Menstrual education programs for girls and young women with intellectual and developmental disabilities: A systematic review.

Autor: Randall KN; Department of Special Education, Clemson University, Clemson, South Carolina, USA., Hopkins CS; School of Nursing, Clemson University, Clemson, South Carolina, USA., Drew H; Department of Literacy, Language, and Culture, Clemson University, Clemson, South Carolina, USA.
Jazyk: angličtina
Zdroj: Journal of applied research in intellectual disabilities : JARID [J Appl Res Intellect Disabil] 2024 Jul; Vol. 37 (4), pp. e13264.
DOI: 10.1111/jar.13264
Abstrakt: Background: Providing menstrual education and guidance for menstrual management for girls and young women with intellectual disabilities is recommended to ensure smooth pubertal transitions and to support menstrual self-agency.
Method: The purpose of this systematic review is to explore menstrual education interventions for girls and young women with intellectual disabilities.
Results: Nine studies were included. Interventions were provided in small groups (n = 4) and individually (n = 5). Most studies used dolls (n = 7) and task analysis (n = 7) to teach pad-replacement skills. All reported significant improvements in participant skills and/or knowledge following the intervention. Only one study addressed self-agency and self-esteem as an outcome of the intervention. Menstrual education for girls and young women with intellectual disabilities is largely focused on pad-replacement skills.
Conclusion: Further research is needed to understand the impact of menstrual health and hygiene education on variables apart from skill improvement such as self-agency and long-term health outcomes related to menstrual health.
(© 2024 The Author(s). Journal of Applied Research in Intellectual Disabilities published by John Wiley & Sons Ltd.)
Databáze: MEDLINE
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