Vanessa Patino Lydia, MPA & Barbara Guthrie, RN, PhD, FAAN

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1 Vanessa Patino Lydia, MPA & Barbara Guthrie, RN, PhD, FAAN

2 Provide an overview of girl-centered inquiry and guiding principles Describe how a girl-centered inquiry guides and informs the development of intervention strategies and activism.

3 Describe girls transforming experiences within the context of their community Provide exemplars of girl-centered intervention strategies and activism Describe the tailoring/adapting guideline for girl-centered approach

4 Agency-girls are collaborative partners and are change makers. They are the first hand sources/experts of their lives and relationships. Inter-subjectivity (sit where the girls sit and see what they see). Amplifies and gives meaning to girl s voices. Make the girls visible and make them count

5 Honor and value the girl s lived experiences, knowledge, culture, ethnicity, and language. Doing with girls rather than at, on, or about girls Plan and design with the girls

6 Dynamic social environments ( family, neighborhoods, clinics, schoolyards) Generates subjective accounts from girls about their embedded experiences within their community Focuses on the Intersectionality of gender, race/ethnicity, sexual orientation, nationality, age, ability, and education.

7 Reflective practice (continuous feedback and application) Listen without judging Context is one of the essential drivers of behaviors. Girls provide the recommendations/input about what they need, what they do not understand, and what changes are needed for them to feel safe. Seeks to generate meaningful outcomes that have the potential to ensure girl s healthy transitions to young adulthood.

8 Girl-centered inquiry focuses on girls younger than 18 years. Girl-centered inquiry focuses on the community in which the girls live, play, and learn. Girl-centered inquiry focuses on health as more than and different than absent of illness. Girl-centered inquiry focuses on girl s connections ( family, friends, schools, and others).

9 Elicits and is guided by girl s voices Plan and design programs with girls Programs are guided by gendered relevant theories Documents and track trends, outcomes/impact Informs and strengthens educational enhancement of others Informs advocacy efforts

10 Where she lives, grows, plays, learns, transforms and is nurtured by her connections. Understand that all girls have power and potential leadership abilities that need to be honed and honored

11 Well-being of girls nationally, in Florida, and locally is best understood within the context of their community. National and state health statistics provide a place to start but not to end Duval- 35% of girls in high school reported they felt sad or hopeless

12 9 % did not go to school because they felt unsafe at school or on their way to or from school 13% physically forced to have sexual intercourse when they did not want to 16% experienced physical dating violence 21 % seriously considered attempting suicide 12% attempted suicide at least once

13 15% did not eat for 24 or more hours to lose weight or to keep from gaining weight 7% took diet pills, powders, or liquids (without a doctor s advice, to lose weight or to keep from gaining weight) 9% vomited or took laxatives to lose weight or to keep from gaining weight

14 2% currently smoked cigarettes frequently (on 20 or more days 36% currently drank alcohol (at least one drink of alcohol on at least 1 day 22% currently used marijuana (one or more times)

15 Knowing self as different than and not allowing others to define or limit the girl s abilities, potentials, and opportunities.

16 Relational struggles/concerns within the context of feelings of being abandon or forgotten Relational expression of emotions (feeling down or sad about how others view/define the girl) Relational stress (perception of being treated differently in school, home, or jjs)

17 Patterns of self-silencing (with intimate partner, family, school, or others) Patterns of situational self-esteem (feeling good about self various within relational situations) Ethnic and gender expectations (stereotyping, stigma, and/or sexual orientation) Perception of ability to differentiate and define self from others

18 What are the influencing factors within a girl s community that facilitates or promotes her health (encourage growth/positive outcomes)? What are the influencing factor within a girl s community that inhibits her health (restrict/limit growth/negative outcomes)?

19 If there are setbacks, what supports are available in the community?

20 Listen to Girls: Encourage them, they have trauma. Listen to them and know it s not their fault. Girls should be encouraged to voice what they need not adults trying to tell them what they need. We are not all bad, all fast. There is a lot behind the girl you can see and look at. Just because we look a certain way doesn't mean we are that way. They should read our history or talk to us because that is what they will know. Listen to their story, it will change you

21 Put yourselves in our shoes. You don t know what we ve been through. Then you could work better with us Being a teen girl is not easy at all. We ve been through a lot more than people think we have. We ve experienced really bad things. We know things we shouldn t. We want to share it s not easy being us. Not easy being me. Take your time getting to know a girl, let her develop trust; build a relationship with her so she feels safe to open up. Be patient. Each girl is different, some heal fast some don t, some understand, some don t, some are respectful, some aren't, it is up to you to have patience to help them. All girls have personal issues

