Search

Background: Domestic abuse is a public health issue, and increasing evidence suggests that young women are more likely to suffer than older women, yet limited evidence exists in England about educational and intervention programmes for young women at risk. Study's objectives: To evaluate a gender-specific (women-only) programme aimed at educating young women aged 13-25 years about abuse and staying safe in one English city. Setting: A third sector (charitable) organisation, aiming to improve women's health in one English city delivered the programme over a 3-year period, funded by the Big Lottery Fund. Young women received both peer and one-to-one support, to educationally inform them, develop their skills and improve their capabilities in responding to abuse. Method: This qualitative evaluation captured the perspectives of young women accessing the programme (n = 33), exploring the positive difference that it made to their lives. We also captured the views of internal stakeholders in 2018 (n = 2), then followed up in 2020 (n = 3), and external stakeholders referring young women to the programme (n = 8). Results: The programme met its aims. Self-reported changes in young women's lives included increased knowledge about staying safe and being happier. Some young women gained or retained custody of their children, and others exited harmful relationships. Young women identified a range of mechanisms of success including a non-judgemental approach from workers, peer support and a trusted space in which to meet and learn. The programme increased young women's skills to stay safe while improving their mental wellbeing. Conclusion: The programme worked well for young women who accessed it. However, it could not reach all those in need, was only funded in the short-term and tended to individualise the responsibility for staying safe. Further research is needed in other community-based educational programmes to provide evidence of their effectiveness as well as transferrable models for workers in other contexts.

Health education has changed in many ways since "Health Education Journal" was first published, with developments moving the discipline forward in ways not envisaged 75 years ago. While there have been recent concerns about the decline in status of health promotion and linked worries about health education, the contemporary evidence base has grown to support the delivery of good quality health education and the development of capable and skilled practitioners. Pedagogy has further developed as well, and new technology now enables health education to have broader reach through online teaching and learning, social media and open-access publications. Global challenges remain, however, and the context in England is one in which both education and practice face major trials despite the contribution that health education has made by those educated and trained in this setting over a period of many years.

The incidence and prevalence of type 2 diabetes mellitus (T2DM) and hypertension (and their comorbidity) have been increasing in sub-Saharan Africa, including The Gambia. Diet is a critical driver of these public health problems, and diet-related health education is a major strategy employed for their prevention and management. The aim of this paper is to explore the lived experiences of diet-related health education among individuals with comorbid type 2 diabetes and hypertension in Serrekunda, The Gambia, a subject hitherto unexplored in the country. The study employed a qualitative (interpretivist) methodology. Thirty-two interviews were conducted with 18 participants, with most participating in two interviews at separate time-points between November 2018 and July 2019. In addition to participant validation, the two points in time interviews elicited more depth and provided rich data. The data were analysed using Braun and Clarke's six-phased approach to Thematic Analysis. Four main themes were generated in relation to the experiences: (i) one-off blanket dietary advice (ii) education in a vacuum (iii) diabetes-hypertension diet dichotomy and (iv) imbalanced power relationship. The study underscores the need for a reconfiguration of diet-related health education in The Gambia to include lived experiences as critical components of health promotion in tackling T2DM and hypertension. This requires an ecological approach, critical health education, regulations on unhealthy foods, and active participation of individuals as equal partners in health education. [ABSTRACT FROM AUTHOR]

Background: Domestic abuse is a public health issue, and increasing evidence suggests that young women are more likely to suffer than older women, yet limited evidence exists in England about educational and intervention programmes for young women at risk. Study's objectives: To evaluate a gender-specific (women-only) programme aimed at educating young women aged 13–25 years about abuse and staying safe in one English city. Setting: A third sector (charitable) organisation, aiming to improve women's health in one English city delivered the programme over a 3-year period, funded by the Big Lottery Fund. Young women received both peer and one-to-one support, to educationally inform them, develop their skills and improve their capabilities in responding to abuse. Method: This qualitative evaluation captured the perspectives of young women accessing the programme (n = 33), exploring the positive difference that it made to their lives. We also captured the views of internal stakeholders in 2018 (n = 2), then followed up in 2020 (n = 3), and external stakeholders referring young women to the programme (n = 8). Results: The programme met its aims. Self-reported changes in young women's lives included increased knowledge about staying safe and being happier. Some young women gained or retained custody of their children, and others exited harmful relationships. Young women identified a range of mechanisms of success including a non-judgemental approach from workers, peer support and a trusted space in which to meet and learn. The programme increased young women's skills to stay safe while improving their mental wellbeing. Conclusion: The programme worked well for young women who accessed it. However, it could not reach all those in need, was only funded in the short-term and tended to individualise the responsibility for staying safe. Further research is needed in other community-based educational programmes to provide evidence of their effectiveness as well as transferrable models for workers in other contexts. [ABSTRACT FROM AUTHOR]

Health education has changed in many ways since Health Education Journal was first published, with developments moving the discipline forward in ways not envisaged 75 years ago. While there have been recent concerns about the decline in status of health promotion and linked worries about health education, the contemporary evidence base has grown to support the delivery of good quality health education and the development of capable and skilled practitioners. Pedagogy has further developed as well, and new technology now enables health education to have broader reach through online teaching and learning, social media and open-access publications. Global challenges remain, however, and the context in England is one in which both education and practice face major trials despite the contribution that health education has made by those educated and trained in this setting over a period of many years. [ABSTRACT FROM AUTHOR]