Table 1 Study characteristics
Author (year) | Publication type | Country(ies) | Outcome(s) | Intervention strategies | Theory(ies) of change | Presentation |
|---|---|---|---|---|---|---|
Agha (2019) | Primary research | Pakistan | Increased condom use | Social marketing | Fogg behaviour model | Narrative, figure |
Arstide (2020) | Primary research | Tanzania | FP service uptake and use | Family planning Workshops for religious leaders | Social action theory | Narrative, figure |
Asingwire (2019) | Review, impact evaluation | Uganda | FP service uptake and use, awareness, attitudes and self efficacy related to family planning | National family planning programme | Novel theory of change | Narrative, figure |
Aventin (2015) | Intervention protocol | UK, Ireland | Reduced unintended pregnancy, increased contraceptive uptake and use | Video-based, educational | Theory of planned behaviour, and components of other sociological behaviour change theories | Narrative |
Bailey (2010) | Systematic review | USA | Reduced unintended pregnancy, reduced HIV/STI prevalence | Interactive computer based interventions | Novel theory of change* Social cognitive theory; IMB skills model, Stages of change, Theory of planned behaviour | Narrative, figure, study characteristics table |
Barker (2007) | Systematic review | Panama, Peru, Nicaragua, USA, South Africa, Costa Rica, UK, Australia, Canada, Turkey, Indonesia, Zimbabwe, India, Egypt, Pakistan, Jordan, Guinea, Bangladesh, Kenya, Ethiopia, Viet Nam, Nepal, Brazil, Argentina | Increase contraceptive use, increase FP communication, FP service uptake and use, reduced HIV/STI prevalence, reduced IPV | Group educations, community outreach, service provision | Gender transformative programming | Narrative |
Berhane (2015) | Primary research | Ethiopia | FP service uptake and use, increased use of modern contraceptives | Service provision | Transtheoretical model of behaviour change | Narrative |
Casey (2015) | Systematic review | Liberia | FP service uptake and use, increased condom use, reduced STI/HIV prevalence | School-based contraceptive intervention | Social change theory | Narrative |
Chin (2012) | Systematic review | Not Specified | Contraceptive uptake, reduced unprotected sex, reduced pregnancy rate | Sexual health education, abstinence promotion | Novel theory of change* | Narrative, figure |
Cornman (2007) | Primary research | India | Increased contraceptive use, reduced STI/HIV prevalence | Informational/educational workshops | IMB Skills Model | Narrative |
Crankshaw (2012) | Primary research | South Africa | Increased contraceptive use, reduced STI/HIV prevalence | Theoretical model, behaviour change communication | Novel theory of change*, IMB skills model | Narrative, figure |
Decat (2013) | Primary research, conference paper | Bolivia, Ecuador, Nicaragua | Increased sexual health information seeking, increased communication about sexuality, promotion of safe sex behaviours | Adolescent sexual health promotion campaign | Theory of planned behaviour, social cognitive theory | Narrative |
Doubova (2016) | Protocol | Mexico | Increased contraceptive (condom) use, reduced sexual risk-taking behaviours, knowledge attitudes and self-efficacy related to condom use | Internet-based sexual health education | IMB skills model | Narrative |
Downing (2011) | Systematic review | USA | Reduced unintended pregnancy, reduce sexual activity, increased HIV/STD knowledge | Parent–child and family interventions in increase knowledge and improve communication around adolescent sexual health | Social cognitive theory; diffusion of innovations model, theory of planned behaviour; eco-developmental theory; social learning theory; cognitive behaviour theory; relational ethics; social developmental theory | Study characteristics table |
Fleming (2018) | Primary research | India | Gender equitable attitudes, family planning uptake, attitudes toward female contraceptive use | Gender equality and family planning counselling | theory of gender and power | Narrative, table of intervention content |
Germ (2009) | Primary research | USA | Change in parenting practices, reduced adolescent sexual risk taking behaviours | Parental discipline and adolescent coping training | Social control theory | Narrative |
Gottschalk (2014) | Systematic review | Mexico, Cameroon | Contracptive (condom) use | Educational workshops, sexual health peer-education | Social cognitive theory, theory of reasoned action, theory of planned behaviour | Study characteristics table |
