Psychology Textbook Part II Chapter 5 Promoting Community-Driven Change in Family and Community Systems to Support Girls

PROMOTING CHANGE IN FAMILY AND COMMUNITY SYSTEMS TO SUPPORT GIRLS HOLISTIC DEVELOPMENT IN , This case study takes a look at an innovative approach to promoting girls and development in . The Big Picture One or more interactive elements has been excluded from this ofthe text You can VIEW them here This is the story of the Girls Holistic Development Program designed and implemented by the profit organization , Grandmother Change through Culture , in Southern starting in 2010 and evaluated on several occasions by outside researchers . The case study describes this innovative program , the results , and the lessons learned that are relevant to other African , and to other collectivist cultures in the Global South or Global North . This author is the and Executive Director of the Grandmother Project initiative . 64

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS 65 The Grandmother Project Mission is to improve the health and of women , children , and families in countries in the Global South , by empowering communities to drive their own development by building on their own experience , resources and cultural realities . Community Context The American and Senegalese organization Grandmother Project Change I through Culture ( works mainly in , on the west coast of Africa . work is in southern , a rural area where ' farming and cattle raising are the main . economic activities . This area is severely I ' cAL ' economically challenged and one of high ' migration of men to the capital city and in . some cases to Europe . The quality of health ' a ' services and of schools is generally poor . Only very young , inexperienced health workers and teachers tend to work in this area that is a , drive from the capital , Only I about of all teachers in the area are women . Very few communities have electricity which ?

inc ( Map of and surrounding areas on the makes evening studying very difficult even for very motivated students . More than 95 of Senegalese people are Muslim . People lives are by Muslim and African values that include respect for elders , solidarity , generosity , and interdependency . While western societies value individual rights and achievement , African cultures are built on collectivist , or relational , values and accord greater importance to interdependency and support of group values and achievement than to autonomy and individual accomplishment . Like other African countries , in families and communities are organized hierarchically with men having more power and than women and with elders having authority over younger family members . The role of elders is to transmit cultural and religious values to younger generations . An often heard saying in , and across Africa , says , What an elder can see sitting on the ground , a young person can not see even if is on the top of a tree .

66 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , TODD ROGERS , JUDAH VIOLA , AND ) relationships were traditionally very strong , however , nowadays , in many cases , they are strained by a breakdown in communication between elders , parents , and children . The lives of Senegalese people are very much by western , collectivist values , many of which differ markedly from those of western societies . In the area in where is working , extended families predominate , and making and of younger family members are prevalent . image depicts African proverb what an elder can see sitting on the ground , a young Growing UP in this Context is of person can not see even if is on the top ofthe tree Challenges especially for girls . some seated social norms greatly limit their opportunities for growth and development . Most families prioritize boys education over that of girls , and early marriage of girls , sometimes as young as 12 , is prevalent , often with families playing a major role in identifying a spouse for their young daughters . For girls who stay in school beyond puberty , teen pregnancy is another very problematic phenomenon . Female genital mutilation ( is practiced by some ethnic groups in . A study in 1988 by the Environmental Development Action in the Third World ( revealed that approximately 20 percent of the female population had undergone an procedure ( para . Other estimates suggest the figure is between and 20 percent . Among the ( and ) populations in rural areas of eastern and southern statistics from 2017 indicate that 50 of women age 15 to 45 underwent the practice . These figures refer to the total population , not the practice . Background of the Girls Holistic Development Program in At the outset , the international organization World Vision asked the Grandmother Project to develop a strategy to specifically address female genital mutilation ( in the area of . The World Vision Director told me ( that their earlier efforts discourage the practice using traditional health talks had not been effective and they wondered if involving the grandmothers participating in our programs might be a good way to address the issue . I ( told them that is a very complex issue and that there are no simple strategies to promote the abandonment of this harmful practice and I proposed an initial Preparatory Phase composed of two activities to understand communities attitudes toward the practice , and then three additional components Implementation and Learning Phase , Program Evaluation Phase , and Development of Lessons Learned for a total of four components . This process , was carried out over a period as an iterative action learning process .

