Puberty Education in a Global Context

Knowledge Gaps, Opportunities, and Implications for Policy

Bibliographic Data

ID14995148
AuthorsLisa J Crockett (0000-0001-5072-6190, University of Nebraska–Lincoln, corresponding author), Julianna Deardorff (0000-0002-4708-5289, University of California, Berkeley), Megan Johnson (0000-0003-3790-5180, University of California, Berkeley), Charles E Irwin (University of California, San Francisco), Charles Irwin (University of California, San Francisco), Anne C Petersen (0000-0002-1042-7265, University of Michigan)
Year2019
Volume29
Issue1
Pages177-195
Publication date2019-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research on Adolescence (JOURNAL)
Journal identifiersISSN: 1050-8392 • E-ISSN: 1532-7795
PublisherWiley (PUBLISHER • GB)
DOI10.1111/jora.12452
PMID30869838
OpenAlexW2921788537
LanguageEN
Citations received22
References cited76

Youth programs and policies provide opportunities for institutions and societies to support healthy adolescent development. Puberty education programs are universally important, as they provide crucial knowledge and skills to help youth and their caregivers navigate the physical, emotional, and interpersonal changes of puberty with positive outcomes. However, few puberty programs have been rigorously evaluated, resulting in a lack of evidence‐based knowledge and practice in this area. This review examines the status of research on puberty education and related programs and draws on the broader intervention literature and recent research findings on adolescence to identify program features that might improve program effectiveness. Implications for policy are also discussed. The need for rigorous program evaluation is emphasized throughout

Adolescent development · Developmental psychology · Interpersonal communication · Gender Roles and Identity Studies · Hypothalamic control of reproductive hormones · Ovarian function and disorders · Psychology · Social Psychology