Guse (2012) | Systematic review | USA | Reduced unprotected sex, knowledge of HIV/STI and pregnancy prevention, sexual activity attitudes, refusal self-efficacy, sexual initiation/ debut, number of sexual partners, reduced sexual risk behaviour | Web and technology-based interventions | Social cognitive theory, theory of planned behaviour, theory of reasoned action, "motivational enhancement therapy", self-regulation theory, extended parallel process model, transtheoretical model, social influence models, theory of triadic influence | Narrative, Study Characteristics Table |
Haberland (2015) | Systematic review | Zimbabwe, USA, Kenya, South Africa | Reduced unintended pregnancy, reduced STI infection, contraceptive uptake, condom use skills, reduce childbearing prevalence, more gender-equitable relationships, knowledge attitudes and skills around unprotected sex, Increased communication and negotiation skills, Improved sexual health knowledge | Informational videos, educational, workshops, peer-education | Novel theory of change, social learning theory, stages of change model, social cognitive theory, theory of planned behaviour, social development theory, theory of gender and power, socioecological model of behaviour change, social inoculation theory, cognitive behaviour theory, health belief model | Narrative, study characteristics table |
Hobgen (2015) | Systematic review | USA, UK, Turkey | Reduced unintended pregnancy, reduced unprotected sex, knowledge and attitudes related to contraceptive use, carrying condoms, condom use improved sexual health, HIV/AIDS status, STD status, | Parent–child interventions to prevent unintended pregnancy, educational workshops and seminars, school- and university-based sexual education | Domains of sexual health model* Social cognitive theory, life skills theory | Narrative, figure |
Jackson (2012) | Systematic review | South Africa, Namibia, USA | Prevent substance use and risky sexual behaviour, Improved knowledge of reproductive biology, reduced HIV/STI transmission, reduced drug use, better healthy development, reduced alcohol consumption, intra-relationship violence, communication skills | School-based, sex education curriculum | Life skills theory, social cognitive theory | Study characteristics table |
Jennings (2014) | Primary research | USA | Preventing unintended pregnancy, reducing HIV/STI infection | School-based sex education programme | Social learning theory, health belief model | Narrative |
Kilwein (2017) | Systematic review | USA | Reduced alcohol related unprotected sex, reduced alcohol in conjunction with sex, number of sexual partners | University-based, safe sex messaging, counselling, reminders | Motivational interviewing, personalised normative feedback | Narrative |
Kraft (2014) | Systematic review | Egypt, Ethiopia, Bangladesh, Tanzania, South Africa, India, Pakistan, Nepal, Brazil, Malawi, Nigeria, Guatemala, El Salvador, Guinea, Ghana, Zimbabwe | Family planning use, reproductive behaviour and health outcomes | Couples counselling, community mobilisation. group meetings and workshops, educational activities, mass media campaigns | Gender equality continuum* | Narrative, figure |
Kulathinal (2019) | Primary research | India | Enhancing knowledge of, and practices related to, reversible contraceptives | mHealth, mobile helpline, distribution of contraceptives | Novel theory of change | Narrative, figure |
Levy (2019) | Systematic review | USA, Senegal, India, Egypt, Nepal, Vietnam, Ethiopia, Mexico, Brazil, Chile, Zimbabwe, Zambia, South Africa, Kenya, Uganda | Family planning, reduced IPV, nutrition, maternal and child health, hygiene, infectious disease | Community engagement, education and awareness raising, promoting economic stability, enabling physical environment changes | Gender transformative programming* | Narrative, figure |
Lohan (2015) | Primary research | UK, Ireland | Reducing unintended adolescent pregnancy, contraceptive uptake | Video-based, school-based education and activities | Theory of planned behaviour | Narrative |
Lopez (2009) | Systematic review | USA, UK, Tanzania | HIV/STD risk reduction, reduced unintended pregnancy, reduced unsafe sexual behaviours, influence knowledge, attitudes and norms around contraceptive use, school staff and parent knowledge, Increased self-efficacy and social support for contraceptive use, self-efficacy, intentions, behaviour planning, social and communication skills, positive gender norms and power | School-based sex education curriculum, risk assessment and health behaviour training, parental education, community and school linkage, | Social cognitive theory, theory of reasoned action information-motivation-behaviour skills, social influence theory social learning theory, cognitive behavioural theory, protection motivation theory | Narrative, study characteristics table |
