Qualitative findings revealed improvements in four domains of girls’ well-being—self-efficacy, self-confidence, pro-social behavior, and mental health—through three primary pathways: family members’ increased gender equitable attitudes, healthier intrahousehold communication, and greater affective involvement. Findings from this mixed-methods evaluation point to the potential value in merging gender-transformative and whole-family approaches in humanitarian programming to maximize positive impacts for adolescent girls.While family functioning interventions show promise for improving adolescent girls’ well-being in humanitarian contexts, few programs employ a gender-transformative approach to maximize benefits for adolescent girls. This paper presents findings from a mixed-methods pilot evaluation of a whole-family, gender-transformative intervention conducted with Syrian refugee families in Jordan. The Siblings Support of Adolescent Girls in Emergencies program was implemented with 60 Syrian refugee households in Azraq and Za’atari camps in Jordan. A quantitative survey was administered to 18 households at baseline and endline, and researchers conducted qualitative interviews and focus group discussions with caregivers, paired interviews and participatory discussions with adolescents, and key informant interviews with program mentors. Paired  The impact of persisting forced displacement on growing refugee populations poses a pressing global health challenge ,2,3. DesDepression, anxiety, self-harm, and psychosomatic symptoms constitute the most common forms of mental illness among migrant girls ,8,9. CyrGender inequitable norms that define acceptable and expected behaviors for men and women—often in ways that marginalize women and girls—can be heightened in a humanitarian setting and have a well-documented negative impact on the mental well-being of adolescent girls ,14,15. FThe significant financial strain often experienced by families in conflict and post-conflict settings may also negatively impact the well-being of adolescent girls. As employment opportunities for men and boys are often more limited in emergencies, women and girls often take on income-generating responsibilities; moreover, in cultures that prioritize men’s roles as breadwinners, such changes in intrahousehold gender dynamics can threaten the status quo in patriarchal societies and exacerbate gender-based tension within families ,19,20,21In line with findings on the impact of intrahousehold gender inequity on girls’ well-being, evidence from humanitarian settings also highlights the protective role healthy family relationships can play in fostering girls’ mental health. In conflict and post-conflict zones at large, caregivers’ psychological health, family cohesion, and peer support proved vital in fostering resilience in affected children ,23,27. AThough family-based approaches have been deemed effective in the treatment and prevention of distinct mental disorders in youth in psychological practice in high income countries, evidence supporting the generalizability of these impacts in humanitarian settings remains limited and mixed . In a reNascent evidence from a family-focused, gender-transformative intervention in northeast Nigeria, the Sibling Support for Adolescent Girls in Emergencies (SSAGE), demonstrated improved pathways of communication between male and female caregivers and adolescents—leading to increased positive involvement and parental warmth toward adolescent girls . HoweverThis study took place within two of the three refugee camps in Jordan hosting Syrian refugees: Za’atari and Azraq . Since 2The SSAGE intervention was implemented with 60 Syrian refugee households living within the Azraq and Za’atari camps in northern Jordan in two cycles: the first from June to September 2021 and the second from October 2021 to January 2022. Thirty households from each camp were identified and selected for participation primarily through Mercy Corps’ existing ISHRAK project, a youth and family support program that provides psychosocial support to fortify bonds between family members. Eligible families included those with a male and female caregiver, an adolescent girl aged 10–14, and an older male sibling aged 15–19 living at home. The four members of each participating household attended program sessions with their gender and age group over the course of twelve weeks, which were led by program mentors who were also Syrians residing in the Azraq and Za’atari camps. Trained by Mercy Corps, these program mentors facilitated four distinct but synchronous curricula that were designed to stimulate self-reflection and discussion amongst participants on topics related to gender, power, violence, interpersonal communication, and healthy relationships  to assess changes in outcomes of interest over the course of the intervention. Eighteen families (nine from each camp) were randomly selected to participate in the quantitative evaluation. At least 1 family member from all 18 households agreed to participate in this component of the study; baseline data were collected for 68 participants, as 4 individuals did not participate in data collection. Written informed consent was obtained from all study participants prior to data collection, and all surveys were enumerator-administered in private spaces using the Kobo platform.The survey questionnaire included several previously validated measures to capture outcomes of interest on mental distress, resilience, gender equity, and family functioning; all outcomes were self-reported. Mental distress was measured using the Kessler-6 scale , which has been previously used with Syrian refugees in Lebanon ,41. Respt-tests. Statistical analyses were carried out by a Washington University researcher using Stata16.Quantitative data were collected by a mixed-gender Jordanian research team experienced in social protection research in the Azraq and Za’atari camp communities. A research team from Washington University in St. Louis provided remote training for data collectors prior to data collection. Descriptive statistics were calculated for the full sample and each cohort . Given that the intervention was ultimately designed to improve well-being for adolescent girls and improve psychosocial outcomes for the other cohorts, we examined changes in the outcomes of interest for both adolescent girls and the full sample. Differences between outcomes at baseline and endline were assessed using paired Qualitative data were collected one month after the completion of each program cycle in order to explore any perceived changes related to gender equity, family functioning, violence against women and girls, and girls’ experience of well-being following the program. Qualitative participants were recruited using a criterion sampling based on the following factors: gender, age, and program attendance rate. In total, 137 participants were selected from the first program cycle and 76 were from the second program cycle , during which they discussed their perceptions of the acceptability and impact of the program.Qualitative data were collected by the same mixed-gender Jordanian research team that collected the quantitative data. Prior to the start of each data collection round, the research team undertook a review training focused on qualitative interviewing, research ethics, and use of Mercy Corps’ Community Accountability Reporting Mechanisms. Research assistants transcribed audio recordings into Arabic at the conclusion of each interview or discussion. An external translator then translated the Arabic transcripts into English. Another Arabic-speaking member of the study team conducted a quality control review by spot-checking transcripts against audio files to ensure the transcription and translations accurately represented participants’ thoughts and opinions.After data collection concluded, an analysis team from Mercy Corps Jordan, Women’s Refugee Commission, and Washington University in St. Louis participated in a workshop during which they reviewed selections of data and used deductive and inductive methods to develop a preliminary codebook. The analysis team then iteratively adapted the codebook over several months, piloting it on various subsections of the data and convening to discuss suggested adaptations to the code framework. Once a final version of the codebook was reached, the lead qualitative researcher established a coding consensus with six other members of the analysis team, who then proceeded to code the remainder of the qualitative data. They then analyzed the data using Dedoose qualitative data analysis software.All study procedures were approved by the Health Media Lab institutional review board (HML #983WRCO21).Baseline and endline data were collected from 68 participants across 18 families. t-tests revealed improvements across all four outcomes of interest in the full sample between baseline and endline (see p = 0.007), the gender equity score (where a higher score represents more gender equitable attitudes) increased from 2.34 to 2.49 (p = 0.004), and the family functioning score rose from 61.33 to 64.69 (p = 0.044). Resilience, which was measured among children only, also increased from 39.83 to 42.62 (p = 0.03).Paired line see . SpecifiThe qualitative arm of the study allowed for further exploration of the improvement in girls’ well-being, providing insight into the ways in which participants conceptualized these changes. Participating adolescent girls and their family members highlighted improvements in four major domains of girls’ well-being following their participation in the SSAGE sessions: self-efficacy, self-confidence, pro-social behavior, and mental health. These domains were impacted by distinct pathways, including improvements in gender equitable attitudes and awareness around girls’ safety and well-being among family members; changes in control of and communication around girls’ mobility and behaviors; and family members’ affective involvement/emotional connection with adolescent girls. The qualitative analysis first examines the four domains of adolescent girls’ well-being and then explores the pathways that led to these reported