Methodological knowledge on surveying young adolescents is scarce and researchers often rely on theories and methodological studies based on adult respondents. However, young adolescents are in the process of developing their cognitive, psychological, emotional and social skills, therefore present a unique set of considerations. Question characteristics including; question type and format, question difficulty, wording, ambiguity, the number of response options, and the inclusion of a neutral mid-point, play a pivotal role in the response quality of young adolescents. Failure to address these factors is likely to encourage young adolescents to use satisficing techniques. In this article, we provide a science based guide for developing surveys for use with adolescents aged 11 to 16 years. The guide considers the characteristics and developmental stages of adolescents as survey responders and incorporates advice on appropriate question characteristics, survey layout and question sequence, approaches to pre-testing surveys and mode of survey administration. The guide provides recommendations for developmentally appropriate survey design to improve response quality in survey research with young adolescents.
Background: Infertility is a multi-aspect problem; it can cause major disturbances with emotional, social and psychological consequences including loss of life satisfaction. Spirituality is considered as an important source for individuals to adapt with stressful life events. Objectives: The current study aimed to determine the relationship between spiritual well-being and life satisfaction in females with infertility. Methods: After explaining the study goals to the subjects and attaining their written consents, the present cross-sectional corelational study was conducted on 190 females with infertility referred to Isfahan fertility and infertility center, Isfahan, Iran. The subjects were selected through a convenience random sampling method in three months by the satisfaction with life scale (SWLS) and spiritual well-being scale (SWBS) through face to face interview in 2013. Data were collected and then analyzed by SPSS ver. 17. Descriptive statistical methods (frequency distribution, mean, variance and standard deviation tables) and analytical statistical methods (Pearson correlation test, Spearman correlation coefficients, one-way ANOVA and T-test) were used. Results:The results of the study indicated a direct relationship between the scores of life satisfaction and religious dimension of spiritual well-being (r = 0.375, P < 0.001), as well as the score of existential dimension of spiritual well-being (r = 0.732, P < 0.001), and the overall score of spiritual well-being (r = 0.643, P < 0.001). The score of existential dimension had a closer relationship with that of life satisfaction, compared to the score of religious dimension and the overall score of spiritual well-being. Conclusions: The present study showed that people with higher spiritual well-being had a higher life satisfaction. Since infertility has numerous social and psychological complications and consequences, which can lead to lower life satisfaction, the medical staff can increase spiritual well-being and life satisfaction in females with infertility problems by taking proper measures and actions.
Adolescent girls are an important target group for breast cancer education and promoting breast awareness. However, research has not established schoolgirls' perceived importance of breast cancer education or explored factors that may impact engagement. This study aimed to identify schoolgirls' concerns about breast cancer, desire to know more and perceived importance of breast cancer education, and explored associations with demographic factors. Of 2089 schoolgirls (11-18 years) surveyed, 1958 completed all relevant breast cancer questions and demographic factors (ethnicity, school type, breast size, physical activity level and age). χ-Tests assessed associations between demographics, desire to know more and perceived importance of breast cancer. Overall, 44% of schoolgirls reported concerns about breast cancer, 72% wanted to know more and 77% rated the topic as extremely important. Breast size was not associated with wanting to know more about breast cancer. Schoolgirls who wanted to know more about breast cancer were White, from single-sex schools with boys at sixth form, more physically active and older. However, among other ethnic groups, school types and physical activity levels, the proportion of girls who wanted to know more about breast cancer was still high (≥61%). This study provides evidence of the need for breast cancer education for schoolgirls across all school types, irrespective of breast size or physical activity levels. The results highlight the need to be inclusive and engage schoolgirls from all ethnic groups and to promote breast awareness at a young age to ensure effective breast cancer education.
Background: Breast education could alleviate breast concerns reported by adolescent girls.Purpose: This article describes the development and psychometric properties of a survey to measure knowledge in multiple aspects related to breasts, attitudes to breasts and breast issues and the likelihood of engagement with positive breast habits among adolescent girls.Methods: An 85-item, developmentally appropriate, breast survey was generated using previous research. Consultation with 13 breast experts and a focus group of 7 girls established face and content validity. Survey validity and reliability was established by item analysis with 148 girls, principal components analysis with 729 girls, confirmatory factor analysis with 921 girls, known groups validation with 15 breast experts and 18 girls, internal reliability (729 and 921 girls) and test-re test reliability (18 girls). Results: Results indicate that the final 39-item breast survey (10-subscales) is valid, reliable, and easy to administer. Discussion: Each subscale within the survey addresses adolescent girls' specific breast concern which is consistent with the breast needs of adolescent girls. Translation to Health Education Practice: This study offers researchers and health educators a survey that can be used to inform the design of breast education programs and determine the impact of such programs.
Many females experience breast-related issues that are considered to negatively impact health and well-being. These include breast cancer, issues related to incorrect bra fit, and issues related to breast movement including an increased incidence of breast pain, breast sag, and embarrassment, which can be a barrier to physical activity participation. Knowledge and awareness of these breast issues among females is low. Furthermore, these breast concerns are more prevalent in adolescent girls compared to adult females, with 87% of girls reporting ≥ one breast concern. This study evaluated the short-and longer-term impact of a 50 min breast education intervention on adolescent girls' (11 to 14 years) breast knowledge, attitudes to breasts and engagement with positive breast habits. A mixed methods, controlled, longitudinal, cohort design was employed, using two control schools (n: 412; receiving no intervention) and two intervention schools (n: 375; receiving the intervention) from privileged and less privileged areas. Adolescent girls in four schools completed a validated breast survey pre-and immediately post-intervention as well as 3 and 6 months post-intervention. Additionally, in one intervention school, six focus groups were conducted immediately and 4 months after the intervention. The intervention was equally effective in the two intervention schools. Following the intervention, participants in the intervention schools significantly improved their breast knowledge, their attitudes to breasts and their engagement with positive breast habits, compared to participants in the control schools, p < 0.01 (with large effect sizes). These improvements were sustained 6 months post-intervention. Participants described the session as "informative," it made them "feel less embarrassed" about their breasts; they also reported wanting to do more exercise and to change their bra purchasing and bra wearing habits. These novel, positive findings provide insight into the benefits of teaching adolescent girls about breasts from a young age and can be used to inform effective breast education in schools. It is recommended that education on multiple breast topics should be introduced in schools, preferably being first introduced in primary schools, with a modular structure and progressive information.
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