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS 67 Implementation Learning Phase Program Evaluation Phase Lessons Learned image shows through arr arrow pointed to the right indicating process , the following phases Preparatory Phase , Implementation and Learning Phase , Program Evaluation Phase , and Development of Lessons Learned . Preparatory Phase To develop the Girls Holistic Development Program , the two initial activities under the proposed Preparatory Phrase were a participatory and rapid qualitative assessment and a series of dialogue forums to discuss the results of the assessment with community actors . Participatory and Rapid Qualitative Assessment image of a group of grandmothers sitting in of a hut and participating in an exercise of the roles of family members . As it is important to foster an environment where community members are viewed as the experts of the situation in their own communities . The initial assessment sought to first , understand families priorities and concerns regarding girls education and upbringing and second , to understand the attitudes , roles , and experiences of community members and of health and development workers related to . This assessment was conducted by the author ( in conjunction with members of the Grandmother Project Team . A participatory approach was used consisting of small group interviews with traditional community male leaders , religious leaders , grandmothers , men , women , local authorities , health workers , and other Organizations ( NGO ) staff working in the area . The rapid qualitative assessment provided critical information on the attitudes of both community

68 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , TODD ROGERS , JUDAH VIOLA , AND ) and health and development workers toward . However , of greater significance was the information that revealed community members concerns regarding the education and upbringing of children , and specifically of girls . Three main themes emerged from the interview data related to families concerns regarding ) the breakdown in communication between elders , parents , and children ) the resulting decrease in transmission of moral , cultural , and religious values and traditions to children , showing respect for elders and and ) families concerns regarding children attitudes and behavior that with priority family and cultural values . We should go back to our roots . We need to recognize what is positive within our culture and hold on to . NGO community development worker If we lose our cultural values , we will be forced to replace them with other people values . Teacher These insights into community members concerns regarding children education and development were critical in subsequently developing an intervention that would respond to their concerns while at the same time catalyze on an issue that we viewed as a problem , but that they did not . Series of The second activity in the Preparatory Phase consisted of forum dialogues held in four communities . Each forum involved 25 participants , male and female elders and parents , many of whom were community leaders . The objectives of the forums were to share the results of the community study to elicit dialogue on how cultural values and traditions being lost could be revitalized in families and communities to ensure the development and of children , and specifically of girls , and to identify strategies to promote discussion of in communities . Based on participatory adult education , the team training between older and forum design for the forums to encourage open discussion related to these objectives recognizing that had never before been discussed in a public setting . In Africa , community resistance to many social programs is engendered by the fact that they are critical of and aim to change certain ingrained cultural norms and practices . A fundamental principle that shaped the forums and subsequently the entire program , is the idea that programs that promote change in certain harmful traditions , should simultaneously promote positive cultural values and traditions . A key idea that shaped the discussions during these initial forums was a profound statement by

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS 69 Amadou Ba , a Malian philosopher ( a member of the same ethnic group as forum participants . He Studied tur Years in France and his Become rooted in yourselves . Preserve positive return in letter he urged and letthe abusive customs them to Become rooted in yourselves . Preserve disappear positive traditional values and let the abusive customs disappear . This important quote by a respected Malian intellectual was used in the forums to catalyze community on the relevance of different cultural values and traditions for children . The forum dialogues consisted of two days of discussions , often based on small group exercises . The first day dealt with communities expectations and concerns regarding girls education and development and the second day focused on and community ideas on how to catalyze discussion of this issue within the wider community . On both days , community members formulated recommendations for actions to be taken by families , community leaders , teachers , and NGO partners . Feedback from forum participants in all four sites was similar and very positive . Many participants expressed appreciation for the respectful way in which culture was addressed and for the approach used Which , they said , contrasts with the directive techniques often used by other . The approach is very good because the discussion took place in the cultural context and was based on the idea of promoting what is good and discouraging what is negative . In the past , development workers would come only to criticize our traditions and propose strange ideas . You have begun by appreciating what exists in our tradition and not criticizing it directly . Community Health Volunteer Even though we did go to school , we understood everything , we shared our knowledge and everyone appreciated our ideas . Grandmother Leader Traditionally in community meetings , there was no open communication between men and women . The inclusive nature of the forums , with men and women of different ages and statuses within the community , was appreciated by almost all community members . However , a few of the elders said that they felt uncomfortable being in the same meeting with people much younger than themselves . There is often a constraint in community discussions because different categories of community members do not openly speak up . It is good to bring together men and women of different social classes and ages so that everyone can learn from each other . Former National Parliamentarian In other workshops , we grandmothers were criticized for our traditional ideas . That why , before coming , we were afraid . But we are happy that we could contribute to the discussion without being criticized . Grandmother Leader