improvements in this well-being.Many adolescent girls discussed how the skills they learned and developed in the SSAGE program increased their confidence when moving around the camp and helped them to define and assert their boundaries within social interactions. As the program equipped girls with increased knowledge on how to protect themselves and how to ask for help in dangerous situations, girls became more confident in their ability to go to the market or visit friends. Many girls described feeling “stronger” and “less afraid” after attending the program. For example, one adolescent girl noted, “I used to be afraid, afraid of walking in the street alone or to go to the market to buy something by myself. Now it’s ok, I walk, and I have confidence and I don’t let anyone see me as a weak person so that they don’t take advantage of me. I strengthen myself so that they don’t abuse me” (Za’atari-PI-AG-13022022(1)(E)(1)).Girls further developed their self-confidence by being encouraged to share their opinions and being taught to be firm in their boundaries. One girl said, “… before participating in this program, I did not know how to express my opinion, whatever you ask me I stayed silent, but now anyone asks me I express my opinion and share what I have” (Azraq-PI-AG-18102021(3)). Some adolescent girls specifically noted how their increased confidence enabled them to improve the way they communicate with their family. For example, one girl said, “I have changed. I talk to my brother and my dad openly and I have self-confidence, I just talk to them normally. I used to stutter and don’t know what to say even if I was sure of the topic and repeated it 100 times in the kitchen, I didn’t know what to say. Now, when I need anything, I just go to my dad and my brother and my mom and tell them what I want clearly” (Azraq-PI-AG-14022022 (3)(E)). Other girls expressed similar feelings, sharing that they felt more comfortable in sharing their views with family members and that, in turn, their family members were more open to listening to their adolescent girls’ opinions.Adolescent girls also learned how to identify and respond to unsafe social interactions among their peers, including bullying. By talking about bullying in the SSAGE program, girls became more adept at identifying peer-to-peer bullying among adolescent girls and addressing bullying outside of the confines of SSAGE programming. Some girls passed along what they learned about bullying to members of the community, demonstrating they felt confident in expressing their opinions and their boundaries in unsafe peer-to-peer social interactions. For example, one mother said, “I saw girls becoming more active with the program. They got support that helped them become stronger and more confident. Facilitators and other girls in their sessions helped them become more confident… My daughter talked to my neighbor about bullying. She now knows what bullying is. She knows right from wrong. She would tell people that something involves bullying and that bullying is wrong” (Azraq-FGD-CF-17102021).Overall, participants expressed that the SSAGE program had positive impacts on adolescent girls’ sense of self-efficacy, particularly with regards to protecting themselves, communicating their ideas, and engaging in healthy social interactions. Participants described seeing changes to the ways that girls were able to handle problems, defend themselves, and deal with risky situations and challenging tasks. One program mentor shared a story about a girl who experienced abuse and violence at home. While the participant still appeared to experience violence perpetrated by her brother, the SSAGE program seems to have positively impacted her ability to defend herself from this violence:“A mother told us that her daughter told her that her brother hit her, rebuked her, and bossed her around all day long. After a while, the mother told me that ‘my daughter benefited from you a lot and she was affected by your personalities a lot. Now when her brother hits her, she will defend herself, because of the information she gets from Mercy Corps.’ I myself learned and gained information and benefited from the teacher a lot”. She defends herself now and she says: “it’s not only you who got information, I did too”.(KII02)Girls also discussed being able to identify specific ways to protect themselves outside of the home and where to go if an incident occurs, for example, “… if someone crosses our way or says something we should report to a woman or a girl (note: a service center) where they listen to us and we can make a complaint. If someone crosses our way, they tell us not to talk to him because he won’t stop bothering us if we do. If he throws a letter, we shouldn’t take it. We should just ignore him. Tell your mother and your brothers whom you trust. Tell them so that they go and tell him to stay away from you” (Azraq-PAR-AG-17102021(1)). Caregivers of adolescent girls also noted that their daughters learned how to better protect themselves around the community after participating in the program. One mother said,“They taught kids how to be strong and defend themselves when they go out alone, without us. They didn’t know how to, maybe we didn’t give them clear information. Now they can react and defend themselves. A girl knows how to defend her education and future now. Many other things… I wanted my daughter to be stronger. If the program was given again, I would attend the sessions because my daughter benefited. I love to see my daughter strong”.(Azraq-FGD-CF-15022022 (E))Many girls also expressed that they learned about their rights and “learned how to speak” during the program, developing greater self-efficacy in communicating their wants and needs. For example, one adolescent girl shared, “I couldn’t speak my mind before the program. Now I can say my opinion to my parents and brothers, and they listen to me and act upon it” (Azraq-PI-AG-18102021(1)).Partly as a result of feeling more confident expressing their feelings, opinions, and boundaries, participating adolescent girls engaged in more prosocial behaviors with their peers and family members. Family members noticed differences in how their daughters interacted with the entire family after participating in the SSAGE program. Many caregivers said their daughters began to share more about their lives, listened better, and spent more time with the family. In one interview, a father of an adolescent girl said, “My daughter participated in the course and started to become more responsive with us. She didn’t respond to us easily before. Now she comes back from the session and tells us what she took, what the title of the session was and the questions it included. She is more interactive with her mom now” (Za’atari-IDI-CM-24102021(3)). These observations by family members mirror statements girls made about how they felt like they cooperate more with their siblings and parents after the SSAGE program.Caregivers also noted that adolescent girls seemed to be more comfortable sharing dimensions of their personalities that they had not revealed to family members prior to the program, enabling girls to develop stronger relationships with their family members. One mother described how her daughter opened up after participating in the program: “My daughter used to be an introvert. She used to spend the whole day in her room. She did not join us or talk to us. She has changed, mashallah (God has willed it). She sits with us and jokes with us. I never knew that my daughter has such a sense of humor! My daughter has changed after the sessions” Azraq-IDI-CF-18102021(1).With respect to peer-to-peer interactions, girls learned how to better cooperate with their friends following SSAGE participation. Lessons on bullying also reportedly promoted prosocial behaviors among girl participants. In one interview, a girl said, “I fought with girls wherever I went. The sessions gave us awareness. I stopped fighting with girls” (Azraq-PI-AG-14022022(4)(E)). During a group activity asking girls to tell stories about their experience in the program, one group said that girls felt more respected and experienced less bullying by their female peers, stating, “They used to talk behind her back and used to call her names…Her friends respect her more when they see her now. They used to laugh at her” (Za’atari-PAR-AG-20102021). In some cases, girls’ increased self-confidence led to them interacting more with their peers overall. In other instances, some girls talked about how they did not have friends in the community until they met friends through the SSAGE program.Some participants discussed how they believed adolescent girls’ mental health improved as a result of the SSAGE program. In these instances, girls and their family members attributed adolescent girls’ improved mental health to other outcomes of the program, such as increased self-confidence or prosocial behaviors. In one participatory session, adolescent girls were asked to create stories illustrating the ways in which participating in the program impacted their lives. One such story demonstrated how the program helped them improve their confidence and communication:“There was a desperate girl who didn’t feel strong, felt tired most of the time, and spent most of the day alone in her room. She didn’t mingle with people and didn’t sit with her family. She only left her room to eat. She didn’t have anything to talk about with her parents. When Mercy Corps visited the family and told them about the Siblings Program, they agreed to participate in the sessions. They started to attend sessions about self-confidence and self-defense. She started to learn about how to strengthen herself and how to communicate. After the sessions, her life started to become normal, and she started to talk to her parents and speak up her mind. She now tells her family about any problem she faces. She talks to her mom, dad, and brother”.