Relevant bibliographies by topics / Girls Psychology Case studies

Academic literature on the topic 'Girls Psychology Case studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Girls Psychology Case studies"

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Banati, Prerna, Lauren Rumble, Nicola Jones, and Sarah Hendriks. "Agency and Empowerment for Adolescent Girls: An Intentional Approach to Policy and Programming." Journal of Youth Development 16, no. 2-3 (July 14, 2021): 239–54. http://dx.doi.org/10.5195/jyd.2021.1071.

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As national governments roll out COVID response plans, an opportunity arises to re-cast adolescent girls’ programs to centrally anchor them on girls’ voices, leadership, ambitions, and assets in development policies and programs. Drawing together the evidence on what we know works for adolescent girls, as well as the growing literature on positive strengths-based programming which are gradually and increasingly being applied, this commentary calls for a girl-intentional approach to policy and programming. A girl-intentional approach is described through 3 case studies, which illustrate the additionality of new or improved adolescent knowledge, skills, and competencies; improved opportunities for adolescent engagement, voice, and agency; improved community safety and support; stronger, healthier relationships; and stronger and healthier norms, attitudes, values, and goals. The case studies describe program hooks that facilitate operationalization, point to measurable outcomes, and identify opportunities for scale, including the re-opening of schools. Overall, inter-sectoral solutions that address the myriad of issues affecting an adolescent girl’s life and tackle pervasive gender inequities require greater emphasis by development actors and national governments.
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Capps, Donald. "Teenage Girls in Rural New York: A Case of Conversion Disorder." Pastoral Psychology 64, no. 1 (June 21, 2013): 1–19. http://dx.doi.org/10.1007/s11089-013-0546-4.

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Wuttunee, Kari Dawn, Jennifer Altenberg, and Sarah Flicker. "Red Ribbon Skirts and Cultural Resurgence." Girlhood Studies 12, no. 3 (December 1, 2019): 63–79. http://dx.doi.org/10.3167/ghs.2019.120307.

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A small group of Indigenous girls and their allies came together to make ribbon skirts to reclaim teachings, resist gender-based and colonial violence, and re-imagine our collective futures. Based on the personal reflections of the organizers and the girls involved gathered through individual semi-structured interviews and directed journal writing, we share lessons about the process and outcomes. Learning about the historical and cultural significance of ribbon skirts gave these girls a stronger connection to their culture, community, and each other. Wearing their ribbon skirts became an embodied act of resistance to violence in promoting resilience and self-determination. This case study illustrates how Indigenous girls and their allies can engage in resurgence practices to challenge gender-based violence through reclaiming and adapting cultural teachings and practices.
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Roth, Solveig, and Dagny Stuedahl. "Multi-ethnic Girls' Social Positional Identities in Educational Transitions." Girlhood Studies 13, no. 1 (March 1, 2020): 83–100. http://dx.doi.org/10.3167/ghs.2020.130107.

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In this article, we examine the case history of a young multi-ethnic Norwegian girl, whom we call Anna, from the age of 15 to 17 to show how her self-understanding of positionings within her educational transitions illustrates how gendered expectations in a Norwegian context influence girls’ future trajectories. We use the concepts of social positional identities in figured worlds and performativity to explore self-understanding. Anna’s case history illustrates how gender performativity comes about out of a complex web of family, school, and societal expectations. We discuss the tensions Anna experienced in her educational trajectory and the changes in her performative positioning when she entered upper secondary school. We consider the ways in which this had implications for her future life trajectory and offer suggestions to educators on how to understand and support the different learning trajectories of multi-ethnic students.
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Zaragas, C. K. "The Psychodrama and its Contribution to the Children’s Competitive Confrontation. Case Study." Cultural-Historical Psychology 17, no. 3 (2021): 143–51. http://dx.doi.org/10.17759/chp.2021170318.

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The purpose of this paper is twofold, first to study in depth by analyzing the phenomena in the circle of the psychodrama group and then to highlight the results from the application of the psychodrama tech¬nique to young athletes who would take part in competitions. A group of 6 boys and 4 girls (N = 10, 100%) aged 12 years ± 5 months have participated in psychodrama sessions, lasting 90 minutes, with a frequency of every 15 days for 12 months (January 2019 — January 2020). The meetings took place in parallel and in combination with the judo training that lasted 90 minutes for three times a week. Both the trainings and the psychodrama meetings took place in the same place. The present work is a case study for the detailed examination and qualitative analysis of the group of young judo athletes in the process of psychodrama. The results of the coupling of the program of physical education and the method of psychodrama were impres¬sive both by the testimonies of the children and the official results of the Panhellenic championship for girls and boys. Psychodrama can be an alternative method of education in school.
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Harde, Roxanne. "Girls and Rape Culture." Girlhood Studies 14, no. 1 (March 1, 2021): vii—xi. http://dx.doi.org/10.3167/ghs.2021.140102.

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In 1983, Andrea Dworkin addressed the Midwest Men’s Conference in Minneapolis. She discussed the rape culture in which we live, noted the similarities between rape and war, and, following the title of her talk, asked for a “24-hour truce in which there is no rape.” And she asked why men and boys are so slow to understand that women and girls “are human to precisely the degree and quality that [they] are” (n.p.). Every sexual assault begins with the dehumanization of the victim. And sometimes, after the violation, after the pain and the fear, comes the institutional dehumanization visited upon the victim who seeks medical or legal help. Two recent memoirs bring to the surface rape culture, evident in the young men who raped these girls and the systemic dehumanization they suffered when they sought justice. Chanel Miller’s Know My Name (2019) describes the aftermath of being sexually assaulted, when she was just out of college and still living at home, by someone she met at a fraternity party. Although the case against her rapist was as strong as possible–there were eyewitnesses and physical evidence was collected immediately–he was sentenced to only six months in the county jail, and she was repeatedly shamed, her humanity denied by the judicial system. Lacy Crawford’s Notes on a Silencing (2020) describes the aftermath of being sexually assaulted, when she was 15, by two boys, students at her New England boarding school, including an account of how school officials refused to do anything other than label her promiscuous and protect the boys. The ways in which she was silenced by St. Paul’s, which disregarded her health and future, and denied her humanity because she was only a girl, were profound. In both cases, the promising future of the perpetrators was prioritized over the humanity of the girls by many institutions, including the judiciary and the press. Crawford was raped just seven years after Dworkin made her plea to that men’s conference, but Miller was assaulted twenty-five years after, making perfectly clear that rape culture has become only more entrenched.
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Njagi, Joan. "Delivering Sexual and Reproductive Health Education to Girls." Girlhood Studies 11, no. 2 (June 1, 2018): 30–45. http://dx.doi.org/10.3167/ghs.2018.110204.

