Evidence on Populations and Programs to Support Contraceptive Service Design, with special reference to Adolescents in Sub Saharan Africa : Tsogolo Langa Desk review

The government of Malawi has committed to improving the Sexual and Reproductive Health Rights and Family Planning (SRHR/FP) across the country, including for adolescents. However, challenges to contraceptive uptake and access to FP services prevail. To address the modest fall in age-specific fertility seen among adolescents in Malawi in recent years with its related adverse social and health consequences, all available relevant evidence that could inform programming is needed. This desk review focused on two main objectives with a specific focus on adolescents: 1. Evidence on factors that underlie reproductive health decision making and specifically contraceptive use amongst adolescents including vulnerable sub-groups such as young people with disabilities in Sub Saharan Africa 2. Review of scientific papers and programme reports that contain analytical findings about contraceptive service delivery An electronic search was undertaken using a formal search strategy. Working papers and reports that may contain relevant studies from Tsogolo Langa partners were also sought. In response to objective 1, the literature review identified 388 potentially related sources of which 29 were found to be informative. The review identified evidence falling into three key thematic areas: cultural belief systems including prevalent gender norms, lack of confidentiality and shame, and influencers of contraceptive use. To address the second objective, 2,341 potential sources were identified from the search. An initial review of titles and abstracts resulted in 241 sources retained, and of these 38 were reviewed in detail. Main findings • There are a number of powerful disincentives for adolescents in Malawi to access and use contraceptives, including cultural beliefs that prevail about fertility, masculinity and misconceptions about fertility linked to contraceptive use, alongside issues related to confidentiality and shame regarding accessing services. These are compounded by influencers, including parents, partners and peers, and traditional initiation practices. Furthermore, providers’ unwillingness to provide contraceptive services to unmarried adolescents also hinder the contraceptive uptake by this age-group. As such, the Malawian context for adolescents accessing SRHR/FP demands further research. • In terms of effective platforms from which to engage adolescents, there were a number of key findings to consider. A lesson from peer education and schoolbased intervention studies is that only modest impact can be expected when educational strategies do not include access to services. Post abortion care is an important setting for providing contraception to adolescents. In addition, according to published evidence, in Malawi the use of Health Surveillance Assistants to drive community-based provision may not be an ideal approach. • Through the desk review, specific knowledge gaps were identified and should be considered for examination. - The SRHR/FP experience of adolescents living with disabilities and those of boys and young men; interventions targeting adolescents with disabilities. - Lower use of emergency contraception (EC) in Malawi than other countries resulting in preventable unintended pregnancy. - Concentration of information about EC pertains to urban/educated adolescents with little to no information on rural populations. - As national policy for Pre Exposure Prophylaxis for HIV prevention (PrEP) extends to AGYW, strategies for integration with other SRHR/FP services is a key priority. Conclusion To drive effective evidence based SRH programming that addresses the needs of adolescents (male and female), exploration of their wider needs for health services, including optimal access points and the mix of services is needed. Social networks need to be explored as channels for accessing information about services and spreading correct understanding about non contraceptive benefits of method use, to dispel misconceptions and myths. A special focus on LARC is needed so that longer acting methods can be made fully accessible to adolescents, in parallel with ready access to EC

Early childhood transitions research: A review of concepts, theory, and practice’ Working Paper 48

Chapter 1 begins by outlining developmental concepts which underpin transition themes, in particular those associated with the theories of Jean Piaget and other ‘stage’ theorists. Their ideas are highlighted early on because so much transitions research builds on or reacts to core developmental assumptions. Chapter 1 then introduces socio-cultural perspectives on early childhood transitions. These are distinguished by their focus on how children learn by interacting with their immediate socio-cultural environments (e.g., caregivers, peers). This emphasis has been elaborated by several disciplines within the social sciences and is increasingly mirrored in early child development programmes around the world. Chapter 2 examines the different ways in which transitions are structured, drawing attention to varying logics that can be employed to mark transitions in early childhood. Institutional settings often use biological age as the criterion for readiness. By contrast, sociocultural transitions are often marked through rites of passage, following the cultural and economic reasoning of a given community. Also, around the world children engage in horizontal transitions as they move between different domains of everyday life. Chapter 3 shifts to perspectives on transitions that are informed by systems theories. These are distinguished from socio-cultural approaches by their greater emphasis on the links between individuals, macro social processes and historical changes. These approaches highlight the linkages between children, their communities and global societies and draw attention to the importance of comprehensive programmes that enable children to engage critically with the demands of a changing environment. Chapter 4 focuses on children’s active roles in shaping their transition experiences, with particular attention to the significance of peer group relationships as a moderating influence on transitions. The section then explores research methods that may enable the implementation of children’s right to participation within research and programming in this area. The final chapter discusses the findings of this review, highlighting significant research strengths and gaps of the various approaches presented, followed by a glossary of key transitions concepts discussed in the paper

Fostering a Growth Mindset: Elementary Teacher Experiences Using Mindfulness Practices

