Adolescents Health Awareness Programme at Hiriyaa School 2010

NARRATIVE REPORT

 This activity was held in Hiriyaa School on 26th and 27th September 2010. A total of 102 students participated in the sessions; 42 students on 26 September and 60 students on 27 September 2010. All the students who participated were girls. The topics covered in the sessions were on Life skills, Thalassaemia Awareness and Sexual and Reproductive Health. The facilitators of the sessions were staff of SHE. Information was provided to the students via group discussions and informative games.

1.     Activity Details

 Sessions and Participation

The total number of students in each day was divided into three classes where each class conducted sessions on a separate topic. The first class provided information sessions on Peer Pressure while the second class carried out sessions on SRH issues. The third class provided the students information on thalassaemia awareness. The allocated time for each session was 30 minutes.

Sessions on Life skills

The sessions on peer pressure were carried out by Hawwa Afrau – a counselor from the counseling and psychosocial services of SHE. In this session the students were explained what peer pressure was and how it could positively or negatively affect a person. They were also given information on what assertive and passive people and are how each type could react to Peer Pressure. Along with this, the students were clued up on how to act in a situation where they are facing peer pressure and how to say ‘no’ to negative peer pressure.

Sessions on Sexual and Reproductive Health

The sessions on SRH issues were carried out by Dr. Mausooma from the Sexual and Reproductive Health Services of SHE. The topics covered in these sessions were puberty, personal hygiene, STI’s and HIV. First, the students were given information on what they might experience during puberty. Next the topic of personal hygiene was discussed. In this topic the students were given brief information on unhygienic behavior such as not brushing their teeth regularly. They were also given information on ways they could maintain their personal hygiene for instance not sharing personal items such as towels, tooth brush or hair brush. After this the topics on STI’s and HIV/AIDS was discussed. In this topic, the students were given information on what STIs and HIV/AIDS was and how it can be transmitted. Some popular myths of HIV transmission were also discussed.

In order to help the students understand the issue on HIV and STI’s better a game was played.

In this game, pre arranged bags of candy were given to the students. 1 of the bags had a certain type of candy which shows HIV and a note in the bag that says, “I have HIV”. Another 2 bags had 2 other different kinds of candy put in them which represents STI’s such as gonorrhea or syphilis. One of these bags had a note put in it stating “I have gonorrhea” and the other bag had a note put in it saying “I have Syphilis”.  All the remaining bags had some other types of candy and a note put in it saying either “I used condoms-I am safe!” or “I didn’t use condoms-I am not safe”.

Once the bags were distributed, the students were asked to trade some of their candy with another student. After they finished circulating and exchanging the candy with others, they were told by Dr. Mausooma that the game was about sexual networking and that this game represents what happens in a sexually active group of people.

Next, the students were shown the candy representing HIV; the candy’s representing the STI’s and the candy representing a non-infected person.

As the students notice who was exposed to HIV and STI’s, they were asked to open the notes in the bags and see who was protected by condoms who were not.

This game was designed to show the participants how easily STI’s and HIV can spread from one person to the other and how it can be prevented by the use of condoms.

Before the session ended, each group was given an opportunity to ask the facilitator any queries they had about the information that was discussed. Students did clarify some questions they had about HIV such as it being spread by using the same utensils with an infected person. All questions were addressed by the facilitator.

Sessions on Thalassaemia Awareness

The sessions on thalassaemia awareness was carried out by 4 staff- Mariya Saeed and Asha Abdul Kareem on 26th September and Mariyam Zila and Zileena Zahir on 27th September. In these sessions, students were given information on what thalassaemia was and how it can be transmitted. They were also given information on symptoms of thalassaemia such as fatigue and jaundice. Some common types of thalassaemia and the prevalence rates of thalassaemia in Maldives were also discussed. The students were also given information on the treatment methods of thalassaemia such as blood transfusion or Bone Marrow Transplant.

When the students were given a chance to ask the facilitators any questions they had, students asked if thalassaemia could be transmitted by transfusion of blood of a thalassaemic person to a normal person. Students also wanted to clarify whether Bone Marrow Transplant can be done with a person who is not related to the thalassaemic patient. These questions were answered by the facilitators.

2.     Constraints

One of the difficulties faced during planning this activity was the unavailability of time by the schools for conducting these sessions. This was so as the school had many activities scheduled during the time and the exams of the students were also very close.

3.     Recommendations and Feedback

i)        Recommendations

In order to help the sessions be conducted in the best way, the allocation of time for the sessions should be decided after discussing and negotiating the issue with the relevant people such as the school management and the facilitators of the sessions. It has to be decided in the best manner only after considering factors such as the topics to be covered and the number of participants in the sessions. However, in cases where session time is limited, the facilitators should try to be flexible and adjust the session to the allocated time as this would contribute a lot to conducting a good overall program.

ii)      Feedback

At the end of the 3rd session on both days, the students were requested to fill a feedback form to get their views and suggestions on the sessions.

From the 67 students who participated in the feedback, below are the thoughts they had on the topics that were discussed in the sessions.

Topic

# of students who thought it was not useful

# of students who thought it was somewhat useful

# of students who thought it was very useful

Peer Pressure

0

13

50

Puberty

2

4

57

Personal Hygiene

2

2

59

STI’s and HIV

1

3

59

Thalassaemia

1

6

56

When the students were asked about the way the information was presented, below are their views:

  • 0 students stated that it was not interesting.
  • 6 students said that it was satisfactory.
  • 58 students said that it was very interesting.

The students were also asked if they would use the acquired knowledge from the sessions in their real life. Below are their views:

  • 11 students said that they would sometimes use the information in that way
  •  54 students said that they would mostly use this acquired information in their real life.
    • When the students were asked if they would join a similar discussion, 3 students stated that they would not participate in a similar discussion and 64 students stated that they would participate in such discussions.

Below are some views and suggestions by the students.

  • The time need to be increased
  • The information provided was very useful
  • Conduct more sessions like these
  • Use Power Point Presentations to present the information
  • Provide more information
  • Make the sessions more interesting with the use of pictures and videos

4.     Way Forward

It was seen that the use of informative games within the session to give information to the students on certain topics helps improve their understanding of the issue that is being discussed. Moreover, it was also observed that the use of such methods helped the students get more committed to the sessions when methods like these were used rather than only group discussions.

5.     Annexes

                               I.            Team List

Name

Department

Task(s) Allocated

Project Coordinator Aishath Nuzuha Program Coordination
Team Member Dr. Mausooma SRH Facilitator
Team Member Maria Saeed Laboratory Facilitator
Team Member Asha Abdul Kareem Laboratory Facilitator
Team Member Mariyam Zila Laboratory Facilitator
Team Member Zileena Zahir Laboratory Facilitator
Team Member Hawwa Afrau Counseling Facilitator

FINANCIAL REPORT

No

Detail

Allocated Budget in APB 2010 (MRF)

Estimated Budget (MRF)

Actual (MRF)

Variance (MRF)

Reasons for Variance

 

SHE (25%)

IPPF (75%)

Other

1

 Resource personal

4500.00

00.00

00.00

00.00

00.00

00.00

2

 Transportation

400.00

500.00

35.00

105.00

00.00

360.00

3

 Refreshments

300.00

00.00

70.00

210.00

00.00

-280.00

4

 Stationary

300.00

250.00

00.00

00.00

00.00

250.00

 5

 Material Development

500.00

00.00

163.50

490.50

00.00

-654.00

6

 Miscellaneous

1000.00

500.00

00.00

00.00

00.00

500.00

   TOTALS

7000.00

1250.00

268.50

805.50

00.00

176.00

Photo Gallery of activity

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