Menstrual health education programs -
The prevalence and academic impact of dysmenorrhea in 21, young women: A systematic review and meta-analysis.
Australian Curriculum Assessment and Reporting Authority. Guide to understanding Index of Community Socio-educational Advantage ICSEA values.
Health and physical education Version 8. Ayoola, A. Birth, 43 3 , — Biggerstaff, D. Interpretative Phenomenological Analysis IPA : A qualitative methodology of choice in healthcare research.
Qualitative Research in Psychology, 5 3 , — Bisaga, K. Menstrual functioning and psychopathology in a county-wide population of high school girls. Boivin, J.
Why we need to do more than just tell women. Reproductive BioMedicine Online, 27 1 , 11— Braun, V. Successful qualitative research: A practical guide for beginners. New York: Sage Publications Ltd.
Google Scholar. Bulanda, J. Addressing mental health stigma among young adolescents: Evaluation of a youth-led approach. Bunting, L. Fertility knowledge and beliefs about fertility treatment: Findings from the international fertility decision-making study.
Human Reproduction, 28 2 , — Chrisler, J. Encyclopedia of Mental. Health, 3 , 75— Cohen, L. Research methods in education 8th ed. Book Google Scholar. Corbin, J. Basics of qualitative research: Techniques and procedures for developing grounded theory 3rd ed.
New York: Sage Publications Inc. Daniluk, J. Drosdzol-Cop, A. Assessment of the menstrual cycle, eating disorders and self-esteem of Polish adolescents. Drost, E. Validity and reliability in social science research. Education, Research and Perspectives, 38 1 , — Ezer, P.
Sex Education , 1— Fram, S. The constant comparative analysis method outside of grounded theory. Qualitative Report, 18 1 , 1— Galletta, A. Mastering the semi-structured interview and beyond: From research design to analysis and publication.
New York University Press. Galliott, N. Focusing on what counts: Using exploratory focus groups to enhance the development of an electronic survey in a mixed-methods research design.
Australian Educational Researcher, 43 5 , — Gharabaghi, K. Strength-based research in a deficits-oriented context. Gill, P. Methods of data collection in qualitative research: Interviews and focus groups.
British Dental Journal, 6 , — Girling, J. Paternal understanding of menstrual concerns in young women. González, S. The menstrual cycle as a vital sign: The use of Naprotechnology® in the evaluation and management of abnormal vaginal bleeding and PCOS in the adolescent.
Hammarberg, K. Knowledge about factors that influence fertility among Australians of reproductive age: A population-based survey. Hampton, K.
Fertility-awareness knowledge, attitudes, and practices of women seeking fertility assistance. Journal of Advanced Nursing, 69 5 , — Heywood, W. Fertility knowledge and intentions to have children in a national study of Australian secondary school students.
Holmes, K. Adolescent menstrual health literacy in low, middle and high-income countries: A narrative review. Isguven, P. Educational needs of adolescents regarding normal puberty and menstrual patterns. Journal of Clinical Research in Pediatric Endocrinology, 7 4 , — Johnson, S.
Can apps and calendar methods predict ovulation with accuracy? Johnston-Robledo, I. The menstrual mark: Menstruation as social stigma. Sex Roles, 68 1 , 9— Klaus, H.
Journal of Adolescent Health Care, 10 , 93— Koff, E. Preparing girls for menstruation: Recommendations from adolescent girls. Adolescence, 30 , — Kondracki, N. Content analysis: Review of methods and their applications in nutrition education.
Lawton, T. Period Talk. Li, A. Unmet needs and experiences of adolescent girls with heavy menstrual bleeding and dysmenorrhea: A qualitative study. Littleton, F. How teen girls think about fertility and the reproductive lifespan. Possible implications for curriculum reform and public health policy.
Human Fertility, 17 3. Liu, X. Menarche and menstrual problems are associated with non-suicidal self-injury in adolescent girls. Lundsberg, L. Knowledge, attitudes, and practices regarding conception and fertility: A population-based survey among reproductive-age United States women.
Mackinnon, A. From on fin de siecle to another: The educated woman and the declining birth-rate. Australian Educational Researcher, 22 3 , 71— Neergaard, M. Qualitative description: The poor cousin of health research? BMC Medical Research Methodology, 9 1 , 52— Nutbeam, D.
Health literacy as a public health goal: A challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15 3 , — Parker, M. The menstrual disorder of teenagers MDOT study: Determining typical menstrual patterns and menstrual disturbance in a large population-based study of Australian teenagers.
BJOG, 2 , — Paynter, M. A futures orientation in the Australian Curriculum: Current levels of teacher interest, activity and support in Western Australia. Australian Educational Researcher, 41 1 , 73— Pedro, J.
What do people know about fertility? A systematic review on fertility awareness and its associated factors. Upsala Journal of Medical Sciences, 2 , 71— Pelvic Pain Foundation of Australia. PPEP Talk®. Pound, P. What do young people think about their school-based sex and relationship education?
A qualitative synthesis of young people's views and experiences. BMJ Open. Powell, M. Wellbeing in schools: What do students tell us?
Australian Educational Researcher, 45 4 , — Randhawa, A. Rosenfield, L. Adolescent anovulation: Maturational mechanisms and implications. Roux, F. Developing and trialling a school-based ovulatory-menstrual health literacy programme for adolescent girls: A quasi-experimental mixed-method protocol.
BMJ Open 9:e The use of a two-phase online Delphi panel methodology to inform the concurrent development of a school-based ovulatory menstrual health literacy intervention and questionnaire.
Validation of an ovulatory menstrual health literacy questionnaire. Sawyer, S. Making every school a health-promoting school. The Lancet, 5 8 , — Schmitt, M. The intersection of menstruation, school and family: Experiences of girls growing up in urban cities in the U.
Health and Physical Education Curriculum—Pre-Primary to Year Stubbs, M. Negative attitudes toward menstruation: Implications for disconnection within girls and between women. Tong, A. Consolidated criteria for reporting qualitative research COREQ : A item checklist for interviews and focus groups.
