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[]
[null,"Young People as Agents and Advocates Evidence Mapping Database"]
[]
[null,"Background"]
[null,"This database and accompanying Evidence Gap Maps show the results of a rigorous search of all of the available evidence on young people acting as both agents and advocates of development, across all low- and middle-income countries. It was compiled by the Social Development programme at the Overseas Development Institute (ODI) for the UK Department of International Development (DFID). \n\nThe following definitions of agents and advocates have been used:\n\nAgents: Young people as development actors, in both youth-led and broader development programming. This can be at any, or all levels of the programme life cycle, specifically design, delivery, monitoring and evaluation.\n\nAdvocates: Young people using their voices to influence, and participate in, political and development processes. This can be at a local, national or international level."]
[]
[null,"How to use this Database"]
[null,"This Database can be used alongside, or separately to, the accompanying report (Marcus and Cunningham, 2016). Use the 'Analysis' sheet to apply one or multiple checkboxes to the bibliographic database. Select a checkbox to run it. You can use as many checkboxes as you require. The relative counts will change in the tables and graphs in the Analysis sheet as you select new checkboxes. The 'Agents & Advocates Database' sheet will show all the studies which result from the searches run.\n\nThe Evidence Gap Maps shows the scope of the evidence across all intervention and outcome types. The first map shows all intervention types mapped against outcomes. The three remaining maps show papers coded as agents, advocates and agents and advocates, respectively."]
[]
[null,"Suggested citation"]
[null,"Cunningham, A. with Page. E. and Marcus, R. (2016) Young People as Agents and Advocates Evidence Mapping Database. London, UK: Overseas Development Institute."]

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["Count after applying filters",null,null,null,null,null,{"$f":"SUBTOTAL(3,G6:G330)","v":180},59,86,80,36,216,1,172,41,112,15,23,258,1,31,313,12,33,138,2,1,1,1,2,1,1,3,2,1,7,1,17,1,4,3,2,2,1,2,4,2,4,10,2,20,1,2,16,24,12,5,30,2,5,1,1,4,5,3,1,2,7,4,32,{"$f":"SUBTOTAL(3,BS6:BS330)","v":4},5,3,1,2,1,7,2,2,4,43,6,17,19,2,1,42,5,1,3,1,2,8,3,3,4,1,1,2,1,7,6,1,3,1,30,3,1,1,4,5,6,6,3,1,1,4,2,2,1,4,59,24,24,9,51,5,107,30,40,51,274,39,114,{"$f":"SUBTOTAL(3,EE6:EE330)","v":45},22,31,21,8,29,17,8,104,6,72,37,37,17,43,23,24,145,87,21,30,6,20,9,114,27,9,31,14,16,8,23,11,1,104,34,22,13,42,9,22,32,65,63,19,176,3,19,303,3,2,5,3,21,7,13,9,5,45,10,226,101,185,116,{"$f":"SUBTOTAL(3,GQ6:GQ330)","v":62},27,137,57,268,287,83,51,61,11,188,132,116,6,141,112,75,93,54,10,60,74,15,64,68,68,159,93,58,45,29,153,51,10,36,71,22,44,4,130,13,44,50,18,32,34,44,40,11]
["Proportion of documents after applying 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[null,null,null,null,null,null,"Agents or Advocates intervention",null,null,"Research type",null,null,null,null,null,null,"Research design",null,null,null,null,"Language",null,"Geographical region/countries",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Project funder",null,null,null,null,null,null,null,null,"Activity type",null,"Theme",null,null,null,null,null,null,null,null,null,null,null,"Intervention type",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Discussion of context",null,null,null,null,null,"Gender of youth participants",null,null,"Marginalised groups targeted",null,null,null,null,null,null,null,null,null,null,null,"Age range of youth participants",null,null,null,null,null,"Aim of intervention",null,"Target institutions/groups",null,null,null,null,"Personal Development Outcomes",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Development Outcomes"]
["Bibliographic reference","Year","Abstract","Access","Type of literature","Publication form","Agents","Advocates","Agents and Advocates","Primary research","Secondary research","Primary evaluation","Meta-evaluation","Qualitative","Quantitative","Mixed methods","Experimental","Quasi-experimental","Observational","Systematic review","Other secondary review","English","Spanish","Global/multi-country","Sub Saharan Africa","Angola","Benin","Botswana","Burkina Faso","Burundi","Cameroon","Cote d'Ivoire","Democratic Republic of Congo","Ethiopia","Gambia, The","Ghana","Guinea","Kenya","Lesotho","Liberia","Malawi","Mali","Mozambique","Namibia","Niger","Nigeria","Rwanda","Senegal","Sierra Leone","Somalia","South Africa","South Sudan","Sudan","Tanzania","Uganda","Zambia","Zimbabwe","Middle East and North Africa","Afghanistan","Egypt","Iran","Iraq","Jordan","Lebanon","Morocco","Syrian Arab Republic","Tunisia","West Bank and Gaza","Yemen","East Asia and the Pacific","Cambodia","China","Indonesia","Laos","Mongolia","Myanmar","Philippines","Thailand","Timor-Leste","Vietnam","South Asia","Bangladesh","India","Nepal","Pakistan","Sri Lanka","Latin America and the Caribbean","Argentina","Bolivia","Brazil","Chile","Costa Rica","Colombia","Dominican Republic","Ecuador","El Salvador","Guyana","Guatemala","Haiti","Honduras","Mexico","Nicaragua","Panama","Peru","Venezuela","Europe and Central Asia","Albania","Azerbaijan","Belarus","Bosnia and Herzegovina","Georgia","Kosovo","Kyrgyz Republic","Macedonia","Moldova","Poland","Russian Federation","Serbia","Slovak Republic","Tajikistan","Turkey","Academic institutions","DFID","Foundations and Trusts","Government","NGOs","Private sector","Multi-/bi-lateral donors","Not applicable","Unknown","Youth-led activity","Youth in partnership with older adults","Accountability","Civic and political engagement","Conflicts & peacebuilding","Disaster Risk Reduction, environment & climate change","Education","Gender equality","Infrastructure","Livelihoods (inc food security and agriculture)","Physical wellbeing (excluding SRH)","Psychosocial wellbeing","Sexual and Reproductive Health","Social protection","Interventions building project-cycle skills","Participatory planning and design","Participatory research","Participatory monitoring and evaluation","Interventions building communication, leadership and advocacy skills","Leadership training","Conflict resolution/ peacebuilding training","Young people implementing development initiatives","Peer-to-peer education","Community educators","Young people as mentors","Young people training service providers","Structured volunteering programme","Youth-led emergency response (e.g. Ebola, DRR)","Young people's advocacy initiatives","Autonomous youth activism","Young people creating campaign/ educational materials","Youth networks for civic participation","Enhancing youth voice in organisational decision-making","Accountability interventions","Participatory budgeting","Youth Council","Youth Parliaments","Youth participation at international forums","Cross-cutting initiatives","Social change oriented youth group","Arts, dance, drama and music interventions","Safe spaces","Media/ video projects","Sports for development","Economic context","Extent of democratic space","Policy/norm context concerning active role for youth","Presence of conflict/ fragility (including significant local level violence)","Urban or rural locations","Not discussed","Male only","Female only","Mixed","Adolescent mothers","Child labour","Homeless/street based young people","LGBTQI","Marginalised ethnic or racial groups","Orphaned young people and/or heads of households","Out of school youth","Refugee/displaced young people","Unemployed youth","Young people from low income households","Young people with disabilities","No marginalised groups","10 - 14 years old","15 - 19 years old","20 - 24 years old","25 - 29 years old","Includes older than 29","Unspecified /'youth'","Intrinsic","Instrumental","Individuals","Local community institutions","District level institutions","National institutions","International institutions","Knowledge, self-confidence and resilience","Knowledge","Self-confidence, resilience and aspirations","Development of role models","Communication, life skills and technical skills","Life skills e.g. communication, critical thinking","Practical skills/ enhanced employability","Attitudes and behaviour change","Attitude change (e.g. gender inequality, inter-ethnic relations)","Change in attitudes to politically-motivated or identity-based violence","Behaviour change","Social relationships","Stronger family relationships","Stronger social relationships outside family","Voice and sense of inclusion","Feeling included/ listened to","Participation-related outcomes","Political or policy-related participation or engagement","Participation in governance (inc. budgeting and accountability)","Participation in programming","Voice in the public sphere","Public attitudes, knowledge and behaviour","Changes in health knowledge","Changes in wider development knowledge (agriculture, legal rights etc)","Changes in attitudes to YP/ YP participation","Changes in disciminatory attitudes","Changes in harmful practices","Behaviour/ practice change (health)","Behaviour/ practice change (non-health)","Community development and livelihoods outcomes","Livelihood changes","Community development outcomes (e.g. infrastructure)","Changes in strength of community organisations","Changes in social cohesion/ conflict/ fragility","Access to/ use of services","Quality of services","Policy changes","Youth focused policy","Non-youth focused policy"]
["Academy for Educational Development (2005). Youth as a Catalyst for Peace: Helping Youth Develop the Vision, Skills, and Behaviors to Promote Peace. Washington DC: Academy for Educational Development.",2005,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,"x",null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["ActionAid (2015). ActionAid's approach to youth programming. A fundamental force for development. London: ActionAid.",2015,"ActionAid's experience of strengthening youth participation across the programme cycle in seven countries, using a specialised Youth Programming Toolkit, draws upon the organisation’s long-standing expertise in developing pioneering participatory methodologies. The Toolkit provides valuable lessons and guidance for civil society actors, donors, development practitioners and other key stakeholders with an active interest in ensuring youth are given the space and tools to be a fundamental force for development. It shows that engaging youth as equal partners, or supporting their ability to lead, can bring multiple long-term dividends within a short space of time. It can support good governance, an enhanced focus upon accountability as well as transparency, and cultivates increased ownership over development processes – not just by young people, but crucially by wider constituencies that young people are particularly effective at engaging. ActionAid has found that championing youth participation has helped to address issues of equity – young people have been instrumental and effective in reaching out to marginalised groups and supporting them to analyse and challenge the structural causes of their isolation. It highlights how in 2014, ActionAid Bangladesh, Malawi, Zambia, Myanmar, Liberia, Uganda and South Africa have applied methodologies and approaches from the Toolkit to various stages of the programme cycle, and describes the impact upon youth themselves","Open","Grey Literature","Report/Working paper","x",null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,"x","x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,"x"]
["Adorna C, Ruiz H, and Ahmed Z. (2011). Evaluation of Child and Youth Participation Initiatives in UNICEF Mozambique. Maputo: UNICEF Mozambique.",2011,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,"x","x","x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,"x",null,"x",null,"x",null,"x",null,"x","x","x",null,"x",null,null,null,null,null,"x",null,"x","x",null,"x",null,null,"x","x"]
["Adu-Gyamfi J. (2013). Can children and young people be empowered in participatory initiatives?: Perspectives from young people's participation in policy formulation and implementation in Ghana. Children and Youth Services Review, 35(10), pp.1766-1772.",2013,"Empowering children and young people is often cited as the goal of participation. However projects that seek to empower children and young people show little attempt to define what empowerment means. There is an implied but inadequately explored conceptual link between participation and empowerment. This paper explores the link between participation and empowerment by discussing a research with 15–17 year young people involved in two participatory initiatives in Ghana. The paper discusses the various typologies of children's participation and the concept of power, and concludes that participation does not lead to empowerment. Therefore the increasing theorisation of children and young people's participation as empowerment is flawed. The paper argues that children and young people's participation should instead be conceptualised as recognition and dialogue. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Advocates for Youth (ND). Youth and their Communities Take Charge to Improve Youth's Reproductive and Sexual Health in Burkina Faso. Washington DC: Advocates for Youth.","ND","The overall goal of this project was to improve youth's sexual and reproductive health through community participation. To this end, Advocates for Youth worked with Mwangaza Action, a Burkinabé nongovernmental organization (NGO), and three youth associations in southern Burkina Faso, building their capacity regarding 1) youth’s reproductive and sexual health and 2) community participation. Together over 1.5 years, the partners mobilized 20 villages to identify priority issues with respect to adolescents’ reproductive and sexual health and strategies to address these priorities. As a result, communities launched interventions that ran for the remaining year and a half of the project. [In addition, many of the activities still continue today.] The community participation methodology was the basis for the program. The methodology utilized a series of participatory workshops, carried out with village committees comprised of girls and boys and adult women and men. Other aspects of the methodology included village assemblies, regular meetings with local authorities, focus group research, and action planning.","Open","Grey Literature","Factsheet/Case study","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x","x"]
["Afifi R, Makhoul J, El Hajj T, and Nakkash R. (2011). Developing a logic model for youth mental health: participatory research with a refugee community in Beirut. Health Policy and Planning, 26(6), pp.508-517.",2011,"Although logic models are now touted as an important component of health promotion planning, implementation and evaluation, there are few published manuscripts that describe the process of logic model development, and fewer which do so with community involvement, despite the increasing emphasis on participatory research. This paper describes a process leading to the development of a logic model for a youth mental health promotion intervention using a participatory approach in a Palestinian refugee camp in Beirut, Lebanon. First, a needs assessment, including quantitative and qualitative data collection was carried out with children, parents and teachers. The second phase was identification of a priority health issue and analysis of determinants. The final phase in the construction of the logic model involved development of an intervention. The process was iterative and resulted in a more grounded depiction of the pathways of influence informed by evidence. Constructing a logic model with community input ensured that the intervention was more relevant to community needs, feasible for implementation and more likely to be sustainable. Adapted from the source document. Reprinted by permission of Oxford University Press","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x","x","x","x",null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x","x","x",null,null,"x"]
["Ahmed Z S. (ND). Interventions of CSOs towards the First youth Policy of Pakistan. London: Overseas Development Institute.","ND",null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Al-Iryani B, Al-Sakkaf K, Basaleem H, Kok G, and van den Borne B. (2010). Process evaluation of a three-year community-based peer education intervention for HIV prevention among Yemeni young people. International Quarterly of Community Health Education, 31(2), pp.133-154.",2010,"This community process evaluation highlights key enabling factors that facilitated the implementation of a community peer education program for youth HIV prevention in four poor and vulnerable areas of Aden, Yemen. It also explains the implementation process and provides a deeper understanding of the impact evaluation outcomes, which revealed improved HIV knowledge and risk perception and decreased stigma and risky behavior. This process evaluation was based on qualitative methodologies, where five focus group discussions and 15 in-depth interviews were conducted among 52 participants: community peer educators, community focal points, targeted young people, and local councils. The results revealed that contributing factors to implementing the peer education program had been community participation, mobilization of targeted communities, and capacity building of all those included in the intervention. Existing community-based organizations like the Social Service Centre played a key role in building trust with the targeted communities and linking HIV peer education intervention to other existing community services. This process evaluation could provide lessons learned for replicating similar youth peer education programs in conservative communities. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,"x",null,"x",null,null,"x"]
["Al-Iryani B, Basaleem H, Al-Sakkaf K, Crutzen R, Kok G, and van den Borne B. (2011). Evaluation of a school-based HIV prevention intervention among Yemeni adolescents. BMC Public Health, 11, pp.279-288.",2011,"Background: This article describes an evaluation of a school-based peer education intervention for HIV prevention among students in twenty seven high schools in Aden, Yemen. The intervention was developed after a survey among the same population in 2005, which revealed a high level of stigma towards people living with HIV (PLWH) and a low level of HIV knowledge. Methods: In a quasi-experimental design students who received the peer education intervention (78.6%) were compared with students who did not receive the intervention (21.4%). No systematic procedure was applied in selecting students for the intervention condition. Data were collected using a self-administered questionnaire from a sample of 2510 students from all 27 high-schools in Aden governorate. To increase internal validity, students were also compared with a cohort control sample surveyed in 2005, which was a random sample of 2274 students from the same schools. Results: Sixty eight percent of students targeted by peer education had good knowledge scores, compared with 43.3% of students not targeted by peer education (χ² = (df = 1) = 111.15, p < .01). Multi-level regression analysis revealed that, although there was a significant difference among schools, the intervention effect of peer education at the individual level was significant; students who received peer education had a statistically higher knowledge score(9.24 out of 12.0) compared with those not targeted (7.89 out of 12.0), OR = 2.11, 95% CI = 1.04-4.27, p < .05). Compared with the 2005 cohort control sample, students targeted by peer education had better knowledge on the modes of transmission and prevention and fewer misconceptions; and knowledge on the use of condoms increased from 49.4% to 67.8%. In addition, students who received the peer education interventions suggested significantly more actions to provide care and support for PLWH. Also, the levels of stigma and discrimination were much higher among the 2005 cohort control group, compared with those who received the peer education intervention. Conclusion: The school-based peer education intervention has succeeded in improving levels of knowledge on modes of transmission and prevention, and in decreasing levels of stigma and discrimination in a culturally conservative setting. [ABSTRACT FROM AUTHOR] Copyright of BMC Public Health is the property of BioMed Central and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Al-Sheyab N, Gallagher R, Roydhouse J, Crisp J, and Shah S. (2012). Feasibility of a peer-led, school-based asthma education programme for adolescents in Jordan. Eastern Mediterranean Health Journal, 18(5), pp.468-473.",2012,"The Adolescent Asthma Action programme (Triple A) has been used successfully to promote asthma knowledge, awareness and quality of life in adolescents with asthma in Australia. We describe the feasibility and acceptability of an adaptation of this English-language, peer-led, asthma education programme in a girls' high school in Northern Jordan. The pilot was conducted by bilingual health workers. Feasibility, acceptability and adaptability were measured through participation rates, open-ended questionnaires completed by peer leaders, a focus group for junior students and reflective journal notes. The programme was well-received by staff and students, with high levels of participation. The peer-led approach was viewed positively. Students reported that they enjoyed the interactive learning activities and the opportunity to practise English. The students reported increased asthma knowledge and awareness, with students with asthma reporting receiving more support from peers. A peer-led asthma education programme is feasible and acceptable in the Jordanian school context. (English) [ABSTRACT FROM AUTHOR] Copyright of Eastern Mediterranean Health Journal is the property of World Health Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["ALEJANDRA BRAVO LARA M. (2011). AVANCES Y DESAFÍOS DE LA PARTICIPACIÓN CIUDADANA JUVENIL EN EL PRESUPUESTO PARTICIPATIVO DE MEDELLÍN. PONTIFICIA UNIVERSIDAD JAVERIANA.",2011,"El propósito de este trabajo es analizar la participación ciudadana de la juventud en escenarios de interrelación con la administración pública y con otros actores claves de esos territorios en las comunas 6, 8 y 13 de Medellín. Para lo cual se abordaran 3 dimensiones de análisis: 1. Condiciones del Entorno Socio- político que generan oportunidades o restan la participación ciudadana Juvenil. 2 El Rol de los-as jóvenes que intervienen en el PP para lograr un acercamiento a ese sujeto joven que agencia la participación; 3. El fortalecimiento/ consolidación de un proyecto político de la juventud.","Open","Grey Literature","Report/Working paper","x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x","x",null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Alekseeva E, Krasnopolskaya I, and Skokova Y. (2015). Introducing Sexual Education to Russian Schools: Effects of Dance4life Program on Perceptions and Behavior of Adolescents and Teachers. Health Education, 115(1), pp.7-37.",2015,"Purpose: The purpose of this paper is to study the effectiveness of the international volunteer programme's dance4life (D4L) in Russia. The programme aims to address taboos, stigma, discrimination, HIV/AIDS prevention and the promotion of sexual reproductive health and rights (SRHR) and a healthy lifestyle among adolescents. The programme uses an \"edutainment\" model that involves young people through music, dance and youth icons. Educated volunteers provide schoolchildren with comprehensive information on SRHR and demonstrate the practical application of life and leadership skills. The programme ends with a celebration event. Design/methodology/approach: Qualitative and quantitative methods were used. Only those who got as far as stage three of the process, 20 per cent of those who begun, were sampled. The qualitative research involved youth aged 13-19 (20 interviews, six focus groups), teachers (eight interviews), volunteer team members (eight interviews) and programme managers in four project regions and in Moscow (five interviews). In the quantitative research 105 respondents took part, of whom 48 per cent were 13-16 years old, 44 per cent were 17-19 years old and 8 per cent were 20-23 years old. Both boys and girls were included in the sample. Findings: Young people's participation in D4L had a significant positive impact on perceptions of SRHR and knowledge levels, changed some misconceptions about HIV/AIDS and helped develop social and healthy lifestyle skills. The programme contributed to the growth of voluntary activity and the organizational skills of participants. Teachers' perceptions of SRHR changed positively after their participation in the programme. Research limitations/implications: The fact that the sample is only those who completed all stages of the programme, 20 per cent of the overall population who began it, is clearly a source of bias. The size of the quantitative research sample (n = 105) does not allow disaggregation of data by region nor by gender: this limitation was minimized by choosing four regions with relatively comparable socio-economic status, and through quota sampling in equal proportions for boys and girls. This is the first time such a study has been conducted, so it is not possible to draw conclusions about the long-term impact of the programme. Practical implications: The short implementation period allows for the dissemination of information and training to large numbers despite limited funding. Social implications: The D4L approach provides information on SRHR to youth, which arouses their interest, and is perceived as relevant and important. Programme participants use this information themselves and share it with their friends, parents and other adults. Originality/value: The D4L programme is unique in Russia: there is no regular sexual education in Russian schools. School programmes are rarely evaluated with the methods used in this study.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,null,null,"x","x",null,null,"x"]
["Ali F A, and Macharia H M. (2013). Women, Youth, and the Egyptian Arab Spring. Peace Review: A Journal of Social Justice, 25(3), pp.359-366.",2013,"The article assesses the impact of women and youth in promoting positive peace in the wake of the Egyptian Arab Spring. It explores the interlinked relationships between the involvement of women and youth in the uprising, the role of social media and their access to mediums of communication. A number of factors were found to contribute to the success of the uprising including a feeling of discontentment, as well as intercultural experiences, and demands for freedom and social justice.","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,"x","x","x","x","x",null,null,null,"x",null,null,null,"x"]
["Alwazir Atiaf Z. (2016). Yemen's enduring resistance: youth between politics and informal mobilization. Mediterranean Politics, 21(1), pp.170-191.",2016,null,"Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Amca Inter-Consult Limited (2011). Evaluation of Restless Development Tanzania Youth Peer-to-Peer Programme 2008-2010. London: Restless Development.",2011,"Restless Development (formerly Student Partnerships Worldwide) is a youth-led international development agency currently working in Africa, South Asia, Australia and the UK. In Tanzania, Restless Development Tanzania focuses on delivering rights-based youth development initiatives in rural and urban Tanzania using peer-to-peer education and youth volunteering to achieve its mission of “placing young people at the forefront of change and development”. Restless Development contracted AMCA Inter-Consult LTD to conduct an evaluation of its rural and urban peer-to-peer programme. The aim of the evaluation was to identify, review and assess the impact and achievements of the urban and rural programme from October 2008 to September 2010 and to provide recommendations for Restless Development to improve the programme for its new national strategy 2011-15. The methodology adopted for the study was case control coupled with desk research, in the evaluation context we assessed what changes occurred to young people exposed to the programme interventions and those not exposed to those interventions. A review of relevant documents related to the programme was also undertaken to complement the primary data collected.","Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,"x",null,"x","x",null,null,"x",null,null,null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,"x","x"]
["American Red Cross (2009). Scaling up Together We Can: A Proven Peer Education program and Community Mobilization Strategy for Youth HIV Prevention. Washington DC: American Red Cross.",2009,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,"x"]
["Amin S, Ahmed J, Saha J, Hossain I, and Haque E F. (2016). Delaying Child Marriage through Community-based skills-development Programs for Girls. Results from a Randomized Controlled Study in Rural Bangladesh. Dhaka: Population Council, pp.1-50.",2016,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x"]
["Andres A B. (2014). Progress Evaluation. Programmes for the Youth in Burundi. Youth Inspired: Today and Tomorrow and Intamenwa (Indivibles): Mobilizing Youth for Peaceful elections. Bujumbura: Search for Common Ground.",2014,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,null,null,"x","x",null,null,"x","x",null,"x","x","x",null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,"x"]
["Andres A B. (2016). External and Final Evaluation. Intamenwa (Les Indivisibles): Mobilizing Youth for Peaceful Elections. Bujumbura: Search for Common Ground.",2016,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x"]
["Aramburú M, Estripeaut D, Rowley S, Smoot S, Chamorro F, and Bayard V. (2012). Educational impact of peer-intervention on the knowledge and attitudes about HIV/AIDS in adolescents in Panama. International Journal of Adolescent Medicine and Health, 24(2), pp.135-141.",2012,"Background: The purpose of this study was to evaluate the knowledge, attitudes, and practices about HIV/AIDS of high school students in Panama City, Panama and the impact of a peer-to-peer intervention project. Methods: There were 659 participants in two public and two private schools, one of each got the intervention and the other serving as control. A questionnaire was used as a pretest and post-test to measure the effects of the intervention. The intervention consisted of 12 weekly sessions led by professionally trained peers using four different modalities: theater, group dynamics, videos, and discussions. Results: The difference in the knowledge scores of the questionnaire resulted in an improvement in both the private (ES = 0.63) and the public (ES = 0.52) schools with the intervention. Another important finding was that the idea of abstinence as disease prevention for high school students rose from 7 % to 60 % (public school) and from 27 % to 62 % (private school) in response to an open-ended question. Conclusions: There were other significant positive findings that demonstrate the efficacy of this peer-to-peer model educating high school students about lowering the risks of contracting HIV/AIDS. This model could also be used to prevent or mitigate other risky behaviors. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Arevian M B, and Khasholian T K. (2010). Impact of a Peer-led Educational Program on Knowledge and Attitudes about Prevention of Substance Abuse among Lebanese/Armenian Adolescents: A Pilot Study. Journal of Community Medicine and Health Education, 4(5), pp.173-182.",2010,"Alcohol, tobacco and other drugs (ATOD) abuse and addiction are serious problems among Lebanese youth. Peer education on ATOD abuse in several settings has been found to be an effective way of prevention. This paper describes a collaborative project which trained 30 young activists to lead awareness campaigns in the Lebanon about ATOD abuse and healthy alternatives for relieving stress. The project was initiated by the Armenian Relief Cross in Lebanon (ARCL), funded by the Oxfam Canadian Fund for Social Development and implemented in collaboration with stakeholders in the Armenian community and Oum El Nour organization. Following training, the activists offered awareness sessions to a total audience of 5200:1250 secondary students, 50 university students, 1050 scouts, 300 working adolescents, 50 policemen and 2500 parents. Workshop objectives were met and awareness campaigns evaluated positively by the activists, parents of young people, ARCL and other stakeholders: leaders of Armenian institutions dealing with adolescents and the mayor of Bourj Hammoud. Resource constraints precluded seeking feedback from the young people who participated. Collaboration was deemed to have enhanced the capacity of ARCL, Oum El Nour, and the stakeholders in training young trainees to offer awareness campaigns. The author recommends continuing the project; offering another workshop to support the trainees and building in ways to evaluate the impact of the awareness campaigns on knowledge, attitude and behaviors of the young people taking part. To this effect, evaluation of the impact of the awareness campaigns is already started among school students with the use of control/comparison group design. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)","Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Austin L. (2011). The Politics of Youth Bulge: From Islamic Activism to Democratic Reform in the Middle East and North Africa. SAIS Review of International Affairs, 31(2), pp.81-96.",2011,"There has been a proliferation of interest in youth issues and Muslim youth are of particular interest as demographic shifts in the Middle East have produced what is known as a 'youth bulge.' While most studies of young Muslims have focused on their propensity for political violence and terrorism linked to radical Islam, recent events depict a new generation, from Tehran to Cairo, leading effective non-violent protests against authoritarian governments. This article looks at how the problematic category of Muslim youth is constructed and how the culture and politics of this group leads to new trajectories, conditions, and choices that have dramatically shifted the nature of politics in the region. Moreover, the demographic policies that have fueled the youth bulge in this region have had the paradoxical effect of creating a highly educated and increasingly politicized young female population that has become a political force in its own right, working to transform the politico-religious landscape of the Muslim Middle East. Adapted from the source document. Reprinted by permission of the Johns Hopkins University Press. All rights reserved.","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,"x"]
["Austrian K, and Muthengi E. (2014). Can economic assets increase girls' risk of sexual harassment? Evaluation results from a social, health and economic asset-building intervention for vulnerable adolescent girls in Uganda. Children & Youth Services Review, 47, pp.168-175.",2014,"For adolescent girls in Sub-Saharan Africa, social isolation and economic vulnerability are critical problems that prevent a healthy transition from girlhood into womanhood. This study examines the effect of a multi-dimensional intervention on social, health and economic assets, as well as experiences of sexual harassment, among vulnerable adolescent girls aged 10–19 living in the low income areas of Kampala, Uganda. The study compares two treatment groups to a comparison group. The first treatment group received the full intervention – safe spaces group meetings with reproductive health and financial education plus savings accounts – while the second group only received a savings account. Findings indicate that the full intervention was associated with improvement in girls' health and economic assets. While girls who only had a savings account increased their economic assets, they were also more likely to have been sexually touched (OR = 3.146; P < 0.01) and harassed by men (OR = 1.962; P < 0.05). This suggests that economic asset building on its own, without the protection afforded by strengthening social assets, including social networks, as well as reproductive health knowledge, can leave vulnerable girls at increased risk of the sexual violence. [ABSTRACT FROM AUTHOR] Copyright of Children & Youth Services Review is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x","x",null,null,"x","x",null,null,null,null,"x","x",null,null,"x",null,"x"]
["Bademci H O, Karadayı E F, and de Zulueta F. (2015). Attachment intervention through peer-based interaction: Working with Istanbul's street boys in a university setting. Children and Youth Services Review, 49, pp.20-31.",2015,"Street youths are a particularly vulnerable group because of early experiences of emotional and physical neglect and abuse which can make them difficult to approach. Traditional interventions such as 1h weekly therapy sessions do not meet their needs. This article describes a creative and novel approach to the rehabilitation of street children implemented during the To-Gather with Youth Project (TYP) under the aegis of the Research and Application Center to Support Children/Youth Living and Working in the Streets (SOYAÇ) at Maltepe University in Istanbul, running in collaboration with state-run care institutions for boys since 2010. The approach consists of a peer-based supportive model that provides adolescent boys care with emotional and social security through attachment relationships that they develop with university students. The teaching staff and students of the psychology department constitute the core group running the program, which also includes workshops assisted by teachers and students from humanities departments such as philosophy, drama, and radio. These workshops are organized to promote the psychosocial and cognitive development of the participating street boys as well as to enable their direct access to the public through their art and photography. Based on a qualitative analysis of narrative interviews with boys and detailed observational reports by project volunteers, we identify several mechanisms that we believe contribute to change in the boys, including the development of secure attachment relationships with a trusted adult, a child-centered approach, and a socially safe environment created by peer-support in a university setting. The boys and volunteers also reported incidents and feelings that seem to suggest that the boys' have increased their capacity to regulate their emotions, sense of self-esteem and resilience, and desire to develop their lives in the future. This paper offers this intervention as a feasible service model for the rehabilitation of street boys in other cities. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x","x",null,"x"]
["Baker A, Nakagami M, Noronha T, Potaski K, and Puckart E. (2009). A Qualitative Assessment of Girls Gaining Ground. Working Towards Female Empowerment in Maharashtra, India. New York: Bhavishya Alliance.",2009,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x",null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x"]
["Balaji M, Andrews T, Andrew G, and Patel Vikram. (2011). The Acceptability, Feasibility, and Effectiveness of a Population-based Intervention to Promote Youth Health: An Exploratory Study in Goa, India. Journal of Adolescent Health, 48(5), pp.453-460.",2011,"Abstract: Purpose: To evaluate the acceptability, feasibility, and effectiveness of a population-based intervention to promote health of youth (age: 16–24 years) in Goa. Methods: Two pairs of urban and rural communities were selected; one of each was randomly assigned to receive a multi-component intervention and the other wait-listed. The intervention comprised educational institution-based peer education and teacher training (in the urban community), community peer education, and health information materials. Effectiveness was assessed through before–after population surveys at baseline and at 18 months. Outcomes were measured using a structured interview schedule with all eligible youth. Logistic regression compared each pair, adjusted for baseline differences, on prevalence of outcomes in the domains of reproductive and sexual health (RSH), violence, mental health, substance use, and help seeking for health concerns. Results: In both intervention communities, prevalence of violence perpetrated and probable depression was significantly lower and knowledge and attitudes about RSH significantly higher (p < .05). The rural sample also reported fewer menstrual complaints and higher levels of help-seeking for RSH complaints by women, and knowledge and attitudes about emotional health and substance use; and, the urban sample reported significantly lower levels of substance use, suicidal behavior, sexual abuse, and RSH complaints. Although information materials were acceptable and feasible in both communities, community peer education was feasible only in the rural community. The institution-based interventions were generally acceptable and feasible. Conclusions: Multicomponent interventions comprising information materials, educational-institution interventions and, in rural contexts, community peer interventions are acceptable and feasible and likely to be effective for youth health promotion. [Copyright &y& Elsevier] Copyright of Journal of Adolescent Health is the property of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x"]
["Banerjee A, Banerji R, Duflo E, Glennerster R, and Khemani S. (2008). Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India. AMER ECONOMIC ASSOC, pp.1-30.",2008,"Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills This suggests that citizens face constraints in influencing public services","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x"]
["Banerjee A, Cole S, Duflo E, and Linden L. (2005). Remedying Education: Evidence from Two Randomized Experiments in India. NBER Working Paper, No. 11904, pp.1-33.",2005,"Many efforts to improve school quality by adding school resources have proven to be ineffective. This paper presents the results of two experiments conducted in Mumbai and Vadodara, India, designed to evaluate ways to improve the quality of education in urban slums. A remedial education program hired young women from the community to teach basic literacy and numeracy skills to children lagging behind in government schools. We find the program to be very effective: it increased average test scores of all children in treatment schools by 0.14 standard deviations in the first year, and 0.28 in the second year, relative to comparison schools. A computer-assisted learning program provided each child in the fourth grade with two hours of shared computer time per week, in which students played educational games that reinforced mathematics skills. The program was also very effective, increasing math scores by 0.35 standard deviations the first year, and 0.47 the second year. These results were not limited to the period in which students received assistance, but persisted for at least one year after leaving the program. Two instrumental variable strategies suggest that while remedial education benefited the children who attended the remedial classes, their classmates, who did not attend the remedial courses but did experience smaller classes, did not post gains, confirming that resources alone may not be sufficient to improve outcomes (Copyright applies to all Abstracts.)","Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x"]
["Bani-Afudego C, Yorke G, and Koudoh A. (2011). Seeing from our perspectives: youth budget advocacy in Ghana. Participatory Learning and Action, 64, pp.143-152.",2011,"The neglect of vulnerable children and youth in policy and budgeting is changing in Ghana, as youth gradually become part of planning and budgeting processes. But what are the best strategies to increase youth engagement with policy makers? This article recounts the experiences of a youth budget advocacy process in Ghana done by Plan Ghana and Integrated Social Development Centre (ISODEC). It describes a participatory youth budgeting training process, and how the youth then went on to apply what they learnt. It also explores the possible impacts of this process. What can we learn from the experiences of these youth groups and their evidence-based budget advocacy? This article points to the need to monitor the impact of youth participation in budgeting for their communities. In order to become active citizens, children and young people need to learn in ways that promote their own sense of empowerment by being proactive and initiating their own activities – so that the learning process itself becomes a form of active citizenship.","Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x","x",null,null,"x","x","x",null,"x",null,"x","x",null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,null,"x","x","x"]
["Baronnet B. (2008). Rebel Youth and Zapatista Autonomous Education. Latin American Perspectives, 35(161, No. 4), pp.112-124.",2008,"The Lacandón rain forest of Chiapas, Mexico, has been progressively colonized by Maya peasant families since the middle of the twentieth century. Recently, the Ejército Zapatista de Liberación Nacional (Zapatista Army of National Liberation-EZLN) unilaterally implemented indigenous rights policies, and young women and men have been taking part in the autonomous local political structures-particularly the schools- through a community-based process in which teachers or 'autonomous education promoters' are supervised and maintained by the community. The active participation and engagement of young indigenous people in autonomous education implies a new type of instruction in accordance with communal political traditions and collective priorities. With the help of other international youth groups, Zapatista educators are trying to contribute to a new society in which ethno-political differences are recognized and respected (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,"x",null,null,null,"x"]
["Bateman J, and Binns T. (2014). More than just a game? Grass roots cricket and development in Mumbai, India. Progress in development studies, 14(2), pp.147-161.",2014,"Increased attention has been given to the concept of 'development through sport' in international development literature over the past decade. Within this literature, however, there has been little discussion of the implementation of 'development through sport' initiatives in India, and less still on the use of cricket. With the immense wealth, power and cultural importance attached to cricket in India, highlighting its potential for development, this article explores emergent themes from the 'development through sport' literature, and those more established within development theory, in the context of development initiatives in India which explicitly use cricket for wider social purposes. Drawing upon key informant interviews, focus groups and content analysis, the article examines how and why cricket is being used in two community level initiatives, the Parivartan Programme and 'Youth against AIDS', both of which operate within one of Mumbai's most underdeveloped municipal wards. In doing so, the article offers a critical assessment of the effectiveness of cricket in development in India, from which conclusions as to its future implementation are drawn. Reprinted by permission of Sage Publications","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x","x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,"x","x"]
["Baú V. (2014). Building peace through social change communication: participatory video in conflict-affected communities. Community Development Journal, 50(1), pp.121-137.",2015,"This paper draws on the experience of conducting participatory video in the Rift Valley of Kenya after the 2007-2008 post-election crisis, when the country underwent a period of intense ethnic violence. By linking development communication to conflict transformation theory, this article offers a framework that highlights the impact that communication for social change can have in post-conflict settings through the use of participatory media. It shows how this type of media productions can contribute to re-establishing relationships and creating a shared understanding of the conflict, while building the view of an interconnected future among opposing groups. In this case study, I illustrate how a collection of participatory videos became a peacebuilding tool for the youth in the Rift Valley. Through the information gathered from the interviews with young victims and perpetrators of the Kenya Post-election Violence, I discuss how both the filming and the screening of these films have opened a dialogue between different groups and contributed to processes of social change. Reprinted by permission of Oxford University Press","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x","x",null,null,"x",null,"x",null,null,null,"x",null,"x",null,"x",null,"x","x","x",null,null,null,null,null,"x","x"]
