 78% increase in
the use of contraception and a 58% reduction in the number of girls resorting to prostitution to support their needs. 82% reported
increased control over their money.
27 | girleffect.org
28. Case study:
Ishaka CARE Burundi
Girls’ leadership
Girls selecting/electing the mentors/trainers makes them more
accountable to the participants. Members also determine their
own rules and decisions. They democratically elect their own
management team from the group and these roles rotate among
members. These arrangements are important for developing girls’
leadership skills and improving their civic participation.
Girl profiles
Group saving and lending is best suited to rural girls and those out of
school. In-school girls and urban girls benefitted least.
Location
In rural areas the safe space was mostly under a tree. This was
particularly challenging during the rainy season. Girls have identified
a plan B to relocate to a house or church when it rains. It is
recommended that girls have a plan A and plan B.
Dosage
The Group Saving and Lending model is well developed. Groups go
through three phases of initiation, maturation and graduation, which
takes up to 12 months. Two hours a week for nine months was the
ideal amount of time for girls to graduate and continue activities on
their own.
KEY LESSONS
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29. Self-assessment questions Questions for the girls
Is it girls only?
Did girls help design it?
Do girls have some ownership of it?
Do they get exposed to role models?
Do the girls feel both emotionally and physically safe?
Is the safe space in the right place?
Is it fun?
Do the girls feel comfortable expressing themselves openly?
Are the girls able to create friendships?
Has the wider community bought into the programme?
Checklist of safe-space essentials
10 questions to assess if your safe-spaces programme is on the right track.
29 | girleffect.org
30. YOUR FEEDBACK
This guide is intended as a starting point for creating a safe-spaces
programme. We want to know how you’ve used this guide, what you’ve learnt
and what you think could be added to make it more comprehensive.
We also want to know more about your safe-spaces programmes for girls:
What they deliver, how you designed them and what the impact has been.
Email us at info@girleffect.org
30 | girleffect.org
31. GIRLS ARE THE MOST POWERFUL
FORCE FOR CHANGE ON THE PLANET.
GET INSPIRATION AND TOOLS
TO UNLEASH THE GIRL EFFECT AT
GIRLEFFECT.ORG