Presentation_Sprinkel - Norms Shifting Interventions
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CORE Group Global Health Practitioner Conference 2019
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Presentation_Sprinkel - Norms Shifting Interventions
- 1. Title Subtitle/ Author Case Study Presentation Anne Sprinkel | Project Director anne.sprinkel@care.org CARE USA
- 2. Title Subtitle/ Author Project Overview Bangladesh: Rangpur district Nepal: Kapilvastu & Rupandehi districts CARE’s Tipping Point initiative focuses on addressing the root causes of child, early and forced marriage (CEFM), promoting the rights of adolescent girls through community-level programming and evidence generation in Nepal and Bangladesh. In Phase 1 (2013-2017), the project worked with adolescent girls and boys, parents, community and religious leaders in 16 sub-districts of Nepal and 30 villages of Bangladesh.
- 3. Title Subtitle/ Author Norms affecting CEFM in our contexts As the in-depth Community Participatory Analysis (CPA) showed, many norms are at play: •The complex marriage process systematically excludes the voice of girls •The control of girls’ sexuality, and concern about its proper regulation, is of central importance to any decisions concerning the timing of marriage. •The perceived risks of delaying marriage/benefits of early marriage outweigh the perceived benefits of delaying marriage/risks of early marriage. •Girls’ “youth” and related appearance figures prominently in judgments about their marriage prospects Focus for presentation: Girls’ mobility and its relation to CEFM
- 4. Title Subtitle/ Author Vision for Change ENCOURAGE networks, solidarity groups, and organizations to collaborate, shift discourse, and take action to support gender equitable opportunities for girls and boys. PROMOTE positive/gender equitable norms through exemplifying and celebrating alternative behaviors. DEEPEN girls, boys, parents, and community members’ critical awareness of gender equity and rights, and promote solidarity within peer groups. CREATE spaces for dialogue between adolescents, parents, and other community members to promote communication, trust, and support for gender equity and rights.
- 6. Norms theory and its influence on Tipping Point’s strategies TP’s 8 Social Norms Design Principles were core to designing community-driven innovations 1. Find early adopters 2. Build support groups of early adopters 3. Use future-oriented positive messages 4. Open space for dialogue 5. Facilitate public debate 6. Expect by-stander action 7. Show examples of positive behavior in public 8. Map allies and ask for their support Each of the Social Norms Innovation briefs starts with these principles that really closely align with the Common Attributes of Norms-Focused Interventions.
- 7. Title Subtitle/ Author Strategies used to influence norms Core platforms: girls’, boys’ and mothers’ groups, with intermittent engagement of fathers and religious leaders • Interactive, participatory, and reflective methodologies formed the basis of sessions’ content Girls’ football (practice and games) and project community events raised the profile of girls in their villages, and beyond, as teams traveled to compete, drama groups toured, and the project facilitated participation in outside conventions and trainings. Core approaches: ENCOURAGE networks PROMOTE positive/gender equitable norms DEEPEN critical awareness CREATE spaces for dialogue
- 8. Title Subtitle/ Author Implementation challenges and success •Members of Tipping Point groups gained greater freedom to move around their village, ride bicycles, play sports outdoors, work with boys to organize community events, and express their opinions • Talking about sexuality and sexual rights was a challenge for both the country either due to strong social norms or security concerns. •Backlash: from community and religious leaders (girls were able to disregard it with support from boys/parents); girls’ soccer teams – issue started on Facebook the girls, but parents/allies stepped in, boys gave their field for girls to practice •Shifting norms for approval of girls’ mobility – community members’ perceptions of a “good” girl started to shift, and Tipping Point girls seen doing activities outside of their home/schools were noted as “good” while other girls not in the project didn’t benefit from this approval
- 9. Evaluating normative shifts •MEL design was built on Developmental and Feminist evaluation principles, starting with the CPA, but also by using Outcome Mapping as our core design, monitoring and learning tool. •Endline: SNAP Framework and SenseMaker, in addition to traditional FGDs and KIIs •Staff Transformation Report helped us understand how staff, as mentors, collaborators, co-learners, and role-models in their professional lives, experienced shifts in their personal lives and how it affected their relationship with the project and
- 10. Title Subtitle/ Author Focus on Phase 2: our unanswered questions •The Phase 2 cluster randomized control trial (RCT): designed to contribute to the research base on CEFM and thus the broader discourse on adolescent girls’ rights by generating evidence on the effectiveness of holistic gender transformative programming and understanding the potential value-add of social norms focused programming. o What is the value-add of are our “Full” social norms components? (girls-centered movement building, more structured and regular engagement of key influencing groups, and boys/parents as allies) o What are the key drivers of girls being able to see themselves as a collective and take actions as a collective?
- 11. Title Subtitle/ Author CARE’s Publications Tipping Point Phase 1 Evaluation Findings: https://caretippingpoint.org/reports- publications/project-reports-and-evaluation/ Tipping Point Innovation Briefs: CARETipping Point, 2017. “Innovations Series.” https://caretippingpoint.org/innovation/ SNAP – Social Norms Measurement case study: ApplyingTheory to Practice: CARE’s Journey Piloting Social Norms Measures for Gender Programming. http://www.care.org/our-work/womens- empowerment/gender-integration/innovation
- 12. Title Subtitle/ Author Thank You! Anne Sprinkel Tipping Point Project Director Anne.Sprinkel@care.org
Notes de l'éditeur
- Good morning everyone, thanks so much for having me. I’m excited to present, but I’m really excited for your questions, comments, and thoughts as you’ve all taken in and discussed a lot today with the previous presentations, so you’re hopefully very ready to engage with the things we’re doing in Tipping Point.
