Girls In Ireland Research Articles

Identifying intervention strategies to improve HPV vaccine decision-making using behaviour change theory

Although the HPV vaccine is highly safe and effective, its uptake is sub-optimal in many countries, including Ireland. There is therefore a need to identify appropriate interventions that will increase HPV vaccine acceptance by parents. In this study, we took a systematic approach to understand the factors that influence HPV vaccine uptake by parents of adolescent girls in Ireland to define suitable behaviour change interventions that would support positive vaccine decision-making in the future. Specifically, we conducted semi-structured interviews, used a Theoretical Domains Framework (TDF)-based topic guide, to gain insight into the knowledge, beliefs, attitudes and current behaviours of parents with respect to their HPV vaccine decision. Transcripts were analysed using the TDF. The Behaviour Change Wheel (BCW) was used to identify relevant intervention functions and the Behaviour Change Technique Taxonomy version 1 (BCTTv1), to identify relevant intervention techniques. All parents discussed the essential role of healthcare providers in vaccine decision-making. Complacency and confidence were important factors in decision-making by vaccine hesitant parents. Five BCW intervention functions were identified as appropriate, namely; education; persuasion; environmental restructuring; modelling and enablement. To our knowledge, this is the first study to systematically evaluate HPV vaccine decision-making using behaviour change theory and identify suitable intervention strategies to promote positive vaccine decision-making using this approach.

Historical Gendered Institutional Violence: A Research Agenda for Criminologists

This article considers the phenomenon of historical gendered institutional harm, examining the widespread incarceration of women and girls in Ireland through the decades following independence in 1922. In this period, thousands of women and girls were confined in a network of sites including Magdalene Laundries and Mother and Baby Homes. The article considers the responses to this history, focusing on those fields which concern themselves with matters of “wrongdoing” and “harm,” responses grounded in law and legalism. We explore both the utility and the limits of these approaches before proposing a criminological research agenda which draws on the centrality of the state in the perpetration of gendered violence. Although Ireland has become a by-word as a case of historical institutional abuse internationally, it remains remarkably understudied by criminologists. The article explores how the Irish example can speak to the discipline of criminology by forcing us to reimagine how we conceive of gendered harms and state-perpetrated harms.

The effect of a games-based intervention on wellbeing in adolescent girls

Objective: To examine the impact of a self-determination theory-informed school-based lunchtime games intervention on wellbeing and symptoms of anxiety and depression among adolescent girls in Ireland. Design: Non-randomised controlled intervention design. Method: This self-determination theory-informed intervention consisted of lunchtime games for girls aged 13 ± 0.7 years, 3 days a week. After a 2-week ‘sampling’ period, students self-selected to 0, 1, 2 or 3 days of lunchtime games. Intervention and control groups were compared by pre- and post-testing. Participants were included in the intervention design via a survey to ascertain the most popular games and activities at the outset. Results: Participating in games twice a week led to significant decreases ( p < .01) in symptoms of anxiety and depression while the control group showed significant increases ( p < .01) in symptoms of anxiety and depression. Mental wellbeing significantly ( p < .01) increased among those who participated two and three times a week. Increases in mental wellbeing were similar in effect size to increases in self-efficacy. Conclusion: Higher frequencies of physical activity led to increased mental health. Self-efficacy may act as an underlying mechanism for increases in mental health through physical activity.

"Girls Aren't Meant to Exercise": Perceived Influences on Physical Activity among Adolescent Girls-The HERizon Project.

Background. Adolescent girls are less active than boys, with approximately 10% of girls in Ireland and the United Kingdom meeting the minimum recommended daily physical activity (PA) guidelines. This study investigated factors perceived to influence PA among adolescent girls from low socioeconomic areas in order to inform the design of a future intervention (The HERizon Project). Methods. A total of 48 adolescent girls (13–18 years) from low socioeconomic areas of the United Kingdom and Ireland participated in focus groups (n = 8), to explore perspectives of physical activity and the influence of gender within this. Focus groups were thematically analyzed and interpreted within a socioecological framework. Results. Most girls enjoyed PA and were aware of its benefits. They identified both barriers and facilitators to PA at intrapersonal (fear of judgement and changing priorities WITH age), interpersonal (changing social pressures and support from others) and organizational (delivery of PE) levels. Gender inequality was a multilevel factor, crossing all socioecological levels. Conclusion. Although many adolescent girls enjoy PA, their experiences appear to be limited by a fear of judgement and an overarching sense of gender inequality. Future interventions, such as the HERizon Project, should address influences at intrapersonal, interpersonal and organizational levels to promote positive PA experiences for adolescent girls.