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The use of helplines to deliver sexual and reproductive health (SRH) education to girls seeking such information and services can break down barriers created by low access and top-down approaches. However, it is important to interrogate their effectiveness in addressing the SRH needs of girls, particularly in contexts in which hierarchical social relations prevail and conservative religious and cultural norms dictate appropriate expressions and experiences of sexuality for girls and young women. In this article I use data drawn from a qualitative case study of a children’s helpline in Kenya to interrogate the interplay of power and culture in the delivery of SRH information to girls. The findings reveal that while this particular communication technology presents, potentially, a revolution in such delivery, power dynamics and cultural norms still pose barriers.
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Kim, Crystal, and Jessica Ringrose. "“Stumbling Upon Feminism”." Girlhood Studies 11, no. 2 (June 1, 2018): 46–62. http://dx.doi.org/10.3167/ghs.2018.110205.

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In this article, we discuss a case study of a feminist society in a girls’ secondary school in England, highlighting how teenage girls use social media to combat sexism. Considering the recent growth of feminist societies in UK schools, there is still a lack of research documenting how young feminists use social media’s feminist content and connections. Addressing this gap, we draw on interviews and social media analyses to examine how girls navigate feminisms online and in school. Despite their multifaceted use of social media, the girls in our research undervalued digital feminism as valid or valued, in large part because of dismissive teacher and peer responses. We conclude by suggesting that schools need to cultivate social media as a legitimate pedagogical space by developing informed adult support for youth engagement with social justice-oriented online content.
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Shechtman, Zipora, and Neomi Vurembrand. "Does self-disclosure in friendship increase following group counseling/therapy? A different case for boys and girls." Sex Roles 35, no. 1-2 (July 1996): 123–30. http://dx.doi.org/10.1007/bf01548179.

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Dickens, Lisa, and Peter Marx. "NEET as an Outcome for Care Leavers in South Africa: The Case of Girls and Boys Town." Emerging Adulthood 8, no. 1 (October 15, 2018): 64–72. http://dx.doi.org/10.1177/2167696818805891.

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A well-documented outcome for emerging adults in determining their “success” is whether they are Not in Employment, Education, or Training (NEET) or engaged in Education, Employment, and Training (EET). Being NEET can create psychological, emotional, financial, and health challenges and is a significant risk factor in youth making successful transitions into adulthood. This article describes and compares the NEET and EET status of care leavers from Girls and Boys Town after 1 and 2 years and in relation to other outcomes. The results suggest that while care leavers’ NEET rates are high, they are not significantly higher than those of the South African general population as seen elsewhere in the world. Furthermore, being NEET is associated with more negative care leaving outcomes than being EET; however, this article also highlights the vulnerability of those who are EET. Relationships with family and support networks play a critical role in helping and supporting these youth.
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Dissertations / Theses on the topic "Girls Psychology Case studies"

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Rideout, Betty A. "Adolescent girls' experience of parental divorce." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29145.

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This study was designed to examine adolescent girls experience of their parents' divorce. A review of the literature on this subject indicated that little research had been conducted on the adolescents' experience of parental divorce. The literature also indicated that the painful event of divorce can precipitate a number of emotional, behavioural, and cognitive changes in children. This study utilized a phenomenological methodology. Specifically, the study sought to explore the participants' experience of parental divorce and interpret the results in conjunction with relevant theory. Eight girls from age sixteen to nineteen participated in the study. These girls came from a home where a divorce had occurred within a nine year range, but had occurred at least one year since the time of the interviews. The participants were interviewed twice. The interviews were analyzed using the data analysis process described by Giorgi (1975). This analysis revealed twelve topic areas which were descriptive of the participants' experience of divorce. These topics were then organized around four main content areas, or processes. These processes were the experience of the divorce, the process of adapting to environmental changes, the learning and growing process, and the process of restructuring meaning and moving toward resolution. The results were interpreted utilizing the literature on children from divorced homes, attribution theory, and just world theory. The present study shared many similarities with the literature on divorce, but differed in the degree of depression and maladjustment seen among the participants. The participants in this study, generally, were seen to highly-functioning, healthy individuals. The study also showed how the participants need for control in their lives was related to the theories posed by attribution theory and just world theory.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Giles, Paul N. "The gender myth: Discourses of sexuality, sport and work among boys and girls in a primary school." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36574/1/36574_Digitised%20Thesis.pdf.

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This thesis investigates the social construction of sex/gender in 116 upper primary school students. Particular attention is paid to the Gender Myth - a belief that the manifestation of sex/gender is polarized, that the male half of such a dualism is superior to the female half, that such differentiated sex/gender is grounded in essential biological difference between males and females; and the way that it impacts on these school children, in reference to their internalization of discourses and practices associated with sport, work and domesticity, and sexuality.
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Wynsma, Emily. "Factors Correlating with Resilience in Bolivian Street Girls." Thesis, George Fox University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629215.

