Özler Berk, Hallman Kelly, Guimond Marie-France, Kelvin Elizabeth A, Rogers Marian, Karnley Esther
The World Bank, 1818 H Street, NW, Washington, DC, 20433, United States.
Population Council, United States.
SSM Popul Health. 2019 Dec 12;10:100527. doi: 10.1016/j.ssmph.2019.100527. eCollection 2020 Apr.
We evaluated - an intervention that aimed to equip adolescent girls with the skills to make healthy, strategic life choices and to stay safe from sexual abuse using a cluster-randomized controlled trial with three arms: control, (GE), and GE+.
GE delivered a life skills curriculum to girls aged 13-14 in Liberia, facilitated by local female mentors. In the GE + variation, a cash incentive payment was offered to caregivers for girls' participation in the program. We evaluated the impact of the program on seven pre-specified domains using standardized indices: sexual violence, schooling, sexual and reproductive health (SRH), psychosocial wellbeing, gender attitudes, life skills, and protective factors.
Participation rates in the program were high in both GE and GE+, with the average participant attending 28 out of 32 sessions. At 24 months, the standardized effects of both GE and GE+, compared to control, on sexual violence, schooling, psychosocial wellbeing, and protective factors were small (β, ≤ 0.11 standard deviations [SD]) and not statistically significant at the 95% level of confidence. However, we found positive standardized effects on Gender Attitudes (GE: β, 0.206 SD, p<0.05; GE+: β, 0.228 SD, p<0.05), Life Skills (GE: β, 0.224 SD, p<0.05; GE+: β, 0.289 SD, p<0.01), and SRH (GE: β, 0.244 SD, p<0.01; GE+: β, 0.372 SD, p<0.01; F-test for GE = GE+: p = 0.075).
led to sustained improvements in several important domains, including SRH, but did not reduce sexual violence among the target population.
我们评估了一项干预措施，该措施旨在通过一项有三个组别的整群随机对照试验，让青春期女孩掌握做出健康、明智生活选择的技能，并免受性虐待，这三个组分别是：对照组、通用教育组（GE）和增强通用教育组（GE+）。
通用教育组在利比里亚为13至14岁的女孩提供生活技能课程，由当地女性导师提供指导。在增强通用教育组的变体中，为参与该项目的女孩的照料者提供现金奖励。我们使用标准化指标评估了该项目对七个预先设定领域的影响：性暴力、学业、性与生殖健康（SRH）、心理社会幸福感、性别态度、生活技能和保护因素。
通用教育组和增强通用教育组的项目参与率都很高，平均参与者参加了32节课程中的28节。在24个月时，与对照组相比，通用教育组和增强通用教育组在性暴力、学业、心理社会幸福感和保护因素方面的标准化效应较小（β，≤0.11标准差[SD]），在95%的置信水平上无统计学意义。然而，我们发现对性别态度（通用教育组：β，0.206 SD，p<0.05；增强通用教育组：β，0.228 SD，p<0.05）、生活技能（通用教育组：β，0.224 SD，p<0.05；增强通用教育组：β，0.289 SD，p<0.01）和性与生殖健康（通用教育组：β，0.244 SD，p<0.01；增强通用教育组：β，0.372 SD，p<0.01；通用教育组=增强通用教育组的F检验：p = 0.075）有积极的标准化效应。
该措施在包括性与生殖健康在内的几个重要领域带来了持续改善，但并未减少目标人群中的性暴力。