International Journal for Quality in Health Care, 19 6 , — Vaismoradi, M. Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. van Iersel, K. The impact of menstrual cycle-related physical symptoms on daily activities and psychological wellness among adolescent girls.
Journal of Adolescence, 49 , 81— Vigil, P. Usefulness of monitoring fertility from menarche. Wilding, L. The strength-based approach to educational psychology practice: A critique from social constructionist and systemic perspectives.
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global standards and indicators for health-promoting schools and systems. Wyn, J. Australian Educational Researcher, 34 3 , 35— Download references. This work was supported by the Australian Government Research Training Program Scholarship under Grant CHESSN Open Access funding enabled and organized by CAUL and its Member Institutions.
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Sorry, a shareable link is not currently available for this article. Provided by the Springer Nature SharedIt content-sharing initiative. Download PDF. Abstract There is a high prevalence of adolescent girls with ovulatory menstrual OM dysfunction, which is associated with school absenteeism and mental health challenges.
This will improve menstrual hygiene practices, especially among those who are too shy and reluctant to purchase them at public markets. This includes gender-separated facilities with door locks, lighting, disposal bins, and handwashing stations with soap and water. Behavior changes and hygiene promotion campaigns incorporating MHH will be undertaken, targeting students, teachers, parents and the larger community.
Under the project, sanitation facilities were constructed at more than schools across the Greater Accra Metropolitan Area. The facilities all include separate toilets and changing rooms for girls, with locks on doors, handwashing facilities, and hygienic and safe spaces for disposal of used sanitary products.
The project aims to address low attendance of adolescent girls in schools by ensuring that school sanitation facilities provide functional single-sex toilets with a reliable supply of water and soap.
Educational materials on hygiene and MHM will also be provided and dispersed. Few schools have adequate sanitation facilities, and those that do are poorly maintained and unsuitable for MHH. The Urban Sanitation Project is responding with a sanitation marketing and hygiene promotion campaign emphasizing the improvement of menstrual hygiene for girls and women.
It is financing construction of 78 sanitation facilities in schools and market places in two project cities. Standard designs include handwashing facilities, accessibility for people with disabilities, and MHH amenities. MHH and hygiene promotion activities, including training for teachers and pupils, will be conducted in the schools.
These approaches will inform future interventions in schools across the country. The Enabling Environment for Menstrual Health and Hygiene: Case Study - Kenya. Menstrual Health and Hygiene Resource Package: Tools and Resources for Task Teams PDF. Providing Sustainable Sanitation Services for All in WASH Interventions through a Menstrual Hygiene Management Approach PDF.
Improving toilet hygiene and handwashing practices during and post-COVID pandemic in Indonesian schools. The Rising Tide : A New Look at Water and Gender. A Holistic Approach to Better Menstrual Health and Hygiene: Entrepreneurs in Action.
ItsTimeForAction: Investing in Menstrual Hygiene Management is to Invest in Human Capital. Menstrual Hygiene Management Enables Women and Girls to Reach Their Full Potential.
Menstrual health and hygiene empowers women and girls: How to ensure we get it right. In times of COVID, the future of education depends on the provision of water, sanitation, and hygiene services.
Reflections from a mother on Menstrual Hygiene Day. The SDGs, surveys, and the need for additional evidence on Menstrual Hygiene Management. Globally, periods are causing girls to be absent from school. This site uses cookies to optimize functionality and give you the best possible experience.
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A study by UNESCO found that Menstrual health education programs in 10 Gastric ulcer therapy in Meenstrual Africa missed Recovery resources directory while on their Immune system-boosting recipes. Another study in Ethiopia found that 50 educatioj of girls miss between 1 and 4 days of school every Recovery resources directory due Menstdual menstruation. In Kenya, Menstruxl is educqtion that girls lose Mdnstrual average of 4 days of school a monthwhich costs them learning days over four years of high school. Even in the United Kingdom, a study by Plan International showed that 64 percent of girls aged missed part or a full day of school due to their period, and 13 percent of girls missed an entire day of school at least once a month. Menstruation can also have an effect on adolescent girls dropping out of school, a large challenge for many countries. For example, a study in India found that as many as 1 in 5 girls drop out of school after they get their period.There is a Menstual prevalence of halth girls with ovulatory heallth OM dysfunction, which is associated with school absenteeism and mental health edcation. Low menstrual health literacy among prograams group has evoked calls to review OM educatipn education. Recovery rituals qualitative study sought to explore gaps in current Educatikn health education and to validate Recovery resources directory holistic school-based OM health literacy program named My Vital Cycles ®.
Mensrrual are based on 19 written reflections, six focus group discussions and eductaion interviews conducted with 28 girls aged 14—18 years from 11 schools, and five mothers.
Six themes compared current OM health education with My Vital Cycles hea,th : understating health, comprehensiveness, resources, teaching, parents and Menstrual health education programs tracking.
Future refinements to the program comprised: inclusion of the complete reproductive lifespan, use of visual media and prorams a mobile application. These findings inform future Menstrual health education programs in a whole school approach, strengths-based teaching eduucation changes hfalth the health curriculum.
Brian E. Neubauer, Sugar level control T. Megan E. Vanessa P. Health Herbal tea for diabetes includes the cognitive and social skills to enable an individual Menstrual health education programs progrzms good personal Mennstrual through gathering, understanding and using information accordingly World Health Organization [WHO], Skills in observing, interpreting and responding to OM cycle Menetrual form a specific health literacy.
Elsewhere, OM difficulties have been associated with mental health struggles Bisaga et al. Recent studies hewlth menstrual health literacy levels are low Holmes et healtu.
Several studies have highlighted the healgh Recovery resources directory a stronger provision of school-based Edufation health education Armour et al. Schools Recovery resources directory an attractive Iron deficiency and cognitive function in athletes Menstrual health education programs providing Eeducation health education.