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Resilience is defined as the ability to respond adaptively and maintain a high quality of life even after adversity or trauma. Research conducted in Western cultures has identified multiple factors that correlate with resilience for survivors of childhood trauma, including social support, the presence of a stable adult, internal locus of control, supportive spiritual beliefs and lack of self-blame regarding the trauma (Crenshaw, 2013; Brooks & Goldstein, 2004; Goldstein, Brooks, & Devries, 2013). This study explored whether the factors that previous research has identified as predictive of resilience have a similar predictive value when applied to another culture. This research found that the presence of a stable adult, social support, supportive spiritual beliefs and a minimal amount of self-blame all correlated with resilience in the examined population of adolescent Bolivian street girls. However, no correlation was found between internal locus of control and resilience among this population. Implications of these findings and suggestions for further research are discussed.

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Cavanaugh, Barbara Harlow. "Predictors of middle school girls' engagement in suspendable school offenses." ScholarWorks, 2007. https://scholarworks.waldenu.edu/dissertations/560.

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Despite research evidence that social context and personal characteristics are related to girls' violent behavior, little is known about the relative contribution of such antecedents. Therefore, the purpose of this study was to assess the relative strength of predictors of school violence among a sample of middle school girls. Of special interest were the intervening variables, because knowledge of their relative strength could enable schools to design targeted interventions to reduce school violence. Social learning theory formed the theoretical foundation for the study. A four-part survey consisting of sociodemographic items, the Rosenberg Self-Esteem Scale, an amended version of the Attitudes Toward Violence Scale, and the School Violence Inventory (used to assess engagement in offenses that could result in school suspension) was administered to 229 girls enrolled in a middle school in a southern U.S. state. Data were analyzed using hierarchical multiple regressions in which intervenable variables were entered first as a block, followed by nonintervenable variables. The results indicated that the predictors of school violence (from strongest to weakest) were observation of school violence, gang membership, favorable attitude toward violence, school suspension, grade level, and drug use. This finding suggests that female middle school students may be learning to behave violently by observing others engaged in such behavior at school and through the influence of gangs. Implications for positive social change are that the results could be used by educators and other school officials develop specific interventions that more effective target known predictors of school violence among middle school girls (for example, increased student monitoring, after-school programming, and guided classroom discussions on the nature of violence and its motivations).
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Li, Man-yi, and 李敏儀. "A structured multiple baseline case study on runaway teenage girls." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247921.

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Eichelberger, Hilary Sylvia. "Case Story of Transformational Teachers in an All-Girls School." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270613.

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Purpose. The purpose of this study was to identify key transformational teaching practices in an all-girls school. Teachers and administrators value the development and utilization of successful teaching practices. Teachers may adopt transformational leadership practices to cultivate transformational characteristics in pedagogy. There is a need to identify transformational teaching practices to implement training and modeling for teachers in girls’ schools. Identification of these leadership practices currently used by teachers in girls’ schools will aid in teacher development or pedagogical training and contribute to a richer, fuller educational experience for their students.

Methods. A thorough review of the literature demonstrated that the dimensions of Bass’s transformational leadership theory may be applied to pedagogical practice in schools. The literature review resulted in the theoretical framework. A qualitative design was selected for the study. The researcher employed the case story approach research method, which utilized input from individuals to identify key transformational teaching practices. The participants were 7 teachers in an all-girls school in Southern California. Validity of the interview questions was assured through employing an expert panel, and reliability was established through use of a second data reviewer.

Findings. The study identified 18 key transformational leadership practices that are classified within Bass’s theory of transformational leadership. These practices fell into the dimensions of Bass’s theory: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Two additional themes emerged as findings of interest.

Conclusions. This study identified practices of transformational teachers in an all-girls school. By identifying specific transformational teaching practices, this study can assist teachers in applying transformational teaching methods which they can utilize as part of their teaching practice. Identification and reinforcement of these practices may be included in teacher training as they begin instruction at girls’ schools. Additionally, girls’ school administrators and faculty mentors may use the results of the study to create teacher professional development programs at their schools.

Recommendations. More research is needed to understand how transformational teaching practices affect student learning. Teacher education programs may use these findings as support for increasing their instruction of transformational teaching techniques. The findings may also reveal practices that school leaders such as principals, division directors, or other administrators can promote with their faculty members.

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AL-Arashi, Lamis Yahya. "An analytical case study| Curriculum development and girls' education in Yemen." Thesis, Cambridge College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701844.

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ABSTRACT Yemeni women have a subordinate position in the conservative, male-dominated society, and girls? education remains a challenge. The school curriculum perpetuates the traditional values of social injustice, and Yemen is in the last place among 142 countries for gender equality. The purpose of this case study was to explore the role of the education curriculum in Yemen, to describe how that curriculum represents women, and to explore how that representation impacts the place of Yemeni women. The conceptual framework drew on theories of gender equity and equality in education, and their application to Yemeni curricula and girls? education. Data were gathered from eight Yemeni women aged 25 to 35, using both face-to-face and electronic questionnaires. Data analysis began with coding and categorizing until themes emerged to identify the absence of female voices in curriculum and the role of literature in promoting gender equality. The Yemeni curriculum does not effectively address social justice and girls? education. Research findings suggested that a relevant literature curriculum that included Yemeni women authors and subjects could motivate Yemeni women to think critically about their status in society and encourage the voices of women to narrow the gender disparity. Findings showed that the inclusion of women in the Yemeni curriculum could have the following three critical impacts: inspiring the minds of both boys and girls, developing girls? self-esteem, and empowering young women leaders. Recommendations included a revision and development of the current Yemeni curriculum so that it features both males and females as equal citizens and encouraging greater public awareness of the value of women?s experience in the development of the country. This may help to build a sense of equality and social justice.

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Jacobs, Lianie. "Understanding the experiences of adolescent girls with ADHD : a case study." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96046.

