Gender Based Violence

Female survivors of gender-based violence in Upper Egypt need improvement in healthcare services, since women are affected by it more than males. In this study, the investigators address the barriers and the possibilities that can shape effective recommendations for a better healthcare system targeting the survivors.

The goal of this clinical trial is to evaluate the effectiveness of REVISE (REalidad Virtual Inmersiva y SExualidad), an immersive virtual reality (IVR) intervention designed to promote empathy and reduce sexual harassment behaviors in heterosexual cisgender men. The main questions that this study aims to answer are as follows. Does experiencing gender swapping in IVR increase empathy towards survivors of sexual harassment? Does the intervention modify attitudes toward gender roles and sexual harassment? Researchers will compare the three experimental groups to evaluate the effects of IVR: 1. Identity Exchange Group with Exposure to Sexual Harassment: Participants embodied their partner's identity in a VR harassment scenario. 2. Identity Exchange Group without Harassment Exposure: Participants embodied their partner's identity in a neutral VR scenario. 3. Third-person Observer Group: Participants observe a harassment scenario in VR from their own perspective. Participants will: 1. Attend one virtual reality session in a laboratory setting. 2. Undergo pre- and post-intervention assessments and a three-month follow-up. 3. Complete self-report questionnaires and physiological measures (eye tracking and pupillometry). 4. Participate in semi-structured interviews about their experiences. This study aims to explore how immersive VR embodiment can be used as a tool for gender violence prevention by fostering perspective-taking and behavioral change.

This project will study virtual delivery of Safe Dates for Young Parents (SDYP), a 10-session, group-based intimate partner violence (IPV) prevention program tailored for adolescents and young adults who are pregnant or parenting. This program has the potential to improve the health and well-being of young parents and their children, and virtual delivery may improve participants' ability to attend. The main questions it aims to answer are: (1) Is it feasible and acceptable to implement SDYP in a virtual setting? (2) Are SDYP participants less likely to experience IPV than participants in an alternate health education program? Participants will be invited to a series of virtual program sessions for either SDYP or a health education program focused on physical activity and nutrition and will be asked to complete surveys before the programs begin and up to 6 months later.

The goal of this trial is to learn how the Safe Dates for Young Parents (SDYP) intervention affects the sexual and reproductive health behaviors, and quality of, and attitudes surrounding intimate partner relationships in adolescents and young adults (AYA) assigned female sex at birth who are pregnant or parenting. The main questions it aims to answer are: * Will the SDYP intervention have any effect on the sexual and reproductive health behaviors during the study period? * Will the SDYP intervention have any effect on the prevention or reduction of intimate partner violence (IPV)? * Will the SDYP intervention have any effect on the attitudes and beliefs about healthy relationships? Researchers will compare the behaviors, attitudes, and beliefs about sexual and reproductive health and relationships of participants assigned to the SDYP intervention group to participants assigned to the control (non-SDYP intervention) group to see if there is any difference or changes in those behaviors, attitudes, and beliefs before-and-after or without the SDYP intervention. Participants in the SDYP intervention will attend ten (10) 50-minute group sessions that will involve interactive discussions, thinking through life-like scenarios, games, role-plays, brainstorming, and a poster contest and theatrical play.

Right to Play-Plus (RTP-Plus) aims to address violence against women and girls by promoting changes in social norms among young people within the school environment. The project focuses on building the capacity of young people to identify harmful gender norms and prevent violence against girls and boys by incorporating Right to Play's play-based learning methodology and Aahung's Life Skills Based Education curriculum. The strategies employed include interactive, learner-centered methodologies, curricular activities, and the development of peer educators and junior leaders. Teachers play a crucial role as key influencers and delivery agents of the curricular content. The project emphasizes capacity development for teachers, challenging their social norms, strengthening their play-based methodologies, and improving their sexual and reproductive health and rights knowledge (SRHR). The ultimate goal is to equip teachers to effectively deliver a gender transformative curriculum, empowering young people to respond to and prevent violence. The research question for this study is: What is the effectiveness of an adapted play-based life skills education that incorporates a "whole school" approach in reducing sexual harassment and abuse, peer violence experiences, mental illness (including suicidal ideation), improving resilience, and promoting gender equity, SRHR knowledge in both home and public settings? The research objective will be achieved through two-arm cluster randomized controlled trial (for girls-only, co-ed, and boys-only schools). The intervention arm participants will be able to participate in the adapted play-based life skills education intervention, which the Right to Play and Aahung will deliver. It will be provided to all eligible school children in grade 6. Moreover, a delayed intervention will be offered to the control arm upon completion of endline data collection after the comprehensive intervention is delivered in the intervention arm.