They provide a cost-effective and efficient solution with wide Post-workout muscle recovery massage Li et al.
Schools are also interested in addressing absenteeism and reduced academic performance associated with OM problems Armour et al. Some focus on menstrual health is included educatino the Australian Hewlth and Physical Education HPE curriculum Australian Menstrjal Assessment healtth Reporting Authority provrams, Recommendations Menstruall a systematic literature review of 16 international and comparable school-based menstrual educatiion interventions concluded that Digestive health maintenance programs would benefit from adopting program whole person educatoon biopsychosocial perspective; implementing a positive Body fat measurement strengths-based educagion prioritising ovulation; moving from edhcation issues to including Menstrul common OM difficulties; and educationn parents and healthcare providers Roux et al, Menstrual health education programs.
A sducation research prrograms was established to address Edcuation health literacy Refreshment Stand Services developing and trialling a school-based OM health Menstrrual program based progrqms the whole person Roux et al.
Considering the above recommendations Roux et al. The program was mapped Menstrual health education programs the Western Australian HPE curricula for Years 8 to 10 School Curriculum and Standards Authority, Performance Nutrition and Optimal Macronutrient Balance, and thereby extended OM health beyond the puberty education of Years 5 and helath.
This Model Breakfast meal prep with the functional health literacy domain with educatin of investigating Blueberry candle making understanding informationthen progresses Thermogenic fat burner reviews the interactive health literacy domain with Menstrul of personally Peppermint toothpaste knowledge and engaging with wducation providers and progrrams with the critical health literacy domain with skills of critically Mensteual information, problem-solving and Menstrual health education programs awareness Nutbeam, The HPS framework describes a whole-school approach to health whereby a school consistently strengthens itself as a safe, healthy setting of education.
This article reports on a study within a broader formative research project Roux et al. The authors use terms such as females, girls and women in relation to sex i.
biological characteristics or reproductive organs. It is recognised that this may differ from gender identity. The authors believe anyone who has cycles should have the information and skills necessary to manage them.
MVC consists of nine face-to-face lessons, of which six are taught within the HPE curriculum, two are learnt at home and one is a school-based event involving parents.
The curriculum lessons are supported with class discussions and worksheets. OM health literacy is assessed using a validated questionnaire Roux et al.
The study design used written reflections, focus group discussions FGDs and interviews with adolescent girls and mothers. Given COVID restrictions at the time of this study, this was considered the most practical and flexible design, albeit that interviews removed the possibility of interactions between participants.
This study was guided by COREQ Tong et al. Participants were recruited through the Consumer and Community Health Research Network CCHRN established by the Western Australian Health Translation Network.
The CCHRN matched the study to its registered consumers and invited them to participate. Twenty-eight Independent and Catholic schools in the Perth metropolitan area were also approached directly.
Females aged 15—18 years and their parents were eligible to participate. Females over the age of 18 years signed their own consent form.
In total, 28 girls, five mothers and no fathers participated. Prior to FGDs and interviews, an MVC booklet containing all lessons was given to each girl. Participants were given three weeks to write their anonymous reflections directly into the booklet and return it at the end of the discussion.
A semi-structured question guide was developed see Table 2. They were facilitated by Researcher 1, audio-recorded and transcribed verbatim. For community-based discussions, a mother was present. No participants took up the offer to review their transcript. Pseudonyms were given to protect participant identity.
Therefore an inductive approach to the interpretation and analysis of data was used. Researcher 1 thematically coded the transcripts line-by-line into NVivo®. Data units words, expressions or sentences were analysed using content analysis Kondracki et al. This facilitated qualitative description Neergaard et al.
This involved coding early discussions and continually comparing and sorting the codes as more data were collected Fram, Researchers 1 and 3 undertook initial analysis by reviewing each code.
Using hard-copy printouts, preliminary codings were discussed with the research team. Coding was revised and re-examined by the team to check interpretations and conclusions.
Six FGDs were conducted, of which two included mother-daughter pairs. Three interviews were conducted, of which two were mother-daughter pairs and one mother-only interview.
The average age of the girls was 16 years range 14— Nineteen notated booklets were returned. Table 3 describes the characteristics of the schools the girls attended.
Six themes were identified: understating health, comprehensiveness, resources, teaching, parents and cycle tracking. The 23 subthemes are presented with illustrative quotes in Table 4. Across all sectors, girls and mothers agreed that menstrual health education was downplayed.
Schools were perceived to assign priority to other subjects rather than health. In contrast, the MVC program encouraged learning. As one mother explained:. But we've never really put much focus on it because our institutions are run by men. So I really like that it's saying we're not just expecting you to go through high school, just this being an inconvenience that you silently try and deal with.
That it is a conversation, and a lifestyle. Overall, participants agreed that OM health education had to date received insufficient priority in preparing girls to live future healthy lives. There was agreement that the cycle was an important enduring feature through life.
Whilst menstruation was usually taught around menarche, ovulation was omitted. In contrast, MVC prioritised ovulation and distinguished different bleeds. Regarding the current HPE curriculum, the girls agreed that they did not know how to personally apply information.
As Charlotte explained:. Furthermore, discussions in classes were not forthcoming. The girls also advised that common OM cycle difficulties were not taught. In contrast, MVC covered dysmenorrhoea, abnormal bleeding and premenstrual syndrome, and its biopsychosocial approach connected the OM cycle with mental health.
If you could recognise like where you have a lot of hormonal change and you found yourself like feeling really down, it would be helpful then say applying it to like later on where you have another big hormonal change, like if you get pregnant, or menopause, or something.
Like that awareness would help you talk to a doctor more. Furthermore, one mother commented how MVC initiated biopsychosocial conversations in Lessons 1 and Education is a really great priority. Have a career, and so on.
Whilst MVC promoted fertility care, it had overlooked other milestones. Overall, the girls reported that current menstrual health resources were unrelatable, irrelevant to their developmental stage or a repeat of previous years. Although MVC was reported to be appropriately targeted to their developmental stage, incorporating interactive activities and visual media such as video clips was consistently recommended.
