10259 research outputs found
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Exploring Associations Between Central Sensitivity Syndromes and the Autism Spectrum, 2019-2021
No full textThis study investigated whether there is an association between ASC and CSS and, if there was evidence for an association, what common complaints or overlapping symptoms there might have been.
Anyone over the age of 18 was eligible to take part in the study, as a broad range of participants was needed, including people with a Central Sensitivity Syndrome (CSS), autistic people, and individuals without a CSS or autism.
This data includes the following established quantitative questionnaires
• Autism Spectrum Quotient/AQ (Baron-Cohen et al., 2001)
• Sensory Perception Quotient/SPQ (Tavassoli et al., 2014)
• Central Sensitization Inventory/CSI (Mayer et al., 2012)
• Generalised Anxiety Disorder Questionnaire/GAD-7 (Spitzer et al., 2006)
• Patient Health Questionnaire/PHQ-9 (Kroenke et al., 2001)
• Camouflaging Autistic Traits Questionnaire/CAT-Q (Hull et al., 2019)
• Brief Illness Perception Questionnaire/Brief IPQ (Broadbent et al., 2006) (for participants that indicated a chronic illness diagnosis)
The survey also included basic demographic information (age, gender, employment and education status and current country of residence) and questions about diagnostic status, dates and procedures, co-occurring conditions, family history of autism and sensory processing changes
A New Method for Tracking the Preparatory Activation of Target Templates for Visual Search with High Temporal Precision, 2022-2024
No full textEfficiently selecting task-relevant objects during visual search depends on foreknowledge of their defining characteristics, which are represented within attentional templates. These templates bias attentional processing toward template-matching sensory signals and are assumed to become anticipatorily activated prior to search display onset. However, a direct neural signal for such preparatory template activation processes has so far remained elusive. Here, we introduce a new high-definition rapid serial probe presentation paradigm (RSPP–HD), which facilitates high temporal resolution tracking of target template activation processes in real time via monitoring of the N2pc component. In the RSPP–HD procedure, task-irrelevant probe displays are presented in rapid succession throughout the period between task-relevant search displays. The probe and search displays are homologously formed by lateralized “clouds” of colored dots, yielding probes that occur at task-relevant locations without confounding template-guided and salience-driven attentional shifts. Target color probes appearing at times when a corresponding target template is active should attract attention, thereby eliciting an N2pc. In a condition where new probe displays appeared every 50 ms, probe N2pcs were reliably elicited during the final 800 ms prior to search display onset, increasing in amplitude toward the end of this preparation period. Analogous temporal profiles were also observed with longer intervals between probes. These findings show that search template activation processes are transient and that their temporal profile can be reliably monitored at high-sampling frequencies with the RSPP–HD paradigm. This procedure offers a new route to approach various questions regarding the content and temporal dynamics of attentional control processes.Our perception of the outside world, and the way that we interact with external objects and events, is not just determined by incoming sensory information, but also by our expectations and intentions. We are not merely passive recipients of perceptual signals - very often, we are already prepared for what to expect and for what will be relevant in a given situation. Being prepared allows us to deal with our environment more effectively, by focussing our attention on what is important, and filtering out other information that can be safely ignored. It is obvious that preparation is one of the most important aspects of human cognition - it shapes our conscious experience and guides our interactions with the world. However, we still know very little about how we prepare for upcoming tasks. The reason for this is that the activation of preparatory states is an internal mental phenomenon that usually takes place in the absence of any directly observable behaviour. Such states are therefore difficult to assess with the conventional performance-based measures of experimental psychology.