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Thesis (MEdPsych)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders diagnosed amongst children. Research regarding the experiences of adolescent girls with ADHD is sparse. The symptoms of the disorder seem to manifest differently in girls than in boys. Girls show symptoms of hyper-talkativeness, emotional reactivity, forgetfulness, disorganisation, low self-esteem and anxiety. Failing to identify these symptoms among girls results in many of them going through their primary and secondary school careers not ever being diagnosed. They are often misunderstood and consequently rarely receive the necessary support. Adolescents diagnosed with ADHD find it difficult to manage the pressures of academics and interpersonal relationships. Due to the small number of female participants in previous studies regarding this topic, there is little known about the effects of ADHD on adolescent girls. Gaining a better understanding of the effects on girls with ADHD can lead to improved identification of girls with this disorder and more effective interventions and support can be sought. The aim of this interpretive study was to explore how the symptoms of ADHD affect the academic performance, as well as peer and family relationships of adolescent girls in order to develop more informed intervention strategies and to train teachers to accommodate their learning needs. Seven adolescent girls with ADHD were purposefully selected to participate in four individual interviews and one focus group interview. The participants designed reality boxes to signify their own understanding and experience of ADHD and the perceived effect on their academic performance, peer relationships and family relationships. The transcribed data were coded and categorised according to six broad themes that framed the study, i.e. explaining the ADHD symptoms, ADHD in school, ADHD in relationships, coping strategies for ADHD, influence of medication on experience of ADHD and people without ADHD. This thesis presents how the participants made meaning of ADHD and constructed their identities, how they coped as well as how they could be supported in schools. Although symptoms like talkativeness, impulsivity and lack of time-management impact their learning and relationships, they feel accommodated and accepted by friends and family. However, teachers often misunderstand their behavior and therefore don’t accommodate their learning needs. Their recommendations for support will be discussed.
AFRIKAANSE OPSOMMING: Aandag-tekort/hiperaktiwiteit versteuring (ATHV) is een van die mees algemene versteurings wat gediagnoseer word onder kinders. Navorsing met betrekking tot die ervarings van adolessente dogters met ATHV is skaars. Dit blyk asof die simptome van hierdie versteuring verskillend manifesteer in dogters as in seuns. Dogters toon simptome soos oormatige spraaksaamheid, emosionele reaktiwiteit, vergeetagtigheid, wanorde, lae selfkonsep en angstigheid. Deurdat hierdie simptome onder dogters nie altyd diagnoseer word nie, lei dit daartoe dat baie van hierdie dogters regdeur hul laer- en hoërskoolloopbane gaan sonder om ooit gediagnoseer te word. Hulle word dikwels misverstaan wat voorkom dat hulle die nodige ondersteuning ontvang. Adolossente wat met ATHV gediagnoseer word vind dit moeilik om die druk van akademie en interpersoonlike verhoudinge te hanteer. Daar bestaan min kennis omtrent die effek van ATHV op adolossente dogters weens die klein getal vroulike deelnemers aan vorige studies wat op hierdie onderwerp gefokus het. Deur ‘n beter begrip te verkry omtrent die effek van ATHV op adolossente dogters, kan dit lei tot ‘n beter identifisering van dogters met hierdie versteuring wat kan lei tot beter effektiewe intervensie en ondersteuning. Die doel van hierdie interpretatiewe studie was om die effek van die simptome van ATHV op akademiese prestasie, asook die portuurgroep en familie verhoudinge van adolossente dogters te verken. So kan intervensiestrategieë beter ingelig word en kan onderwysers opgelei word om hierdie kinders, met hul leerbehoeftes, te akkommodeer. Sewe adolessente dogters met ATHV is doelbewus geselekteer om deel te neem aan vier individuele onderhoude en een fokusgroep onderhoud. Die deelnemers het realiteitsbokse ontwerp wat hul eie begrip en ondervinge van ATHV verteenwoordig. Die bokse het ook aangedui hoe hierdie dogters die effek van ATHV op hul akademiese prestasie, portuurgroep en familie verhoudinge ervaar. Die data is transkribeer, kodeer en gekategoriseer volgens ses breë onderwerpe, nl. verduideliking van ATHV simptome, ATHV op skool, ATHV in verhoudinge, strategieë om ATHV te hanteer, invloed van medikasie op die ervaring van ATHV en mense sonder ATHV. Hierdie navorsingstudie beskryf hoe die deelnemers betekenis gee aan ATHV en hoe hulle hul eie identiteite konstrueer, hoe hulle dit hanteer sowel as hoe hulle ondersteun kan word in die skool. Hulle is van mening dat hulle wel geakkommodeer en aanvaar word deur vriende en familie, ten spyte van die simptome soos oormatige spraaksaamheid, impulsiwiteit en ‘n tekort aan tydsbeplanning. Hulle voel wel dat onderwysers dikwels hul gedrag misverstaan en dus nie hul leerbehoeftes ondersteun nie. Hul aanbevelings ten opsigte van ondersteuning word ook bespreek.
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Quirarte, Casey. "Relational Aggression, Middle School Girls, and the Development of Critical Consciousness." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742965.

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This study, Relational Aggression, Middle School Girls, and the Development of Critical Consciousness, engaged both feminist theory and critical pedagogy as a means to deconstruct the issue of relational aggression among adolescent girls. The objective of this research was to contribute to the growing body of literature pertaining to relational aggression and fill some gaps in the literature surrounding preventative programming. This study investigated the experiences of middle school girls engaged in a solution-oriented approach in order to postulate possible program approaches and educational initiatives to decrease the prevalence of relational aggression in middle school girls. The collection and analysis of the data sought to describe a connection between girls’ participation in the program and developing critical consciousness about relational aggression, as well as strategies to address it in their lives. The qualitative data collected in this participatory action research show that relational aggression is much more than a mere “right of passage” or indicate that “mean girls” are a just a normal part of growing up. Relational aggression is harmful, has intense, negative short- and long-term effects, and—in the lives of the girls I have worked closely with—is very real, incredibly painful, and deeply personal. The findings of this study confirmed that girls benefit from the creation of educative environments, or “safe spaces,” where they can dialogue critically with one another about issues that are important to them; this is integral to their socioemotional development in middle school.