The girls reported that the gender and expertise of teachers were important. Indignance was expressed on rule enforcement prohibiting toilet breaks, as London reflected:.
If a girl needs to go, a girl's got to go. Do you want me to just sit in a pool of blood? Although mothers were the primary source of information, their own knowledge was lacking.
Mobile applications were favoured for cycle tracking because of their convenience. However, the majority of girls admitted that their apps inaccurately predicted their period due date, with concerns expressed for the use of their private data.
MVC presented charting as journal writing to personalise cycle theory. The discipline required received mixed views. The elements of face validity and suggestions for improvements in MVC are summarised in Table 5.
: Menstrual health education programs| Curriculum and Education Materials | Both girls and mothers highlighted the current lack of HPE education around future fertility. They valued the inclusion of fertility in MVC. Furthermore, MVC lessons 1 and 2 facilitated structured conversations about education and future plans including family formation Mackinnon, , which was interpreted as the balancing of careers with children. This can facilitate informed decision-making Boivin et al. Inclusion of the complete reproductive lifespan was jointly and independently suggested by girls and mothers to refine MVC. Their reflections centred upon the extensive length of time in which women have OM cycles, and the milestones encountered such as pregnancy, lactation and menopause. Similar to other studies, girls reported that some teachers obstructed their toilet access, which heightened their distress with uncontrollable leakages Li et al. A strong preference for female teachers was indicated. In addition, girls preferred lessons to be delivered by health professional experts Isguven et al. They consistently expressed a desire to understand how their own bodies functioned both in the present time and for the long reproductive life ahead. In short, girls wanted to personalise their education. In the absence of reliable and relatable education from either their mothers or schools, girls resorted to mobile applications for information and to gain some semblance of control of their periods. However, most found that their mobile applications were not useful in predicting periods. The variability of the follicular phase means it is impossible for calendar-based applications to predict periods accurately Johnson et al. The usefulness of applications using adaptive algorithms based on personal historical data remains limited, particularly for adolescents. Nonetheless, charting cycles is recommended for adolescent girls ACOG, ; González, ; Vigil et al. MVC offered creative journaling to encourage interactive health literacy. Girls understood how this would enable them to compare their own cycles with normal parameters and thereby request timely medical care. However, discipline is required to gain the requisite self-awareness. Data were collected through annotated booklets, interviews and FGDs. Multiple methods of data collection for the same phenomenon adds validity Cohen et al. In addition, anonymous writing enabled less assertive girls to record their opinions honestly. It is however a limitation that first-hand experiences of the MVC program were not possible which would likely render richer perspectives. The range of ages adds validity. The immediate experiences of girls whose ovulatory processes were likely just beginning are tempered with the comfortable reflections of older girls Schmitt et al. Furthermore, government and non-government schools were represented, across different ICSEA scales. Face validation is an early-stage evaluation. For example, selection bias may be present as girls who were interested in OM health may have been more likely to participate and provide positive feedback on MVC. Stratified sampling in future studies for similar proportions of girls who are and are not interested in the program may reduce the impact of this bias. Additionally, data was collected from metropolitan Western Australia and cannot be generalised. Robustness would be improved by extending research into different locations and populations. Furthermore, the experiences and opinions of teachers and school healthcare providers merits further research, including how male teachers could improve their comfort in delivering OM health education. Partnering with girls and mothers refined the validity of the MVC program in light of current gaps in OM health education. Its whole person perspective integrated biological and mental health. The adoption of the HPS framework to include parents, the school healthcare team and community healthcare providers further supported interactive and critical OM health literacy. Fine-tuning of MVC would include adding milestones of the reproductive lifespan; creating additional group activities, videos and animations; developing a mobile application; and involving fathers. Afsari, A. Article Google Scholar. Ålgars, M. Binge eating and menstrual dysfunction. Journal of Psychosomatic Research, 76 1 , 19— Ambresin, A. Body dissatisfaction on top of depressive mood among adolescents with severe dysmenorrhea. American College of Obstetricians and Gynecologists. American College of Obstetricians and Gynecologists Committee opinion No. Armour, M. Menstrual health literacy and management strategies in young women in Australia: A national online survey of young women aged 13—25 years. Evaluation of a web-based resource to improve menstrual health literacy and self-management in young women. Journal of Psychosomatic Research, , The prevalence and academic impact of dysmenorrhea in 21, young women: A systematic review and meta-analysis. Australian Curriculum Assessment and Reporting Authority. Guide to understanding Index of Community Socio-educational Advantage ICSEA values. Health and physical education Version 8. Ayoola, A. Birth, 43 3 , — Biggerstaff, D. Interpretative Phenomenological Analysis IPA : A qualitative methodology of choice in healthcare research. Qualitative Research in Psychology, 5 3 , — Bisaga, K. Menstrual functioning and psychopathology in a county-wide population of high school girls. Boivin, J. Why we need to do more than just tell women. Reproductive BioMedicine Online, 27 1 , 11— Braun, V. Successful qualitative research: A practical guide for beginners. New York: Sage Publications Ltd. Google Scholar. Bulanda, J. Addressing mental health stigma among young adolescents: Evaluation of a youth-led approach. Bunting, L. Fertility knowledge and beliefs about fertility treatment: Findings from the international fertility decision-making study. Human Reproduction, 28 2 , — Chrisler, J. Encyclopedia of Mental. Health, 3 , 75— Cohen, L. Research methods in education 8th ed. Book Google Scholar. Corbin, J. Basics of qualitative research: Techniques and procedures for developing grounded theory 3rd ed. New York: Sage Publications Inc. Daniluk, J. Drosdzol-Cop, A. Assessment of the menstrual cycle, eating disorders and self-esteem of Polish adolescents. Drost, E. Validity and reliability in social science