“I Thought I Was Dying:” (Un)Supportive Communication Surrounding Early Menstruation Experiences

Rubinsky, Valerie; Gunning, Jacqueline N.; Cooke‐Jackson, Angela

doi:10.1080/10410236.2018.1548337

Cited by 67 publications

(47 citation statements)

References 31 publications

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“…menstruation [32,38,56,63,65,70,95,104,106,109,110,119]. Several studies included participants stating that they appreciated the social support they received during adolescence from other family members, particularly grandmothers, sisters and aunts [65,71,99,106,110,119,121,122,127,135,144], and sometimes brothers and fathers [32,43,54,61,71]. A few participants stated that they had received inadequate support from their fathers [32,56,61,95,121].…”

Section: Plos Onementioning

confidence: 99%

“…Several studies specifically discussed participants' perceptions of tampon use. Many participants who reached menarche in the mid-20 th C were told by their mothers that they could, or should, not use tampons [32,49,50,63,81,106,110,121], at menarche they were either expressly forbidden without grounds, or told that tampon use would result in them having 'lost' their virginity or contribute to them engaging in sexual activity. Some participants believed this when they were told, but appeared to have changed their mind by the time they engaged in the studies (data collected from the late 20 th C onwards) [56,81,116,117].…”

Section: Menstrual Experiencementioning

confidence: 99%

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Experiences of menstruation in high income countries: A systematic review, qualitative evidence synthesis and comparison to low- and middle-income countries

Barrington

Robinson

Wilson³

et al. 2021

PLoS ONE

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Background There is growing recognition of the importance of menstruation in achieving health, education, and gender equality for all. New policies in high income countries (HICs) have responded to anecdotal evidence that many struggle to meet their menstrual health needs. Qualitative research has explored lived experiences of menstruating in HICs and can contribute to designing intervention approaches. To inform the growing policy attention to support people who menstruate, here we review and synthesise the existing research. Methods and findings Primary, qualitative studies capturing experiences of menstruation in HICs were eligible for inclusion. Systematic database and hand searching identified 11485 records. Following screening and quality appraisal using the EPPI-Centre checklist, 104 studies (120 publications) detailing the menstrual experiences of over 3800 individuals across sixteen countries were included. We used the integrated model of menstrual experiences developed from studies in low- and middle-income countries (LMICs) as a starting framework and deductively and inductively identified antecedents contributing to menstrual experiences; menstrual experiences themselves and impacts of menstrual experiences. Included studies described consistent themes and relationships that fit well with the LMIC integrated model, with modifications to themes and model pathways identified through our analysis. The socio-cultural context heavily shaped menstrual experiences, manifesting in strict behavioural expectations to conceal menstruation and limiting the provision of menstrual materials. Resource limitations contributed to negative experiences, where dissatisfaction with menstrual practices and management environments were expressed along with feelings of disgust if participants felt they failed to manage their menstruation in a discrete, hygienic way. Physical menstrual factors such as pain were commonly associated with negative experiences, with mixed experiences of healthcare reported. Across studies participants described negative impacts of their menstrual experience including increased mental burden and detrimental impacts on participation and personal relationships. Positive experiences were more rarely reported, although relationships between cis-women were sometimes strengthened by shared experiences of menstrual bleeding. Included studies reflected a broad range of disciplines and epistemologies. Many aimed to understand the constructed meanings of menstruation, but few were explicitly designed to inform policy or practice. Few studies focused on socioeconomically disadvantaged groups relevant to new policy efforts. Conclusions We developed an integrated model of menstrual experience in HICs which can be used to inform research, policy and practice decisions by emphasising the pathways through which positive and negative menstrual experiences manifest. Review protocol registration The review protocol registration is PROSPERO: CRD42019157618.

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Section: Plos Onementioning

confidence: 99%

Section: Menstrual Experiencementioning

confidence: 99%

Experiences of menstruation in high income countries: A systematic review, qualitative evidence synthesis and comparison to low- and middle-income countries

Barrington

Robinson

Wilson³

et al. 2021

PLoS ONE

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“…Az ismeretek átadása sok esetben teljesen személytelen módon történik: a lány kap egy könyvet, vagy leültetik egy oktatóvideó elé abban a reményben, hogy ezzel a témáról való beszélgetés is "le van tudva" (Rubinsky et al, 2020). A lányok nagy százaléka érzi úgy, hogy az anyjuk visszautasította a menstruációról való beszélgetést, más esetekben pedig ez a beszélgetés kizárólag a higiénés eszközök használatára korlátozódott (Costos et al, 2002).…”

Section: A Menstruációval Kapcsolatos áTadott üZenetekunclassified

“…Utólag visszaemlékezve sok nő hiányolja a fiatal korában kapott részletesebb ismereteket arról, hogy a menstruációval járó fájdalommal és diszkomforttal hogyan lehet megküzdeni, illetve beszámolnak arról is, hogy a higiénés eszközök nagy részét sokáig nem ismerték: anyjuk egy betétet adott a kezükbe azzal a felszólítással, hogy "ezt használd" (Rubinsky et al, 2020). Mindennek az oka az elmúlt évtized kutatási eredményei alapján valószínűleg az, hogy az anyák fiatal korukban maguk is kevés megfelelő felvilágosításban részesültek a menstruációt illetően, így az ismeretek átadásának feladata előtt elbizonytalanodva állnak (Bennett & Harden, 2014).…”

