Department of Work & Social Psychology, Faculty of Psychology & Neuroscience, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands.
Health Promot Int. 2021 Aug 24;36(3):741-752. doi: 10.1093/heapro/daaa114.
Adolescents in Panama face multiple barriers that affect their health, such as high rates of teenage pregnancy, increased human immunodeficiency virus (HIV) infections and sexual violence. Equal relationships between women and men are likely to reduce such risks. Here, we suggest that the school-based enhancement of Social and Emotional Learning core competencies-awareness of self and others, positive attitudes and values, responsible decision-making, and social interaction skills-could foster positive changes in behaviors between boys and girls, specifically through a focus on equal roles, equal rights in relationships and nonviolent problem solving. This paper, using the Intervention Mapping Protocol, describes the process of development of, and planning surrounding the implementation and evaluation of the program 'Me and My new World', a Social Emotional Learning intervention for middle school students (12-15 years old) in Panama. Program development was based on a needs assessment (Araúz Ledezma et al. (2020) Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi-stakeholder exploration in Panama. Health Education Research, 35, 1-14.) and a literature review of theory- and evidence-based Social and Emotional Learning (SEL)-programs. Intervention outcomes, performance objectives and change objectives of the intervention were identified. The practical applications of different theory-based methods allowed for contextual considerations that could potentially influence the expected behavioral outcomes of the intervention. Teachers were the implementers of the program, and during development, implementation, and evaluation, the roles, opinions, and teaching methods of all stakeholders were recognized. We conclude that Intervention Mapping allows for the analysis of multiple factors influencing the development and implementation of Social Emotional Learning programs promoting equal relationships among adolescents in a developing country, with a special consideration of culture, educational systems, and policies, from a capability development perspective.
巴拿马的青少年面临着多种影响其健康的障碍，例如少女怀孕率高、艾滋病毒（HIV）感染率上升和性暴力。男女平等关系可能会降低这些风险。在这里，我们建议通过关注平等角色、关系中的平等权利和非暴力解决问题，增强学校的社会和情感学习核心能力——对自我和他人的认识、积极的态度和价值观、负责任的决策和社交技能，促进男孩和女孩之间的行为发生积极变化。本文使用干预映射协议，描述了在巴拿马为中学生（12-15 岁）开发和规划实施和评估“我和我的世界”计划的过程，该计划是一项社会情感学习干预措施。项目开发基于需求评估（Araúz Ledezma 等人，2020 年）和对理论和循证社会和情感学习（SEL）计划的文献综述。确定了干预措施的干预结果、绩效目标和变革目标。不同基于理论的方法的实际应用允许考虑可能影响干预预期行为结果的背景因素。教师是该计划的实施者，在开发、实施和评估过程中，所有利益相关者的角色、意见和教学方法都得到了认可。我们得出结论，干预映射允许从能力发展的角度分析影响社会情感学习计划的制定和实施的多种因素，这些计划在发展中国家促进青少年之间的平等关系，特别考虑到文化、教育系统和政策。