["BBC Media Action (2013). m-Loy9: mobile phones to increase youth participation in Cambodia. London: BBC Media Action.",2013,null,"Open","Grey Literature","Factsheet/Case study","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Bell Payne Consulting (2011). Girl Hub: State of Girls in Rwanda. London: Restless Development.",2011,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,"x",null,"x"]
["Bellei C, Cabalin C, and Orellana V. (2014). The 2011 Chilean student movement against neoliberal educational policies. Studies in Higher Education, 39(3), pp.426-440.",2014,"This paper analyses the 2011 Chilean student movement, the most relevant social mobilisation in Chile since the restoration of democracy in 1990. Based on available material and secondary sources, it describes the main features of this student movement, analyses the key components of the students' discourse and its relationship with the Chilean market-oriented educational system, and identifies its impact on the field of higher education. The paper argues that this student movement was a process of expressing accumulated grievances against some neoliberal features of Chilean education. Since this movement is also linked to the emergence of a new generation of higher education students, it identifies relevant characteristics of current students' organisations and protests. Finally, the paper discusses hypotheses for interpreting the recent student movements. This case is informative not only for those concerned with student participation, but also with the potential downsides of market-oriented educational policies.","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,"x",null,"x","x","x",null,"x","x",null,"x",null,null,"x"]
["Berretta D, Turra S, and Ferrero M. (2005). PRESUPUESTO PARTICIPATIVO JOVEN Construyendo ciudad(anía).",2005,"Así, intentaremos en este artículo, dar cuenta de la experiencia del PRESUPUESTO PARTICIPATIVO JOVEN, que se viene desarrollando en la ciudad de Rosario, a través del Centro de la Juventud, dependiente de la Secretaría de Promoción Social de la Municipalidad de Rosario; del cual esperamos poder extraer algunas reflexiones que alimenten el debate sobre los procesos participativos, las orientaciones de las políticas públicas de juventud y el rol de las y los jóvenes en la construcción de ciudad.","Open","Grey Literature","Report/Working paper",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,"x"]
["Berthin G. (2014). Youth Political Participation in Local Governments: Initial Evidence from Latin America. Social and Economic Studies, 63(3 & 4), pp.107-142.",2014,"The study of youth political participation in local governments is scarce in Latin America. Young people's political participation remains most commonly interpreted as a form of extended consultation, as \"having a say\" in policy issues and areas of service provision that are directed towards them. Local governance in Latin America is slowly emerging as a potential new space to promote youth participation. This article analyses the practices and experiences of youth political participation in four municipalities from four countries in Latin America: Cartagena, Colombia; San Carlos, Nicaragua; Alajuelita, Costa Rica; and El Cercado, Dominican Republic. This article does not aim to judge or compare the four experiences, but provides an initial assessment of the four different experiences. This systematic research, in the aggregate, helps to address basic questions about how youth are engaging their local governments and vice-versa, as well as the potential effects on local democratic governance and on youth participation. (English) [ABSTRACT FROM AUTHOR]","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x"]
["Bista B, and O'Kane C. (2015). Evaluation of Child and Youth Participation in Peacebuilding. Nepal. Global Partnership for Children and Youth in Peacebuilding.",2015,"In Nepal, children and youth constitute the majority of the population where 62.8% are under the age of 29 (Government of Nepal Central Bureau of Statistics, November 2012). Children and youth in Nepal are living in a postconflict situation and are affected by different forms of conflict and violence. For approximately a decade, from 1996 – April 2006, Nepal witnessed a ‘People’s War,’ launched by the Communist Party of Nepal (Maoist), cpn-M. The decade long armed conflict adversely affected children’s and youth education, livelihoods, family based care, survival, protection and wellbeing (Save the Children, Norway, 2008; Mulmi, 2009). The announcement of a ceasefire by the government and the cpn-M in April 2006 marked the beginning of the formal peace process and the envisioning of a peaceful and democratic country (Thapa, 2011). In the post conflict period thousands of children and youth are actively engaged in peacebuilding and violence prevention through clubs and networks and other cyp initiatives (Bennett et al., 2012; Care Nepal, 2012; Save the Children, 2008). The Global Partnership for Children and Youth in Peacebuilding, launched in 2012, seeks to improve cyp practices and impact and strengthen the evidence base supporting Child and Youth Peacebuilding (cyp) and related practices.","Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x",null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,"x"]
["Blazek M, and Lemešová M. (2011). Integrative, Mobile Work with Children and Youth: Its Contribution to Community Development in Slovakia. Children, and Youth & Environments, 21(1), pp.322-331.",2011,"This report explores the role of mobile youth work for community development in one of the most deprived neighborhoods of the Slovak capital, Bratislava. Two youth programs are reviewed: an educational program for pre-school age children and a participatory video project by youth between 15 and 20. In both cases, we focus on how the programs reflected and reacted to the needs of the community, how they drew from local resources, their politics of participation, and their noticeable impact on the community. In the final section, we focus on integregation in community work-i.e., the integrative involvement of children and youth of all ages in projects that are sensitive to the young people's individual needs and capacities-and on the role of place in this process. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,"x"]
["Bunce V J, and Wolchik S L. (2006). Youth and Electoral Revolutions in Slovakia, Serbia, and Georgia. SAIS Review of International Affairs, 26(2), pp.55-65.",2006,"The article highlights the role of youth in electoral revolutions in Slovakia, Serbia and Georgia. It is said that the political change first developed in the Philippines and Chile served as models in the electoral revolutions. Young people in Slovakia coordinated with older non-government organization activists and political opposition in the crucial aspects of a campaign to oust former Slovakian Prime Minister Vladimir Meciar (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,"x","x","x"]
["Burridge A. (2010). Youth on the line and the No Borders movement. Children's Geographies, 8(4), pp.401-411.",2010,"From November 5 to 11 of 2007, the first official 'No Borders' camp took place along the Mexico-US border in the cities of Mexicali, Mexico, and Calexico, United States. The action, which had developed out of previous No Borders camps occurring since 1998 in regions such as the European Union and Australia, was a largely youth-led call for the abolition of borders and immigration controls, particularly in response to the growing death toll of undocumented migrants within this region. Through my direct involvement with this movement, I critically assess the methods by which this youth-led action attempted to create alternative spaces and discourses of solidarity surrounding the life and death issue of US immigration policy and border militarization practices. This work also addresses the notable void surrounding research on youth activism. Further it critiques the concept of participation by considering this youth-led movement, which does not seek to participate within pre-established frameworks and organizations, but rather seeks to create new futures surrounding citizenship, human rights, and mobility. [ABSTRACT FROM AUTHOR] Copyright of Children's Geographies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x"]
["Cabannes Y. (2006). Children and young people build participatory democracy in Latin American cities. Environment and urbanization, 18(1), pp.195-218.",2006,"This paper presents case studies from four cities in Latin America - Cotacachi in Ecuador, Barra Mansa and Icapuí in Brazil, and Ciudad Guyana in Venezuela - all of which involved initiatives to foster the active participation of children and young people in the governance of their cities. The paper describes the larger context in each case, the range of methods used to involve young people in each city, the process as it evolved over time, the challenges experienced and the impact of the initiatives. To some extent, all four projects involved the adaptation of participatory budgeting as an approach to participation for young people. The paper concludes with a discussion of the lessons drawn from these cases. Reprinted by permission of International Institute for Environment and Development","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x","x"]
["Cai Y, Hong H, Shi R, Ye X, Xu G, Li S, and Shen L. (2008). Long-term follow-up study on peer-led school-based HIV/AIDS prevention among youths in Shanghai. International Journal of STD & AIDS, 19(12), pp.848-850.",2008,"The HIV/AIDS epidemic is a major problem around the world and an increasing percentage of new HIV cases is reported to be by sexual transmission. Many studies have been carried out in the field of peer education on HIV/AIDS among young people, however, few studies focused on the long-term effect of this education. To evaluate both the short- and long-term effects of the peer education programme, we conducted a follow-up study to evaluate the related knowledge, attitudes and behaviour intention to HIV/AIDS among senior high-school students in Shanghai, China. We selected 1950 students from 10 senior high schools in Shanghai, from whom 968 students were selected at random for the intervention group and 982 students for the control group. The same questionnaires were carried out before intervention, one month and one year later in both the groups. In the intervention group, the knowledge score of reproductive health, HIV/AIDS and sexually transmitted disease rose from 21.66 to 31.72 one month later (P < 0.001). After one year it was still 30.97, and there was no significant difference between one month and one year (P > 0.05). The behaviour intention to HIV/AIDS prevention, such as condom use during sexual intercourse also changed before and after the intervention. After both the one month and one-year follow-up intervention, we found that more students declared that they would use condoms during sexual intercourse when compared with the control group (P < 0.001). No change was seen in either knowledge or behaviour intention in the control group. These results showed that peer education on HIV/AIDS prevention among high-school students is both effective in promoting knowledge and in changing behaviour intention long term. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,"x"]
["Carlsen L. (2013). Mexico's Youth Protest a Return to the Past. Dissent, 60(1), pp.10-15.",2013,"The article looks at politics and government in Mexico, as of December 2012. It reports on the 2012 Mexican presidential election, noting that the Institutional Revolutionary Party (PRI) candidate, in this case Enrique Peña Nieto, was elected for the first time since 2000. The author evaluates the years in between, during the tenure of Mexican Presidents Vicente Fox and Felipe Calderón, both of the National Action Party (PAN). She notes the common commitment of both the PRI and the PAN to neoliberal economic policies. She presents an extended discussion of the youth movement, called #YoSoy132, that developed to oppose Pena Nieto, challenge the fairness of the election, and call for progressive policies. Candidate Andrés Manuel López Obrador is also discussed.","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,"x",null,"x","x","x",null,"x","x",null,"x","x",null,null,null,null,null,"x","x","x",null,"x",null,null,"x",null,null,"x",null,null,null,null,"x",null,null,"x"]
["Cartagena R, Veugelers P, Kipp W, Magigav K, and Laing L. (2006). Effectiveness of an HIV Prevention Program for Secondary School Students in Mongolia. Journal of Adolescent Health, 39, pp.925e9-925e16.",2006,"Abstract: Purpose: To evaluate the effectiveness of a 3-year human immunodeficiency virus (HIV) prevention program for adolescents attending secondary school in Mongolia. Methods: Comparisons of knowledge, attitudes, self-efficacy and safe sex practices of grade 10 students from schools with a peer education prevention program to grade 10 students from schools without the intervention. Peer education programs were launched in 2000 across Mongolia. In 2004, survey data was collected among 720 randomly selected students from eight schools with the peer education prevention program and compared with those of 647 students from eight schools without this intervention. Data was collected in Ulaanbaatar and three Mongolian provinces and analyzed using multilevel regression methods. Results: Students of schools with the program were statistically significantly more knowledgeable, had less traditional attitudes, and had greater awareness of their self-efficacy in regards to HIV and sexual health. Students from schools with the peer education program were more likely to practice safe sex, though the difference was not statistically significant. However, safe sex practice was found to be statistically significantly safer in a subset of schools that had small teams of peer educators. Conclusion: Adolescents in Mongolia are sexually active and at risk for infection with HIV and other STIs. Peer education programs, particularly those that are managed by small teams, appear effective and should be implemented more broadly. [Copyright &y& Elsevier] Copyright of Journal of Adolescent Health is the property of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Centre for Common Ground (2013). Sharing Common Culture: Balkan Theatre Networks for EU Integration. Final Project Evaluation. Centre for Common Ground.",2013,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x","x",null,"x","x",null,"x","x",null,null,"x",null,"x"]
["Chacón S M. (2007). Adolescent Participation in Impoverished Urban Communities: The Case of the Jóvenes de la Cuadra Group. Children, and Youth & Environments, 17(2), pp.126-146.",2007,"This article discusses the different conceptual and methodological aspects involved in the construction of \"key role participation\" by children and adolescents. Through a review of the key literature on this subject, we will demonstrate the critical link between participation and citizenship, as well as the diverse ways these two concepts are limited by adult-centered power relationships and situations of social disadvantage that produce \"denied\" or \"second-class\" citizenships. Further on, the article describes the development of the Jóvenes de la Cuadra (Youngsters of the Block) group, created within the framework of the \"Stop Exclusion, Create Value\" Project, undertaken by the Paniamor Foundation, a nongovernmental organization dedicated to the promotion of projects oriented towards the \"…fulfillment of minors' rights within Costa Rica.\" Jóvenes de la Cuadra demonstrated a progressive empowerment process of a group of adolescents who, with stimulus and training, became capable of progressing qualitatively from their initial goals to become socially recognized actors within the local governance structure, and participate in institutional and local action spheres [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x",null,"x",null,null,"x"]
["Chakraborty K. (2009). 'The good Muslim girl': conducting qualitative participatory research to understand the lives of young Muslim women in the bustees of Kolkata. Children's Geographies, 7(4), pp.421-434.",2009,"This paper explores how participatory research processes aid in our understanding of a 'proper' Muslim girlhood in the bustees (urban slums) of Kolkata. Specifically, young women in this paper use PhotoVoice to analyse what it means to be a 'good Muslim girl' in the conservative Muslim slums. By focusing on clothing and the body, young women use photographs to depict societal expectations of them. This exploration points to various ways young women resist and challenge the normative understanding of the 'good girl' in their everyday lives. The paper shows that participatory inquiry can begin a process of dialogue amongst peers to address and support young women's desires. It ends by mapping the impact of young women's participation in this research project, and calls for new ways to quantify 'genuine children's participation'.","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x"]
["Chao M, and Shapiro W. (2013). University Volunteer Scheme for Youth Empowerment and Development of Papua: Review of UNV Project. Report to UN Volunteers Programme.",2013,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,"x","x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x"]
["Cheney K. (2011). Children as ethnographers: Reflections on the importance of participatory research in assessing orphans' needs. Childhood, 18(2), pp.166-179.",2011,"Critiques of child participation within aid programming suggest that it is superficial and insubstantive for the fulfilment of children’s rights. By employing former child research participants as youth research assistants, the collaborative research design developed for my research project on the survival strategies of African orphans and vulnerable children (OVC) has yielded insights with implications for policy and practice that could not be gained without the extended ethnographic inclusion of children, as both participants and researchers. In this article, I share my reflections on doing participatory ethnography with children and youth to demonstrate that ethnographic research is appropriate to the tasks of increasing both children's participation and the effectiveness of children’s rights — especially when it models children’s participation in its own research design. Further, I argue that involving young people in research can yield greater ownership of organizational practice and become transformative of young people and their relationships with their communities. [ABSTRACT FROM PUBLISHER] Copyright of Childhood is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,"x","x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Coe A B, Goicelea I, Hurtig A K, and Sebastian M S. (2012). Understanding How Young People Do Activism: Youth Strategies on Sexual Health in Ecuador and Peru. Youth & Society, XX(X), pp.1-26.",2012,"While social movement research employs “tactical repertoire” to emphasize protest tactics directed at the state, literature on youth activism globally indicates that young people do politics outside the realm of formal political spheres. Youth activism on body politics in Latin America offers evidence that enhances conceptual tools intended for understanding how young people make claims and toward whom they make them. This article takes young activists’ strategies as its point of departure through a study that explored how young people perceived their activism to advance sexual health in Ecuador and Peru. Young activists employed a range of interconnected strat - egies that went beyond protests directed at the state, including responding to adult allies, carrying out social advocacy among youth, building organiza - tions, carrying out political advocacy, and developing themselves as activists. Strategies were shaped by the degree to which young activists negotiated alternative notions of “youth” with different actors","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Conciliation Resources (2008). Peace, Security and Development Update: Youth and Security. Freetown: Conciliation Resources.",2008,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x","x","x"]
["Cooper E. (2005). What do we know about out‐of‐school youths? How participatory action research can work for young refugees in camps. Compare: A Journal of Comparative and International Education, 35(4), pp.463-277.",2005,"This paper reports on an initiative that took the strategy of youth consultation in programme planning one step further by putting a research project’s design, data collection, analysis and presentation of findings in the hands of young women and men who have experienced education and discontinuity of education in a long-term refugee camp. The participatory action research (PAR) process is described and assessed with attention to how PAR may serve as a practical, credible and ethical methodology for research with refugee youths about refugee youths. This case study reflects that PAR can yield new insights for developing youth-focused initiatives and positive personal experiences for youth participants, including limited forms of empowerment. Ultimately, however, the structural inequalities imposed by refugee status require redress if the goal is the long-term empowerment of youths in camps.","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Crossouard B, and Dunne M. (2015). Politics, Gender and Youth Citizenship in Senegal: Youth Policing of Dissent and Diversity. International Review of Education, 61, pp.43-60.",2015,"This paper reports on empirical research on youth as active citizens in Senegal with specific reference to their education and their sexual and reproductive health rights. In a context of postcoloniality which claims to have privileged secular, republican understandings of the constitution, the authors seek to illuminate how youth activists sustain patriarchal, metropolitan views of citizenship and reinforce ethnic and locational (urban/rural) hierarchies. Their analysis is based on a case study of active youth citizenship, as reflected in youth engagement in the recent presidential elections in Senegal. This included involvement in youth protests against pre-election constitutional abuse and in a project monitoring the subsequent elections using digital technologies. The authors compare how youth activists enacted different notions of citizenship, in some instances involving a vigorous defence of Senegal's democratic constitution, while in others dismissing this as being irrelevant to youth concerns. Here the authors make an analytic distinction between youth engagement in \"politics,\" seen as the public sphere of constitutional democracy, and the \"political,\" which they relate to the inherently conflictual and agonistic processes through which (youth) identities are policed, in ways which may legitimate or marginalise. Despite the frequent construction of youth as being agents of change, this analysis shows how potentially productive and open spaces for active citizenship were drawn towards conformity and the reproduction of existing hegemonies, in particular through patriarchal gender relations and sexual norms within which female youth remained particularly vulnerable.","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,"x",null,"x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,"x",null,null,null,"x","x","x","x",null,null,null,"x",null,"x"]
["Crowley A. (2015). Is Anyone Listening? The Impact of Children's Participation on Public Policy. International Journal of Children's Rights, 23, pp.602-621.",2015,"Children's participation has attracted a great deal of attention from academics, policy-makers and practitioners over the past 25 years. This article presents findings from research into the impacts on policy-making from such participation by children in Wales, within the United Kingdom, and Tamil Nadu, in India. The paper considers how the dominant objectives for children's participation in the uk context can be seen to be helping to ensure that new structures set up to facilitate children's participation such as youth forums and school councils, have been much more about providing opportunities for children to practice \"good\" citizenship than about children's voices being heard and acted upon. This approach is compared with a more \"bottom-up\" initiative designed to enable children to participate in public decision-making in rural villages in south India. In Tamil Nadu's Neighbourhood Children's Parliaments, children aged 6-17 have successfully brought about what they consider to be significant improvements in their living environment. The reasons for these differences are explored and consideration given to some of the factors that work as enablers and inhibitors in children's voices not only being heard by policy makers and service providers but also being taken into account and given due weight. The paper continues with a discussion on these findings, exploring the extent to which children's participation may be seen as a means of empowerment or social control and makes some tentative comparisons between experiences in India and Wales before concluding with some thoughts on policy and practice implications. The term children is used throughout the paper to refer to people under the age of 18 years. [ABSTRACT FROM AUTHOR] Copyright of International Journal of Children's Rights is the property of Martinus Nijhoff and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,"x",null,null,"x"]
["D'Errico S, Amraoui K, and Marmo D. (2010). External Evaluation Final Report. MediAction. A project implemented by Search for Common Ground (SFCG) Morocco. Florence: Search for Common Ground.",2010,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,"x","x","x",null,"x","x","x","x","x",null,null,"x","x","x",null,null,null,null,null,null,null,"x",null,null,null,"x"]
["Daniels U. (2007). Improving Health, Improving Lives: Impact of the African Youth Alliance and New Opportunities for Programmes. African Journal of Reproductive Health, 11(3), pp.18-27.",2007,"The African Youth Alliance (AYA) was a partnership to improve adolescent sexual and reproductive health, and prevent HIV/AIDS in Botswana, Ghana, Tanzania and Uganda. The AYA model was a comprehensive range of integrated interventions, implemented concurrently and at scale using a multi-sectoral approach. AYA was funded for five years (2000-2005) with $56.7 million from the Bill and Melinda Gates Foundation. Over 35,000,000 stakeholders were reached through media campaigns, almost 400,000 young people received Life Planning Skills training, and over 2,500,000 visits were made by young people to static clinics and outreach services. A post-test evaluation was conducted by John Snow Inc. (JSI) in 2006 and combined case-control and self-reported exposure design. Case-control design data were analyzed using Propensity Score Matching (PSM), and the Self-Reported Exposure design data were analyzed using PSM and Instrumental Variable (two-stage regression) (IV). The results show AYA's significant and positive treatment effects on sexual knowledge, attitudes, and behaviours. The research suggests a comprehensive, multi-component approach such as AYA's can be effective in improving some key ASRH variables (Copyright applies to all Abstracts.)","Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Del Felice C, and Solheim L. (2011). Youth organisations as learning organisations: exploring special contributions and challenges. Development in Practice, 21(8), pp.1094-1108.",2011,"Youth and youth organisations are becoming valuable development partners, but little knowl- edge about their characteristics as learning organisations exists. This article presents percep- tions of youth workers on this topic. These were gathered via an online survey and through research done by a youth network. Knowledge, skills and attitudes for active citizenship are facilitated by youth organisations as emergent learning spaces where peer-to-peer learning and experiential methods are central. Youth organisations adapt existing toolboxes and develop their own tools and knowledge that are more relevant to their needs. Support for youth organisations should take into account these special ways of learning","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,"x","x",null,null,null,"x"]
["Delva W, Michielsen K, Meulders B, Groeninck S, Wasonga E, Ajwang P, Temmerman M, and Vanreusel B. (2010). HIV prevention through sport: The case of the Mathare Youth Sport Association in Kenya. AIDS Care, 22(8), pp.1012-1020.",2010,"Sport has become a popular tool for HIV prevention, based on claims that it can foster life skills that are necessary to translate knowledge, attitudes and behavioural intentions into actual behaviour. Empirical evidence of the effectiveness of sport-based HIV prevention programmes is, however, sorely lacking. We therefore conducted a cross-sectional survey assessing sexual behaviour and the determinants thereof among 454 youth of the Mathare Youth Sport Association (MYSA) in Kenya and a control group of 318 non-MYSA members. Multiple (ordinal) logistic regression models were applied to measure the association between MYSA membership and attitudes, subjective norms and self-efficacy related to condom use as well as sexual experience, age at sexual debut, condom use, history of concurrent relationships and number of partners in the last year. MYSA members were more likely to use condoms during the first sex act (odds ratio (OR) = 2.10; 95% CI: 1.10-3.99). Consistent condom use with the current/last partner was 23.2% (36/155) among MYSA members vs. 17.2% (17/99) among the control group. Even after adjusting for media exposure—a factor associated with both MYSA membership and higher frequency of condom use—MYSA members were still found to use condoms more frequently with their current/last partner (adjusted OR = 1.64; 95% CI: 1.01-2.68). Nevertheless, levels of condom use remain disturbingly low. More rigorous evaluations of sport programmes for HIV prevention are needed. When possible, programmes should be preceded by baseline assessments, trends in risk behaviour of the intervention group should be compared with those of a control group, and protocols for data collection and analysis should include measuring of and adjusting for potentially confounding factors. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x",null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x"]
["Denison J, Tsui S, Bratt J, Torpey K, Weaver M, and Kabaso M. (2012). Do Peer Educators Make a Difference? An Evaluation of a Youth-Led HIV Prevention Model in Zambian Schools. Health Education Research, 27(2), pp.237-247.",2012,"Restless Development's youth-led model places trained Volunteer Peer Educators (VPEs), aged 18-25 years, in schools to teach HIV prevention and reproductive health (RH). VPEs also run youth centers, extracurricular and community-based activities. This evaluation assesses (i) program effects on students' HIV/RH knowledge, attitudes and behaviors using a non-randomized quasi-experimental design among 2133 eighth and ninth grade students in 13 intervention versus 13 matched comparison schools and (ii) program costs. Intervention students had significantly higher levels of knowledge related to HIV [odds ratio (OR) 1.61, 95% confidence interval (CI) 1.18-2.19; P less than 0.01] and RH (OR 1.71; 95% CI 1.21-2.49; P less than 0.01), more positive attitudes toward people living with HIV and greater self-efficacy to refuse unwanted sex and access condoms. No evidence of differences in ever having had sex was found (28% in the intervention; 29% in the comparison schools). However, intervention students were more likely not to have had sex in the previous year (OR 1.26, 95% CI 1.03-1.56; P less than 0.05) and to have had only one sex partner ever (OR 1.43, 95% CI 1.00-2.03; P less than 0.05). The average annual cost of the program was US$21 per beneficiary. In conclusion, the youth-led model is associated with increased HIV and RH knowledge and self-efficacy and lowered levels of stigma and sexual risk-taking behaviors.","Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Dhungana S. (2013). Mid-Term Evaluation. KabarOrdo: Our Time for Dialogue. Washington DC: Search for Common Ground.",2013,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x","x","x","x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,"x",null,null,"x",null,null,null,null,"x",null,null,null,"x"]
["Diz A-M, Camarotti A-C, Di Leo P-F, and Godio C. (2007). Preventing the Transmission of HIV/AIDS among Junior and Senior High School Students in Junin, Argentina. Children, and Youth & Environments, 17(2), pp.112-125.",2007,"This health promotion project trained high school teachers about HIV/AIDS in a series of participatory workshops. The teachers then worked with youth leaders in local schools to create health promotion activities and exhibitions to engage other youth in the schools. Activities included the creation and design of graphic material such as school newspapers, posters, comics, and leaflets. In addition, youth created interactive activities such as plays, broadcasts and songs which were then introduced to the community at large. The project impacted youth, adults, and institutions, and achieved many health promotion objectives. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Dyson J, and Jeffrey C. (2014). 'I serve therefore I am' Youth and Generative Politics India. Comparative Studies in Society and History, 56(4), pp.967-94.",2014,"This paper uses qualitative research in Uttarakhand, India, to highlight the vitality of civil society and the involvement of young people in everyday ‘civic’ politics. Much recent academic literature emphasizes the ubiquity of narrowly self-interested patronage politics in South Asia, Africa, and Latin America, as captured in the saying sometimes attributed to politicians in Cameroon: ‘I graze therefore I am’. But in specific moments or conjunctures more ‘civic’ forms of politics come to light, perhaps especially among youth. Building on intensive qualitative field research, we show that a new generation of educated underemployed youth in Bemni serve their community in key ways. These youth also make strong arguments about the nature of ‘politics’ and how it might be reimagined as ‘generative’ – concerned with building resources – rather than ‘allocative’: a zero-sum game of competition for power. We draw attention to the potential of this practice and discourse of politics as well as its limits - it is dominated by young men and tends to reproduce caste and gender inequalities. We also call for more concerted reflection on youth community activism in contexts of predatory clientelism.","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,"x","x","x","x",null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,"x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["ECORYS UK (2013). Evaluation of the International Citizen Service. Phase 1 Report. ECORYS UK.",2013,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x",null,null,null,null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x","x","x",null,null,"x","x","x",null,"x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["ECPAT International (2005). The Youth Partnership Project for Child Victims of Commercial Sexual Exploitation in South Asia. Year 1 - Final Report. Bangkok: ECPAT International. Available at: http://www.unicef.org/adolescence/cypguide/files/YPP_Annual_Report_2004-05.pdf.",2005,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,"x","x","x","x",null,null,null,"x","x",null,null,"x",null,"x","x","x"]
["Egbochuku E O, and Obiunu J J. (2006). The Effect of Reciprocal Peer Counselling in the Enhancement of Self-Concept among Adolescents. Education, 126(3), pp.504-511.",2006,"This study investigated the effect of reciprocal peer counselling in the enhancement of self-concept of Nigerian adolescent students. The effect of sex on self-concept was also investigated. Sixty-eight senior secondary school students from three schools (a boys' school, a girls' school, and a co-educational school) in Benin City, Edo State participated in the study. A 40-item, 5-point Likert scale (an adolescent self-concept inventory) was the instrument used to elicit responses on self-concept from the subjects before and after treatment. Results indicated that subjects in the treatment group had significantly higher post-test self-concept scores than the control group (obtained t of 6.58 is greater than the critical t-value of 1.96 with df = 66 at alpha level of 0.05). Furthermore, results also indicated that there was no significant effect of sex on the self-concept of these adolescent students (obtained t-valve of 0.17 is less than the critical t-value of 1.96 with df = 66 at alpha level of 0.05). In sum, the present study provides evidence that reciprocal peer counselling is an effective intervention for the enhancement of self-concept. It is recommended that this therapy be used in the enhancement of self-concept among adolescents. (Contains 4 tables.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,"x","x","x"]
["Emry M. (2011). Case Study On Youth Participatory Research on Education Quality in Central and Eastern Europe and the Commonwealth of Independent States. Innovative Practices, Lessons Learned and Recommendations. New York: UNICEF.",2011,"Young people often report that they are not given the opportunity to participate in processes that affect their lives. Excluding youth can result in a range of consequences – from ineffective policies to alienation, which in turn can lead to more serious societal consequences. Even when they are given opportunities to be engaged, young people often feel their participation is not meaningful enough. This case study looks at the methodology and key findings behind ‘A Study of Adolescent and Youth Perspectives on Education Quality in the Central and Eastern Europe and the Commonwealth of Independent States Region’, commissioned by the UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (CEE/CIS).","Open","Grey Literature","Report/Working paper","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,"x","x","x",null,null,"x",null,null,"x","x","x",null,null,"x",null,null,null,null,null,"x"]
["Ergene T, Cok F, Tumer A, and Unal S. (2005). A Controlled-Study of Preventive Effects of Peer Education and Single-Session Lectures on HIV/AIDS Knowledge and Attitudes among University Students in Turkey. AIDS EDUCATION AND PREVENTION, 17(3), pp.268-278.",2005,"The goal of this study was to assess the impact of peer education and single-session educational lectures on HIV/AIDS knowledge and attitude change among university students (n = 157 male, n = 230 female; mean age = 20) on the campuses of two metropolitan state universities in Ankara, Turkey. The students were randomly selected to participate in peer education (n = 204), single-session lecture (n = 74) or wait-list control (n = 109) groups. Statistical analyses reveal significant differences in knowledge and attitudes, personal behavior, and awareness of HIV/AIDS. Both the peer education and HfV/AIDS lecture strategies were more effective in eliciting change in student's knowledge and attitudes than the control condition (P >.05). Male and female students in both experimental groups showed higher attitude scores compared with all students in the control group.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Erulkar AS, Mekbib TA, Simie N, and Gulema T. (2006). Differential use of adolescent reproductive health programs in Addis Ababa, Ethiopia. JOURNAL OF ADOLESCENT HEALTH, 38, pp.253-260.",2006,"Purpose: Adolescent reproductive health programs in Africa have largely remained as small-scale pilot programs, however, there is increasing interest in bringing programs to scale. Evaluations have focused on individual programs and few have gathered population-based information on the reach of program models and the profile of adolescents who utilize services, versus those who do not. This study examines the coverage and utilization of existing adolescent programs in Addis Ababa, Ethiopia. Methods: Population-based surveys were undertaken among over 1000 adolescents aged 10 to 19 years in slum areas of Addis Ababa, Ethiopia. An inventory of youth programs including youth centers and peer education programs was compiled in the study area. Results: Eight peer education programs and six youth centers were operating in the study area. Twenty percent of boys and only 7% of girls had visited a youth center in the last year; 27% of boys and 15% of girls had had contact with a peer educator. Older adolescents, especially boys, were more likely to utilize programs. Girls who work long hours and who are isolated are less likely to access and benefit from programs. Conclusions: Greater segmentation of the adolescent population is needed in the design and content of adolescent reproductive health programs. In addition, programmers should pay attention to the specific circumstances of young people in local settings, particularly vulnerable, hard-to-reach sub-groups of adolescents, including girls. (9 2006 Society for Adolescent Medicine. All rights reserved.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x"]
["Eschenbacher H. (2011). CARE Bangladesh: Girls' Education and Leadership Evaluation Innovation through Sport: Promoting Leaders, Empowering Youth. Final Evaluation Report for CARE USA. Atlanta: CARE USA.",2011,"The Innovation through Sport: Promoting Leaders, Empowering Youth (ITSPLEY) project, administered through CARE’s Gender and Empowerment Unit, is a pioneering initiative that uses the \"convening power of sports\" to minimize the effects of poverty and social injustice on marginalized youth, especially girls, in four countries. This USAID-funded, three-year project began in Bangladesh, Egypt, Kenya and Tanzania in January 2009 and will conclude in January 2012. Its aim is to enhance the institutional capacity of local organizations working directly with youth, and to provide youth, especially girls, with opportunities to develop and practice leadership skills through sports-based activities.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x","x",null,"x","x",null,"x","x",null,"x","x",null,"x",null,null,"x",null,null,null,"x"]
["Evans R. (2007). The Impact of Concepts of Childhood on Children's Participation in Bhutanese Refugee Camps. Children, and Youth & Environments, 17(1), pp.171-197.",2007,"Understandings of childhood determine how local communities and agencies view and interact with children, as well as the type of programs agencies implement to benefit them. The theories of childhood underpinning agencies' objectives affect which programs are offered and whether children are encouraged to participate in project planning, implementation and evaluation. The ways that children are viewed within a refugee community and their responsibilities also shape the responses of children and their communities to programs. These issues are investigated through a case study of Bhutanese refugee children's participation in camp and community life in Nepal. The paper explores various conceptualizations of childhood among the Bhutanese refugee community and the different agencies working in the camps and analyzes the empirical material in relation to theories of childhood and children's competencies. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,"x",null,"x","x","x",null,"x","x",null,null,null,null,null,null,null,null,"x","x","x",null,null,"x",null,"x",null,null,null,"x"]
["Evans R. (2008). The Two Faces of Empowerment in Conflict. Research in Comparative and International Education, 3(1), pp.50-64.",2008,"This article problematises Bush & Saltarelli’s call for a new and comprehensive peacebuilding education which empowers children through demonstrating that alternatives to conflict exist, that they have choices and the capacity to change their own and their society’s situation. It does so by exploring the various possibilities for empowerment available to young Bhutanese refugees living in Nepal, which are advanced by agencies administering services in the refugee camps and promoted by refugee political groups. Fieldwork demonstrates that some children simultaneously engage in humanitarian agency projects, which promote human rights and peaceful values, and with political groups advocating violence. Through their participation in agency projects, children learn awareness- raising methods, such as poetry and street theatre, which they also employ in their work with political groups. This article will consider the relationship between children’s empowerment through their involvement in agency-initiated non-formal education projects and their engagement in violent political activities, suggesting that, like education, empowerment may show two faces in situations affected by conflict.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x","x","x",null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x"]
["Ezbawy Y A. (2012). The Role of the Youth's New Protest Movements in the January 25th Revolution. IDS Bulletin, 43(1).",2012,null,"Open","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x","x"]
["Fadul A. (2015). Youth Volunteers Rebuilding Darfur Project (YVRDP). Independent Evaluation Report. New York : United Nation Development Programme.",2015,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x","x","x","x"]
["Feinstein C, and O'Kane C. (2008). Adult's War and Young Generation's Peace. Children's participation in armed conflict, post conflict and peace building. Oslo: Save The Children Norway.",2008,"Save the Children Norway undertakes global evaluations and documentations on issues that are important to children, such as education, violence against children and how children are affected by armed conflicts children. When Save the Children Norway planned to undertake an evaluation of children’s participation it was limited to armed conflicts, post conflict and peace building. This decision was based on responses from children and young who were asked: what is most important for you during a war. They answered education, peace and participation. Four countries in different parts of the world were invited to take part in this evaluation: Bosnia-Herzegovina, Guatemala, Nepal and Uganda. The evaluation has become a way of strengthening work on children and young people’s participation, as well as improving their peace building initiatives.","Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,"x","x","x",null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x","x","x",null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x","x","x","x",null,null,null,null,"x","x",null,null,null,null,null,"x","x","x",null,null,null,"x","x",null,"x","x","x","x","x","x","x","x",null,null,null,"x","x","x","x",null,null,null,"x",null,null,null,"x"]
["Fernandez G, and Shaw R. (2013). Youth Council Participation in Disaster Risk Reduction in Infanta and Makati, Philippines: A Policy Review. INTERNATIONAL JOURNAL OF DISASTER RISK SCIENCE, 4(3), pp.126-136.",2013,"Participatory disaster risk reduction (DRR) has been promoted to integrate the views of multiple actors and stakeholders and involve people in the decisions that affect their lives. Since 1974, a number of national policies in the Philippines have been encouraging the involvement of the Filipino youth in DRR initiatives in their communities. This study reviews the implementation of these policies through the Sangguniang Kabataan (youth councils) in Infanta Municipality and Makati City on the island of Luzon. It attempts to show the discrepancies between ideal scenarios reflected in the policies and actual youth council participation in DRR in practice by examining the availability of funds for youth councils to conduct DRR activities; the knowledge of youth council officials on the 2010 DRR law (Republic Act 10121); and the role of youth council officials in the Barangay (village level) DRR Committees. Several recommendations on how to enhance youth council participation in DRR are presented. Lessons from the Philippine policy experience can be useful for other countries in raising the involvement of their youth in DRR.","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x","x","x",null,null,"x","x","x",null,"x","x","x","x",null,null,"x","x",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x","x"]
