Trinidad and Tobago has long grappled with the scourge of crime and violence. What has recently come to light, however, is arise in violence among school-aged children, particularly since the onset of the COVID-19 pandemic. In 2019, approximately 136,085 children aged 5 to 16 were enrolled in schools. By September 2022, following the return to in-person classes, enrollment had dropped by 2,814 students, accompanied by a concerning spike in school violence, especially among girls. This stark reality underscores the urgent need for effective support and interventions for young women.

A significant portion of this violence is linked to gang activities. Traditionally, gangs are associated with male members, but there has been a worrisome increase in female gang membership and evidence of an all-female gang in T&T. This new trend highlights the critical importance of involving young women in peacebuilding and violence prevention efforts. One initiative that addresses this issue is the Psychosocial, Art, and Sport Model for Peacebuilding (PASMP), piloted among girls in state care aged 14 to 19. This project emerged from a collaboration between UNDP, two local NGOs, and a consultant.  Funding was provided by the Joint UNDP-DPPA Programme on Building National Capacities for Conflict Prevention. 

Enter PASMP

PASMP is an innovative model that integrates psychosocial support, art, and sports to assist at-risk girls in Trinidad and Tobago. Building on previous successful approaches, PASMP offers a comprehensive program designed to deliver impactful results swiftly. As part of the UNDP Youth Peace Ambassador’s program, which has been operational in communities and for youth in detention since 2019, PASMP aims to transform young girls into peace ambassadors and agents of change.

Running from October 2023 to March 2024, the project utilized a combination of psychosocial tools, sports, and artistic activities, coupled with inspiration from influential women, to foster a sense of accomplishment, cooperation, and peace among the participants.

The Genesis of PASMP

The PASMP model originated from the UNDP’s 2021 Peace Innovation Challenge, which encouraged youth and women’s organizations to propose community-level peacebuilding projects. The challenge identified impactful civil society groups and non-government organizations. Post-challenge, the Accelerator Lab collaborated with two NGOs to develop the PASMP model, harnessing grassroots practitioner knowledge and expertise.

Two noteworthy projects that contributed to PASMP were Girls Say Yes and The Step-Up Initiative. Girls Say Yes was a three-month program aimed at increasing the number of peace ambassadors among youth in the Chaguanas community. The Step-Up Initiative targeted young males in the Laventille and Morvant areas, offering life skills training and mentorship through the Gentlemen’s Club program at Bethlehem Boys R.C. school.

Implementing PASMP at St. Jude’s School for Girls

St. Jude’s School for Girls was selected as the project site due to its supportive environment, making it ideal for a multifaceted program like PASMP. The school provided a safe space for girls to engage in a six-month program combining Mental Health and Psychosocial Support Services (MHPSS) with sports and art. This holistic approach aimed to change mindsets, encourage behavioral change, and reduce violent and antisocial behaviors among the girls.

Success Stories

The Ryu Dan Empowerment Foundation’s Sport Plus model empowered the girls through martial arts and other nontraditional sports, teaching them new skills and enhancing their physical abilities, resilience, and determination. The Art for Peace model was equally impactful, connecting the girls with mentors from various professional backgrounds, who engaged in meaningful conversations and shared personal stories, reinforcing the importance of self-understanding and self-love.

The program exposed the girls to notable figures such as Olympic bronze medalist Nigel Paul, Koya Barrimond, President of the Trinidad and Tobago Cheerleading Federation, national female golfer Ye Ji Lee, and IAAF track and field certified coach Ian Carter. These interactions broadened the girls’ horizons, showing them a world of opportunities beyond their immediate surroundings.

Impressions and Thoughts

The holistic approach of PASMP—combining art, sports, and psychosocial support—had a profound impact on the girls. Participants reported personal growth, increased self-awareness, and a reduction in self-harming behaviors. One girl shared, “I did [self-harm] once but didn’t do any more self-harm since being in UNDP,” while another noted, “The art made me feel calm.” The program fostered healthier relationships, better conflict management, and a more positive outlook on their futures.

Overcoming Hurdles

Despite the program’s success, several challenges and questions remain. The sudden end of the program left many girls feeling abandoned, highlighting the need for continuity and accountability. Future PASMP interventions should consider extending the intervention period, involving parents and guardians, and addressing staff dynamics to mitigate negative influences on the girls’ behavior.

Post-PASMP, St. Jude’s has implemented positive changes, including defensive and combative training and an increase in social workers. However, there is room for further improvement, such as expanding training content to include topics like the impact of cannabis on mental health and race dynamics, and ensuring staff and management are involved in training.

Looking Ahead

To enhance the PASMP model, future efforts should maintain detailed individual files on each girl, secure staff commitment, tailor activities to the girls’ interests, and provide non-financial incentives such as scholarships or internships. Post-project support should ensure ongoing contact and mentorship to sustain the gains achieved during the intervention. Involving the private sector and leveraging UNDP and CSO workshops can help mobilize necessary resources for future editions of PASMP and extend its reach to other youth-oriented state-care facilities and the wider school system.