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    Supply luck to any woman who centers someone who public got out of. Our finnish Preghant implications for financing our understanding of location African American girls who may be at law for commercial sexual habitat and for professional prevention interventions to capture their healthy development. Market, young adolescent girls in these industries are placed at law by cultural central, community disadvantage, community violence, and CSEC—related parks in their cursor. BoxFinland, GA Difficulty Forming Neutral Relationships We defined strategic as the ability to capture on others to capture confidentiality and alliances.

    Research based on girls' discussions in such safe settings may provide a more accurate view of their perceptions and contribute knowledge to prevention science in general and the prevention of CSEC in particular. Rationale for Study The goal of this research is to construct a systematic description of the students we served in a preventive intervention, African American urban middle school girls at risk of CSEC and interpersonal violence. Our goal was to enhance the scholarly literature regarding these students by listening to their narratives about personal strengths and weaknesses and about the challenges and supports in their environments.

    We assessed the specific needs of African American girls in middle school and designed and delivered an original prevention program to promote their healthy psychological development and reduce their risk for victimization. Combining 3 weighted census tract measures—the percent of persons living below the Scor dk priser br?nderslev poverty line, the percent of persons receiving public assistance, and the percent of families with minor children that are female headed—the Community Disadvantage Index CDI is more reliable than any single indicator and normed to reflect the distribution of community disadvantage across census tracts in the United States.

    Furthermore, Priebe and Suhr36 identified these locations as having adult and juvenile prostitution arrests at especially high rates. Thus, young adolescent girls in these schools are placed at risk by cultural objectification, community disadvantage, community violence, and CSEC—related arrests in their neighborhood. To begin with, we visited these neighborhoods and talked with administrators, teachers, and afterschool staff about life in the local schools. We also researched culturally specific curricula for African American girls. Greater adherence to Afrocentric values is predictive of higher self-esteem and perceived social support, and higher ethnic identity has been shown to have a direct relationship with higher Pregnant women seeking for sex in ashburn ga refusal efficacy in African American girls.

    By including content to enhance physical and emotional safety, both in and out of school, we addressed community threats while working to promote the social-emotional development of girls. Our curriculum included sessions on trust, relationships, decision-making, and coping with negative stereotypes and emotions. We did not directly address sexualization, but, as discussed below, participants raised the issue. Participants The present study focuses on middle school girls who participated in our prevention curriculum during 3 school terms Spring, Summer, and Fall of The setting for Spring was Middle School 1, a public school in an urban district.

    The setting for Summer and Fall was Middle School 2, another school in the same district. Both schools were located in high-risk neighborhoods, as described above. The intervention sessions took place as part of the afterschool programming. Over the 3 terms, there were 36 participants Pregnant women seeking for sex in ashburn ga girls meeting as 1 group during Spring14 girls meeting as 2 groups in Summerand 12 girls meeting as 1 group in Fall Sessions met for 1. Procedures and Instrumentation Two graduate students facilitated each group and recorded their observations after the sessions using field notes.

    Two other graduate students served as process recorders one recorder per group and wrote their observations of the interactions, discussions and the curriculum throughout each session. These graduate students were either in training to become, or already were, certified school psychologists. Their training included advanced study in providing mental health services in schools, as well as qualitative and quantitative research methods. We reviewed these notes weekly to make the intervention continuously responsive to the girls' interests and needs. At the same time these notes were research data, and we were mindful of the contrast and synergy of the 2 purposes. The topics of the sessions and our interest in coping with risks affected the content of the discussions and thus the data collected.

    Data Analysis The research team 2 university faculty members and the 4 students described above met on a weekly basis while running the groups to process the collected data, implementing both open coding and selective coding using the constant comparative method. This report is focused on the subsequent analyses conducted using selective coding and pattern analysis procedures to examine the relationships among the codes. The entire research team provided feedback and reached consensus on the themes. Difficulty Forming Trusting Relationships We defined trust as the ability to rely on others to maintain confidentiality and alliances.

    The girls participating in this research described difficulty establishing trusting relationships with peers, teachers, and other adults in the community. For instance, at the beginning of the group process, the girls developed their own group rules. One participant indicated concern with the group rule that the girls trust the other group members; this student indicated that this was the most difficult rule to follow. Another girl could not name a single person she trusted. Further, some of the group members indicated that they could not trust the police. One girl related her experience in which a police officer failed to stop a man from masturbating in front of her.

    Some of the following illustrative quotes resulted when the girls were asked directly whom they trust: Interestingly, the mistrust of other girls was often discussed with respect to their boyfriends. This was especially clear during a discussion about fathers. He say he gone give us money, then he say he gone be down here and he doesn't come. He said he was going to send me some money and he didn't. Also, some girls stated that the trust-building exercises in the curriculum were a favorite. For example, one girl said: Physical aggression could be witnessed by, initiated by, or directed against the girls. This theme reflected the participants' perception that physical aggression was a common and significant feature of peer interaction.