["Fernandez G, and Shaw R. (2014). Youth participation in disaster risk reduction through science clubs in the Philippines. Disasters, 39(2), pp.279-294.",2014,"With the UN-led celebration of the International Year of Youth from August 2010 to August 2011 there has been a renewed interest in young people and the vital role they can play in important issues, such as disaster risk reduction (DRR). This study aims to examine the potential of science clubs as a vehicle for youth participation in DRR in the Philippines. A questionnaire survey was conducted to obtain quantitative and qualitative data. A total of 658 science club members from different provinces of the Philippines participated in the survey. The result of the survey is used to explain how the major barriers to youth participation in DRR can be overcome. Through science clubs, the youth can become a link between their school, home and community and can contribute to spreading knowledge about disaster prevention, preparedness and response learned inside and outside the classroom.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x","x",null,null,null,"x","x",null,null,"x","x"]
["Fongkaew W, Fongkaew K, and Suchaxaya P. (2007). Early Adolescent Peer Leader Development in HIV prevention Using Youth-Adult Partnership With Schools Approach. Journal of the Association of Nurses in AIDS Care, 18(2), pp.60-71.",2007,"This article describes the development and evaluation of an HIV prevention program developed for early adolescents through participatory action research. The HIV prevention program included a curriculum that was delivered by trained younger youth leaders through a youth and adult partnership with 10 schools in Chiang Mai Province, Thailand. The curriculum used participatory learning experiences, \"edutainment\" approaches, and skills-building strategies for enhancing youth leaders' capacities. Results of the evaluation showed that the senior-junior peer education program was effective in leadership role preparation, in improving youth leaders' ability to share sexual and reproductive health knowledge, and in promoting positive attitudes toward themselves. Success also rested on the fact that adults took a critical role in providing the opportunities, assistance, and guidance so that young people could develop their leadership capacity in an atmosphere of trust and respect. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,"x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x",null,"x",null,null,null,null,"x","x","x",null,"x","x",null,"x","x",null,"x"]
["Food and Agriculture Organization of the United Nations (2014). Youth and agriculture: Key challenges and concrete solutions. Rome: Food and Agriculture Organization of the United Nations.",2014,"Global population is expected to increase to 9 billion by 2050, with youth (aged 15–24) accounting for about 14 percent of this total. While the world’s youth cohort is expected to grow, employment and entrepreneurial opportunities for youth – particularly those living in developing countries’ economically stagnant rural areas – remain limited, poorly remunerated and of poor quality. In recognition of the agricultural sector’s potential to serve as a source of livelihood opportunities for rural youth, a joint MIJARC/FAO/IFAD project on Facilitating Access of Rural Youth to Agricultural Activities was carried out in 2011 to assess the challenges and opportunities with respect to increasing rural youth’s participation in the sector. Over the course of the project, six principal challenges were identified. For each challenge, this publication presents a series of relevant case studies that serve as examples of how this challenge may be overcome. The first principal challenge identified is youth’s i nsufficient access to knowledge, information and education [Chapter 1]. Poor and inadequate education limits productivity and the acquisition of skills, while insufficient access to knowledge and information can hinder the development of entrepreneurial ventures. Particularly in developing countries, there is a distinct need to improve young rural women’s access to education, and to incorporate agricultural skills into rural education more generally. Agricultural training and education must also be adapted to ensure that graduates’ skills meet the needs of rural labour markets. Case studies from Cambodia, Uganda, Saint Lucia, Pakistan, Madagascar, Brazil, Ghana, Kenya, Rwanda and Zambia illustrate innovative ways of making this happe","Open","Grey Literature","Report/Working paper",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x","x","x","x",null,null,null,null,"x","x",null,null,null,null,null,"x",null,"x","x","x","x",null,null,null,"x"]
["Food and Agriculture Organization of the United Nations (2015). Developing the knowledge, skills and talent of youth to further food security and nutrition. Rome: Food and Agriculture Organization of the United Nations.",2015,"The landscape surrounding agriculture has undergone significant changes in recent years. Higher food prices, the consequent world food price crisis in the late 2000s, along with a projected 60 percent expansion in demand for agricultural products by 2050, has driven a resurgent interest in the sector – among policy-makers, development practitioners, and private actors. As rural and agricultural markets are transforming, with higher demand and prices, more integrated supply chains, greater rural-urban connectivity in many areas and exponential growth in urban markets, new opportunities are emerging for young people to start up and run profitable agrobusinesses. To do this, however, they need a range of skills and knowledge – agricultural, financial, entrepreneurial – as well as a broader environment of youth targeted policies and investments","Open","Grey Literature","Report/Working paper","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,"x","x",null,"x",null,null,null,"x","x"]
["Frame Works Research and Media Collective (2009). Evaluation of the Child Reporters Initiative (CRI) 2008-09. New York: UNICEF.",2009,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,"x",null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x","x",null,null,null,null,null,null,null,"x","x"]
["Frantz J M. (2015). A peer-led approach to promoting health education in schools: the views of peers. South African Journal of Education, 35(1)",2015,"Peer-led health promotion strategies in schools have been found to be effective in promoting healthy behaviours amongst youth. This study aimed to evaluate the views of the peer educators in implementing a health education programme using a qualitative approach. Informal discussions and eight in-depth interviews were used to explore the views of the 10 peer educators. Information from the interviews was transcribed verbatim, analysed, and coded thematically. The themes that emerged from the analysis of the informal discussion and in-depth interviews were grouped into categories, which included peer educators' experience of implementing the intervention, personal growth and experience with interacting with young people, and personal reflection on the presentation of the intervention. The role of peer educators was shown to be crucial to the success of peer-led programmes, but it is clear that equipping and supporting them through the process of implementation is essential. Reprinted by permission of the Education Association of South Africa","Open","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x",null,"x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,"x"]
["FRIDA  (2015). My Body. My Life. My Choice: Challenging Forced Marriage. FRIDA.",2015,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,"x","x",null,null,"x",null,null,null,null,"x"]
["Fuks M, and Casalecchi G A. (2012). Trust and Political Information: Attitudinal Change in Participants in the Youth Parliament in Brazil. Brazilian Political Science Review, 6(1), pp.70.",2012,"This article analyses the impact of socializing experiences on the political attitudes of youngsters. More specifically, our goal is to evaluate the impact of the Youth Parliament program on youngsters' confidence levels in the Minas Gerais State Assembly (MGSA). The analysis focuses on the cognitive foundations of attitudes and results show a substantial increase in confidence levels in MGSA, an increase associated with the acquisition of information on the institution. It is asserted that the increase in confidence in MGSA represents and attitudinal \"gain\". The study design involves quasi-experimental research on a non-random sample. We conducted two rounds of interviews in 2008, prior and subsequent to the program, with 335 participants (167 in the treatment group; and 168 in the control group). [PUBLICATION ABSTRACT]","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x","x",null,null,null,null,"x","x"]
["Garcia C M, Aguilera-Guzman R M, Lindgren S, Gutierrez R, Raniolo B, Genis T, Vazquez-Benitez G, and Clausen L. (2013). Intergenerational Photovoice Projects: Optimizing This Mechanism for Influencing Health Promotion Policies and Strengthening Relationships. Health Promotion Practice, 14(5), pp.695-705.",2013,"Intergenerational photovoice groups are promising for promoting health through the topic that is explored and through group dynamics that can foster healthy relationships and communication. To investigate the potential benefits of intergenerational photovoice projects, photovoice groups were conducted in urban Minnesota, United States, and in rural Morelos, Mexico, between 2009 and 2012 with Mexican-origin adults and their adolescent relatives. Seven photovoice groups of adult–adolescent dyads met for eight sessions and developed exhibits highlighting their views on health and migration and made policy recommendations, using messages conveyed through their words and photographs. Informal process evaluation and focus groups were used to elicit feedback about photovoice project participation. Photovoice project themes were descriptively analyzed. Focus group evaluation data were thematically summarized, and facilitator reflections were descriptively summarized to identify factors associated with intergenerational photovoice groups. Seventy-five participants were recruited. Photovoice themes represented effects of migration on health, family, and wellbeing. The following two evaluative themes were identified: (a) participant sentiments about the benefits of photovoice participation and (b) facilitator observations of intergenerational photovoice group benefits and challenges. Participants described opportunities to learn new things and barriers to healthy relationships that the project was eliminating by providing them with time to work together. Used in health promotion, photovoice is a valuable tool that contributes to understanding the complex underlying factors influencing behaviors and health. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Garcia MCR, Garcia CER, Brown S, and Cordero E. (2008). Water Resource Research and Education in Mountain Communities. MOUNTAIN RESEARCH AND DEVELOPMENT, 28(3), pp.196-200.",2008,"High elevation paramo (wetland) ecosystems in the Andes are important water sources for local communities and downstream agricultural and urban users. These headwater catchments, however, are often impacted by human activities (eg agricultural production) that affect both stream water quality and flow. Knowledge about water availability, quality, and use is essential for effective management but is often lacking, particularly in smaller mountain communities. Studies of natural resources in mountains, conducted jointly with local actors and with the participation of youth, are a way for rural communities to learn about their resources, appropriate this knowledge, and improve their quality of life. Research projects that involve youth in remote rural zones, where education is not of the same quality as in urban centers, represent an important opportunity for youth to acquire skills and relevant knowledge for their personal development and for participation in development processes. The present article presents a process and the results of a project that studied water resources in Bolivia and Colombia with local youth and water users. The research themes in the 2 countries were different, responding to the concerns of their respective communities, but the results had a similar major impact on the lives of young researchers, on the communities' perception of the state of their natural resources-in particular water-and on the role of knowledge in generating creative options for improving resource management and the quality of life in mountain communities.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,"x","x"]
["Gillert A, Verstraete M, and Kabalt J. (2014). The Midterm Review Of The My Rights, My Voice Programme. Oxford: Oxfam.",2014,"My Rights, My Voice (MRMV) is an innovative global programme engaging marginalised children and youth in their rights to health and education services in eight countries. In the fall of 2013, the My Rights, My Voice programme was halfway. An opportunity to take stock: How has the programme been doing so far? And for all involved to learn from this and ask each other: How can we use these insights to do better in the second half of the programme?","Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,"x",null,"x","x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,"x","x",null,null,null,"x",null,null,null,null,null,"x"]
["Goenka S, Tewari A, Arora M, Stigler MH, Perry CL, Arnold JPS, Kulathinal S, and Reddy KS. (2010). Process evaluation of a tobacco prevention program in Indian schools-methods, results and lessons learnt. HEALTH EDUCATION RESEARCH, 25(6), pp.917-935.",2010,"In India, 57% of men between 15 and 54 years and 10.8% of women between 15 and 49 years use tobacco. A wide variety of tobacco gets used and the poor and the underprivileged are the dominant victims of tobacco and its adverse consequences. Project MYTRI (Mobilizing Youth for Tobacco-Related Initiatives in India) was a tobacco prevention intervention program, a cluster-randomized trial in 32 Indian schools which aimed to decrease susceptibility to tobacco use among sixth- to ninth-grade students in urban settings in India. This culture-specific intervention, which addressed both smokeless and smoked forms of tobacco, was Indian in content and communication. We qualitatively developed indicators which would help accurately measure the dose of the intervention given, received and reached. A multi-staged process evaluation was done through both subjective and objective measures. Training the teachers critically contributed toward a rigorous implementation and also correlated with the outcomes, as did a higher proportion of students participating in the classroom discussions and better peer-leader-student communication. A sizeable proportion of subjective responses were 'socially desirable', making objective assessment a preferred methodology even for 'dose received'. The peer-led health activism was successful. Teachers' manuals need to be concise.","Open","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Gulati S, Paterson M, Medves J, and Luce-Kapler R. (2011). Adolescent Group Empowerment: Group-Centred Occupations to Empower Adolescents with Disabilities in the Urban Slums of North India. OCCUPATIONAL THERAPY INTERNATIONAL, 18, pp.67-84.",2011,"This study aimed to understand how adolescents with disabilities can assume greater control over their rehabilitation and participation within a community-based rehabilitation programme in the urban slums of North India. A critical ethnographical approach using multiple qualitative and participatory data collection methods was adopted. Fieldwork was conducted from January to May 2005 and October 2006 to March 2007 with 21 adolescents with and 11 adolescents without disabilities (aged 12 to 18 years), and 10 community-based rehabilitation staff members. A conceptual framework called the 'Adolescent Group Empowerment Pyramid' was developed. Four themes informed the framework: group participation, group demonstration, group recognition and the socio-cultural environment's interaction with disability. Group empowerment, achieved through group-centred occupations, encourages adolescents to work together to address their rehabilitation challenges and agendas. Three external support factors and 10 areas for nurturing the group empowerment process also emerged. A limitation of this study is the lack of data on how the familial and local political and economic environment impact adolescents' ability to make decisions about their rehabilitation. Further research might explore group occupations and occupational recognition, and what this means for social change and the personal and collective growth of adolescents in under-serviced communities. Copyright (C) 2010 John Wiley & Sons, Ltd.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,"x"]
["Hammad S, and Bakri T. (2007). Learning by Doing: The Experience of Popular Achievement in Palestine. Children, and Youth & Environments, 17(3), pp.24-48.",2007,"This article presents a model of youth civic engagement practice that has been implemented in the West Bank and Gaza since 2002. This is the story of Popular Achievement (PA). The paper discusses Popular Achievement's experiential \"learning by doing\" approach to youth civic engagement, suggesting the transformative value and learning potential of this model for young people. Drawing upon testimonies of its young \"coaches,\" we try to tease out some of the reported outcomes that young people have attributed to their participation in this \"project,\" and analyze them in light of the constraining social and political context under which these youth live. As practitioners, we also share some practical lessons learned from our experience in implementing this practice in Palestine that could inform this as well as similar youth civic participation programs elsewhere. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,"x","x",null,"x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x"]
["Harrison A, Hoffman S, Mantell J E, Smit J A, Leu C-S, Exner T M, and Stein Z A. (2016). Gender-focused HIV and pregnancy prevention for school-going adolescents: The Mpondombili pilot intervention in KwaZulu-Natal, South Africa. Journal of HIV/AIDS & Social Services, 15(1), pp.29-47.",2016,"This pilot study evaluated a 15-session classroom intervention for HIV and pregnancy prevention among grade 8–10 boys and girls (aged 14–17 years) in rural South Africa, guided by gender-empowerment theory and implemented by teachers, nurses, and youth peer educators. Pre- and post-intervention surveys included 933 male and female students in two intervention and two comparison schools. The main outcome was condom use at last sex; secondary outcomes were partner communication, gender beliefs and values, perceived peer behaviors, and self-efficacy for safer sex. At 5 months post-intervention, change in condom use did not differ between intervention and comparison schools. Intervention school youth had greater increases in self-efficacy for unsafe sex refusal (odds ratio [OR] 1.61, 95% confidence interval [CI] 1.01–2.57) and condom use (OR 1.76, 95% CI 1.07–2.89), partner communication (OR 2.42, 95% CI 1.27–4.23), and knowledge of HIV testing opportunities (OR 1.76, 95% CI 1.08–2.87). This gender-focused pilot intervention increased adolescents’ self-efficacy and partner communication and has potential to improve preventive behaviors. [ABSTRACT FROM AUTHOR] Copyright of Journal of HIV/AIDS & Social Services is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Hayhurst L. (2014). The 'Girl Effect' and martial arts: social entrepreneurship and sport, gender and development in Uganda. Gender, and Place and Culture, 21(3), pp.297-315.",2014,"In recent years, three notable trends have emerged in the gender and development landscape: the increasing use of sport as a tool to achieve gender and development objectives (SGD); the expanding involvement of transnational corporations (TNCs) in creating, funding and implementing development programs; and the 'girling' of development. The last trend has largely been facilitated by the proliferation of the global 'Girl Effect' campaign, or 'the unique potential of 600 million adolescent girls to end poverty for themselves and the world' (Girl Effect 2011). This article reports on findings from a global ethnography - involving semi-structured interviews, participant observation and document analysis - that considered how sport-oriented Girl Effect interventions impact the lives of girls they target. Using a Girl Effect-focused partnership among a TNC (based in Western Europe), an international nongovernmental organization (NGO) (based in Western Europe) and a Southern NGO (based in Uganda) as a case study, this article examines how SGD programs for Ugandan girls encourage them to become 'entrepreneurs' of themselves' (Rose 1999) equipped to survive in the current global neoliberal climate using social entrepreneurial tactics such as training to be martial arts instructors combined with activities such as cultivating nuts. Results show how Girl Effect-oriented SGD programs that focus on social entrepreneurship tend to overlook the broader structural inequalities and gender relations that marginalize girls in the first place. I conclude by suggesting that future studies must further explore the socio-economic, cultural and political implications and consequences that social entrepreneurship and 'economic forms' of SGD interventions hold for girls.Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x"]
["Haynes K, and Tanner T M. (2015). Empowering young people and strengthening resilience: youth-centred participatory video as a tool for climate change adaptation and disaster risk reduction. Children's Geographies, 13(3), pp.357-371.",2015,"Young people regularly face great hurdles to get their voices heard, while research and practice in the disaster and climate change community commonly represent young people as passive victims requiring protection. Consequently, their capacities to inform decision-making processes, communicate risks to their communities and take direct action to reduce risks have been neglected. This paper presents empirical data from participatory video (PV) methods with groups of young people in three communities in Eastern Samar, the Philippines. Producing these videos enabled groups to research, document and raise awareness of disaster risk, and use screening events to mobilise and advocate for risk reduction measures in their communities. The results suggest that the PV process was an effective tool for empowering young people to raise important issues with decision-makers and advocate change on behalf of their communities. [ABSTRACT FROM AUTHOR]","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,"x","x",null,null,null,null,"x",null,"x"]
["Hemment J. (2012). Nashi, Youth Voluntarism, and Potemkin NGOs: Making Sense of Civil Society in Post-Soviet Russia. Slavic Review, 71(2), pp.234-260.",2012,"By interrogating Putin-era civil society projects, this article tracks the aftermath of international development aid in post-Soviet Russian socialist space. State-run organizations such as the pro-Kremlin youth organization Nashi (Ours) are commonly read as evidence of an antidemocratic backlash and as confirmation of Russia's resurgent authoritarianism. Contributing to recent scholarship in the anthropology of postsocialism, Julie Hemment seeks here to account for Nashi by locating it in the context of twenty years of international democracy promotion, global processes of neoliberal governance, and the disenchantments they gave rise to. Drawing on a collaborative ethnographic research project involving scholars and students in the provincial city Tver', Hemment reveals Nashi's curiously hybrid nature: At the same time as it advances a trenchant critique of 1990s-era interventions and the models and paradigms that guided democracy assistance, it also draws on them. Nashi respins these resources to articulate a robust national-interest alternative that is persuasive to many young people. Moreover, rather than a static, top-down political technology project, Nashi offers its participants a range of registers and voices in which they can articulate their own individualized agendas. Adapted from the source document.","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Hermanns S, van Weert J, Linn A, and Schouten B. (2009). Dance4life. A process evaluation of a global entertainment-education prevention programme to establish a social youth movement in pushing back HIV and AIDS. Amsterdam: University of Amsterdam.",2009,"Young people aged 15 to 24 account for almost half of new HIV infections. Because of the high rates of HIV-infected adolescents, numerous education and school-based prevention programmes have been set up worldwide. Dance4life is a dynamic international initiative that actively involves young people and wants to give them a powerful voice in pushing back the spread of HIV and the stigma and taboos that surround it. Young people (13-19 years old) are attracted and empowered through the use of experience marketing, dance, music, youth icons and their own language, educated about HIV and AIDS and sexual and reproductive health and rights and encouraged to become an active member of dance4life","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x","x",null,"x","x","x"]
["Hewad G, and Johnson C G. (2014). A Rough Guide to Afghan Youth Politics. Special Report 344. Washington DC: United States Institute of Peace. Available at: http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eric&AN=ED557958&site=ehost-live&scope=site&custid=s1123049 http://www.usip.org/sites/default/files/SR344-A-Rough-Guide-to-Afghan-Youth-Politics.pdf.",2014,"This report builds on several initiatives by the United States Institute of Peace (USIP) to explore how a growing youth population and an increasing number of young political leaders are reshaping Afghan politics. Drawing on 160 interviews with politically active youth, university students, and young journalists in seven of Afghanistan's thirty-four provinces--Kabul, Kandahar, Khost, Herat, Balkh, Bamiyan, and Nangarhar--from June to November 2013, this report complements a focused ethnographic study by Anna Larson and Noah Coburn of three communities in and around Kabul city published by USIP in January 2014. [Contains notes.]","Open","Grey Literature","Report/Working paper",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x","x","x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,"x","x"]
["Hoechner H. (2015). Participatory filmmaking with Qur'anic students in Kano, Nigeria: 'speak good about us or keep quiet!'. International Journal of Social Research Methodology, 18(6), pp.635-649.",2015,"Participatory' research is often presented as a means to empower' stigmatised groups by addressing shame and by promoting attitude changes. Drawing on experiences producing a participatory' docudrama with traditional Qur'anic students (almajirai) in Kano, northern Nigeria, I reflect on the limits of participatory' research as a tool for empowerment'. I describe the risks stigmatised groups may incur by participating, and consider to what extent, if at all, it can foster social change. The almajirai have attracted negative attention as presumed victims of child neglect and as cannon fodder' for Islamic radicalisation. Their participation in the filmmaking gave them an opportunity to voice their concerns and to rebuke those treating them heedlessly. At the same time, they became vulnerable to accusations and suspicions within their communities. To escape the negative connotations of poverty, they deemphasised its role for almajiri enrolment, thus concealing structural inequalities.","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x","x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,"x"]
["Holte-McKenzie M, Forde S, and Theobald S. (2006). Development of a participatory monitoring and evaluation strategy. Evaluation and Program Planning, 29, pp.365-376.",2006,"This paper describes the process of developing a participatory monitoring and evaluation strategy for a Kenyan youth-based NGO. The iterative nature of the study including the process of narrowing down indicators to measure and methods to monitor/evaluate these is well documented. A discussion on the extent to which the process achieved participation and was empowering for the participants reflects on existing power relationships and cultural context of Kenya and points to the need to create opportunities for youth where they engage with the broader community. Lessons that emerge out of the study focus on the importance of prioritizing monitoring and evaluation, the potential of youth to carry out effective monitoring and evaluation, and the need for researchers to engage respectfully with communities and participants. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x","x",null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Hoy D, Southavilay K, Chanlivong N, Phimphachanh C, Douangphachanh V, and Toole M J. (2008). Building capacity and community resilience to HIV: A project designed, implemented, and evaluated by young Lao people. Global Public Health: An International Journal for Research, and Policy and Practice, 3(1), pp.47-61.",2008,"A partnership was formed between a mass youth organization, a national HIV coordinating committee, and an international agency, to implement an HIV capacity building project in the youth sector of Lao PDR. Involving the local community in situation analysis, planning and skills-building was a key focus of the project. District project working teams were trained in situation analysis, strategic planning, proposal development, and the implementation of HIV prevention activities. Young village volunteers were trained in participatory research, analysis, and behaviour change communication to promote HIV prevention. After 6 years, the partnership used qualitative methods to evaluate the local outcomes of the project. We found that district project working teams and young volunteers had improved skills in the areas in which they had been trained. Communities and local government workers had developed greater understanding of the HIV situation in their districts, and expressed a strong sense of ownership over their activity plans. Young people more readily acknowledged personal risk of HIV infection and were more comfortable talking about sexually transmitted infections. Although there were challenges to sustaining project activities in some areas, we found that our approach helped to engage youth and build their resilience to HIV in this country of low prevalence. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x","x",null,null,null,null,"x",null,"x",null,"x","x"]
["Hughston L. (2015). Child-Led Evaluation of the PPA programme Cambodia. London : Plan.",2015,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Hughston L. (2015). Child-Led Evaluation of the PPA programme in Kenya. London : Plan.",2015,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Hyatt S, and Auten S. (2011). Evaluation of the Palestinian Youth Empowerment Program (RUWWAD). USAID.",2011,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x"]
["Institute of Economic and Social Research (INESOR) (2011). External Evaluation of the Teacher AIDS Action Programme (TAAP). A Case Study of Southern and Central Provinces. Lusaka: Institute of Economic and Social Research.",2011,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,"x","x"]
["Integrated Training Solutions (2016). Youth-Led Accountability Model End-Line Evaluation Report. London: Restless Development.",2016,null,"Internal documentation","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x","x",null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x","x"]
["International Labour Organization (2015). Final Report: Saphan Siang Youth Ambassador (SSYA) Programme. Geneva: International Labour Organization.",2015,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,"x","x",null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x","x","x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,"x"]
["ITAD (2012). Evaluation of DFID's International Citizens' Service (ICS) Pilot Programme. Final Project Completion Review. Hove: ITAD.",2012,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x","x","x",null,null,null,"x","x",null,null,null,null,"x","x",null,"x","x","x",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,"x",null,"x",null,null,null,null,"x","x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,"x","x"]
["Jaganath D, Mulenga C, Hoffman RM, Hamilton J, and Boneh G. (2014). This is My Story: participatory performance for HIV and AIDS education at the University of Malawi. Health Education Research, 29(4), pp.554-565.",2014,"University students represent a subset of young men and women at risk for HIV in high prevalence settings. Innovative programs are needed to raise awareness on the unique issues around HIV and AIDS in the university campus, while training student leaders for peer-based education. The Process and Collaboration for Empowerment and Discussion (PACED) method engages artists and people living with HIV and AIDS (PLWHA) to create a performance that encourages community dialog about HIV and AIDS and empowers PLWHA. 'This is My Story' was a program at the University of Malawi, Chancellor College, which adapted the PACED approach for university students. A qualitative evaluation conducted 1 year later among students and PLWHA participants and audience members demonstrated retention of the following themes: (i) trust in a relationship and how it affects women,(ii) equality for PLWHA and (iii) life after HIV and AIDS. All of the PLWHA and 90.9% of student participants reported a greater sense of empowerment. Of the audience members, 82.1% discussed the performance with friends and family. We thus present the PACED approach as a valuable tool in HIV and AIDS education and prevention among university students in Malawi.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x",null,"x","x"]
["Jeffrey C. (2009). Fixing Futures: Educated Unemployment through a North Indian Lens. Comparative Studies in Society & History, 51(1), pp.182-211.",2009,"The article examines the political schemes adopted by educated young people to deal with unemployment in contemporary Uttar Pradesh (UP), India. Based on the author's study among rich farmers in the mid-1990s in rural UP and in the mid-2000s among educated unemployed young men in urban UP, he explores how the contemporary shortage of salaried work in UP has turned down the growth of political mediators in the state. He observes that the educated unemployed in UP often align forms of collective youth protest and play intermediary roles in the society. Moreover, he also observes that unemployed youth in the state also engage in a more opportunistic form of class-based politics influenced by practices of senior male relative in rural areas (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Jewkes R, Nduna M, Levin J, Jama N, Dunkle K, Khuzwayo N, Koss M, Puren A, Wood K, and Duvvury N. (2006). A cluster randomized-controlled trial to determine the effectiveness of Stepping Stones in preventing HIV infections and promoting safer sexual behaviour amongst youth in the rural Eastern Cape, South Africa: trial design, methods and baseline findings. TROPICAL MEDICINE & INTERNATIONAL HEALTH, 11(1), pp.3-16.",2006,"OBJECTIVE To describe the study design, methods and baseline findings of a behavioural intervention trial aimed at reducing HIV incidence. METHOD A cluster randomized-controlled trial (RCT) conducted in 70 villages in rural South Africa. A behavioural intervention, Stepping Stones, was implemented in 35 communities in two workshops of 20 men and 20 women in each community who met for 17 sessions (50 h) over a period of 3-12 weeks. Individuals in the control arm communities attended a single session of about 3 h on HIV and safer sex. Impact assessment was conducted through two questionnaire and serological surveys at 12-month intervals. The primary outcome was HIV incidence and secondary measures included changes in knowledge, attitude and sexual behaviours. Qualitative research was also undertaken with 10 men and 10 women from two sites receiving the intervention (one rural and one urban) and five men and five women from one village in the control arm. They were interviewed individually three times prior to the workshops and then 9-12 months later. RESULTS A total of 2776 participants (1409 intervention and 1367 control) were enrolled at baseline and had an interview, and HIV sero-status was established. HIV baseline prevalence rates in women were 9.8% in the intervention arm and 12.8% in the control arm. In men the prevalence was 1.7% in the intervention arm and 2.1% in the control arm. Demographic and behavioural characteristics were similar in the two arms. In the intervention groups 59.9% of participants attended more than 75% of the sessions. In the control group 66.3% attended the control session. CONCLUSION This is the third RCT to be conducted in sub-Saharan Africa evaluating a behavioural intervention using HIV incidence as a primary outcome. It is of particular interest as the intervention in question is used in many developing countries. There is good baseline comparability between the study arms and the process data on the workshops suggested that the interventions were feasible and adequately implemented.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,"x"]
["Jewkes R, Wood K, and Duvvury N. (2010). 'I woke up after I joined Stepping Stones': meanings of an HIV behavioural intervention in rural South African young people's lives. HEALTH EDUCATION RESEARCH, 25(6), pp.1074-1084.",2010,"Evaluation of the Stepping Stones human immunodeficiency virus (HIV) prevention programme in South Africa showed sustained reduction in men and women's herpes simplex type 2 virus incidence and male violence, but no impact on HIV in women. Companion qualitative research was undertaken to explore how participants made meaning from the programme and how it influenced their lives. In-depth interviews were conducted with 10 men and 11 women before the intervention (one to three interviews per person). Then 9-12 months later, 18 follow-up interviews and 4 focus groups were held. Stepping Stones empowered participants and engendered self-reflection, in a process circumscribed by social and cultural context. Participants generally sought to be 'better', rather than 'different', men and women. Men shaped a more benign patriarchy, i.e. less violent and anti-social, and sought to avoid potential risks, ranging from imprisonment, witchcraft to HIV. While some women showed greater assertiveness and some agency in HIV risk reduction, most challenged neither their male partners nor the existing cultural norms of conservative femininities. This may explain the lack of impact of the intervention on HIV in women, since they lacked the power to embrace a greater feminist consciousness. Stepping Stones might be more effective for women when combined with other structural interventions.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,"x",null,"x",null,null,null,null,"x","x",null,null,"x","x",null,"x","x",null,"x","x","x",null,"x","x"]
["Jigsaw Consult (2015). Independent evidence case study report. Raleigh International. London: Jigsaw Consult.",2015,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x","x",null,"x","x",null,"x",null,"x",null,"x","x",null,"x"]
["Johnson L R, Johnson-Pynn J S, and Pynn T M. (2007). Youth Civic Engagement in China: Results From A Program Promoting Environmental Activism. Journal of Adolescent Research, 22(4), pp.355-386.",2007,"China is a key player on the global stage, and nearly 300 million Chinese youth stand to be affected by rapid social and ecological transformations. Programs that promote developmental assets in Chinese youth could increase their resilience in the face of contemporary stressors and enhance their capacity to contribute to China's development. In this paper we describe a unique, service-learning approach to youth development, the Jane Goodall Institute's Roots & Shoots program (R&S), as it is implemented in China. Through qualitative and quantitative methods we explore perceptions of program impact on the personal and social development of Chinese youth. Cultural, sociopolitical, and environmental issues related to program practices, outcomes and viability are highlighted. Results suggest that R&S mobilized Chinese youth to work for the benefit of their environment, their communities, and themselves. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Johnson V. (2013). Love, Sexual Rights and Young People. Learning from our peer educators how to be a youth-centred organisation. London: IPPF.",2013,"The International Planned Parenthood Federation (IPPF) is one of the leading global sexual and reproductive health and rights organisations with a mandate to improve the quality of life of individuals by providing and campaigning for sexual and reproductive health and rights (SRHR) through advocacy and services, especially for poor and vulnerable people. The Federation defends the right of all people to enjoy sexual lives free from ill health, unwanted pregnancy, violence and discrimination. IPPF has a long-standing commitment to young people and strives to be a global champion for young people’s rights. It is within this context that it implemented the Danida A+ programme. The programme presented IPPF with an opportunity to increase the capacity of Member Associations to promote young people’s sexual and reproductive rights, to identify and scale up good practice in youth-friendly service provision and comprehensive sexuality education, and to reach under-served groups. IPPF felt it was important to conduct a participatory assessment of the programme to capitalise on achievements and lessons learnt from the programme.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,"x",null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x",null,null,null,"x",null,null,null,"x",null,null,null,null,"x","x"]
["Johnson-Pynn J S, and Johnson L R. (2010). Exploring Environmental Education for East African Youth: Do Program Contexts Matter?. Children, and Youth & Environments, 20(1), pp.123-151.",2010,"Roots & Shoots and Wildlife Clubs of Uganda are two prominent environmental education programs that have encouraged East African youth to advocate for their communities and ecology. The programs promote positive attitudes and self-determination through service learning. This pedagogical approach motivates youth to solve environmental problems and champion community-centered conservation and sustainable development initiatives. Using survey-based measures, open-ended questions, and participant observation, this study investigated how youth perceived that participation in these environmental education programs impacted their social competencies, self-efficacy, civic engagement, and ecological values. Results suggest that although there are some common program experiences, contextual differences based on the type of program and school environment influence youths' choice of service projects and may be related to program effects on youth. Our findings underscore the need to further examine the interplay between programs' environmental education missions, settings, and outcomes, especially among young people from developing countries who represent the majority of the world's youth population. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x","x",null,null,null,"x","x","x",null,null,null,null,"x","x",null,"x","x",null,"x"]
["Jones N, Gbedemah C, Monjane P, Pereznieto P, Rosen G, and Villar E. (2011). Involving youth in development policy research: lessons learned. London: Overseas Development Institute.",2011,"Youth and youth voices have, histori- cally, been marginalised from devel- opment policy dialogues. The last ve years have seen a change, how- ever, with youth gaining greater recognition, as re ected in the 2007 World Development Report’s focus on youth, UNICEF’s 2011 State of the World’s Children Report which focuses on Adolescence: An Age of Opportunity and the inclusion of children and young people in the World Bank’s 2011 World Development Report on Security, Con ict and Development. This increasing attention has been fuelled by a concern about rising youth unemploy- ment and violence, especially amid growing fears about fragile states and religious funda- mentalism. Examples of participatory research initiatives with youth in developing countries on development challenges, however, remain limited. This Project Brie ng explores lessons from a participatory research project funded by the UK Department for International Development (DFID) on youth perspectives and responses to two global shocks – the global Triple F ( nancial, fuel and food) crisis of 2008 and cli- mate change – in three developing countries: Ghana, Mozambique and Viet Nam. The project, undertaken in 2010-2011, entailed a one-year youth peer-to-peer research process with a strong emphasis on capacity-building and mentoring for young researchers. Youth were de ned as aged 15 to 24 years, and there was an emphasis on ensuring a gender balance among young researchers and respondents. Youth research- ers were selected largely from youth groups or youth-focused programmes within NGOs or universities. They rst completed a week-long interactive training workshop, and were then mentored by adult youth facilitators through- out the year, including monthly debrie ngs, a mid-term ‘taking stock’ workshop and a nal project debrie ng. Methodological tools included the devel- opment of participatory research instru- ments, in-depth interviews and focus group discussions with poor urban and rural youth, participatory photography techniques, media scrapbooks, eldwork diaries and key stake- holder interviews. These were complemented by a research communication and dissemina- tion approach including national reports and poster presentations to present key ndings to peers and policy stakeholders and cross- country communication via Facebook.","Open","Grey Literature","Report/Working paper",null,null,"x","x","x",null,null,"x",null,null,null,null,"x",null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,"x","x","x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Kamara S, and Swarray A. (2011). Kenema youth change lives and perceptions with participatory video in Sierra Leone. Participatory Learning and Action, 64.",2011,"Generally, youth are one of the most neglected and socially-excluded groups in Sierra Leone. As such, they are ill-prepared to meaningfully contribute to decision- making. This article provides insights into how the youth of Kenema district in Sierra Leone successfully used participatory video to engage in governance processes, change citizens’ perceptions about them and position themselves to get elected into district and municipal councils. The article provides a practical guide for young people, youth-serving agencies, development practitioners and local communities to the processes involved in setting up and running local participatory video groups. It is intended to build the confidence of all those wanting to be authors of their own stories to take up the challenge. It also provides a critical contextual analysis of the situations of youth in Sierra Leone, and re-echoes the message of these young citizens that they are prepared and ready to increase their involvement in governance processes.","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Kamete Amin Y. (2007). Youth in urban governance: rationalities, encounters and interaction in Zimbabwe. Africa Insight, 37(3), pp.327-343.",2007,"The article critiques the role and position of the youth in urban governance in post-2000 Zimbabwe. Using cases from two urban centres, the analysis maps the contribution of young people to local governance and evaluates the impact of specific forms of governance on young people. The article observes that young people regard governance as a transient phenomenon, a site suitable for opportunistic forays. Their involvement in governance is short term and driven by strategic rationality. Consequently, young people assume different and sometimes contradictory roles. Young people in this context are manifestly averse to developing long-term alliances within their own ranks and with other social agents. Reprinted by permission of Africa Institute of South Africa","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Kanesathasan A, Cardinal L, Pearson E, Das Gupta S, Mukherjee S, and Malhotra A. (2008). Catalyzing change. Improving Youth Sexual and Reproductive Health through Disha, an Integrated Program in India. Washington: International Centre for Research on Women.",2008,"The Development Initiative Supporting Healthy Adolescents (DISHA) was one of the first large-scale integrated programs in India to address the broader context of young people’s sexual and reproductive health needs. In addition to providing youth with sexual and reproductive health information and services, the program sought to tackle the social and economic constraints that often limit their choices and actions.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x","x","x",null,"x",null,"x","x"]
