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Youth-Friendly Reproductive Health Services: Training the providers who serve youth Presentation of Adolescent Reproductive Health Materials Pathfinder.

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Presentation on theme: "Youth-Friendly Reproductive Health Services: Training the providers who serve youth Presentation of Adolescent Reproductive Health Materials Pathfinder."— Presentation transcript:

1 Youth-Friendly Reproductive Health Services: Training the providers who serve youth Presentation of Adolescent Reproductive Health Materials Pathfinder International/Catalyst Judith Senderowitz May 27, 2003

2 What are Youth-Friendly Services? Services able to: effectively attract young people effectively attract young people meet young people’s needs comfortably and responsively meet young people’s needs comfortably and responsively retain young clients for continuing care retain young clients for continuing care

3 Where can they be provided? In health facilities (GO and NGO hospitals, clinics, health centers) In health facilities (GO and NGO hospitals, clinics, health centers) Through private providers Through private providers In social and community settings (clubs, organizations) In social and community settings (clubs, organizations) In entertainment and recreational venues In entertainment and recreational venues In commercial outlets In commercial outlets At the workplace At the workplace At schools At schools Any place where youth congregate Any place where youth congregate

4 Provider characteristics Specially trained staff Specially trained staff Respect for young people Respect for young people Privacy and confidentiality honored Privacy and confidentiality honored Adequate time for client/provider interaction Adequate time for client/provider interaction Peer counselors available Peer counselors available

5 Health Facility Characteristics Separate space and special times Separate space and special times Convenient hours Convenient hours Convenient location Convenient location Adequate space and sufficient privacy Adequate space and sufficient privacy Comfortable surroundings Comfortable surroundings

6 Program Design Characteristics Youth involvement in design and continuing feedback Youth involvement in design and continuing feedback Drop-in clients welcomed/appointments arranged rapidly Drop-in clients welcomed/appointments arranged rapidly No overcrowding and short waiting times No overcrowding and short waiting times Affordable fees Affordable fees Publicity and recruitment that inform and reassure Publicity and recruitment that inform and reassure Boys and young men welcomed and served Boys and young men welcomed and served Wide range of services available Wide range of services available Necessary referrals available Necessary referrals available

7 Other possible Characteristics Educational material available on site and to take Educational material available on site and to take Group discussions available Group discussions available Delay of pelvic examination and blood tests possible Delay of pelvic examination and blood tests possible Alternative ways to access information, counseling, and services Alternative ways to access information, counseling, and services

8 Why Do Youth Need Specialized Services? Specific biological, psychological needs of developmental stage(s) Specific biological, psychological needs of developmental stage(s) High risk of STI, HIV, pregnancy High risk of STI, HIV, pregnancy Importance of behavioral-related risks amenable to education, counseling Importance of behavioral-related risks amenable to education, counseling Disproportiate risk of sexual abuse Disproportiate risk of sexual abuse Opportunity age/stage to learn health practices Opportunity age/stage to learn health practices

9 Reproductive Health Services for Adolescents Module 16 Comprehensive Reproductive Health and Family Planning Training Curriculum Judith Senderowitz, Cathy Solter, Gwyn Hainsworth Pathfinder International

10 Purpose to prepare participants to provide quality reproductive health services to adolescents to prepare participants to provide quality reproductive health services to adolescents to train participants using participatory methods such as skills practice, discussions, review of case studies, role plays and using knowledge, attitude and skills checklists to train participants using participatory methods such as skills practice, discussions, review of case studies, role plays and using knowledge, attitude and skills checklists

11 Package for Trainers Training guide Training guide Content (necessary technical information) Content (necessary technical information) Training/learning methods Training/learning methods Transparency templates Transparency templates Trainer’s tools Trainer’s tools Learning exercises Learning exercises Answer keys Answer keys Competency-based training skills checklists Competency-based training skills checklists Training evaluation tools (pre- and post-tests, etc.) Training evaluation tools (pre- and post-tests, etc.)

12 Target Groups Physicians, nurses, counselors, social workers, and midwives Physicians, nurses, counselors, social workers, and midwives Can be adapted for community- based workers or auxiliary workers Can be adapted for community- based workers or auxiliary workers

13 Advantages of the Module Provides flexibility in planning, conducting, and evaluating the training course. Provides flexibility in planning, conducting, and evaluating the training course. Allows trainers to formulate their own training schedule based on results from the training needs assessments. Allows trainers to formulate their own training schedule based on results from the training needs assessments. Can be adapted for different cultures by selecting or replacing case studies with local issues. Can be adapted for different cultures by selecting or replacing case studies with local issues. Can also be lengthened or shortened depending on the level of training and expertise of the participants. Can also be lengthened or shortened depending on the level of training and expertise of the participants. General and specific objectives relate to achievable changes in knowledge, attitudes, and skills. General and specific objectives relate to achievable changes in knowledge, attitudes, and skills. Training references and resource materials for trainers and participants are identified Training references and resource materials for trainers and participants are identified