The purpose of the present study was to explore the experiences of eight elementary school educators in Saskatchewan using mindfulness within their classrooms, and their ideas as to how mindfulness can impact the children’s body esteem. The present study utilized a thematic analytical research design using semi-structured interviews to explore teachers’ observations about using mindfulness practices with their students. A Four-Component Theoretical Model of Mindfulness (Hölzel, Lazar, Gard, Schuman-Olivier, Vago, & Ott, 2011) contextualized the analysis of the data generated from the participant interviews. Six major themes emerged from the interview data: (1) The Minds of Mindfulness: MindUp, Tech-Minded, and the Creative Mind, which described the types of formal and informal mindfulness programming that Saskatchewan-based teachers were using in their classrooms; (2) Tools in the Toolbox: Kids’ Personal Use of the Language and Techniques of Mindfulness, which focused on the spontaneous use of the mindfulness principles and emotional language learned within the classroom as it is applied to other contexts, and the ability of the students to grasp the concepts of mindfulness and use it independently; (3) Capability and Confidence, which described how mindfulness impacted the students’ mindset by helping them to focus on their abilities and possibilities for growth, rather than on fixed concepts, such as their physical appearance; (4) Differences and Diversity: How They Affect Body Image, which centred on how the participants viewed differences in race, culture, and sexuality as stronger contributing factors to body image than the traditional factors of weight and shape; (5) Teacher Talk: How Teachers Aren’t Hearing About Body Image in Their Young Classes, which focused on the participants’ lack of awareness of any body image issues in their young children, with students only beginning to talk to teachers about any negative perceptions of their bodies in the upper age range of this study (i.e., Grade 4 and 5); and (6) The Drawback Duo and the Benefit Bunch, which described the main drawbacks (i.e., time away from curriculum and initial scepticism from the children) and benefits (i.e., better focus, calmer students) of using mindfulness practices with their students

The influencing effect of socialization agents on male children's sportswear choice decisions: a study of 8-11 year old male reactions to mother versus peers.

Academics, educationalists and parents have all expressed increasing concern about targeting and marketing towards children, particularly to those within the age group of eight to thirteen, and identified as tweenagers. Through an analysis of the literature it is established that inconsistencies exist on the influence of socialization agents on the reactions of young male consumers. Review of the literature also identifies that much is understood about female tweenagers but little is yet known about male tweenagers. The interpretive approach adopted explores the associations and reactions of male tweenagers to agents of consumer socialization, with a focus on mother versus peers. The study demonstrates how these agents affect the decisions of eight to eleven year old males, in the final years of the Scottish primary school system, within the sportswear sector. A two-stage research design combined a group based data procedure, supported by a projective comic strip scenario. Themes were identified from the analysis of friendship group discussions supported by the identification of phenomena emerging from projective data. An interpretivist epistemology supported an iterative, grounded process of data analysis, leading to the development of frameworks of consumer behaviour for male tweenagers within the product sector. The findings offer a different understanding from studies on female tweenagers in relation to parental involvement and influence, pester power and peer pressure. Four assertions emerged from the findings. Firstly, mum is identified as the gateway to brand information and in a positive attachment agent, evidenced through the exertion of positive reactions towards mum. Pester power was not in evidence, and instead supports the views on joint action between parent and child when participating in the consumer socialization game. Peer pressure is low, as these children demonstrate negative responses to peer socialization agents. And more importantly, these boys are identified as being different to girls in their socialization relationships. This thesis focuses on the voice of males tweenagers and reveals them to be embedded within social networks where they do not yet feel compelled to follow the directives of peers when making sportswear choices. The findings contribute to the literature by proposing that marketers and consumer researchers need to review the assumptions that what is known about children, and in particular girl tweenagers, can be transferred to male tweenagers. This exploratory study questions the usefulness of these assumptions as an appropriate basis for practitioner and researcher decisions, and underlines the need to study males tweenagers as a separate consumer social group

TEACHER PERCEPTIONS OF STUDENT ACCEPTANCE OF INDIVIDUAL RESPONSIBILITY AT SCHOOL AND FACTORS THAT MAY INFLUENCE THOSE PERCEPTIONS: A MIXED METHOD ANALYSIS

The purpose of the current mixed method study was to determine whether there were statistically significant relationships between teacher perceptions of student acceptance of individual responsibility at school and (a) student gender, (b) student grade level, (c) student socio-economic status, (d) teacher gender, (e) number of years of teaching experience, and (f) teacher access to adequate resources to support students. The researcher collected and explored quantitative data via perceptions of six teacher-participants through a 5-point, 15-item Likert scale called the teacher’s rating scale, which was a measure of student acceptance of individual responsibility at school. Teacher-participants were volunteers via email recruitment. The student-data of this study was selected via random cluster sampling by the teacher-participants. The data pertained to students in three third-grade classes and three fifth-grade classes (90 students in total). The researcher was not, at any time, privy to any of the students’ names or personal information, as this information was substituted for numerical designations by the teacher-participants. The researcher also collected and explored qualitative data by utilizing a phenomenological method. Data was collected and coded from a semi-structured, 16-item interview protocol. The qualitative phase of the current study focused on understanding the subjective, lived experiences and perspectives of the six teacher-participants (Creswell, 2013). The results of the quantitative phase showed significant relationships between teacher perceptions and student gender, student grade level, teacher gender, and number of years of teaching experience. From the qualitative phase, four broad themes emerged from the data; indicating that parents and families influence student acceptance of individual responsibility, teacher rapport and connectedness with students influence student acceptance of individual responsibility, school programs, activities, and supports influence student acceptance of individual responsibility, and student acceptance of individual responsibility at school plays a role in their own academic success. The current study examined factors that may influence teacher perceptions, as well as the potential impact of those perceptions on students. The findings could be pivotal for future research into the concept of students taking more ownership and responsibility for their own learning as well as how teacher perceptions of students may play a role