Lopez, Bernholc (2016) | Systematic review | USA, UK, Mexico, South Africa | Increased contraceptive use, reduced unintended pregnancy | School-based sex education curriculum | Social cognitive theory, theory of planned behaviour; social learning theory, health belief model, cognitive behavioural theory, I-change model social influence theory, and theory of triadic influence | Study characteristics table |
Lopez, Grey (2016) | Systematic review | USA, Scotland, Guatemala, India, South Africa | Improve contraceptive use (uptake, continuation), reduced unintended pregnancy | School-based sex education, group-based education | Social cognitive theory, social learning theory, social influence theory, theory of planned behaviour, theory of triadic influence; theory of gender and power, information-motivation-behaviour skills model, motivational interviewing; transtheoretical model, cognitive behavioural theory health belief model, I-change model | Narrative |
Lundgren (2019) | Primary research | Uganda | Improved sexual health and rights, perception of contraceptive use, greater gender equality, reduced gender based violence | Community mobilisation | Social Constructivist Perspective, Gender Theory (Butler, 1990) | Narrative |
MacArthur (2018) | Systematic review | USA, South Africa | Reduced risky health behaviours, reduced adolescent sexual risk-taking behaviour | School-based, educational workshops, skills training workshops, computer-based counselling, conditional payments, home visits from health practitioners, family workshops, informational videos | Novel theory of change* Social learning theory, behavioural economics, cascading pathways model, cognitive behavioural theory, social learning theory, problem behaviour theory, social development theory, theory of triadic influence, life skills theory, theory of reasoned action framework, I-change model, social influence theory | Narrative, figure, study characteristics table |
Mason (2016) | Systematic review | England, Scotland, Zimbabwe, Kenya, South Africa, Tanzania | Prevention of HIV/STI transmission, reduced unintended adolescent pregnancy, increased used of male condoms, delayed sexual initiation (debut), improved sexual behaviour knowledge and attitudes | School-based sex education, peer education | Novel theory of change* | Narrative, figure |
Mirzazadeh (2018) | Systematic review | USA | STI/HIV prevention, adolescent sexual activity, condom use (at last intercourse, regularly) | School-based sex education curriculum, parental education | Natural opinion leader model, social learning theory, health belief model, social development model | Narrative, study characteristics table |
Moreno (2014) | Systematic review | China, India, Peru, Russia, Zimbabwe | Reduced incidence of unprotected sex, reduced HIV/STI prevalence, reduced pregnancy incidence, improved behaviours knowledge and attitudes related to sex | Community mobilisation, community leader engagement, group-based education | Innovation diffusion theory, social learning theory | Narrative |
Mukamuyango (2020) | Primary research | Rwanda | Family planning service use, long acting contraceptive (LARC) uptake, discussion of LARC | Couple-based family planning counselling, individual motivational interviewing | Motivational interviewing | Narrative |
Munro (2019) | Primary research | USA | Contraception uptake, shared decision-making regarding contraceptive use, programme implementation feasibility | Service provider training, video resources and decision aids | Transtheoretical domains framework, COM-B Model | Narrative |
Munro (2017) | Primary research (conference paper) | USA | Shared decision making in contraceptive uptake, intervention acceptability and feasibility | Not specified | Transtheoretical domains framework | Narrative |
Mwaikambo (2011) | Systematic review | Honduras, Nicaragua, and Mexico, Tanzania, Botswanan, Philippines | Use of family planning services, knowledge and attitudes about family planning, discussions around family planning, intentions to use family planning, contraceptive use, unmet family planning need, reduced unintended pregnancies and abortion, total fertility rate | School-based sex education curriculum | Social learning theory, social cognitive theory | Study characteristics table |
