The Experts below are selected from a list of 187980 Experts worldwide ranked by ideXlab platform
Linda M. Scott - One of the best experts on this subject based on the ideXlab platform.
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menstruation and the cycle of poverty a cluster quasi randomised control trial of sanitary pad and puberty education provision in uganda
PLOS ONE, 2016Co-Authors: Paul Montgomery, Laurel Steinfield, Catherine Dolan, Julie Hennegan, Linda M. ScottAbstract:BACKGROUND: Poor menstrual knowledge and access to sanitary products have been proposed as barriers to menstrual health and School attendance. In response, interventions targeting these needs have seen increasing implementation in public and private sectors. However, there has been limited assessment of their effectiveness. // OBJECTIVES: Assess the impact of providing reusable sanitary pads and puberty education on Girls’ School attendance and psychosocial wellbeing outcomes. // METHODS: A cluster quasi-randomised controlled trial was conducted across 8 Schools, including 1124 Girls, in rural Uganda. Schools were allocated to one of four conditions: the provision of puberty education alone; reusable sanitary pads alone; puberty education and reusable sanitary pads; and a control (no intervention). The primary outcome was School attendance. Secondary outcomes reflected psychosocial wellbeing. // RESULTS: At follow-up, School attendance had worsened for Girls across all conditions. Per-protocol analysis revealed that this decline was significantly greater for those in the control condition d = 0.52 (95%CI 0.26–0.77), with those in control Schools having a 17.1% (95%CI: 8.7–25.5) greater drop in attendance than those in any intervention School. There were no differences between the intervention conditions. High rates of School drop-out and transfer meant the trial suffered from substantial participant drop-out. Intention-to-treat analyses using two different imputation strategies were consistent with the main results, with mean differences of 5.2% attendance in best-case and 24.5% in worst-case imputations. Results were robust to adjustments for clustering. There was no impact of the interventions on Girls’ self-reported shame or insecurity during menstruation. // CONCLUSION: Results of the trial support the hypothesised positive impact of providing sanitary pads or puberty education for Girls’ School attendance in a developing country context. Findings must be interpreted with caution in light of poor participant retention, intervention fidelity, and the attendance measures used.
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op47 menstruation and the cycle of poverty a cluster quasi randomised control trial of sanitary pad and puberty education provision in uganda
Journal of Epidemiology and Community Health, 2016Co-Authors: Paul Montgomery, Catherine Dolan, Julie Hennegan, Linda M. ScottAbstract:Background The management of menstruation has been posited as a significant barrier to Girls’ educational attainment in low income contexts. Interventions providing sanitary products and information about menstruation have been proposed as simple and efficient strategies for improving Girls’ attendance and gender parity in education. Despite increasing implementation of such interventions, there have been limited high quality assessments of the effectiveness of proposed interventions to date. This trial aimed to assess the impact of providing sanitary pads and puberty education on School attendance and psychosocial outcomes for Girls in rural Uganda. Methods A cluster quasi-randomised controlled trial was conducted across 8 Schools, including 1124 Girls, in rural Uganda. The trial included four conditions: the provision of puberty education alone; reusable sanitary pads alone; puberty education and reusable sanitary pads; and a control receiving no intervention. The primary outcome was School attendance measured at baseline and 18-month follow up. Change scores were compared across conditions. Secondary outcomes reflected psychosocial wellbeing including shame and insecurity during menstruation and were measured at the end of the follow-up period (24-months after intervention) through surveys administered verbally in the local language. Results After 18-months, School attendance worsened for Girls across all conditions. Per-protocol analysis revealed that this decline was significantly greater for those in the control condition d = 0.52 (95% CI 0.26–0.77), with those in control Schools having 17% greater drop in attendance than those in any intervention School. There was no difference between the intervention conditions. High rates of School-drop out, School-transfer, and Girls moving away meant the trial suffered from substantial participant drop-out. However, intention-to-treat analyses using different imputation strategies revealed the same pattern of attendance retention in intervention conditions compared to the control. There were no differences between any of the conditions on Girls’ self-reported feelings of shame and insecurity experienced during menstruation. Conclusion This trial is the largest to date demonstrating a positive impact of providing sanitary pads or puberty education for Girls’ School attendance in a developing context. The study revealed no difference in the effectiveness of sanitary pad provision compared to education.