(Za’atari-PAR-AG-20102021(1))This story reveals how, prior to the SSAGE program, some girls may have experienced symptoms of poor mental health and felt unable to clearly and productively communicate with their families. Through the confidence they gained and the skills they learned in the program, girls began to feel emboldened and able to express themselves. By improving their capacity to express their feelings, adolescent girls were also better able to ask their families for help. As such, girls could build a support system to help them through difficult problems. Adolescent girl participants shared that feeling better understood and supported helped to ease their distress.In some cases, girls’ parents also noted how their daughters’ increased pro-social behaviors contributed to improvements in mental health. For example, one mother shared, “As for me, my daughter faced depression. She is lonely and doesn’t have any friends. She used to have friends here, but they left. She remained alone at home and doesn’t want to go here and there. I would tell her ‘Go see the neighbor’s girls at the center…’; she would instantly say ‘no.’ Now she visits the neighbor’s girls, thank God, and she is happy. She found girls to talk to, have fun and laugh. Thank God, she got rid of depression” (Azraq-FGD-CF-17102021). Other adolescent girls talked about how they developed more awareness of their emotions and a better understanding of how to handle difficult feelings. One girl said, “… there was so many things I did not know and now I know because of the program, like how to get rid of anger for example, if she for example gets angry fast, to stop this anger, and if she was afraid or sad there is also a way to get rid of sadness, there is no negative impact on her” (Azraq-PI-AG-18102021(3)). These newer coping skills helped girls to navigate difficult situations and handle challenging relationships, both of which fostered improved senses of well-being.SSAGE participants generally discussed a greater awareness and scrutiny of gender inequitable norms, including rigid conceptions of masculinity, gender roles, girls’ education, and early marriage, as well as an improved understanding of safety within the community for girls. Changes in family members’ gender inequitable attitudes reportedly indirectly improved their interactions with adolescent girls and enabled girls to seek more opportunities in their communities.Among the gender-related attitudes and norms discussed in the interviews, masculinity, gender roles, girls’ education, and early marriage were most prevalent. Adolescent boys, male caregivers, and female caregivers consistently reflected on the ways in which conceptions of masculinity and manhood impacted their relationships with their sisters and daughters, and many participants reflected on how these conceptions inhibited healthy interaction and connection within the household. In particular, interrogations of masculinity often resulted in improved behavioral control and communication, alongside more equitable decision-making and assignment of roles within the household. When presented with a hypothetical scenario, adolescent boys discussed changes in their perceptions of masculinity, noting that they previously included the use of physical violence as integral to manhood: “He hit his sister and thought he was a man” (Azraq-PAR-AB-15022022E). Adolescent boys noted that, through the program, they began to reconceptualize masculinity as inclusive of equitable distributions of household chores and support of siblings. Female caregivers also noticed the impact of these altered definitions of masculinity on gender roles and on providing support and guidance: “I’ve seen that the relationship between my son and daughter has changed after the program…He thought that he was the guy and she was the girl and end of story. The program helped him change this idea and helped us become cooperative and participative” (Azraq-IDI-CF-14022022(1)(E)).In addition to masculinity, participants also examined their preconceived notions of a girl’s right to education and its relation to early marriage. More specifically, the SSAGE program appeared to prompt constructive conversations amongst participants about community level norms, such as child, early, and forced marriage (CEFM) and removing girls from school. One program mentor discussed the ways in which paternal caregivers reflected on these issues: “There was a father who made his daughter drop out of school in the sixth grade. This was six years ago. In our first course, they discussed these issues under social violence. The man said that he regretted making her leave school in the sixth grade, and that he would let her go back to school if he could” (KII02). These changed attitudes in turn seemed to spur shifts in participants’ behaviors. Regarding the individual-level changes they observed, one program mentor noted, “Early marriage happens in the camp and not all people let their daughters finish their education. Through the sessions, some dads allowed their daughters to go back to school and to live their lives normally, to choose what she wants and not to be forced to marry. They changed some of their ideas” (KII01). Adolescent girls also spoke to increased access to education, noting, “Our parents didn’t let us go to school but now they let us. After the course they allow us…He said that this school doesn’t teach a thing and that I would get an education when we go back to Syria. Now he tells me to go to school and not to quit it and to learn” (Azraq-PI-AG-14022022(1)(E)).SSAGE further fostered reflection on the importance of equal access to education, which allowed for greater connection, empathy, and understanding among siblings: “A brother can understand his sister now. If she goes out he will not prevent her or ask her why. School is school. He knows that she has the right to learn as he does. He should also make sure that she gets education if he himself can’t” (Azraq-FGD-CF-15022022(E)). Another male caregiver considered his change in opinion regarding girls’ education, which tangibly impacted his daughter’s life: “I’m one of the people who was against a girl’s education…not anymore” (Za’atari-IDI-CM-13022022(3)(E)(1)). He continued by sharing that prior to the program, he had stopped her education, but after, he plans to allow her to attend school.Adolescent girls’ well-being was also affected by a shift in individual conceptions of gender roles. Participants often discussed positive changes in household structure, including challenging the gendered order of domestic responsibilities and normalizing male participation in household chores. One female caregiver discussed how the sole burden of household responsibilities no longer falls on her adolescent daughter and herself, and is rather shared among the family:“My husband and I for example… he didn’t attend the sessions at first, then he did. The boy used to tell the girl to wash his dishes, and their dad used to tell me to wash the dishes. My son used to tell his sister to prepare the bed for him. After my son participated in the sessions, he started to prepare his bed and wash his dishes. He changed the way he treated his sisters. He is serving himself now. He learnt about compassion and when he sees that his sister or I are sick he will serve himself. His father used to say: ‘is he the girl of the house?’ and that we should serve him. Now things have changed”.(Za’atari-FGD-CF-24102021(2))Despite these positive changes, it is important to note that some female caregivers suggested that the SSAGE program reduced gendered inequity in household labor between their sons and daughters to varying degrees. While some brothers took over their sisters’ housework to actively equalize labor sharing, others merely stopped expecting their sisters to fulfill tasks in service of their needs “…when he sees that his sister or I are sick he will serve himself. His father tells him to assume that his sister is not there and that she doesn’t have to do everything” (Za’atari_FGD_CF_24102021_2).Study participants described values and practices within their camp communities, including those that restrict adolescent girls’ mobility in the name of safeguarding their sexual purity and, consequently, their families’ honor. In addition to caregivers’ changed attitudes toward and permission for girls’ schooling, participants reported some shifts related to other behavioral control practices, including restrictions on adolescent girls’ mobility outside the house and demands for girls to carry out some tasks within the household. One maternal caregiver shared that her son started to approve of his sister traveling outside the house for shopping and schooling: “Her brother used to dominate her. Now things are better between them. ‘Go beloved sister, make us some tea. What do you want for dessert? Go with mom and buy it.’ Before, she wasn’t allowed to go out. He asks her about her school now. He never did that before” (Za’atari-IDI-CF-24102021(1)). Similarly, an adolescent boy shared that after the program, he too changed in his control of his sisters’ mobility in the community. Instead of forbidding her from leaving the household to visit a friend, he now accompanied his sister to the friend’s household: “[The SSAGE Program] made us aware of things we didn’t realize before. For example, when my sister wanted to visit her friend, I used to tell her to stay home before the program. After the program, I take her there” ).While this action demonstrates some improvement in the girl’s ability to move freely about her community, it is important to note that the male sibling continues to supervise her movements, and that remains normalized in the eyes of some caregivers and adolescents. Nonetheless, because of adolescent boys’ enhanced understanding of protection and safety of adolescent girls, one adolescent boy stopped punishing his sister for experiencing harassment from others. According to his sister, he instead trusts and protects her: “Sometimes, a girl faces a trouble in the street. A guy follows her, and someone sees that. The brother knows and he doesn’t trust his sister anymore. He suspects her and she doesn’t leave the house without him. The program teaches him that if something like this happened, he shouldn’t suspect his sister. He should trust her and answer back people who talk about her” (Za’atari-PAR-AG-20102021(1)).According to study