NCT, Wagman (2014) | Intervention protocol | Uganda | Reduced sexual risk behaviours, reduced non-marital partnerships, increased contraceptive use, reduced intimate partner violence, reduced HIV infection | Community mobilisation | Transtheoretical model (stages of change theory) | Narrative |
Nguyen (2013) | Technical report | Bangladesh | Uptake of modern contraceptives, improved healthcare service provision, increased access to health services, skilled birth attendant, improved infant feeding behaviours | Community outreach, service provision | PerFORM framework, socio-ecological model | Narrative, figure |
Poobalan (2009) | Systematic review | USA, UK, Canada | Reduced teen pregnancy, improved sexual health, reduced HIV/AIDS | School/community-based education, lectures, role-plays, games, skills workshops | Social learning theory, social cognitive theory, theory of planned behaviour, theory of reasoned action, health belief model, social inoculation theory | Narrative |
Pretorius (2015) | Systematic review | South Africa, Uganda, Zimbabwe, Democratic Republic of Congo | Number of sexual partners, condom use, consistent condom use, communication about condom use, sexual activity, condom use skills, negotiation and communication skills around safe sex | Group-based counselling | Cognitive behaviour theory, social cognitive theory | Narrative |
Rink (2016) | Primary research | USA | Reduced HIV/STI infection, reduced unintended pregnancy, improved relationship communication skills, condom use attitudes and self-efficacy, sexual decision making, sexual risk behaviours, relationship power | Peer-based outreach, peer-led education, and skills building sessions | Theory of reasoned action | Narrative |
Rodríguez (2013) | Systematic review | Belize, Namibia | Improved knowledge, attitudes, and intentions to use condoms, Improved known access to condoms, Intention to use condoms, fewer sexual partners, delay of sexual debut | Sexual education sessions/curriculum | Framework for voluntary family planning programs that respect, protect, and fulfill human rights* Social learning theory, social cognitive theory | Narrative, figure |
Schriver (2017) | Systematic review | Countries not specified All geographic regions represented | Reduced HIV/AIDS, reduced gender-based violence, healthy timing and spacing of pregnancy, adolescent and youth health, safe motherhood, infant and child health and nutrition, tuberculosis | Health promotion interventions with gender transformative programming | Novel theory of change, social learning theory, social cognitive theory, social behavioural change communication, theory of reasoned action, IMB skills model, diffusion of innovation theory | Narrative |
Schuler (2015) | Primary research | Guatemala | Greater gender equitable attitudes, improved modern contraceptive knowledge, increased modern contraceptive use | Interactive workshops, individual and couple-based workshops | C-change social and behaviour change model, social ecological model | Narrative, figure |
Shattuck (2011) | Primary research | Malawi | Improved contraceptive knowledge, contraceptive uptake | Community outreach and mentoring programme, peer-led outreach, education, and skills training | IMB skills model | Narrative |
Shelus (2018) | Primary research | Rwanda | Increased contraceptive awareness, increased family planning uptake, intentions to use family planning | Community mobilisation, educational entertainment radio programming, community discussion groups | Social learning theory | Narrative |
Steinfield (2018) | Primary research | Uganda | Improved understanding sexual power relations, promoting contraceptive use, promoting sexual health service use | Social marketing | Transformative gender justice framework | Narrative, figure |
Sweat (2012) | Systematic review | Mozambique, India, South Africa, Cameroon, Zambia | Contraceptive (condom) uptake and use | Social marketing, mass media | Novel theory of change* | Narrative, Figure |
Tékponon Jikuagou Project (2013) | Review commentary | East Timor, Ghana, Tanzania, India, Democratic Republic of Congo, Mali, Rwanda, Vietnam, Bangladesh | Family planning uptake and use, reduced HIV/STI prevalence, increased contraceptive use | Individual education, group education, service provision, mass media, community mobilisation | Socio-ecological model | Narrative, figure |
Tolli (2012) | Systematic review | Italy, Germany, Italy, Greece | Contraceptive use, number of sexual partners, sexual health knowledge, relationship communication, contraceptive attitudes, condom use intentions | Peer-education, school-based sex education, sexual education with HIV prevention | Social learning theory, diffusion of innovation | Study characteristics table |
