Female Genital Mutilation - World Health Organization

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56 FEMALE GENITAL MUTILATION STUDENT MANUAL The Sessions Session 1: Assessment to identify physical complications of FGM. Session 2: Management of clients with physical complications of FGM. Session 3: Using counselling skills. Session 4: Identifying psychosocial and sexual problems. Session 5: Management of psychosocial and sexual problems. Session 6: Demonstrating referral skills. Session 7: Family planning use in the presence of FGM. Session 8: The procedure of opening up type III FGM.
Session objectives Key references ● A Systematic Review of the Health Complications of Female Genital Mutilation including Sequelae in Childbirth. Geneva, World Health Organization, 2000 (WHO/FCH/WMH/00.2). ● Female Genital Mutilation. A Handbook for Frontline Workers. Geneva, World Health Organization, 2000 (WHO/FCH/WMH/00.5 Rev.1). ● Toubia, N.A. A practical manual for health care providers caring for women with circumcision. RAINBO Publication, New York, 1999. Introduction Assessment is a procedure carried out by a service provider to identify any deviations from the normal in the status of the client. Assessment is done using the following senses: seeing, hearing, touching, and smelling. In clients with FGM, assessment of the condition entails: – interviewing the client by asking relevant questions (history taking) – inspecting the genitalia for appearance (clinical examination). Creating a trusting relationship For the purposes of history taking and clinical examination, it is crucial that you establish a trusting relationship with clients. This means: ● Showing empathy – i.e. using interpersonal skills to create a rapport with client. ● Maintaining confidentiality. ● Showing respect. ● Having patience. Taking a history FEMALE GENITAL MUTILATION STUDENT MANUAL Session 1: Assessment to identify physical complications of FGM By the end of this session, students should be able to: 1. Carry out an interview with a client with FGM complications. 2. Carry out a physical examination to identify the type of FGM performed and any complications present. 57 Success in history taking will depend largely on good use of interpersonal communication skills to create a trusting relationship. Women who have undergone FGM will most likely come to a health facility for other health reasons than FGM. The heath care personnel has to address the health problems presented. However, there will be need to be alert to the fact that the woman may have undergone FGM. They will have to find out by asking direct or indirect questions. The procedure is as follows: ● Greet the client in the culturally accepted manner. Ask her to sit comfortably near and facing you. Introduce yourself, and address the client by her name. ● Begin by asking general questions, such as: “How are you? How is the family? Do you have any information you would like to share with me?” ● When the patient is relaxed and seems ready to talk about personal matters, ask her tactfully about any operations she has had, including FGM. Use terminology which is familiar to the client. Ask her if she would like to share any information about the operation and any problems she may have due to FGM; and reassure her that you are comfortable
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WHO/FCH/GWH/01.4 WHO/RHR/01.17 Dist
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ACKNOWLEDGMENTS . . . . . . . . . .
Page 5 and 6: An estimated 100 to 140 million gir
Page 7 and 8: ideas given by students after a gro
Page 9 and 10: This module is intended to equip st
Page 11 and 12: Key reference ● Dorkenoo, E. Trad
Page 13 and 14: But there was one very old woman in
Page 15 and 16: Summary interpretation of the story
Page 17 and 18: STRUCTURE FUNCTION Skene’s and Ba
Page 19 and 20: FEMALE GENITAL MUTILATION STUDENT M
Page 21 and 22: Figure 1.7: It is performed on babi
Page 23 and 24: The origins of female genital mutil
Page 29 and 30: threatening complication of female
Page 31 and 32: of feelings. The experience is a vi
Page 33 and 34: Legal implications of FGM ● The e
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Page 39 and 40: Session objectives Learning activit
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Page 45 and 46: ● After they have shared their vi
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Page 51 and 52: Introduction The involvement of pol
Page 53 and 54: partnership is to educate relevant
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Page 59 and 60: - Expose the necessary area for ins
Page 61 and 62: - If injury is very extensive refer
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Page 65 and 66: Session objectives Introduction Cou
Page 67 and 68: Role Play Students should practice
Page 69 and 70: menstrual patterns and sexual relat
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Page 73 and 74: expect and what to do at the referr
Page 75 and 76: Table 2: Family Planning Method and
Page 77 and 78: ● Counsel the client on the proce
Page 79 and 80: Figure 4.6: Sutured sides of the op
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Page 83 and 84: eassure them that you are comfortab
Page 85 and 86: ● Follow the procedure for openin
Page 87 and 88: perineum as a result of scarring of
Page 89 and 90: Assessment of the introitus during
Page 91 and 92: Key references ● A Systematic Rev
Page 93 and 94: ● Assure client that you are avai
Page 95 and 96: CASE 1 Adela is a 27 years old woma
Page 97 and 98: also was mutilated when she was a c
Page 99 and 100: Films and videos APPENDIX 2: LEARNI
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