Karmaliani, R., McFarlane, J., Somani, R., Khuwaja, H.M.A., Bhamani, S. S., Ali, T.S., Gulzar, S., Somani, Y., Chirwa, E.D. & Jewkes, R. (2017). Peer violence perpetration and victimizaion: Prevalence, associated factiors and pathways among 1752 sixth grade boys and girls in schools in Pakistan. PloS one, 12(8), e0180833
This report is Volume 5 of the quarterly no-fee, open-access, peer-reviewed journal dedicated to what works in global health programmes. The publication includes editorials, commentaries, data visualisations, original articles, reviews, methodologies, field action reports, student articles and letters to the editor.
Saeed Ali T , Karmaliani. R,, Mcfarlane. J., Khuwaja. H.M.A; Somani Y, Chirwa E.D.,& Jewkes. R. (2017). Attitude towards Gender Roles and violence against women and Girls (VAWG): Baseline Findings from an RCT of 1,752 Youth in Pakistan. Global Health Action, 10, 1342454
Asad, N.; Karmaliani,R.; McFarlane,J.; Bhamani, SS.; Somani, Y.; Chirwa, E. & Jewkes, R. (2017). The Intersection of Adolescent Depression and Peer Violence: Baseline Results from A Randomized Controlled Trial of 1,752 Youth in Pakistan. Child and Adolescent Mental Health 22, No. 4, 2017, pp. 232–241
This report studies the prevalence of peer violence among sixth grade students in Hyderabad. It also seeks to describe associations between socio-economic status, school performance, mental health, gender attitudes, violence at home and peer violence perpetration and victimisation.
This presentation unveils a trial used to test the effectiveness of a multi-pronged intervention in reducing and preventing violence against women and girls/youth (VAWG) among families living in Lusaka, Zambia, and to test the effectiveness of the intervention in reducing identified risk factors of violence including, alcohol use, mental health problems and behaviour patterns.
This presentation given by the Stanford Gender-Based Violence Prevention Collaborative presents a matched-set, cluster-randomised trial of upper-primary students in the unplanned settlements around Nairobi, Kenya. The intervention features parallel boys and girls curriculums delivered in a classroom environment. There are six sessions, two hours per session, featuring group-based, roleplaying and situational practice. The girls’ program is a four-pronged approach: empowerment, situational awareness, verbal skills, physical self-defense skills. Boys’ program focuses on positive masculinity and, for older adolescents, includes bystander-intervention training.