70 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , TODD ROGERS , JUDAH , AND ) During the forums , there was much discussion on the central role of grandmothers in families and specifically in the lives of girls . Participants stated that any efforts to promote the of girls and to discourage should involve grandmothers first because they are responsible for preserving cultural norms and second because they have a close relationship with the cutters and hence , they have the greatest possibility of discouraging them from continuing this practice . The combined results of the initial community assessment and forum dialogues provided substantive insight into communities priorities and concerns regarding the development and upbringing of children , especially of girls , and specific information on community views on . Based on these results , as well as key principles from community development , adult education , anthropology , and community psychology , the team identified a set of concepts and priorities that informed the design of the intervention . These objectives included of grandmothers , and girls In front of a hut They are typical . to promote multiple facets of girls development related to positive cultural values and traditions , not only , in order to increase both program relevance to communities and their involvement to address both community and NGO concerns related to to promote positive cultural values and traditions while discouraging harmful ones to relate program goals and activities to religious values and to include religious leaders to build on existing community resources , or assets , in terms of experience , knowledge , and roles of community actors to actively involve elders , including traditional and religious leaders on an ongoing basis to strengthen communication between the generations . elders , parents , and adolescents , and between men and women to acknowledge and strengthen the role of grandmothers in families and communities as key transmitters of cultural values and as allies of young girls to strengthen relationships between girls , mothers , and grandmothers to strengthen the skills and commitment of community leaders , both male and female , and of three generations , to work collectively to promote positive change for girls in their communities to use participatory adult learning approaches that catalyze and community for change . Another critical factor related to the interface between the program and communities was the

CASE IN A GLOBAL LENS 71 development of respectful and ongoing relationships between staff and community leaders and groups . Understanding of and sensitivity to local cultural values and traditions , and humility , were key parameters for the selection of staff . In African societies , positive relationships are the basis for all interaction and collaboration . Conceptually the program draws on several disciplines namely , community psychology ( especially the work of et , 2007 et , 2011 et , 2009 , 2009 , 201 et , 201 ) community development ( especially Weiss , 2003 et , 2001 Hughes et , 2005 ) anthropology ( 1995 ) adult education ( 1972 , 1984 White , 1999 ) and social work ( Laird , 1983 ) Partnership with the Ministry of Education ( MOE ) The program is implemented in close collaboration with the District Education Office in . All of objectives are related to priority concerns of the MOE related to children education and development , and specifically , that of girls , concerning girls education , child marriage , and teen pregnancy . objective is for the MOE to integrate the and approach into their programs with communities . Implementation of the Girls Holistic Development Program A Holistic Approach for Systemic Change Model The first funding for came from World Vision and their initial concern was only . However , based on the insights obtained during the Preparatory Phase regarding community concerns and priorities we proposed an approach to address girls needs holistically . The circle , which has been widely used with communities , teachers and partner organizations , presents the key facets of girls development that are important to local communities , namely moral , cultural , intellectual , spiritual , emotional , health , physical , and civic responsibility . Unfortunately , many national and international programs in support of girls ignore some other aspects of girls development that communities value related to their moral , spiritual and cultural development . Program Goal and Objectives The goal of the program is to strengthen community capacity to promote girls health and being , with two general objectives . To strengthen communication and social cohesion within communities and families in order to promote systemic change in harmful social norms related to girls education , child marriage , teen pregnancy and and to . To promote positive cultural roles , values , and practices that contribute to girls development and upbringing . Implementation of the program began in 2008 in the area in southern and has evolved over the past 12 years through iterative action research and learning process . It has involved testing , evaluation , revision , and expansion of the program in response to strong support and input from communities and local elected officials . Holistic Focus on Girls Rights and Needs Many international programs to improve the lives of girls address the four priority issues