participants, the SSAGE program fostered affective involvement between caregivers and brothers and adolescent girls, ultimately increasing girls’ sense of self-confidence and self-efficacy, improving their psychological well-being and encouraging prosocial engagement with their family and peers. With improved closeness, warmth, and communication, adolescent boys exhibited elevated regard for their sisters’ emotions, concerns, and psychosocial needs. As described by one adolescent girl participant: “If he sees me upset, he will calm me and ask me what’s wrong. He tells me things about his life” (Azraq-PI-AG-14022022(1)(e)). Such sympathetic sibling relationships induced by the SSAGE programming encouraged girls to feel comfortable enough to ask for help and confide in family members when facing trouble in and out of the home. One adolescent male shared his experience with his sister, saying that after SSAGE, “If she needed help with homework, I would help her. I changed after the training. If she faced a trouble inside the house, she would tell her mother. If she faced trouble outside the house, such as being followed by a guy, she would tell her father or her big brother” (Azraq-PAR-AB-17102021(1)).Cultivating greater affective involvement between mothers and daughters improved adolescent girls’ well-being in various domains—particularly prosocial behavior, self-confidence, and mental health. According to many participants, girls shared their experiences and exhibited greater familial interaction when they perceived greater interest in communication and engagement from their mothers. One mother described the change in dynamics, stating, “My daughter used to come to me to tell me things she’s gone through. I used to tell here that I was busy and ask her to leave. I used to listen a little and keep telling her to finish quickly. Now I listen more and give her time. She talks to me about school and things she faces there, and I answer her” (Azraq-IDI-CF-18102021(3)). Respondent interviews also exhibited a link between this pattern of warmer parenting and girls’ emotional well-being, suggesting an association not only between the increase in mothers’ affective involvement and adolescent girls’ prosocial behavior, but their mental health, as well. As illustrated by a female caregiver:“I did not sit with my daughters a lot before. Now I sit with them and talk to them. I feel that a mother should do this. A girl will not tell her mother things if she feels that her mother is distant. When a mother designates time to sit with her daughters, they will communicate more and open up to one another…Yes, there is more harmony now. Anger and sadness are gone. For example, my daughter is not upset with me anymore”.(Azraq-IDI-CF-18102021(1))Another key theme throughout the interviews was the effect of increased emotional connection between mothers and daughters on greater expression of self-confidence and perceived safety among adolescent girls. When girls felt valued and had their perspectives considered and validated, they were observed exhibiting improved security and self-assurance in voicing their thoughts. As recounted by one mother, “We benefited a lot I swear…A mother understands her daughter and asks for her opinion. A daughter feels more comfortable talking to her mom. She feels safe and confident to speak up and tell what she went through” (Azraq-FGD-CF-15022022(e)).This study presents findings from a mixed methods pilot evaluation of the SSAGE intervention in the Azraq and Za’atari camps in northern Jordan and highlights the program’s potential to improve adolescent girls’ well-being in humanitarian settings. Quantitative findings revealed improvements in adolescent girls’ mental distress and resilience and, qualitatively, positive changes in girls’ well-being were often discussed by participants as including increased self-confidence and agency and improved prosocial behaviors, both with peers as well as family members. Further analysis suggests the improvements in well-being for adolescent girls were facilitated through multiple pathways, contingent on participation from all four cohorts, including participants’ reflection on and reconceptualization of gender dynamics and inequity, particularly with respect to gender roles and girls’ education, a shift toward healthier communication between girls and their household members, and greater emotional connectivity and support from family members for girls.Despite the positive impacts resulting from improved family functioning, increased awareness around girls’ safety, and changes in family members’ gender equitable attitudes and behaviors, it is important to note that participants largely conceptualized improvements to girls’ well-being and freedoms within a set of norms that ultimately remained restrictive. For example, while many participants noted that adolescent girls’ mobility improved following the program, this change was often a result of brothers being more amenable to accompanying their sisters outside of the household, as brothers now recognized that mobility supported their sisters’ well-being. The data do not show shifts in community-level norms, which dictate, for example, that girls need be accompanied by male family members when moving through the public space. This lack of community-level change is unsurprising, as the SSAGE program was implemented over the course of three-month intervals with a relatively small group of people and focused primarily on individual attitudes, behaviors, and interpersonal relationships within family or household units. However, it is important to note that even though community-level norms were not addressed via SSAGE, the positive impacts to girls’ well-being resulting from changes in their own self-perception as well as the behaviors and attitudes of their direct familial support network help to increase girls’ resiliency and reduce the risks they face living in contexts where norms which restrict their freedoms remain prevalent. Nonetheless, future iterations of SSAGE might consider adding on complementary programming at the community level to raise awareness and challenge gender inequitable norms.While adolescent girls’ own participation in the SSAGE program sessions appears to have conferred direct benefits—for example, our findings reveal girls’ increased awareness around bullying and a reduction in related anti-social behavior—several improvements in girls’ well-being and mental health seem to be supported indirectly through the participation of their family members. Although biological differences explain at least some of the disproportionately higher rates of depression in adolescent girls as compared to boys, Cyranowski and colleagues  posit thFindings from this evaluative research demonstrate that the family-based approach and its engagement of male and female caregivers and, importantly, male siblings, support improved empathy towards girls, strengthen intrahousehold communication, and promote a healthier and more equitable family dynamic, all of which proved to be relevant for girls’ well-being. Evaluations of programs aimed at improving the well-being and safety of adolescent girls in humanitarian settings have concluded that working with girls and female caregivers is not sufficient to induce positive changes around safety and gender equity ; these sIn addition to engaging male caregivers, brothers, and other men in girls’ lives, our findings reiterate the importance of employing a gender transformative approach with all program participants. A previous qualitative evaluation of SSAGE in Borno State, Nigeria found that improvements in family functioning along gender dimensions, specifically, seemed to leverage the most positive change for adolescent girls . PreviouFindings from this study should be considered alongside a few limitations. First, due to resource constraints, the quantitative survey questionnaire was administered to a small sample. Future quantitative evaluations of SSAGE should employ a larger sample size, where logistically feasible, in order to identify the impacts of the intervention with greater statistical power. Second, it is important to recognize the self-reported nature of the quantitative outcomes of interest, which may be subject to self-reporting bias. Third, quality control reviews of the qualitative transcripts against the audio files revealed some minor issues with transcription quality, which may have impacted the transcripts’ accurate representation of participants’ full thoughts and opinions. In future qualitative evaluations of SSAGE, it is recommended that transcription standards and practices be reinforced prior to the start of the transcription and more regular spot checks comparing transcripts to audio files be conducted during the transcription process to ensure quality. Finally, it is important to acknowledge the limitations of collecting data immediately following the intervention. Gender norms are complex and deeply embedded social constructs; changing these norms, particularly at the community level, is a substantial undertaking and can take several months or even years. As endline data were collected immediately following the end of the intervention, it is unlikely that the data would have revealed shifts in community-level norms. Longer term follow-ups are needed to understand whether the program induced changes in norms as well as to determine whether observed improvements at endline are sustainable in the longer term.Despite these limitations, findings from this mixed-methods evaluation point to the potential of the SSAGE intervention for supporting the well-being and mental health of adolescent girls in humanitarian settings. Data from this study highlight changes in gender equitable attitudes, improved communication within the household, and strengthened emotional connection and involvement between family members as pathways that supported adolescent girls and indirectly led to their improved mental well-being. Practitioners in humanitarian settings might usefully integrate gender-transformative and whole-family approaches in programming in order to maximize positive impacts for adolescent girls.