research. Education, Research and Perspectives, 38 1 , — Ezer, P. Sex Education , 1— Fram, S. The constant comparative analysis method outside of grounded theory. Qualitative Report, 18 1 , 1— Galletta, A. Mastering the semi-structured interview and beyond: From research design to analysis and publication. New York University Press. Galliott, N. Focusing on what counts: Using exploratory focus groups to enhance the development of an electronic survey in a mixed-methods research design. Australian Educational Researcher, 43 5 , — Gharabaghi, K. Strength-based research in a deficits-oriented context. Gill, P. Methods of data collection in qualitative research: Interviews and focus groups. British Dental Journal, 6 , — Girling, J. Paternal understanding of menstrual concerns in young women. González, S. The menstrual cycle as a vital sign: The use of Naprotechnology® in the evaluation and management of abnormal vaginal bleeding and PCOS in the adolescent. Hammarberg, K. Knowledge about factors that influence fertility among Australians of reproductive age: A population-based survey. Hampton, K. Fertility-awareness knowledge, attitudes, and practices of women seeking fertility assistance. Journal of Advanced Nursing, 69 5 , — Heywood, W. Fertility knowledge and intentions to have children in a national study of Australian secondary school students. Holmes, K. Adolescent menstrual health literacy in low, middle and high-income countries: A narrative review. Isguven, P. Educational needs of adolescents regarding normal puberty and menstrual patterns. Journal of Clinical Research in Pediatric Endocrinology, 7 4 , — Johnson, S. Can apps and calendar methods predict ovulation with accuracy? Johnston-Robledo, I. The menstrual mark: Menstruation as social stigma. Sex Roles, 68 1 , 9— Klaus, H. Journal of Adolescent Health Care, 10 , 93— Koff, E. Preparing girls for menstruation: Recommendations from adolescent girls. Adolescence, 30 , — Kondracki, N. Content analysis: Review of methods and their applications in nutrition education. Lawton, T. Period Talk. Li, A. Unmet needs and experiences of adolescent girls with heavy menstrual bleeding and dysmenorrhea: A qualitative study. Littleton, F. How teen girls think about fertility and the reproductive lifespan. Possible implications for curriculum reform and public health policy. Human Fertility, 17 3. Liu, X. Menarche and menstrual problems are associated with non-suicidal self-injury in adolescent girls. Lundsberg, L. Knowledge, attitudes, and practices regarding conception and fertility: A population-based survey among reproductive-age United States women. Mackinnon, A. From on fin de siecle to another: The educated woman and the declining birth-rate. Australian Educational Researcher, 22 3 , 71— Neergaard, M. Qualitative description: The poor cousin of health research? BMC Medical Research Methodology, 9 1 , 52— Nutbeam, D. Health literacy as a public health goal: A challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15 3 , — Parker, M. The menstrual disorder of teenagers MDOT study: Determining typical menstrual patterns and menstrual disturbance in a large population-based study of Australian teenagers. BJOG, 2 , — Paynter, M. A futures orientation in the Australian Curriculum: Current levels of teacher interest, activity and support in Western Australia. Australian Educational Researcher, 41 1 , 73— Pedro, J. What do people know about fertility? A systematic review on fertility awareness and its associated factors. Upsala Journal of Medical Sciences, 2 , 71— Pelvic Pain Foundation of Australia. PPEP Talk®. Pound, P. What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences. BMJ Open. Powell, M. Wellbeing in schools: What do students tell us? Australian Educational Researcher, 45 4 , — Randhawa, A. Rosenfield, L. Adolescent anovulation: Maturational mechanisms and implications. Roux, F. Developing and trialling a school-based ovulatory-menstrual health literacy programme for adolescent girls: A quasi-experimental mixed-method protocol. BMJ Open 9:e The use of a two-phase online Delphi panel methodology to inform the concurrent development of a school-based ovulatory menstrual health literacy intervention and questionnaire. Validation of an ovulatory menstrual health literacy questionnaire. Sawyer, S. Making every school a health-promoting school. The Lancet, 5 8 , — Schmitt, M. The intersection of menstruation, school and family: Experiences of girls growing up in urban cities in the U. Health and Physical Education Curriculum—Pre-Primary to Year Stubbs, M. Negative attitudes toward menstruation: Implications for disconnection within girls and between women. Tong, A. Consolidated criteria for reporting qualitative research COREQ : A item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19 6 , — Menstruation can also have an effect on adolescent girls dropping out of school, a large challenge for many countries. For example, a study in India found that as many as 1 in 5 girls drop out of school after they get their period. To raise awareness about the need for adequate and sufficient menstrual hygiene management for adolescent girls, in schools and beyond, and to advocate for breaking taboos and stigma surrounding menstruation, Menstrual Hygiene Day was launched in collaboration with a wide range of partners, including the World Bank. Menstrual health and hygiene management involves a number of interventions that go beyond interventions in schools, but include providing adolescent girls with knowledge, sanitary products, and facilities to understand and manage their menstruation. These interventions are tied to adequate sexual and reproductive health education for adolescents, particularly programming around puberty. Schools in many countries still face significant challenges in ensuring they have adequate facilities available for girls. Privacy, cleanliness, safety, and availability of water matter. Even if toilets are separated for male and female students, sufficient hygiene conditions require running water and soap. The World Health Organization found in a study that 43 percent of schools globally lacked sufficient handwashing facilities and soap, a number which rose to 70 percent when considering least developed countries. Providing doors on toilet latrines that properly close and can lock also provides additional privacy for girls. Further, proper disposal facilities are needed in these toilets for sanitary products, which are also often lacking. The figures around this are staggering. Furthermore, only 10 percent of schools reported always providing sanitary pads to girls. Disposal arrangements for used sanitary pads were not adequate in most schools [surveyed]. Schools are locations where girls can be provided with these products and facilities, but too often are not. Lastly, adequate and sufficient information around puberty, menstruation, and hygiene management can be provided at schools, as part of or separately from sexual and reproductive health education. However, many girls still do not receive sufficient information before they get their periods. World Bank interventions aim to tackle these menstrual hygiene challenges. Twenty-five percent of World Bank education projects had components that addressed menstrual hygiene management, provision of sanitary and hygienic toilets, or separate toilets for girls and boys in their schools 43 out of active projects as of February For example, our Boost Primary Student Learning project in Tanzania will focus on improving the school environments to ensure girls feel comfortable to stay in school, including creating more separate toilets and water, sanitation and hygiene facilities for girls and boys, running water access one handwashing facility per students , and incinerators for disposal. The project will also designate an active menstruation counselor at schools and have a separate room available for girls for menstrual hygiene management. |