Female Students in Computer Science Education: Understanding Stereotypes, Negative Impacts, and Positive Motivation

Although female students engage in coding courses, only a small percentage of them plan to pursue computer science (CS) as a major when choosing a career path. Gender differences in interests, sense-of belonging, self-efficacy, and engagement in CS are already present at an early age. This article presents an overview of gender stereotypes in CS and summarizes negative impressions female students between 12 and 15 experience during CS classes, as well as influences that may be preventing girls from taking an interest in CS. The study herein draws on a systematic review of 28 peer-reviewed articles published since 2006. The findings of the review point to the existence of the stereotypical image of a helpless, uninterested, and unhappy "Girl in Computer Science". It may be even more troubling a construct than that of the geeky, nerdy male counterpart, as it is rooted in the notion that women are technologically inept and ill-suited for CS careers. Thus, girls think they must be naturally hyper-intelligent in order to pursue studies in CS, as opposed to motivated, interested, and focused to succeed in those fields. Second, based on the review, suggestions for inclusive CS education were summarized. The authors argue that in order to make CS more inclusive for girls, cultural implications, as well as stereotypization in CS classrooms and CS education, need to be recognized as harmful. These stereotypes and cultural ideas should be eliminated by empowering female students through direct encouragement, mentoring programs, or girls-only initiatives.Comment: 22 page

Menstrual Hygiene Management in Schools in South Asia: Synthesis Report

There is increasing recognition that menstrual hygiene management (MHM) is a multi-sectoral issue that requires integrated action, particularly from the education, health and water, sanitation and hygiene (WASH) sectors.Numerous studies have shown that the lack of MHM-friendly facilities and support for schoolgirls and female teachers is a barrier to their full participation in school and thus to quality education.The South Asian Conference on Sanitation (SACOSAN) and WASH in Schools International Learning Exchange (WinS-ILE) platforms have played a significant role in mobilising action on this critical issue. UNICEF and WaterAid are among the organisations that have incorporated menstrual hygiene (MH) and MHM into WinS programmes in order to help girls and women overcome stigma and marginalisation.These reports detail the status of MHM in schools in South Asia. They identify progress and gaps in achieving sustainable and inclusive MHM services at scale, and draw together opportunities for further promoting and mainstreaming MHM in schools across South Asia

Exploring the Lives of Gifted Women

Exploring the Lives of Gifted Women is a narrative collection that shares the lived experience of five diverse gifted women. These women were identified as gifted and talented through a formal psychological evaluation. They were served in gifted programming in elementary and secondary school. This qualitative narrative study revealed the lived personal experience of being a gifted female throughout the lifespan for these five diverse gifted women. The internal gifted characteristics and external influences that affect gifted women’s relationships, social and emotional health, achievement, and overall wellbeing were analyzed. The results of this study also examined the internal and external influences that affect self-efficacy in gifted women. The collection of narratives allowed prominent themes to emerge, such as perfectionism, Imposter Syndrome, and societal pressures that lead to conformity

Preschool Educators\u27 Roles in Creating Supportive Spaces for Gender Exploration and Expression

Children begin to develop their understanding of gender in preschool, yet there is a dearth of research focused on understanding how preschool teachers affect the gender identity development of young children. Guided by Rokeach\u27s belief systems theory, this qualitative case study explored the pedagogical strategies and perceptions of 4 Sacramento County, California preschool educators related to the gender identity development of young children. Interview data were collected and coded to derive 12 participant-specific themes and 3 common intersecting themes, which showed that teachers\u27 perspectives on gender identity development were influenced by social rules, biases, and a lack of pedagogical knowledge related to more expansive definitions of gender. As a result of the lack of pedagogical knowledge, there was only 1 gender-related instructional strategy concerning gender roles, and this strategy was used by only 1 of the 4 respondents. Although they may have shown confusion relating to aspects of gender, these preschool teachers demonstrated a genuine interest in learning how to create safe spaces for gender exploration in the preschool classroom. These findings have led to the creation of a professional development series designed to educate preschool teachers about gender identity development, provide them with opportunities to develop curricula, and allow them to reflect upon their cisgender-related biases. Educators, administrators, and policymakers may find it useful to apply the results of this study and resultant project when creating educational programs and college-level curricula and policies. The results could also help educators create affirmative educational environments for all children, regardless of their biological sex, gender identity, or gender expression