In this project, we will measure preparatory states directly, while they occur, by recording brain activity (EEG) from observers when they prepare for upcoming visual search tasks. In these tasks, they have to search for a specific known target object among multiple irrelevant objects (distractors). They can prepare for search by activating a mental representation of this target object, which will then help to guide their attention to the target when it appears. We have recently developed new methods to measure such preparatory "images in the mind" directly, at the moment when they are activated, and to track these activation states in real time. We can therefore now directly observe when preparation starts and how it changes across time. We can also determine the content of such preparatory states. For example, when we prepare to search for our mobile phone on our cluttered desk, do we activate a mental image of the whole object, or just a specific attribute of this object, such as its colour or shape? Can we control the content of what we prepare for, and deliberately employ different preparation strategies in different contexts? For example, do we prepare more effectively for task goals that are motivationally relevant, because they are associated with a higher reward? How quickly can we change preparatory states affected when task goals suddenly change? Importantly, we will also investigate links between preparation and failures of selective attention. We often fail to find what we are looking for, or attention can be distracted by irrelevant objects and events. By comparing preparatory states measured on an occasion where subsequent attentional selection operates efficiently and on an occasion where it does not, we can find out how fluctuations in preparedness produce different behavioural outcomes.
The question how we prepare for currently relevant objects and events is important for psychological theories of selective attention, and our research will therefore have important theoretical and conceptual implications for attention research. Although this project focuses on basic research questions, it is likely that in the longer term, the insights from this research will also become relevant for more applied questions. A key feature of life in modern technologically advanced societies is the ubiquitous competition between multiple sources of information, which result in permanent demands on attentional object selection and choice. New insights into the nature of preparatory states and how these states determine what we attend to and when has clear practical implications for areas as diverse as parenting, education, workplace design, and economic decision making, and may also offer new ways of investigating deficits of attentional control, such as ADHD.</p
Automated Occupational Advice for Long-Term Unemployed During Online Job Search, 2019-2021
No full textThe data covers job search activities and employment outcomes for participants in an online study on the provision of occupational recommendations to job seekers.
Providing job search assistance to job seekers in a cost effective manner is a challenging goal. Interventions aimed at providing tailored advice typically involve large personnel costs that often dissipate the benefits. However, the advances in information technologies and the shift of formal job search to online platforms over the last 20 years offer new opportunities for providing advice at very low-cost. In this study we examine the potential for providing on-line advice to a population of hard-to-place job seekers.
In a randomized field experiment, we provided suggestions about suitable alternative occupations to long-term unemployed job seekers. The suggestions were automatically generated, integrated in an online job search platform, and fed into actual search queries. Effects on the primary pre-registered outcomes of "finding a stable job" and "reaching a cumulative earnings threshold" are positive, large, and are more pronounced for those who are longer unemployed. Treated individuals include more occupations in their search and find more jobs in recommended occupations.The crisis and its aftermath have thrown up many challenges for macroeconomics. For the past thirty years the predominant methodology in macroeconomics has been a class of models that assume an absence of heterogeneity across firms, individuals, etc., and assume that individuals have access to well-functioning insurance markets.
These models have been widely criticised for providing no insight into the current crisis. The crisis has highlighted i) the extreme nature of labour market responses as unemployment has remained high while nominal wages have remained inflexible; ii) the importance of credit markets in generating as well as propagating shocks.. It is our view that that a deeper understanding of credit and labour markets, how they interact and how shocks in these markets aggregate and propagate is fundamental to the understanding of the macroeconomy. This agenda requires building a model of the economy based on realistic features of credit and labour markets including differences in information among agents, differences in attitudes towards risk, the inability to specify or contract upon all future contingencies, and recognising the limits of contractual enforceability. It requires an understanding of how behaviour in individual markets aggregates and how, in turn, the macroeconomic environment feeds back to individual markets. Our aim is to transform research in macroeconomics and to build its foundations on a thorough understanding of credit and labour markets.
Credit markets: We will consider why financial markets occasionally dry up, why banks simultaneously borrow and lend to each other and how this affects financial risk and monetary policy. An important component of this analysis is that differences in information between holders of assets and potential buyers creates illiquidity, that is, holders find it costly to reverse an asset trade once made. The relationship between contagious illiquidity and market failure, such as we have seen in the financial crisis, is a core element of this theme.