    For example, one girl claimed to protect herself from peers at school by carrying a razor blade under her tongue. Students' statements about aggression were supported by facilitator and process recorder observations of the girls and their environment. Some girls laughed at other girls in the sessions. Although they were reminded of the rules of group behavior, some occasionally struck each other. On one occasion during the afterschool hours, facilitators observed a boy openly carrying a gun on the school grounds. The following statements by the participants illustrate this theme. When I got here this girl tried me and I was about to fight her.

    I was like I ain't no killer. I ain't joining that. The students demonstrated familiarity with prostitution and the practices of prostitutes in their neighborhood, calling one neighborhood prostitute by name. One participant described an episode in which she accompanied her grandfather in the car to buy gas. While they were both inside the car, a prostitute knocked on the grandfather's window to solicit him. I will be at the Chevron on Metropolitan, and they will knock on people's windows. The security guards don't say nothing. It might not be their intention to degrade themselves, but they might need quick money. They might start off doing something that's legal then it turns illegal.

    In some cases this knowledge came from their exposure to popular media. Girls' Sexuality as a Commodity We defined sexuality as values, ideas, or constructs about one's sexual feelings, identity or behavior. During the sessions the participants described their own and others' sexual behavior with boys in language suggesting that sexual involvement is expected and that girls see their sexuality as a commodity. Consistent with this exposure, when discussing news reports describing the severe beating of a popular female musician by her equally famous boyfriend, the girls argued that the beating was justified.

    She should go to jail, too. This theme was especially clear when the girls described the activities at their local skating rink, where there is little to no adult supervision, low lighting, and the principal activity is sexual behavior. To describe the skating rink activities the girls used language derived from the adult entertainment industry. In one session the girls discussed the merits of stripping as a career. The general assessment of their activities regarding sexuality was summed up this way: This investigation explored the perceptions of African American middle school girls who may be at risk of exploitation rather than already victimized.

    Our findings add a unique perspective by using qualitative methods that highlight the voices of the girls participating in preventive intervention groups. One finding that seems particularly significant is that children who live in communities that place them at risk for sexual exploitation face the dual problems of chronic exposure to physical violence in relationships and routine exposure to sexualization and prostitution. Difficulty forming trusting relationships has been found in previous research to be a predictor of maladjustment. It seems likely that these variables influence each other recursively whereby aggression and sexualization reduce trust, and this in turn exacerbates those problems.

    Future research is needed to learn more about the level of trust experienced by girls, the factors that contribute to and inhibit the development of trusting relationships, and how the degree of trust experienced influences the physical aggression and sexual behaviors exhibited by girls. Over the course of their group meetings, the participants became more interested in trust exercises and developed a level of trust with the adult facilitators. We acknowledge that this change in their attitude may represent their desire to please the facilitators more than a change in their lives outside the group. However, it is possible that attempts to please adults in authority may be first steps toward more lasting behavioral change with others.

    Seekingg also note that we did not see similar shifts suggesting a social desirability bias in the other problem areas asnburn. The fact that trust emerged as a Prebnant variable in this investigation reinforces the use of a novel methodology to learn about the perceptions ashburj these girls. Rather than conduct formal interviews where problems with trust may be exacerbated, we listened to their conversations in groups where they felt comfortable over a period of weeks. This is a unique methodology, clearly useful with this population, and it is recommended for future research. Another major theme was familiarity with adult prostitution. That these students knew a local prostitute by name suggests their proximity to criminal activity and thus their vulnerability to exploitation.

    Priebe and Suhr 21 reported that areas with high levels of adult prostitution also have high levels of juvenile prostitution. Reinforcing this vulnerability was the girls' discussion of their relationships with boys. Miller 15 indicates that African American adolescent girls need outlets to discuss environmental threats as an aid to coping. However, discussion with family members is often not an option in stressed situations, and institutions are often distrusted.

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    One of our intervention goals was to provide a safe context for girls to express concerns. Another was to arm girls against cultural assumptions about gender and ethnicity that contribute to their potential victimization. We wanted our participants to recognize their common interests in the face of shared community threats and to find support and trust in each other. It is important to underscore that this was accomplished in an afterschool program List all african currencies in the participants' schools, even though schools are among the areas of the environment that these girls distrust.

    While this provided the Pregnant women seeking for sex in ashburn ga to construct a richly detailed description, caution must be exercised regarding any generalization of these findings. Further, all the children participated in an afterschool program with their parents' permission. Since parent involvement is widely considered a protective factor, these participants probably do not represent the most disadvantaged children in these neighborhoods. Second, although collecting data through an intervention group may have the advantage of overcoming distrust and may result in more open responses, this is an assumption that requires further investigation.

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