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Sandhu, Reena P. "Father Attachment Predicts Adolescent Girls' Social and Emotional Development." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1396974791.

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Books on the topic "Girls Psychology Case studies"

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Good girls gone bad. New York: Freundlich Books, 1987.

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Girl Scouts of the United States of America., ed. Every girl tells a story: A celebration of girls speaking their minds. New York: Simon & Schuster Books for Young Readers, 2002.

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Kerr, Barbara A. Smart girls two: A new psychology of girls, women, and giftedness. Dayton, Ohio: Ohio Psychology Press, 1994.

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Nadler, Susan. Good girls gone bad: American women in crime. London: Macdonald, 1988.

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A, Kerr Barbara, ed. Smart girls: A new psychology of girls, women, and giftedness. Scottsdale, AZ: Gifted Psychology Press, 1997.

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Rother, Caitlin. Lost girls. New York: Pinnacle Books, 2012.

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Nadler, Susan. Good girls gone bad: American women in crime. London: Futura, 1988.

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Smart girls, gifted women. Columbus, Ohio: Ohio Psychology Pub. Co., 1985.

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La construction identitaire des adolescentes face au genre. Paris: L'Harmattan, 2012.

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Rothenberg, Mira. Children with emerald eyes: Histories of extraordinary boys & girls. New York: Dutton, 1987.

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Book chapters on the topic "Girls Psychology Case studies"

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Linscheid, Thomas R. "Case Studies and Case Series." In Issues in Clinical Child Psychology, 429–45. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4165-3_20.

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Foxall, Gordon. "Case Studies of Marketing Behaviour." In Marketing Psychology, 136–50. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1057/9780230375178_7.

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O’Riordan, Siobhain, and Stephen Palmer. "Coaching psychology case studies." In Introduction to Coaching Psychology, 193–204. Title: Introduction to coaching psychology / edited by Siobhain O’Riordan and Stephen Palmer. Description: Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Coaching psychology: Routledge, 2021. http://dx.doi.org/10.4324/9781315222981-13-23.

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Fishman, Daniel B. "Case studies." In APA handbook of clinical psychology: Theory and research (Vol. 2)., 349–62. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14773-013.

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Danns, Donna E. "The Seed Program Case Studies." In SpringerBriefs in Psychology, 91–120. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24430-3_5.

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Rao, K. Ramakrishna, and Anand C. Paranjpe. "Self-realization: Illustrative Case Studies." In Psychology in the Indian Tradition, 261–300. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2440-2_9.

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Levy, Melissa K., Brenda Abanavas, Gail Breslow, Gregg Croteau, Erin Harris, Sarah Hernholm, Edith C. Lawrence, and Beth Panilaitis. "Specialized After-School Programs: Five Case Studies." In SpringerBriefs in Psychology, 37–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59141-4_3.

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Tully, Ruth J., and Jennifer Bamford. "Introduction." In Case Studies in Forensic Psychology, 1–6. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429505720-1.

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Northey, Sara. "Young people." In Case Studies in Forensic Psychology, 7–24. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429505720-2.

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Tully, Ruth J. "Sexual deviancy." In Case Studies in Forensic Psychology, 25–47. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429505720-3.

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Conference papers on the topic "Girls Psychology Case studies"

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Helmy Elshemy, Radwa Atef. "A Clinical Study to Address the Negative Impacts of Exposure to Violence on Adolescents with Disabilities." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.792.

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Using case studies and interviews, this study investigated the negative effects of violence against disabled individuals. Twenty girls who were visually and physically disabled completed a questionnaire designed to investigate the consequences that resulted from exposure to violence. The research was conducted in June 2019. The study participants were visually and physically disabled girls who had been exposed to violence. The participants were from the “Alaml Institute” in Misr Elgdida area, Cairo, Egypt. The two participants studied in this paper were deliberately chosen because their previous exposure to violence has resulted in behavioral and psychological disorders. The researcher pursued a clinical approach to study each individual’s personality in-depth. The results revealed that the most harmful effects and psychological problems resulting from exposure to violence were social withdrawal, aggression, tension, anxiety, bitterness, and hatred. The researcher recommends that psychological support, including counseling and psychotherapy, be offered to disabled girls who are exposed to external aggression. Furthermore, there is a need for reinforcing the psychological culture among adolescents, especially the psychology of adolescent girls with disabilities.
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Swanpitak, Ruttapond. "The Psychology of Sexuality: the Case Study of Wang Anyi’s Three Loves." In Annual International Conference on Contemporary Cultural Studies (CCS 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2382-5650_ccs16.7.

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Akhter, Zobaida. "When Schools Shut: Child Marriage Start: Impact of Covid-19 on Education of Girl Child in Bangladesh." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3114.

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More than 15.5 percent of Bangladeshi girls had been forced into wedlock below the age of 15 whereas the marriage age in Bangladesh during a pandemic. With the recent reopening of Bangladeshi schools, authorities have been alarmed by the number of girls not attending classes. In Khulna district, North of Bangladesh recorded more than 3,000 child marriages in this district. The paper will assess and estimate the impact of the Covid-19 pandemic on the education of young girls. Some case studies will be conducted in the child marriage-prone district of Khulna. Technology is not the only solution to all problems, it needs infrastructure, access to the internet or mobile, and economic solvency to provide necessary things. Since the majority of schools have moved instruction online because of the pandemic, it is now important to give girls the tools to participate in distance learning techniques. Because thousands of girl brides in southern Bangladesh whose classroom seats have remained empty after reopening of school.
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SCHLEGEL, N., J. MOAKE, C. LOIRAT, M. F. HURTAUD, S. LEVY-TOLEDANO, and H. MATHIEU. "CHILDHOOD HEMOLYTIC UREMIC SYNDROME (HUS) : VON WILLEBRAND FACTOR (vWF) AND PLATELET AGGREGATING ACTIVITY (PAA) STUDIES." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643475.

