reproductive health services for adolescents - Pathfinder International

More documents

Recommendations

Info

Module 16/Unit 5 Specific Objective #2: Explain the physical exam and how it can be tailored to the needs of the adolescent client CONTENT Knowledge/Attitudes/Skills FEMALE PHYSICAL EXAMINATION General Physical Examination • Conduct a general physical examination of all systems. • Examine her for signs of anemia. Breast Examination • The breast examination should become part of the general medical evaluation once girls have breasts. • The main part of the examination is visualization. • Examination for breast cancer is not necessary until at least age 18. Breast cancer is rare during adolescent years. • The most common concerns girls have about their breasts are whether they are too big or too small, when they are going to grow, and why one is bigger than the other. Reassure the client that there is no right or wrong breast size, that she is normal, and that it is common for one breast to be bigger than the other. Vaginal Examination • The pelvic examination may be deferred in young adolescents who have regular menstrual cycles or who give the typical history of irregular cycles soon after menarche, and who have a normal hematocrit, deny sexual activity, and will reliably return for a follow-up visit. Training/Learning Methods (Time Required) GROUP WORK (25 MIN.) The trainer should: • Divide Px into 2 groups. • Provide each group with a piece of flipchart and a marker. • Ask both groups to brainstorm what information should be included in a physical examination for both sexes. • Have the groups record their answers on the flipchart. • Allow 10 minutes. • Reconvene the larger group. • Ask each group to present their conclusions. Ask both groups to explain why each examination should be conducted. • Fill in any missing information using the content on the left-hand side of the page. Ask Px, what can be done to make the physical examination less stressful for the adolescent client Ask Px to review the procedures that are normally conducted during an RH visit in their own clinics and to reflect on how many of these procedures are absolutely necessary when dealing with an adolescent client. How can some of these procedures be modified to make the RH visit more positive Pathfinder International 72 Adolescent Curriculum
Module 16/Unit 5 CONTENT Knowledge/Attitudes/Skills If a pelvic exam is necessary, then the following techniques can reduce anxiety that the adolescent client may be feeling. • A virginal adolescent may fear that an object placed in the vagina will tear the hymen. If so, tell her that the hymen only partially covers the vaginal opening. It allows menstrual blood to flow. Explain that the vagina is an elastic organ and that it can stretch when she relaxes. • Let her see and touch the speculum. Training/Learning Methods (Time Required) • Using the content found under How to Make the Physical Examination Less Stressful for the Adolescent Client, supplement Px's answers. UNIT SUMMARY (5 MIN.) The trainer should: • Summarize the unit content. • Link content to the next session. • Get her permission before you touch her with your hand or the speculum. • Before the exam begins, tell her she will feel you gently touch her leg and then her labia. • Examine the external genitalia for ulcers, warts, discharge, trauma, or pubic lice. • As you insert the speculum, ask her to bear down and take slow, deep breaths. • Take great care to carry out all parts of the exam gently and smoothly to minimize discomfort and anxiety. MALE PHYSICAL EXAMINATION General Physical Examination • Conduct a general physical examination of all systems. Genital Examination • Visually inspect the genital area, including the anus for ulcers, warts, Pathfinder International 73 Adolescent Curriculum
Page 1:
Comprehensive Reproductive Health a
Page 5 and 6:
ACKNOWLEDGEMENTS The development of
Page 7 and 8:
Table of Contents Notes to the Trai
Page 9 and 10:
• 12.1: Percentage of Adolescents
Page 11 and 12:
Module 16 desirable. All clinic sta
Page 13 and 14:
Module 16 • Clients make their ow
Page 15 and 16:
INTRODUCTION Module 16/Introduction
Page 17 and 18:
Module 16/Introduction CONTENT Know
Page 19 and 20:
Page 21:
Page 24 and 25:
Module 16/Unit 1 MAJOR REFERENCES A
Page 26 and 27:
Module 16/Unit 1 Specific Objective
Page 28 and 29:
Module 16/Unit 1 CONTENT Knowledge/
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 37 and 38: Module 16/Unit 2 UNIT 2: ADOLESCENT
Page 39 and 40: Module 16/Unit 2 Specific Objective
Page 41 and 42: Module 16/Unit 2 CONTENT Knowledge/
Page 47 and 48: UNIT 3: ADOLESCENT BEHAVIOR AND LIF
Page 49 and 50: Module 16/Unit 3 WORK FOR TRAINERS
Page 55: Module 16/Unit 3 CONTENT Knowledge/
Page 58 and 59: Module 16/Unit 4 • Value clarific
Page 80 and 81: Module 16/Unit 5 • Levenberg, P.,
Page 91 and 92: Module 16/Unit 6 UNIT 6: SAFER SEX
Page 101 and 102: Module 16/Unit 7 UNIT 7: CONTRACEPT
Page 115 and 116: UNIT 8: STI/HIV AND ADOLESCENTS Mod
Page 129 and 130: Module 16/Unit 9 UNIT 9: COUNSELING
Page 131 and 132: Module 16/Unit 9 • Reflections
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
UNIT 10: SEXUAL IDENTITY AND ORIENT
Page 145 and 146:
Module 16/Unit 10 WORK FOR TRAINERS
Page 147 and 148:
Module 16/Unit 10 CONTENT Knowledge
Page 149 and 150:
Page 151 and 152:
UNIT 11: SEXUAL ABUSE Module 16/Uni
Page 153 and 154:
Module 16/Unit 11 RESOURCE REQUIREM
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Module 16/Unit 11 Specific objectiv
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Module 16/Unit 12 UNIT 12: PREGNANC
Page 171 and 172:
Module 16/Unit 12 EVALUATION METHOD
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Module 16/Unit 12 Specific Objectiv
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Specific Objective #4: Discuss pare
Page 191 and 192:
Module 16/Unit 12 PARENTING CONTENT
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
UNIT 13: PROVIDING ADOLESCENT SERVI
Page 199 and 200:
Module 16/Unit 13 WORK FOR TRAINERS
Page 201 and 202:
Page 203 and 204:
Module 16/Unit 13 − − − −
Page 205 and 206:
Page 207 and 208:
Module 16/Transparencies Transparen
Page 209 and 210:
Page 211 and 212:
Transparency 4.1: Types of Question
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Trainer's Tools 0.1: Pre-Test Answe
Page 219 and 220:
Module 16/Trainer's Tools 12. Which
Page 221 and 222:
Module 16/Trainer's Tools Trainer's
Page 223 and 224:
Page 225 and 226:
Module 16/Trainer's Tools lifestyle
Page 227 and 228:
Module 16/Trainer's Tools Country P
Page 229 and 230:
Page 231 and 232:
Trainer's Tool 11.1: Sexual Abuse T
Page 233 and 234:
Page 235 and 236:
Time constraints. Trainer's Tool 11
Page 237 and 238:
Module 16 List of Acronyms AIDS ARH
Page 239 and 240:
Module 16/Bibliography Major Refere
Page 241 and 242:
Module 16/Bibliography • Hunter-G
Page 243 and 244:
Module 16/Bibliography • Populati
show all

reproductive health services for adolescents - Pathfinder International

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?