72 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , TODD ROGERS , JUDAH VIOLA , AND ) see objective no . above ) all widespread problems across Africa . The predominant pattern in such programs is to target girls , either primarily or solely , in a linear fashion based on the assumption that if they are empowered they will be able to catalyze change in families and communities . From the perspective of both anthropology and community psychology , in African societies , girls are embedded in family , community , and cultural systems , as visualized in the Onion Model ( 2015 ) And those systems impose expectations on girls while at the same time providing them with critical support as they grow up and are faced with life challenges . The Onion Model ( Figure II ) presents key facets of the context in which Senegalese girls are embedded and have several implications for the design of programs to support them adolescent girls are not isolated and rarely make decisions on their own various family members are involved in decisions affecting their wellbeing and options in life grandmothers play a central role in the socialization of young girls , and grandmothers typically have more on men within the family than do mothers of young girls . Girls embedded in family , community and cultural systems in , collectivist cultures Inky Family . Onion Model ik . 2015 Figure The onion model above show the three systems girls In The model clearly suggests that In order to promote change for , key and actors must be aims to create an environment around girls so that the can . This is achieved supporting girls While at same time encouraging consensus building for the adoption of social norms and attitudes that are more supportive of

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS 73 girls . This strategy is presented in the simplified Theory of Change in Diagram I below . Theory of Change Girls Holistic Development Norm and Practices limiting ' Holistic Development . Positive change in attitudes Increased and empowerment of and norms adolescent girls Increased support for Limited family support girls education for girls education . Increased support for Girls Decreased Child marriage Holistic Development from marriage family community Decreased teenage members ( three generations Female Genital row . Breakdown in leaders , teachers , health communication between workers ) generations Teenage pregnancy Increased communication between generations Diagram i above shows a flow process and the progression ofthe Girls Holistic Development Program based on the theory of change . Building Communication Relationships To promote change , key community actors must be involved . Also , strong communication relationships between them are the foundation for open dialogue and on existing social norms and on alternative concepts and practices . In the initial assessment and forum dialogues , community members discussed the serious breakdown in communication between generations that exists in virtually all communities . The following quote from a community elder illustrates the importance of communication relationships and the situation that existed in many communities at the outset . Communication is the foundation of life for any group . Without communication and understanding , there will never be any development . Many interventions failed in our communities because there was not enough dialogue and understanding between people . As long as there is a conflict or the absence of communication , the community will not progress . Community Headman Involvement of Community Leaders A prerequisite for the success of any effort to improve community life is the existence of committed leadership , strong relationships between leaders and other community members , and a sense of solidarity often referred to as social cohesion . In light of the role and of both formal and informal community leaders , the activities primarily target leaders of three generations ( elders , adults , and adolescents ) male and female , as well as recognized traditional leaders . Building on Cultural and Religious Roles and Values

74 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , TODD ROGERS , JUDAH VIOLA , AND ) In all communities , there are leaders whose roles are determined by cultural and religious values and structures , and they have moral authority and on the attitudes of other community members . In the area , more than 98 of the population is Muslim . Traditional leaders and local Imams share responsibility for ensuring the of their communities . In each community where the program was launched , the team first identified and established rapport with local formal and informal leaders . A very erudite and respected imam , in the photo on left ) has been a key resource for the program . He has participated in many key activities and he is able to articulate the need to create a bridge between traditional cultural and religious values and more modern ideas related to various aspects of , a key resource for the program including girls education and . Through a participatory approach that encouraged communication between people , the program has reinforced the sense of celebration among community members and acceptance of those with different opinions . Before , there was a real breakdown in communication between neighbors , within families , and between generations . has encouraged introspection and . It seems that has brought about an incredible reconciliation between the generations who now accept each other , understand each other , and are more tolerant of each , Imam , Program Components Change through Culture Process of Change For designing any community change strategy there are two fundamental concepts , in both community psychology and community development regarding the importance of building social cohesion within communities and specifically between community leaders and groups and adopting an approach in which existing social resources , elders , leaders of all ages , are identified and strengthened . In Diagram II below , key elements in the Change through Culture process of change are laid out with both of those concepts ( in the first column ) along with the initial weaknesses in the cultural and community context ( second column ) identified during the Preparatory Phase .