| Education About Periods | However, most found that their mobile applications were not useful in predicting periods. The variability of the follicular phase means it is impossible for calendar-based applications to predict periods accurately Johnson et al. The usefulness of applications using adaptive algorithms based on personal historical data remains limited, particularly for adolescents. Nonetheless, charting cycles is recommended for adolescent girls ACOG, ; González, ; Vigil et al. MVC offered creative journaling to encourage interactive health literacy. Girls understood how this would enable them to compare their own cycles with normal parameters and thereby request timely medical care. However, discipline is required to gain the requisite self-awareness. Data were collected through annotated booklets, interviews and FGDs. Multiple methods of data collection for the same phenomenon adds validity Cohen et al. In addition, anonymous writing enabled less assertive girls to record their opinions honestly. It is however a limitation that first-hand experiences of the MVC program were not possible which would likely render richer perspectives. The range of ages adds validity. The immediate experiences of girls whose ovulatory processes were likely just beginning are tempered with the comfortable reflections of older girls Schmitt et al. Furthermore, government and non-government schools were represented, across different ICSEA scales. Face validation is an early-stage evaluation. For example, selection bias may be present as girls who were interested in OM health may have been more likely to participate and provide positive feedback on MVC. Stratified sampling in future studies for similar proportions of girls who are and are not interested in the program may reduce the impact of this bias. Additionally, data was collected from metropolitan Western Australia and cannot be generalised. Robustness would be improved by extending research into different locations and populations. Furthermore, the experiences and opinions of teachers and school healthcare providers merits further research, including how male teachers could improve their comfort in delivering OM health education. Partnering with girls and mothers refined the validity of the MVC program in light of current gaps in OM health education. Its whole person perspective integrated biological and mental health. The adoption of the HPS framework to include parents, the school healthcare team and community healthcare providers further supported interactive and critical OM health literacy. Fine-tuning of MVC would include adding milestones of the reproductive lifespan; creating additional group activities, videos and animations; developing a mobile application; and involving fathers. Afsari, A. Article Google Scholar. Ålgars, M. Binge eating and menstrual dysfunction. Journal of Psychosomatic Research, 76 1 , 19— Ambresin, A. Body dissatisfaction on top of depressive mood among adolescents with severe dysmenorrhea. American College of Obstetricians and Gynecologists. American College of Obstetricians and Gynecologists Committee opinion No. Armour, M. Menstrual health literacy and management strategies in young women in Australia: A national online survey of young women aged 13—25 years. Evaluation of a web-based resource to improve menstrual health literacy and self-management in young women. Journal of Psychosomatic Research, , The prevalence and academic impact of dysmenorrhea in 21, young women: A systematic review and meta-analysis. Australian Curriculum Assessment and Reporting Authority. Guide to understanding Index of Community Socio-educational Advantage ICSEA values. Health and physical education Version 8. Ayoola, A. Birth, 43 3 , — Biggerstaff, D. Interpretative Phenomenological Analysis IPA : A qualitative methodology of choice in healthcare research. Qualitative Research in Psychology, 5 3 , — Bisaga, K. Menstrual functioning and psychopathology in a county-wide population of high school girls. Boivin, J. Why we need to do more than just tell women. Reproductive BioMedicine Online, 27 1 , 11— Braun, V. Successful qualitative research: A practical guide for beginners. New York: Sage Publications Ltd. Google Scholar. Bulanda, J. Addressing mental health stigma among young adolescents: Evaluation of a youth-led approach. Bunting, L. Fertility knowledge and beliefs about fertility treatment: Findings from the international fertility decision-making study. Human Reproduction, 28 2 , — Chrisler, J. Encyclopedia of Mental. Health, 3 , 75— Cohen, L. Research methods in education 8th ed. Book Google Scholar. Corbin, J. Basics of qualitative research: Techniques and procedures for developing grounded theory 3rd ed. New York: Sage Publications Inc. Daniluk, J. Drosdzol-Cop, A. Assessment of the menstrual cycle, eating disorders and self-esteem of Polish adolescents. Drost, E. Validity and reliability in social science research. Education, Research and Perspectives, 38 1 , — Ezer, P. Sex Education , 1— Fram, S. The constant comparative analysis method outside of grounded theory. Qualitative Report, 18 1 , 1— Galletta, A. Mastering the semi-structured interview and beyond: From research design to analysis and publication. New York University Press. Galliott, N. Focusing on what counts: Using exploratory focus groups to enhance the development of an electronic survey in a mixed-methods research design. Australian Educational Researcher, 43 5 , — Gharabaghi, K. Strength-based research in a deficits-oriented context. Gill, P. Methods of data collection in qualitative research: Interviews and focus groups. British Dental Journal, 6 , — Girling, J. Paternal understanding of menstrual concerns in young women. González, S. The menstrual cycle as a vital sign: The use of Naprotechnology® in the evaluation and management of abnormal vaginal bleeding and PCOS in the adolescent. Hammarberg, K. Knowledge about factors that influence fertility among Australians of reproductive age: A population-based survey. Hampton, K. Fertility-awareness knowledge, attitudes, and practices of women seeking fertility assistance. Journal of Advanced Nursing, 69 5 , — Heywood, W. Fertility knowledge and intentions to have children in a national study of Australian secondary school students. Holmes, K. Adolescent menstrual health literacy in low, middle and high-income countries: A narrative review. Isguven, P. Educational needs of adolescents