Empowering young immigrant girls in Canada through the ‘Girls’ Voices’ Curriculum: A qualitative study

Background: Gender inequality is a global issue. In Canada, 70% of women experience some form of inequality in their lifetime. Immigrant adolescents in Canada make up a substantial proportion of newcomers, and immigrant girls face the threat of subjugation and oppression, which has a significant impact on their health, development, and economic outcomes as well as gender inequality. Research on girls’ empowerment and resilience-building programs and interventions is virtually nonexistent. In this project, we implemented the ‘Girls’ Voices’ Curriculum. The aim of this project was to engage and empower South Asian (SA) immigrant adolescent girls and to promote gender equality in Canada. Methods: This study utilized a qualitative descriptive design. Pre- and post-curriculum implementation focus group discussions were conducted. Results: A total of 16 adolescent girls ranging from 11 to 18 years of age participated in this study. The participants described challenges many young girls face in relation to gender inequality such as gender discrimination, gendered stereotyping, barriers to education, etc. The ‘Girls’ Voices’ Curriculum allowed participants to highlight and reflect on the various problems faced by SA immigrant adolescents in their communities. The participants learned to examine these challenges through a variety of engaging activities to identify their root cause, effects and propose solutions to bring long-lasting change. The curriculum equipped them with useful tools such as decision-makers maps and advocacy skills to educate decision-makers by creating and delivering powerful messages influenced by personal stories and evidence-based literature. Conclusion: The study provided significant insight into understanding the diverse challenges encountered by SA immigrant adolescent girls in Canada and linking them to the effectiveness of the ‘Girls’ Voices’ Curriculum. The girl-focused development programs that emphasize developing self-confidence, communication skills, problem-solving skills, and decision making are effective in empowering the socially deprived adolescent girls locally and in the global context.

Nonmedical Use of Benzodiazepines among Immigrant and Native-Born Adolescents in Spain: National Trends and Related Factors

Background: the nonmedical use of prescribed medications among adolescents has increased significantly in recent years. We aimed to identify the patterns of benzodiazepine nonmedical use and its evolution during the decade 2006–2016 among immigrant and native-born adolescent populations. Methods: we used individualized secondary data retrieved from the 2006–2016 Spanish State Survey on Drug Use in Secondary Education (ESTUDES) of the school-aged population. Using logistic multivariate regression models, we estimated the independent effect of each of these variables on nonmedical use. Two models were generated: one for immigrant adolescents and one for native-born adolescents. Results: during the decade 2006–2016, 2.81% of native-born and 3.36% of immigrant adolescent students made nonmedical use of benzodiazepines. Gender and socioeconomic status were found to be related to the nonmedical use of benzodiazepines. Consumption of illegal psychoactive substances, other than marijuana, was the variable of greatest value (aOR = 6.00, 95% CI 3.89–9.27). Perceived risks and drug availability were found to be predictors for the nonmedical use of benzodiazepines in both immigrant and native-born adolescents. Conclusion: in Spain, patterns of benzodiazepine nonmedical use among immigrant and native-born adolescents are similar. The results of this study refute certain stereotypes related to consumption of substances among immigrant adolescents, identifying them as a risk group.

Examining Constraints to Sport Participation among Immigrant Adolescent Girls who reside in the Greater Toronto Area

Despite numerous benefits associated with sport, rates of sport participation are low among adolescent girls. Although research has documented this decline, it tends to ignore diverse samples such as immigrants. This study examined constraints to sport participation among immigrant adolescent girls who reside in the Greater Toronto Area. Guided by Newell’s theory of constraints, a secondary analysis was conducted on survey responses from 90 participants. Constraints found among immigrant girls included family sport participation, friends encouragement, belief that certain sports were not for girls and physical intensity. Additionally, findings showed that immigrant girls face more environmental constraints compared to those who did not immigrate. Information gathered highlights constraints among this sample which may aid in informing future programs.