["Kaplan I, Lewis I, and Mumba P. (2007). Picturing Global Educational Inclusion? Looking and Thinking across Students' Photographs from the UK, Zambia and Indonesia. Journal of Research in Special Educational Needs, 7(1), pp.23-35.",2007,"Over the last few years we have engaged children and young people in participatory photography projects in a diverse range of international contexts. The projects, diverse as they are, have been school-based and primarily focused on students' experiences of educational inclusion/exclusion. Photographs taken by students can stimulate conversations in which different perspectives are shared and considered. Whilst this process is meaningful within a local context, it is also compelling to reflect more widely on what children and young people's photographs and commentary (and through these their interpretations of their educational experiences) have to tell and, indeed, show us about educational inclusion globally. In this paper, we begin by explaining what we mean by the term \"educational inclusion\", and consider what methodological relevance the participatory photography has for engaging in research with children and young people about their educational experiences. We then briefly describe the contexts of the projects this paper draws on, which took place in the UK, Zambia and Indonesia. In the main body of the paper, we will look across these international projects and consider a selection of students' photographs and interpretations in relation to several broad themes about educational inclusion which they suggest.","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x","x",null,null,"x",null,null,null,null,"x",null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x"]
["Karim A M, Williams T, Patykewich L, Ali D, Colvin C E, Posner J, and Rutaremwa G. (2009). The Impact of the African Youth Alliance Program on the Sexual Behavior of Young People in Uganda. STUDIES IN FAMILY PLANNING, 40(4), pp.289-306.",2009,"This study evaluates the impact of the African Youth Alliance (AYA) program on the sexual behavior of young people aged 17-22 in Uganda. Between 2000 and 2005, the comprehensive multicomponent AYA program implemented behavior-change communication and youth-friendly clinical services, and it coordinated policy and advocacy. The program provided institutional capacity building and established coordination mechanisms between agencies that implemented programs for young people. The analysis of findings from both a self-reported exposure design and a static group comparison design indicated that AYA had a positive impact on sexual behavior among young females but not among young males. AYA-exposed girls were at least 13 percentage points more likely to report having used a condom at last sex, at least 10 percentage points more likely to report that they had consistently used condoms with their current partner, at least 10 percentage points more likely to have used contraceptives at last sex, and 13 percentage points more likely to have had fewer sex partners during the past 12 months, compared with girls who were not exposed to the AYA program. Scaling up the AYA program in Uganda could, therefore, be expected to improve significantly the sexual and reproductive health of young women. Effective strategies for promoting safer sexual behaviors among boys and young men must be identified, however.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,"x"]
["Karlsson L E, Andersson M, and Johansson J. (2014). Empowering adolescents to enage in healthy behaviours through peer leadership training in the townships of Cape Town. International Journal of Child, and Youth and Family Studies, 5(2), pp.258–278.",2014,"This paper investigated peer educators’ perceptions of their self - empowerment, learning, and experiences of being a peer educator within the Leadership South Programme (LSP) in Cape Town, South Africa . The data about the peer educators’ perceptions was gathered through open- ended questionnaires and qualitative interviews and analysed through thematic content analysis . The results showed that peer educators’ self -esteem , confidence, and motivation increased, as did their knowledge and skills re lated to communicati on, supporting, and motivating peers and clients. Additionally, the results showed that e ducation based on trainee resources and strengths successfully promoted healthy behaviours and fostered health promotion among the adolescents living in the townships of Cape Town.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x",null,"x",null,null,null,null,"x","x","x",null,"x","x",null,"x",null,null,"x"]
["KAS . (2015). CAMBIA LA PARTICIPACION JUVENIL CAMBIA EL CLIMA. JOVENES EN LA DEFINICION DE LAS CONTRIBUCIONES NACIONALES EN PAISES DE AMERICA LATINA Y EL CARIBE. Available at: http://www.kas.de/wf/doc/kas_43997-1522-4-30.pdf?160126185805.",2015,"En el marco de este fin, nos complace presentar esta investigación, la cual explora la participación juvenil latinoamericana en la agenda climática. A partir del repaso de conceptos generales de desarrollo sostenible y cambio climático, y la revisión de actores, instituciones y características de la gobernanza en cambio climático, se marca una metodología para el estudio de procesos de INDCs en América Latina. De esta manera, el análisis comparativo de los mismos, brinda lecciones aprendidas que demuestran las oportunidades y desafíos de los jóvenes latinoamericanos para participar de procesos democráticos que contribuyan al desarrollo de políticas de cambio climático.","Open","Grey Literature","Report/Working paper","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Kasuta E, Zulu J, Chilwalo M, and Sichone G. (2012). Improving the Capacity of Young People to Engage in Decision-Making and Lead Comprehensive SRH Education in Zambia. External Evaluation. London: Restless Development.",2012,"Zambia is experiencing the health, economic and social impacts of a fully blown HIV/AIDS epidemic. The prevalence rate has remained high, at 14% in 2011. The youths (and women) are the most vulnerable to HIV/AIDS and other Sexually Transmitted Infections (STIs). This is because the youth are at the height of exploring themselves and their weaker socio-economic status predisposes them to risk behaviours and situations. Restless Development Zambia has been implementing a three-year Sexual and Reproductive Health (SRH) intervention aimed at empowering young Zambians in the Central Province by building their capacity to know and advocate for their SRH rights and services so that they take a significant role in improving their lives and those of others within their communities. This external evaluation was commissioned to measure the impact and change on beneficiaries as a result of the project in the target schools, assess the achievements against the planned results and provide lessons learnt and recommendations for future projects. Data for this evaluation was collected between December 2011 and January 2012 through interviews with project staff, review of project documents, focus group discussions and a survey among project beneficiaries (200 pupils and 30 former Volunteer Peer Educators) and semi-structured key informant interviews with collaborators.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,"x",null,"x"]
["Kaufman L. (2011). Promising Youth Development Strategies. Community Youth Mapping. A Tool for Youth Participation and Program Design. Washington DC: USAID. Available at: http://www.equip123.net/docs/e3-CYM.pdf.",2011,"Community Youth Mapping is a youth-centered participatory development strategy that engages young people and adults in canvassing their communities to document community-based resources, needs, and opportunities. Seeing the community through the eyes of young people is, to many, a more comprehensive assessment of what a community has to offer.","Open","Grey Literature","Report/Working paper","x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x","x",null,"x","x","x","x","x",null,null,"x",null,"x","x","x","x",null,null,"x",null,"x",null,null,null,"x",null,null,null,"x",null,"x","x"]
["Kaufman ZA, Welsch RL, Erickson JD, Craig S, Adams LV, and Ross DA. (2012). Effectiveness of a sports-based HIV prevention intervention in the Dominican Republic: a quasi-experimental study. AIDS CARE-PSYCHOLOGICAL AND SOCIO-MEDICAL ASPECTS OF AIDS/HIV, 24(3), pp.377-385.",2012,"Previous observational and quasi-experimental studies in sub-Saharan Africa have suggested the effectiveness of youth-targeted HIV prevention interventions using sport as an educational tool. No studies have yet assessed the effect of similar programs in the Caribbean. A quasi-experimental trial was conducted to assess the effectiveness of a sports-based intervention in six migrant settlements in the Puerto Plata Province of the Dominican Republic. A total of 397 structured interviews were conducted with 140 adolescents prior to, immediately following, and four months following 10-hour interventions using the Grassroot Soccer curriculum. Interview responses were coded, aggregated into composite scores, and analyzed using logistic regression, adjusting for baseline differences as well as age, sex, community, and descent. At post-intervention, significant differences were observed between groups in HIV-related knowledge (adjOR = 13.02, 95% CI = 8.26, 20.52), reported attitudes (adjOR = 12.01, 95% CI = 7.61, 18.94), and reported communication (adjOR = 3.13, 95% CI = 1.91, 5.12). These differences remained significant at four-month follow-up, though declines in post-intervention knowledge were observed in the Intervention group while gains in knowledge and reported attitudes were observed in the Control group. Results suggest that this sports-based intervention could play a valuable role in HIV prevention efforts in the Caribbean, particularly those targeting early adolescents. Further evaluation of sports-based interventions should include indicators assessing behavioral and biological outcomes, longer-term follow-up, a larger sample, randomization of study participants, and strenuous efforts to minimize loss-to-follow-up.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,"x","x","x",null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x","x"]
["Keenan C. (2007). Meeting Youth Where They Live: Participatory Approaches to Research with Marginalized Youth Engaged in Urban Agriculture. Children, and Youth & Environments, 17(3), pp.198-212.",2007,"The study described is an exploration of the potential of urban agriculture projects in improving the lives of marginalized youth in Dar es Salaam, Tanzania. The study employed various participatory approaches to research, and speaks to the importance of meaningfully engaging young participants in the process of research so as to ensure that their voices and experiences are heard, rather than having an adult researcher observing, interpreting and speaking on their behalf. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Kesa C. (2011). Youth participation in capturing pastoralist knowledge for policy processes. Participatory Learning and Action, 64.",2011,"This article describes a unique, innovative and youth-led participatory ‘camel caravan’ process. The camel caravan is a pastoral community survey, and part of Horn Relief ’s Pastoral Youth Leadership (PYL) project in Sanaag Region, a territory disputed between Somaliland and Puntland governments. This semi-arid area is mainly inhabited by pastoralists whose livelihoods are on the decline. This article shows how determined youth involved in the PYL project, as part of their learning process, went back to their pastoral roots amid challenges of insecurity and a hostile environment. The evidence generated through the survey brought to the fore the situation of pastoralists in this region. Through the camel caravan process, indigenous pastoralist knowledge was transformed into policy knowledge that could be taken up and used by government policy makers and development partners such as aid agencies and NGOs.","Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x","x",null,null,null,null,"x","x","x",null,null,null,"x",null,"x",null,null,null,"x","x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,"x","x",null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Kirmse S B. (2009). Leisure, business and fantasy worlds: exploring donor-funded 'youth spaces' in southern Kyrgyzstan. Central Asian Survey, 28(3), pp.289-301.",2009,"This article explores the participation of university students in non-governmental organizations (NGOs) and other forms of association in the city of Osh, Kyrgyzstan. While the literature tends to criticize donor interventions in the post-Soviet space, an analysis of donor-funded youth projects calls for a more differentiated evaluation. It is argued that youth-oriented associations appeal to the students of Osh because these associations have created much needed 'youth spaces'. In some cases, however, the appeal has little to do with the missions of the projects. Whatever the blueprints prepared by foreign donors, youth-oriented clubs and NGOs provide young people with opportunities for entrepreneurship, for leisure pursuits and for experimenting with their dreams and fantasies. Offering a case study of a group of students who have joined a donor-funded NGO, Students in Free Enterprise (SIFE), the article then charts the students' appropriation of this NGO. Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Knibbs S, and Price N. (2009). Peer Education in Sexual and Reproductive Health Programming: A Cambodian Case Study. Development in Practice, 19(1), pp.39-50.",2009,"This article analyses in detail the impact and effectiveness of peer-education projects implemented in Cambodia under the Reproductive Health Initiative for Asia (RHI), in an attempt to provide important lessons for the design and implementation of such interventions and to contribute to the development of best practice. Under RHI, which was the first programme in Cambodia designed specifically to address the sexual and reproductive health needs of young people, peer education was implemented as if it were a directly transferable method, rather than a process to be rooted in specific social and political contexts. Consequently, peer-education concepts of empowerment and participation conflicted with hierarchical traditions and local power relations concerning gender and poverty; peer educators were trained to deliver messages developed by adults; and interventions were not designed to reflect the social dynamics of youth peer groups. (Author) (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x",null,null,null,"x","x",null,null,null,null,"x","x",null,"x","x",null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x","x"]
["Koekebakker W E. (2015). Final Evaluation Democracy and Development in Action through Media and Empowerment (DAME) 2012 - 2014. Search for Common Ground - Timor-Leste. : Search for Common Ground.",2015,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,"x",null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x"]
["Lambert L. (2007). Releasing the True Potential: Adolescent Participation in Mongolia. Children, and Youth & Environments, 17(1), pp.62-87.",2007,"Mongolia's adolescents are growing up in a world that is totally different from the one in which their parents became adults. Traditional expectation is that young people remain silent in the presence of an adult and to express their opinion or challenge those of their elders is the height of discourtesy. At the turn of the century, for the first time, the Mongolian government and the United Nations agencies focused attention on the participation and development rights of adolescents. Adolescents' perception of their own needs became the blueprint for \"Improving the Outlook of Mongolian Adolescent Girls and Boys,\" an extensive multi-sectoral project involving a variety of separate but linked initiatives in 17 rural and urban project sites. This report examines the process and quality of adolescent participation within the context of the project, at each stage of the project cycle, and the effect of participation on the adolescents themselves and on their families, their schools, their communities, and government policy. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,"x",null,"x",null,null,null,null,"x",null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,"x","x"]
["Larok A, Okiring H, and Mayambala J. (2010). At Crossroads? The Youth, Politics of Interest Groups and influencing National Policy Processes in Uganda.",2010,"This paper is about youth participation in national policy processes in Uganda. It is written within the context of a larger ‘special interest group’ discourse popularized by the National Resistance Movement (NRM) to respond to special needs of some social groupings in Uganda. However, beyond the benign notion of care for special interest group issues are questions being raised about whether all the care for interest groups is part of a calculated scheme to patronize groups often looked at as ‘block’ voters. Drawing from four practical cases of youth participation in influencing the legislative processes, youth participation in the National Development Plan (NDP) process, a campaign for a Youth Job’s Bill, strengthening youth participation and influence in the national legislature, and the formulation of youth manifestos to influence the responsiveness of the political system, the paper observes that Ugandan’s Youth Movement is at a crossroad. It is a time in the history of the youth movement where it can choose, on the one hand, to remain patronized by government and donors, or alternatively walk the path of self determination by taking advantage of their numerous strengths and existing opportunities to exert their influence in shaping the development agenda and the future of their country","Open","Grey Literature","Report/Working paper",null,"x",null,"x","x",null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Larsen M. (2012). Xool nu bu baaz: Hop-Hop, Youth Movements, and Change in Senegal. In: Herzer L E, ed., Changing Cities: Climate, Youth and Land Markets in Urban Areas. A New Generation of Ideas. Washington DC: Comparative Urban Studies Project.",2012,null,"Open","Academic Literature","Book chapter",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x","x",null,null,null,"x",null,null,null,"x"]
["Lefko-Everett K. (2014). Restless Development. Impact Evaluation of the Peer Education Programme. Evaluation Report. Cape Town : Restless Development.",2014,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x","x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x"]
["Lesko Nancy. (2007). Talking about sex: the discourses of loveLife peer educators in South Africa. International Journal of Inclusive Education, 11(4), pp.519-533.",2007,"loveLife is a high profile, expensive and controversial nationwide awareness and prevention campaign that has been addressed at young South Africans since 1999. This paper examines the discourses 20 Black youths used to narrate their involvements, satisfactions and difficulties as peer educators. The primary data sources are individual interviews with the peer educators along with a review of printed materials in English and visits to one loveLife Y-Centre in KwaZulu-Natal and to the loveLife provincial office in Durban. The analysis develops four themes in the talk of the groundBreakers: knowledge and self-knowledge, personal development, generational conflict with parents over talking about sex and poverty. These themes are discussed in relation to broader discourses on representations of youth, the pushes and pulls of modernity and tradition, agency and dependency. (Author) (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,null,"x",null,"x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Li S, Huang H, Cai Y, Ye X, Shen X, Shi X, and Xu G. (2010). Evaluation of a school-based HIV/AIDS peer-led prevention programme: The first intervention trial for children of migrant workers in China. International Journal of STD & AIDS, 21(2), pp.82-86.",2010,"The effectiveness of a peer-led education intervention in HIV/AIDS prevention was assessed in the Chinese children of migrant workers. A prospective study was conducted in 12 junior high schools for migrant children. Among the intervention group, a peer-education-based HIV/AIDS prevention was implemented for three months. The results during the baseline survey indicated that the level of knowledge on HIV/AIDS was lower in children of migrant workers. After three months of peer-led intervention, compared with the control group, students in the intervention group positively increased their HIV/AIDS-related knowledge, modified their attitude and improved their protection self-efficacy. Compared with attitude, intervention was more effective in the improvement of knowledge and protection self-efficacy, especially knowledge. The findings suggest that peer-led education was an effective method in Improving knowledge, attitude and protection self-efficacy in Chinese children of migrant workers. Heightened concerns targeting the group students were particularly necessary, given their lower level of related knowledge and vulnerability to HIV infection. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Lim S S, and Nekmat E. (2008). Learning through 'Prosuming': Insights from Media Literacy Programmes in Asia. Science, and technology and society, 13(2), pp.259-278.",2008,"In today's new media landscape, consuming media content is only part of the equation. Media consumers also enjoy various avenues by which they can produce and share media content. This combination of consuming and producing has been termed 'prosuming'. Rather than being the preserve of the intellectual elite, virtually any media consumer can be a media producer too given the relative affordability and accessibility of new ICT and media platforms. Media production is satisfying because it allows individuals to flex their creative energies and empowering because it enables people to make their views heard. Focusing on media literacy programmes targeted at developing country youth, this article analyses media literacy programmes that impart media production skills. Specifically, it looks at the Little Masters programme in China, the Cybermohalla programme in India, and the Young Journalists (YOJO) Group in Vietnam. The article finds that media literacy programmes that emphasise media production may have more significant long-term impacts as they vest young people with the abilities to voice their concerns and raise public awareness about youth-related issues. The media literacy skills imparted are, therefore, imbued with the potential for social activism and democratisation. The experiences of the Little Masters, Cybermohalla and YOJO programmes also suggest a few strategies for heightened successDSsensitivity to the social and cultural contexts of the participants, building up a sufficiently wide base of community support, and leveraging media convergence to increase their impact. Reprinted by permission of Sage Publications India","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x","x",null,null,null,"x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x"]
["Lopari E. (ND ). Evaluation of the Leaders: Young Roma in Action (LYRA) Project. London: Save the Children.","ND",null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x","x",null,"x","x",null,null,"x","x","x",null,null,null,null,"x",null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x","x","x"]
["Luft M, Budani A, Cabrejos J, and Aranguren C. (2012). PROGRAMAS MUNICIPALES DE INFANCIA, ADOLESCENCIA Y JUVENTUD PMIAJ COMVIDA EN HONDURAS. INFORME FINAL DE EVALUACIÓN EXTERNA. pp.161.",2012,"El Programa Municipal de Infancia, Adolescencia y Juventud (PMIAJ), es un esfuerzo conjunto desplegado por una serie de actores, desde instituciones de cooperación y entidades de gobierno nacional a Municipalidades y organizaciones locales, dirigido a construir y ofrecer atención en nutrición y SSR, con especial atención a la prevención de VIH/SIDA y embarazo adolescente. La principal población objetivo, son los jóvenes entre 10 y 21 años, con especial énfasis en las y los adolescentes de 10 a 15 años y aquellos más afectados por la exclusión social y de género. El objetivo central de PMIAJ es mejorar las condiciones que favorecen el desarrollo de niños, adolescentes y jóvenes, fomentando su protagonismo y participación a través de la organización, el liderazgo y la movilización, generando proyectos de vida constructivos, estilos de vida saludables con énfasis en la prevención del VIH/SIDA, el embarazo en la adolescencia, la violencia y una conciencia ciudadana de derechos y deberes.","Open","Grey Literature","Report/Working paper","x",null,null,"x","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,"x"]
["Madoerin K. (2008). Mobilising Children & Youth into their Own Child- & Youth-led Organisations. Johannesburg: REPSSI.",2008,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,"x","x","x",null,null,null,null,"x","x","x","x","x",null,"x","x","x",null,"x",null,"x",null,null,null,null,"x",null,"x","x","x","x",null,null,null,"x"]
["Malhotra A, Mathur S, Pande R, and Roca E. (2005). Nepal: The Distributional Impact of Participatory Approaches on Reproductive Health for Disadvantaged Youth. Washington DC: The World Bank.",2005,"In this paper, we present findings from a community-based study testing the effectiveness of participatory approaches in improving services and outcomes for youth reproductive health in Nepal. The findings are based on micro-level analysis from primary quantitative and qualitative data collected to evaluate an intervention study conducted from 2001-2003. The main purpose of the study is to test whether many of the key principles advocated in the 2004 World Development Report on “making services work for poor people,” can be effectively operationalized through small-scale, community-based programmatic interventions. Our results from various vantage points indicate that as compared to the non-participatory intervention design, the participatory approach was more successful in reducing advantage-based differentials in youth reproductive health outcomes. Our analyses also show that what defines disadvantage varies by outcome. For access to prenatal care services and institutional delivery, the key aspect of disadvantage is urban-rural residence, with household wealth being significant for prenatal care only. For knowledge of HIV transmission, it is gender and educational differences that are key","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,"x",null,null,"x",null,"x","x",null,"x","x",null,"x","x","x",null,null,"x",null,null,"x",null,"x"]
["Mandelbaum A G, Dhar D, and Farrand A G. (2009). Mitigating Communal Conflict by Engaging Youth Constructively in Local Democratic and Economic Development through the Establishment on Youth Community & Mediation Centers in Casablanca and Tetouan. Search for Common Ground.",2009,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x","x",null,"x","x"]
["Marafiki wa Elimu Dodoma. (ND). Case Study. Good Practice of the 'My Rights My Voice Students' Baraza (MRMV) Project. Dodoma: Marafiki wa Elimu Dodoma.","ND",null,"Internal documentation","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x","x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x","x",null,null,"x","x","x",null,null,"x"]
["Marcos J Estrada Ruiz. (2010). JÓVENES Y PARTICIPACIÓN SOCIAL EN LA EDUCACIÓN. UNA EXPERIENCIA EN EL NIVEL MEDIO SUPERIOR DE CHIAPAS, MÉXICO. Revista Iberoamericana sobre Calidad, and Eficacia y Cambio en Educación, 8(3).",2010,"La experiencia que se reporta se inscribe en las acciones emprendidas por Innovación Educativa (INED)1 en el contexto chiapaneco, en este caso en el marco de los proyectos “Laj Neb Tikik”2 y “La participación social en la educación: una mirada desde el CMPSE de Las Margaritas, Chiapas, evaluación de impacto y prospectiva para las políticas públicas”3, desarrollados en colaboración con el Consejo Municipal de Participación Social en la Educación (CMPSE) del municipio de Las Margaritas, Chiapas. La experiencia tuvo por objetivo general contribuir al fortalecimiento del liderazgo de los jóvenes estudiantes del municipio, de su ciudadanía juvenil, para que pudieran desarrollar procesos de participación social en sus centros escolares de adscripción y nombrar representantes para incorporarse al CMPSE. La estrategia promovida, aunque se suma a una serie de innovaciones educativas que se han venido implementando en el sureste mexicano en los últimos años, es única, porque atiende doblemente a una temática olvidada en las políticas públicas en México: la participación social en la educación de un sector igualmente poco atendido, los jóvenes estudiantes del Nivel Medio Superior. El artículo presenta en primer lugar el marco legal y los límites de la Participación Social en la Educación en México; se define a la PSE desde la búsqueda del poder consensual político y se sitúa a la juventud chiapaneca a través de datos sociodemográficos y educativos; después se expone la metodología empleada en el proceso, análisis y sistematización","Open","Academic Literature","Peer-reviewed journal article",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Maro C, Roberts G, and Sorensen M. (2009). Using sport to promote HIV/AIDS education for at-risk youths: an intervention using peer coaches in football. Scandinavian Journal of Medicine and Science in Sports, 19, pp.129-141.",2009,"The purpose of this study was to investigate the effectiveness of an ongoing AIDS education intervention program (EMIMA) using peers in a sport context. A secondary purpose was to determine whether a mastery-based motivational strategy would enhance the effectiveness of the peer coaches. A quasi field experimental study was employed in which at-risk children in Dar es Salaam in Tanzania (N5764) were recruited (average age513.6 years) and were randomly grouped into two treatment groups and two control groups. The treatment groups were peer coaches conducting the AIDS education to the children within sport, one with mastery coaching strategies and one without. The two control groups were in-school children, who received traditional AIDS education, and out-of-school children, who received no education at all. The intervention lasted for 8 weeks. The results indicated that the intervention using peers in sport was more effective in transmitting HIV prevention knowledge, cognitions and perceived behaviors than the control groups. The mastery-based motivational strategies were effective in influencing some of the variables. Contrary to expectation, the school-based HIV education was no more effective than the informal education obtained by the out-of-school children. The use of peer coaches within the EMIMA program was reliably the most effective means for HIV/AIDS education for these at-risk children","Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,"x"]
["Mash R, and Mash R J. (2012). A quasi-experimental evaluation of an HIV prevention programme by peer education in the Anglican Church of the Western Cape, South Africa. BMJ Open, 2.",2012,"Introduction: Religion is important in most African communities, but faith-based HIV prevention programmes are infrequent and very rarely evaluated. Objective: The aim of this study was to evaluate the effectiveness of a church-based peer education HIV prevention programme that focused on youth. Design: A quasi-experimental study design compared non-randomly chosen intervention and control groups. Setting: This study was conducted in the Cape Town Diocese of the Anglican Church of Southern Africa. Participants: The intervention group of 176 teenagers was selected from youth groups at 14 churches and the control group of 92 from youth groups at 17 churches. Intervention and control churches were chosen to be as similar as possible to decrease confounding. Intervention: The intervention was a 20-session peer education programme (Fikelela: Agents of Change) aimed at changing risky sexual behaviour among youth (aged 12-19 years). Three workshops were also held with parents. Primary and secondary outcome measures: The main outcome measures were changes in age of sexual debut, secondary abstinence, condom use and numbers of partners. Results: The programme was successful at increasing condom usage (condom use score 3.5 vs 2.1; p=0.02), OR 6.7 (95% CI 1.1 to 40.7), and postponing sexual debut (11.9% vs 21.4%; p=0.04) absolute difference 9.5%. There was no difference in secondary abstinence (14.6% vs 12.5%; p=0.25) or with the number of partners (mean 1.7 vs 1.4; p=0.67) and OR 2.2 (95% Cl 0.7 to 7.4). Conclusion: An initial exploratory quasi-experimental evaluation of the Agents of Change peer education programme in a church-based context found that the age of sexual debut and condom usage was significantly increased. The study demonstrated the potential of faith-based peer education among youth to make a contribution to HIV prevention in Africa. Further evaluation of the effectiveness of the programme is, however, required before widespread implementation can be recommended.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Mason-Jones A, Flisher A, and Mathews C. (2013). Peer education training for sexual health and well-being in public high schools in South Africa: Is it enough to change peer educators themselves?. Journal of Child and Adolescent Mental Health, 25(1), pp.35-42.",2013,"Objective: To evaluate the effects of a high school peer educator training programme on the sexual behaviour and related psychosocial outcomes of peer educators. Method: A total of 728 students from 15 randomly selected public high schools in the Western Cape, South Africa, with a peer education programme and 15 matched comparison schools were recruited, comprising 295 students in the intervention group and 433 students in the comparison arms of the study respectively. Age of sexual debut, use of condom at last sex and psychosocial outcomes such as decision making, goal orientation, critical thinking and self-esteem were measured at baseline and follow-up 18 months later. Results: At follow-up, there were no significant differences in the age of sexual debut, use of condom at last sex, goal orientation, critical thinking and self-esteem scores of the peer educators compared to students in the comparison group. Decision-making scores were significantly higher in the peer educators, compared to students in the comparison group (adjusted difference between means 0.14, 95% CI 0.02 to 0.26). Conclusion: Even a highly intensive peer education training programme had limited effects for the peer educators themselves. It is clear that community factors, gendered power relations and poverty need to be addressed to have a lasting impact. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,"x","x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x"]
["Mason-Jones A, Mathews C, and Flisher A. (2011). Can Peer Education Make a Difference? Evaluation of a South African Adolescent Peer Education Program to Promote Sexual and Reproductive Health. AIDS and Behavior, 15, pp.1605-1611.",2011,"Peer education is popular both with governments and with young people. The purpose of this quasi-experimental study was to evaluate the effectiveness of a government-led peer education program on the self-reported sexual health behavior and related psychosocial outcomes of adolescent students in public high schools in the Western Cape of South Africa. Grade 10 students (n = 3934), at 30 public high schools (15 intervention, 15 comparison) were recruited to the study. In the intervention schools, peer educators were recruited and trained to provide information and support to their fellow students. Sexual health behaviors and related psychosocial outcomes of students were measured at baseline and at follow up 18 months later. Comparisons were made between those in the intervention and comparison group schools. We were unable to detect a significant difference in the age of sexual debut, use of condoms at last sex, goal orientation, decision-making or future orientation for students in the intervention group as compared to students in the comparison group. The findings suggest that the peer education program was not effective in reducing the age of sexual debut or condom use. Issues around the implementation of the program suggested that this was sub-optimal. Governments who advocate widespread use of peer education as an approach need to recognise barriers to implementation and ensure ongoing monitoring and evaluation of effectiveness and cost effectiveness.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Massey P, Prelip M, Rideau A, and Glik D. (2013). School-based HIV prevention in Dakar, Senegal : Findings from a peer-led program. International Quarterly of Community Health Education, 33(2), pp.129-141.",2013,"This evaluation study examines the effectiveness of a peer-led technology-focused HIV prevention program targeting in-school youth in Dakar, Senegal. A quasi-experimental design was used to examine differences in knowledge, attitudes, and behavioral intentions related to HIV testing among students at three intervention schools and a comparison school. Findings at the school level vary; however, results suggest that students exposed to intervention activities had a 1.5 greater odds of intending to get HIV tested compared with students not exposed to the program. As access to and use of digital technologies continue to increase throughout parts of sub-Saharan Africa, programs will continue to leverage this medium to diffuse effective health education and promotion messages for intervention. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Maticka-Tyndale E, and Barnett J. (2010). Peer-led interventions to reduce HIV risk of youth: A review. Evaluation and Program Planning, 33(2), pp.98-112.",2010,"One approach in HIV prevention programming targeting youth is to use peer leaders in what is referred to as peer education programming. This paper critically reviews and synthesizes the results and lessons learned from 24 evaluated peer-led programs with an HIV/AIDS risk reduction component that target youth in the communities where they live and are delivered in low- and middle-income countries. Interventions were identified through a comprehensive search of the peer reviewed AIDS-related literature as well as publication lists of major organizations in the UN family that address HIV and AIDS. Our synthesis of study results finds that these programs have demonstrated success in effecting positive change in knowledge and condom use and have demonstrated some success in changing community attitudes and norms. Effects on other sexual behaviors and STI rates were equivocal. We include an overview of characteristics of successful programs, a review of program limitations, and recommendations for the development and implementation of successful community-based peer-led programs in low-income countries. (C) 2009 Elsevier Ltd. All rights reserved.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,null,"x",null,null,"x",null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x"]
["Mbaenda G B. (2013). Supporting Young People as Catalysts of Social Cohesion in Conflict Settings: Some Lessons from the Democratic Republic of Congo. Journal of Conflict Transformation & Security, 3(2).",2013,"As social capital is emerging as the keystone of new peacebuilding paradigms, the role of young people as central actors in social dynamics in conflict-affected socie es is increasingly emphasised. Nonetheless, empowering young people as agents of social cohesion remains a challenging task for peacebuilding prac oners. This report shares lessons from a programme that has tested a youth club concept in Goma, the Democratic Republic of Congo. The case study suggests that youth socialisa on processes need to foster the youth’s sense of belonging, feelings of peer and adult recogni on, genuine social inclusion and par cipa on, and trust rela ons between young people and social authori es. Moreover, this report argues that support to such processes should be inclusive and focus on building young people's capacity for long-term socio-economic asser on in order to circumvent violent modes of socialisa on that lie at the heart of the disintegra on of the social fabric of many con icted socie es.","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,"x"]
["McGill M, and O'Kane C. (2015). Evaluation of Child and Youth Participation in Peacebuilding. Global Partnership for Children and Youth in Peacebuilding.",2015,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,"x",null,"x",null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x","x",null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x",null,"x","x",null,"x",null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,"x","x",null,"x","x",null,"x",null,"x"]
["Mchakulu J. (2007). Youth Participation in Radio Listening Clubs in Malawi. Journal of Southern African Studies, 33(2), pp.251-265.",2007,"This article reports on a qualitative research study that used community radio and radio listening clubs to examine the involvement of youth in community debate in Malawi. The study sample was chosen from young members of radio listening clubs in Mangochi district in Malawi's southern region. Research topics included the radio listening clubs' mode of operation in relation to community radio, the issues dominating discussion in each radio listening club and youths' experiences of constraints placed on debate. Findings suggest that community radio and its associated radio listening clubs have together created an emerging public sphere for the local community, including a space for youths and other disadvantaged groups to discuss solutions to local socio-economic problems. Intergenerational factors and the divisive nature of the political environment at the national level, however, place some constraints on debate in the clubs. While young club members avoid the more divisive political issues, they, nevertheless, freely discuss those factors that affect socio-economic development, such as HIV/AIDS, general community health, agriculture/farming and education. (Author) (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x"]
["McIvor C, and Myllenen K. (2005). Children's Feedback Committees in Zimbabwe. An Experiment in Humanitarian Accountability. Harare: Save the Children UK. ",2005,"One of the major developments in the last few deca des in the work of international and local charities is the increasing focus on the rights of beneficiaries in relation to the assistance delivered to them. In effect a change has taken place in the way in which i ndividuals as ‘objects of charity’ have come to be regarded. People who receive aid have become increasingly transformed in the minds of their benefactors into real, live subjects who are entitled to inform the nature and extent of the programmes delivered on their behalf. The case for greater bene ficiary participation is not only a moral but a practical one. Involvement of people in projects ha s consistently led to better programming results, particularly around the sustainability of interventi ons and the avoidance of excessive dependency that can arise if participation is minimized.","Open","Grey Literature","Report/Working paper",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x","x","x",null,null,"x","x","x",null,"x","x",null,null,null,null,null,"x",null,"x",null,null,"x",null,"x",null,null,"x",null,null,"x",null,"x",null,"x"]
["McKay S, Veale A, Worthen M, and Wessells M. (2011). Building meaningful participation in reintegration among war-affected young mothers in Liberia, Sierra Leone and northern Uganda. Intervention, 9(2), pp.108-124.",2011,null,"Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,"x",null,null,null,"x","x"]
["MEMA kwa Vijana (2008). Long-term Evaluation of the MEMA kwa Vijana Adolescent Sexual Health Programme in Rural Mwanza, Tanzania: a Randomised Controlled Trial.",2008,null,"Open","Grey Literature","Factsheet/Case study","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Menna T, Ali A, and Worku A. (2015). Effects of peer education intervention on HIV/AIDS related sexual behaviors of secondary school students in Addis Ababa, Ethiopia: a quasi-experimental study. Reproductive Health, 12(84).",2015,"Background: Worldwide, about 50 % of all new cases of HIV occur in youth between age 15 and 24 years. Studies in various sub-Saharan African countries show that both out of school and in school adolescents and youth are engaged in risky sexual behaviors. School-based health education has been a cornerstone of youth-focused HIV prevention efforts since the early 1990s. In addition, peer-based interventions have become a common method to effect important health-related behavior changes and address the HIV/AIDS pandemic. Thus, the aim of this study was to evaluate efficacy of peer education on changing HIV related risky sexual behaviors among school youth in Addis Ababa, Ethiopia. Methods: A quasi experimental study with peer education intervention was conducted in purposively selected four secondary schools (two secondary schools for the intervention and other two for the control group) in Addis Ababa, Ethiopia. Five hundred sixty students from randomly selected sections of grade 11 were assessed through anonymous questionnaires conducted in pre- and post-intervention periods. Pertinent data on socio-demographic and sexual behavior related factors were collected. The statistical packages used for data entry and analysis were epi-info version 3.5.4 and SPSS version 20.0 respectively. Chi-square test and multivariable logistic regressions were used for testing association between peer education intervention and sexual behaviors of students. In addition to testing association between dependent and independent variables, multi-variable analysis was employed to control for the effects of confounding variables. Results: When the pre and post intervention data of each group were compared, comprehensive Knowledge of HIV (P-Values = 0.004) and willingness to go for HIV counseling and testing (P-value = 0.01) showed significant differences among intervention group students during post intervention period. Moreover, students in the intervention group were more likely to use condoms during post intervention period compared to students of the control group [AOR = 4.73 (95 % CI (1.40-16.0)]. Conclusion: Despite short follow up period, students in the intervention group demonstrated positive changes in HIV related comprehensive knowledge and showed better interest to go for HIV testing in the near future. Furthermore, positive changes on risky sexual behaviors were reported from the intervention group. Implementing secondary school targeted peer education by allocating appropriate amounts of resources (money, man power, materials and time) could play significant role to prevent and control HIV/AIDS among school youth.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["MercyCorps (2012). Support for Kosovo's Young Leaders (SKYL). End of Program Evaluation 1 October 2008 - 31 January 2012. Portland: MercyCorps.",2012,"This report presents results of the final evaluation conducted for the ―Support for Kosovo‘s Young Leaders (SKYL)‖ program funded by USAID and implemented by Mercy Corps and three local NGO partners: Centar za Razvoj Zajednica (CRZ), Kosovo Center for International Cooperation (KCIC) and Mundësia, from October 2008 through November 2011.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x","x","x","x",null,null,null,null,null,null,null,"x","x",null,"x",null,"x",null,null,null,"x",null,null,null,"x","x","x","x","x"]
["MercyCorps (ND). Guide to Good Governance Programming. MercyCorps.","ND",null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Meslaoui N, and McGill M. (2015). Evaluation of Child and Youth Participation in Peacebuilding. Colombia. Global Partnership for Children and Youth in Peacebuilding.",2015,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x","x",null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x",null,"x",null,"x","x","x","x",null,null,null,"x","x",null,null,null,"x",null,null,null,"x",null,null,null,"x",null,"x",null,"x"]
