Onnaire, whether or not it had been completed, in the envelope and to seal it before submitting it. There was no possibility of re-identification of an individual participant. For students whose parents did not give permission for participation, their privacy was protected by giving them the opportunity to return the withdrawal forms together with their blank questionnaire in the envelope. They were thus not being identified to classmates as non-participants. Fourth, potential harm was minimised by advising students that they did not have to complete any questions about which they felt uncomfortable, and that they could stop completing the questionnaire at any time if they wished to. Contact details of support services and a free telephone helpline for children and adolescents in Vietnam were provided in the Participant Information package. Students were offered the opportunity to speak in private with the researcher (ML) if they felt distressed or wanted to discuss any matters raised in the questionnaire and where they might receive assistance. Ethics approval for the conduct of the project was granted by all participating schools and centres, the Human Research Ethics Committee of Monash University (project number CF13/ 1762-2013000897) and the Institutional Review Board of the Hanoi School of Public Health (Application number 013-148/DD-YTCC).ProcedureTranslation and cultural adaptation. The JVQ-R2 was translated by the first author (ML) and reviewed comprehensively by two independent public health professionals bilingualPLOS ONE | DOI:10.1371/journal.pone.0125189 May 1,6 /Poly-Victimisation among Vietnamese Adolescents and Correlatesin English and Vietnamese. The whole questionnaire was then pre-tested among four high school students not attending the study schools. The feasibility of the study, and the ZM241385 web comprehensibility and acceptability of the revised questionnaire were tested in a pilot survey among one grade-11 class in a rural public school and another in a rural centre for continuing education. These classes were RO5186582 web excluded from the main survey. The main survey. We aimed to recruit about 160 students per school and because class size varied among the selected schools, the number of randomly selected classes in each school ranged from 4 to 6. On the day of the survey, a questionnaire and an envelope were distributed to each student of the selected classes. Those who did not want to participate or who did not have parental consent were advised to leave the questionnaire blank, and asked to stay in the classroom and prepare for the next academic session quietly. The participants were given instructions on how to complete the questionnaire and filled in the questionnaire within a normal 45-minute class session. This was conducted under the instruction of the research team, without the presence of any teacher or school staff. At the end of the session, all students were asked to put the questionnaire into the envelope provided, seal it and return it to the researchers.Data management and analysesData was entered using Epidata 3.1 [50]. All data analyses were performed using IBM SPSS 20.0 [51] and Stata 12 [52]. A variable representing socioeconomic status was constructed using principal component analysis of 12 questions about household items [36, 37]. This method was derived from the World Bank method to calculate a household wealth index, which is the widely used method to establish socio-economic status in resource-constrained cou.Onnaire, whether or not it had been completed, in the envelope and to seal it before submitting it. There was no possibility of re-identification of an individual participant. For students whose parents did not give permission for participation, their privacy was protected by giving them the opportunity to return the withdrawal forms together with their blank questionnaire in the envelope. They were thus not being identified to classmates as non-participants. Fourth, potential harm was minimised by advising students that they did not have to complete any questions about which they felt uncomfortable, and that they could stop completing the questionnaire at any time if they wished to. Contact details of support services and a free telephone helpline for children and adolescents in Vietnam were provided in the Participant Information package. Students were offered the opportunity to speak in private with the researcher (ML) if they felt distressed or wanted to discuss any matters raised in the questionnaire and where they might receive assistance. Ethics approval for the conduct of the project was granted by all participating schools and centres, the Human Research Ethics Committee of Monash University (project number CF13/ 1762-2013000897) and the Institutional Review Board of the Hanoi School of Public Health (Application number 013-148/DD-YTCC).ProcedureTranslation and cultural adaptation. The JVQ-R2 was translated by the first author (ML) and reviewed comprehensively by two independent public health professionals bilingualPLOS ONE | DOI:10.1371/journal.pone.0125189 May 1,6 /Poly-Victimisation among Vietnamese Adolescents and Correlatesin English and Vietnamese. The whole questionnaire was then pre-tested among four high school students not attending the study schools. The feasibility of the study, and the comprehensibility and acceptability of the revised questionnaire were tested in a pilot survey among one grade-11 class in a rural public school and another in a rural centre for continuing education. These classes were excluded from the main survey. The main survey. We aimed to recruit about 160 students per school and because class size varied among the selected schools, the number of randomly selected classes in each school ranged from 4 to 6. On the day of the survey, a questionnaire and an envelope were distributed to each student of the selected classes. Those who did not want to participate or who did not have parental consent were advised to leave the questionnaire blank, and asked to stay in the classroom and prepare for the next academic session quietly. The participants were given instructions on how to complete the questionnaire and filled in the questionnaire within a normal 45-minute class session. This was conducted under the instruction of the research team, without the presence of any teacher or school staff. At the end of the session, all students were asked to put the questionnaire into the envelope provided, seal it and return it to the researchers.Data management and analysesData was entered using Epidata 3.1 [50]. All data analyses were performed using IBM SPSS 20.0 [51] and Stata 12 [52]. A variable representing socioeconomic status was constructed using principal component analysis of 12 questions about household items [36, 37]. This method was derived from the World Bank method to calculate a household wealth index, which is the widely used method to establish socio-economic status in resource-constrained cou.
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