Labour markets: Traditional models have difficulties accounting for the fluctuations, and the sluggishness in responses, of employment and wages. We will investigate this issue from two angles. First, we will look into the black-box of standard job search models by examining how job-seekers determine which jobs to apply for, how this changes with unemployment and how selections depend on occupation, salary and travel distance. Second, we will examine the nature of the employment relationship after job search is completed, its durability, the evolution of wages and productivity and the dependence of both on current, past, and anticipated macroeconomic conditions.
The macroeconomy: An economy is the aggregation of the activities in individual markets. It is important to know if behaviour at the level of individual markets is amplified or washed-out at the aggregate level. For example, if employment responses at the firm level are sluggish, does this imply sluggish responses at the macro level? Understanding this aggregation issue requires insight into the structure of employment responses at the firm level. We expect that the joint analysis of credit and labour markets and how they aggregate will provide new insights for the understanding of the macroeconomy.</p
Smoking, Drinking and Drug Use among Young People, 2023
No full textAbstract copyright UK Data Service and data collection copyright owner.The Smoking, Drinking and Drug Use among Young People surveys began in 1982, under the name Smoking among Secondary Schoolchildren. The series initially aimed to provide national estimates of the proportion of secondary schoolchildren aged 11-15 who smoked, and to describe their smoking behaviour. Similar surveys were carried out every two years until 1998 to monitor trends in the prevalence of cigarette smoking. The survey then moved to an annual cycle, and questions on alcohol consumption and drug use were included. The name of the series changed to Smoking, Drinking and Drug Use among Young Teenagers to reflect this widened focus. In 2000, the series title changed, to Smoking, Drinking and Drug Use among Young People. NHS Digital (formerly the Information Centre for Health and Social Care) took over from the Department of Health as sponsors and publishers of the survey series from 2005. From 2014 onwards, the series changed to a biennial one, with no survey taking place in 2015, 2017 or 2019.In some years, the surveys have been carried out in Scotland and Wales as well as England, to provide separate national estimates for these countries. In 2002, following a review of Scotland's future information needs in relation to drug misuse among schoolchildren, a separate Scottish series, Scottish Schools Adolescent Lifestyle and Substance Use Survey (SALSUS) was established by the Scottish Executive.The 2023 Smoking, Drinking and Drug Use among Young People survey is the first in this series to be carried out using electronic data collection within the classroom setting, rather than paper and pencil.The methods for constructing each derived variable are available in the Smoking, Drinking and Drug Use GitHub code repository (file derivations.py).Main Topics:
Social behaviour and attitudesHealth behaviourDrug abuse, alcohol and smokingConsumption and consumer behaviourYouth
The survey collects information on the proportion of young people aged 11 to 15 who smoke, drink alcohol or take illegal drugs. It includes information on:
prevalence of smoking, drinking and drug taking among school childrenuse of e-cigarettes and emerging drugstypes of alcohol and drugs takenhow often pupils smoke, drink and take drugswhere pupils obtain cigarettes, alcoholic drinks and drugspupils' attitudes to these behaviourspredictors of the likelihood of smoking, drinking and drug use among schoolfrom 2018, the survey also collects some information about well-being, and the relationship to risky behaviours</ul
Digital Literacy and Civic Engagement: Interview and Diary Data, 2018
No full textThis thesis explores the intersection of digital literacy and civic engagement. To do so, it conceptualizes digital literacy as functional and critical skills and knowledge about the internet that are contextually situated. Drawing on utopian studies and political theory, it conceptualizes critical digital literacy, in particular, as incorporating users’ utopian/dystopian imaginaries of society in the digital age. Such an approach prescribes that critical digital literacy relies on understanding both the potentials and the limitations of the internet for civic life. I argue that applying utopianism/dystopianism to critical digital literacy enables us to disentangle users’ imaginaries of the internet from their imaginaries of civic life, which align with different ideologies. With this novel approach to digital literacy in mind, this study focuses on digital experts (e.g., information, IT and media professionals) and civic advocates (e.g., community councillors, political