Howard-Merrill, Lottie;
Zimmerman, Cathy;
Sono, Revocatus;
Riber, John;
Wamoyi, Joyce;
Pawlak, Piotr;
Rolleri Insignares, Lori;
... Buller, Ana Maria; + view all
(2023)
Shifting social norms to prevent age-disparate transactional sex in Tanzania: what we can learn from intervention development research.
Frontiers in Psychology
, 14
10.3389/fpsyg.2023.926531.
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Abstract
This paper reflects on the development process (2015–2020) of the Learning Initiative for Norms, Exploitation, and Abuse (LINEA) Intervention. The LINEA Intervention is a multi-component social norms intervention to prevent age-disparate transactional sex in Tanzania. This paper aims to: (1) critically reflect on the LINEA Intervention development process by retrospectively comparing it with a pragmatic, phased framework for intervention development in public health, the Six Essential Steps for Quality Intervention Development (6SQuID); and (2) discuss the usefulness and applicability of this framework to guide intervention development for gender-based violence prevention. This paper contributes to a growing field of intervention development research to improve the designs of interventions to prevent gender-based violence. Findings showed that the LINEA Intervention development approach mostly aligned with the steps in 6SQuID framework. However, the LINEA Intervention development process placed particular emphasis on two phases of the 6SQuID framework. First, the LINEA Intervention development process included significant investment in formative research, feasibility testing, and refinement; and second, the LINEA Intervention was informed by a clearly articulated behavior change theory—social norms theory. Beyond the 6SQuID framework the LINEA Intervention development process: (i) followed a non-linear, iterative process; (ii) applied ongoing feasibility testing to refine the intervention, and (iii) relied on co-development with local implementers and participants. This paper suggests future components for a robust intervention development process, highlighting beneficial additions to the 6SQuID approach, a well-recognized intervention development sequence. Particularly useful additions include incorporating sufficient time, flexibility, and resources to foster meaningful collaborations and iteration on the intervention design.
| Type: | Article |
|---|---|
| Title: | Shifting social norms to prevent age-disparate transactional sex in Tanzania: what we can learn from intervention development research |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3389/fpsyg.2023.926531 |
| Publisher version: | https://doi.org/10.3389/fpsyg.2023.926531 |
| Language: | English |
| Additional information: | Copyright © 2023 Howard-Merrill, Zimmerman, Sono, Riber, Wamoyi, Pawlak, Rolleri Insignares, Yaker and Buller. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10169489 |
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