Paul Montgomery - One of the best experts on this subject based on the ideXlab platform.
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menstruation and the cycle of poverty a cluster quasi randomised control trial of sanitary pad and puberty education provision in uganda
PLOS ONE, 2016Co-Authors: Paul Montgomery, Laurel Steinfield, Catherine Dolan, Julie Hennegan, Linda M. ScottAbstract:BACKGROUND: Poor menstrual knowledge and access to sanitary products have been proposed as barriers to menstrual health and School attendance. In response, interventions targeting these needs have seen increasing implementation in public and private sectors. However, there has been limited assessment of their effectiveness. // OBJECTIVES: Assess the impact of providing reusable sanitary pads and puberty education on Girls’ School attendance and psychosocial wellbeing outcomes. // METHODS: A cluster quasi-randomised controlled trial was conducted across 8 Schools, including 1124 Girls, in rural Uganda. Schools were allocated to one of four conditions: the provision of puberty education alone; reusable sanitary pads alone; puberty education and reusable sanitary pads; and a control (no intervention). The primary outcome was School attendance. Secondary outcomes reflected psychosocial wellbeing. // RESULTS: At follow-up, School attendance had worsened for Girls across all conditions. Per-protocol analysis revealed that this decline was significantly greater for those in the control condition d = 0.52 (95%CI 0.26–0.77), with those in control Schools having a 17.1% (95%CI: 8.7–25.5) greater drop in attendance than those in any intervention School. There were no differences between the intervention conditions. High rates of School drop-out and transfer meant the trial suffered from substantial participant drop-out. Intention-to-treat analyses using two different imputation strategies were consistent with the main results, with mean differences of 5.2% attendance in best-case and 24.5% in worst-case imputations. Results were robust to adjustments for clustering. There was no impact of the interventions on Girls’ self-reported shame or insecurity during menstruation. // CONCLUSION: Results of the trial support the hypothesised positive impact of providing sanitary pads or puberty education for Girls’ School attendance in a developing country context. Findings must be interpreted with caution in light of poor participant retention, intervention fidelity, and the attendance measures used.
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op47 menstruation and the cycle of poverty a cluster quasi randomised control trial of sanitary pad and puberty education provision in uganda
Journal of Epidemiology and Community Health, 2016Co-Authors: Paul Montgomery, Catherine Dolan, Julie Hennegan, Linda M. ScottAbstract:Background The management of menstruation has been posited as a significant barrier to Girls’ educational attainment in low income contexts. Interventions providing sanitary products and information about menstruation have been proposed as simple and efficient strategies for improving Girls’ attendance and gender parity in education. Despite increasing implementation of such interventions, there have been limited high quality assessments of the effectiveness of proposed interventions to date. This trial aimed to assess the impact of providing sanitary pads and puberty education on School attendance and psychosocial outcomes for Girls in rural Uganda. Methods A cluster quasi-randomised controlled trial was conducted across 8 Schools, including 1124 Girls, in rural Uganda. The trial included four conditions: the provision of puberty education alone; reusable sanitary pads alone; puberty education and reusable sanitary pads; and a control receiving no intervention. The primary outcome was School attendance measured at baseline and 18-month follow up. Change scores were compared across conditions. Secondary outcomes reflected psychosocial wellbeing including shame and insecurity during menstruation and were measured at the end of the follow-up period (24-months after intervention) through surveys administered verbally in the local language. Results After 18-months, School attendance worsened for Girls across all conditions. Per-protocol analysis revealed that this decline was significantly greater for those in the control condition d = 0.52 (95% CI 0.26–0.77), with those in control Schools having 17% greater drop in attendance than those in any intervention School. There was no difference between the intervention conditions. High rates of School-drop out, School-transfer, and Girls moving away meant the trial suffered from substantial participant drop-out. However, intention-to-treat analyses using different imputation strategies revealed the same pattern of attendance retention in intervention conditions compared to the control. There were no differences between any of the conditions on Girls’ self-reported feelings of shame and insecurity experienced during menstruation. Conclusion This trial is the largest to date demonstrating a positive impact of providing sanitary pads or puberty education for Girls’ School attendance in a developing context. The study revealed no difference in the effectiveness of sanitary pad provision compared to education.
Julie Hennegan - One of the best experts on this subject based on the ideXlab platform.
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Understanding interventions to improve menstrual health in low and middle income countries: evidence and future directions.