14 Content (unit topics) 1: The nature of adolescence 2: Adolescent vulnerabilities, risk-taking behaviors, and their consequences behaviors, and their consequences 3: Adolescent behavior and life skills 4: Communicating with the adolescent client client 5: The RH visit and the adolescent client 6: Safer sex and protection for adolescents adolescents

15 Content (unit topics) continued 7: Contraceptive options for adolescents 7: Contraceptive options for adolescents 8: STI/HIV and adolescents 8: STI/HIV and adolescents 9: Counseling the adolescent on safer sex 9: Counseling the adolescent on safer sex 10: Sexual identity and orientation 11: Sexual abuse 12: Pregnancy, birth and postpartum issues issues 13: Providing adolescent services

16 Specific Objective # 1: Discuss psychosocial and behavioral concerns of adolescents CONTENT Knowledge/Attitudes/Skills Training/Learning Methods (Time Required) PSYCHOLOGICAL AND BEHAVIORAL CONCERNS Certain social relationships and pressures, along with concerns generated by self- perceptions, become very strong during adolescence. These, in turn, have significant influence on sexual decision-making and reproductive health. They include: Gender Roles  Gender roles are masculine or feminine behaviors expressed according to cultural or social customs and norms.  Although boys and girls, worldwide, are treated differently from birth onward, it is during adolescence when gender role differentiation intensifies. ROLE PLAY: GENDER ROLES (40 MIN.) Note: In addition to the "Gender Role" discussion, other aspects of psychosocial and behavioral concerns are included in the role play, such as peer relationships/peer pressure, parental relationships, and self- esteem. The trainer should: Select 6 Px or ask for 6 volunteers (3 women and 3 men) to perform the role play. Distribute Gender Role Case Studies (Px Handout 3.1).

17 Participant Handout 3.1: Gender Role Case Studies 1. Aunt Rekha wants to give a doll as a present to her young nephew. She believes that dolls will help teach little boys about taking care of someone and how to be loving. Her husband thinks it is a bad idea and will only teach their nephew to be a sissy.* 2. Esther and David, the older children, are both attending school when a family crisis occurs. Their parents must leave home for several days and need one of the older children to take time off from school to take care of the younger two children and to tend to the household chores. Esther thinks David should be selected because she faces a critical week in school preparing for and taking an important examination. David thinks Esther should be selected because taking care of children and tending the house is female work—and that she would be better at it in any case. 3. Sonia and Ron know each other and have become friendlier but have never gone out on a date. Sonia learns of a movie she really wants to see and decides to ask Ron to go with her. Although Ron is interested in going out with Sonia, he decides to turn her down because he believes he should have been the one to do the asking.* 4. Jose and Maria have been going out for a year. Their relationship is good—and even their parents approve! But lately Jose has been putting pressure on Maria to become more sexually involved than she wants. She believes she should be able to say “no” and not harm the relationship, but he thinks it’s her place as a woman to please him.* 5. Since his father’s death, Kweku has been thinking about giving up his studies so he can get a job to help support his mother and younger brothers and sisters. However, Kweku's mother feels that he should stay in school so that when he finishes next year he will be eligible for a better, higher paying job. *Source: Advocates for Youth Life planning education: A youth developmentprogram (revised edition). Washington, D.C.: Advocates for Youth.

18 Transparency 1.1: Stages of Adolescent Development Early Adolescence (10-13) Early Adolescence (10-13) Onset of puberty and rapid growthOnset of puberty and rapid growth Impulsive, experimental behaviorImpulsive, experimental behavior Beginning to think abstractlyBeginning to think abstractly Orientation moving outside of familyOrientation moving outside of family Increasing concern with image and acceptance by peersIncreasing concern with image and acceptance by peers Middle Adolescence (14-16) Middle Adolescence (14-16) Continues physical growth and developmentContinues physical growth and development Starts to challenge rules and test limitsStarts to challenge rules and test limits Develops more analytical skills; greater awareness of behavioral consequencesDevelops more analytical skills; greater awareness of behavioral consequences Strong influences of peers, especially on image, social behaviorStrong influences of peers, especially on image, social behavior Increasing interest in sex; special relationships begin with opposite sexIncreasing interest in sex; special relationships begin with opposite sex Greater willingness to assess own beliefs and consider othersGreater willingness to assess own beliefs and consider others Late Adolescence (17-19) Late Adolescence (17-19) Reaches physical and sexual maturityReaches physical and sexual maturity Improved problem-solving abilitiesImproved problem-solving abilities Developing greater self-identificationDeveloping greater self-identification Peer influence lessensPeer influence lessens Reintegration into familyReintegration into family Intimate relationships more important than group relationshipsIntimate relationships more important than group relationships Increased ability to make adult choices and assume adult responsibilitiesIncreased ability to make adult choices and assume adult responsibilities Movement into vocational phase of lifeMovement into vocational phase of life


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