Underhill (2008) | Systematic review | USA | HIV prevention, sexual abstinence, contraceptive use, sexual activity, delayed sexual debut, contraceptive/ STI knowledge | School-based sexual health education and promotion, community facility educational campaigns, after school or saturday school educational sessions, parent–child assigned homework | Social cognitive theory, social inoculation theory, social influence theory, theory of reasoned action, theory of planned behaviour, protection motivation theory, life skills theory, health belief model, self-efficacy theory, cognitive behaviour theory, IMB skills model | Narrative, study characteristics table |
Underhill (2007) | Systematic review | USA | HIV prevention, sexual abstinence, unprotected sex, STI prevalence, pregnancy prevalence, condom use, delayed sexual initiation | School-based abstinence promotion, parent–child education and engagement | Novel theory of change, cognitive behaviour theory, social learning theory, social cognitive theory, theory of possible selves, social inoculation theory | Narrative |
Underwood (2015) | Primary research | Jordan | Improved knowledge and more positive attitudes related to family planning and gender relations, more positive health messaging/preaching, greater exposure to positive FP-related messaging, increased likelihood of FP behaviour change related to messages | Faith-based promotion of contraceptive use | Carey communication model, ideation theory | Narrative |
UNFPA (2014) | Inception report | Not specified | Universal access and capacity for family planning provision and uptake | Advocacy, service development, knowledge translation and dissemination, capacity development for FP service engagement | Novel theory of change | Narrative, figure |
UNFPA (2012) | Business case | Zimbabwe | Provision and uptake of family planning services | Social marketing, mass media, community mobilisation and communication, subsisted contraceptive and FP services, improved service provision and integration | Novel theory of change | Narrative, figure |
UNRWA (2018) | Service implementation report | Syria, Gaza, Jordan | Gender inclusive service provision and practice for refugees, male participation in preconception care, improved understanding of family planning and reproductive health, improved parenting outcomes | Educational campaign and workshops | Novel theory of change | Narrative, figure |
USAID (2017) | Guideline document | USA, Bangladesh, Honduras, Ghana, Uganda, South Africa, Tanzania, Malawi, Namibia, Lesotho, Swaziland, Mozambique | Effective family planning service provision and engagement | Education, counselling, peer-educators, social media information dissemination and service promotion, community mobilisation, mass-media campaigns, social marketing/ tailored communication | Socio-ecological model, gender equality continuum | Narrative |
Wakhisi (2011) | Systematic review | USA, UK | Increased parent–child communication about sex and contraception, increase behavioural self-control, improved knowledge of reproductive health, attitudes toward abstinence, remove barriers for abstinence, delayed sexual initiation/debut, increased condom use, self -efficacy to refuse unwanted sex, reduced unintended pregnancy, reduced unprotected sex | School-based sex education, skills training at family planning centres, sex education for school teachers and parents | Novel theory of change, social cognitive theory, social learning theory, cognitive behavioural theory, social influence theory, Carrera model, health belief model, theory of reasoned action, theory of planned behaviour | Study characteristics table |
Webb (2016) | Systematic review | USA | Reduced prevalence of unplanned pregnancy, reduced unprotected sex, reduced STI prevalence | Motivational interviewing, health counselling sessions | Motivational interviewing, '5A’ framework for behavioural counselling, social cognitive theory | Study characteristics table |
Zapata (2015) | Systematic review | Not specified | Reduced teen pregnancy, increased contraceptive use, use of more effective contraceptives, correct contraceptive use, contraceptive continuation, increased and repeat use of family planning services, increased knowledge, increased psychosocial determinants of contraceptive use | Healthcare provider contraceptive counselling, peer-led counselling | Novel theory of change*, motivational interviewing | Narrative, figure |