The transformative potential of whole genome sequencing (WGS) as a diagnostic tool in healthcare has been demonstrated by initiatives including the 100,000 Genomes Project and is now offered to certain patients in the National Health Service (NHS) in England. Building on these foundations, the utility of WGS in the newborn period can now be explored. Genomics England is working in partnership with NHS England and NHS Improvement and other healthcare, patient and public interest groups to design a research program embedded in the NHS to explore the potential challenges and implications of offering WGS in all newborns. The program will aim to: 1) evaluate the feasibility, utility and impact on the NHS of screening for childhood-onset rare actionable genetic conditions; 2) understand how, with consent, genomic and healthcare data could be used to enable research to develop new diagnostics and treatments; and 3) explore the implications of storing an individual’s genome for use over their lifetime. Recognizing the important practical, scientific and ethical questions that we must explore in dialogue with the public and experts, we are taking a collaborative, evidence-based and ethically deliberate approach to designing the program. An iterative co-design process including a nationwide public dialogue has identified emergent themes and ethical considerations which are the focus of the program’s design. These themes will be further developed through continued engagement with healthcare professionals, researchers, ethics experts, patient groups and the public, with an ongoing commitment to embedding ongoing ethics research and co-design into the delivery of the program. The United Kingdom (UK) has consistently taken the lead to introduce genomic technologies into healthcare and research, particularly whole genome sequencing (WGS). Initiatives such as the 100,000 Genomes Project and the National Health Service (NHS) Genomic Medicine Service in England have demonstrated the potential of WGS to increase the diagnostic yield for a range of rare conditions and its role in cancer . In the The UK Chief Medical Officer emphasized the importance of providing expanded and equitable access to genomic services in her 2016 Annual Report and requested a group to investigate the benefits of genomic analysis in children including in the context of newborn screening . The Gen1) to identify a larger number of rare and actionable conditions than currently screened for;2) to enable research on genomic and health data from newborns to further develop diagnostics and treatments; and3) to explore the potential benefits, risks and broader implications of storing an individual’s genome for use over their lifetime.Genomics England is working in partnership with NHS England and NHS Improvement as well as a range of healthcare, patient and public interest groups to develop this program. A recently published vision outlines three distinct but related aims of the Newborn Genomes Program :1) to idThese aims will be explored through a research pilot aimed to start in 2023, guided by a protocol subject to research ethics approval, and crucially embedded within the NHS. This would include at least 100,000 babies, powered to provide the data required to determine the effectiveness of WGS in the newborn screening context based on modelling of likely incidence of conditions targeted and conservative estimates of sensitivity and specificity . An NHS WGS has increasingly demonstrated the ability to detect a broad range of genomic variants using a single technology, with costs, sequencing and analysis times decreasing to provide results where an intervention may be time-sensitive. This technology provides flexibility to analyze additional variants when new evidence about pathogenicity or treatment would support their inclusion in newborn screening, or to analyze in a diagnostic context if symptoms arise in an individual in the future, without requiring new or additional samples . WGS alsDespite these advantages, the use of WGS in newborn screening at a national health system level is a novel approach and limitations remain, particularly when testing asymptomatic rather than pre-symptomatic individuals. For example, it will be important to minimize feedback of information that is uncertain or not clinically useful, and the burden this may place on families and health systems . The senTaking into account different perspectives, the team are embracing a collaborative approach and ongoing commitment to openness, grounded in national dialogue and research with experts and the public. This paper will outline our approach to engagement, co-design and ethical considerations that are required to ensure a transparent and evidence-based program within a nationwide publicly funded health system.1) The benefits, limitations, and unknowns of WGS as a screening tool;2) Principles for including conditions in the screening panel, co-developed with relevant stakeholders;3) Person-centered consent across screening, research and reanalysis;4) A supportive and inclusive experience for all families;5) Trusted and future-proofed genomic data storage and usage; and6) A sustainable and scalable program for the NHS, should the evidence generated from the pilot support a future clinical service.Research in this area—just as for any population screening program that might follow—must be premised on public acceptance and support. This is not a one-off process but one of ongoing dialogue and adaptation as expectations emerge and evidence develops. In 2020-2021, a national dialogue commissioned by Genomics England, the UK National Screening Committee and United Kingdom Research and Innovation’s Sciencewise program, was carried out with members of the UK public . This waAlongside public dialogue and engagement, ethics will be central to the co-design of the program and an ongoing component of the research pilot itself.The three aims of the Newborn Genomes Program each raise distinct, yet related, ethical considerations that will need to be explored prior to, throughout, and beyond, the duration of the program. Initial ethical themes which have been raised through the public dialogue and ongoing stakeholder engagement, reflecting previous research include : consentCrucially, the program aims to incorporate ethics not only in the context of an underlying research-ethics approved protocol, but also as an inherent part of program by embedding ethics throughout the governance, design, implementation and evaluation. An initial set of foundational ethical principles and commitments are being developed and will evolve into an ethical framework including different positions for each of the three aims of the program, developed through a combination of ethics research, engagement and deliberation with experts and a diverse range of publics. Genomics England’s existing Ethics Advisory Committee, Participant Panel and internal Ethics team, a dedicated newborn ethics working group, as well as external stakeholder and public engagement activities including young people and expectant parents, will offer insights to ethical matters arising in relation to the program with a focus on ensuring ongoing trustworthiness. The program provides opportunities to test these ethical and social dimensions before, during and after the pilot, to broaden our insight and foresight for the program and any related future developments. Furthermore, the program intends to facilitate and inform broader ethical debates which stretch beyond the research pilot, particularly in relation to the possibilities and challenges of using the genome as a lifetime clinical resource.The principles of experience-based co-design underlie our approach to designing the program in an iterative manner . In lineIn contrast to other state screening programs or related research programs where criteria are typically informed exclusively by clinicians, policymakers and researchers, we have included wider views of the public, rare disease patient communities and ethics experts, reflecting our focus on the importance of public acceptability of a nationwide research program. A working group of 28 individuals reflecting these various areas of expertise has been established to develop a set of principles using consensus methodology, which will inform the conditions (and the genes and variants that cause them) that could be initially analyzed, as well as an approach to an ongoing review process where conditions may be added or removed based on new information. While there are arguably many possible answers to this question, the overarching view from the public dialogue is being used as a starting point: to broadly focus on conditions that have an impact in early childhood, and where there are intervention(s) that can cure, prevent or slow progression. Consideration must also be afforded to conditions which would demonstrate cost-effectiveness for a publicly-funded national health service, and whether the condition has an established follow-on test(s) and care pathway across the NHS with identified specialists who could provide care and follow up support. Once the principles have been established by the working group, they will be applied to genes, followed by variant curation and rigorous empirical analysis to estimate the false positive and false negative rates of the variant detections in the selected genes. There are a number of processes that have been published to generate a list of genes that will be drawn upon . These pAnother working group is focusing on the recruitment process for parents who may consider participating in the pilot through consenting on behalf of their newborn. This group includes a range of healthcare professionals including midwives, as well as parent and patient representatives with a variety of perspectives. It is critical that the pilot will be understandable and desirable to parents of all backgrounds, to enable informed decision making about taking part as well as ensuring equity of access. As such, the group meet regularly to brainstorm and share their thoughts on the recruitment materials, messages, and the process of recruitment for the pilot. The concepts developed in these group sessions are then taken out and tested with healthcare professionals and expecting parents across the UK in an iterative learning process, including a focus on traditionally underserved groups in genomic research.Additional working groups that have or will be initiated in the coming months will focus on education and training for the workforce; consent including parents’ initial decision to join the program as well as the need for young people to review their decision at 16 and the ongoing opportunity to withdraw; treatment and support pathways for families receiving results; sampling and sequencing approaches; and how the program will be evaluated.The United Kingdom is uniquely positioned to build on the foundations of WGS in a diagnostic context and design a program to gather evidence on the effectiveness, feasibility and acceptability of WGS in newborns. This ambitious research program of genomics in newborn screening is the largest to date, with an opportunity to assess the benefits and challenges of this approach at an unprecedented scale and within a nationwide publicly funded health service. Furthermore, due to the NHS’s already close integration with genomic research, experience gained throughout the program could be more seamlessly translated into clinical practice in an equitable and cost-effective manner. This is in contrast to other newborn screening initiatives involving genomics which involve distinctly separate research pathways, and one or a small number of hospital systems . Our provia clinical pathways in a number of hospitals and community health services across the country, there is a need to consider the time, training and resource requirements from the point of recruitment through to ongoing care, with interactions needing to be carefully monitored to ensure that the research pilot is not affecting uptake of the current newborn screening program. Sampling, sequencing and bioinformatic pipelines, laboratories and reporting systems must be capable of processing samples at scale and in a time frame that can allow for treatment to be rapidly initiated, within days for some conditions. There must be a clear plan as well as adequate support and information available for those families where a rare condition is identified. To consider the potential of this as a future national clinical service, the program would not only need to demonstrate evidence of benefit and cost-effectiveness and the ability to maintain trust and high ethical standards, but also be operationally feasible at scale within a national publicly-funded health system. In order to effectively capture and assess outcomes of this program a co-designed robust evaluation framework will be devised to ensure that technology performance, health outcomes, implementation, psychosocial and ethical issues can be monitored. This will include both qualitative and quantitative metrics, and ensure that any evidence can be independently evaluated in a formative manner to be able to adapt and improve processes throughout the course of the pilot.There are a number of implications that will be the focus of program design in the coming months, building on the challenges and learnings from the implementation of the 100,000 Genomes Project and other national screening initiatives. As a research program where results will be fed back Factors influencing the adoption of WGS in newborn screening will likely reflect many of those already known to impact adoption of population-wide screening, genomic testing and other novel technologies, and will be explored throughout the course of this program alongside other emergent issues . At a mo