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It has been suggested that a vWF High Molecular Weight Multi-mers (HMWM) decrease or a PAA were involved in the pathogenesis of HUS. We have studied 8 children (6 girls,_2 boys; 7 months-8_1/2 years old) with HUS : plasma creatinine /μmol/l; mean(range)/=306 (105-524), hemoglobin (g/100ml)-7(6.3-7.8), schistocytes (%)=8(1-18), platelets (x103/mm3)-57(10-115). The vWF was studied quantitatively (antigen ; vWF RAg assay) and qualitatively (multimeric pattern : immunoblotting and autoradiography). PAA studied by incubating the patient's platelet poor plasma (RPR) with washed normal platelets (aggregometer, % light transmission) and confirmed by Thromboxane B2 (TXB2) assay and [14C] Serotonine release study. The PAA was characterized by studying the in vitro effect of several platelet aggregation inhibitors, Immunoglobulins (Igs) and Fresh Frozen Plasma (FFP) on the platelet aggregation.An increase of vWF RAg (%) was observed in 6 cases : mean:330, and possibly related with renal failure. A vWF HMWM decrease was found in 3 patients : 2/3 with associated infection(E.Coli, Pneumococcus), 1/3 with severe hemolysis. Two of these 3 patients had a favourable renal outcome and 1 a severe course (chronic hemodialysis, Arterial Thrombotic MicroAngiopathy at renal histology).An important PAA was evidenced only in 1 patient : post bone-marrow graft HUS during neuroblastoma(NB),arterial hypertension and chronic renal failure. This PAA was Ca++, TXB2 and cAMP dependent; it was moderately inhibited in vitro by Igs and FFP, but persisted after 5 days of Igs infusion (0.3g/Kg/day). Treatment with aspirin and dipyridamole (10mg/Kg/day each) suppressed the patient platelet auto-aggregation although the PAA persisted (follow up:10months). The PAA did not seem to be related with the NB (absence of GD2 ganglioside, specific marker of NB); it could be related with anti platelet antibodies. The coexistence of the two abnormalities could not be demonstrated in our patients.In conclusion, a vWF HMWM decrease was found in 3 out of 8 children patients with HUS. Its presence was not correlated with the severity of the disease. We could demonstrate the presence of PAA during childhood HUS in only 1 post bone-marrow graft case. The PAA characterization is useful for therapeutic decisions and contributes to a better pathogenetic understanding.
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Bawane, Jyoti, and Dhaneswar Harichandan. "Learners’ Adoption of MOOCs Prior and During Covid-19 Pandemic: A Case Study on Building Resilience in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2771.

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The COVID-19 pandemic has elevated the need for ‘building resilience’ to be a core part of the planning and management of future education systems. Resilience primarily implies the capacity to adapt and adjust to new environmental conditions subject to retaining the basic tenets and identity of the educational system. While the pandemic has caused severe disruption across the higher education sector, it also changed the complete outlook on teaching and learning in higher educational institutions. In general, adoption of E-learning platforms surged during this crisis period and MOOCs, in particular, were increasingly encouraged and offered by institutions for continuing education. Studies have shown that learners enrolled in MOOC courses for many different reasons (Crues et al, 2018). One such indicated that self-regulation was seen as the most significant predictor of MOOC adoption and female learners showed a high inclination to adopt them (Ma & Lee, 2019). Among Indian students, building skill-sets was seen as one of the key factors of intention to adopt MOOCs (Mohan et al, 2020). However, it is significant to study why learners adopted MOOCs, especially during the pandemic since this can serve as an ideal case for studying and gaining insights on resilience built against an emergency situation. This paper has been visualized against this background to investigate and compare how MOOCs were adopted by higher education learners, prior to and during the pandemic period. The case study is based on a selected MOOC wherein an attempt would be made to study learner orientations and adoptions to MOOCs in normal and pandemic settings and to assess if there has been any difference in their access, with a special focus on girls and marginalized communities. It is important to understand the learner characteristics, reasons why they enrolled and learner practices from the two selected situations. The parameters chosen to examine the learners are; demographic profile; MOOC experience, access to the course, perceived usefulness, self-learning strategies, learning preferences, purpose and motivation. Empirical analysis of both qualitative and quantitative data would be adopted to interpret the data. The study findings would have implications while investing and building disaster resilience in higher educational institutions and creating a robust and quality infrastructural governance for MOOCs.
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Stefanović, Vidoje, and Nedžad Azemović. "PSYCHOLOGICAL DETERMINANTS OF TOURIST DEMANDS IN THE FUTURE TOURISM." In Tourism International Scientific Conference Vrnjačka Banja - TISC. FACULTY OF HOTEL MANAGEMENT AND TOURISM IN VRNJAČKA BANJA UNIVERSITY OF KRAGUJEVAC, 2022. http://dx.doi.org/10.52370/tisc22615vs.

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Psychological explanation of consumer behaviour is mostly focused on the research of individual behaviour. In this case, psychology studies internal (interpersonal) variables related to the mental state and personality characteristics of individuals. Since it is impossible to directly analyse processes that take place in man, psychology uses the methods and techniques of direct reasoning. Psychology has made a significant contribution in the explanation of the motives and behaviour of tourists as consumers. This is especially true for motivational research which has provided the most complete answer to the question of why consumers behave the way they do when buying products and services. Personality characteristics are the subject of psychological research of consumer behaviour; attitudes, evaluations and emotions of individuals represent an essential component of the thought structure of individuals. The paper will consider various psychological determinants from the aspect of their influence on the present tourist demand as well as on the tourist demand in some future period.
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Miller, Simon W., Timothy W. Simpson, Michael A. Yukish, Lorri A. Bennett, Sara E. Lego, and Gary M. Stump. "Preference Construction, Sequential Decision Making, and Trade Space Exploration." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13098.

