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Vicki Strange

Publications and source records attributed to Vicki Strange.

5 recordsLinked to original sources

Should structural interventions be evaluated using RCTs? The case of HIV prevention.

Structural interventions addressing macro-social determinants of risk have been suggested as potentially important adjuncts to biomedical and behavioural interventions for the prevention of HIV and other diseases. A few interventions of this type have been evaluated using randomised controlled trials (RCTs), the most rigorous design to evaluate the effects of biomedical and behavioural interventions. The appropriateness of applying RCTs to structural interventions is however debated. This paper considers whether issues of ethics, feasibility and utility preclude the use of RCTs in evaluations of structural interventions for HIV prevention. We conclude there is nothing particular to this category of interventions prohibiting use of RCTs. However, we suggest that RCTs may prove unacceptable, unfeasible or not useful in certain circumstances, such as where an intervention brings important benefits other than HIV prevention (such as increased income); where leaders of clusters do not allow decisions about macro-social policies to be determined randomly; where the unit of social organization addressed by an intervention is so large that recruitment of adequate numbers of clusters is impossible; and where the period required to trial interventions extends beyond practical decision-making time-scales. In such cases, alternative evaluative designs must be assessed for their ability to provide evidence of intervention effectiveness.

HIV Infections↗

Women's collective constructions of embodied practices through memory work: Cartesian dualism in memories of sweating and pain.

The research presented in this paper uses memory work as a method to explore six women's collective constructions of two embodied practices, sweating and pain. The paper identifies limitations in the ways in which social constructionist research has theorized the relationship between discourse and materiality, and it proposes an approach to the study of embodiment which enjoins, rather than bridges, the discursive and the non-discursive. The paper presents an analysis of 25 memories of sweating and pain which suggests that Cartesian dualism is central to the women's accounts of their experiences. However, such dualism does not operate as a stable organizing principle. Rather, it offers two strategies for the performance of a split between mind and body. The paper traces the ways in which dualism can be both functional and restrictive, and explores the tensions between these two forms. The paper concludes by identifiying opportunities and limitations associated with memory work as a method for studying embodiment.

Female↗

Peer-led sex education--characteristics of peer educators and their perceptions of the impact on them of participation in a peer education programme.

The RIPPLE study is a randomized controlled trial of peer-led sex education in English secondary schools. In 1997, 27 schools were recruited and randomly allocated to a programme of peer-led sex education or to act as control schools. In experimental schools peer educators in Year 12 (aged 16/17 years) were recruited in two successive cohorts and, having received a standardized training programme, delivered classroom-based sex education sessions to Year 9 students (aged 13/14 years). This paper is the first of two focusing on data gathered from these peer educators. Through analysis of pre-(n = 505) and post- (n = 331) programme questionnaire data, the paper describes the profile of peer educators and examines the impact on them of their involvement. Compared to the students receiving the peer-led sex education, more peer educators were female, white, high academic achievers and less socially disadvantaged. Peer educators reported positive changes in sexual knowledge and changes towards more liberal attitudes, and believed the programme would have a positive impact on their confidence in relationships and on their sexual behaviour. There was an increase in confidence about communication and interaction in groups. The paper discusses the methodological difficulties of assessing how involvement in such a programme impacts on peer educators.

Adolescent↗

What influences peer-led sex education in the classroom? A view from the peer educators.

This paper is the second of two presenting data gathered from peer educators in the RIPPLE study-a randomized controlled trial of peer-led sex education in English secondary schools. Peer educators were recruited from Year 12 students (aged 16/17 years) in 13 schools in two successive cohorts in 1997 and 1998. Following a standardized training programme they delivered sex education sessions to Year 9 students (aged 13/14 years). Through analysis of 18 focus group discussions and of post-programme questionnaire data (n = 301), this paper aims to identify the issues and processes considered by peer educators to be important in implementing a peer education programme, and to examine peer educators' views on the relationship between themselves and the Year 9 students. Methodological issues arising when collecting, analysing and presenting such data are discussed, and some recommendations are outlined for carrying out school-based peer education.

Adolescent↗