As an important factor related to the interests of enterprises, the attitude and behavior of employees are related to the company’s survival and the realization of business objectives. However, in recent years, with the rapid development of emerging industries and industry changes, the turnover rate of employees in the whole enterprise has been greatly improved. Frequent turnover of personnel will have a great impact on the stability of the company, the competitiveness of the enterprise, and the operating cost. Employee loyalty and corporate culture satisfaction assessment is the core of sustainable corporate development, but most of the traditional analysis studies are based on the performance approach, using employee overtime, employee achievement, and company effectiveness as data sources, the former performance data is only a side view of the company’s situation, the latter as the data source of this study is a one-sided and involute form, and the data is not stable. Therefore, this paper proposes an analysis of employee loyalty and corporate culture satisfaction assessment based on sentiment analysis, using association rules and sentiment lexicons from anonymous employee evaluations to analyze the actual data. Since ancient times, whether at the national level or at the level of individual organizations, those who win people will prosper, and those who lose people will die. The competition between building construction enterprises, there are brands, technology, image reputation, economic strength, etc., but in the final analysis, is the competition of talents. Comrade Xi Jinping, President of the People’s Republic of China, pointed out during his visit to Shenyang Machine Tool Group that talent is the most valuable asset, and that we should do our best to cultivate and make good use of it, and increase investment in research and development. When young people grow up, there is hope for the enterprise and hope for the country .Staff are the backbone of the company and are the company’s sustainable development guarantee. Overtime, all areas of business have followed suit, creating a wide stage for the selection of talent. However, due to technical difficulties, the skills of employees have become increasingly important, and the company and employees take what they need .At present, a number of new situations have emerged among the employees of an enterprise, highlighted by the fact that “it is difficult to recruit talents” and “it is difficult to retain talents.”Since the large-scale introduction of graduates from an enterprise in 2005, the enterprise has been facing all higher education institutions nationwide to select and recruit talents, but the recruitment results are not optimistic, with very few graduates from famous universities working for the enterprise. Even though many graduates from “985” and “211” institutions were recruited, some of them eventually chose to breach their contracts or resign when they were about to embark or take up their jobs. A recent attrition figure from the enterprise shows that over the past 5 years, a total of 2,673 people have left the company’s 16 subsidiaries, including 2,363 technical cadres, an average annual loss of 473 technical cadres. Although this loss is a tolerable figure for a large state-owned enterprise, a careful analysis shows that the lost employees are mainly young technical cadres who have graduated from full-time universities and colleges, are engaged in engineering professions, and have certain working experience . The degAs early as the beginning of the 20th century, Keith (Keith) and others stressed that economic activities should meet the needs and aspirations of employees, but research on employee needs and employee satisfaction has been going on for the last 20–30 years. In the 1960s, a definition of employee satisfaction emerged abroad, but no theoretical system of employee satisfaction was developed at that time. In the late 70s and early 80s, Oliver, Olson, and other scholars proposed the “expectation unconfirmed” model, which considered employee expectations as a measure of employee satisfaction. From the 1980s to the 1990s, many scholars such as Ernest , Robert,From the above series of research processes, most of the foreign scholars’ research content is still focused on the theoretical model of employee satisfaction and the relationship between employee satisfaction and employee behavior, with emphasis on the composition of the elements influencing employee satisfaction and the importance of employee satisfaction to the enterprise. In terms of research methods, there are qualitative and quantitative studies, but there is no unified method for measuring employee satisfaction, and the system is mainly constructed according to different industries and enterprises . In termThe idea and practice of fostering employee loyalty emerged early in business, but it was not until the mid-1990s that it became a trend that caught on quickly among companies. American scholars Slater and Marver found that it costs four to six times more to attract a new employee than to retain an old one; that a 2% reduction in employee turnover equates to a 10% reduction in costs; and that for most companies if they can maintain a 2% growth rate in employee loyalty, their profits can almost double within 5 years .According to Buchanan, employee loyalty is the dependence of employees on the company. According to Chinese scholars began to study employee loyalty in the 1990s. At the beginning, they focused on foreign academic achievements. On the basis of drawing lessons from foreign scholars and combining them with my own research findings, this paper explains employee loyalty from a new perspective. In 2000, In his 1985 book Relationship Marketing, Ben Jackson pointed out the importance of building long-term relationships with employees, followed by a large body of research that empirically justified the idea. Done Schults proposed the 4Rs marketing theory  based on the concept of employee loyalty, aiming to use the 4Rs to strengthen the relationship with employees and increase loyalty. Frederick Reichheld, a consultant at Bain & Company, uses a number of case studies from leading loyalty management companies to propose how to design business systems based on the principles of value and loyalty, in an attempt to use the integration of information technology and marketing theory to build relationships with employees and increase employee loyalty.The measurement of employee loyalty is in fact a quantitative description of employee loyalty. Scholars at home and abroad have proposed different measurement models, such as Blackwell’s value-loyalty model, McDougall’s value-loyalty model for the service industry, Ryan’s loyalty model for energy service organizations  and domeMany scholars are conducting research on employee loyalty, but research on this topic is still immature and many issues are still in the exploratory stage. In particular, a range of issues such as the measurement of employee loyalty and the patterns of change in employee loyalty are being studied in depth .Different employees use different words when commenting on a company, even if they are commenting on the same feature. For example, “the company’s welfare is good today” and “the company is really great today,” both of which describe the same features. Therefore, in this paper, the initial feature lexicon is constructed based on the merging of synonyms in order to reduce the dimensionality of the feature lexicon .Secondly, the granularity of the extracted features is not fine enough. For example, in the following comments “corporate culture is good” and “corporate culture is worth learning” , the forTherefore, the construction of the feature lexicon in this paper has the following two purposes: (1) to reduce the feature dimension of employee reviews by merging and replacing synonyms based on word similarity analysis; (2) to establish feature-attribute subordination relationships between features. The specific construction process is as follows, as shown in 1.Create an initial feature dictionary. Based on the detailed information of enterprises, it classifies them, including the attribute relations of features, and constructs an initial feature dictionary.2.Screen the candidate feature words. In the evaluation of employees, nouns or noun phrases are generally used to express, so this paper starts from Chinese word segmentation and part-of-speech tagging to eliminate inactive words and select some nouns and noun groups from them.3.Similarity of words. Based on the corpus, Word2vc similarity model is used to analyze the synonymy relation, and the feature words are synthesized from the original feature words.Sentiment dictionaries are crucial for sentiment analysis in text mining, but the current public sentiment dictionary is too slow to be updated, while the development of online language is extremely fast. Therefore, this paper extends the sentiment lexicon on the basis of the public sentiment lexicon with the help of word similarity analysis to form a sentiment lexicon. Its construction process is the same as the feature lexicon construction process, and its construction process is as follows :1.Create an initial feature dictionary. The “elementary” dictionary is composed of three parts, namely “THE Knowledge Network Dictionary,” “NTUSD,” and “College Emotion Dictionary.”2.Screen the candidate feature words. In the process of word segmentation, annotation, and deactivation in Chinese, people often choose adjectives as candidates.3.Similarity of words. Like the constructional feature dictionary, the original emotion dictionary was derived from similarity analysis and the artificial addition of words.In this paper, 19,446 sentiment words, 7,350 positive sentiment words, and 12,096 negative sentiment words were obtained from the corpus-based sentiment lexicon construction. Some of the results are shown in Two or more variables are said to be associated with each other if there is some pattern between their values. Association rules refer to the correlation between different items that occur in the same event.The mining of association rules in a database can be formally defined as:I {i1, i2,…, in} be the set of all terms, D is the set of all transactions and each transaction T is the set of some items, T {t1, t 2,…, tn}, ti I, and T is uniquely identified by an identifier called TID. X‵Y is the set of data items and K is the items in X. It is called the K-data item set. The association rule in D is represented as the association equation, and X I, Y I, X Y, X is called the premise or left-hand part (LHS) and Y is the successor or right-hand part (RHS). In general, the association rule can be expressed as X1 X2 Xn Y1 Y2… Yn°.Let X Y)T:X Y T,T D D.It is governed by both support, which indicates the frequency of the rule, and confidence, which indicates the strength of the rule. The support of a rule X Y in D is the ratio of the number of items in the data item set containing both X and Y to the number of items in all data items, support  and minimum confidence (min-conf), respectively. A rule is considered valid only when its support and confidence are greater than m in-supp and min-conf, respectively, and is called a strong association rule. When the support of X is greater than min-supp, X is said to be the set of data items of high frequency.The association model essentially describes the closeness or relationship between a set of data items. Association rules can also be classified into Boolean association rules and quantitative association rules, categorized by the type of data dealt with in the association rule.The Apriori algorithm was proposed by Agrawal and Srikant in 1994 and is one of the classic algorithms for data mining. Based on the property of Apriori that all non-empty subsets of a frequent itemset must also be frequent itemsets, the algorithm first generates an i-order frequent itemset based on the i – 1 frequent itemset and then scans the dataset to determine the i-order frequent itemset. The initial traversal of the database by the Apriori algorithm is to calculate only the number of specific values for each item to determine the large 1-item set. The i-th traversal (i > 1) consists of the following two stages.