'I just rolled up my sleeves': Mothers' perspectives on raising girls on the autism spectrum.

Autism in boys has been well researched but very little is known about the everyday experiences of autistic girls or their families. Mothers' views and insights can be very helpful in increasing knowledge around the unique demands of raising a daughter with autism. This study conducted interviews with Irish mothers to examine their own experiences regarding (a) getting an autism diagnosis for their daughter, (b) their daughters' personal characteristics and (c) the impact of caring for a daughter with autism. The study suggests that the route to an autism diagnosis for girls in Ireland is made more difficult by delays and missed diagnoses, and often followed by inadequate supports. Mothers described autistic girls as presenting with social challenges and mental health difficulties. Many mothers experienced judgement from other parents and family members, acute stress and mental health struggles. However, these challenges were offset by mothers' resilience, pride in their daughters and support from other women. The findings of this study highlight the importance of specific support for autistic girls and their families.

The Girls Active Project: a school-based intervention to increase adolescent girls’ physical activity

Abstract Background National and international evidence indicate that adolescent's physical activity (PA) participation rates are low. In Ireland, 93% of adolescent girls (vs 86% boys) do not reach recommended PA guidelines for health. Literature indicates that socio-economic status is a predictor of PA participation. The aim of this study was to work with a socio-economically disadvantaged school in Dublin (Ireland) and, using the behaviour change wheel (BCW) framework, design the components of a school-based intervention to increase adolescent girls' PA levels. Methods A circular development process was undertaken to collectively design the intervention in accordance with the steps recommended by the BCW. One all-girl, socio-economically disadvantaged post-primary school was invited to take part. Public and Patient Involvement (PPI), alongside a cross-sectional, mixed-methods study design, was used to identify the barriers and facilitators to PA using both quantitative questionnaires, and three semi-structured focus groups. Results Girls (n = 287) felt they would be more active in school if they had 'more time to do it' and they 'developed a habit of doing it'. The qualitative data identified influence of their peers, beliefs about their capabilities, setting goals and lack of reinforcement as additional themes. Just 1.4% of students in this sample self-reported meeting the recommended PA guidelines. The BCW design process, informed by the data, PPI members and research team resulted in the selection of specific intervention functions and behaviour change techniques. Conclusions The PA levels of adolescent girls are far below recommended guidelines for optimum health. Helping schools to fulfil their PA promoting role should be a public health priority. The BCW provided a systematic framework for developing a PA school-based intervention. The feasibility and preliminary efficacy of the Girls Active Project will be examined. Key messages Physical activity levels of adolescent girls in Ireland are far below recommended guidelines for health. Using Public and Patient Involvement, and the Behaviour Change Wheel provided a well-founded framework with which to develop a school-based intervention to improve Physical Activity levels.

Nine-valent HPV vaccine for boys and girls in Ireland

Nine-valent HPV vaccine for boys and girls in Ireland

Education for girls in Ireland: secondary and vocational curricular provision 1930–1960

A challenge for historians of education is to explain the ways in which the development of education has been a gendered process. The literature tends to focus on primary and secondary schools; the role played by religious orders; the experiences of female teachers; ideological influences on curriculum; and the preparation of young girls for their role in society. Few historians, however, have examined vocational education and the impact of its ‘social efficiency’ orientation on girls. The literature that exists tends to treat both systems separately, and little effort has been made to compare the impact of both systems on girls’ opportunities within the society in which they lived. This omission in the literature is significant as such a comparison facilitates insights regarding state policies and priorities for the education of girls, the impact of social class, and national and local circumstances. This article compares both systems of education in Ireland and their impact on girls during the period 1930–1960.

Vitamin D intake and status in Irish elderly women and adolescent girls

To assess vitamin D status during summer and winter in Irish girls and elderly women, and to estimate vitamin D intake in these two age-groups. Ambulatory free-living, elderly Irish women (aged 70-76 years; n = 43) and girls (aged 11-13 years; n = 17) were recruited. Fasting serums were collected during August/ September 2002 and February/March 2003 and analysed for 25 (OH) D by HPLC. Mean daily intakes of vitamin D were 4.6 microg and 2.1 microg in elderly women and girls, respectively. Serum 25 (OH) D was significantly lower (P<0.001) during winter than summer in both age-groups. Eight (20%) and one (during late summer) and sixteen (37.2%) and eight (47%) (during late winter) of the elderly women and girls, respectively, had inadequate vitamin D status (serum 25 (OH) D <40 nmol/l). Inadequate vitamin D status during winter time is quite common in elderly women and adolescent girls in Ireland.