Describing an online co-development process of VAWG prevention intervention activities with young high school learners, in Eastern Cape Province, South Africa

Abstract

Evidence suggests that co-developed participatory interventions to prevent violence against women and girls (VAWG) may support behavior change. Yet, adolescents are often excluded from intervention development. Moreover, there remains a gap in understanding if intervention co-development can occur online. Our study explored the feasibility of undertaking an online co-development process for a participatory VAWG prevention intervention. We worked with a small group of high school learners (18–19 years), from the Eastern Cape Province, South Africa. We collected session notes and audio recorded sessions. Adolescents enjoyed the level of autonomy and their depth of involvement in the process. They were eager to be involved, and they appreciated being “heard.” Adolescents found it easy to build rapport online amongst each other, and with the facilitator. There were also challenges, the main one being young people’s, and facilitator’s, histories of didactic communication. Understanding the strengths and limitations of online co-development processes is crucial, to strengthen them.