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This paper develops and explores the interface between two related concepts in design decision making. First, design decision making is a process of simultaneously constructing one’s preferences while satisfying them. Second, design using computational models (e.g., simulation-based design and model-based design) is a sequential process that starts with low fidelity models for initial trades and progresses through models of increasing detail. Thus, decision making during design should be treated as a sequential decision process rather than as a single decision problem. This premise is supported by research from the domains of behavioral economics, psychology, judgment and decision making, neuroeconomics, marketing, and engineering design as reviewed herein. The premise is also substantiated by our own experience in conducting trade studies for numerous customers across engineering domains. The paper surveys the pertinent literature, presents supporting case studies and identifies use cases from our experiences, synthesizes a preliminary model of the sequential process, presents ongoing research in this area, and provides suggestions for future efforts.
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Aledaily, Arwa, Sofien Gannouni, Kais Belwafi, and Hatim Aboalsamh. "A Framework for Usability Testing using EEG Signals with Emotion Recognition." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001049.

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The analysis of emotions has utility in several applications that cross multiple fields, including education, medicine, psychology, software engineering, accessibility in-habitation studies, healthcare, robotics, marketing, and business. Studying emotions can play an essential role in software engineering, particularly in the domain of usability testing. For example, emotions can be used to determine whether a specific software application achieves acceptable levels of user satisfaction. Furthermore, emotions can be used to test product usability and all its aspects. Emotion detection in usability testing is a first-of-its-kind tool that has the potential to improve software production (designing and interaction), thus enabling the ongoing revolution in software development to continue onwards. This work aims to build an original framework for emotion detection using electroencephalography (EEG) brain signals, which is then applied in usability testing as a case study. This will create opportunities to gain an in-depth understanding of user satisfaction in a precise and accurate way, especially when compared to traditional approaches.
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Jasiak, Aleksandra. "Macroergonomics in the Design of the Quality of Work Environment and of Human Life: Examples of Practical Applications." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100335.

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The purpose of this work is explaining what is the essence of macroergonomics, on basis of the analysis of the world achievements from the scope of disciplines: human factors ergonomics, project studies, science studies, organization theory, psychology and sociology. Moreover, what is the role of macroergonomics in the formation of not only the quality of the technical environment or the work environment, but also the quality of life of individuals, as well as entire populations. Macroergonomics is, according to the classification recognized in world, the third phase of the evolution of ergonomics, which is the most current and modern generation of ergonomics. In other words, macroergonomics is an organization – machine interface technology. Elements of macroergonomics (criteria and determined scientific areas, as well as tendencies that contribute the creation of the essence of macroergonomics) are presented from two sides: the conceptual and methodological side and the side of possibilities for practical implementations (the set of works realized by the author along with works made under her direction). The paper is composed from four integral threads. The first part presents views on the quality of life and the quality of the work environment. The second part is dedicated to the genesis of macroergonomics and to prospects of its development. The third part, in view to its limited volume, illustrates the general image of different possibilities to apply macroergonomics into practice in determined areas of technique and economy. The paper presents an example of a demand of enterprises for ergonomic knowledge in relation to the process of designing the company’s strategy and marketing plan, presented for the case of authorized passenger cars dealer companies. The work ends with a conclusion on the role of macroergonomics in the creation of the man’s quality of life and possibilities of the development of this discipline in the future.
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De La Garza, Cecilia, and Nora Oufi. "Health Crisis Management and Resilience Factors: A Comparative Study in Two Sectors." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001567.

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The objective of this study is to analyze the modalities of health crisis management in two different sectors during the Covid-19 crisis: the hospital and the nuclear industry. The aim is to:- Characterize the health crisis: similarities and differences compared to other known crises - nuclear, natural crisis (storm, earthquake, flood). - Identify elements of similarity between sectors in the modalities of crisis management and particularities related to the specificities of the socio-technical systems.- Identify the resilience factors and difficulties- Make proposals to enhance the robustness of crisis organizations.Study BackgroundBoth the hospital and the nuclear industry (EDF) have had to organize and adapt to continue their activities from the beginning of the crisis in March 2020.On the hospital side, an emergency plan (White Plan) provides a reconfiguration of the hospital in case of health crisis. On the nuclear side, a Business Continuity Plan exists as well as a pandemic emergency plan (support and mobilization plan).It was at La Pitié Salpêtrière Hospital, a reference hospital for infectious diseases, that the first death of Covid19 was recorded. The crisis unit was activated at that time. The hospital then opened its doors to us for human and organizational factors study of crisis management in April 2020. Concerning the nuclear sector, the health crisis management analysis could only be carried out from October 2020 at the national level and the nuclear power plants.Methodological approachWe applied a systemic approach combining ergonomics, cognitive psychology, and sociology to study socio-technical systems safety.The study focused on crisis management via an analysis of organizational resilience to identify the factors of success and difficulty. Given the temporality of this crisis, the study was carried out in three stages at the hospital.1. April and May 2020: i) a series of remote interviews with various hospital staff were conducted; ii) a passive listening follow-up of about 30 phone meetings of the crisis unit; iii) a documentary analysis of the planned crisis organization.2. November and December 2021: i) a second series of interviews in the hospital emergency unit.3. June and July 2021 in the intensive care unit: i) a third round of interviews; ii) field observations in the hospital; iii) a literature review.In the nuclear field we conducted two retrospective studies at different times, focused on the most critical phase of the crisis (from March to May 2020):1. October - November 2021: an analysis of the health crisis’ management at the national level via a series of interviews completed by an analysis of the crisis reference systems.2. August - September 2021: an analysis of the health crisis management in a Nuclear power plant via interviews and an analysis of site-specific documents. ResultsWe observed similarities in the way the crisis was managed, in terms of management, which proved to be factors of success both at the hospital and at EDF, for example,- A crisis management that integrates the business lines and is top-down, but that listens and takes into account proposals from the field.- Experience of crises and emergency situations, which facilitates crisis management and adaptation.- The habit of protocols facilitating the integration of new constraints.- Very strong collective mobilization of personnelHowever, there are linked difficulties in both sectors, for example, to the virus fear, the anxiety of contaminating one's family and friends, especially at the beginning, and then weariness and fatigue linked to the duration of the crisis.Particularities concerning the work activity in the hospital will be discussed especially in relation to the reconfiguration of the services and to the necessary adaptations and improvisations of patients care protocols and procedures, among others.These studies are source of learning, about crisis management and particularly long-term crises that have a lasting impact on socio-technical systems. Proposals in terms of crisis organization and preparedness for this type of crisis will be presented.
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Reports on the topic "Girls Psychology Case studies"

