Female Genital Mutilation - World Health Organization

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8 FEMALE GENITAL MUTILATION STUDENT MANUAL student are encourage to ask questions. They will then be given an opportunity to practice the skills in the clinical setting. Field trips – These are visits organized by the teacher to communities, youth centres or schools, where students can observe different situations relevant to their training. Guidelines for the field experience will be provided and students will be given projects to write up and present individually or as a group in class. Clinical practice – In order for students to learn clinical skills, they will be assigned to a clinic where relevant skills are practiced. They will be supervised by both their teachers and the clinic staff. Objectives for clinical practice and the skills to be learned will be prepared by the teacher. Assignments – In each module there are opportunities for students to undertake assignments, either individually or in groups, so that they may practise using their knowledge and skills, and to make sure they understand the work. Feedback is an essential part of every assignment. Evaluation In order to evaluate what students have learnt, there is a pre-test exercise at the beginning of each module, and a post-test exercise at the end. However, evaluation would be a continuous process, and the teacher would organize time for questions and answers, for quizzes and peer assessment, at regular intervals, to check the understanding of students.
This module is intended to equip students with basic information about female genital mutilation, its health consequences and the cultural traditions that underpin it. It will also look at the ethical, legal and human rights implications of FGM. General objectives On completion of the module, students should be able to: ● Give a descriptive definition of FGM. ● Recall the WHO classification of FGM. ● Give the theories behind the origins of FGM. ● Identify the reasons given by communities for practising FGM. ● Describe the range of procedures carried out in a particular country. ● Describe the effects of FGM on the health of girls and woman in the community. Essential competencies Students are expected to acquire the following skills from this module: ● knowledge and understanding of the WHO classification of FGM ● knowledge of the prevalence of FGM worldwide and nationally ● knowledge of what is involved in FGM – how the procedure is performed, by whom, to whom, at what ages, under what conditions, and for what reasons ● knowledge of the full range of complications associated with FGM among clients of different ages: – physical complications – psychosocial complications – sexual complications – obstetric complications. Reference materials ● Female Genital Mutilation. A Joint WHO/UNICEF/UNFPA Statement.Geneva,World Health Organization, 1997. ● A Systematic review of the complications of female genital mutilation including sequelae in childbirth. WHO/FCH/ WMH/00.2 Geneva (2000). ● Regional plan of action to accelerate the elimination of female genital mutilation in Africa. WHO Regional Office for Africa, Brazzaville, 1996 (AFR/WAH/97.1). ● Female Genital Mutilation. An overview.Geneva, World Health Organization, Geneva, 1998. ● Summary of international and regional human rights texts relevant to the prevention of violence against women. Geneva, World Health Organization, 1999 (WHO/GCWG/WMH/99.3). ● Female Genital Mutilation: A Handbook for Frontline Workers. Geneva, World Health Organization, 2000 (WHO/FCH/WMH/00.5 Rev.1). ● Female Genital Mutilation. Report of a WHO Technical Working Group, Geneva, 17-19 July 1995. Geneva, World Health Organization, 1996. (WHO/FRH/WHD/96.10) ● The right path to health: Health education through religion. Islamic ruling and female circumcision. WHO, regional office for Eastern Mediterranean (1996) Regional and national references such as: ● WHO regional strategy for reproductive health. ● National plans of action on the elimination of FGM practice. FEMALE GENITAL MUTILATION STUDENT MANUAL MODULE 1: INTRODUCTION TO FEMALE GENITAL MUTILATION 9
Page 1 and 2: WHO/FCH/GWH/01.4 WHO/RHR/01.17 Dist
Page 3 and 4: ACKNOWLEDGMENTS . . . . . . . . . .
Page 5 and 6: An estimated 100 to 140 million gir
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Page 11 and 12: Key reference ● Dorkenoo, E. Trad
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Page 17 and 18: STRUCTURE FUNCTION Skene’s and Ba
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Page 23 and 24: The origins of female genital mutil
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- Expose the necessary area for ins
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- If injury is very extensive refer
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e due to obstruction of the urine i
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Session objectives Introduction Cou
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Role Play Students should practice
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menstrual patterns and sexual relat
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● If symptoms are severe, refer c
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expect and what to do at the referr
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Table 2: Family Planning Method and
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● Counsel the client on the proce
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Figure 4.6: Sutured sides of the op
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Module 4 is also an intervention mo
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eassure them that you are comfortab
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● Follow the procedure for openin
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perineum as a result of scarring of
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Assessment of the introitus during
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Key references ● A Systematic Rev
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● Assure client that you are avai
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CASE 1 Adela is a 27 years old woma
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also was mutilated when she was a c
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Films and videos APPENDIX 2: LEARNI
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NOTES FEMALE GENITAL MUTILATION STU
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NOTES FEMALE GENITAL MUTILATION STU
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Female Genital Mutilation - World Health Organization

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