party candidates, activists) in the United Kingdom to address whether and how civic engagement provides opportunities for learning digital literacy, and whether and how the latter, in turn, facilitates civic engagement. To answer these questions, I employ a mixed qualitative methodology, using semi-structured interviews, enhanced by think aloud and diary methods, followed by thematic analysis, enhanced by elements of critical discourse analysis. While media literacy research has subordinated functional to critical digital literacy, my fieldwork revealed that the latter can only be sophisticated provided it relies on functional digital literacy. Furthermore, this study found that civic engagement, from reading news and discussing politics to campaigning, provides opportunities for learning digital literacy both informally through social interaction, information seeking and experience of using digital technologies, and formally through digital training. In turn, digital literacy facilitates civic engagement in ways that are instrumental, trustful and strategic. More specifically, digital literacy enables both experts and advocates to use digital technologies as practical tools for civic purposes. It enhances their trust in accredited media outlets while overcoming distrust in internet corporations. Finally, it enables them to strategically overcome bias, misinformation and their own privacy concerns as well as to navigate the internet’s civic potentials and limitations. On the basis of how experts and advocates understand the digital environment and engage in civic life, I argue that constructing both utopian and dystopian imaginaries of the internet, but deploying one or the other, makes civic engagement contradictory. By contrast, deploying utopian and dystopian imaginaries is crucial to pursuing civic opportunities online while overcoming the limitations of the digital environment.ESRC-funded PhD work completed at the London School of Economics and Political Science in 2020. Based on qualitative data collected from digital experts and civic advocates in the UK, this work explored the intersection of digital literacy and civic engagement.</p
Individual Differences in Language Comprehension, 2020-2025
No full textAll data and analysis code produced as part of this ESRC funded project has been made fully accessible on the Open Science Foundation website.
1) Learning about the meanings of ambiguous words: Single word-meaning priming experiment (N = 51) where primes are 3-sentence narratives showing that listeners reliably disambiguate spoken ambiguous words on the basis of cues from wider narrative contexts, and retain information about the outcome of these disambiguation processes to inform subsequent encounters of the same word form.
2) Studying Individual Differences in Language Comprehension: A single ambiguity resolution experiment that illustrates the steps that researchers can take to address the challenges associated with devising experimental tasks to measure language comprehension skills.
3) English Vocabulary Test: The Web-based Open-access Reliable Decision on Synonyms (WORDS): Newly developed 30-item Web-based Open-access Reliable Decision on Synonyms (WORDS) English Vocabulary Test (Reliability: Cronbach’s α = 0.82). The test takes on average 4 minutes to complete. It can be freely accessed via Gorilla Open Materials .
4) Diversity of narrative context disrupts the early stage of learning the meanings of novel words: Diversity of narrative context disrupts the early stage of learning the meanings of novel words Single experiment in which adults (N = 100) learned invented meanings for eight pseudowords, either within a single coherent narrative context or five different narrative contexts. Diversity of narrative context did not affect word-form learning, but more semantic features were correctly recalled for words trained in a single context.The ability to communicate using spoken language is a core human ability. Language provides the foundation for social and educational development and without strong language skills, people struggle to participate positively in society. Spoken language allows us to rapidly transfer ideas from the mind of the speaker to the mind of the listener. This transfer relies on the ability of the listener to quickly access the meaning of each word that they hear: they must make 'best guesses' about the intended meaning of each word. The ability to rapidly and accurately understand the meanings of spoken words is vital, not only for communication using spoken language, but also to provide the foundation for skilled reading comprehension.
Accessing the meanings of words is made more difficult by the presence of 'lexical ambiguity': words that can refer to more than one concept. For example, when accessing the sentence "What an enormous trunk!" the listener must work out whether the speaker was referring to an elephant's nose, a large suitcase, a car's boot, or the main stem of a tree.