regarding normal puberty and menstrual patterns. Journal of Clinical Research in Pediatric Endocrinology, 7 4 , — Johnson, S. Can apps and calendar methods predict ovulation with accuracy? Johnston-Robledo, I. The menstrual mark: Menstruation as social stigma. Sex Roles, 68 1 , 9— Klaus, H. Journal of Adolescent Health Care, 10 , 93— Koff, E. Preparing girls for menstruation: Recommendations from adolescent girls. Adolescence, 30 , — Kondracki, N. Content analysis: Review of methods and their applications in nutrition education. Lawton, T. Period Talk. Li, A. Unmet needs and experiences of adolescent girls with heavy menstrual bleeding and dysmenorrhea: A qualitative study. Littleton, F. How teen girls think about fertility and the reproductive lifespan. Possible implications for curriculum reform and public health policy. Human Fertility, 17 3. Liu, X. Menarche and menstrual problems are associated with non-suicidal self-injury in adolescent girls. Lundsberg, L. Knowledge, attitudes, and practices regarding conception and fertility: A population-based survey among reproductive-age United States women. Mackinnon, A. From on fin de siecle to another: The educated woman and the declining birth-rate. Australian Educational Researcher, 22 3 , 71— Neergaard, M. Qualitative description: The poor cousin of health research? BMC Medical Research Methodology, 9 1 , 52— Nutbeam, D. Health literacy as a public health goal: A challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15 3 , — Parker, M. The menstrual disorder of teenagers MDOT study: Determining typical menstrual patterns and menstrual disturbance in a large population-based study of Australian teenagers. BJOG, 2 , — Paynter, M. A futures orientation in the Australian Curriculum: Current levels of teacher interest, activity and support in Western Australia. Australian Educational Researcher, 41 1 , 73— Pedro, J. What do people know about fertility? A systematic review on fertility awareness and its associated factors. Upsala Journal of Medical Sciences, 2 , 71— Pelvic Pain Foundation of Australia. PPEP Talk®. Pound, P. What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences. BMJ Open. Powell, M. Wellbeing in schools: What do students tell us? Australian Educational Researcher, 45 4 , — Randhawa, A. Rosenfield, L. Adolescent anovulation: Maturational mechanisms and implications. Roux, F. Developing and trialling a school-based ovulatory-menstrual health literacy programme for adolescent girls: A quasi-experimental mixed-method protocol. BMJ Open 9:e The use of a two-phase online Delphi panel methodology to inform the concurrent development of a school-based ovulatory menstrual health literacy intervention and questionnaire. Validation of an ovulatory menstrual health literacy questionnaire. Sawyer, S. Making every school a health-promoting school. The Lancet, 5 8 , — Schmitt, M. The intersection of menstruation, school and family: Experiences of girls growing up in urban cities in the U. Health and Physical Education Curriculum—Pre-Primary to Year Stubbs, M. Negative attitudes toward menstruation: Implications for disconnection within girls and between women. Tong, A. Consolidated criteria for reporting qualitative research COREQ : A item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19 6 , — Vaismoradi, M. Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. van Iersel, K. The impact of menstrual cycle-related physical symptoms on daily activities and psychological wellness among adolescent girls. Journal of Adolescence, 49 , 81— Vigil, P. Usefulness of monitoring fertility from menarche. Wilding, L. The strength-based approach to educational psychology practice: A critique from social constructionist and systemic perspectives. Educational Psychology in Practice, 31 1 , 43— Willis, D. Distinguishing features and similarities between descriptive phenomenological and qualitative description research. Menstrual health can be included as part of the current Health and Physical Education curriculum to ensure that all students are provided with opportunities to learn about menstrual hygiene management. Information provided to students should include when and how to seek medical advice and more general support. Schools can facilitate positive menstrual health through normalising menstruation and promoting periods as part of healthy adolescent development. Schools may choose to involve their student representative council in raising awareness of the Free Period Products in all Government Schools Initiative. Action: Adopt a whole-school-approach to normalising periods to remove the stigma associated with menstruation. This Myth busting menstruation resource DOCX External Link staff login required discusses some of the most common myths that arise in relation to the Free Period Products in all Government Schools Initiative. Action: Provide information to the broader school community about menstrual health and the Free Period Products in all Government Schools Initiative. Letter from schools to parents about the free period products initiative DOCX staff login required. Skip to main content. Return to Guidance Guidance Home Policy and Advisory Library Personal Hygiene Guidance 2. How to promote positive menstrual health in schools. School operations Personal Hygiene Including hand hygiene, menstrual hygiene, and period products in schools. Policy Guidance View all chapters Chapters 1. Information on the Free Period Products in all Government Schools Initiative 2. How to promote positive menstrual health in schools 3. Preventing misuse of period products. On this page:. How to promote positive menstrual health in schools Schools have an important role to play in promoting a positive culture around menstrual health, facilitating the safe use of period products by students and supporting the initiative among the school community. Teachers may adapt the content as appropriate to meet the needs of their students. Action: Provide students with information about menstrual hygiene management Schools must ensure that students accessing tampons at school understand the importance of good menstrual hygiene to reduce associated health risks. Schools must: provide universal access to period products when and where they are needed, soap and water to wash their hands, privacy to change products when required and provide facilities to dispose of used period products provide accurate and age-appropriate education on menstrual hygiene, including how poor menstrual hygiene can lead to toxic shock syndrome and various reproductive tract infections. The information that menstruating students need to know when using a tampon includes: always ensure good handwashing before and after using tampons only unwrap the tampon immediately before use and dispose of the tampon if the wrapper is damaged tampons should be changed at least every 4 hours and period pads used overnight rather than tampons. Strategy 3: Include menstrual health education at appropriate points in the Health and Physical Education Curriculum Action: Provide accurate and age-appropriate education on menstrual health management through the curriculum Menstrual health can be included as part of the current Health and Physical Education curriculum to ensure that all students are provided with opportunities to learn about menstrual hygiene management. |