["Mevsim V, Guldal D, Ozcakar N, and Saygin O. (2008). What was retained? The assessment of the training for the peer trainers' course on short and long term basis. BMC Public Health, 8(24).",2008,"Background: In Turkey, the studies have reported that the age at which sexual intercourse and sexual activity starts has been steadily declining. There is an urgent need to increase social and health services for young people in order to provide them with a healthy life by changing their risky behaviors, avoiding unwanted pregnancies and sexually transmitted diseases (STDs). Sexual and reproductive health training particularly for adolescents warrants special attention and consideration. The objective of our study is to find out the short and long term effectiveness of a training course on peer education. Methods: The study was conducted on 237 students who participated in a 40 hour Peer Trainer Training course. We utilized two types of evaluation methods to measure the effectiveness of the training on students' knowledge and attitude. The first method consisted of administering 3 tests comprised of the same 45 questions at 3 separate time intervals. Prior to the training a pre-test was given to obtain a measurement of base knowledge, and then an immediate post-test was given to evaluate the change in the knowledge and opinion of the participants. Finally, 6 months later the same test was administered to measure the retention of knowledge by the students. In the second type of evaluation, the participants' assessment of the training itself was sought by asking them to complete a Short Course Evaluation Form. We utilized SPSS 12.0 for descriptive analysis, and the Wilcoxon two related sample t-test were run. Results: According to the pre and immediate post-test results, the training resulted in an increase in knowledge learned by an average of 21.6% (p < 0.05). Whereas, according to the immediate post test and the late post-test which was given six month later, there was a 1.8% decrease in the knowledge and attitude of the participants (p > 0.05). Participants thought that they had fun during training, and they became aware of what they knew and what they did not know. Conclusion: Peer trainers with the training methods utilized, the knowledge and counseling acquired during training sessions will be able to provide counseling to their peers on reproductive health.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Miamen A, and Jaitner A. (2011). Our time to be heard: youth, poverty forums and participatory video. Participatory Learning and Action, 64, pp.65-76.",2011,"In this article we reflect on how participatory processes like participatory video (PV) and dialogue forums empower youth to engage with public officials and demand transparency and accountability in decision-making around public funds and provision of public services. Poverty forums and PV are an integral part of the Centre for Transparency and Accountability in Liberia’s (CENTAL's) Poverty and Corruption in Liberia project. Both approaches are complementary to each other as they bring together citizens and their government officials to directly discuss local development issues. PV is particularly attractive to youth and can serve to amplify their concerns. We show practical outcomes and challenges, and how both approaches have contributed to more participatory governance. With this article we hope to encourage youth, development workers, government officials and national and international civil society organisations to use participatory approaches to initiate dialogue between young citizens and duty bearers, engendering positive change.","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,"x","x","x",null,"x","x","x",null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Miller A, Mutungi M, Facchini E, Barasa B, Ondieki W, and Warria C. (2008). An Outcome Assessment of an ABC-Based HIV Peer Education Intervention Among Kenyan University Students. Journal of Health Communication, 13(4), pp.345-356.",2008,"This study reports an outcome assessment on an HIV peer education intervention at the main campus of Kenyatta University in Nairobi, Kenya. A quasiexperimental separate sample pretest–posttest design was used. Campuswide baseline and endline surveys were conducted with 632 and 746 students, respectively, soliciting information on HIV-related knowledge, attitudes, and behavior. After 2 years of on-campus intervention, no changes in behavior were evident with respect to either abstinence or number of sexual partners. Small but statistically significant changes were found in condom attitudes and behavior, and a large increase in HIV testing was evident. It is recommended that future research more specifically compare abstinence versus multiple option peer education programs, giving special attention to the role of peer educators as models.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Mitchell K, Nyakake M, and Oling J. (2007). How Effective Are Street Youth Peer Educators?: Lessons Learned from an HIV/AIDS Prevention Programme in Urban Uganda. Health Education, 107(4), pp.364-376.",2007,"Purpose: This paper explores \"lessons learned\" resulting from a process evaluation of a peer-led HIV/AIDS prevention programme targeting street children and youth in urban Uganda. The purpose was to explore aspects of implementation that either enhanced or hindered the effectiveness of the peer educator (PE) role. Design/methodology/approach: The process data derive from three reviews conducted throughout the project lifespan. The reviews engaged participatory evaluation methods such as focus groups (four) and workshops (three), as well as drawing on monitoring data such as activity evaluations. Findings: The street youth in this project made effective peer educators. We suggest that letting the target group choose their peers and focusing on street youth undergoing rehabilitation engendered ownership of PEs by the target group and accountability among PEs themselves. The role was highly coveted and the PEs became powerful role models. The most useful work of the PEs lay in helping their peers to leave the risky environment of the streets, hence reducing their vulnerability to HIV/AIDS. By defining the role broadly and situating peer education activities within a broader strategy of capacity building and advocacy, we were able to remain sensitive to the context in which street youth make \"choices\" about their sexual behaviour. Originality/value: This paper contributes significantly to our understanding of the effective implementation of the PE method in this setting. It will be particularly helpful to practitioners in the design stage of similar peer-led programmes. (Contains 4 notes.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x","x","x","x",null,null,null,null,null,"x",null,"x",null,null,"x","x",null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x"]
["Mitchell T, Tanner T, and Haynes K. (2009). Children as agents of change for Disaster Risk Reduction: Lessons from El Salvador and the Philippines. Brighton: Institute of Development Studies.",2009,"Disaster management has been dominated by top-down relief efforts targeted at adults, who are assumed to be attuned to the needs of their families and the wider community, and to act harmoniously to protect their immediate and long- term interests. Whilst a growing number of development approaches focus on reducing the risk of disasters, they tend to treat children as passive victims with a limited role to play in communicating risks or preventing and responding to disasters. This paper challenges these assumptions by examining how children’s voices are represented and heard in disaster risk reduction (DRR) policy and decision-making spaces, and by assessing the level of capacity children have for preventing disasters vis-à-vis their parents. This challenge and the research presented here are prompted by the anecdotal eld reports provided by child-focused development agencies, which suggest that children in developing countries are making signi cant contributions to minimising disaster risks. Through this lens, the paper explores three linked areas of enquiry that help to frame the emerging ‘child-centred approach to DRR’. First, it considers a history of youth empowerment through children’s active participation in decision-making forums. Second, it looks at whether the international human rights architecture provides for a child’s right to protection from disasters; and third, it asks whether children can be effective as communicators of risk within their own households and communities. These three elements contextualise the results of eld research in El Salvador and the Philippines, which explored what opportunities exist for the voices of children and their groups to be heard within local and national DRR policy spaces and the experiences and capacity they have for doing so. The concluding section considers why children may be suited to the role as DRR advocates and as communicators of disaster risk, and indeed, whether this is desirable, before raising a number of further questions emerging from this research.","Open","Grey Literature","Report/Working paper","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Moldosheva A, Bagyshbaeva B, and Abraliev K. (2011). Leadership, gender and youth: Reviewing the old and experimenting with the new. Oxford: INTRAC.",2011,"Gender had long been a priority in INTRAC’s programme to strengthen NGOs supporting self-help movements in Kazakhstan, Kyrgyzstan and Tajikistan. The self-help activities successfully included women, particularly those in rural areas. Women were also being assisted with micro-credit which was having some impact on poor families. However, we were becoming concerned that these activities were not impacting upon pervading gender power relations. Traditional gender roles were not changing or being challenged. Many women were experiencing increasing pressure to fulfil their responsibilities and role in the home and family. We were also concerned about the role of young people in communities, particularly after the violence in Kyrgyzstan in April 2010. Young people had been visibly involved in the violence but they had also been active in efforts to restore stability. They had an important role to play in their communities and we wanted to support this through the self-help movements. We developed a leadership aspect in the programme to support self-help movements. We wanted to bring together new ’agents for change’ within self-help groups and NGOs and effectively address gender and age discrimination. In this paper, we show how we raised gender and youth issues of through promoting the leadership of women and young people in the self-help movement in Central Asia. It describes how new technologies and social media were employed to support action by women and young people in rural communities and what we learnt along the way.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,"x","x",null,"x","x",null,null,null,null,null,"x","x","x",null,null,null,"x","x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x"]
["Monje L H, and Mora N S L. (2007). The Country of Boys and Girls: A Model for Participation and Child Leadership. Children, and Youth & Environments, 17(2), pp.170-186.",2007,"This report describes the Country of Boys and Girls Project in the city of Santiago de Cali, in the Department of Valle del Cauca, Colombia, which was supported by Plan International, and executed by the Foundation for Dance and Life. The project was a real exercise in child participation through which boys and girls had the opportunity to become recognized social agents and visible subjects of development who interact with other community agents to transform their reality, starting from the perspective of children's rights. The intervention process was based on four strategies: Approximation of the Micro-Reality; Education on Children's Integral Development; Organization for Action; and Inter-Institutional and Community Involvement. The project relied on youth-child interaction and a \"learning by playing\" pedagogical process. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x"]
["Morsy A A. (2013). The Mid-Term Evaluation report of \"Empowering Young Change Makers\" Project Search for Common Ground-SFCG, Tunisia. Search for Common Ground.",2013,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x"]
["Musa G, and Gegbe M. (2012). External Evaluation Report of Sierra Leone's Youth Reproductive Health Programme (2007-2012). Funded by DFID. London: Restless Development..",2012,"Restless Development is a leading youth-led development agency placing young people at the forefront of change and development in Sierra Leone. Restless Development works in three goal areas: i) Civic Participation; young people are included in the development process, resulting in government policies that are both beneficial and accountable to young people and all of its citizens; ii) Livelihoods & Employment; young people are engaged and given employment opportunities which enable them to contribute to household income and iii) Sexual & Reproductive Health; young people have improved access to youth-friendly sexual and reproductive health services and have the ability to make and act upon informed decisions. Restless Development Sierra Leone has implemented the Youth Reproductive Health Program (YRHP) for five years (2007 to 2012), with funding from the UK Department for International Development (DFID). The project is rooted in the unique Restless Development peer-to-peer behavioural change model and harnesses the potential of ex-volunteers to sustain awareness raising campaigns. The YRHP also has a strong institutional capacity building component, working with the Sierra Leone Government to strengthen their response to HIV/AIDS and include youth-focused policies in their strategies. The YRHP consisted of two core elements: the rural-based Youth Empowerment Programme (YEP) focused on providing sexual and reproductive health (SRH) and life skills education to in-school and out- of-school youth; and the urban-based Youth Leadership and Advocacy Programem (YLAP) focused on building the leadership capacity of alumni from the YEP programme, supporting their transition to employment and increasing their engagement in local and national decision-making.","Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,"x","x",null,null,null,null,"x",null,"x","x",null,null,null,"x","x"]
["Musi L, and Ntlama M. (2011). Lesotho's shadow children's parliament: voices that bridged the policy gap. Participatory Learning and Action, 64.",2011,"In 2010, the Lesotho children’s protection and welfare bill had been in draft form since 2004. It was time to move the process forward and put pressure on the Lesotho parliament to enact the bill. But what would be the most effective method to bridge this policy gap? This article is about the first-ever shadow children’s parliament (SCP) sitting in Lesotho. The day-long event, a simulation of a real parliament sitting, took place in June 2010 in Lesotho’s national parliament buildings and included one hundred children. The key objective of the SCP was policy-related: for children to call for the speedy enactment of the long-overdue bill, asking legislators to listen to their voices and intentionally plan and budget to address problems identified and prioritised by the children themselves.","Open","Academic Literature","Peer-reviewed journal article",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Musoke D, Ndejjo R, Ekirapa-Kiracho E, and George A. (2016). Supporting youth and community capacity through photovoice: Reflections on participatory research on maternal health in Wakiso district, Uganda. Global Public Health, 11(5-6), pp.683-698.",2016,null,"Open","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,"x",null,"x",null,null,null,null,"x","x","x",null,null,null,null,"x","x",null,null,"x",null,"x"]
["Muzaki S, Dennis T, Bewayo C, and Kitutu D. (2013). United Nations Development Programme. Final Evaluation of the Youth Empowerment Project in Karamoja (Abim, Kotido and Moroto Districts).",2013,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Mwamba M, and Zulu J. (2015). Improved Delivery and Mainstreaming of Life Skills & HIV Education within Teacher Education. Evaluation Study of Interventions in Six Selected Colleges of Education in Zambia. London: Restless Development.",2015,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,"x","x"]
["Mwawashe K. (2011). Youth as drivers of accountability: conducting a youth social audit. Participatory Learning and Action, 64.",2011,"The demand for social accountability in the management of public resources has been gaining ground in Kenya over the last seven years. Pressure from citizens has increased for government to account for the use of public finances in public service delivery. Since 2009, Plan Kenya's governance programme has been organising youth forums and workshops for government fund managers to share information on the public funds destined for community projects and services. Youth in Kwale, Kilifi and Nairobi counties have been using social audits, which have been developed as both a participatory tool and a participatory process to enhance social accountability. Social audits assess systems and processes of government institutions in public finance management at community level. This article shares our experience with other practitioners.","Open","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x"]
["Nabunya P, Ssewamala F M, Mukasa M N, Byansi W, and Nattabi J. (2015). Peer mentorship program on HIV/AIDS knowledge, beliefs, and prevention attitudes among orphaned adolescents: an evidence based practice. Vulnerable Children & Youth Studies, 10(4), pp.345-356.",2015,"Adolescents and young adults in sub-Saharan Africa (SSA) are particularly vulnerable to human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) infection. Adolescents orphaned as a direct result of HIV/AIDS are at an elevated risk of acquiring HIV/AIDS and other sexually transmitted infections. However, limited empirical evidence exists on HIV knowledge and prevention programs, especially those designed to address HIV information gaps among adolescents. This study evaluates the effect of a peer mentorship program provided in addition to other supportive services on HIV/AIDS knowledge, beliefs, and prevention attitudes, among school-going orphaned adolescents in southern Uganda. We utilize data from theBridges to the Future Study, a 5-year longitudinal randomized experimental study funded by the National Institute of Child Health and Human Development. Out of the 1410 adolescents enrolled in the study (average age = 12.7 at study initiation), 855 of them participated in a nine-session, curriculum based peer mentorship program. We analyzed data collected at baseline and 12-months post intervention initiation. The results from bivariate and regression analysis indicate that, controlling for socioeconomic characteristics, adolescents who participated in a peer mentorship program were more likely than non-participants to report increased scores on HIV/AIDS knowledge; better scores on desired HIV/AIDS-related beliefs; and better scores on HIV/AIDS prevention attitudes. Overall, the study findings point to the potential role of a peer mentorship program in promoting the much-desired HIV/AIDS knowledge, beliefs, and prevention attitudes among orphaned adolescents. Future programs and policies that support AIDS-orphaned adolescents in sub-Saharan Africa should consider incorporating peer mentoring programs that provide correct, age, and culturally appropriate HIV information to help protect orphaned adolescents and reduce the risk of HIV infections. [ABSTRACT FROM AUTHOR] Copyright of Vulnerable Children & Youth Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Namanya B, and Kiiza G M. (2013). \"A Final Evaluation for the Project Promoting Civic and Political Participation of Youth and Women in the Informal Sector\" UNDEF-funded project.",2013,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,"x",null,null,"x","x",null,null,"x","x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,"x",null,null,null,"x",null,"x","x"]
["Ndebele T, and Billing L. (2011). Silent voices, unrealised rights - championing youth participation in Zimbabwe. Participatory Learning and Action, 64.",2011,"Promoting youth participation in governance in transitional political contexts has its own unique challenges. Complex and shifting power dynamics make it difficult for young people to penetrate and influence decision-making structures. This article describes how one rural-based Zimbabwean youth organisation, Bulawayo Integrated Youth Survival Programme (BUIYSAP), is working with ActionAid International Zimbabwe (AAIZ) to effectively navigate such a context, empowering young rights holders in the process. It describes the participatory methodologies used to build young people’s ability to mobilise and constructively engage with duty bearers; how formerly hostile duty bearers were brought on board to fulfil their responsibilities to young people in their communities; and the lessons learnt from creating new participatory decision- making platforms for young people in the project area. The article emphasises the importance of conducting in-depth power analysis and applying a human rights- based approach while implementing a participatory governance programme involving young people in Zimbabwe. It also stresses the need to conduct robust gender analysis to ensure both young men and women are supported to enhance their levels of participation.","Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,"x","x","x",null,null,"x",null,null,null,"x",null,null,null,"x",null,null,"x"]
["Nomdo C, and Henry A. (2011). Government budget monitoring: as easy as child's play. Participatory Learning and Action, 64.",2011,"Understanding how government works is potentially a very complicated topic to discuss with children. This article describes a capacity building initiative with children in South Africa to support them to engage in government budget monitoring and advocacy. This initiative used learning through games to make difficult governance issues accessible to children. The project highlighted that children, including those with disabilities, are able to share and learn knowledge and skills relating to governance. We explain the different approaches used to develop children’s skills as peer facilitators; to support them to understand and share information about governance; and to build their confidence to do advocacy. We conclude with tips for adult facilitators and child advocates and other practitioners who may want to build children’s capacity to engage in governance.","Open","Academic Literature","Peer-reviewed journal article",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["NORC (2014). Yes Youth Can! Impact Evaluation Final Report. Washington, D.C: USAID.",2014,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,null,null,"x",null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,"x",null,"x",null,null,null,null,"x",null,"x",null,"x","x","x","x",null,null,"x",null,null,null,"x","x","x","x","x",null,"x","x",null,null,"x","x",null,"x","x","x","x"]
["Ochieng E, and Anyango C. (2011). Local champions: towards transparent, accountable governance in Embakasi, Kenya. Participatory Learning and Action, 64.",2011,"In Kenya, young citizens engage little with the state. This limits their voice, choice and consequently their fundamental human freedom. But this article is about a counter example. In November 2009, a governance programme was introduced by Plan Kenya. This article illustrates how the programme responded to governance and exclusion problems in Embakasi. Co- author Edwine Ochieng is a government official from the district office for gender and social development. Cynthia Ochola Anyango is a member of the Embakasi and Jipange youth organisations. Their experiences demonstrate how young people are engaging in social accountability activities around service provision and other governance issues. They describe the processes used by young people to engage with the local administration, including social audits, policy forums and accountability boards – as well as the role of duty bearers in promoting participatory governance. It discusses challenges and lessons learnt while reflecting on how to promote good governance at grassroots level. Given willing allies within government, the participation of young people in decision- making processes can contribute to the transparency and accountability of institutions at grassroots level.","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,"x",null,null,"x",null,null,"x"]
["Omondo F, and Oulu K. (2015). A comparative study on the effects of an edutainment approach on Sexual and Reproductive Health and Rights in Southern Highlands of Tanzania. Final Report. London: Restless Development.",2015,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x",null,"x",null,"x","x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x"]
["Orowe E, and Mabala R. (2011). Drawing up a participatory youth situation analysis in Kenya. Participatory Learning and Action, 64.",2011,"The 2007 election violence in Kenya was a classic example of how young people have been caught up in destructive behaviour. This articles describes how TAMASHA (Taasisi ya Maendeleo Shirikishi Arusha, the Institute of Participatory Development Arusha) facilitated a series of workshops that enabled young people to develop a highly participatory rights- based youth situation analysis. The workshops helped young people to break out of the negative and superficial stereotypes imposed on them. Using a variety of participatory tools, the young people documented youth issues from different provinces and prioritised key issues to be taken forward to a national workshop. The national youth situation analysis was successful and presented a strong and holistic document to the ministry of youth and sports. The report examined the underlying issues facing young people – and also showed how much young people can achieve when given the opportunity to do so.","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,"x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,"x","x"]
["Ortmans M. (2015). Mid Term Evaluation Report. \"Better Together: A Youth-Led Approach to Peaceful Coexistence\". Search for Common Ground.",2015,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x","x","x"]
["Overseas Development Institute, and Community Development Resource Network for Restless Development (2013). Evaluation Report: Youth Empowerment Programme 2010 - 2013. London: Overseas Development Institute.",2013,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,"x","x"]
["Oxfam (2012). Building Civil Society in the West Bank. A report of the Fostering Community Change Project. Oxford: Oxfam.",2012,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,"x","x","x",null,"x",null,null,"x",null,null,null,"x"]
["Oxfam (2014). Women and Inclusive Peace Building in Afghanistan. Oxford: Oxfam.",2014,"Afghanistan is one of four Oxfam country programmes delivering the Within and Without the State (WWS) programme, funded by DFID from 2011 to 2016 under the Conflict, Humanitarian and Security Programme Partnership Arrangement (CHASE PPA). WWS is piloting innovative approaches to working with civil society to promote more accountable governance in conflict-affected and fragile contexts. This paper shares the programme learning within Oxfam and the wider development community. In Afghanistan, WWS has been working to build the capacity of civil society and to promote the participation of women, youth, and other marginalized groups in the peace process. Essential to this approach has been the facilitation of opportunities for women, youth, and other civil society actors to engage with power-holders to share their views of what peace means to them and to influence change at community, provincial, and national levels","Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,"x"]
["Oxfam (2015). From policy to practice. Young people in Nepal succesfully lobbying for healthcare. Oxford: Oxfam.",2015,"In Nepal, My Rights, My Voice (MRMV) experience shows how setting up groups for young people – particularly young women – and empowering them to know and claim their rights, can enable them to advocate in a range of innovative and effective ways and make real changes to their local contexts. In Nepal, MRMV set up a number of groups for young people of different ages – Child Health Committees (CHCs), Youth Health Committees (YHCs) and Community Discussion Classes (CDCs) for young women","Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,"x",null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x","x","x",null,"x","x",null,null,null,"x",null,null,null,"x",null,null,null,null,"x","x"]
["Oxfam (2015). Raising voices, demanding rights. Enabling young people to engage with duty-bearers in difficult contexts. Oxford: Oxfam.",2015,"The approach which seems to set My Rights, My Voice (MRMV) apart from many other youth programmes is the way in which it has enabled young people to engage with duty-bearers to advocate for their rights – even in some of the fragile and conservative contexts in which it works. Enabling youth to engage with duty-bearers has involved a rigorous process, developed throughout the life of the programme","Open","Grey Literature","Report/Working paper",null,"x",null,"x","x",null,null,"x",null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x"]
["Oxfam Australia (2005). Youth in shebeens & taverns - An HIV and AIDS prevention Opportunity. Case Study Number One. Melbourne: Oxfam Australia.",2005,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x","x","x",null,null,"x","x","x",null,null,null,"x","x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,"x","x",null,"x"]
["Oxfam International (2015). My Rights, My Voice. Annual Progress Report 2014. Oxford : Oxfam International.",2015,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,null,"x",null,"x",null,"x",null,null,"x",null,null,"x","x",null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x","x","x","x","x",null,"x","x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,"x",null,"x","x"]
["Peacock-Villada P, DeCelles J, and Banda P S. (2007). Grassroot Soccer resiliency pilot program: Building resiliency through sport-based education in Zambia and South Africa. New Directions for Youth Development, 116, pp.141-154.",2007,"Grassroot Soccer (GRS), a U.S.-based nonprofit organization, designed a curriculum and sport-based teaching model to build resiliency, targeting boys and girls in Lusaka, Zambia, and Johannesburg, South Africa, where most children are reminded daily of the devastation caused by AIDS and where many face chronic and acute hardship. Collaborating with curriculum specialists, evaluation specialists, and Zambian peer educators, GRS created interactive activities designed to resonate with youths' interests in sports while teaching boys and girls between ten and eighteen years of age skills to build resiliency and prevent infection of HIV. With the support of the U.S. Agency for International Development through CARE, GRS enhanced its existing activity-based curriculum by adding resiliency concepts, creating the resiliency program logic model, and conducting training-of-trainers courses. A six-week resiliency-focused HIV/AIDS education and life skills pilot program for the boys and girls in Zambia and South Africa was launched, and an evaluation study of the pilot program was conducted. The evaluation findings indicated that the GRS resiliency pilot program affected decision making and strategies for building resiliency in the lives of the participants. (Contains 5 figures and 3 notes.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x","x"]
["Pearson G, and Jallow S. (2006). National Environment Youth Corps Project. Terminal Evaluation Draft Final Report.",2006,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x"]
["Peebles D. (2015). Evaluation of Phases III & IV of the Program Palestinian Adolescents: Agents of Positive Change - Towards an Environment Promoting Peace & Reconciliation. Final Report. Toronto: Kartini International Consulting Inc.",2015,"There have been four phases of the multi-country Palestinian Adolescents: Agents of Positive Change program since the initial pilot (Phase I) in 2004. Phase I focused on i) Providing safe spaces; promoting skills development; ii) Providing life skills for adolescents; iii) Undertaking action research to support adolescent -led initiatives; and iv) Developing leaders who could mobilize other adolescents for community action. This model served as the basis for the program’s subsequent three phases. Phase II (2005-2007) added a focus on enabling adolescents to participate in the management of safe spaces; supported networking among adolescents; and coordination with other organisations working with adolescents. Phase III (2008 –2010) placed a stronger emphasis on mainstreaming and institutionalising adolescent programming within UNICEF’s overall program priorities starting in 2009 by strengthening cooperation with the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) and other UN agencies as well as strengthening links between and with non-governmental organisations (NGOs). Phase IV (2011-2013) expanded its scope and integrated rights-based and gender equality perspectives, as well as adopted an assets-based and life cycle approach.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x","x","x","x",null,null,"x",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,"x","x"]
["Peltzer K, and Chirinda W. (2013). Access to Opportunities and the Lovelife Programme Among Youth in South Africa. Journal of Psychology in Africa, 23(1), pp.77-84.",2013,"We evaluated the efficacy of a motivational and opportunity multimedia health promotion programme for young people: loveLife. Participants were 3123 youth from four of nine provinces of South Africa (mean age = 20.5 years, SD = 2.0, females = 45.4%, the majority population group = 91.5% Black African). They completed a number of measures on opportunities, value-add and motivation, individual factors, socioeconomic factors, health risk and exposure to loveLife programmes. The data were analyzed using descriptive and inferential statistics. About 60% indicated that loveLife had opened various avenues of opportunities to them such as continuing with education, improving school results and finding a job. In multivariate analyses it was found that high self-esteem, having a sense of the future, not marginalized, and participating in 5 or more loveLife face-face programmes were associated with positive outcomes for the youth. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x","x","x","x",null,null,"x",null,null,null,"x","x"]
["Plan International (2007). El Salvador: Children and Youth at the Centre of Disaster Risk Reduction. In: UNDP , ed., Building Disaster Resilient Communities. New York: UNDP.",2007,"This publication is a joint effort of the “Global Network of NGOs for Disaster Risk Reduction”, an emerging network of national and international NGOs aiming to reduce disaster risk worldwide. The idea of publishing a compilation of good practices in Community-Based Disaster Risk Reduction (CBDRR) has come out from a consultative meeting held with the core members of the “Global Network of NGOs” in Geneva, in October 2006. This publication showcases the essential roles played by NGOs in addressing disaster risks at the local community level. It makes the case for increased community-oriented DRR action, and is aimed to stimulate more interest in the subject from donors, policy makers, as well as other stakeholders","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,"x",null,null,"x",null,null,null,null,"x",null,"x","x"]
["Plan UK (2010). New Voices: Young People and Governance. London: Plan UK.",2010,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,"x","x","x",null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,"x","x"]
["Plummer, L., Wight, D, Obasi, A I N., Wamoyi, J., Mshana, G., Todd, J., Mazige, B C., Makokha, M. and Ross, D.A. (2007). A process evaluation of a school-based adolescent sexual health intervention in rural Tanzania: the MEMA kwa Vijana programme. Health Education Research, 22(4), pp.500-512.",2007,"This study is a process evaluation of the school component of the adolescent sexual health pro- gramme MEMA kwa Vijana (MkV), which was implemented in 62 primary schools in rural Mwanza, Tanzania from 1999 to 2001. The MkV curriculum was a teacher-led and peer-assisted programme based on the Social Learning The- ory. Process evaluation included observation of training sessions, monitoring and supervision, annual surveys of implementers, group discus- sions and 158 person-weeks of participant ob- servation. Most teachers taught curriculum content well, but sometimes had difficulty adopt- ing new teaching styles. Peer educators per- formed scripted dramas well, but were limited as informal educators and behavioural models. The intervention appeared successful in ad- dressing some cognitions, e.g. knowledge of risks and benefits of behaviours, but not others, e.g. perceived susceptibility to risk. MkV shared the characteristics of other African school-based programmes found to be successful, and similarly found significant improvements in self-reported behaviour in surveys. However, a substantial proportion of MkV survey self- reports were inconsistent, there was no consis- tent impact on biological markers and extensive process evaluation found little impact on several key theoretical determinants of behaviour. Im- provements in self-reported survey data alone may provide only a very limited—and perhaps invalid—indication of adolescent sexual health programme success.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x","x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,"x"]
["Plush T. (2009). Amplifying children's voices on climate change: the role of participatory video. Participatory Learning and Action, 60.",2009,null,"Open","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x"]
["Polat S, Atici A, Karakas D, Culha GG, and Erdogan S. (2012). Peer Training Increases the Level of Knowledge on Sexual and Reproductive Health in Adolescents. Journal of Tropical Pediatrics, 58(2), pp.96-101.",2012,"To reach 'youth' and equip them with accurate information on sexual and reproductive health (SRH) is a very important issue. Forty one volunteer students from Mersin University School of Medicine were trained as peer trainers on SRH in Mersin, Turkey. Every peer trainer then trained 100 peers aged between 15 and 20 years about SRH. A total of 3941 students participated and answered a questionnaire consisting of 20 questions about SRH before and after the training sessions. The mean score before the training session was 13.6 +/- 3.2 and after the training session was 17.0 +/- 2.8. The posttraining test results were found to be significantly higher (p < 0.001). Having previous SRH information from any kind of source also was found to be effective on pretraining test results positively (p = 0.002). As adolescence is the most vulnerable period to sexual health problems, increasing the awareness of sexual health is very important.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Population Council (2016). An integrated peer outreach and clinic-based intervention to improve the sexual health of young men who have sex with men in Myanmar. Washington DC: Population Council.",2016,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,"x",null,null,null,null,"x"]
["Population Council (2016). Using peers to improve sexual and reproductive health and rights of young people living with HIV in Uganda: Findings from a link up evaluation. Washington DC: Population Council.",2016,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x"]
["Porter C. (2014). Turning Old Problems into New Problems: The Role of Young Citizens in Improving Accountability in Education in Malawi and Kenya. Compare: A Journal of Comparative Education, 44(3), pp.356-378.",2014,"Accountability is increasingly recognised as the key mediating variable that encourages service providers to deliver efficient and effective local services. In the context of education, accountability strategies do not always explicitly consider young citizens as the primary users of education services. In this paper, a client approach to accountability is compared to a citizenship approach. Drawing on community scorecard and social audit research in Malawi and Kenya, the author explores whether education services are more responsive and accountable when young people access information and exercise their voice. The paper outlines a refreshed \"accountability framework\" for education, placing young citizens at the centre, and argues that a citizenship-led approach in education governance is likely to be more realistic and effective than a \"client power\" approach. This article makes an important contribution to the development community's understanding of what constitutes an effective approach for promoting more transparent and responsive education governance.","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x",null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,"x",null,null,"x",null,null,"x",null,null,null,null,"x",null,"x","x"]
["Porter G, and Abane A. (2008). Increasing children's participation in African transport planning: reflections on methodological issues in a child-centred research project. Children's Geographies, 6(2), pp.151-167.",2008,"This paper examines the potential for applying child-centred research methodologies which involve children doing their own research (with adult facilitators) within a transport and mobility context in West Africa. Relatively little attention has been paid to the transport needs of the poor and powerless within African transport policy and planning: the specifics of children and young people's transport and mobility needs are essentially unknown and unconsidered. Using evidence from a small pilot study in Ghana, we reflect on both the opportunities and the challenges of work in this field. Although the paper is focused on the specific issues raised by child-centred research, it raises broader questions regarding the potential for research partnerships with vulnerable groups and, more specifically, the challenges of developing more collaborative research processes within transport studies, where technical priorities still regularly triumph over social concerns. [ABSTRACT FROM AUTHOR] Copyright of Children's Geographies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x",null,"x",null,"x","x",null,"x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,"x","x"]
["Powers J, and Tiffany J. (2006). Engaging Youth in Participatory Research and Evaluation. Journal Public Health Management Practice, pp.79-87.",2006,"Although participatory research has been applied by a wide range of disciplines, the engagement of youth as partners in research and evaluation efforts is relatively new. The positive youth development movement has influenced scholars and practitioners to include youth as partners in the design and implementation of research involving issues that affect their lives. Engaging youth in research and evaluation not only generates useful knowledge for communities and individuals but also provides opportunities for the development and empowerment of youth participants, leading to benefits for young people, organizations, the broader community, and the research process. However, there has been little systematic study to establish an evidence base for these effects. This article describes four projects that illustrate active youth participation in research. These examples demonstrate opportunities for positive youth development, create a context for intergenerational partnerships, and generate research findings to inform future interventions and organizational improvements, including community mobilization.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,"x","x","x",null,null,"x",null,"x",null,null,null,null,"x",null,"x","x","x","x",null,null,"x"]
["Prince J, and Wellington K. (2010). Oxfam International Youth Partnerships. 10 Year Impact Assessment. Melbourne: Oxfam Australia.",2010,"On October 19th 2000, 300 d elegates from 156 countries came together in Sydney, Australia for the first time and for the first sitting of the International Youth Parliament 2000 (IYP 2000). At the time, the turn of the Millennium IYP2000 represented “an international youth declarat ion of the need to act together under the banner of equality and democracy” . IYP2000 was working within the framework of the Universal Declaration of Human Rights and seeking to emphasise the importance of civil society‘s participation in the democratic pr ocess. IYP2000 provided the genesis of a 10 year program that became known over time as the Oxfam International Youth Partnerships (OIYP)","Internal documentation","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x","x",null,null,null,"x","x","x",null,"x","x",null,"x",null,null,"x","x",null,"x",null,null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Privat C. (2014). UNDP Project Youth Innovation (Youth-IN): A Caribbean Network for Youth Development. UNDP Barbados and the OECS Sub-Regional Office. Final Outcome-Oriented Evaluation.",2014,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x",null,"x","x"]
["Quadros C, and Quadros I. (2015). Jóvenes y participación política desde la perspectiva del Participatório. Revista Latina de Comunicación Social, 70, pp.782 a 792.",2015,"El 'Observatorio Participatorio (Participativo) de la Juventud' es una red social lanzada en julio de 2013 por el gobierno brasileno para fomentar la colaboracion de los jovenes en los debates destinados a las politicas de juventud. Este entorno interactivo trabaja en la integracion de las redes sociales digitales con el objetivo de conocer a los jovenes y sus preocupaciones. La intencion es que los debates puedan servir como apoyo a las politicas publicas, leyes y otros temas improtantes para los jovenes brasilenos. El documento de presentacion del 'Obervaorio Participatorio de la Juventud' pone de relive que los jovenes siempre estan pidiendo un espacio confiable para hablar con los investigadores, gestores y otros jovenes sobre los temas de su interes. En este articulo se describe el proceso de creacion del Participatorio y analizamos los intereses de los jovenes que lo utilizan a traves de los grupos creados.","Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Radsch C. (2013). Digital Dissidence & Political Change: Cyberactivism and Citizen Journalism in Egypt.",2013,null,"Open","Academic Literature","PhD thesis",null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x","x",null,null,null,"x",null,null,null,"x"]
["Raffelberg J. (2015). Independent External Evaluation of the Young People's Media Network (YPMN). New York: UNICEF.",2015,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,"x",null,"x",null,"x",null,"x","x","x",null,null,null,null,null,null,null,"x","x","x","x",null,null,"x","x",null,null,"x","x"]
["Raftree L, and Nkie J. (2011). Digital mapping: a silver bullet for enhancing youth participation in governance?. Participatory Learning and Action, 64.",2011,"When armed with solid information and community backing, young people can successfully engage local and divisional authorities in resolving issues youth care about. Starting with the desired goals, understanding local context and building youths’ self-esteem, building confidence as well as research and communication skills are key. A variety of tools – community mapping, participatory video, painting, songs, theatre, dance, photos, cartoons and digital mapping – can support this process. Digital mapping is potentially useful for youth to initiate and follow up on conversations with local authorities around allocation of services and resources. However, digital mapping in isolation from other participatory processes holds limited value. This article aims to share experiences with practitioners and theorists interested in using information and communication technology for development (ICT4D) in youth and participatory governance work. It explores Plan’s use of digital mapping in the Youth Empowerment Through Technology, Arts and Media (YETAM) project in schools and communities in the Pitoa, Ndop and Okola areas in Cameroon.","Open","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x",null,"x","x","x","x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["RajKumar G, and Kabir S S. (2013). Evaluation of Save the Children in Bangladesh's Child Centred Disaster Risk Reduction Project \"Protecting Children's Rights through Child Participation in DRR in Bangladesh\". Save the Children.",2013,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x","x",null,null,null,"x","x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x",null,"x"]