The ability to accurately and rapidly disambiguate word meanings is vital for communication: approximately 80% of common words in English have multiple dictionary definitions. Take for example the first sentence of the text given to 11-year-old children across England as part of the national curriculum tests: "Dawn was casting spun-gold threads across a rosy sky over Sawubona game reserve". The words in this sentence have on average 8.8 dictionary definitions: children must, for example, work out that "Dawn" does not refer to a girl's name and that "game" does not refer to a competitive sport. In addition, "cast" and "threads" do not refer to physical actions or objects, but have more metaphorical interpretations.
While many of us are able to accurately disambiguate most words without obvious effort, research has revealed large individual differences in this skill: some people are slower and more error prone and the same people also tend to perform poorly tests of comprehension more generally. This project aims to uncover the causes of these difficulties as a first step to identifying how best to help them in the classroom or clinic. This is important as poor language comprehension is associated with difficulty learning to read, with social and emotional unhappiness and with poor behaviour.
The current research will develop novel child-friendly methods for assessing the ability to understand spoken sentences containing ambiguous words. We will use these methods to discover the factors that contribute to individual differences in the ability to understand words. We will test two types of explanation. The first sees linguistic factors as critical - qualitative or quantitative differences in the stored knowledge a person has about word meanings. The second type of explanation is that people differ in how flexible they can be in selecting and switching between alternative meanings, rather than their knowledge of the meanings themselves. We will use computational models and experimental methods to assess how these factors work together to bring about comprehension. Finally, we will move from the laboratory to the classroom to conduct an intervention study in primary age children to assess whether comprehension can be enhanced by playing word games while listening to carefully constructed stories.
Answers to these questions are critical for efforts to improve comprehension skills in school aged children. The National Curriculum sees language and communication as essential for educational achievement, and considerable teaching time is devoted to improving performance in national tests. Unfortunately, evidence-based teaching strategies for improving comprehension are not well-developed, certainly in comparison with those in place for word reading. This research will provide the theoretical framework and empirical basis for larger scale interventions.</p
Household Survey on Energy Use and Dietary Quality in India, 2024
No full textThe survey gathered detailed information on household energy use, food consumption in rural and urban communities in Telangana with the aim to provide a detailed picture of how households navigate food and energy-related challenges in their everyday lives.
It covered multiple areas, including demographic composition, decision-making processes related to food and fuel, and the affordability and accessibility of essential resources.
A key focus was on household energy use, assessing sources of lighting, the reliability of electricity supply, and the types of fuels used for cooking. The survey also explored how households respond to fluctuations in energy prices, particularly how rising costs influence cooking practices and energy choices.
In addition to energy use, the survey examined dietary diversity, focusing on type of food consumed in the day before and how they were prepared.