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS 75 Change through Culture approach to promote Girls Holistic Development ( in community family system Community psychology community development principles for systemic change Cultural Ki context at Community for the outset in communities for change Strong social cohesion . Increased social cohesion communication between An inclusive St cap . community leaders Weak relationships participatory process to with the communication between build consensus for large are prerequisites for generations and between normative change for community wide genders Girls Holistic for Development community , groups act collectively to promote wide change in social Building on and norms weakened cultural values and identity strengthening existing community social resources or assets To increase Us between generations of men women To strengthen knowledge at ( ee Girls education ge , Child marriage change Teen pregnancy To increase girls sense of between generations . st , Gender roles between girls , mothers relationships grandmothers the flow of the change approach key elements related to both ofthe concepts principles for change ( the column ) and the initial weaknesses the cultural and community context ( second column ) the Preparatory Phase . Community Dialogue for for Change In order to promote change , a Community Dialogue for approach was developed to involve various community actors in a series of participatory activities to elicit discussion on different facets of . The objective of these activities was to catalyze dialogue and , primarily between formal and informal leaders of both sexes and of three generations , first , to develop a consensus regarding the need for change , for example , to abandon child marriage , and second , to collectively decide on actions to be taken to promote change in existing norms and practices . In light of the initially weak communication relationships in all communities where has been introduced , an initial and ongoing priority in the program is to strengthen those relationships in two ways first , to strengthen existing relationships within communities , for example , between girls and grandmothers , and second , to encourage the creation of new communication relationships for example , between fathers and adolescent daughters . The objective is to create a synergistic effect through discussions of the same issues by different community groups that can lead to a consensus on actions to be taken to promote . The core elements of the program are a series of dialogical activities that involve different categories and combinations of community actors , of three generations , of both sexes , traditional and religious leaders , teachers , and local health workers . In all of these activities , grandmothers are key actors . Along with other community members , they participate in dialogue and debate , and their involvement strengthens their capacity and commitment to lead positive change . These key activities are described below in terms of its purpose and participants .

76 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , TODD ROGERS , JUDAH VIOLA , AND ) Forums This is the foundational activity in . Participants include leaders of both sexes and of generations , traditional and religious leaders , teachers , and local health workers . The forums build solidarity between participants through a series of carefully designed small and large group exercises , all involving dialogue , and . Key topics addressed include the priority issues , communication , cultural values , and identity . The forums are very important as they help to dialogue between elders , parents , and youth . In the recent past , elders and adults did listen to young people ideas and underestimated them . Thanks to the forums there is now more communication between older and younger community members . Grandmother Leader The forums have increased women in themselves . Before , they did dare express themselves in front of men . During community meetings , only men were allowed to speak . But now men know that women also have good ideas and encourage them to speak up . Young mother Before there was not enough discussion between men and women in families . It was a problem that separated them and was the root of frequent misunderstandings and arguments . The forums have helped to solve this problem . Young adolescent boy We never before had the opportunity to sit all together and discuss like this although it is the best way to promote the development of our community elder leaders ) Days of Praise of Grandmothers The purpose of these events is to celebrate grandmothers role and commitment to promoting the wellbeing of children , especially girls . Participants in these gatherings include grandmother leaders from surrounding communities , traditional and religious leaders , local musicians , local elected officials , and teachers . Songs of Praise of Grandmothers are used during these events and provide relaxed interludes of singing and dancing . These special days of recognition of grandmothers the ideas of psychologist , Carl Rogers , on Unconditional Positive Regard ( 1980 ) The concept is that when are recognized and their confidence is reinforced , they will be more open to revisiting their existing attitudes and practices . The following quotes community attitudes toward these events . This is a very important day because we are here to honor the grandmothers who are the teachers of young couples and of children . Before this project , the grandmothers were practically dead in the village and now they have been revived . It is since the grandmothers have resumed their role that teen pregnancies have greatly decreased . Village Elder ) Leadership Training realized that in all communities there are natural grandmother leaders who are recognized by other community members for their dynamism and commitment to promoting community

