Cynthia Bosumtwi-Sam's research while affiliated with Ghana Education Service and other places

... The study areas, Bosomtwi and Atwima Kwanwoma districts, were zoned into three sections namely the Far East (Beposo and Abono), the Far West (Aburaso, Trabuom, Nweneso No.1 and Nweneso No.3) and Central (Esreso, Sawua and Jachie-Pramso) as shown in (Figure 1). Thirteen schools made up of ten Junior High Schools (JHS) and all the three public Senior High Schools (SHS) in the two Districts were chosen using the School Health Education Promotor's (SHEP) operational guidelines manuals which identify the distribution of public/private schools in the study areas from all the zones which had benefited from SHEP interventions between 5 to 10 years and were still benefitting from the time of this studies (Owusu et al., 2008;Owusu et al., 2009;Owusu and Bosumtwi-Sam, 2014) (Table 1). Based on gender and class within either the Junior High School or Senior High School, between forty and fifty students were randomly selected from each school ( Table 1). ...

... The study areas, Bosomtwi and Atwima Kwanwoma districts, were zoned into three sections namely the Far East (Beposo and Abono), the Far West (Aburaso, Trabuom, Nweneso No.1 and Nweneso No.3) and Central (Esreso, Sawua and Jachie-Pramso) as shown in (Figure 1). Thirteen schools made up of ten Junior High Schools (JHS) and all the three public Senior High Schools (SHS) in the two Districts were chosen using the School Health Education Promotor's (SHEP) operational guidelines manuals which identify the distribution of public/private schools in the study areas from all the zones which had benefited from SHEP interventions between 5 to 10 years and were still benefitting from the time of this studies (Owusu et al., 2008;Owusu et al., 2009;Owusu and Bosumtwi-Sam, 2014) (Table 1). Based on gender and class within either the Junior High School or Senior High School, between forty and fifty students were randomly selected from each school ( Table 1). ...

... The study areas, Bosomtwi and Atwima Kwanwoma districts, were zoned into three sections namely the Far East (Beposo and Abono), the Far West (Aburaso, Trabuom, Nweneso No.1 and Nweneso No.3) and Central (Esreso, Sawua and Jachie-Pramso) as shown in (Figure 1). Thirteen schools made up of ten Junior High Schools (JHS) and all the three public Senior High Schools (SHS) in the two Districts were chosen using the School Health Education Promotor's (SHEP) operational guidelines manuals which identify the distribution of public/private schools in the study areas from all the zones which had benefited from SHEP interventions between 5 to 10 years and were still benefitting from the time of this studies (Owusu et al., 2008;Owusu et al., 2009;Owusu and Bosumtwi-Sam, 2014) (Table 1). Based on gender and class within either the Junior High School or Senior High School, between forty and fifty students were randomly selected from each school ( Table 1). ...

... 20 Hence, school attendance may not be a significant factor to explain violence in rural Bangladesh as found in some other studies. [36][37][38] The home settings in rural Bangladesh often include multiple families and households living together in a single settlement, and adolescent violence may be more likely among peers who may not necessarily be family members but live in close proximity within these settlements. This may explain the high prevalence of violence in the home from our study. ...