2017Co-Authors: Julie HenneganAbstract:Background. Menstrual health has emerged as an under recognised barrier to women and Girls' dignity, health, education, and psychosocial wellbeing in low and middle income contexts. Interventions targeting this issue have seen increasing dissemination, despite little evidence for their effectiveness and sparse research to inform intervention development or evaluation. Objectives. 1) Appraise current evidence for the effectiveness of menstrual health interventions; 2) Evaluate the effectiveness of a reusable sanitary pad and puberty education intervention for Girls’ School attendance; and, 3) Expand understanding of menstrual health to inform future research and practice. Methods.. The multiple objectives of this thesis were addressed through a range of methodological approaches, reported across six manuscripts. The first collates and critically appraises existing evidence in a systematic review, while the second provides a broader overview in a position piece advocating for an evidence-based approach to menstrual health. The third paper reports on a cluster quasi-randomised control trial of reusable sanitary pad and puberty education interventions undertaken in Uganda. The fourth and fifth papers report secondary analyses of the trial survey data to investigate the prevalence and consequences of menstrual hygiene, and SchoolGirls’ experiences with menstrual absorbents. The final manuscript presents a qualitative, framework analysis to describe and compare the menstrual experiences of 27 SchoolGirls in the controlled trial. Results. Systematic review identified eight controlled trials of menstrual health interventions. There was emerging evidence for the effectiveness of both education and product provision interventions, although methodological quality was poor. The controlled trial of reusable sanitary pad and puberty education provision found both interventions were similarly effective in reducing School absenteeism, with a moderate effect size. Follow-up quantitative papers provided insights into Girls’ menstrual experiences. In the first of these, the prevalence of inadequate menstrual hygiene was estimated to be 91% when measured consistently with the consensus definition, and did not differ between those using trial-provided reusable sanitary pads and those using existing methods. Aspects of menstrual hygiene were associated with shame, reduced School engagement, and health concerns. In the second follow-up, Girls rated the trial-provided reusable sanitary pads favourably. However, greater perceptions of reliability did not translate into reduced rates of soiling or odour in the last menses. Finally, qualitative work provided process evaluation and nuanced understanding of the interventions’ change mechanisms. Reduced fears of soiling improved School attendance for those provided with absorbents, while improvements in social support may have mediated the impact of the puberty education on attendance. Conclusions. This thesis represents a significant step forward in the emerging field of menstrual health research. The work provides critical appraisal of existing studies and new evidence for the effectiveness of interventions to improve outcomes for Girls' in low and middle income contexts. Further, new insights on the prevalence and consequences of menstrual hygiene, Girls' appraisal of menstrual absorbents, and qualitative exploration of Girls’ experiences provide guidance for the development of future interventions and evaluations.
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menstruation and the cycle of poverty a cluster quasi randomised control trial of sanitary pad and puberty education provision in uganda
PLOS ONE, 2016Co-Authors: Paul Montgomery, Laurel Steinfield, Catherine Dolan, Julie Hennegan, Linda M. ScottAbstract:BACKGROUND: Poor menstrual knowledge and access to sanitary products have been proposed as barriers to menstrual health and School attendance. In response, interventions targeting these needs have seen increasing implementation in public and private sectors. However, there has been limited assessment of their effectiveness. // OBJECTIVES: Assess the impact of providing reusable sanitary pads and puberty education on Girls’ School attendance and psychosocial wellbeing outcomes. // METHODS: A cluster quasi-randomised controlled trial was conducted across 8 Schools, including 1124 Girls, in rural Uganda. Schools were allocated to one of four conditions: the provision of puberty education alone; reusable sanitary pads alone; puberty education and reusable sanitary pads; and a control (no intervention). The primary outcome was School attendance. Secondary outcomes reflected psychosocial wellbeing. // RESULTS: At follow-up, School attendance had worsened for Girls across all conditions. Per-protocol analysis revealed that this decline was significantly greater for those in the control condition d = 0.52 (95%CI 0.26–0.77), with those in control Schools having a 17.1% (95%CI: 8.7–25.5) greater drop in attendance than those in any intervention School. There were no differences between the intervention conditions. High rates of School drop-out and transfer meant the trial suffered from substantial participant drop-out. Intention-to-treat analyses using two different imputation strategies were consistent with the main results, with mean differences of 5.2% attendance in best-case and 24.5% in worst-case imputations. Results were robust to adjustments for clustering. There was no impact of the interventions on Girls’ self-reported shame or insecurity during menstruation. // CONCLUSION: Results of the trial support the hypothesised positive impact of providing sanitary pads or puberty education for Girls’ School attendance in a developing country context. Findings must be interpreted with caution in light of poor participant retention, intervention fidelity, and the attendance measures used.
