TABLE 4.

Intervention vs. controls by outcomes arising from focus groups.

Gender	Sub-themes	Outcomes sought by intervention	Intervention (I) vs. Controls (C)
Girls	Problems and challenges identified	Awareness that the situation is “wrong,” is a problem, and is illegal	I∼C
		Number of problems identified	I > C
	Problems and challenges from others’ perspectives considered	Number of problems identified from each person’s perspective in the situation	I > C
		Awareness of internal/emotional concerns from each person’s perspective	I > C
	Root causes of the problem(s) identified	Awareness that the situation is linked to social, structural norms/inequities	I∼C
		Number of root causes identified	I > C
		Awareness that situation/system interferes with self-expression of main character	I > C
	Potential solutions offered	Desire for main character to take concrete and strong steps to solve the problem	I∼C
		Identified that reporting this illegal practice is possible	I∼C
		Number of solutions identified	I > C
		Creativity and innovation of solutions suggested	I > C
		Identified assertive communication as a solution	I > C
		Identified 1098 helpline as a potential resource	I > C
		Identified teachers as a potential resource	I > C
		Identified importance of main character’s emotional awareness/management/communication	I > C
	Possible resolutions for the story suggested	Agreed that it is likely for most girls that there would be a “bad ending”	I∼C
		Identified educational, career, and responsibility consequences of a “bad ending”	I∼C
		Identified emotional and physical health consequences of a “bad ending”	I > C
		Detail in vision of what a “good ending” would look like	I > C
	Ways to help a friend facing similar challenge articulated	Related to the situation and wanted to help	I∼C
		Identified providing emotional support as a way to help	I∼C
		Identified talking to her parents as a way to help	I∼C
		Identified encouraging her to reach her goals as a way to help	I∼C
		Identified giving material resources (notebook/smartphone) as a way to help	I∼C
		Number of ways to help proposed	I > C
		Creativity and innovation of ways to help that were proposed	I > C
		Identified getting other adults involved (parents, teachers, police) as way to help	I > C
		Identified telling her about 1098 helpline as a way to help	I > C
	Internal assets that could help in the situation identified	Number of internal assets identified	I > C
		Ability to identify how specific internal assets would help in the situation	I > C
	Skills and talents that could help in the situation identified	Number of talents/skills identified	I > C
	What would change if the main character was a different gender articulated	Awareness that situation would have a more likely positive ending for a boy	I∼C
		Awareness that this inequality is wrong and should change	I∼C
Boys	Problems and challenges identified	Awareness that the situation is “wrong” and is a problem	I∼C
		Number of problems identified	I > C
	Problems and challenges from others’ perspectives considered	Number of problems identified from each person’s perspective in the situation	I∼C
	Root causes of the problem(s) identified	Awareness that the situation is linked to social, structural norms/inequities	I∼C
		Number of root causes identified	I > C
	Potential solutions offered	Desire for main character to take concrete + strong steps to face + solve the problem	I∼C
		Identified assertive communication as a solution	I∼C
		Identified working together with friends as a solution	I∼C
		Identified relevant ways to make money in the situation	I∼C
		Creativity and innovation of solutions identified	I > C
		Identified managing emotions as a solution	I > C
		Identified drawing from internal strengths + resources as a solution	I > C
		Identified sharing goal with others as a solution	I > C
	Possible resolutions for the story suggested	Agreed that it is likely for most boys that there would be a “good ending”	I∼C
		Identified educational, career, and responsibility consequences of a “bad ending”	I∼C
		Identified emotional consequences of a “bad ending” and a “good ending”	I > C
		Identified how strengths and skills will help in the situation	I > C
		Number of possibilities identified of how the situation could “end”	I > C
	Ways to help a friend facing similar challenge articulated	Related to the situation and wanted to help	I∼C
		Identified giving material resources (notebook/financial) as a way to help	I∼C
		Identified providing emotional support as a way to help	I > C
		Identified helping to care for his physical health as a way to help (make sure has food)	I > C
		Identified encouraging him to reach his goals as a way to help	I > C
		Identified getting other adults involved (parents, teachers, family) as way to help	I > C
		Identified helping him come up with solutions as a way to help	I > C
		Number of ways to help proposed	I > C
		Creativity and innovation of ways to help that were proposed	I > C
	Internal assets that could help in the situation identified	Number of internal assets identified	I > C
		Number of internal assets identified	I > C
	Skills and talents that could help in the situation identified	Number of talents/skills identified	I > C
	What would change if the main character was a different gender articulated	Awareness that situation would have a more likely negative ending for a girl	I∼C
		Awareness that this inequality is wrong and should change	I∼C
		Detail provided about what the situation would be like for a girl	I > C

I, Intervention; C, Controls; I∼C, Intervention and controls fared similarly; I > C, Intervention fared better than controls. There were no observed cases in which controls fared better than intervention.