22

23 Research

24

25 Community Needs Assessment/suspension data and Pathways research Listening/context of community: Focus groups with girls, conversations with teachers/administrators to co-create model Development and pilot of an assessment heart of what is contributing to behaviors Evolving educational enhancement curricula Evolving service delivery models and lessons Create safe space to honor and to celebrate girls Partnerships with district, schools, universities Ongoing data monitoring and feedback

26 Girls in the higher grades tended to like school less and perceive themselves as not doing a good job in school Girls Shared Reasons girls getting in trouble: being loud, talking, being inappropriate, and acting out in public, whereas boys got in trouble for cussing, bugging girls, being physical, being really inappropriate.

27 Teachers as a source of stress/support: Teachers make girls angry. Teachers ignore girls. Telling teachers/talking with counselors can help Feel better after taking to teachers. Girls not feeling safe at school Perspectives about why girls get suspended

28 Family Stressors 46% of girls reported parent/caregiver had gone to jail 35% had parents who lost their job 13% experienced the death of a primary caregiver in the previous year 29% had lived somewhere without their parents 26% experienced the death of a close friend or relative 9% had been in foster care

29 School Practices Prevention & Assessment ID Significant Factors Tier Level ID Goals Inform Policy & Practice Changes Informs Training for teachers, interns, PACE mentors, & community partners Care Plan Measureable Goals Informs Model Project Goals (academic success & reduced suspension)

30 713 Girls were SEEN Girls connected. Articulated their emotions! Agency in school. Teachers were supported Visibility of program, informal training and coaching School Practices Shifted Interns felt more connected to their community Teachers felt more competent in working with girls

31 Number of Suspensions Decreased 89% of the girls who enrolled in Girl Matters in were NOT suspended in By , there was an 84% reduction in the average number of suspensions for girls participating in Girl Matters who entered in the first year. Reduced suspension rates for girls school-wide

32 Shifts in Teachers Attitudes towards girls Increased Competence working with girls (by teachers and interns) Changing Policies and Practices

33

34 .

35 In the context of structures, processes, and social drivers of a community Wake Up Call- data trends Community YRBS data (youth risk behaviors) Juvenile Justice system data

36 County Number of Girls Duval 47 Escambia 39 Orange 23 Miami-Dade 18 Broward 11 Hillsborough 7

37 School Family Social Measure Statewide Girls Statewide Boys Not Enrolled in School 5% 6% 3% 6% Dependency Petitions* 17% 11% 23% 14% Parent Prison History 31% 28% 34% 33% Parent w/ MH/Drug Problem 31% 26% 34% 30% Placed Out of Home 27% 17% 33% 22% Suspension History* 81% 86% 69% 79% Neglect 14% 10% 13% 9% Physical Abuse History 26% 15% 31% 14% Sexual Abuse History 24% 4% 30% 4% Trauma 78% 72% 70% 76% Witnessed Violence 72% 69% 80% 72% Diagnosed MH Problem 57% 48% 34% 28% Self-Mutilation History 8% 2% 8% 2% Suicide Attempted 14% 5% 15% 5% Suicide Ideation 29% 13% 30% 12% Drug Problem 22% 26% 16% 23% PACT Assessments Duval Girls Duval Boys

38 Understanding the experiences Educational system Child welfare system Juvenile justice system

39 Giving Girls a Voice Model Program Girls Court Girls Leadership Council Girl Matters : Southside Middle Training and Technical assistance Publications and Position Statements Community Dialogues/Collaborations Advocacy and System Reform

40 Girls Leadership Council member: How to show my voice and feel better about not being shy and to show how women can achieve higher than expected.

41 Tailoring is an iterative and experiential process Community-based assessment of girls within their respective community. Recruit girls from their community to be your paid experts Utilize the girl centered principles in every aspect of the tailoring process

42 Facilitate listening groups with a variety of girls who are mirror images of the intended girl population. Utilize the thinking-out-loud process Utilize the themes generated from listening groups and think out loud process to tailor the program Theater testing of the tailored program

43 Reflexivity Engaging in self-critique and self appraisal of their perceptions, attitudes, beliefs, knowledge about girls and their experiences with girls Understanding the politics of location Understanding the dynamics of power Provide overview of Girl-Centered Principles

44

45 Letting Go

46

47

48 Soon its going to be over. Someone is going to step up and change. Its going to be 1 person that makes all the difference and I hope its me.

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