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op47 menstruation and the cycle of poverty a cluster quasi randomised control trial of sanitary pad and puberty education provision in uganda
Journal of Epidemiology and Community Health, 2016Co-Authors: Paul Montgomery, Catherine Dolan, Julie Hennegan, Linda M. ScottAbstract:Background The management of menstruation has been posited as a significant barrier to Girls’ educational attainment in low income contexts. Interventions providing sanitary products and information about menstruation have been proposed as simple and efficient strategies for improving Girls’ attendance and gender parity in education. Despite increasing implementation of such interventions, there have been limited high quality assessments of the effectiveness of proposed interventions to date. This trial aimed to assess the impact of providing sanitary pads and puberty education on School attendance and psychosocial outcomes for Girls in rural Uganda. Methods A cluster quasi-randomised controlled trial was conducted across 8 Schools, including 1124 Girls, in rural Uganda. The trial included four conditions: the provision of puberty education alone; reusable sanitary pads alone; puberty education and reusable sanitary pads; and a control receiving no intervention. The primary outcome was School attendance measured at baseline and 18-month follow up. Change scores were compared across conditions. Secondary outcomes reflected psychosocial wellbeing including shame and insecurity during menstruation and were measured at the end of the follow-up period (24-months after intervention) through surveys administered verbally in the local language. Results After 18-months, School attendance worsened for Girls across all conditions. Per-protocol analysis revealed that this decline was significantly greater for those in the control condition d = 0.52 (95% CI 0.26–0.77), with those in control Schools having 17% greater drop in attendance than those in any intervention School. There was no difference between the intervention conditions. High rates of School-drop out, School-transfer, and Girls moving away meant the trial suffered from substantial participant drop-out. However, intention-to-treat analyses using different imputation strategies revealed the same pattern of attendance retention in intervention conditions compared to the control. There were no differences between any of the conditions on Girls’ self-reported feelings of shame and insecurity experienced during menstruation. Conclusion This trial is the largest to date demonstrating a positive impact of providing sanitary pads or puberty education for Girls’ School attendance in a developing context. The study revealed no difference in the effectiveness of sanitary pad provision compared to education.
Catherine Dolan - One of the best experts on this subject based on the ideXlab platform.
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menstruation and the cycle of poverty a cluster quasi randomised control trial of sanitary pad and puberty education provision in uganda
PLOS ONE, 2016Co-Authors: Paul Montgomery, Laurel Steinfield, Catherine Dolan, Julie Hennegan, Linda M. ScottAbstract:BACKGROUND: Poor menstrual knowledge and access to sanitary products have been proposed as barriers to menstrual health and School attendance. In response, interventions targeting these needs have seen increasing implementation in public and private sectors. However, there has been limited assessment of their effectiveness. // OBJECTIVES: Assess the impact of providing reusable sanitary pads and puberty education on Girls’ School attendance and psychosocial wellbeing outcomes. // METHODS: A cluster quasi-randomised controlled trial was conducted across 8 Schools, including 1124 Girls, in rural Uganda. Schools were allocated to one of four conditions: the provision of puberty education alone; reusable sanitary pads alone; puberty education and reusable sanitary pads; and a control (no intervention). The primary outcome was School attendance. Secondary outcomes reflected psychosocial wellbeing. // RESULTS: At follow-up, School attendance had worsened for Girls across all conditions. Per-protocol analysis revealed that this decline was significantly greater for those in the control condition d = 0.52 (95%CI 0.26–0.77), with those in control Schools having a 17.1% (95%CI: 8.7–25.5) greater drop in attendance than those in any intervention School. There were no differences between the intervention conditions. High rates of School drop-out and transfer meant the trial suffered from substantial participant drop-out. Intention-to-treat analyses using two different imputation strategies were consistent with the main results, with mean differences of 5.2% attendance in best-case and 24.5% in worst-case imputations. Results were robust to adjustments for clustering. There was no impact of the interventions on Girls’ self-reported shame or insecurity during menstruation. // CONCLUSION: Results of the trial support the hypothesised positive impact of providing sanitary pads or puberty education for Girls’ School attendance in a developing country context. Findings must be interpreted with caution in light of poor participant retention, intervention fidelity, and the attendance measures used.