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS 77 . Through discussions with grandmother groups , five natural grandmother leaders were identified in each community to participate in the Leadership Training . The objectives of the training were to increase knowledge of adolescence , improve their communication with girls , and to empower them to act collectively to promote and protect girls , building on their status and authority at family and community levels . The training lasted for days , divided into modules conducted over a period of months . Four months after the leadership training was completed , individual interviews were conducted with 40 grandmother leaders to assess the outcomes of the training Analysis of interview responses revealed three key results . Strengthened relationships between grandmothers , Strengthened relationships between girls , mothers , and grandmothers , thereby constituting a source of power and to protect and promote girls rights and in a culturally consonant way , and . Strengthened relationships between grandmothers and other community actors . Since we participated in the grandmother leadership training , the relationship between us grandmothers has changed . Now there is a permanent dialogue between us . Whenever one person has an idea of what we should do regarding our girls , we get together to discuss . Since the training , the relationships and communication between us have been strengthened . Grandmother Leader Thanks to these training sessions , I have become more . I no longer hesitate when there is something that needs to be said or done . I no longer how my head when speaking before a group of men . Grandmother Leader image of grandmother leaders participating in a learning game dealing with girls and development They are sitting on a mat and wearing typical Before we used to scold our granddaughters all the lime and they were rather afraid of us . Through the training , we realized that that is not a good way to communicate with them . Now we talk softly to the young girls and they listen to our advice with regards to sexuality and other things . Village headman wife ) Teacher Workshops on Integrating Positive Cultural Values into Schools ( Many families do not have a strong motivation to send their children to school nor to let them stay in school for many years . A major reason for families reticence is that schools do not teach cultural values that are important to communities . In 2019 one of the priorities defined in the Ministry of Education plan was to expand the teaching of cultural values in schools . In partnership with the District Education Office in developed the Integrating Positive Cultural Values ( into Schools strategy . The initial activity in launching this strategy in schools consists of teacher workshops to increase teachers commitment to developing children knowledge of cultural values and traditions , in addition to the modern knowledge inscribed in the official curriculum , and to strengthen their relationships with communities . Local education officials are very supportive of this strategy as suggested in the following quote .

78 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , TODD ROGERS , JUDAH VIOLA , AND ) These workshops support national priorities to increase children understanding and adoption of positive cultural values and to strengthen relationships and communication . Amadou Wade , District Education Director ) Workshops Both teachers and grandmothers have frequent Contact with and on children , and specifically on girls related to their education , child marriage , and teen pregnancy . However , in most communities , direct contact between teachers and grandmothers is very limited , and teachers often have a sense of superiority over illiterate grandmothers while these guardians of tradition suffer from a sense of inferiority toward teachers . The objective of these workshops is to strengthen relationships between teachers and grandmothers in order to increase their collaboration to promote both the teaching of positive cultural values in schools and in the community and to promote . These innovative workshops are strongly supported by education officials , teachers , and grandmothers . Teachers alone do not have all of the knowledge that children need to learn . They also need to learn about positive cultural values and behavior . I know of anyone else in the community who is more knowledgeable regarding the values that children should acquire . That is what justifies the presence of the grandmothers here today . And increased communication between teachers and grandmothers is very beneficial to children , especially to girls . Ba , Supervisor , District Education We are honored to have been invited to participate in this workshop along with teachers and school directors . We are going to work together with the teachers to encourage all children , those in school and not , to learn the values that are important in our culture . Grandmother An important component of the strategy is the participation of grandmothers in classrooms to facilitate value education sessions with children . This further contributes to strengthening relationships between schools and communities . Sessions with Grandmothers , Mothers , and Girls

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS 79 image of a grandmother , with a group of girls to discuss girls lives and challenges . Building on grandmothers traditional advisory role with adolescent girls , it is primarily grandmothers and girls who are involved in these sessions , but also mothers . A major activity in is frequent participatory dialogue and learning sessions to strengthen communication between the generations and discussion of topics related to girls education and development . A variety of activities using stories , songs , games , and discussion pictures are used to elicit dialogue and increase understanding between the generations . All Women Forums An activity that was initiated in 2019 , these forums strengthen communication between girls , mothers , and female teachers promote collective empowerment of girls and catalyze dialogue on concerns to both girls and their mothers and . During these forums , a variety of participatory exercises encourage girls to express their feelings , concerns , and ambitions related to school and life beyond and encourage mothers and grandmothers to listen to , empathize with and encourage girls . This activity aims to strengthen the collective sense of responsibility that mothers and grandmothers have not only for their own daughters but for all girls in their communities .

80 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED PALMER , TODD ROGERS , JUDAH , AND ) Photograph grandmothers , mothers and girls at the end of a all women forum . Below are several comments by adolescent girls who participated in sessions with grandmothers and who also attended the All Women Forums . There is a change in our relationships with our grandmothers . Before , we preferred to go to dancing parties or to watch television instead of being with them . Now , we spend more time with the grandmothers , listening to their stories that teach us about important values . Adolescent girl We are closer to our grandmothers now . If we have questions related to sexuality we can discuss them with our grandmothers , more easily than with our mothers . Now we are comfortable talking to the grandmothers . Adolescent girl ) Days of Dialogue and Solidarity In all communities where is implemented , elders play an important role in families and communities and they have a big on the social norms that define acceptable attitudes related to many aspects of life . Many facets of , girls education and , are by the attitudes of the elders , specifically the elder men in each family , traditional community male leaders , Imams , and grandmothers . These are the community actors who are involved in the Days of Dialogue and Solidarity . The purpose of this activity is to elicit by the elders from several adjacent communities on the role that they can play to promote . As with other activities , the idea is to strengthen the knowledge and the role played by existing community actors . In other terms , the elders constitute a community resource , or asset , that can be strengthened to promote the programs objectives . In each of these events , participants articulate their plans for actions they can take in their respective communities .