(1) Sentiment analysis and weighting processFirst, the emotion dictionary and the initial score of the feature word are combined to get the four-dimensional “feature,” “attribute,” “emotion word,” “attribute,” and “emotion word.” After considering the function of adverbs of degree, the author weights the polarity of mood words with adverbs of degree and divides them into four grades, as shown in In this paper, the sentiment analysis results are weighted according to the polarity value of the degree adverb, and the initial sentiment score is weighted according to the polarity value of the degree adverb for sentiment words modified by degree adverbs, but not for sentiment words not modified by degree adverbs.Sentiment score = initial score, without degree adverb modifierThe sentiment values are weighted to give a six-dimensional array of < feature, attribute, sentiment word, initial score, degree adverb, sentiment value >. As online reviews have very high positive ratings, in order to balance the impact of higher ratings on the final score, the sentiment mean of each feature is calculated using positive and negative sentiment means, and the corrected sentiment score is calculated as follows.Score = postive + negtiveWhere postive and negtive represent positive and negative sentiment averages, respectively. The final sentiment analysis results were obtained after degree adverb weighting and summary analysis < feature, attribute, number of evaluations, positive evaluation ratio, negative evaluation ratio, initial score, sentiment value >.The four drivers of loyalty can be considered as the psychological factors that lead to employee loyalty or not, and they work together with the objective environment to determine the loyalty behavior of employees. Their loyalty to the need to translate into actual behavior for the enterprise to have real significance, after all, the profit is obtained through the efforts of employees. However, it is also one-sided to determine the loyalty level of employees only on the basis of performance and other behaviors, because actual factors such as traffic and competition can also lead to repeated consumption at low levels of emotional loyalty, so we should combine emotional and behavioral loyalty when building models to evaluate employee loyalty. Only in this way can loyalty be evaluated comprehensively and accurately.In this study, 2,325 employees of a company were selected to carry out this loyalty analysis, and the following data were obtained after each person submitted an evaluation of the company. The score is shown in In the above step, the sentiment value corresponding to each < feature, attribute, sentiment word > was obtained through the degree adverb weighting process. In order to obtain the user’s evaluation of different product features, the sentiment score of each product feature was calculated according to the formula in order to aggregate the evaluation opinions of all users. The sentiment analysis results were summarized and analyzed as shown in In order to improve the satisfaction of the corporate culture, enterprises must first establish a people-oriented management concept and use this concept to create a different corporate culture. When enterprises respect employees, treat them sincerely, and put themselves in their shoes, employees feel that they are a member of the company and the master of the company, and actively create a harmonious relationship between superiors and subordinates, and between employees. Secondly, to stimulate the passion of the staff through the incentive mechanism, to explore the potential of the staff, high-tech enterprises in high-skill labor, the need for employees to think deeply and rigorous argumentation, in order to create work results. The opposite of an incentive mechanism is a restraint mechanism: to be without a restraint mechanism is like an engine lacking a braking device, and the development of employees will go astray.The object of this study is 2,325 employees of a company, and they are asked to conduct a survey on their satisfaction with corporate culture. In the above step, the sentiment value corresponding to each < feature, attribute, sentiment word > was obtained by the degree adverb weighting process. In order to obtain the user’s evaluation of different product features, the sentiment score of each product feature was calculated according to the formula in order to aggregate the evaluation opinions of all users. The sentiment analysis results were summarized and analyzed as shown in This research on the evaluation and analysis of employee loyalty and corporate culture satisfaction based on sentiment analysis starts from the objective anonymous evaluation of employees, the construction of the sentiment lexicon and the construction of the feature lexicon, then the data analysis of employees’ evaluation, the extraction of the corresponding scores and the construction of specific process steps.An effective method of implicit feature extraction and implicit emotion analysis is established. Based on the existing research on implicit characteristics, this paper proposes a method of implicit characteristics and implicit emotion analysis that combines the rule base of emotional characteristics with the similarity of utterance, which makes up the gap in the field of implicit emotion analysis. On the basis of this, we use the text mining method based on sentiment analysis to analyze the anonymous objective evaluation of employees. With the traditional technique of data mining technology, mental models, compared to using the sentiment analysis technology can quickly and accurately obtain employee loyalty and satisfaction with the enterprise culture. This can save costs for the enterprise, and can improve the analysis of the timeliness and accuracy and put forward suggestions for the design of the product and improve. In today’s e-commerce information overload, this has important practical significance.The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.JX was experimental designer and executor of the experimental study, completed the data analysis, and wrote the first draft of the manuscript. RS was conceptualizer and the person in charge of the project, directing the experimental design, data analysis, and thesis writing and revision. JS was overall planner and supervisor of the study and the manuscript, and is responsible for the communication and payment of publication fees during the submission and publication process. All authors contributed to the article and approved the submitted version.


Postgraduate trainees elevate the academic strength of institutions by conducting research, promoting innovation, securing grant funding, training undergraduate students, and building alliances. Rigorous and systematic program evaluation can help ensure that postgraduate training programs are achieving the program’s intended outcomes. The purpose of this project was to develop evidence-based evaluation tools that could be shared across federally funded biomedical training programs to enhance program evaluation capacity. This manuscript describes the evidence-based process used to determine program evaluation needs of these programs at a research-intensive university. Using a multi-phased sequential exploratory mixed methods approach, data were collected from trainees, employers, leaders, and program directors. Data analyses included document analysis of program plans, inductive coding of focus groups and interviews, and descriptive analysis of surveys. Two overarching categories–Trainee Skills and Program Characteristics—were identified including six themes each. Program directors prioritized communication, social and behavioral skills, and collaboration as the trainee skills that they needed the most help evaluating. Furthermore, program directors prioritized the following program characteristics as those that they needed the most help evaluating: training environment, trainee outcomes, and opportunities offered. Surveys, interview scripts, and related resources for the categories and themes were developed and curated on a publicly available website for program directors to use in their program evaluations. Postgraduate trainees play a critical role in the success of academic institutions , 2. UndeRecent research highlights the complexity of postgraduate career and professional development and raises concerns about the extent to which training programs align with the needs of trainees, employers, and society , 2, 7–9.Nationally, this reality has been recognized across funding agencies in numerous ways. Federally funded postgraduate training programs  are intended to further develop and enhance scientific training and help trainees become more competitive for the job market. While goals typically vary from program to program, well-designed curricula should increase trainee competitiveness for peer-reviewed research funding, strengthen trainee publication records, and foster institutional environments conducive to success in the biomedical and health sciences . EnsurinAs a requirement for funding, National Institute of General Medicine Science (NIGMS)-funded training programs must conduct ongoing evaluations to monitor the success of the training and mentoring activities, with an expectation that findings are disseminated to the broader community . In 2020The University of North Carolina (UNC) has a rich history of NIGMS training programs across multiple schools and departments, currently including two T32 programs for postdoctoral trainees, ten T32 programs for predoctoral trainees, and one R25 for predoctoral trainees. These programs are bolstered by a strong culture of collaboration and coordination, such as the Biological and Biomedical Sciences Program (BBSP), which serves as a single admission portal and first-year program for 15 UNC graduate programs and enables students to join predoctoral T32 programs once they become eligible . The breAs seen in (1) an evaluation team was convened, comprised of several key stakeholders: three T32 program directors , two education specialists (1 from the UNC Eshelman School of Pharmacy [JEM] and one from the UNC School of Medicine Office of Graduate Education [RLL]), and one T32 program administrator. Team members were chosen based on the expertise needed to achieve the goals of the project. The evaluation team met approximately every two weeks to discuss progress and critical decisions. In addition, an evaluation consultant was engaged periodically throughout the process. These individuals were instrumental for providing feedback about goals, needs, process, and impact.At the start of