Respondents provided insights into their reliance on different food sources, the impact of price changes on their diets, and how constraints in cooking fuel availability influenced meal preparation. A food security module assessed periods of food scarcity, meal-skipping behaviours, and strategies used to manage financial and energy constraints.Recently both energy and food prices have been skyrocketing across the world. These rising prices are likely to force disadvantaged households to make difficult trade-offs between food and modern energy (e.g. electricity, liquefied petroleum gas, kerosene and etc), leading to lower food security and heavier reliance on polluting but cheaper fuels like wood, charcoal, oranimal waste. Despite the close connection between household energy use and their diet, little is known about the dynamics behind this energy-food link, largely due to the lack of appropriate household level data. This exploratory research project aims to develop and pilot a comprehensive survey instrument in Telangana, India, to assess the energy-food link on a granular level.</p
Growing Up in Scotland: Cohort 1: Sweep 10, 2019-2020: Special Licence Access
No full textAbstract copyright UK Data Service and data collection copyright owner.The Growing Up in Scotland (GUS) study is a large-scale longitudinal social survey which follows the lives of several groups of Scottish children from infancy through childhood and adolescence. It aims to provide important information on children, young people and their families in Scotland. The study forms a central part of the Scottish Government's strategy for the long-term monitoring and evaluation of its policies for children and young people, with a specific focus on the early years. The study seeks both to describe the characteristics, circumstances and experiences of children in their early years in Scotland and, through its longitudinal design, to generate a better understanding of how children's start in life can shape their longer term prospects and developmentSince 2005 fieldwork has been undertaken by the Scottish Centre for Social Research. The survey design for Birth Cohort 1 consisted of recruiting the parents of an initial total of 5,217 children aged 10 months old in 2005 and interviewing them annually until their child reached age six. Further fieldwork was then undertaken at ages 8, 10, 12, 14 and 17-18 with a sample boost added at age 12.Data for sweeps 1-9 were collected via an in-home, face-to-face interview with self-complete sections. Fieldwork for sweep 10 was disrupted due to the COVID pandemic. As a result, the final portion of the data was collected via web and telephone questionnaires. Sweep 11 data were gathered via web, telephone and face-to-face surveys of cohort members and their parent/carer.Further information about the survey may be found on the Growing Up in Scotland website.In May 20205, data and documentation for Cohort 1, Sweeps 1-11 were released as individual studies (SNs 9373-9383 and 9386-9387). Previously they were held under one study (SN 5760) which has been withdrawn from the data catalogue.Main Topics:The main carer questionnaire covered the following topics:household informationmain carer intro and key detailssignificant life eventsparent(s) living elsewhereparentingschoolyoung person’s health and developmenthealth behaviours - parentparent employmenteducationcountry of birth, ethnicity, religion and languagesincome, expenditure and managing financiallyhousing and accommodationThe young person self-completion CAPI/CASI questionnaire covered the following topics:time use and activitiesschool and education life satisfaction, participation and support gender identity, sexuality and sexual relationships health and development mental health and wellbeinglifestyle and behaviours anxiety peer pressure and fear of exclusion relationships with friends and bullying family relationships strengths and difficulties questionnaire A topic overview covering all sweeps, is available on the GUS website.</p
Growing Up in Scotland: Cohort 1: Sweep 11, 2021-2023: Special Licence Access
No full textAbstract copyright UK Data Service and data collection copyright owner.The Growing Up in Scotland (GUS) study is a large-scale longitudinal social survey which follows the lives of several groups of Scottish children from infancy through childhood and adolescence. It aims to provide important information on children, young people and their families in Scotland. The study forms a central part of the Scottish Government's strategy for the long-term monitoring and evaluation of its policies for children and young people, with a specific focus on the early years. The study seeks both to describe the characteristics, circumstances and experiences of children in their early years in Scotland and, through its longitudinal design, to generate a better understanding of how children's start in life can shape their longer term prospects and developmentSince 2005 fieldwork has been undertaken by the Scottish Centre for Social Research. The survey design for Birth Cohort 1 consisted of recruiting the parents of an initial total of 5,217 children aged 10 months old in 2005 and interviewing them annually until their child reached age six. Further fieldwork was then undertaken at ages 8, 10, 12, 14 and 17-18 with a sample