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS This meeting has been very useful because it has allowed us to discuss important issues with others from our same village and with people from other villages . In our community we plan to organize meetings with all generations , to discuss what we can do together to prevent child marriage and . Village Headman These meetings are very because they encourage communication and understanding between us . During this meeting , I realized that is not recommended by Islam . Many Imams were present and none of them support the practice . Grandmother Leader Referring back to Figure , I think that you can see how the various dialogical activities organized by the Program created a synergy between the different community actors by promoting wide discussion of various issues related to . Theory of Change and Program Results At the outset of the Program in 2008 , a Theory of Change ( TOC ) was developed with the team in . However , during the ten years of development of , there was a conscious effort to encourage a process of continuous learning . To support this learning process , a series of evaluations and studies were conducted by external researchers , in collaboration with staff for two purposes ) to understand communities attitudes and response to the Program , and ) to identify changes that may have come about as a result of the program . Several external evaluations looked broadly at program results . The additional studies focused on family related to child marriage the process of abandonment of in some communities communication between the generations changes in gender roles and the status of women the effects of the grandmother leadership training and the relationship between the program and community engagement in it . And in 2019 , the Institute of Reproductive Health ( at Georgetown University , in collaboration with the University of , conducted extensive and the results of the ( 71 ( Based on the conclusions of the various evaluations and studies , and the team lived experience with communities carrying out the program , we revised the Theory of Change to what has happened as a result of implementing the program . Diagram IV ( below ) the relationship between the program and its intermediary and results . We can also refer to this sequence of events as the pathway to change . As the diagram indicates , the implementation of the Program was initiated through the development of respectful relationships between facilitators and community actors . Those relationships were the foundation for a series of dialogical activities addressing . Intermediary results of the Program are observed first , in terms of increased communication and social cohesion between generations and between the sexes . Strengthening those communication relationships supported the subsequent changes at the community level and with schools in support of girls , and of children more broadly . The combination of those changes has supported change within families , related to family roles and communication which ultimately has had a positive impact on girls . These results are contributing to changes which are taking place related to increased community capacity to collectively promote in an ongoing fashion and changes in social norms to support girls related to their education , marriage , teen pregnancy and Georgetown University Evaluation of the Program The most extensive research on the Program was carried out by the Institute of Reproductive

82 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , TODD ROGERS , JUDAH VIOLA , AND ) Health ( in the context of the PASSAGES project . Between 2017 and 2019 , provided support for several smaller studies ( mentioned above ) and for the larger Realist Evaluation conducted in collaboration with the University of Anta in . Key conclusions of the research are presented below . They are ( The program created safe spaces for dialogue and consensus building ( it provided a space for community discussions , decision making in families and communities became more inclusive and gender equitable , the program reestablished grandmothers as traditional family counselors and advocates for girls in , relationships between grandmothers and girls was strengthened and girls improved their confidence levels , grandmothers demonstrated more openness and support for girls education , social changes were visible , and ( programs should equally focus on family members and communities . Key conclusions of the Georgetown University of Girls Holistic Development Program

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS 83 I ?

a ! ua . aJ ' Iu I ' I ' I ' I I ' Ju ' I ' I ' I ' rIa ' I ' I ' Iu ' i ! rI ' I . anu I ' Hal ! I ! a ' I ! I ' I I ' EPi ! i ' a ' I . I ! i Ira ' I ' I ! Lessons Learned from the Girls Holistic Development Program Based on the various studies and experience of the team working in southern , a number of lessons are identified that have wide application for other programs addressing across Africa and elsewhere in the Global South where societies are hierarchically structured , elders are respected and have , and where grandmothers play a role in socializing and supporting adolescent girls . In all African communities , elders have status and power over younger generations and determine the social norms that structure family and community life . When an approach based on respect and dialogue is used , they are not automatically opposed to change .

