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What Works for Women and Girls

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term <strong>and</strong> long-term attitudes changed in the intervention group, with scores significantlydifferent be<strong>for</strong>e the talk with after the talk, with changes sustained over threemonths (Paxton, 2002). (Gray III) (adolescents, communication, self-perception, Australia)<strong>Women</strong> participants in a microcredit program with a participatory HIV/AIDS <strong>and</strong>gender empowerment education aspect <strong>for</strong> the poorest half of households in ruralLimpopo Province, South Africa reported that meeting a healthy-looking HIV-positiveyoung woman during an education session was crucial to underst<strong>and</strong>ing their vulnerability<strong>and</strong> the vulnerability of their families to HIV. One of the women surveyed reportedthat, “most people thought that HIV-positive people were skinny <strong>and</strong> sickly looking. Wewere scared because we found out that the virus can affect anyone indiscriminately… Iwill never <strong>for</strong>get her face; it reminds me about the seriousness of the virus <strong>and</strong> the need<strong>for</strong> protection” (Phetla et al., 2008: 512). (Gray V) (self-perception, communication, SouthAfrica)8. Comprehensive programs <strong>for</strong> youth can improve HIV knowledge <strong>and</strong> encourage protectivebehavior.JSI evaluated the African Youth Alliance (AYA) Programs in Ug<strong>and</strong>a (implemented2001–2005), Tanzania (2002–2005), <strong>and</strong> Ghana (2001–2005) using post-interventionanalysis between <strong>and</strong> intervention sites to determine the impact AYA’s comprehensiveintegrated program on SRH behavior. The AYA Program had six components, namely,(1) policy <strong>and</strong> advocacy coordination; (2) institutional capacity building; (3) coordination<strong>and</strong> dissemination; (4) BCC (behavior change communication), including lifeplanning skills <strong>and</strong> enter-education activities such as sports, dance, <strong>and</strong> rap; (5) YouthFriendly Services; <strong>and</strong> (6) Integration of adolescent sexual <strong>and</strong> reproductive health(ASRH) with livelihood skills training. The study compared knowledge, attitudes, <strong>and</strong>behavioral outcomes between intervention <strong>and</strong> control sites of 3,416 youth (17–22 yearold) in Ghana, 1,900 in Tanzania, <strong>and</strong> 3,176 in Ug<strong>and</strong>a <strong>and</strong> found a significant positiveimpact of AYA on condom use, contraceptive use, partner reduction <strong>and</strong> severalself-efficacy <strong>and</strong> knowledge antecedents to behavior. Areas with little evidence of AYAimpact included delay of sexual debut <strong>and</strong> abstinence among females <strong>and</strong> males <strong>and</strong>partner reduction among males. The impact of AYA was greater on young women thanon young men, although in many cases, the knowledge of unexposed men was muchhigher than that of unexposed women. In Ghana, AYA significantly improved the confidenceof young women in obtaining condoms <strong>and</strong> in insisting that a partner use acondom. The number young women who reported having ever used a condom, used acondom at last sex, used a condom at first sex, <strong>and</strong> who claimed to have had fewer thantwo sex partners in the last year also significantly increased. In Tanzania, young womenexpressed a significant increase in positive attitudes toward condom users, confidencein putting on a condom correctly, <strong>and</strong> confidence that they can insist that a partner use acondom. Tanzanian females exposed to AYA also were significantly more likely to reportfewer than two sexual partners in the last year, condom use at first sex, condom use atWHAT WORKS FOR WOMEN AND GIRLS133

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