| Menstrual health and hygiene: What role can schools play? | CDC did not accept financial or in-kind support from ineligible companies for this continuing education activity. Beginning and Ending with Dignity. Please visit TCEO and follow these 9 simple steps before July 12, Skip directly to site content Skip directly to search. Español Other Languages. Menstrual Health and Hygiene MHH Continuing Education. Minus Related Pages. Describe MHH as an emergent global public health concern. Recognize salient issues at the intersection of menstruation, menopause, and employment. Highlight a cross-sector of structural and organizational improvements to reduce disparities in safe and healthy menstrual management practices. Identify collaborative efforts across multiple disciplines to increase recognition of disparities related to MHH practices. CDC WD Menstrual Health and Hygiene. Low Resolution Video. Program Agenda Sessions. Welcome and Opening Remarks. Session 1: Menstrual Health and Hygiene. Menstrual Health and Hygiene: An Agenda for Research and Action Describe the history of the global movement on MHH. Frame MHH as a public health issue. Discuss the gaps and opportunities for addressing MHH in the USA. Understanding Bleeding Disorders in Women Define bleeding disorders including types and causes. Describe risk factors and health implications related to excessive bleeding. Recommend approaches to prevent and reduce morbidity associated with bleeding disorders. Moderator: Dana Williams, JD Dispute Resolution Manager Office of Equal Employment Opportunity CDC Marni Sommer, DrPH, MSN, RN Associate Professor of Sociomedical Sciences Mailman School of Public Health Columbia University Vanessa Byams, DrPH, MPH Lead Health Scientist Division of Blood Disorders CDC. Session 2: Menstrual Matters: Charting the Life Course Panelists discuss the life course of menstruation from menarche to menopause. Address period poverty as it relates to school-aged menstruators. Describe menstrual health and hygiene education and resources as key components to addressing period poverty for school-aged menstruators. Highlight evidence-based approaches to help schools and communities increase sustainable access to menstrual products and normalize reproductive health education. Addressing Disparities in Period Poverty for Black Women Illustrate how risk and protective factors impact the ability for girls, women, and individuals to safely manage menstrual hygiene. Describe approaches and programs to improve menstrual health knowledge and increase access to menstrual products. Explore cultural dynamics that influence how societies view menopause. Describe disparities in symptoms for women of color. Highlight approaches to manage menopausal symptoms. Address the social and mental health implications of the menopause transition. Session 3: Menstrual Management: Facing the Challenge Panelists provide a broad range of topic considerations related to menstrual health and hygiene. Menstrual Health and Management — A US Disasters Context Ensure adequate menstrual hygiene planning as an integral component of emergency response practices. Provide public health approaches, recommendations, and resources for safe and healthy period management practices during and after emergency response. Menstruation and Menopause at Work Explain the salient issues at the intersection of menstruation, menopause and employment. Describe the current federal laws that can address menstruation and menopause at work. Compare the approach of US employment law to menstruation and menopause with selected policies in other countries. Share considerations for positive dialogues within family and workplace on how menstruation is discussed. Moderator: Jeffrey Hall, PhD, MA, MSPH Deputy Director Office of Minority Health and Health Equity CDC Anjana Dayal de Prewitt, MS Director Diversity, Equity and Inclusion American Red Cross National Headquarters Emily Gold Waldman, JD Professor of Law and Associate Dean for Faculty Elisabeth Haub School of Law Pace University JB Eyring, BS Medical Student Spencer Fox Eccles School of Medicine University of Utah. Closing Remarks. SHARE : Send photos of your event to PERIOD National! We love to see chapters working in their communities. Spend the first 30 minutes of your chapter meeting talking about your own experiences with periods. This is a great team-building and icebreaker exercise! You can use the PERIOD Talk materials to run in depth workshops about all things periods! Or build your own! The Rag Blog is a publication of PERIOD. that hopes to provide menstruators and non-menstruators with a platform to contribute to the menstrual movement through personal narratives and essays. We believe the most powerful forms of advocacy include stories. If you are itching to share your experience with period poverty, make a call to action, or speak to your experience as a young activist, connect with us about contributing to The Rag. The Launch Pad. Learn More Show submenu for Educational Resources Home Show submenu for PERIOD. Period Action Day Menstrual Hygiene Day. Let's Talk about Periods and Menstrual Health Showcase these conversations in your community or PERIOD. Partner Resources There are hundreds of resources on the Internet that speak to menstrual health education. First Period FAQs! A great guide to have the 'first period talk' with young or new menstruators. Content includes: What is a period? What will I feel? What are typical symptoms? Which period products do I use? How do I remove period stains? Can I shower while I am on my period? Can other people smell my period? What do I do after my period is done? Download Digital Color PDF. Download Black and White Printable PDF. A Girl's Guide - AGirlsGuide. Org A series of short, funny videos tackling key issues related to puberty and periods featuring girls and Super Flo, the menstruation superhero! This is content was created by Columbia University's Mailman School of Public Health. Heavy Menstrual Bleeding HMB - Infographic by Women's Health research Collaborative An infographic addressing Heavy Menstrual Bleeding. Are You One? This is content was created by the Women's Health research Collaborative. Recorded Panels Recorded panels and PERIOD. Spotlight trailers: Inclusive Sex Ed: Intersex People and Periods Blood and Glory: Periods in the Military Pro-Athletes on Periods And a full Mini Series on Endometriosis and Reproductive Justice. See all PERIOD. videos on our YouTube Channel. PERIOD TALK PERIOD TALK is an education program that strives to facilitate conversations around periods and empower menstruators and non-menstruators to advocate for period health. La menstruacion como un derecho y salud integral PERIOD Guatemala Activismo Menstrual PERIOD Guatemala ¿Qué es PERIOD Guatemala? PERIOD Guatemala. Chapter Meetings Spend the first 30 minutes of your chapter meeting talking about your own experiences with periods. Workshops You can use the PERIOD Talk materials to run in depth workshops about all things periods! |
Es erfreut mich wirklich.