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
What are Youth-Friendly Services?
Services able to:
effectively attract young people
meet young people’s needs
comfortably and responsively
retain young clients for continuing
care
Where can they be provided?
In health facilities (GO and NGO hospitals,
clinics, health centers)
Through private providers
In social and community settings (clubs,
organizations)
In entertainment and recreational venues
In commercial outlets
At the workplace
At schools
Any place where youth congregate
Provider characteristics
Specially trained staff
Respect for young people
Privacy and confidentiality honored
Adequate time for client/provider
interaction
Peer counselors available
Health Facility Characteristics
Separate space and special times
Convenient hours
Convenient location
Adequate space and sufficient
privacy
Comfortable surroundings
Program Design Characteristics
Youth involvement in design and continuing
feedback
Drop-in clients welcomed/appointments
arranged rapidly
No overcrowding and short waiting times
Affordable fees
Publicity and recruitment that inform and
reassure
Boys and young men welcomed and served
Wide range of services available
Necessary referrals available
Other possible Characteristics
Educational material available on site
and to take
Group discussions available
Delay of pelvic examination and
blood tests possible
Alternative ways to access
information, counseling, and services
Why Do Youth Need Specialized
Services?
Specific biological, psychological
needs of developmental stage(s)
High risk of STI, HIV, pregnancy
Importance of behavioral-related
risks amenable to education,
counseling
Disproportiate risk of sexual abuse
Opportunity age/stage to learn
health practices
Reproductive Health Services
for Adolescents
Module 16
Comprehensive Reproductive Health and
Family Planning Training Curriculum
Judith Senderowitz, Cathy Solter, Gwyn Hainsworth
Pathfinder International
Purpose
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
Package for Trainers
Training guide
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Content (necessary technical information)
Training/learning methods
Transparency templates
Trainer’s tools
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Learning exercises
Answer keys
Competency-based training skills checklists
Training evaluation tools (pre- and post-tests,
etc.)
Target Groups
Physicians, nurses, counselors, social
workers, and midwives
Can be adapted for communitybased workers or auxiliary workers
Advantages of the Module
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.
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.
General and specific objectives relate to
achievable changes in knowledge, attitudes, and
skills.
Training references and resource materials for
trainers and participants are identified
Content (unit topics)
1: The nature of adolescence
2: Adolescent vulnerabilities, risk-taking
behaviors, and their consequences
3: Adolescent behavior and life skills
4: Communicating with the adolescent
client
5: The RH visit and the adolescent client
6: Safer sex and protection for
adolescents
Content (unit topics)
continued
7: Contraceptive options for adolescents
8: STI/HIV and adolescents
9: Counseling the adolescent on safer sex
10: Sexual identity and orientation
11: Sexual abuse
12: Pregnancy, birth and postpartum
issues
13: Providing adolescent services
Specific Objective # 1: Discuss psychosocial and behavioral concerns
of adolescents
CONTENT
Knowledge/Attitudes/Skills
Training/Learning Methods
(Time Required)
PSYCHOLOGICAL AND BEHAVIORAL
CONCERNS
ROLE PLAY: GENDER ROLES
(40 MIN.)
Certain social relationships and pressures,
along with concerns generated by selfperceptions, become very strong during
adolescence. These, in turn, have significant
influence on sexual decision-making and
reproductive health. They include:
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 selfesteem.
Gender Roles
Gender roles are masculine or feminine
behaviors expressed according to cultural or
social customs and norms.
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).
Although boys and girls, worldwide, are
treated differently from birth onward, it is
during adolescence when gender role
differentiation intensifies.
3.1
Participant Handout 3.1: Gender Role Case Studies
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.*
1.
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.
2.
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.*
3.
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.*
4.
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.
5.
*Source: Advocates for Youth. 1995. Life planning education: A youth developmentprogram (revised edition). Washington, D.C.: Advocates for Youth.
Transparency 1.1: Stages of Adolescent Development
Early Adolescence (10-13)
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Middle Adolescence (14-16)
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Onset of puberty and rapid growth
Impulsive, experimental behavior
Beginning to think abstractly
Orientation moving outside of family
Increasing concern with image and acceptance by peers
Continues physical growth and development
Starts to challenge rules and test limits
Develops more analytical skills; greater awareness of behavioral consequences
Strong influences of peers, especially on image, social behavior
Increasing interest in sex; special relationships begin with opposite sex
Greater willingness to assess own beliefs and consider others
Late Adolescence (17-19)
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Reaches physical and sexual maturity
Improved problem-solving abilities
Developing greater self-identification
Peer influence lessens
Reintegration into family
Intimate relationships more important than group relationships
Increased ability to make adult choices and assume adult responsibilities
Movement into vocational phase of life