this project, (2) describe the programs included in this project, the evaluation team used individual T32 program plans to develop a logic model for each program. Logic models represent shared relationships among program resources, activities, outputs, and outcomes [if we have [inputs], we can do [activities], which will result in [outputs] that impact [outcomes]. Nine logic models were developed by a single researcher (JEM) utilizing the T32 program plan provided by each program director. The draft logic model was provided to the program director for review and revised based on feedback. Once all nine logic models were complete, an aggregate logic model was created, reviewed, and revised by the evaluation team to reflect common elements across all programs.To better understand and outcomes , 20. Gra(3) define an evaluation strategy focused on relevant users, uses, and needs. Of note, the evaluation team wanted more insight into the evaluation needs of training programs from various stakeholder perspectives. As such, an evaluation strategy was developed that included data collection from trainees, program directors, employers, and industry leaders.With a better understanding of the training programs, the evaluation team was able to identify issues that were relevant to training program plans, articulate questions and items that remained unclear, and (4) credible evaluation data were gathered via trainee focus groups to better understand their experiences in these programs–an important issue that was not sufficiently uncovered in the document analysis. Purposive sampling was utilized to identify current training program students and postdocs, and participants were recruited via email. Four 1-hour focus groups were conducted in Fall 2020 with 20 graduate students and postdoctoral trainees from multiple training programs. Example script questions included: What aspect of your program do you feel all doctoral/postdoctoral trainees in your program gain value from participating in? and What challenges have you experienced as part of your training?During the next phase, What are appropriate program metrics that should be included in a program evaluation, from your perspective? and What changes do you see in your industry in the next 5–10 years that we should be considering? All focus group and interview sessions were conducted via Zoom with at least one interviewer and one note-taker.Next, interviews were conducted with select employers of training program alumni and industry leaders, as these stakeholders are well-positioned to provide insight into needs and gaps in the field. Purposive sampling was utilized, and participants included Dean-level academic leaders, former federal program officers, leadership of professional organizations, and employers from Clinical Research Organizations (CRO), pharmaceutical industry, biotechnology companies, and regulatory agencies. Participants were recruited via email and 1-hour interviews, which were conducted in December 2021 and January 2022 (n = 10). Example script questions included: Sessions were recorded using field notes that were inductively coded independently for themes by two researchers. This qualitative analysis approach enabled the researchers to identify semantic themes, provide a description of what existed in the data, and allowed for the data to be organized into interpretative patterns . Saturation of themes was achieved, providing a rich description of the entire data set, and themes were pervasive across participants. Achieving data saturation indicated that the sample size was sufficient for the intended purpose  and that findings were relevant regardless of participant role . Categories and related themes were refined, and discrepancies were resolved via consensus-building discussions , 22.ratehow important you think each of the [themes] are for evaluating your T32/R25 training program (1-Not At All Important to 5-Extremely Important), and to rank orderthe [themes] that you would most like help with evaluating in your T32/R25 training program (1-Least Help to 6-Most Help). An open text field invited additional items that participants wanted help evaluating. Data were analyzed using descriptive statistics (mean ± standard deviation (SD)).Using the resulting categories and themes from the focus groups and interviews, program directors were surveyed about their evaluation priorities and needs. The survey was administered to the 11 NIGMS Program Directors with one reminder email during Spring 2022. The survey introduction described the purpose of the study and how the themes and categories were developed. For each category, participants were asked to (5) justify conclusions through member-checking, triangulation, divergent thinking, and disclosure of limitations. For example, in April 2021 the members of the evaluation team met with the program directors to review and discuss findings from the survey with the hopes of further understanding their evaluation needs . This discussion and feedback, in turn, enabled the evaluation team to identify and develop a new online evaluation toolkit comprised of educational resources and tips about evaluation, protocols and instruments for data collection, key findings from this work, related summary information about core training skills, and contact information for evaluation experts. In December 2021, the core evaluation team met with program directors via zoom to share and discuss the online evaluation toolkit. This positioned us to (6) ensure use of evaluation data and share lessons learned.Taken together, the logic models, focus groups, interviews, and surveys provided rich data and relevant insight into the evaluation needs of the training programs. This multiphase process enabled us to This project was submitted to the UNC Institutional Review Board (#18–3140) and was determined to be non-human subjects research according to 45 CFR 46.104. Due to this classification, formal consent was not required; however, study communications included information about participation via email invitations and verbal reminders, such as prior to beginning each focus group or interview, with reminders that participation was voluntary, and that all data would be de-identified prior to sharing.NOTE: the full logic model can be found online athttps://tarheels.live/t32programevaluation/logic-models/). Of note, the logic model highlights common elements across all included T32/R25 programs, as well as an overarching goal of addressing workforce gaps with exceptionally skilled and diverse scientists and clinician-scientists who are specifically prepared to advance health and medicine ; evaluation focus ; and program metrics .When asked about the importance of the trainee skills identified in the focus groups and interviews (1-Not At All Important to 5-Extremely Important), program directors  rated communication as most important (4.43 ± 0.49), followed by discipline-specific skills (4.43± 0.73), and productivity skills (4.43 ± 0.73) . ProgramWhen asked about the importance of the program characteristics identified in the focus groups and interviews, program directors rated trainee outcomes (4.44 ± 0.68), training environment (4.22 ± 0.63), opportunities offered (4.22 ± 0.63), and trainee productivity (4.22 ± 0.79) as most important . Programcore survey for T32/R25 program evaluation that included multiple survey items related to each theme, along with 11 short  modular surveys that each addressed a specific theme of interest to the program directors . Most modular surveys also were accompanied by a one-page evidence-based summary that provided background information, tips for trainees, tips for mentors, and resources for more information.Survey results and subsequent discussion with the surveyed program directors were used to identify the need for data collection instruments aimed at supporting evaluation of communication, social and behavioral skills, and collaboration along with training environment, trainee outcomes, and opportunities offered. In some cases, program directors also articulated a need for scholarly resources related to skills considered challenging to address or develop . As such, the core evaluation team developed a https://tarheels.live/t32programevaluation/). The website included background information about evaluation, tips for logic models, downloadable surveys and related evidence-based summary resources, interview scripts and protocols, additional resources, and contact information for the core evaluation team.To promote accessibility, an online evaluation toolkit was created . Using a common evaluation framework , we demoResults of this study align with a growing body of research that highlights the importance of postgraduate career skills that extend beyond traditional, discipline-specific skills. In the pharmaceutical sciences, for example, researchers have identified communication, collaboration, adaptability, flexibility and curiosity, among others, as key skills , 24. SimTargeted career-development programming and professional-development training can assist in career placement  without While the findings in this study may be transferable to other institutions, programs should give careful consideration to trainee skills and program characteristics most relevant to their program outcomes and institutional values. It is not our intent to suggest that the findings of our evaluation are the only important aspects of postgraduate training programs–only that these themes emerged from our data, collected from a select group of stakeholders at a specific point in time. Further, our analysis prioritized overarching themes at the potential expense of more specific aspects of training that may be essential for these programs. Additional aspects of postgraduate training known to affect trainee outcomes, such as equity, diversity, and inclusion (EDI), and entrepreneurship also should be considered for inclusion in program evaluations.Several evaluation strategies utilized in this process are worth noting. Although often overlooked as an evaluation tool, logic models are critical for articulating how various elements of a program are believed to relate to one another . While lThe engagement of the various stakeholders was also a strength of this study. The importance of stakeholders is often acknowledged, yet researchers rarely attend to stakeholder needs, concerns, priorities, and perspectives in the evaluation design , 42. In This study has several limitations. First, this evaluation was conducted at a single, research-intensive institution with a scientifically diverse graduate student and postdoctoral population. While this design limits generalizability, the needs and experiences of these participants are likely reflected at similar types of institutions. Second, the participants interviewed were volunteers, which may have introduced self-selection bias, and did not include program alumni or every type of employer . However, the mixed methods design of this study enabled us to collect data from various stakeholders, utilize results to inform subsequent data collection and decision-making, and demonstrate triangulation across data sources. Third, the focus was broad (across programs) at the expense of exploring specific design elements of the training programs in depth . Fourth,In conclusion, this work contributes to a clear need concerning program evaluation in federally funded biomedical sciences training programs and provides a model for enhancing program evaluation capacity. Institutions must invest resources in evaluation to ensure programs are designed, implemented, and enhanced effectively. Based on our experience, strategic partnerships between program directors and evaluation experts can promote critical evaluation discourse, data collection, and decision-making. We recommend that other institutions offer similar evaluation expertise and encourage collaborations that promote evaluation capacity. At our university, staff and faculty with evaluation expertise are available to provide ongoing evaluation support for these programs, individually and collectively. The results of this work informed improvements at UNC and are offered as a resource to help others support their postgraduate training programs.