84 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , TODD ROGERS , JUDAH VIOLA , AND ) 10 . When programs respect and build on cultural and religious roles and values that communities cherish , community actors are more receptive and more engaged . The opposite is also true . In cultural , where extended family networks are stronger , grandmothers play a role in all aspects of the upbringing and development of children , especially girls . Using an approach , programs should acknowledge and build on this cultural resource . Families are concerned about all facets of girls upbringing and development . Communities are more receptive to programs that address various facets of girls development , rather than strategies . Community involvement in programs is greater when programs supporting girls development address issues that are of concern to communities in addition to the priority concerns of development organizations . Communication between three generations ( elders , adults , and adolescents ) should be strengthened in order to promote harmonious change within family and community systems rather than creating between generations with differing opinions . Both formal and informal leaders , of all three generations and both sexes , should be involved in all efforts to promote change in communities . Given their with their respective peer groups , they are powerful gatekeepers who can either support or block new ideas and behaviors . Communication and education methods used with community groups should be based on adult education methods which elicit critical among community actors rather than on persuasion and messages disseminated to passive beneficiaries , or audiences , to convince them to adopt solutions . Communities are more open and engaged in programs that adopt an approach where positive roles , values , and practices are encouraged and reinforced while harmful ones are discouraged . This lesson builds on Carl Rogers concept of Unconditional Positive Regard . In any program , it is important to determine at the outset what the roles and are of different family and community actors in order to involve all categories of people who or who could the issue being addressed . Conclusion The Program was primarily initiated through the development of respectful relationships between facilitators and community actors . These relationships served as a foundation for a series of dialogical activities addressing . Intermediary results of the Program were observed first , in terms of increased communication and social cohesion between generations and between the sexes . This work made us even more aware of an versus approach , no matter the context . From Theory to Practice Reflections and Questions As you think through this case study , identify one or two ways it can be challenging to work alongside different generations of and families . We all have differences of opinions and on social issues facing our world What are on how we advance social and internationally when diverge regarding what is culturally appropriate ?

CASE STUDIES IN COMMUNITY PSYCHOLOGY PRACTICE A GLOBAL LENS 85 We believe that all work social and racial justice should begin with engaging in introspection and processes . What are some ways you have engaged in concerning working across groups who have different customs and beliefs from your own ?

Share at least two ways you Will do so moving forward The Girls Holistic Development Program was developed and implemented in . We believe that the concepts and methods used in are relevant to other African settings and that many are relevant to other in the world and also to communities in the global north . References , 1995 ) Health and culture Beyond the western paradigm . Sage Publications , A . 2015 ) Focus on ' and Culture . Project Change through Culture for TOPS project funded by , Washington , 1991 ) Developing critical thinkers Challenging adults to explore alternative ways of thinking and acting . Brown , Vidal , A . 2001 ) Building community capacity . Aldine De . Yang , 2007 ) Putting the system back into systems change A framework for understanding and changing organizational and community systems . American journal of Community Psychology 39 , 1970 ) Pedagogy of the oppressed . Continuum . A . Laird , 1983 ) social work practice . Free Press . A . Riley , 2009 ) Theorizing interventions as events in systems . American journal of Community Psychology , 43 , Institute of Reproductive Health , Georgetown University ( 2019 ) Grandmother Project Change through Culture Program for Girls Holistic Development Qualitative Research Report . Washington , for . Institute of Reproductive Health , Georgetown University ( 2019 ) Grandmother Project Change through Culture Program for Girls Holistic Development Quantitative Research Report . Washington , for . Weiss , 2003 ) Broadening in problem solving A model to support and . of Urban Health . 80 ( 201 ) Integrating cultural community psychology Activity settings and the shared meanings of . American journal of Community Psychology . 43 Rogers , 1980 ) A way of being . 2009 ) Introduction to based situated interventions . American journal of Community Psychology 43 , DOI , et al . 2011 ) Advancing the science of interventions . American journal of Public Health 101 ( 13 White , 1999 ) The art of facilitating participation . Sage Publications , Inc .

86 SEE CONTRIBUTORS PAGE FOR LIST OF AUTHORS ( EDITED BY PALMER , ROGERS , JUDAH VIOLA , AND ) Note All photographs are courtesy of