- I’ll just give a really quick background on the project – you can see there at the bottom a timeline of where we’ve come from and where we’re going, but the core of addressing the root causes of child, early and forced marriage – or CEFM – remain throughout this work. Today, we’ll focus on Phase 1’s contribution to the story and what we learned from our work in Bangladesh and Nepal with girls, boys, parents and community and religious leaders.
- We started off by doing deep and really comprehensive formative research in both countries – we called this our Community Participatory Analysis and it helped us figure out which norms were most affecting CEFM in those contexts. These 4 bullets are the big findings related to norms underlying CEFM: We saw huge barriers to girls exercising their voice and agency We started to understand the calculation parents make related to marriage – for instance, But one of the most important findings was related to the control of girls’ sexuality. The control and regulation of sexuality remains a critical and often unaddressed way in which gender inequality manifests across different cultural contexts. Virtually all communities place legal, religious, political or socio-economic restrictions on how people engage in sexual and other intimate relationships, how they understand and ensure their own sexual and reproductive health, and exercising sexual agency and bodily autonomy in general. Marriage, as an institution, also plays a key role in this control of girls’ sexuality and bodily autonomy. Girls’ lives and mobility are under constant scrutiny, and any deviation from the gender norms is severely penalised. The sexuality and mobility of married girls, too, is often highly restricted and limited to household activities and childbearing. This is just one example of how these norms related to sexuality and mobility have interrelated impact on CEFM. Today, we’re going to focus more on mobility, but it’s important to remember that these norms are not playing out in a vacuum.
- Due to the iterative and exploratory nature of Phase 1, we didn’t utilize a Theory of Change, but we did have a Vision for Change that outlined the project’s strategies for 4 core components. 1. First, Girls alone cannot and should not be expected to shift the entrenched norms that impact their lives. Therefore, networks of girls and their allies work together to shift the community-level conversation about girls’ rights using public-facing action at community-level. Public-facing spaces and activities, such as cooking competitions, public displays of support, futbol teams’ practices and games, are all a part of girls and their allies working together to challenge inequitable norms in spaces where more than project participants are there to see and engage in the discussion. 2. We focused on using those same public-facing spaces, as well as super simple things like girls attending Tipping Point sessions each week, as positive examples of alternative behaviors – for other girls as well as parents and community members. This is about modeling a positive norm, but it’s also about other mechanisms for change – like supporting early adopters or supporting the silent majority that promotes these behaviors in their home but assume that no one else does/agrees. 3. Deepening critical awareness – which is different than awareness raising was done through participatory and critical reflection and dialogue – on tough topics like gender, power, sexuality, and rights. This was really important for our core participants to identify the changes they wanted to see and how best to go about making those changes.
- This is our vision for change – as you can see, there are the 4 core components we just discussed on the left
- These design principles are really closely linked to the Common Attributes of Norms-Focused Interventions and are largely based in our experiences in Phase 1 and what worked for us. I’ll highlight just a few that have strong commonalities with the Common Attributes of Norms-Focused Intervetions: The first would be Find early adopters. Often, people are already living their lives in positive ways that support girls’ choices and opportunities. This helps corrects misperceptions around harmful behaviors while creating positive new norms defined by communities themselves. Like I said in our Vision for Change, we opened space for dialogue: Getting people talking to each other about new ideas can challenge the implicit assumptions that everyone holds the same views, experiences and preferences. This matches up with the Common Attribute of “create safe spaces for critical reflection by community members” Facilitate public debate – Engage publicly with community members to debate on what is OK in this context. This was one way we promoted ‘organized diffusion’ but it was also really helpful to root the issue within community’s own value system. Show examples of positive behavior in public demonstrates that the positive shift we hope for already exists. And it is totally normal. This is really helpful for creating positive new norms. A great innovation brief we have on that is the Raksha Bandhan example from Nepal that used an existing practice of boys publicly promising to protect their sisters to shifting to a more equitable public display of support between girls and their brothers. Map allies and ask for their support. We found it was really important for girls to identify the resources and networks they needed to support positive change. [This supports community level change but also engages people at multiple levels.
- The Vision for Change’s 4 core approaches for facilitating norms shifting are on the right as a reminder, but I’ll talk now about how we fulfilled those. The core platforms and other activities were our strategies to act on these approaches.
- There a quick note on success in the first bullet, but I’d like to highlight a few challenges or unexpected findings from our Phase 1 evaluation. First – backlash. Like the 2nd bullet says, talking about really sensitive issues with a range of participants is really difficult for a number of reasons, and we know that challenging the status quo is going to result in people feeling uncomfortable at best. What we found, though, was that girls’ chosen allies and even unexpected allies were in coordination with girls were really effective in handling the backlash within communities. For instance, when pictures of the girls’ futbol team were posted on Facebook to celebrate them, boys harassed them online. Parents and community leaders stepped in to defend the girls and talk to the boys parents. An interesting finding was a shift in norms related to voice and mobility – girls associated with Tipping Point were started to be labeled as “good” girls for behaviors that used to be sanctioned, such as being seen around the community, engaging in community events, etc. While this was a favorable shift, this didn’t extend to girls outside of Tipping Point.
- There are a few core elements to our monitoring, evaluation and learning framework. First, development and feminist principles Our endline utilized the Social Norms Analysis Plot Framework – or SNAP – to understand the shifts in norms and SenseMaker helped us triangulate that with stories from girls themselves and how they were navigating continued challenges or successes in their lives. SenseMaker was especially helpful in understanding how girls’ experiences were affected by those around them, such as their brothers, mothers and fathers
- We’re launching Phase 2 now, and to move a step forward in our MEL story, we’re using a cluster randomized control trial