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Unterhalter, Elaine, Jenni Karlsson, Amy North, Chris Yates, Veerle Dieltiens, Setungoane Letsatsi, Herbert Makinda, and Jane Onsongo. Girls, gender and intersecting inequalities in education : a reflection from case studies in South Africa and Kenya. Engendering Empowerment: Education and Equality; UNGEI, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii069.

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Kelly, Luke. Direct and Indirect Impacts of the COVID-19 Pandemic on Women and Girls. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.141.

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This rapid literature review finds that women have been disproportionately affected by Covid-19 in several ways. As the Covid-19 pandemic began, it was widely predicted that women would face worse outcomes than men in many spheres. This was based on evidence of pre-existing inequalities (e.g. the high share of women in informal work) and evidence from earlier disease outbreaks such as Ebola. Evidence from the past year and a half supports the idea that women have been disproportionately affected by Covid-19 in many of the issues investigated for this report. A wide-ranging World Bank review of evidence from April 2020 to April 2021 states that “women often appear to have lost out more than men economically and socially” (Nieves et al., 2021, p. 4). It was not possible to find evidence on the effect of Covid-19 on women’s role in the green economy and the effects of climate change (beyond calls for inclusive green growth), or on gender stereotyping in the media (although there is a small amount of literature on perceptions of women leaders during the pandemic). In all cases, the effect of Covid-19 and measures to suppress it have directly or indirectly continued or worsened pre-existing inequalities. In some instances, Covid-19 has created distinct difficulties for women (e.g. lockdowns and increased domestic violence). This report has found no evidence of Covid-19 improving the position of women in the areas of interest surveyed, beyond possible benefits from working from home for some women in high-income countries; and some suggestions that female leadership during the pandemic may lead to better perceptions of women (Piazza & Diaz, 2020). Studies also point to the intersection of gender with other factors, such as caste and ethnicity, leading to worse outcomes (Chen et al., 2021; Kabeer et al., 2021). In many cases, migrant women and women with disabilities are at an increased disadvantage. The report focuses on evidence from low- and middle-income countries (LMICs) and G7 members. It is not comprehensive but surveys the available evidence focusing on global, regional or synthesis evidence to provide a more representative coverage. It, therefore, does not cover every context or provide any country case studies and overlooks variations in some countries in favour of broader trends.
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Bruce, Judith, and Shelley Clark. Including married adolescents in adolescent reproductive health and HIV/AIDS policy. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1002.

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The majority of sexually active girls aged 15–19 in developing countries are married, and married adolescent girls tend to have higher rates of HIV infection than their sexually active, unmarried peers. Married adolescent girls represent a sizable fraction of adolescents at risk and experience some of the highest rates of HIV prevalence of any group. Nonetheless, married adolescents have been marginal in adolescent HIV/AIDS policies and programs and have not been the central subjects for programs aimed at adult married women. This paper offers a partial explanation for why married adolescents have so often been overlooked, the reasons why marriage might bring elevated risk of HIV, initial analytic tools to assist policymakers in determining how to accord appropriate levels of priority to the marriage process, five brief case studies, and a menu of potential policy interventions and actions to make married adolescents an integral part of reproductive health and HIV-prevention initiatives.
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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
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Kenya: Community sensitization must precede alternative coming-of-age rite. Population Council, 2002. http://dx.doi.org/10.31899/rh2002.1012.

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Female genital cutting (FGC) is practiced as a rite of passage in over half of Kenya’s districts. Kenyan nongovernmental agency Maendeleo Ya Wanawake (MYWO) has long conducted community sensitization focused on discouraging this practice. In 1996, MYWO began implementing the “alternative rite” (AR) intervention in sensitized communities. Girls participating in AR receive family life education in seclusion, followed by a public graduation ceremony recognizing them as adults. They are not cut as part of the ceremony. In 2000, the Population Council carried out an assessment of the AR program that sought to identify the impact of MYWO’s activities on knowledge and attitudes regarding FGC, reproductive health, and gender equity. Data were collected through focus group discussions, interviews, household surveys, and case studies of AR-participating families. As this brief states, where cultural support for female circumcision is weakening, communities are more likely to accept sensitization messages encouraging abandonment of the practice and to participate in an alternative coming-of-age ceremony for girls. However, such alternative ceremonies must be preceded by extensive sensitization that changes attitudes and must be tailored to fit cultural norms for rite of passage.
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Sexual coercion: Young men's experiences as victims and perpetrators. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1008.

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Available evidence suggests that a considerable number of young people experience nonconsensual sex across the world, however research has mainly concentrated on the experiences of young girls and their perspectives of perpetrators of violence. Little is known about coercion among young males as victims or perpetrators. Case studies presented at an international consultative meeting in September 2003 in New Delhi, India, challenged the common assumption that only women are victims of violence, and shed light on the experiences of young males as victims of sexual coercion. These case studies also discussed the perspectives of young males as perpetrators of violence against young women. The evidence comes from small-scale studies from Goa, India; Ibadan, Nigeria; Leon, Nicaragua; Mexico City, Mexico; Phnom Penh, Cambodia, and selected settings in Peru and South Africa. The findings therefore are instructive but not representative. Common themes drawn from these diverse studies and key issues are discussed in this brief.
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