["REA (2011). Kosovo Youth for Democracy and Peace-Builing (KYDP) Project in Three Regions of Kosova. Project Evaluation Report. Washington DC: Search for Common Ground.",2011,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,"x","x",null,null,null,null,null,"x",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Restless Development (2010). Final Evaluation Report. Youth Recovery and Development Programme Moroto District 2009-10. London: Restless Development.",2010,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x","x",null,null,null,"x","x",null,null,null,null,"x","x",null,null,"x","x","x","x",null,null,"x",null,null,null,null,null,"x",null,null,"x"]
["Restless Development (2011). Evaluation Report: Creating Agency of Youth. New Delhi: Restless Development.",2011,"About the Evaluation Study Restless Development India approached the Evaluating Agency (P.G. & Research Department of Social Work) by the end of January 2011 to conduct a End Line Study of the Programme ‘Creating Agency of Youth’. The task was to submit an Evaluation Report highlighting the input- output-outcome of the project by comparing the end line data with the base line data generated by Restless Development India before the start of the programme. The Project is funded by HIVOS International & Robert Christie Foundation. About Restless Development India Restless Development India (formerly Students Partnership Worldwide) is a registered NGO that works in cooperation with the Government network. Restless Development India works towards placing young people at the forefront of change and development. The main focus of Restless Development’s work is on gender, civic participation, sexual reproductive health issues, life skills, personal hygiene, community issues, career choices and learning barriers, knowledge of which has been drawn from Restless Development’s experience in Vellore District, as well as the priorities identified by the local District Education Office. Over years this has evolved as the Youth Empowerment Programme - Creating Agency of Youth. The programme to be evaluated is being implemented in the Districts of Vellore and Tiruvallur, in 23 schools and communities, hereinafter referred to as ‘placements’. This intervention was for a period of 20 months primarily through Volunteer Peer Educators (VPE).","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x"]
["Restless Development (2012). What Happens When Young People Lead Development? A Summary of an External Evaluation of Restless Development Uganda's Youth Empowerment Programme, May 2012. London: Restless Development.",2012,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,"x",null,"x","x",null,null,"x",null,null,null,null,null,"x",null,"x",null,null,"x",null,"x",null,null,"x","x",null,"x","x",null,"x",null,"x"]
["Restless Development (2015). dance4life project evaluation, Nepal. London: Restless Development.",2015,null,"Internal documentation","Grey Literature","Factsheet/Case study","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,"x",null,"x"]
["Restless Development (2015). Emergency Response Project Report. A project implemented by VSO Nepal, Restless Development Nepal and Skillshare Nepal. London: Restless Development.",2015,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Restless Development (2015). Girls Education Programme (GEP). Pre&post intervention data analysis findings for key project indicators. London: Restless Development.",2015,null,"Internal documentation","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x"]
["Restless Development (2015). Peer Education Programme. London: Restless Development.",2015,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,"x",null,"x","x",null,null,"x"]
["Restless Development (2015). Restless Development Sierra Leone - Ebola Response Mid-Term Review. London: Restless Development.",2015,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x"]
["Restless Development (2015). The Youth-Led Accountability Model. Process Monitoring Report. Lusaka: Restless Development.",2015,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,"x","x",null,null,"x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,"x","x","x",null,"x","x",null,null,"x",null,null,null,null,"x","x","x","x"]
["Restless Development (2016). Annual Review - Summary Sheet. Reducing Transmission of Ebola in Sierra Leone Through Changing Behaviours and Practices. London: Restless Development.",2016,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,"x"]
["Richardson E, and Taraskin O. (2006). Mobilizing youth for health: politics and peer education in post-Soviet Russia. Journal of Communist Studies and Transition Politics, 22(1), pp.73-89.",2006,"The mid-Volga city of Saratov, Russia, has been the location of an effective grassroots anti-drug volunteer youth movement in recent years, with similar developments in other Russian cities. This has taken place, with some support from foreign agencies, in the context of a particular official post-Soviet youth and drug policy that has been less than wholly successful in regulating drug use among young people. Establishing close working relations with local government structures was of key importance for realization of the project, rather than links to international agencies. The significance of youth and health in political discourse on both the local and national scale was also important, although it is not clear whether this helps or hinders project development and innovation in this field. Reprinted by permission of Frank Cass & Co. Ltd.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,"x","x",null,null,"x",null,"x"]
["Riyada Consulting and Training (2015). External Evaluation Report: \"Support to the Role of Civil Society Organization and Youth in Local Public Oversight\". New York: UNDP.",2015,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x",null,"x",null,"x","x","x",null,null,null,null,"x",null,"x",null,null,"x",null,"x"]
["Rodríguez Casallas M C. (2014). JÓVENES QUE PARTICIPAN PARA TRANSFORMAR: FORTALECIMIENTO DE LA PARTICIPACIÓN POLÍTICA Y DE COMPETENCIAS CIUDADANAS EN EL MUNICIPIO DE CHIA.",2014,"El presente proyecto académico se enmarca dentro del proyecto “Jóvenes que Participan para transformar” desarrollado por la Facultad de Psicología y la Secretaría de Desarrollo Social, que tiene como objetivo generar oportunidades de inclusión para la población juvenil y fortalecer la participación ciudadana. En particular, este proyecto se oriento a promover la organización y participación de tres Organizaciones juveniles del Municipio de Chía a través de una estrategia orientada al desarrollo de sus capacidades ciudadanas, la construcción de vínculos sociales y la vivencia de prácticas democráticas. El proyecto se desarrolló en dos fases, la primera investigativa, en la cual se caracterizó la población Juvenil del Municipio de Chía a través de una encuesta diseñada con este propósito. En la segunda fase de intervención se diseñó e implementó una estrategia de acompañamiento formativo y metodológico a tres de los colectivos juveniles. Los resultados obtenidos en la primera fase muestran el interés de los jóvenes por participar en organizaciones juveniles, no obstante se evidencia desconfianza frente a las instituciones políticas. En la segunda fase se evidenció el interés de los jóvenes por participar en este tipo de iniciativas, reflejado en una valoración positiva del proceso y en el reconocimiento del aprendizaje adquirido de parte de los colectivos en relación con el ejercicio de las competencias ciudadanas.","Open","Academic Literature","Report/Working paper","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Rolandsen U. (2008). A Collective of Their Own: Young Volunteers at the Fringes of the Party Realm. European Journal of East Asian Studies, 7(1), pp.101-129.",2008,"Based on fieldwork in an urban branch of the China Youth Volunteers' Association this article discusses how individual motivation for volunteering among young middle-class students plays a role in the internal reforming of one of the few officially authorised associations available for young people. Whereas Chinese volunteering was once a Party-driven effort supported by Maoist calls to 'Serve the people', contemporary Chinese volunteering is promoted with a focus on the volunteer's own experience and commitment. Interviews and participant observation demonstrate how young volunteers use the Party-linked Volunteers' Association not merely instrumentally to support their own personal ambitions, but also as a social space where the individual may find room to 'give and share beyond the family'. The analysis shows that volunteering is perceived differently by volunteers' families, the local media, the local community and the volunteers themselves. The article concludes that what attracts youth to the volunteer movement is the opportunity to be part of a collective where they can contribute to society while at the same time being recognised as individuals. (Author) (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x"]
["Ross DA, Changalucha J, Obasi AIN, Todd J, Plummer ML, Cleophas-Mazige B, Anemona A, Everett D, Weiss HA, Mabey DC, Grosskurth H, Hayes RJ, Balira R, Wight D, Gavyole A, Makokha MJ, Mosha F, Terris-Prestholt F, and Parry JV. (2007). Biological and behavioural impact of an adolescent sexual health intervention in Tanzania: a community-randomized trial. AIDS, 21, pp.1943-1955.",2007,"Objective: The impact of a multicomponent intervention programme on the sexual health of adolescents was assessed in rural Tanzania. Design: A community-randomized trial. Methods: Twenty communities were randomly allocated to receive either a specially designed programme of interventions (intervention group) or standard activities (comparison group). The intervention had four components: community activities; teacher-led, peer-assisted sexual health education in years 5-7 of primary school; training and supervision of health workers to provide 'youth-friendly' sexual health services; and peer condom social marketing. Impacts on HIV incidence, herpes simplex virus 2 (HSV2) and other sexual health outcomes were evaluated over approximately 3 years in 9645 adolescents recruited in late 1998 before entering years 5, 6 or 7 of primary school. Results: The intervention had a significant impact on knowledge and reported attitudes, reported sexually transmitted infection symptoms, and several behavioural outcomes. Only five HIV seroconversions occurred in boys, whereas in girls the adjusted rate ratio (intervention versus comparison) was 0.75 [95% confidence interval (CI) 0.34, 1.66]. Overall HSV2 prevalences at follow-up were 11.9% in male and 21.1% in female participants, with adjusted prevalence ratios of 0.92 (CI 0.69, 1.22) and 1.05 (CI 0.83, 1.32), respectively. There was no consistent beneficial or adverse impact on other biological outcomes. The beneficial impact on knowledge and reported attitudes was confirmed by results of a school examination in a separate group of students in mid-2002. Conclusion: The intervention substantially improved knowledge, reported attitudes and some reported sexual behaviours, especially in boys, but had no consistent impact on biological outcomes within the 3-year trial period. (C) 2007 Lippincott Williams & Wilkins.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Rowley A. (2014). Mid Term Evaluation of the Search For Common Ground Morocco Project: Increasing Civic Participation among Marginalized Urban Youth in Morocco. Washington DC: Search for Common Ground.",2014,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x","x",null,null,null,"x","x",null,null,null,null,"x",null,"x","x",null,null,null,"x",null,"x","x","x",null,"x"]
["Russell J K, and Uzakbaev K. (2008). UNV/UNDP Youth Programme 2007-2008. Final Evaluation. New York: UNDP.",2008,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x","x","x"]
["Saad A, Rampal L, Sabitu K, AbdulRahman H, Awaisu A, AbuSamah B, and Ibrahim A. (2012). Impact of a customized peer-facilitators training program related to sexual health intervention. International Health, 4, pp.277-282.",2012,"This study aimed to develop and implement a customized training program related to the delivery of an integrated human immunodeficiency virus - sexually transmitted infections (HIV-STI) risk reduction intervention for peer-facilitators and to evaluate its immediate outcome including changes in trainee knowledge, attitudes, and self-reported competence and confidence. We developed and delivered a structured training program and materials about HIV and STI prevention in a university setting. The training was offered to candidate facilitators who were planned to be involved in a larger project, known as Integrated HIV-STI Risk Reduction Program. Ten candidate facilitators participated in the training program and completed both the pretest and posttest survey questionnaire. The data were analyzed using SPSS version 17.0 software package and Wilcoxon signed rank test was applied to assess the impact of the training program. Overall, the trainees' performance in HIV-related and STI knowledge, attitude and stigma scores had significantly increased compared to the baseline.. The median scores for HIV and STI knowledge after the training significantly increased from 22.0 to 30.5 (p=0.007) and 8.0 to 9.5 (p=0.005), respectively, whereas the median score on the positive attitude towards HIV and STI prevention rose from 39.0 to 57.0 (p=0.011). Upon completion of the program, 80-100% of the trainees believed that they were competent and confident in performing most of the designed sexual health intervention activities. This preliminary study suggests that a customized on-site training program on sexual health intervention could significantly improve their knowledge, attitude and practice related to HIV-STI prevention. (C) 2012 Royal Society of Tropical Medicine and Hygiene. Published by Elsevier Ltd. All rights reserved.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Saha K, Sharma R, Mishra R, Verma A, Tiwari B, and Singh N. (2015). Establishing communication mechanism for malaria prevention in Baiga tribal villages in Baiga Chak area of Dindori district, Madhya Pradesh. Indian Journal of Medical Research, 141, pp.576-583.",2015,"Background & objectives: Malaria is a serious public health concern in several parts of India, particularly in tribal areas of Madhya Pradesh (MP). Dindori district inhabitated by Baiga tribe, contributes about 15 per cent to the total malaria burden in MP. The tribal and other local inhabitants believe in magico-religious treatment of malaria and use modern health facilities only as second line of treatment. The present study was planned in the villages of one of the particularly vulnerable tribal group of MP, the Baigas. The objective of the study was to generate awareness and utilization of health services for malaria by establishing a communication strategy using local students and unemployed youths as agents of change. Methods: The study was undertaken in 47 villages and the need based IEC (information, education and communication) intervention was evaluated within four months of initiation by adopting before and after with control design. For both baseline and resurvey the households covered each time were 2350. Results: The baseline data generated revealed that around 53 per cent of the people in the study villages were aware of malaria. Among the non Baigas, 59 per cent were aware of malaria, while among the Baigas it was 49 per cent. IEC intervention could raise the level of awareness to malaria significantly with a net intervention effect of 23 per cent. The IEC intervention also improved the utilization of modern health services significantly. Interpretation & conclusions: The IEC strategy designed by using local children and youths was effective as the malaria was on decline in the study area. The same strategy with necessary modifications may be replicated in other areas pandemic for malaria.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Sallah J A Y. (2006). Community Youth Peace Education Program (CYPEP). Mid-Term Evaluation. Washington DC: Creative Associates International.",2006,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,"x",null,"x"]
["Sandoy I, Zyaambo C, Michelo C, and Fylkesnes K. (2012). Targeting condom distribution at high risk places increases condom utilization-evidence from an intervention study in Livingstone, Zambia. BMC Public Health, 12(10).",2012,"Background: The PLACE-method presumes that targeting HIV preventive activities at high risk places is effective in settings with major epidemics. Livingstone, Zambia, has a major HIV epidemic despite many preventive efforts in the city. A baseline survey conducted in 2005 in places where people meet new sexual partners found high partner turnover and unprotected sex to be common among guests. In addition, there were major gaps in on-site condom availability. This study aimed to assess the impact of a condom distribution and peer education intervention targeting places where people meet new sexual partners on condom use and sexual risk taking among people socializing there. Methods: The 2005 baseline survey assessed the presence of HIV preventive activities and sexual risk taking in places where people meet new sexual partners in Livingstone. One township was selected for a non-randomised intervention study on condom distribution and peer education in high risk venues in 2009. The presence of HIV preventive activities in the venues during the intervention was monitored by an external person. The intervention was evaluated after one year with a follow-up survey in the intervention township and a comparison township. In addition, qualitative interviews and focus group discussions were conducted. Results: Young people between 17-32 years of age were recruited as peer educators, and 40% were females. Out of 72 persons trained before the intervention, 38 quit, and another 11 had to be recruited. The percentage of venues where condoms were reported to always be available at least doubled in both townships, but was significantly higher in the intervention vs. the control venues in both surveys (84% vs. 33% in the follow-up). There was a reduction in reported sexual risk taking among guests socializing in the venues in both areas, but reporting of recent condom use increased more among people interviewed in the intervention (57% to 84%) than in the control community (55% to 68%). Conclusions: It is likely that the substantial increase in reported condom use in the intervention venues was partially due to the condom distribution and peer education intervention targeting these places. However, substantial changes were observed also in the comparison community over the five year period, and this indicates that major changes had occurred in overall risk taking among people socializing in venues where people meet new sexual partners in Livingstone.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,"x","x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,"x"]
["Santiago M, Urzua D, and Bombarolo F. (2012). 20 BUENAS PRÁCTICAS EN POLITICAS PUBLICAS DE JUVENTUD. pp.123. Available at: http://www.oij.org/file_upload/publicationsItems/document/20121114001302_13.pdf.",2012,"El libro que aquí comienza es el producto de un largo y rico proceso de articulación entre diversas organizaciones avocadas al análisis y acompañamiento de iniciativas, programas y políticas de juventud. El trabajo fue coordinado por la Organización Iberoamericana de Juventud (OIJ) y el Programa de Naciones Unidas para el Desarrollo (PNUD). Participaron también, en calidad de socios, el Fondo de Población de las Naciones Unidas (UNFPA), la Comisión Económica para América Latina y el Caribe (CEPAL), la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) y los puntos focales de juventud de las oficinas nacionales y regionales de agencias y programas de Naciones Unidas. Durante el período de recolección de información y selección de las experiencias, se solicitó la opinión de cerca de cuatrocientos referentes de organismos internacionales, de áreas de gobiernos y de organizaciones sociales que trabajan para y con jóvenes en veintidós países de la región. El proceso de selección abarcó cinco etapas: en la primera, se recogió información sobre noventa políticas y programas implementados en Iberoamérica en los últimos años; en la segunda, se realizó una selección de veintidós experiencias; en la tercera, se volvió a consultar a referentes de países y expertos avocados al tema, agregándose a la lista dieciséis nuevas políticas; en la cuarta, se realizó la selección final de las veinte que forman parte de este libro; por último, se solicitó a los referentes locales información adicional para completar la descripción de los casos seleccionados. Los principales criterios utilizados para realizar la selección de cada experiencia fueron: 1) políticas y programas impulsados desde el Estado –en cualquiera de sus niveles– en los últimos veinte años y 2) experiencias de escala considerable y con resultados, efectos e impactos comprobables y positivos para el desarrollo de los jóvenes destinatarios. Los principales criterios utilizados para realizar la selección de las veinte experiencias fueron: 1) que en el conjunto de casos estén representadas todas las regiones de Iberoamérica y 2) que en el conjunto de los casos estén representadas políticas y programas orientados a diversos segmentos del universo juvenil (adolescentes, jóvenes y adultos jóvenes, jóvenes rurales y urbanos, jóvenes de diversas culturas, etc.) Los casos seleccionados presentan información básica que permite conocer cada experiencia, y también datos de referencia para quienes deseen profundizar en su análisis. La información de cada programa fue proporcionada por los instituciones que los ejecutan y los relatos de cada uno, validados por los propios organismos. En la web de la OIJ (www.oij.org) podrán encontrar información adicional.","Open","Grey Literature","Report/Working paper",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x",null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,"x","x","x"]
["Save the Children (2011). Child Rights Governance Initiative. Zimbabwean Children hold Government accountable to fulfill their Rights. A Case Study on Save the Children's support to child led groups in Zimbabwe. Harare: Save the Chldren.",2011,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x",null,null,"x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x","x","x"]
["Save the Children (2015). Evaluation Report \"Voice 16+...\" the Child Led Group Initiative. London: Save the Children.",2015,null,"Internal documentation","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x","x",null,"x",null,"x","x","x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,"x","x",null,null,"x","x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x","x"]
["Save the Children (2015). The Municipal Investment in Children in Nicaragua 2005 - 2014. Documentation of the Experience. Managua: Save the Children.",2015,null,"Internal documentation","Grey Literature","Report/Working paper",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,"x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,"x",null,null,null,"x",null,"x","x"]
["Save the Children UK (2010). Speaking Out, Being Heard. Experiences of child participation and accountability to children from around the world. London: Save the Children.",2010,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x","x",null,"x",null,"x",null,null,null,null,"x",null,"x","x","x","x","x","x","x","x"]
["Savoie P. (2014). Report of the Final Evaluation of Dance4life. London : Restless Development.",2014,"Restless Development is a youth-led development agency working in Nepal since 1991. For the last two decades, we have been working to place adolescents and young people at the forefront of change and development. Restless Development's mission is to demonstrate that adolescents and young people are positive assets. All our programmes are delivered by young people aged 18-28 whom Restless Development trains professionally in order to tap into their abundant energy and potential. One of Restless Development's goals in Nepal is to help young people make healthy sexual and reproductive health choices.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,"x"]
["Scales P, Benson P, Dershem L, Fraher K, Makonnen R, Nazneen S, Syvertsen A, and Titus S. (2013). Building Developmental Assets to Empower Adolescent Girls in Rural Bangladesh: Evaluation of Project Kishoree Kontha. Journal of Research on Adolescence, 23(1), pp.171-184.",2013,"Kishoree Kontha ('Adolescent Girls' Voices') was implemented in Bangladeshi villages to build the developmental assets (e.g., support from others, social competencies) of rural girls through peer education in social skills, literacy, and school learning. The Developmental Assets Profile ( DAP) measured the project's impact on ecological and individual assets. Analysis of two cohorts involving more than 600 intervention and 400 control adolescents ( Mage = 13.5) showed a significant increase in project girls' developmental assets, with an average effect size, net of contamination and control group scores, of .80. The results suggest the Project's effectiveness in improving human and social capital for vulnerable adolescent girls living in rural Bangladesh villages, and the utility of the DAP as a cross-culturally relevant measurement tool. [ABSTRACT FROM AUTHOR] Copyright of Journal of Research on Adolescence (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,"x","x","x"]
["Schultz L, Guevara J, Ratnam S, Wierenga A, Wyn J, and Sowerby C. (2009). Global Connections: 'A Tool for Active Citizenship'. Development in Practice, 19(8), pp.1023-1034.",2009,"As a result of globalisation and changing technologies, young people are increasingly required to engage with the broader world beyond their local and national communities. This raises significant questions about the ways and spaces in which young people will need to engage as active citizens, and the new tools and resources that young people will need to equip them for their futures. The Global Connections Program has been developed to address these identified needs. It is a youth-led global learning initiative which aims to provide an opportunity for connection and learning among young people in Australia and Indonesia. This article explores Plan's youth-led approach to global learning, with a focus on the implementation and evaluation findings of the Global Connections Program, as well as the challenges faced thus far. Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,"x","x","x",null,"x","x","x"]
["Search for Common Ground (2010). Final Evaluation Report. Youth and Non-Violence in Guinea. Washington DC: Search for Common Ground.",2010,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,"x","x",null,"x","x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,"x",null,"x"]
["Search for Common Ground (2012). Capacity Building in Youth and Peacebuilding. Kathmandu: Search for Common Ground.",2012,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x"]
["Search for Common Ground (2013). Angola. Youth Conflict Resolution Centers Case Study. Luanda: Search for Common Ground.",2013,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,"x"]
["Sergio Balardini. (2009). El GABINETE JOVEN. Una política innovadora del Gobierno de Santa Fe. Santa Fe: , pp.24. Available at: http://escuelaps.com.ar/wp-content/files_mf/1414086469GabinetejovenSantaFe.pdf.",2009,"El Gabinete Joven es un dispositivo institucional creado por el gobierno de la provincia para incorporar la perspectiva joven en la construcción de las políticas públicas. La creación del Gabinete Joven implica un enfoque político que considera a las nuevas generaciones como sector estratégico para imaginar y forjar una provincia más justa, con más y mejores oportunidades para todas y todos. Se trata de un espacio compuesto por jóvenes integrados a la vida ministerial, bajo la coordinación de la Dirección Provincial de Políticas de Juventud, dependiente del Ministerio de Innovación y Cultura. Sus integrantes proceden de diferentes ciudades de todas las regiones de la provincia, entre ellas: Tostado, Reconquista, Rafaela, Sunchales, Santo Tomé, Santa Fe, Oliveros, Pérez, Rosario y Venado Tuerto.","Open","Grey Literature","Report/Working paper",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x"]
["Shamji Y. (2007). \"Our Voice\" - A Project by Children and Youth with Additional Needs: A Children's Participation Case Study from Lebanon. Children, and Youth & Environments, 17(3), pp.66-83.",2007,"This field report outlines an innovative social video project, Our Voice, that took place in Beirut, Lebanon. The project was based on the concept of inclusion and using the creative potential of media advocacy to promote it. Children and youth with and without disabilities collaborated on making Our Voice an advocacy film that socially commented on the ever-ignored situation of people with disabilities in Lebanon and advocated inclusion as a solution. The project was a nine-month experience that took a very close look at the meaning of communication, expression and participation in an environment that celebrated diversity and abstained from stereotyping the capacities of others. As a result, Our Voice engaged participants on a capacity-building journey that encouraged equality, action, choice and independence. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,null,"x","x",null,null,"x","x","x",null,"x",null,"x","x","x",null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,"x"]
["Sherman S, Sutcliffe C, Srirojn B, Latkin C, Aramratanna A, and Celentano D. (2009). Evaluation of a peer network intervention trial among young methamphetamine users in Chiang Mai, Thailand. Social Science & Medicine, 68, pp.69-79.",2009,"Since the 1990s, there has been a proliferation of methamphetamine use in Thailand, particularly among young people. Simultaneously, risky sexual behaviors among this population have increased. This study examined the effects of a peer network intervention and a life-skills intervention on methamphetamine and HIV risk behaviors among 18–25 year olds in Chiang Mai, Thailand. Between April 2005 and June 2007, we conducted a randomized behavioral trial to compare the efficacy of a peer educator, network-oriented intervention with a best practice, life-skills curriculum on methamphetamine use, sexual behaviors, and incident sexually transmitted infections (STIs). Follow-up occurred at 3-, 6-, 9-, and 12 months. Both conditions consisted of seven, 2 h, small group sessions. Longitudinal analyses of the three outcomes were conducted by fitting repeated measures logistic regression models using generalized estimating equations. Participants (N = 983) attended a median of six sessions, with no differences between arms. At each follow-up visit, retention was greater than 85%. Participants were 75% male and were a median of 19 years old. Over time, participants in both conditions showed a significant and dramatic decline in self-reported methamphetamine use (99% at baseline vs. 53% at 12 months, p < 0.0001) and significant increase in consistent condom use (32% baseline vs. 44% at 12 months, p < 0.0001). Incident STIs were common, with no differences between arms. Chlamydia had the highest incidence rate, 9.85/100 person years and HIV had a low incidence rate of 0.71/100 person years. Among young Thais, we found that a peer educator, network-oriented intervention was associated with reductions in methamphetamine use, increases in condom use, and reductions in incident STIs over 12 months. We also found parallel reductions with the life-skills condition. To our knowledge, this is the first such trial targeting this population. Small group interventions are an effective means of reducing methamphetamine use and sexual risk among Thai youth. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Shier H, Méndez M, Centeno M, Arróliga I, and González M. (2014). How Children and Young People Influence Policy-Makers: Lessons from Nicaragua. Children & Society, 28, pp.1-14.",2014,"This article describes a participatory research project, which explored four case studies of children and young people's successful political advocacy in Nicaragua. The analysis combined a human rights-based approach and a human development approach, and included concepts of multiple settings and levels, interrelated participation spaces, children and young people's citizenship, inclusion and exclusion, democracy, advocacy and empowerment. The main problems faced by children and young people seeking to influence policy-makers were identified as adultism, dependency and lack of accountability. The research identified pre-conditions, participation spaces and ways of organising for effective advocacy, and facilitation methods that had proved effective. It concludes that children and young people who achieve effective advocacy are generally self-empowered, but can count on effective adult support and facilitation. They work through coordination with the authorities and not by clashing with them, but need to ensure effective follow up if they want politicians to keep their promises. [ABSTRACT FROM AUTHOR] Copyright of Children & Society is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Simon V T, and Mbise C. (2015). Evaluation Report for 'Kijana Wajibika' Youth Networks Project. London: Restless Development.",2015,null,"Internal documentation","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Sircar O, and Dutta D. (2011). Beyond compassion: Children of sex workers in Kolkata's Sonagachi. Childhood, 18(3), pp.333-349.",2011,"In 2005, children of sex workers from Kolkata’s Sonagachi red-light district formed their own collective, Amra Padatik ('We are Foot Soldiers'), to work for gaining dignity for their mothers and claiming their own rights as children of sex workers. In this article the authors speak to AP's founder members to demystify the culture of fear associated with their lives – perpetuated through popular representations – not to underplay their acute experiences of disadvantage, but to foreground them as politically astute citizens and decision-makers in policies that concern and affect them – to replace the compassion-driven traditional 3Rs of raid, rescue, rehabilitation with 3 counter-Rs: resilience, reworking and resistance.","Open","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x","x",null,null,null,"x","x",null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x","x",null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,"x"]
["Sommacal V, Chirizzi S, and Lilliu B. (2015). Mid-Term Evaluation. Arab Youth Volunteering for a Better Future.",2015,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x",null,null,null,null,null,"x",null,"x",null,null,"x",null,"x"]
["SONYA FIERST. (2013). El Presupuesto Participativo en el Contexto de la Comuna 13 de Medellin. Analecta política, 3(4), pp.113-137.",2013,"En este trabajo se analiza la participación de los jóvenes en el proceso de Presupuesto Participativo (PP) en uno de los sectores más conflictivos de Medellín: la Comuna 13. El Presupuesto Participativo es un asunto en el que los ciudadanos del común trabajan en conjunto con la administración municipal para decidir cómo asignar el 5% del presupuesto público de la ciudad. La iniciativa ha sido celebrada como una práctica efectiva de la democracia participativa y como una herramienta innovadora para la gestión pública. Este artículo destaca las formas no-tradicionales de liderazgo juvenil y los efectos de la organización de los jóvenes en la Comuna 13 y se abordan varias complicaciones que enfrentan en sus esfuerzos para incidir en los presupuestos públicos. Para ello es importante tener en cuenta la cultura autoritaria, la formación política limitada y la tensión inter-generacional que marcan su contexto.","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x","x"]
["Speight J. (2013). Rebel organisation and local politics: evidence from Bouna (Northern Côte d'Ivoire, 2002-10). Civil Wars, 15(2), pp.219-241.",2013,"Scholars have begun to show how variations in the organization of rebellion in war can impact outcomes related to the violence used against civilians, military effectiveness of armed groups and the post-conflict transitions. This article suggests that existing approaches in this literature overlook sub-group variations in relationships between national-level leaders of armed movements and local commanders. Exogenous factors that explain organizational variation and organizational effects are generally argued to be group wide. By focusing on the local level, I argue that many of the presumed downstream effects of variation in rebel organization can also contribute to the organizational choices leaders make for controlling local actors. This article demonstrates this argument through the case of Bouna in north-eastern Côte d'Ivoire, where a tax revolt against the local Forces Nouvelles (FN) administration, led by local Lobi youth, forced a restructuring in the relationship between Soro and the local FN commander, Morou Ouattara. Reprinted by permission of Frank Cass","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Stahl V. (2012). Entitlements and Capabilities of Young \"Citizens\": Participatory Community Involvement of At-Risk Youth in Argentine Cities. In: Herzer L E, ed., Changing Cities: Climate, Youth and Land Markets in Urban Areas. A New Generation of Ideas. Washington DC: Comparative Urban Studies Project.",2012,null,"Open","Academic Literature","Book chapter","x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,"x"]
["Sterland B. (2007). UNV Support to Strengthen Youth Volunteerism in Kyrgyzstan. An end of project evaluation.",2007,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x","x",null,"x",null,"x","x",null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x","x"]
["Stewart T. (2011). Palestinian youth and non-formal service-learning: a model for personal development, long-term engagement, and peace building. Development in Practice, 21(3), pp.304-316.",2011,"Palestinian youth face developmental, cultural, and political barriers that impede them from fully engaging in civic life. Non-traditional, youth-centred pedagogies of engagement, like community-based service-learning, have shown their potential to motivate marginalised populations and provide space and roles for them to form individual identities while developing civic skills. Using data collected through focus-group interviews, this article considers the impact on West Bank youth who participated in an NGO's community-based service-learning leadership programme. Six themed findings are discussed, and the author suggests that non-school-based service-learning may have a central role to play in the civic-identity development of Palestine's most populous group of citizens. Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,"x","x","x",null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["Stine K. (2015). Final Evaluation 2015. Youth Engagement to Promote Stability. Search for Common Ground.",2015,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,"x","x",null,"x",null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,"x","x","x",null,null,"x",null,null,"x","x",null,null,null,"x",null,"x",null,null,null,null,"x","x"]
["Students Partnership Worldwide (2010). Youth Participation and Leadership: An effective tool in combating HIV/AIDS in Southern Africa. London: Students Partnership Worldwide.",2010,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x",null,"x","x","x"]
["Svenson G, and Burke H. (2005). Formative Research on Youth Peer Education Program Productivity and Sustainability. Durham: Family Health International.",2005,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x",null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,"x","x",null,null,"x",null,"x","x","x"]
["Svenson G, Burke H, and Johnson L. (2008). Impact of Youth Peer Education Programs: Final Results from an FHI/YouthNet Study in Zambia. Durham: Family Health International.",2008,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x","x"]
["Swartz S, Deutsch C, Makoae M, Michel B, Harding J, Garzouzie G, Rozani A, Runciman T, and Van der Heijden I. (2012). Measuring change in vulnerable adolescents: Findings from a peer education evaluation in South Africa. Sahara-J: Journal of Social Aspects of HIV-AIDS, 9(4), pp.242-254.",2012,"Introduction: In the context of poverty and HIV and AIDS, peer education is thought to be capable of providing vulnerable youth with psychosocial support as well as information and decision-making skills otherwise limited by scarce social and material resources. As a preventative education intervention method, peer education is a strategy aimed at norms and peer group influences that affect health behaviours and attitudes. However, too few evaluations of peer-led programmes are available, and they frequently fail to reflect real differences between those who have been recipients of peer education and those who have not. This article reports on an evaluation of a pilot peer-led intervention, entitled Vhutshilo, implemented on principles agreed upon through a collaborative effort in South Africa by the Harvard School of Public Health and the Centre for the Support of Peer Education (the Rutanang collaboration). Vhutshilo targeted vulnerable adolescents aged 14-16 years living in some of South Africa's under-resourced communities. Methodology: The research design was a mixed-method (qualitative and quantitative), longitudinal, quasi-experimental evaluation. Tools used included a quantitative survey questionnaire (n = 183) and semi-structured interviews (n = 32) with beneficiaries of peer education. Surveys were administered twice for beneficiaries of peer education (n = 73), immediately after completion of the programme (post-test) and 4 months later (delayed post-test), and once for control group members (n = 110). The three main methodological limitations in this study were the use of a once-off control group assessment as the baseline for comparison, without a pre-test, due to timing and resource constraints; a small sample size (n = 183), which reduced the statistical power of the evaluation; and the unavailability of existing tested survey questions to measure the impact of peer education and its role in behaviour change. Findings: This article reports on the difficulties of designing a comprehensive evaluation within time and financial constraints, critically evaluates survey design with multi-item indicators, and discusses six statistically significant changes observed in Vhutshilo participants out of a 92-point survey. Youth struggling with poor quality education and living in economically fraught contexts with little social support, nonetheless, showed evidence of having greater knowledge of support networks and an expanded emotional repertoire by the end of the Vhutshilo programme, and 4 months later. At both individual and group level, many with low socio-economic status showed great improvement with regard to programme indicator scores. Conclusion: For the poorest adolescents, especially those living in the rural parts of South Africa, peer education has the potential to change future orientation, attitudes and knowledge regarding HIV and AIDS, including an intolerance for multiple concurrent partnerships. When well organised and properly supported, peer education programmes (and the Vhutshilo curriculum, in particular) provide vulnerable youth with opportunities to develop psychosocial skills and informational resources that contribute to the changing of norms, attitudes and behaviours. However, the article also flags the need for effective peer education evaluations that take into account limited financial resources and that possess tested indicators of programme effectiveness.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x","x"]
["Swartz S, van der Heijden I, Runciman T, Makoae M, Rozani A, Dube N, Makiwane M, and Bhana A. (2010). 'Think for yourself - Think for tomorrow': Exploring the impact of peer-led HIV intervention and psychosocial support groups for vulnerable youth in South Africa. Cape Town: Human Sciences Research Council.",2010,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,"x"]
["Taft J. (2015). \"Adults talk too much\": Intergenerational dialogue and power in the Peruvian movement of working children. Childhood, 22(4), pp.460-473.",2015,"Recent work on children’s participatory rights has suggested the need to pay attention to adult– child relationships and foster intergenerational dialogue. Drawing on ethnographic observation and in-depth interviews with the Peruvian movement of working children, this article explores the ambiguous and complex status of adult voice in organizations that have taken up children’s participation. The ideal of egalitarian intergenerational collaboration is incredibly difficult to implement given the broader social context of age-based inequality. Despite good intentions and a deep commitment to children’s agency and authority, adults and children in this movement continue to replicate deeply structured patterns of behavior that give adults greater power.","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,"x","x",null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,"x",null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x"]
["Tanner T, Garcia M, Lazcano J, Molina F, Molina G, Rodriguez G, Tribunalo B, and Seballos F. (2009). Children's participation in community-based disaster risk reduction and adaptation to climate change. Participatory Learning and Action, 60.",2009,null,"Open","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Tanner T. (2010). Shifting the Narrative: Child-Led Responses to Climate Change and Disasters in El Salvador and the Philippines. Children & Society, 24, pp.339-351.",2010,"Children and young people are commonly treated in the climate change and disasters literature as victims of natural events requiring protection by adults. This article critiques that narrative, drawing on examples from the Philippines and El Salvador that explore how children's groups have responded to such issues through child-centred initiatives. This highlights the importance of understanding children's perception and communication of risks facing their lives and livelihoods, their potential as agents of change in preventing disasters and adapting to climate change, and the implications for the theory and practice of child participation, particularly in developing countries.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x","x",null,null,"x",null,null,null,null,"x",null,"x"]
["Tavadze M, Bartel D, and Rubardt M. (2009). Addressing social factors of adolescent reproductive health in the Republic of Georgia. Global Public Health: An International Journal for Research, and Policy and Practice, 4(3), pp.242-252.",2009,"The influence of social factors on reproductive health has been highlighted by researchers in the last decade, yet programmes to improve adolescent reproductive health (ARH) rarely address social factors such as gender discrimination. Beginning in 2004, CARE International implemented and evaluated a three-year ARH project to address individual behavior change, institutional capacity and local social norms related to ARH in a rural district of the Republic of Georgia. Community engagement strategies included: promoting community support for ARH by adolescent/adult volunteer change agents; building health providers’ capacity to better meet the needs of adolescents; and using ‘Theatre for Development’ to promote community dialogue about social norms. Project evaluation data demonstrated improved knowledge, attitudes, behavior about family planning, improved institutional capacity to provide adolescent services and some evidence of shifts in gender norms. Community engagement is critical for successful strategies to influence social norms that promote healthy reproductive health. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,"x","x",null,null,"x",null,null,null,"x",null,null,null,null,"x","x"]