boost added at age 12.For sweeps 1 to 9 data were collected via an in-home, face-to-face interview with self-complete sections. Fieldwork for sweeps 10 and 11 were disrupted due to the COVID pandemic. As a result, portions of the data were collected via web and telephone questionnaires whilst others involved face-to-face interviews where they were permitted. The study user guides provide further details.Further information about the survey may be found on the Growing Up in Scotland website.In May 20205, data and documentation for Cohort 1, Sweeps 1-11 were released as individual studies (SNs 9373-9383 and 9386-9387). Previously they were held under one study (SN 5760) which has been withdrawn from the data catalogue.Latest edition information:For the second edition (August 2025), the young person cross-sectional weight variable (DkWTchld) has been updated. In the previous version of the data, this weight was missing for 20 eligible cases. Only cross-sectional analysis utilising this weight would have been affected and only through the 20 cases being excluded from the analysis. Main Topics:The main carer questionnaire covered the following topics:political attitudes and civic participationcareers services and post-school plansoptimismparent-young person relationshipmain carer's healthmain carer's mental healthpregnancy, pregnancy behaviours and birth details (boost sample not interviewed at sweep 10 only)main carer employment detailsproxy partner's employment questionssources of incomeincomemanaging financiallymain carer's educationparent respondent ethnicityproxy partner ethnicityThe young person self-completion CAWI/CASI questionnaire covered the following topics:relationship with parentslife satisfaction (Huebner)lonelinessfear of failuregrowth mindsetsense of belongingsupportupsetting relationship episodevictimisationrelationship with peers (PIML Peer Attachment Scale)social mediagender identity and sexual orientationpuberty sexual relationshipspregnanciesperceptions of own weight and satisfaction with how they lookstrengths and difficulties questionnaireanxietydepression (Patient Health Questionnaire - PHQ-9)mental healthself-harmantisocial behaviouralcohol, smoking and drugscontact with policechildren’s hearings and looked-after statuscontroloptimismattitudes to riskA topic overview covering all sweeps, is available on the GUS website.</p
Gender and Adolescence: Global Evidence: Jordan Midline, 2022-2023
No full textAbstract copyright UK Data Service and data collection copyright owner.Gender and Adolescence: Global Evidence (GAGE) is a ten-year (2015-2025) research programme, funded by UK Aid from the UK Foreign, Commonwealth and Development Office (FCDO), that seeks to combine longitudinal data collection and a mixed-methods approach to understand the lives of adolescents in particularly marginalized regions of the Global South, and to uncover 'what works' to support the development of their capabilities over the course of the second decade of life, when many of these individuals will go through key transitions such as finishing their education, starting to work, getting married and starting to have children.GAGE undertakes longitudinal research in seven countries in Africa (Ethiopia, Rwanda), Asia (Bangladesh, Nepal) and the Middle East (Jordan, Lebanon, Palestine). Sampling adolescent girls and boys aged between 10‐19‐year olds, the quantitative survey follows a global total of 18,000 adolescent girls and boys, and their caregivers and explores the effects that programme have on their lives. This is substantiated by in‐depth qualitative and participatory research with adolescents and their peers. Its policy and legal analysis work stream studies the processes of policy change that influence the investment in and effectiveness of adolescent programming.Further information, including publications, can be found on the Overseas Development Institute GAGE website. SN 9371 - Gender and Adolescence: Global Evidence: Jordan Midline, 2022-2023In Jordan, GAGE initially recruited a sample of adolescent girls and boys in two separate cohorts (younger adolescents aged 10-12 years and older adolescents age 15-17 years) during 2018 and 2019. GAGE surveyed the adolescents, as well as their adult female caregivers. This sample includes Syrian refugees living in refugee camps, informal tented settlements (ITS) and host communities, as well as Palestinian refugees living in refugee camps and host communities, vulnerable Jordanian adolescents living in communities hosting refugees, and a small group of adolescents of other nationalities living in Jordan. Additional information about the sample and the baseline Jordan data are available in the GAGE Jordan Baseline Sample Overview and Data Use Manual (2021) included in the study documentation.In-person follow-up data collection resumed in Jordan in 2022 (after the study was interrupted by the COVID-19 pandemic) and Round 2 Midline data collection took place during 2022 and 2023. At the Midline GAGE attempted to resurvey all adolescents and a subset of adult female caregivers and households. Midline data collection occurred in tandem with UNICEF Cash Plus Endline data collection which is available from the UK Data Service under SN 9345.Main Topics:Youth; adolescence; gender; longitudinal impact evaluation of youth programming.</p