Section: A Menstruációval Kapcsolatos áTadott üZenetekunclassified

“…Előfordul, hogy a lányok a menstruációval kapcsolatos tünetek miatt hiányoznak az iskolából, illetve a menstruációs fájdalom az órákon való aktivitásukat, figyelmi kapacitásukat is hátrányosan befolyásolja (Sivakami et al, 2019). Gyakori a menstruációval kapcsolatos első élmények között, hogy az iskolában a pedagógusok nem reagálnak megfelelően a lányok szükségleteire, így például a menstruáló lány nem mehet mosdóba megfelelő gyakorisággal, ami sokszor "higiénés balesethez" vezet (Rubinsky et al, 2020).…”

Section: A Menstruációval Kapcsolatos Iskolai Egészségnevelésunclassified

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Probléma vagy ajándék? : Tanítók attitűdvizsgálata a menstruációra való felkészítéssel kapcsolatban

Hodossi¹,

Sinka²,

Rigó³

2020

Magyar Pedagógia

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A menstruációval kapcsolatos szocializáció nem a menarchéval kezdődik, hanem jóval hamarabb. A gyermekek már óvodás korukban számos információt kapnak a reprodukció különböző aspektusairól (Martin & Luke, 2010). Az elsődleges információforrás jellemzően az édesanya, de jelentős a kortársak és az oktatási intézmények, valamint napjainkban már a média szerepe is (Costos et al., 2002; Spadaro et al., 2018). A serdülésre időben történő felkészítés szerepe a lányok esetében kiemelten fontos. Minél felkészültebben éri őket az első vérzésük, annál kevésbé lesz negatív élmény számukra, ami még az évtizedekkel későbbi menstruációhoz való hozzáállásukat és a menstruációval kapcsolatos egészségüket is befolyásolhatja (Chandra-Mouli & Patel, 2017; Marván & Chrisler, 2018). Mindezzel összhangban a WHO nemi egészségnevelésre vonatkozó érvényes irányelvei 6–9 éves korban minimum sztenderdként jelölik meg a menstruációval kapcsolatos felvilágosítást (WHO Európai Regionális Irodája & BZgA, 2010). Azonban sokszor azok a személyek – anyák, tanítók –, akikre ez a feladat várna, tanácstalanul, bizonytalanul foglalkoznak ezzel, vagy ha csak lehet, inkább egymásra hárítják a felkészítést, tájékoztatást (Bennett & Harden, 2014). Jelen tanulmány célja kvalitatív interjúelemzés módszerével feltérképezni a tanítók attitűdjét a menstruációval kapcsolatos ismeretek átadására vonatkozóan, különös tekintettel az alsó tagozatos tanulókra.

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Exploring barriers to menstrual education between maternal figures and young girls: A pilot study in South Africa

Sobudula,

Naidoo

2024

Sexuality Gender & Policy

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The study sought to explore barriers to menstrual education between maternal figures and young girls. Menstruation is a key part of the reproductive process and affects young adolescent girls. Menstrual blood is perceived as contaminating and impure, leading to the socialization of women and girls undergoing menstruation to feel soiled and impure. Menstruation is enveloped in feelings of disgust and shame, and societal expectations, dictating that women should conceal the appearance and odor of menstrual blood. Prevailing cultural narratives depict menstruation as a “hygienic crisis” necessitating management and concealment. In sub‐Saharan Africa, menstruation is afflicted with shame and stigma, with cultural and religious practices that support its concealment and secrecy. This is explained in the pollution theory which sees menstruation as dirt. This study used qualitative research to get the lived experiences of 10 maternal figures and 10 young adolescent girls through semi‐structured interviews. Maternal figures are the mothers/guardians of adolescent girls. The data was coded using similarities/differences in three themes (knowledge about menstruation, source of information, and quality of information shared). In the first theme, due to the concealment and treatment of menstruation with secrecy, knowledge about menstruation is not often provided. In the second theme, due to norms of concealment, maternal figures do shy away from being sources of information. In the last theme, stigma and shame limit the quality of information shared, leaving misinformation and further perpetuation of menstrual taboos. The study concluded that shame and stigma limit menstrual education and awareness. The information deficit has long‐lasting effects on young girls, creating a complex relationship that adversely affects their ability to embrace their womanhood and further pass on knowledge to future generations of adolescent girls.

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“I Thought I Was Dying:” (Un)Supportive Communication Surrounding Early Menstruation Experiences

Cited by 67 publications

References 31 publications

Experiences of menstruation in high income countries: A systematic review, qualitative evidence synthesis and comparison to low- and middle-income countries

Experiences of menstruation in high income countries: A systematic review, qualitative evidence synthesis and comparison to low- and middle-income countries

Probléma vagy ajándék? : Tanítók attitűdvizsgálata a menstruációra való felkészítéssel kapcsolatban

Exploring barriers to menstrual education between maternal figures and young girls: A pilot study in South Africa

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