["Tebbets C, and Redwine D. (2013). Beyond the clinic walls: empowering young people through youth peer provider programmes in Ecuador and Nicaragua. Reproductive Health Matters, 21(41), pp.143-153.",2013,"Youth in Latin America experience high rates of teen pregnancy and sexually transmitted infections, but traditional health services are not meeting their health care needs. Youth require access to tailored health care and information to make informed, healthy decisions. To break down barriers to these vital sexual and reproductive health services, Planned Parenthood Global, a division of Planned Parenthood Federation of America, developed a Youth Peer Provider model which has been implemented in Latin America since the early 1990s. The model goes beyond peer education to train Youth Peer Providers under age 20 to provide condoms, oral contraceptive pills, emergency contraception, injectable contraceptives, and sexual and reproductive health information to their peers. Peers with needs beyond Youth Peer Providers' capacity are referred to health professionals offering youth-friendly services. Survey results reveal high levels of contraceptive use among those served by the Youth Peer Providers: 98% of sexually active survey respondents wishing to avoid pregnancy report contraceptive use at least five years after joining the programme. Results of qualitative programme evaluations highlight higher self-esteem, stronger communication and decision-making skills, close relationships with friends and family, more interest in school, understanding of responsibility in relationships, and other positive outcomes among programme participants. Reprinted by permission of Reproductive Health Matters","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x",null,"x","x",null,"x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x"]
["Thapa M. (2010). Young Champions for Education: A Progress Review - Final Report. New York: UNICEF.",2010,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,"x"]
["The ACQUIRE Project, and EngenderHealth (2008). Mobilizing Married Youth in Nepal to Improve Reproductive Health: The Reproductive Health for Married Adolescent Couples Project, Nepal, 2005-2007. New York: The ACQUIRE Project.",2008,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x","x","x",null,"x",null,null,null,null,"x"]
["The Young People from Louga Senegal, and Fall S. (2011). As of now, we are stakeholders in local governance. Participatory Learning and Action, 64, pp.133-142.",2011,"In 2009 a group of young people from Senegal took part in a governance project which gave them the opportunity to participate in local governance processes which, until then, had been reserved exclusively for adults. This article was written by 37 young people from the Louga region. Their co-author Serigne Malick Fall is a consultant for Plan Senegal and coordinated the project. This article describes how they learnt to actively and effectively participate in the management of their schools and community development planning. The young people describe how they organised themselves to carry out effective advocacy work with duty bearers, analyse their priorities and participate in their communities’ annual investment planning sessions. It describes how the young people have both transformed the context in which they act – and how they are now perceived by the adults they collaborated with.","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x","x","x",null,null,"x","x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x"]
["Thompson E, and Arsalan L. (2007). Preparing Youth for Leadership Roles in Changing Environments: The Jordan Experience. Children, and Youth & Environments, 17(3), pp.49-65.",2007,"Youth in the Middle East are coming of age during a period of potentially destabilizing turmoil and dramatic change. Jordan, a relatively peaceful country positioned precariously between Iraq and Israel/Palestine, has emerged as peace-broker by default and a symbol of potential for a peaceful Middle East. Given the country's unique position, what leadership roles can Jordan's youth play in leveraging their country's position as peacemaker and change agent? How can they be prepared as astute and critical social observers capable of making tangible contributions to positive, sustainable change? The paper discusses strategies for deepening Middle Eastern youth understanding about leadership. It further highlights the four phases that formed part of a course-based experiential approach to facilitating leadership learning among young people. The authors offer suggestions for redefining some traditional ideas about leadership in order to develop more supportive environments for youth activism and leadership in Jordan. [ABSTRACT FROM AUTHOR] Copyright of Children, Youth & Environments is the property of Children, Youth & Environments and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Thorpe H, and Ahmad N. (2013). Youth, action sports and political agency in the Middle East: Lessons from a grassroots parkour group in Gaza. International Review for the Sociology of Sport, 50(6), pp.678-704.",2013,"In this paper we build upon recent scholarship on the globalization of youth culture and sport to examine the growing popularity of action sports in the Middle East. We focus on the development of the urban physical practice of parkour (also known as free running)—the act of running, jumping, leaping through an urban environment as fluidly, efficiently and creatively as possible—among Middle Eastern youth. Drawing upon interviews and media analysis of various print, digital and social media, we reveal how youth (particularly young men) in Gaza developed their own unique parkour group, despite various social, cultural, economic, physical and psychological obstacles. We explain the proactive approaches adopted by these young men to find appropriate training spaces, to develop the skills of local children and youth, and to support their peer groups. In particular, we describe how these young men are creatively engaging social media (e.g., YouTube, Facebook, Twitter) to gain inspiration from the transnational parkour community, and also for opening new dialogue and establishing informal cultural exchanges with parkour enthusiasts around the world. We conclude by offering some broader comments for the Sport for Development and Peace Building (SDP) movement, encouraging youth-focused SDP initiatives to move beyond the ‘deficit model’ and toward more collaborative projects that provide space for local voices and acknowledge youth agency. (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Thupayagale-Tshweneagae G. (2011). Development and implementation of a peer-based mental health support programme for adolescents orphaned by HIV/AIDS in South Africa. Journal of Child and Adolescent Mental Health, 23(2), pp.129-141.",2011,"Aim: The article describes a framework and the process for the development of the peer-based mental health support programme and its implementation. The development of a peer-based mental health support programme is based on Erikson’s theory on the adolescent phase of development, the psycho-educational processes; the peer approach and the orphaned adolescents lived experiences as conceptual framework. Methods: A triangulation of five qualitative methods of photography, reflective diaries, focus groups, event history calendar and field notes were used to capture the lived experiences of adolescents orphaned to HIV and AIDS. Analysis of data followed Colaizzi’s method of data analysis. Results: The combination of psycho-education, Erikson’s stages of development and peer support assisted the participants to gain knowledge and skills to overcome adversity and to assist them to become to more resilient. Conclusion: The peer based mental health support programme if used would enhance the mental health of adolescent orphans.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Traore B. (2011). Young, but capable: youth lead the struggle against violence in Mali. Participatory Learning and Action, 64, pp.123-130.",2011,"In Africa, and particularly in Mali, children are exposed to many forms of violence: physical, emotional and spiritual. This article examines how members of the children’s parliament in Mali are advocating for better child protection as part of a regional project by Plan Mali in partnership with Save the Children. The main objective was to strengthen the capacity of child and youth organisations to tackle violence by disseminating information, raising awareness and advocating for change with duty bearers. The children’s parliament is a platform for youth participation and freedom of expression. Its role is to support the Malian government to implement national policies or initiatives which promote and uphold children’s rights. The article describes the strategies, successes and challenges in building the capacity of children and young people to campaign for their own protection and enabling them to share their experiences of tackling violence.","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x","x","x",null,null,null,"x","x","x",null,"x","x",null,"x",null,null,"x",null,null,null,null,null,"x","x",null,"x",null,"x",null,null,"x",null,null,null,null,"x",null,"x",null,null,"x",null,"x","x"]
["Uganda Youth Development Link (2016). CHAU-LINKUP Closeout Report. Reporting Period November 2013 - May 2016. Kampala: Uganda Development Link.",2016,"Biological and behavioural risk factors among key populations contribute to their heightened risk for HIV. Sex workers in particular demonstrate greater risk for HIV acquisition through high numbers of sexual partners and frequent concurrency of these partners. Unfortunately the repressive measures against sex workers in Uganda is characterised by intolerance, stigma and discrimination that is carried over into healthcare settings thus making it difficult for sex workers to safeguard their health and lives. With support from CHAU, UYDEL for the past two (2) and half years has been implementing Link up project with the aim to increase access to HIV/SRHR services for key young populations including sex workers, most affected by HIV (10- 24 years) in Kampala, Wakiso and Mukono district. UYDEL experience in the implementation of the Link up project intervention has proved sex workers as agents of change that society as a whole could learn from. UYDEL trained 212 peer educators, and their active involvement and leadership has been key to the success of the project through intensified peer to peer led group education sessions, peer interpersonal counselling on SRHR/HIV/AIDs information.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x","x",null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,"x","x"]
["Umuhoza C, Oosters B, van Reeuwijk M, and Vanwesenbeeck I. (2013). Advocating for safe abortion in Rwanda: how young people and the personal stories of young women in prison brought about change. Reproductive Health Matters, 21(41), pp.49-56.",2013,"In June 2012, a new abortion law came into effect in Rwanda as part of a larger review of Rwanda's penal code. This was a significant step in a country where it was previously taboo even to discuss abortion. This article describes some of the crucial elements in how this success was achieved in Rwanda, which began through a project launched by Rutgers WPF on âsensitive issues in young people's sexualityâ in several countries. This paper describes how the Rwandan Youth Action Movement decided to work on unsafe abortion as part of this project. They gathered data on the extent of unsafe abortion and testimonies of young Rwandan women in prison for abortions organized debates, values clarification exercises, interviews and a survey in four universities; launched a petition for law reform; produced awareness-raising materials; worked with the media; and met with representatives from government ministries, the national women's and youth councils, and parliamentarians â all of which played a significant role in the advocacy process for amendment of the law, which was revised when the penal code came up for review in June 2012. This history shows how important the role of young people can be in producing change and exposes, through personal stories, the need for a better abortion law, not only in Rwanda but also elsewhere. Reprinted by permission of Reproductive Health Matters","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["UN Women (2014). End of Project Evaluation. Empowering Youth to Advocate for Women's Human Rights through Volunteerism.",2014,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x","x",null,"x","x",null,"x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,"x"]
["UN-HABITAT (2011). Evaluation of the UN-HABITAT Youth Programme & Urban Youth Fund. New York: UN-HABITAT.",2011,"The evaluation of the UN-Habitat Youth Programme was mandated by UN-Habitat Governing Council resolution 21/6, which, among other things, requested the Executive Director to establish the Opportunities Fund for Urban Youth-led Development, and undertake an evaluation of the operation of the special fund and to submit a report thereon to the Governing Council at its twenty-third session in April 2011.","Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,"x","x"]
["UN-HABITAT (2014). Using Minecraft for Youth Participation in Urban Design and Governance. New York: UN-HABITAT.",2014,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x","x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x"]
["Underwood C, Hachonda H, Serlemitsos E, and Bharath-Kumar U. (2006). Reducing the risk of HIV transmission among adolescents in Zambia: Psychosocial and behavioral correlates of viewing a risk-reduction media campaign. Journal of Adolescent Health, 38(1), pp.55-55.",2006,"Abstract: Purpose: The purpose of this study was to evaluate phase I of a theoretically informed media campaign designed by youth in Zambia to encourage their peers to adopt risk-reduction practices to protect themselves from sexually transmitted infections and human immunodeficiency virus (HIV). The Helping Each other Act Responsibly Together (HEART) campaign conveys information for young people ages 13 to 19 years about sexually transmitted infections, HIV, and acquired immune deficiency syndrome transmission and prevention, and promotes abstinence, a return to abstinence, or consistent condom use as viable risk-reduction practices. Methods: Separate sample baseline and follow-up designs were used to evaluate phase I of the HEART campaign among adolescents aged 13 to 19 years. The 1999 baseline survey had a sample of 368 male and 533 female adolescents; the 2000 follow-up survey comprised 496 male and 660 female adolescents. Results: Controlling for age, sex, educational attainment, and urban or rural residence, logistic regression analyses demonstrated that, compared with nonviewers, campaign viewers were 1.61 times more likely to report primary or secondary abstinence and 2.38 times more likely to have ever used a condom. The odds ratio of condom use during last sex was 2.1 for respondents who recalled at least 3 television spot advertisements compared with other respondents. Conclusions: The positive correlations between HEART campaign viewership and HIV risk-reduction practices demonstrate that mediated messages can influence adolescents. The HEART campaign is among a range of programs in Zambia designed to enable young people to protect their reproductive health. Future research should capture the independent as well as the synergistic effects of multiple campaigns and interventions. [Copyright &y& Elsevier] Copyright of Journal of Adolescent Health is the property of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["UNDP (ND). Youth, Political Participation and Decision-Making. New York: UNDP.","ND",null,"Open","Grey Literature","Factsheet/Case study",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,"x",null,null,null,"x","x",null,null,"x",null,"x",null,null,"x"]
["UNICEF (2005). 2005 MCD: Evaluation of Young People's Participation. Report from the Former Yugoslav Republic of Macedonia. Available at: http://www.unicef.org/evaldatabase/index_31125.html.",2005,null,"Open","Grey Literature","Report/Working paper","x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,null,null,null,"x","x",null,null,"x","x","x","x","x",null,null,"x","x","x","x","x","x",null,null,"x"]
["UNICEF (2005). Young People's Participation in the CEE/CIS and the Baltics Region. A formative evaluation. Geneva : UNICEF.",2005,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x","x",null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x","x"]
["UNICEF (2006). My Future is My Choice. New York: UNICEF.",2006,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x","x","x","x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x","x","x",null,"x",null,null,null,null,null,"x"]
["UNICEF (2007). The Participation of Children and Young People in Emergencies. New York: UNICEF.",2007,"Children have made significant and valuable contributions in emergency situations. They have taken on roles and responsibilities and they have taken action – including life-saving decisions. They have responded spontaneously and taken part in planned relief and recovery action. This has included them in protecting lives, providing health care, distributing relief, caring for children and adults, and offering a hand in psychosocial support, health and hygiene education, reconstruction, planning and evaluating emergency relief work. The activities and achievements of children in emergencies demonstrate why their participation is of value to them, their families and their communities as well as to relief and recovery work. Yet their efforts have been little recognized. This guide provides a short account of what children and young people have done and can do in emergencies. It shows why and suggests how relief agencies should engage with children before, during and after emergencies. The main reasons for engaging with children and young people lie within the standards that relief agencies have set for themselves for the work they do. These standards aim for an accountability to communities that implicitly, at least, includes children and young people. The question, then, is how to actually implement them in practice for children and young people.","Open","Grey Literature","Report/Working paper","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x"]
["UNICEF (2009). Youth Participation in Poverty Reducation Strategies & National Development Plans. A desk study. New York: UNICEF.",2009,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["UNICEF (2011). 2011 Russian Federation: North Caucasus Youth Empowerment and Security Project. Vladikavkaz: UNICEF North Caucasus. Available at: http://www.unicef.org/evaldatabase/index_66641.html.",2011,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,"x","x","x","x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["UNICEF (2011). Evaluation of Adolescent and Youth Participation in UNICEF Cambodia. Phnom Penh: UNICEF Cambodia.",2011,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["UNICEF (2015). Transitional Justice Case Study: Côte d'Ivoire. Abidjan: UNICEF. Available at: http://learningforpeace.unicef.org/resources/transitional-justice-case-study-cote-divoire/.",2015,null,"Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,"x",null,"x",null,null,null,null,"x",null,"x",null,"x","x","x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["UNICEF (2016). Ending adolescent AIDS through mobile-based counselling and polling. U-Report. mHealth Compendium, Special Edition, pp.68-73.",2016,null,"Internal documentation","Grey Literature","Factsheet/Case study","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,"x",null,null,null,"x",null,null,"x"]
["UNICEF (2016). U-Report Case Studies: Select Examples Best Practices in the Application of U-Report voices to addressing problems. New York: UNICEF.",2016,null,"Internal documentation","Grey Literature","Factsheet/Case study",null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x","x"]
["UNICEF South Sudan (2015). Final Evaluation Report. YouthLead Initiative. Most Significant Change and Lessons Learnt.",2015,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,"x","x","x",null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x","x"]
["UNICEF Sudan (2015). End-Project Evaluation of the Youth Leadership, Empowerment, Advocacy and Development in Sudan. Final Report. New York: UNICEF.",2015,"UNICEF has completed the independent ex-post evaluation of the Youth Leadership, Empowerment and Development project (YouthLEAD) implemented during 3 years (March 2012-June 2015) in Sudan. The project ultimate goal is to achieve « Enhanced contribution to socio economic development, and to the development of peace, for 56 000 young women and men aged 10-24 years, in Kassala and Aroma in Kassala Sate, and Geneina and Sirba in West Darfur State ». YouthLEAD is a holistic and innovative pilot project, designed and implemented in a participatory way, building on the vision of young people as potential agents of social change and peace. The 2013 gender analysis confirms that youth is a central player « to ensuring sustainable recovery and peace building in Sudan », while mainstreaming gender, when it’s potential for development and peace is valued.","Open","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,"x",null,"x",null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Unidad de Desarrollo Social Banco Mundial (2006). Promover la participación ciudadana de los jóvenes como actores creíbles e informados. Available at: http://documents.worldbank.org/curated/en/546081468300574601/Promover-la-participacion-ciudadana-de-los-jovenes-como-actores-creibles-e-informados-programa-de-pequenas-donaciones-en-la-region-de-America-Latina-y-el-Caribe.",2006,"El Programa de Pequeñas Donaciones es un programa global que apoya la participación ciudadana mediante el otorgamiento de pequeñas donaciones (de un monto promedio de U$S 4.000) a través de las Oficinas del Banco en los países miembro. En el año fiscal 2006, 74 Oficinas de País participaron en este Programa a nivel mundial. El presente informe se enfoca en LCR ya que fue en varios países de dicha región donde, a comienzos del año 2002, se impulsó como tema central el desarrollo de la juventud en el Programa de Pequeñas Donaciones, mediante el financiamiento de actividades tales como talleres y foros de discusión diseñados para incrementar la participación ciudadana entre los jóvenes. El alcance del presente estudio es limitado; constituye el primer intento de obtener información sobre la participación ciudadana de los jóvenes en la región LCR. Un análisis de seguimiento –quizás en forma de evaluación en el próximo año fiscal– podría basarse en este informe para examinar en profundidad el mecanismo específico por el cual una “pequeña” donación puede efectivamente dar lugar a un incipiente cambio social en los grupos de jóvenes, como también en otros grupos marginales o vulnerables a nivel de base y comunitario. Una investigación más exhaustiva podría explorar algunos de los temas clave que surgieron explícita o implícitamente a partir de las respuestas de los encuestados, y elaborar en más detalle algunos de los factores principales que subyacen tras los resultados obtenidos.","Open","Grey Literature","Report/Working paper","x",null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x","x","x","x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,"x","x",null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,"x",null,null,"x"]
["United States Institute of Peace (2011). Salam Shabab: Views and Voices of Iraqi Youth. Washington D.C: United States Institute of Peace.",2011,null,"Open","Grey Literature","Report/Working paper",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,"x",null,"x","x",null,"x","x",null,null,"x",null,"x"]
["USAID (2012). Mid-Term Evaluation of the Promoting Youth for Civic Engagement Project (PYCE). Final Report.",2012,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,"x",null,"x","x",null,"x",null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x",null,null,null,null,null,"x"]
["USAID (2014). Evaluation Report. Mid-Term Performance Evaluation of the USAID Somali Youth Leaders Initiative (SYLI).",2014,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,"x",null,null,"x",null,null,null,"x",null,"x",null,"x","x","x","x",null,null,"x",null,null,null,null,null,"x","x","x",null,null,"x","x",null,null,null,null,"x",null,"x","x",null,"x","x","x"]
["van der Maas F, and Otte WM. (2009). Evaluation of HIV/AIDS secondary school peer education in rural Nigeria. Health Education Research, 24(4), pp.547-557.",2009,"In this study, we assessed whether peer education is an effective method of HIV/AIDS awareness, in terms of knowledge, misconception and behavior, among adolescents in the rural area of Nigeria. A comparative case series (n = 250), cross-sectional structured survey (n = 135) and focus group discussions (n = 80) were undertaken among adolescents. In both the case series and structured survey, a questionnaire was used which addresses the following issues: socio-demography, knowledge on transmission and prevention of HIV/AIDS, accessibility to different sources of HIV/AIDS information, stigmatization and sexual behavior. Binary logistic regression was applied to compare responses from the peer-educated and not peer-educated populations. The model was adjusted for confounders. We demonstrated increased knowledge and decreased misconception and sexual risk behavior in adolescents receiving peer education as compared to adolescents not receiving peer education. These differences are apparent both over time (2005-2007) and cross-sectional (2007). In conclusion, peer education in rural areas can be effective in HIV/AIDS prevention. Knowledge and behavior can be influenced positively. [ABSTRACT FROM AUTHOR] Copyright of Health Education Research is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Veale A, Mckay S, Worthen M, and Wessells MG. (2013). Participation as Principle and Tool in Social Reintegration: Young Mothers Formerly Associated with Armed Groups in Sierra Leone, Liberia, and Northern Uganda. Journal of Aggression, and Maltreatment & Trauma, 22(8), pp.829-848.",2013,"Experience of traumatic stressors within armed groups can negatively impact social cognitions of mastery, self-efficacy, and control. This could be compounded by postreturn conditions of stigma, little access to education, and limited means of livelihood. We explore an intervention that placed girls’ participation as a central organizing principle. Based on study reports and ethnographic field work, we examine how young mothers transformed their identity and membership within communities of return through drama, songs and poetry, and engagement in social actions. Meaningful participation offers a culturally grounded intervention in which the impacts of traumatic stressors on individual functioning and the social relational world are directly targeted, resulting in a positive modification of developmental trajectories for young women and, ultimately, their children. [ABSTRACT FROM PUBLISHER] Copyright of Journal of Aggression, Maltreatment & Trauma is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x",null,"x",null,"x","x","x",null,"x",null,null,null,null,null,null,null,"x",null,null,"x"]
["Veitch H. (2013). Listen to us! Participation of child domestic workers in advocacy. London: Anti-Slavery International.",2013,null,"Internal documentation","Grey Literature","Report/Working paper",null,"x",null,"x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x","x","x","x","x",null,"x",null,"x",null,"x","x"]
["Vidal N. (2015). Angolan civil society activism since the 1990s: reformists, confrontationists and young revolutionaries of the 'Arab Spring generation'. Review of African political economy, 42(143), pp.77-91.",2015,"Aiming for regime transformation, post-transition Angolan civil society activism moved from reformism and confrontationism to ultra-confrontationism. Reformism and confrontationism evolved until the 2008 elections, influenced by development thinking (neoliberalism/institutionalism vs neo-Marxism/world-system thinking), in two opposing strategies: 'constructive engagement' vs political defiance. The dispute ended with ultra-confrontationism gaining impetus with the Arab spring, with a younger generation resorting to new methods (information and communications technology and demonstrations). Despite the lack of funding or international links, the newer methods caused more concern to the regime. Nevertheless, they suffer from the same shortfalls as their predecessors: they are confined to an urban/suburban social segment, and unable to attract the majority of the population. //ABSTRACT IN FRENCH: [Activisme de la société civile angolaise depuis les années 1990 : réformistes, confrontationistes et jeunes révolutionnaires de la génération printemps arabe.] Visant une transformation de régime, l'activisme de la société civile angolaise est passé d'un mode réformiste et axé sur la confrontation à un mode ultra-confrontationiste. Le réformisme et le confrontationisme ont évolué depuis les élections de 2008, sous l'influence du courant de pensée sur le développement (néolibéralisme/institutionnalisme versus néo marxisme/concept système-monde), vers deux stratégies qui s'opposent : « l'engagement constructif » versus la défiance politique. Le différent s'est terminé et surpassé par la montée de l'ultra confrontationisme, qui accompagne le printemps arabe, les générations plus jeunes ayant recours à de nouvelles méthodes (technologies de l'information et de la communication et manifestations). Malgré le manque de financement ou de liens internationaux, les nouvelles méthodes ont causé plus d'inquiétudes au régime. Cependant, elles ont souffert des mêmes insuffisances que leurs prédécesseurs : elles sont confinés à un segment social urbain/suburbain, et ne parviennent pas à attirer la majorité de la population. Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd.","Charged","Academic Literature","Peer-reviewed journal article",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x",null,null,"x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Visser M. (2007). HIV/AIDS prevention through peer education and support in secondary schools in South Africa. Journal of Social Aspects of HIV/AIDS, 4(3), pp.678-694.",2007,"The implementation and evaluation of a peer education and support programme in secondary schools to prevent and reduce high-risk sexual behaviour amongst adolescents is discussed.The aims of the programme were to provide accurate information about HIV/AIDS, discuss and reconsider peer group norms, and establish support for learners. In the programme that was implemented in 13 secondary schools in Tshwane, South Africa, peer educators were identified, trained and supported to implement the programme in their schools with the assistance of a teacher and postgraduate students as facilitators. Peer educators organised HIV awareness activities, facilitated class discussions on risk behaviour and gender relationships, and supported learners in solving personal problems. Process evaluation included weekly reports and focus group discussions with peer educators and teachers. A quasi- experimental design involving an experimental and control group, as well as pre- and post-assessments, was used to evaluate the impact of the programme on psychological well-being, personal control, school climate and r eported high-risk behaviour of learners aged between 13 and 20 years.The results showed that the percentage of learners in the experimental group who were sexually experienced remained unchanged over the time period of 18 months. In contrast, a significantly increased percentage of learners in the control group were sexually experienced after the same time period.The control group also perceived more of their friends to be sexually experienced. No differences were reported in condom use in either of the groups.The findings of this study suggest that peer education can contribute to a delayed onset of sexual activity, and can therefore contribute to the prevention of HIV/AIDS amongst adolescents","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,"x"]
["Vommaro P, and Vazquez M. (2008). La participación juvenil en los movimientos sociales autónomos de la Argentina. El caso de los Movimientos de Trabajadores Desocupados (MTDs). Revista latinoamericana de ciencias sociales, and niñez y juventud, 6(2), pp.485-522,.",2008,"Analizar las formas que asume la participación juvenil supone tener en cuenta, fundamentalmente, el modo en que se produce la socialización política de los jóvenes y las jóvenes en determinado contexto histórico, social y político. Durante la década de los noventas se produjeron en la Argentina una serie de transformaciones en la política, cuyas repercusiones se hicieron sentir en los modos de participación política. Surgieron así diversas expresiones de organización social que, impulsadas sobre todo por jóvenes, instituyeron formas diferentes de concebir y participar políticamente. Desde la construcción de la noción de autonomía, los jóvenes mostraron experiencias de politización, aún en un contexto de apatía y desinterés respecto a la política institucional. En este artículo proponemos revisar algunas expresiones que adquiere el protagonismo juvenil, entramándolas con una experiencia paradigmática de la década de los noventas: la formación de los Movimientos de Trabajadores Desocupados (MTDs) autónomos. Partiendo de los casos de los MTDs de Solano y Lanús, nos enfocaremos en la consideración de los modos en que en estos movimientos vinculan las anteriores militancias territoriales con las nuevas militancias juveniles, confluencia que se expresa en la impugnación a la política partidaria, sindical y estatal. En el texto buscamos dar cuenta de cómo se produce, a la luz de significativos procesos de cambio político, la conformación entre los jóvenes y las jóvenes de una generación política, constituida como tal a partir de la experimentación común del desencanto con la política; lo cual, lejos de conducirlos al alejamiento y repliegue de la acción colectiva, les permite impulsar experiencias de subjetivación alteradoras y disruptivas.","Open","Academic Literature","Peer-reviewed journal article",null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x","x","x",null,null,"x"]
["VSO (2015). Youth community volunteering: Evidence based case study. VSO Bangladesh. London: VSO.",2015,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x","x",null,"x",null,"x",null,null,null,null,"x","x","x",null,"x","x",null,"x","x",null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x"]
["VSO (2015). Youth volunteering contribution to livelihoods development results in Nanyuki, Kenya. Evidence based case study. VSO Jitolee. London: VSO.",2015,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["VSO (2015). Youth Volunteering contribution to sexual reproductive health development results in Baglung. Evidence based case study. VSO Nepal. London: VSO.",2015,null,"Internal documentation","Grey Literature","Report/Working paper","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,"x","x",null,"x","x","x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,"x","x","x",null,"x","x","x",null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x","x","x"]
["Walakira E. (2009). Reflective learning in action research: a case of micro-interventions for HIV prevention among the youth in Kakira-Kabembe, Jinja, Uganda. Action research, pp.1-18.",2009,"The Community Dialogue (CD) approach is considered to be significant in teasing out the realities, concerns, priorities and challenges of meeting the needs of young people, which can form the basis for more appropriate preventive interventions. Community dialogue approaches were used in our study, which involved a broad participation of different stakeholders as part of understanding the social contexts of the youth and sexuality, as well as reflecting on what actions the different stakeholders could undertake to reverse the current HIV and AIDS infection trends among the youth. The strategy underscored the community priorities as the basis for intervention/action. After thinking through and discussing the various intervention options, women and girls within their groups reached consensus to implement selected micro-projects which would be combined with HIV/ AIDS education activities. This article describes the key lessons learnt from implementation of these micro-projects through reflection. It describes and analyses the processes and nature of participation, the experiences of participants and facilitators, the challenges and issues relevant to address HIV/AIDS focusing on personal, social and economic considerations within the context of interventions. Reprinted by permission of Sage Publications Ltd","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x","x"]
["Walker D, Pereznieto P, Gina B, and Smith K. (2014). Partners for change: Young people and governance in a post-2015 world. London: Overseas Development Institute.",2014,null,"Open","Grey Literature","Report/Working paper",null,"x",null,"x","x",null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x"]
["Wartenweiler D, and Mansukhani R. (2015). Participatory Action Research with Filipino Street Youth: Their Voice and Action against Corporal Punishment. Child Abuse Review, pp.1-13.",2015,"The study investigated perspectives on corporal punishment of adolescents from street families in Manila, with the aim of creating actions that address the issue in that specific context. Participatory action research (PAR) was employed as a research design, collecting qualitative data with 11 youth, selected through purposive sampling. Results showed that harsh corporal punishment is highly normative in that context, most frequently physically and emotionally abusive, and often co‐occurs with verbal abuse. It has negative effects on the youth's feelings towards, and their relationship with, their parents, and it leads to defiant behaviours. The youth planned an action project to address the issue of corporal punishment in their families: producing a video clip and holding a parents’ meeting. Through the PAR process, the youth were empowered to voice their feelings and perceptions and to take action to address the issue of corporal punishment in their families and in the wider community. The study demonstrated how PAR can serve as a pathway towards empowerment for a very vulnerable group. Copyright © 2015 John Wiley & Sons, Ltd. ‘Investigated perspectives on corporal punishment of adolescents from street families in Manila’ Key Practitioner Messages: Little is known about children's perceptions related to corporal punishment, and children remain powerless to address this issue which most often happens in the intimate family context. Harsh corporal punishment is a highly normative experience for street youth in Manila, and is often physically and verbally abusive. The PAR process served as a pathway to empowerment for the youth, enabling them to address the issue of corporal punishment in their context. ‘Little is known about children's perceptions related to corporal punishment’ (PsycINFO Database Record (c) 2015 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,"x","x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x","x",null,"x","x"]
["Williams L, and Kantelberg R. (2010). Evaluation of Plan UK DFID Partnership Programme Agreement: The Governance Programme. Bristol: IDL group..",2010,"This report highlights the findings of the external evaluation of Plan UK’s Governance Programme, funded through its Partnership Programme Arrangement (PPA) with the UK Department for International Development (DFID). The overall purpose of the Programme is to engage young people in public policy, planning and resource decision making in order to improve development outcomes. The Programme is complex and country specific: it works across different sectors and in different governance spaces, in sixteen countries. At DFID’s request, the Latin American PPA will be evaluated separately – leaving eleven countries falling within the purview of this evaluation. The total budget for the Programme, excluding Latin American countries, is £5,730,000 for the 2008-2011 period.","Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,"x",null,"x","x","x",null,"x","x","x","x","x",null,null,null,null,null,"x","x","x","x","x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x","x"]
["Williams L. (2011). Evaluation of Plan UK-DFID Partnership Programme Agreement: The Latin America Governance Programme. Bristol: IDL Group.",2011,null,"Internal documentation","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,"x",null,"x","x",null,null,"x","x","x",null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x","x","x"]
["Willis N, Frewin L, Miller A, Dziwa C, Mavhu W, and Cowan F. (2014). \"My story\"- HIV positive adolescents tell their story through film. Children & Youth Services Review, 45, pp.129-136.",2014,"The global commitment to universal access for people in need of antiretroviral therapy has transformed the lives of adolescents with HIV. In contrast, there has been limited commitment at policy or service level to the need for effective therapeutic interventions which can help them to cope with their life experiences. It is imperative that the scale up of antiretroviral therapy programmes is accompanied by evidence-based therapeutic approaches if we are to assist adolescents to make informed treatment and secondary prevention decisions and to enjoy happy, fulfilled lives. This pilot study sought to evaluate the digital storytelling process as a therapeutic intervention for 12 HIV positive adolescents and young people within Africaid's Zvandiri programme in Harare, Zimbabwe. Drawing on narrative therapy, each storyteller created a digital film in which they narrated their life experiences and dominant themes in their lives. Storytellers found the process therapeutic as it helped them to move away from the negative themes which dominated their lives to a newer, richer perspective of their lives in which they had overcome challenges. Their films have provided caregivers and programmers with new insights into the challenges they faced and appropriate interventions for other adolescents living with HIV. [ABSTRACT FROM AUTHOR] Copyright of Children & Youth Services Review is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x","x",null,null,null,null,"x","x","x"]
["Women's Commission for Refugee Women and Children (2005). Youth Speak Out: New Voices on the Protection and Participation of Young People Affected by Armed Conflict. New York: Women's Commission for Refugee Women and Children. Available at: http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=fgh&AN=MRB-SRA080909-006&site=ehost-live&scope=site&custid=s1123049.",2005,"This paper highlights a study by the Women's Commission for Refugee Women and Children on the concerns of young people in conflict-affected areas in Kosovo, northern Uganda and Sierra Leone. The study provided new information and practical ideas generated by young people themselves for further coordinated advocacy and immediate action for and with young people affected by armed conflict. The study makes a strong case for promoting the participation of young people in decision-making as an essential means of ensuring their protection. The need for peace and security was overwhelmingly young people's top concern in Kosovo and Uganda. The participation of young people in decision-making and program implementation helped them overcome feelings of social dislocation and built self-esteem (Copyright applies to all Abstracts.)","Open","Grey Literature","Report/Working paper",null,null,"x","x",null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x",null,null,null,null,"x","x","x",null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Woodcock A, Cronin O, and Forde S. (2012). Quantitative evidence for the benefits of Moving the Goalposts, a Sport for Development project in rural Kenya. Evaluation and Program Planning, 35(3), pp.370-381.",2012,"Sport for Development has many reported benefits, but quantitative evidence of the impact of these interventions in Low Income Countries remains sparse. A new monitoring and evaluation toolkit was used in a cross-sectional survey at Moving the Goalposts (MTG), a football project aiming to empower young Kenyan women. We wished to determine empirically whether increased membership duration brought increased benefits. MTG selected and translated toolkit items consistent with the organisation’s strategic aims. We collected 333 completed questionnaires at 15 sites. Psychometric validation revealed some reliable scales; remaining items were scored separately. Scores were sensitive to differences between members defined by sociodemographic and site characteristics. Bivariate and multiple regression analyses showed that increased membership duration brought increasing benefits across several domains (perceived lifeskills; social life; insights about HIV/AIDS; outcomes related to female empowerment). Improved leadership skills were mainly age-related. Members attending more established sites experienced greater benefits, but members at more and less accessible sites benefitted similarly. Positive thoughts and feelings were related not to membership duration, but to how long a site had been operating. This indicates the importance of creating a positive culture over time. This crosssectional study provides quantitative evidence for the benefits of Sport for Development initiatives. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x","x",null,null,"x",null,"x",null,null,null,null,"x","x","x",null,"x","x",null,"x","x"]
["World Vision (2014). Project Evaluation \"Youth Capacity and Action for Change\". Milton Keynes : World Vision.",2014,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,null,"x",null,null,null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["World Vision International (2015). Children's Parliaments and Children's Councils in World Vision Programmes. Monrovia: World Vision International.",2015,null,"Internal documentation","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,"x","x",null,null,"x",null,"x","x","x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x",null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x"]
["Worley R. (2011). Citizen Journalism and Digital Voices: Instituting a Collaborative Process between Global Youth, Technology and Media for Positive Social Change. ProQuest LLC.",2011,"Millions of youths in developing countries are described by UNICEF as \"invisible and excluded.\" They live at the margins of society, facing challenges to their daily existence, powerless to make positive changes. But the emergence of citizen journalism and digital storytelling may offer these youths a chance to share their voices and positively impact their lives. The Internet and mobile devices have allowed ordinary citizens to become citizen journalists by sharing news when and where it happens with a global audience. Digital storytelling is also growing as a means of sharing one's personal story with a larger audience than ever before. Both of these emerging areas of digital communication have proven effective in creating change in a variety of settings, from politics to corporations. This dissertation examines the potential for citizen journalism and digital storytelling to empower youths in developing countries by giving them a voice and the tools to share their stories with a global audience, thus increasing awareness and support that may impact their lives in positive ways. This dissertation features a case study of Kenyan teens that used media and technology to raise awareness of the impact of HIV/AIDS on their lives. Media artifacts explored included digitals stories, videos and podcasts. Analyses revealed both negative and positive topics and themes; however, there were more positive findings suggesting that youths felt more positive and optimistic about their futures than if they had remained isolated and silent. Two conclusions were drawn from the data. The first is that being a social change agent brings out the best in people: courage, self-sacrifice, strength, collaboration, compassion, and hope. The second is that citizen journalism and digital storytelling are effective means of empowering global youths to create positive social change. While the conclusions were positive, it also became clear that partnerships are needed with organizations and corporations in developed countries in order to maintain these programs. It is recommended that a network of supportive organizations and corporations be created to work together to uplift youths in developing countries who are striving to make their voices heard on a global level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]","Open","Academic Literature","PhD thesis",null,"x",null,"x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x","x",null,"x","x",null,null,"x","x",null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x"]