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op47 menstruation and the cycle of poverty a cluster quasi randomised control trial of sanitary pad and puberty education provision in uganda
Journal of Epidemiology and Community Health, 2016Co-Authors: Paul Montgomery, Catherine Dolan, Julie Hennegan, Linda M. ScottAbstract:Background The management of menstruation has been posited as a significant barrier to Girls’ educational attainment in low income contexts. Interventions providing sanitary products and information about menstruation have been proposed as simple and efficient strategies for improving Girls’ attendance and gender parity in education. Despite increasing implementation of such interventions, there have been limited high quality assessments of the effectiveness of proposed interventions to date. This trial aimed to assess the impact of providing sanitary pads and puberty education on School attendance and psychosocial outcomes for Girls in rural Uganda. Methods A cluster quasi-randomised controlled trial was conducted across 8 Schools, including 1124 Girls, in rural Uganda. The trial included four conditions: the provision of puberty education alone; reusable sanitary pads alone; puberty education and reusable sanitary pads; and a control receiving no intervention. The primary outcome was School attendance measured at baseline and 18-month follow up. Change scores were compared across conditions. Secondary outcomes reflected psychosocial wellbeing including shame and insecurity during menstruation and were measured at the end of the follow-up period (24-months after intervention) through surveys administered verbally in the local language. Results After 18-months, School attendance worsened for Girls across all conditions. Per-protocol analysis revealed that this decline was significantly greater for those in the control condition d = 0.52 (95% CI 0.26–0.77), with those in control Schools having 17% greater drop in attendance than those in any intervention School. There was no difference between the intervention conditions. High rates of School-drop out, School-transfer, and Girls moving away meant the trial suffered from substantial participant drop-out. However, intention-to-treat analyses using different imputation strategies revealed the same pattern of attendance retention in intervention conditions compared to the control. There were no differences between any of the conditions on Girls’ self-reported feelings of shame and insecurity experienced during menstruation. Conclusion This trial is the largest to date demonstrating a positive impact of providing sanitary pads or puberty education for Girls’ School attendance in a developing context. The study revealed no difference in the effectiveness of sanitary pad provision compared to education.
Alison Fildes - One of the best experts on this subject based on the ideXlab platform.
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Formative research to develop a School-based, community-linked physical activity role model programme for Girls: CHoosing Active Role Models to INspire Girls (CHARMING).
BMC public health, 2019Co-Authors: Kelly Morgan, Jordan Van Godwin, Kirsty Darwent, Alison FildesAbstract:Physical inactivity is a persistent challenge among Girls. School-based physical activity (PA) interventions have shown mixed effects on girl’s activity levels, with multi-component approaches involving both School and community links appearing more effective for sustainable change. The purpose of the current research was to gather views from preadolescent Girls, parents, teachers and stakeholders in order to co-produce a multi-component School-based, community linked PA intervention programme. Focus groups were conducted in two primary Schools with 34 Girls aged 9–11 years and 11 parents (10 female, 1 male). In-depth interviews were conducted with four female teachers (including two head teachers). Focus groups and interviews focused on programme design (structure, content and delivery) and potential factors affecting intervention uptake and continued PA participation. A series of stakeholder engagement events occurred throughout the study period. All data were transcribed verbatim and thematically analysed in NVivo 11. Girls reported that fun taster sessions delivered by role models would encourage them to participate in a School-based role model programme, with tailored taster sessions each week to enhance continued PA participation. Parents and teachers identified a number of barriers to uptake and continued PA participation, and active involvement of stakeholders facilitated the development of intervention strategies. Strategies included; single-sex after-School sessions, use of female role models, low-cost activity options and mapping community provision. Analyses revealed the importance of tailoring the programme to align with local needs, demands and provision. Data show numerous barriers to intervention uptake and continued PA participation when designing a School-based, community-linked intervention. Adopting a co-production approach, this formative work highlights a number of potential strategies for overcoming these barriers. Findings from the research directed the development and implementation of the CHARMING role model intervention and informed the creation of an intervention logic model.