["Wyss S, Ablordeppey J, Okrah J, and Kyei A. (2007). Reaching disenfranchised youth and mobile populations in Ghana through voluntary counselling and testing services for HIV. African journal of AIDS research, 6(2), pp.121-128.",2007,"This paper documents the evaluation of a 20-month project to provide voluntary counselling and testing (VCT) to a mobile population of youth surrounding the Agbogbloshie market in Accra, Ghana. The specified population were reached; 2) how HIV prevalence to among clients compared to that of the general population; 3) to what extent former clients self-reported behaviour change; and 4) whether useful lessons could be drawn regarding fees, hours, and location of services, as well as use of peer educators to increase use of VCT services among the target population. Various methodologies, including questionnaires, focus group discussions, a review of the service statistics and an exit poll of clients were used to evaluate the project. The service statistics demonstrated that the project exceeded the life-of-project target for number of clients by nearly 40%. Prevalence for the VCT client population (aged 15-25) was higher than for the general population (aged 15-24), although the gender differentials were similar. Focus group data suggested that clients may have adopted behaviour changes as a result of VCT. Finally, focus group discussions and VCT service trends showed that the high number of clients was largely influenced by three factors: services being free, location and hours of services being convenient to the target population, and use of peer educators to promote the services. In addition, the evaluation highlighted the importance of the counselling component of VCT, even as counselling can get short-changed at the expense of HIV testing when large numbers of clients are involved. The evaluation stressed the need to appropriately remunerate peer educators for their work whenever possible. Finally, VCT programmes continue to face challenges such as: HIV stigma as a barrier to people coming to be counselled and tested; insufficient availability of medication, support and services for HIV-positive clients; and difficulty of ensuring the sustainability of VCT programmes.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,"x",null,null,"x",null,null,null,"x","x",null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Y Care International (2013). Sierra Leone Youth Led Community-Based Disaster Risk Reduction. London: Y Care International. Available at: http://www.alnap.org/resource/8387.",2013,"In 2012, Y Care International supported the Sierra Leone YMCA to carry out a disaster risk reduction (DRR) pilot project in two urban slum communities of Freetown. The aim of this pilot project was to learn the best ways of reducing the risk of disasters such as flooding and cholera in urban slum communities of Freetown through involving young people in preparing for, carrying out activities to reduce the risk of, and responding to, such disasters. The project is a good example of youth participation in DRR, collaboration with other agencies, and learning through research on youth volunteerism.","Open","Grey Literature","Factsheet/Case study",null,null,"x",null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x",null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x","x"]
["Ye XX, Huang H, Li SH, Xu G, Cai Y, Chen T, Shen LX, and Shi R. (2009). HIV/AIDS education effects on behaviour among senior high school students in a medium-sized city in China. INTERNATIONAL JOURNAL OF STD & AIDS, 20(8), pp.549-552.",2009,"Few studies have examined the long-term effects of peer-led HIV prevention in Chinese adolescents. A two-year follow-up study was conducted among senior high school students in a medium-sized city of Fujian Province, from 1 March 2006 to 30 April 2008. In all, 3068 students from 14 schools were invited in March 2006, and 893 students in five schools were followed up. Data were collected at baseline, right after intervention (one month later) and two years later by a self-administered questionnaire. In the intervention group, the average knowledge score including reproductive health and HIV/AIDS/sexually transmitted diseases rose from 4.30 to 7.06 one month later (P < 0.01) and to 7.08 two years later (P < 0.01). There was no significant difference between the average knowledge score after one month and two years (P > 0.05). Sustained increases were found in the attitude scores towards people living with HIV/AIDS (PLWH) and intention of condom use after intervention. The study indicates that peer-led HIV prevention education succeeds in improving and sustaining HIV/AIDS-related knowledge and some behaviour intentions. Future research should focus on strategies to sustain long-term behaviour change.","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,"x"]
["Yosah MN. (2009). Report of Global Youth Service Day. Theme: Empowering Youth to Plant Tress for Environmental Sustainability. Bunkpurugu: YPWC.",2009,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x","x","x","x",null,"x","x",null,null,"x","x","x",null,null,null,null,"x",null,"x"]
["Yuldashev F, and Sahin B. (2015). Evaluating Youth Policy Reform in Kyrgyzstan Using Social Network Analysis. Trames - Journal of the Humanities and Social Sciences, 19(69/64), pp.273-287.",2015,"Youth organizations were important actors in color revolutions demanding more rights from incumbent governments in former Soviet societies. Kyrgyzstan is an example where numerous attempts to overthrow various governments took place. Since the youth is generally unemployed, underqualified, undereducated because of drastic implementation of free market policies immediately after the unexpected and unforeseen collapse of the Iron Curtain, they were the most vulnerable demographic for exploitation by extremist groups and criminal organizations. The study employed theories of complex adaptive systems and social network analysis concepts and tools in order to evaluate the actors, relations, interventions and policy results during and after mass mobilizations leading to political change.","Open","Academic Literature","Peer-reviewed journal article",null,null,"x","x",null,null,null,"x",null,null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x","x","x"]
["Zaidi S A. (2014). Promotion of Dialogue for Peacebuilding through Media and Youth Mobilization in Pakistan. Islamabad: Search for Common Ground.",2014,null,"Open","Grey Literature","Report/Working paper",null,"x",null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,null,"x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,"x",null,"x","x",null,null,null,null,"x","x",null,null,"x","x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,"x"]
["Zedan S. (2007). Community YouthMapping: Female youth voices through empowerment and workforce preparation. New Directions for Youth Development, 116, pp.87-98.",2007,"Because of poverty, many girls and young women throughout Egypt neglect their education in order to marry early, help in the fields, gain immediate employment, or carry out domestic labor to meet family needs. In Egypt, the Academy for Educational Development's Community YouthMapping (CYM) has been structured to provide a solid foundation for a systemic approach to education reform. CYM focuses on changing communities' perceptions and behavior through its youth and mechanisms to develop transferable skills to those who have traditionally been marginalized during afterschool time. [ABSTRACT FROM AUTHOR] Copyright of New Directions for Youth Development is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)","Charged","Academic Literature","Peer-reviewed journal article","x",null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,"x","x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,"x",null,null,"x","x","x",null,null,null,null,"x","x",null,null,null,null,"x",null,"x",null,"x","x","x","x","x",null,null,"x",null,"x",null,null,null,null,null,null,null,"x",null,null,"x"]
["Zingg S, and McGill M. (2015). Evaluation of Child and Youth Participation in Peacebuilding. Eastern Democratic of Congo. Global Partnership for Children and Youth in Peacebuilding.",2015,null,"Open","Grey Literature","Report/Working paper",null,null,"x",null,null,"x",null,"x",null,null,null,null,"x",null,null,"x",null,null,"x",null,null,null,null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,"x",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"x",null,null,null,"x",null,null,null,"x","x",null,null,null,null,"x",null,null,null,null,null,null,null,null,null,null,null,"x","x","x","x","x","x",null,null,"x","x",null,null,null,null,null,null,null,null,"x","x",null,"x",null,"x","x","x","x",null,null,null,null,null,null,null,null,"x",null,null,null,"x","x",null,null,"x",null,null,null,"x"]

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[null,false,{"$f":"'Agents & Advocates Database'!CP5","v":"Dominican Republic"},{"$f":"'Agents & Advocates Database'!CP2","v":3}]
[null,false,{"$f":"'Agents & Advocates Database'!CQ5","v":"Ecuador"},{"$f":"'Agents & Advocates Database'!CQ2","v":3}]
[null,false,{"$f":"'Agents & Advocates Database'!CR5","v":"El Salvador"},{"$f":"'Agents & Advocates Database'!CR2","v":4}]
[null,false,{"$f":"'Agents & Advocates Database'!CS5","v":"Guyana"},{"$f":"'Agents & Advocates Database'!CS2","v":1}]
[null,false,{"$f":"'Agents & Advocates Database'!CT5","v":"Guatemala"},{"$f":"'Agents & Advocates Database'!CT2","v":1}]
[null,false,{"$f":"'Agents & Advocates Database'!CU5","v":"Haiti"},{"$f":"'Agents & Advocates Database'!CU2","v":2}]
[null,false,{"$f":"'Agents & Advocates Database'!CV5","v":"Honduras"},{"$f":"'Agents & Advocates Database'!CV2","v":1}]
[null,false,{"$f":"'Agents & Advocates Database'!CW5","v":"Mexico"},{"$f":"'Agents & Advocates Database'!CW2","v":7}]
[null,false,{"$f":"'Agents & Advocates Database'!CX5","v":"Nicaragua"},{"$f":"'Agents & Advocates Database'!CX2","v":6}]
[null,false,{"$f":"'Agents & Advocates Database'!CY5","v":"Panama"},{"$f":"'Agents & Advocates Database'!CY2","v":1}]
[null,false,{"$f":"'Agents & Advocates Database'!CZ5","v":"Peru"},{"$f":"'Agents & Advocates Database'!CZ2","v":3}]
[null,false,{"$f":"'Agents & Advocates Database'!DA5","v":"Venezuela"},{"$f":"'Agents & Advocates Database'!DA2","v":1}]
["Europe and Central Asia"]
[null,false,{"$f":"'Agents & Advocates Database'!DC5","v":"Albania"},{"$f":"'Agents & Advocates Database'!DC2","v":3}]
[null,false,{"$f":"'Agents & Advocates Database'!DD5","v":"Azerbaijan"},{"$f":"'Agents & Advocates Database'!DD2","v":1}]
[null,false,{"$f":"'Agents & Advocates Database'!DE5","v":"Belarus"},{"$f":"'Agents & Advocates Database'!DE2","v":1}]
[null,false,{"$f":"'Agents & Advocates Database'!DF5","v":"Bosnia and Herzegovina"},{"$f":"'Agents & Advocates Database'!DF2","v":4}]
[null,false,{"$f":"'Agents & Advocates Database'!DG5","v":"Georgia"},{"$f":"'Agents & Advocates Database'!DG2","v":5}]
[null,false,{"$f":"'Agents & Advocates Database'!DH5","v":"Kosovo"},{"$f":"'Agents & Advocates Database'!DH2","v":6}]
[null,false,{"$f":"'Agents & Advocates Database'!DI5","v":"Kyrgyz Republic"},{"$f":"'Agents & Advocates Database'!DI2","v":6}]
[null,false,{"$f":"'Agents & Advocates Database'!DJ5","v":"Macedonia"},{"$f":"'Agents & Advocates Database'!DJ2","v":3}]
[null,false,{"$f":"'Agents & Advocates Database'!DK5","v":"Moldova"},{"$f":"'Agents & Advocates Database'!DK2","v":1}]
[null,false,{"$f":"'Agents & Advocates Database'!DL5","v":"Poland"},{"$f":"'Agents & Advocates Database'!DL2","v":1}]
[null,false,{"$f":"'Agents & Advocates Database'!DM5","v":"Russian Federation"},{"$f":"'Agents & Advocates Database'!DM2","v":4}]
[null,false,{"$f":"'Agents & Advocates Database'!DN5","v":"Serbia"},{"$f":"'Agents & Advocates Database'!DN2","v":2}]
[null,false,{"$f":"'Agents & Advocates Database'!DO5","v":"Slovak Republic"},{"$f":"'Agents & Advocates Database'!DO2","v":2}]
[null,false,{"$f":"'Agents & Advocates Database'!DP5","v":"Tajikistan"},{"$f":"'Agents & Advocates Database'!DP2","v":1}]
[null,false,{"$f":"'Agents & Advocates Database'!DQ5","v":"Turkey"},{"$f":"'Agents & Advocates Database'!DQ2","v":4}]
[]
[]
["Project funder"]
[null,false,{"$f":"'Agents & Advocates Database'!DR5","v":"Academic institutions"},{"$f":"'Agents & Advocates Database'!DR2","v":59}]
[null,false,{"$f":"'Agents & Advocates Database'!DS5","v":"DFID"},{"$f":"'Agents & Advocates Database'!DS2","v":24}]
[null,false,{"$f":"'Agents & Advocates Database'!DT5","v":"Foundations and Trusts"},{"$f":"'Agents & Advocates Database'!DT2","v":24}]
[null,false,{"$f":"'Agents & Advocates Database'!DU5","v":"Government"},{"$f":"'Agents & Advocates Database'!DU2","v":9}]
[null,false,{"$f":"'Agents & Advocates Database'!DV5","v":"NGOs"},{"$f":"'Agents & Advocates Database'!DV2","v":51}]
[null,false,{"$f":"'Agents & Advocates Database'!DW5","v":"Private sector"},{"$f":"'Agents & Advocates Database'!DW2","v":5}]
[null,false,{"$f":"'Agents & Advocates Database'!DX5","v":"Multi-/bi-lateral donors"},{"$f":"'Agents & Advocates Database'!DX2","v":107}]
[null,false,{"$f":"'Agents & Advocates Database'!DY5","v":"Not applicable"},{"$f":"'Agents & Advocates Database'!DY2","v":30}]
[null,false,{"$f":"'Agents & Advocates Database'!DZ5","v":"Unknown"},{"$f":"'Agents & Advocates Database'!DZ2","v":40}]
[]
[]
["Activity type"]
[null,false,{"$f":"'Agents & Advocates Database'!EA5","v":"Youth-led activity"},{"$f":"'Agents & Advocates Database'!EA2","v":51}]
[null,false,{"$f":"'Agents & Advocates Database'!EB5","v":"Youth in partnership with older adults"},{"$f":"'Agents & Advocates Database'!EB2","v":274}]
[]
[]
["Theme"]
[null,false,{"$f":"'Agents & Advocates Database'!EC5","v":"Accountability"},{"$f":"'Agents & Advocates Database'!EC2","v":39}]
[null,false,{"$f":"'Agents & Advocates Database'!ED5","v":"Civic and political engagement"},{"$f":"'Agents & Advocates Database'!ED2","v":114}]
[null,false,{"$f":"'Agents & Advocates Database'!EE5","v":"Conflicts & peacebuilding"},{"$f":"'Agents & Advocates Database'!EE2","v":45}]
[null,false,{"$f":"'Agents & Advocates Database'!EF5","v":"Disaster Risk Reduction, environment & climate change"},{"$f":"'Agents & Advocates Database'!EF2","v":22}]
[null,false,{"$f":"'Agents & Advocates Database'!EG5","v":"Education"},{"$f":"'Agents & Advocates Database'!EG2","v":31}]
[null,false,{"$f":"'Agents & Advocates Database'!EH5","v":"Gender equality"},{"$f":"'Agents & Advocates Database'!EH2","v":21}]
[null,false,{"$f":"'Agents & Advocates Database'!EI5","v":"Infrastructure"},{"$f":"'Agents & Advocates Database'!EI2","v":8}]
[null,false,{"$f":"'Agents & Advocates Database'!EJ5","v":"Livelihoods (inc food security and agriculture)"},{"$f":"'Agents & Advocates Database'!EJ2","v":29}]
[null,false,{"$f":"'Agents & Advocates Database'!EK5","v":"Physical wellbeing (excluding SRH)"},{"$f":"'Agents & Advocates Database'!EK2","v":17}]
[null,false,{"$f":"'Agents & Advocates Database'!EL5","v":"Psychosocial wellbeing"},{"$f":"'Agents & Advocates Database'!EL2","v":8}]
[null,false,{"$f":"'Agents & Advocates Database'!EM5","v":"Sexual and Reproductive Health"},{"$f":"'Agents & Advocates Database'!EM2","v":104}]
[null,false,{"$f":"'Agents & Advocates Database'!EN5","v":"Social protection"},{"$f":"'Agents & Advocates Database'!EN2","v":6}]
[]
[]
["Intervention type"]
[null,false,{"$f":"'Agents & Advocates Database'!EO5","v":"Interventions building project-cycle skills"},{"$f":"'Agents & Advocates Database'!EO2","v":72}]
[null,false,{"$f":"'Agents & Advocates Database'!ES5","v":"Interventions building communication, leadership and advocacy skills"},{"$f":"'Agents & Advocates Database'!ES2","v":43}]
[null,false,{"$f":"'Agents & Advocates Database'!EV5","v":"Young people implementing development initiatives"},{"$f":"'Agents & Advocates Database'!EV2","v":145}]
[null,false,{"$f":"'Agents & Advocates Database'!FC5","v":"Young people's advocacy initiatives"},{"$f":"'Agents & Advocates Database'!FC2","v":114}]
[null,false,{"$f":"'Agents & Advocates Database'!FM5","v":"Cross-cutting initiatives"},{"$f":"'Agents & Advocates Database'!FM2","v":104}]
[]
["Interventions building project-cycle skills"]
[null,false,{"$f":"'Agents & Advocates Database'!EP5","v":"Participatory planning and design"},{"$f":"'Agents & Advocates Database'!EP2","v":37}]
[null,false,{"$f":"'Agents & Advocates Database'!EQ5","v":"Participatory research"},{"$f":"'Agents & Advocates Database'!EQ2","v":37}]
[null,false,{"$f":"'Agents & Advocates Database'!ER5","v":"Participatory monitoring and evaluation"},{"$f":"'Agents & Advocates Database'!ER2","v":17}]
["Interventions building communication, leadership and advocacy skills"]
[null,false,{"$f":"'Agents & Advocates Database'!ET5","v":"Leadership training"},{"$f":"'Agents & Advocates Database'!ET2","v":23}]
[null,false,{"$f":"'Agents & Advocates Database'!EU5","v":"Conflict resolution/ peacebuilding training"},{"$f":"'Agents & Advocates Database'!EU2","v":24}]
["Young people implementing development initiatives"]
[null,false,{"$f":"'Agents & Advocates Database'!EW5","v":"Peer-to-peer education"},{"$f":"'Agents & Advocates Database'!EW2","v":87}]
[null,false,{"$f":"'Agents & Advocates Database'!EX5","v":"Community educators"},{"$f":"'Agents & Advocates Database'!EX2","v":21}]
[null,false,{"$f":"'Agents & Advocates Database'!EY5","v":"Young people as mentors"},{"$f":"'Agents & Advocates Database'!EY2","v":30}]
[null,false,{"$f":"'Agents & Advocates Database'!EZ5","v":"Young people training service providers"},{"$f":"'Agents & Advocates Database'!EZ2","v":6}]
[null,false,{"$f":"'Agents & Advocates Database'!FA5","v":"Structured volunteering programme"},{"$f":"'Agents & Advocates Database'!FA2","v":20}]
[null,false,{"$f":"'Agents & Advocates Database'!FB5","v":"Youth-led emergency response (e.g. Ebola, DRR)"},{"$f":"'Agents & Advocates Database'!FB2","v":9}]
["Young people's advocacy initiatives"]
[null,false,{"$f":"'Agents & Advocates Database'!FD5","v":"Autonomous youth activism"},{"$f":"'Agents & Advocates Database'!FD2","v":27}]
[null,false,{"$f":"'Agents & Advocates Database'!FE5","v":"Young people creating campaign/ educational materials"},{"$f":"'Agents & Advocates Database'!FE2","v":9}]
[null,false,{"$f":"'Agents & Advocates Database'!FF5","v":"Youth networks for civic participation"},{"$f":"'Agents & Advocates Database'!FF2","v":31}]
[null,false,{"$f":"'Agents & Advocates Database'!FG5","v":"Enhancing youth voice in organisational decision-making"},{"$f":"'Agents & Advocates Database'!FG2","v":14}]
[null,false,{"$f":"'Agents & Advocates Database'!FH5","v":"Accountability interventions"},{"$f":"'Agents & Advocates Database'!FH2","v":16}]
[null,false,{"$f":"'Agents & Advocates Database'!FI5","v":"Participatory budgeting"},{"$f":"'Agents & Advocates Database'!FI2","v":8}]
[null,false,{"$f":"'Agents & Advocates Database'!FJ5","v":"Youth Council"},{"$f":"'Agents & Advocates Database'!FJ2","v":23}]
[null,false,{"$f":"'Agents & Advocates Database'!FK5","v":"Youth Parliaments"},{"$f":"'Agents & Advocates Database'!FK2","v":11}]
[null,false,{"$f":"'Agents & Advocates Database'!FL5","v":"Youth participation at international forums"},{"$f":"'Agents & Advocates Database'!FL2","v":1}]
["Cross-cutting initiatives"]
[null,false,{"$f":"'Agents & Advocates Database'!FN5","v":"Social change oriented youth group"},{"$f":"'Agents & Advocates Database'!FN2","v":34}]
[null,false,{"$f":"'Agents & Advocates Database'!FO5","v":"Arts, dance, drama and music interventions"},{"$f":"'Agents & Advocates Database'!FO2","v":22}]
[null,false,{"$f":"'Agents & Advocates Database'!FP5","v":"Safe spaces"},{"$f":"'Agents & Advocates Database'!FP2","v":13}]
[null,false,{"$f":"'Agents & Advocates Database'!FQ5","v":"Media/ video projects"},{"$f":"'Agents & Advocates Database'!FQ2","v":42}]
[null,false,{"$f":"'Agents & Advocates Database'!FR5","v":"Sports for development"},{"$f":"'Agents & Advocates Database'!FR2","v":9}]
[]
[]
["Discussion of context"]
[null,false,{"$f":"'Agents & Advocates Database'!FS5","v":"Economic context"},{"$f":"'Agents & Advocates Database'!FS2","v":22}]
[null,false,{"$f":"'Agents & Advocates Database'!FT5","v":"Extent of democratic space"},{"$f":"'Agents & Advocates Database'!FT2","v":32}]
[null,false,{"$f":"'Agents & Advocates Database'!FU5","v":"Policy/norm context concerning active role for youth"},{"$f":"'Agents & Advocates Database'!FU2","v":65}]
[null,false,{"$f":"'Agents & Advocates Database'!FV5","v":"Presence of conflict/ fragility (including significant local level violence)"},{"$f":"'Agents & Advocates Database'!FV2","v":63}]
[null,false,{"$f":"'Agents & Advocates Database'!FW5","v":"Urban or rural locations"},{"$f":"'Agents & Advocates Database'!FW2","v":19}]
[null,false,{"$f":"'Agents & Advocates Database'!FX5","v":"Not discussed"},{"$f":"'Agents & Advocates Database'!FX2","v":176}]
[]
[]
["Gender of youth participants"]
[null,false,{"$f":"'Agents & Advocates Database'!FY5","v":"Male only"},{"$f":"'Agents & Advocates Database'!FY2","v":3}]
[null,false,{"$f":"'Agents & Advocates Database'!FZ5","v":"Female only"},{"$f":"'Agents & Advocates Database'!FZ2","v":19}]
[null,false,{"$f":"'Agents & Advocates Database'!GA5","v":"Mixed"},{"$f":"'Agents & Advocates Database'!GA2","v":303}]
[]
[]
["Marginalised groups targeted"]
[null,false,{"$f":"'Agents & Advocates Database'!GB5","v":"Adolescent mothers"},{"$f":"'Agents & Advocates Database'!GB2","v":3}]
[null,false,{"$f":"'Agents & Advocates Database'!GC5","v":"Child labour"},{"$f":"'Agents & Advocates Database'!GC2","v":2}]
[null,false,{"$f":"'Agents & Advocates Database'!GD5","v":"Homeless/street based young people"},{"$f":"'Agents & Advocates Database'!GD2","v":5}]
[null,false,{"$f":"'Agents & Advocates Database'!GE5","v":"LGBTQI"},{"$f":"'Agents & Advocates Database'!GE2","v":3}]
[null,false,{"$f":"'Agents & Advocates Database'!GF5","v":"Marginalised ethnic or racial groups"},{"$f":"'Agents & Advocates Database'!GF2","v":21}]
[null,false,{"$f":"'Agents & Advocates Database'!GG5","v":"Orphaned young people and/or heads of households"},{"$f":"'Agents & Advocates Database'!GG2","v":7}]
[null,false,{"$f":"'Agents & Advocates Database'!GH5","v":"Out of school youth"},{"$f":"'Agents & Advocates Database'!GH2","v":13}]
[null,false,{"$f":"'Agents & Advocates Database'!GI5","v":"Refugee/displaced young people"},{"$f":"'Agents & Advocates Database'!GI2","v":9}]
[null,false,{"$f":"'Agents & Advocates Database'!GJ5","v":"Unemployed youth"},{"$f":"'Agents & Advocates Database'!GJ2","v":5}]
[null,false,{"$f":"'Agents & Advocates Database'!GK5","v":"Young people from low income households"},{"$f":"'Agents & Advocates Database'!GK2","v":45}]
[null,false,{"$f":"'Agents & Advocates Database'!GL5","v":"Young people with disabilities"},{"$f":"'Agents & Advocates Database'!GL2","v":10}]
[null,false,{"$f":"'Agents & Advocates Database'!GM5","v":"No marginalised groups"},{"$f":"'Agents & Advocates Database'!GM2","v":226}]
[]
[]
["Age range of youth participants"]
[null,false,{"$f":"'Agents & Advocates Database'!GN5","v":"10 - 14 years old"},{"$f":"'Agents & Advocates Database'!GN2","v":101}]
[null,false,{"$f":"'Agents & Advocates Database'!GO5","v":"15 - 19 years old"},{"$f":"'Agents & Advocates Database'!GO2","v":185}]
[null,false,{"$f":"'Agents & Advocates Database'!GP5","v":"20 - 24 years old"},{"$f":"'Agents & Advocates Database'!GP2","v":116}]
[null,false,{"$f":"'Agents & Advocates Database'!GQ5","v":"25 - 29 years old"},{"$f":"'Agents & Advocates Database'!GQ2","v":62}]
[null,false,{"$f":"'Agents & Advocates Database'!GR5","v":"Includes older than 29"},{"$f":"'Agents & Advocates Database'!GR2","v":27}]
[null,false,{"$f":"'Agents & Advocates Database'!GS5","v":"Unspecified /'youth'"},{"$f":"'Agents & Advocates Database'!GS2","v":137}]
[]
[]
["Aim of intervention"]
[null,false,{"$f":"'Agents & Advocates Database'!GT5","v":"Intrinsic"},{"$f":"'Agents & Advocates Database'!GT2","v":57}]
[null,false,{"$f":"'Agents & Advocates Database'!GU5","v":"Instrumental"},{"$f":"'Agents & Advocates Database'!GU2","v":268}]
[]
[]
["Target institutions/groups"]
[null,false,{"$f":"'Agents & Advocates Database'!GV5","v":"Individuals"},{"$f":"'Agents & Advocates Database'!GV2","v":287}]
[null,false,{"$f":"'Agents & Advocates Database'!GW5","v":"Local community institutions"},{"$f":"'Agents & Advocates Database'!GW2","v":83}]
[null,false,{"$f":"'Agents & Advocates Database'!GX5","v":"District level institutions"},{"$f":"'Agents & Advocates Database'!GX2","v":51}]
[null,false,{"$f":"'Agents & Advocates Database'!GY5","v":"National institutions"},{"$f":"'Agents & Advocates Database'!GY2","v":61}]
[null,false,{"$f":"'Agents & Advocates Database'!GZ5","v":"International institutions"},{"$f":"'Agents & Advocates Database'!GZ2","v":11}]
[]
[]
["Personal Development Outcomes"]
[null,false,{"$f":"'Agents & Advocates Database'!HA5","v":"Knowledge, self-confidence and resilience"},{"$f":"'Agents & Advocates Database'!HA2","v":188}]
[null,false,{"$f":"'Agents & Advocates Database'!HE5","v":"Communication, life skills and technical skills"},{"$f":"'Agents & Advocates Database'!HE2","v":141}]
[null,false,{"$f":"'Agents & Advocates Database'!HH5","v":"Attitudes and behaviour change"},{"$f":"'Agents & Advocates Database'!HH2","v":93}]
[null,false,{"$f":"'Agents & Advocates Database'!HL5","v":"Social relationships"},{"$f":"'Agents & Advocates Database'!HL2","v":74}]
[null,false,{"$f":"'Agents & Advocates Database'!HO5","v":"Voice and sense of inclusion"},{"$f":"'Agents & Advocates Database'!HO2","v":68}]
[]
["Knowledge, self-confidence and resilience"]
[null,false,{"$f":"'Agents & Advocates Database'!HB5","v":"Knowledge"},{"$f":"'Agents & Advocates Database'!HB2","v":132}]
[null,false,{"$f":"'Agents & Advocates Database'!HC5","v":"Self-confidence, resilience and aspirations"},{"$f":"'Agents & Advocates Database'!HC2","v":116}]
[null,false,{"$f":"'Agents & Advocates Database'!HD5","v":"Development of role models"},{"$f":"'Agents & Advocates Database'!HD2","v":6}]
["Communication, life skills and technical skills"]
[null,false,{"$f":"'Agents & Advocates Database'!HF5","v":"Life skills e.g. communication, critical thinking"},{"$f":"'Agents & Advocates Database'!HF2","v":112}]
[null,false,{"$f":"'Agents & Advocates Database'!HG5","v":"Practical skills/ enhanced employability"},{"$f":"'Agents & Advocates Database'!HG2","v":75}]
["Attitudes and behaviour change"]
[null,false,{"$f":"'Agents & Advocates Database'!HI5","v":"Attitude change (e.g. gender inequality, inter-ethnic relations)"},{"$f":"'Agents & Advocates Database'!HI2","v":54}]
[null,false,{"$f":"'Agents & Advocates Database'!HJ5","v":"Change in attitudes to politically-motivated or identity-based violence"},{"$f":"'Agents & Advocates Database'!HJ2","v":10}]
[null,false,{"$f":"'Agents & Advocates Database'!HK5","v":"Behaviour change"},{"$f":"'Agents & Advocates Database'!HK2","v":60}]
["Social relationships"]
[null,false,{"$f":"'Agents & Advocates Database'!HM5","v":"Stronger family relationships"},{"$f":"'Agents & Advocates Database'!HM2","v":15}]
[null,false,{"$f":"'Agents & Advocates Database'!HN5","v":"Stronger social relationships outside family"},{"$f":"'Agents & Advocates Database'!HN2","v":64}]
["Voice and sense of inclusion"]
[null,false,{"$f":"'Agents & Advocates Database'!HP5","v":"Feeling included/ listened to"},{"$f":"'Agents & Advocates Database'!HP2","v":68}]
[]
[]
["Development Outcomes"]
[null,false,{"$f":"'Agents & Advocates Database'!HQ5","v":"Participation-related outcomes"},{"$f":"'Agents & Advocates Database'!HQ2","v":159}]
[null,false,{"$f":"'Agents & Advocates Database'!HV5","v":"Public attitudes, knowledge and behaviour"},{"$f":"'Agents & Advocates Database'!HV2","v":153}]
[null,false,{"$f":"'Agents & Advocates Database'!ID5","v":"Community development and livelihoods outcomes"},{"$f":"'Agents & Advocates Database'!ID2","v":130}]
[null,false,{"$f":"'Agents & Advocates Database'!IK5","v":"Policy changes"},{"$f":"'Agents & Advocates Database'!IK2","v":44}]
[]
["Participation-related outcomes"]
[null,false,{"$f":"'Agents & Advocates Database'!HR5","v":"Political or policy-related participation or engagement"},{"$f":"'Agents & Advocates Database'!HR2","v":93}]
[null,false,{"$f":"'Agents & Advocates Database'!HS5","v":"Participation in governance (inc. budgeting and accountability)"},{"$f":"'Agents & Advocates Database'!HS2","v":58}]
[null,false,{"$f":"'Agents & Advocates Database'!HT5","v":"Participation in programming"},{"$f":"'Agents & Advocates Database'!HT2","v":45}]
[null,false,{"$f":"'Agents & Advocates Database'!HU5","v":"Voice in the public sphere"},{"$f":"'Agents & Advocates Database'!HU2","v":29}]
["Public attitudes, knowledge and behaviour"]
[null,false,{"$f":"'Agents & Advocates Database'!HW5","v":"Changes in health knowledge"},{"$f":"'Agents & Advocates Database'!HW2","v":51}]
[null,false,{"$f":"'Agents & Advocates Database'!HX5","v":"Changes in wider development knowledge (agriculture, legal rights etc)"},{"$f":"'Agents & Advocates Database'!HX2","v":10}]
[null,false,{"$f":"'Agents & Advocates Database'!HY5","v":"Changes in attitudes to YP/ YP participation"},{"$f":"'Agents & Advocates Database'!HY2","v":36}]
[null,false,{"$f":"'Agents & Advocates Database'!HZ5","v":"Changes in disciminatory attitudes"},{"$f":"'Agents & Advocates Database'!HZ2","v":71}]
[null,false,{"$f":"'Agents & Advocates Database'!IA5","v":"Changes in harmful practices"},{"$f":"'Agents & Advocates Database'!IA2","v":22}]
[null,false,{"$f":"'Agents & Advocates Database'!IB5","v":"Behaviour/ practice change (health)"},{"$f":"'Agents & Advocates Database'!IB2","v":44}]
[null,false,{"$f":"'Agents & Advocates Database'!IC5","v":"Behaviour/ practice change (non-health)"},{"$f":"'Agents & Advocates Database'!IC2","v":4}]
["Community development and livelihoods outcomes"]
[null,false,{"$f":"'Agents & Advocates Database'!IE5","v":"Livelihood changes"},{"$f":"'Agents & Advocates Database'!IE2","v":13}]
[null,false,{"$f":"'Agents & Advocates Database'!IF5","v":"Community development outcomes (e.g. infrastructure)"},{"$f":"'Agents & Advocates Database'!IF2","v":44}]
[null,false,{"$f":"'Agents & Advocates Database'!IG5","v":"Changes in strength of community organisations"},{"$f":"'Agents & Advocates Database'!IG2","v":50}]
[null,false,{"$f":"'Agents & Advocates Database'!IH5","v":"Changes in social cohesion/ conflict/ fragility"},{"$f":"'Agents & Advocates Database'!IH2","v":18}]
[null,false,{"$f":"'Agents & Advocates Database'!II5","v":"Access to/ use of services"},{"$f":"'Agents & Advocates Database'!II2","v":32}]
[null,false,{"$f":"'Agents & Advocates Database'!IJ5","v":"Quality of services"},{"$f":"'Agents & Advocates Database'!IJ2","v":34}]
["Policy changes"]
[null,false,{"$f":"'Agents & Advocates Database'!IL5","v":"Youth focused policy"},{"$f":"'Agents & Advocates Database'!IL2","v":40}]
[null,false,{"$f":"'Agents & Advocates Database'!IM5","v":"Non-youth focused policy"},{"$f":"'Agents & Advocates Database'!IM2","v":11}]

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[]
["Map 1: All interventions (333 studies)",null,"Personal Development Outcomes",null,null,null,null,null,null,null,null,null,null,"Development Outcomes"]
[null,null,"Knowledge, self-confidence and resilience",null,null,"Communication, life skills and technical skills",null,"Attitudes and behaviour change",null,null,"Social relationships",null,"Voice and sense of inclusion","Participation-related outcomes",null,null,null,"Public attitudes, knowledge and behaviour",null,null,null,null,null,null,"Community development and livelihoods outcomes",null,null,null,null,null,"Policy changes"]
[null,null,"Knowledge","Self-confidence, resilience and aspirations","Development of role models","Life skills e.g. communication, critical thinking","Practical skills/ enhanced employability","Attitude change (e.g. gender inequality, inter-ethnic relations)","Change in attitudes to politically-motivated or identity-based violence","Behaviour change","Stronger family relationships","Stronger social relationships outside family","Feeling included/ listened to","Political or policy-related participation or engagement","Participation in governance (inc. budgeting and accountability)","Participation in programming","Voice in the public sphere","Changes in health knowledge","Changes in wider development knowledge (agriculture, legal rights etc)","Changes in attitudes to YP/ YP participation","Changes in discriminatory attitudes","Changes in harmful practices","Behaviour/ practice change (health)","Behaviour/ practice change (non-health)","Livelihood changes","Community development outcomes (e.g. infrastructure)","Changes in strength of community organisations","Changes in social cohesion/ conflict/ fragility","Access to/ use of services","Quality of services","Youth focused policy","Non-youth focused policy"]
["Interventions building project-cycle skills","Participatory planning and design",19,15,1,17,12,4,0,4,1,6,9,14,13,19,7,3,1,7,10,1,3,0,1,6,10,0,6,7,8,1]
[null,"Participatory research",15,12,1,12,10,7,2,4,3,8,10,12,2,7,4,1,4,5,4,1,1,0,1,5,4,0,1,4,1,1]
[null,"Participatory monitoring and evaluation",7,6,0,7,7,2,0,3,1,5,3,3,5,10,2,2,0,5,2,1,2,0,1,2,2,0,4,2,2,0]
["Interventions building communication, leadership and advocacy skills","Leadership training",10,8,0,13,5,7,2,3,1,3,5,7,6,5,4,1,0,6,7,2,2,0,2,4,2,5,2,7,3,1]
[null,"Conflict resolution/ peacebuilding training",10,10,2,16,8,8,6,12,2,7,3,8,3,5,1,0,1,3,10,3,1,2,1,9,4,11,1,1,4,0]
["Young people implementing development initiatives","Peer-to-peer education",40,25,5,21,15,18,1,30,3,8,5,12,5,6,1,35,4,7,16,7,39,0,7,5,12,1,13,7,3,0]
[null,"Community educators",9,7,0,7,8,4,0,5,0,6,2,5,2,3,2,8,1,4,10,4,9,0,4,5,8,1,7,2,1,0]
[null,"Young people as mentors",18,11,1,11,8,7,1,9,4,5,8,4,3,3,0,7,1,1,11,3,3,1,2,5,4,0,2,2,2,0]
[null,"Young people training service providers",1,2,0,1,1,1,0,0,0,0,0,0,0,0,0,4,0,0,0,0,0,0,0,0,2,0,2,2,0,0]
[null,"Structured volunteering programme",12,10,0,12,10,7,1,4,1,5,2,5,1,1,1,2,0,3,6,1,2,0,3,11,7,1,2,0,1,0]
[null,"Youth-led emergency response (e.g. Ebola, DRR)",1,1,0,1,1,0,0,0,0,1,2,3,1,2,1,2,2,3,2,0,1,0,0,4,3,0,0,1,0,0]
["Young people's advocacy initiatives","Autonomous youth activism",4,3,0,3,0,2,1,1,0,11,13,21,5,0,4,1,1,2,8,1,0,0,0,2,1,2,2,0,4,3]
[null,"Young people creating campaign/ educational materials",4,3,0,2,2,1,0,2,0,1,0,2,1,3,0,4,0,1,4,1,2,0,0,0,2,0,2,3,1,0]
[null,"Youth networks for civic participation",12,14,0,11,7,4,0,3,2,7,11,18,8,4,7,1,2,2,6,0,2,0,3,4,5,2,3,3,6,2]
[null,"Enhancing youth voice in organisational decision-making",3,8,0,8,5,1,1,1,1,2,2,8,5,5,1,0,0,2,6,1,0,0,0,2,4,1,2,1,7,1]
[null,"Accountability interventions",12,6,0,6,4,2,0,1,0,2,5,10,12,2,0,1,1,5,5,5,0,2,0,5,2,1,3,5,3,0]
[null,"Participatory budgeting",4,0,0,1,1,0,0,0,0,2,3,4,7,1,1,0,0,0,1,0,0,0,0,1,1,0,1,0,3,0]
[null,"Youth Council",10,11,1,12,6,3,1,3,0,1,7,11,16,6,0,0,1,9,6,1,0,0,0,4,7,1,2,3,8,1]
[null,"Youth Parliaments",5,4,0,2,1,3,0,2,0,0,4,7,4,2,1,0,0,3,1,1,0,0,0,2,2,1,2,0,7,0]
[null,"Youth participation at international forums",null,null,null,null,null,null,null,null,null,null,null,1,1,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,1]
["Cross-cutting initiatives","Social change oriented youth group",19,18,1,13,8,10,1,5,0,10,10,15,5,2,4,1,1,3,9,2,1,0,0,9,6,2,4,2,8,2]
[null,"Arts, dance, drama and music interventions",8,13,1,10,5,7,3,8,4,4,5,7,1,3,1,5,0,3,10,3,3,1,0,2,2,3,2,1,0,0]
[null,"Safe spaces",5,6,0,6,4,6,0,4,0,2,7,3,1,3,2,3,0,3,4,1,0,0,0,1,2,1,1,1,0,0]
[null,"Media/ video projects",16,22,1,25,17,7,3,7,3,4,13,16,10,7,7,3,1,6,19,6,2,1,1,6,5,4,6,5,6,0]
[null,"Sports for development",5,4,0,5,1,4,0,3,0,3,1,0,0,1,2,1,0,0,2,1,1,0,0,0,0,0,0,0,0,0]
[]
[]
["Map 2: Agents interventions (183 studies)",null,"Personal Development Outcomes",null,null,null,null,null,null,null,null,null,null,"Development Outcomes"]
[null,null,"Knowledge, self-confidence and resilience",null,null,"Communication, life skills and technical skills",null,"Attitudes and behaviour change",null,null,"Social relationships",null,"Voice and sense of inclusion","Participation-related outcomes",null,null,null,"Public attitudes, knowledge and behaviour",null,null,null,null,null,null,"Community development and livelihoods outcomes",null,null,null,null,null,"Policy changes"]
[null,null,"Knowledge","Self-confidence, resilience and aspirations","Development of role models","Life skills e.g. communication, critical thinking","Practical skills/ enhanced employability","Attitude change (e.g. gender inequality, inter-ethnic relations)","Change in attitudes to politically-motivated or identity-based violence","Behaviour change","Stronger family relationships","Stronger social relationships outside family","Feeling included/ listened to","Political or policy-related participation or engagement","Participation in governance (inc. budgeting and accountability)","Participation in programming","Voice in the public sphere","Changes in health knowledge","Changes in wider development knowledge (agriculture, legal rights etc)","Changes in attitudes to YP/ YP participation","Changes in discriminatory attitudes","Changes in harmful practices","Behaviour/ practice change (health)","Behaviour/ practice change (non-health)","Livelihood changes","Community development outcomes (e.g. infrastructure)","Changes in strength of community organisations","Changes in social cohesion/ conflict/ fragility","Access to/ use of services","Quality of services","Youth focused policy","Non-youth focused policy"]
["Interventions building project-cycle skills","Participatory planning and design",9,10,1,10,10,3,0,3,1,6,5,6,5,14,3,3,0,5,6,1,3,0,0,5,8,0,4,2,2,0]
[null,"Participatory research",11,6,0,7,4,3,1,2,0,5,3,7,0,6,3,1,3,5,1,0,1,0,1,4,3,0,1,1,0,1]
[null,"Participatory monitoring and evaluation",5,6,0,6,7,2,0,3,1,5,3,2,2,10,2,2,0,4,2,1,2,0,0,2,2,0,3,1,1,0]
["Interventions building communication, leadership and advocacy skills","Leadership training",4,4,0,5,2,5,0,3,1,1,2,2,0,2,2,0,0,2,4,1,1,0,1,1,1,1,0,2,0,0]
[null,"Conflict resolution/ peacebuilding training",1,3,0,3,2,2,0,2,0,2,0,0,0,3,0,0,1,0,1,0,0,0,0,2,1,0,1,0,1,0]
["Young people implementing development initiatives","Peer-to-peer education",35,24,4,19,11,14,0,25,3,7,2,6,2,4,1,33,3,5,14,6,37,0,5,5,12,1,12,6,2,0]
[null,"Community educators",8,7,0,6,7,3,0,4,0,4,1,4,2,3,1,7,1,4,8,2,8,0,4,5,8,1,6,2,0,0]
[null,"Young people as mentors",13,9,0,7,7,5,0,7,4,2,6,0,1,2,0,7,1,1,8,2,3,1,2,5,3,0,1,2,0,0]
[null,"Young people training service providers",1,2,0,1,1,1,0,0,0,0,0,0,0,0,0,4,0,0,0,0,0,0,0,0,2,0,2,2,0,0]
[null,"Structured volunteering programme",9,8,0,9,8,5,0,2,0,4,1,2,0,1,1,2,0,3,3,1,2,0,2,9,5,0,1,0,0,0]
[null,"Youth-led emergency response (e.g. Ebola, DRR)",1,1,0,1,1,0,0,0,0,1,2,3,0,1,1,2,2,3,2,0,1,0,0,4,3,0,0,1,0,0]
["Young people's advocacy initiatives","Autonomous youth activism",0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0]
[null,"Young people creating campaign/ educational materials",2,0,0,0,1,1,0,1,0,1,0,0,0,1,0,2,0,0,2,0,0,0,0,0,1,0,1,1,0,0]
[null,"Youth networks for civic participation",3,5,0,3,3,2,0,1,1,2,4,3,0,0,1,0,1,2,0,0,1,0,1,2,2,0,0,1,2,0]
[null,"Enhancing youth voice in organisational decision-making",1,3,0,4,3,1,1,1,0,1,1,2,2,4,0,0,0,0,2,0,0,0,0,0,2,1,1,0,2,1]
[null,"Accountability interventions",3,0,0,0,3,0,0,0,0,1,0,2,3,0,0,0,0,0,1,0,0,0,0,0,1,0,0,1,0,0]
[null,"Participatory budgeting",2,0,0,0,1,0,0,0,0,2,1,1,2,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0]
[null,"Youth Council",1,1,0,1,0,0,0,1,0,0,0,1,0,1,0,0,0,1,0,0,0,0,0,1,0,0,1,0,1,0]
[null,"Youth Parliaments",1,1,0,1,0,0,0,1,0,0,0,1,0,1,0,0,0,1,0,0,0,0,0,1,0,0,1,0,1,0]
[null,"Youth participation at international forums",0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0]
["Cross-cutting initiatives","Social change oriented youth group",8,10,0,7,5,4,0,2,0,4,2,1,0,1,2,1,1,2,2,1,1,0,0,4,2,0,1,0,1,0]
[null,"Arts, dance, drama and music interventions",4,8,0,5,3,3,1,4,3,3,2,4,0,1,0,5,0,2,4,2,3,1,0,1,2,1,1,1,0,0]
[null,"Safe spaces",4,4,0,3,2,4,0,3,0,2,4,1,0,1,1,3,0,2,2,1,0,0,0,1,2,0,1,1,0,0]
[null,"Media/ video projects",4,5,0,5,2,0,0,2,0,0,1,2,1,2,0,0,0,2,4,0,0,0,0,2,2,0,1,0,1,0]
[null,"Sports for development",5,4,0,4,1,3,0,2,0,1,0,0,0,1,1,1,0,0,1,0,1,0,0,0,0,0,0,0,0,0]
[]
[]
["Map 3: Advocates interventions (62 studies)",null,"Personal Development Outcomes",null,null,null,null,null,null,null,null,null,null,"Development Outcomes"]
[null,null,"Knowledge, self-confidence and resilience",null,null,"Communication, life skills and technical skills",null,"Attitudes and behaviour change",null,null,"Social relationships",null,"Voice and sense of inclusion","Participation-related outcomes",null,null,null,"Public attitudes, knowledge and behaviour",null,null,null,null,null,null,"Community development and livelihoods outcomes",null,null,null,null,null,"Policy changes"]
[null,null,"Knowledge","Self-confidence, resilience and aspirations","Development of role models","Life skills e.g. communication, critical thinking","Practical skills/ enhanced employability","Attitude change (e.g. gender inequality, inter-ethnic relations)","Change in attitudes to politically-motivated or identity-based violence","Behaviour change","Stronger family relationships","Stronger social relationships outside family","Feeling included/ listened to","Political or policy-related participation or engagement","Participation in governance (inc. budgeting and accountability)","Participation in programming","Voice in the public sphere","Changes in health knowledge","Changes in wider development knowledge (agriculture, legal rights etc)","Changes in attitudes to YP/ YP participation","Changes in discriminatory attitudes","Changes in harmful practices","Behaviour/ practice change (health)","Behaviour/ practice change (non-health)","Livelihood changes","Community development outcomes (e.g. infrastructure)","Changes in strength of community organisations","Changes in social cohesion/ conflict/ fragility","Access to/ use of services","Quality of services","Youth focused policy","Non-youth focused policy"]
["Interventions building project-cycle skills","Participatory planning and design",3,2,0,3,0,0,0,0,0,0,0,4,2,1,2,0,0,1,2,0,0,0,1,0,2,0,2,1,3,0]
[null,"Participatory research",1,1,0,1,0,1,0,1,0,0,1,1,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,1,0,0]
[null,"Participatory monitoring and evaluation",1,0,0,1,0,0,0,0,0,0,0,0,2,0,0,0,0,1,0,0,0,0,1,0,0,0,1,1,0,0]
["Interventions building communication, leadership and advocacy skills","Leadership training",1,1,0,0,0,0,0,0,0,0,0,1,0,1,1,0,0,0,0,0,0,0,0,1,0,1,1,2,1,0]
[null,"Conflict resolution/ peacebuilding training",1,1,0,3,2,0,0,1,0,0,1,2,1,1,1,0,0,1,1,1,1,1,1,0,1,2,0,0,1,0]
["Young people implementing development initiatives","Peer-to-peer education",1,0,0,0,0,1,0,1,0,0,1,1,0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,0]
[null,"Community educators",1,0,0,1,1,0,0,0,0,1,1,1,0,0,1,0,0,0,1,1,0,0,0,0,0,0,1,0,1,0]
[null,"Young people as mentors",2,1,0,1,0,0,0,0,0,0,1,2,1,1,0,0,0,0,1,0,0,0,0,0,1,0,1,0,2,0]
[null,"Young people training service providers",0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0]
[null,"Structured volunteering programme",1,1,0,1,0,2,0,0,0,1,0,0,0,0,0,0,0,0,2,0,0,0,0,0,1,0,1,0,0,0]
[null,"Youth-led emergency response (e.g. Ebola, DRR)",0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0]
["Young people's advocacy initiatives","Autonomous youth activism",2,3,0,2,0,2,0,1,0,7,10,13,4,0,2,0,1,1,4,1,0,0,0,2,1,0,2,0,2,2]
[null,"Young people creating campaign/ educational materials",1,1,0,1,0,0,0,0,0,0,0,1,0,1,0,0,0,0,1,0,0,0,0,0,1,0,1,0,1,0]
[null,"Youth networks for civic participation",5,5,0,3,3,2,0,1,0,1,2,6,4,2,3,0,1,0,4,0,0,0,0,0,1,1,1,1,2,1]
[null,"Enhancing youth voice in organisational decision-making",2,2,0,2,0,0,0,0,0,0,1,4,1,1,1,0,0,0,2,0,0,0,0,0,2,0,1,0,4,0]
[null,"Accountability interventions",5,3,0,3,0,1,0,0,0,0,3,4,5,1,0,1,1,3,2,1,0,0,0,2,1,0,2,3,2,0]
[null,"Participatory budgeting",1,0,0,0,0,0,0,0,0,0,1,2,3,0,0,0,0,0,1,0,0,0,0,1,1,0,0,0,1,0]
[null,"Youth Council",3,3,0,3,1,0,0,0,0,0,2,3,4,1,0,0,0,1,2,0,0,0,0,2,4,0,1,0,3,0]
[null,"Youth Parliaments",0,0,0,0,1,1,0,0,0,0,1,3,2,0,0,0,0,0,1,0,0,0,0,0,1,0,1,0,3,0]
[null,"Youth participation at international forums",0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0]
["Cross-cutting initiatives","Social change oriented youth group",4,3,0,1,0,2,0,0,0,2,6,6,3,1,1,0,0,1,4,1,0,0,0,4,3,0,3,1,4,1]
[null,"Arts, dance, drama and music interventions",1,1,0,1,0,1,0,0,0,1,0,0,0,0,1,0,0,0,1,1,0,0,0,0,0,0,1,0,0,0]
[null,"Safe spaces",0,0,0,1,0,0,0,0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0]
[null,"Media/ video projects",6,8,0,11,5,2,1,0,0,1,5,7,3,3,6,1,1,1,7,3,0,0,0,0,3,2,5,3,4,0]
[null,"Sports for development",0,0,0,1,0,0,0,0,0,1,1,0,0,0,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0]
[]
[]
["Map 4: Agents and Advocates interventions (88 studies)",null,"Personal Development Outcomes",null,null,null,null,null,null,null,null,null,null,"Development Outcomes"]
[null,null,"Knowledge, self-confidence and resilience",null,null,"Communication, life skills and technical skills",null,"Attitudes and behaviour change",null,null,"Social relationships",null,"Voice and sense of inclusion","Participation-related outcomes",null,null,null,"Public attitudes, knowledge and behaviour",null,null,null,null,null,null,"Community development and livelihoods outcomes",null,null,null,null,null,"Policy changes"]
[null,null,"Knowledge","Self-confidence, resilience and aspirations","Development of role models","Life skills e.g. communication, critical thinking","Practical skills/ enhanced employability","Attitude change (e.g. gender inequality, inter-ethnic relations)","Change in attitudes to politically-motivated or identity-based violence","Behaviour change","Stronger family relationships","Stronger social relationships outside family","Feeling included/ listened to","Political or policy-related participation or engagement","Participation in governance (inc. budgeting and accountability)","Participation in programming","Voice in the public sphere","Changes in health knowledge","Changes in wider development knowledge (agriculture, legal rights etc)","Changes in attitudes to YP/ YP participation","Changes in discriminatory attitudes","Changes in harmful practices","Behaviour/ practice change (health)","Behaviour/ practice change (non-health)","Livelihood changes","Community development outcomes (e.g. infrastructure)","Changes in strength of community organisations","Changes in social cohesion/ conflict/ fragility","Access to/ use of services","Quality of services","Youth focused policy","Non-youth focused policy"]
["Interventions building project-cycle skills","Participatory planning and design",7,3,0,4,2,1,0,1,0,0,4,4,6,4,2,0,1,1,2,0,0,0,0,1,0,0,0,4,3,1]
[null,"Participatory research",3,5,1,4,6,3,1,1,3,3,6,4,1,1,1,0,0,0,3,1,0,0,0,1,1,0,0,2,1,0]
[null,"Participatory monitoring and evaluation",1,0,0,0,0,0,0,0,0,0,0,1,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,1,0]
["Interventions building communication, leadership and advocacy skills","Leadership training",5,3,0,8,3,2,2,0,0,2,3,4,6,2,1,1,0,4,3,1,1,0,1,2,1,3,1,3,2,1]
[null,"Conflict resolution/ peacebuilding training",8,6,2,10,4,6,6,9,2,5,2,6,2,1,0,0,0,2,8,2,0,1,0,7,2,9,0,1,2,0]
["Young people implementing development initiatives","Peer-to-peer education",4,1,1,2,4,3,1,4,0,1,2,5,3,2,0,2,0,2,2,1,2,0,2,0,0,0,1,1,1,0]
[null,"Community educators",0,0,0,0,0,1,0,1,0,1,0,0,0,0,0,1,0,0,1,1,1,0,0,0,0,0,0,0,0,0]
[null,"Young people as mentors",3,1,1,3,1,2,1,2,0,3,1,2,1,0,0,0,0,0,2,1,0,0,0,0,0,0,0,0,0,0]
[null,"Young people training service providers",0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0]
[null,"Structured volunteering programme",2,1,0,2,2,0,1,2,1,0,1,3,1,0,0,0,0,0,1,0,0,0,1,2,1,1,0,0,1,0]
[null,"Youth-led emergency response (e.g. Ebola, DRR)",null,null,null,null,null,null,null,null,null,null,null,0,1,1,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0,0]
["Young people's advocacy initiatives","Autonomous youth activism",2,0,0,1,0,0,1,0,0,4,3,8,1,0,2,1,0,1,4,0,0,0,0,0,0,2,0,0,2,1]
[null,"Young people creating campaign/ educational materials",1,2,0,1,1,0,0,1,0,0,0,1,1,1,0,2,0,1,1,1,2,0,0,0,0,0,0,2,0,0]
[null,"Youth networks for civic participation",4,4,0,5,1,0,0,1,1,4,5,9,4,2,3,1,0,0,2,0,1,0,2,2,2,1,2,1,2,1]
[null,"Enhancing youth voice in organisational decision-making",0,3,0,2,2,0,0,0,1,1,0,2,2,0,0,0,0,2,2,1,0,0,0,2,0,0,0,1,1,0]
[null,"Accountability interventions",4,3,0,3,1,1,0,1,0,1,2,4,4,1,0,0,0,2,2,4,0,2,0,3,0,1,1,1,1,0]
[null,"Participatory budgeting",1,0,0,1,0,0,0,0,0,0,1,1,2,0,1,0,0,0,0,0,0,0,0,0,0,0,1,0,1,0]
[null,"Youth Council",6,7,1,8,5,3,1,2,0,1,5,7,12,4,0,0,1,7,4,1,0,0,0,1,3,1,0,3,4,1]
[null,"Youth Parliaments",4,3,0,1,0,2,0,1,0,0,3,3,2,1,1,0,0,2,0,1,0,0,0,1,1,1,0,0,3,0]
[null,"Youth participation at international forums",0,0,0,0,0,0,0,0,0,0,0,1,1,0,0,0,0,0,0,0,0,0,1,0,0,0,1,0,1,1]
["Cross-cutting initiatives","Social change oriented youth group",7,5,1,5,3,4,1,3,0,4,2,8,2,0,1,0,0,0,3,0,0,0,0,1,1,2,0,1,3,1]
[null,"Arts, dance, drama and music interventions",3,4,1,4,2,3,2,4,1,0,3,3,1,2,0,0,0,1,5,0,0,0,0,1,0,2,0,0,0,0]
[null,"Safe spaces",1,2,0,2,2,2,0,1,0,0,2,2,1,2,1,0,0,1,2,0,0,0,0,0,0,1,0,0,0,0]
[null,"Media/ video projects",6,9,1,9,10,5,2,5,3,3,7,7,6,2,1,2,0,3,8,3,2,1,1,4,0,2,0,2,1,0]
[null,"Sports for development",0,0,0,0,0,1,0,1,0,1,0,0,0,0,0,0,0,0,1,1,0,0,0,0,0,0,0,0,0,0]