Adolescents Health Awareness Programme at Muhyiddin school 2010


This activity was held from 11:30 to 13:30 on the 8th and 9th of September 2010 for the students of grades 8 and 9 in Muhyiddin school, Villingili. The sessions were carried out in two days, the 8th September for students of grades 8 and 9th September for the students of grade 9. Information was provided to the students on issues relating to Thalassaemia, Life skills and SRH, via Power Point Presentations, games and group discussions.

 1.     Activity Details

                                i.            Sessions and Participation

The sessions were carried out by dividing the students into 3 classes where each class provided information on different topics which were related to SRH, Thalassaemia Awareness or Life skills. The allocated time for each class was 40 minutes per session.

A total of 106 students participated in this activity. 67 students participated in the sessions held on 8th September and 39 students participated in the sessions held on 9th September.

 Class one- Sessions on Sexual and Reproductive Health

On 8th September, this class was facilitated by Dr. Mausooma and Nashida Sobry and on 9th September by Dr. Mausooma only. Both the facilitators were staff of the Sexual and Reproductive Health Services of SHE. The topics covered in the sessions were based on SRH issues namely Puberty, Personal Hygiene, STI’s and HIV.

Dr. Mausooma began the session by giving the students a brief explanation on Puberty and Personal hygiene. She explained them some of the things that can cause a person to have a bad personal hygiene and  gave them some examples such as wearing unwashed, dirty clothes or not brushing their teeth.  She also informed the students of ways they could maintain their personal hygiene like changing socks daily and taking baths regularly.

The next topic discussed was on STI’s and HIV. Dr. Mausooma explained the students what HIV and STI’s are and how it can negatively affect a person. In order to make the session more interesting a question and answer game was played. Each student was asked to pick a piece of paper randomly from a bundle of pink and blue paper. The pieces of blue paper had questions written on them about HIV, for example a question on ways in which HIV can be transmitted. On the other hand, the pink paper had answers to the questions stated in the blue paper for instance; ways in which HIV is spread is through blood transfusion or from mother to child through breast feeding. After all the pieces of paper were distributed, one by one, the students who had the blue paper said out loud the question written on their piece of paper. As the question was read, from the students who had the pink papers, the student who had the corresponding answer read the answer out loud. Once the question and answer was read, Dr. Mausooma gave the students a little explanation on the question and answer. As the game went on, it was seen that the students had many misconceptions about HIV such as the HIV virus being spread by mosquitoes. Some students did ask the facilitator if HIV could be transmitted by kissing or hugging an infected person. These questions by the students were answered by the facilitators and misconceptions were also cleared.

 After this, with the intention of helping the students understand more on how STI’s and HIV is spread; a game called the “Candy 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.

The 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.

Overall, the participation of the students in the SRH sessions were good as they found information provided and the games played in the session very useful and fun.

Class two- Sessions on Life skills

On 8th September, these sessions were facilitated by Hawwa Afrau and Thoma Abdul Samad from the Counseling and Psychosocial Services department of SHE and Naushan A. Muhaimin, a volunteer and on 9th September by Hawwa and Naushan only. The topics discussed in this session were life skills topics on Stress management and Peer pressure.

The first topic discussed in the session was stress management. With the help a PowerPoint Presentation, Naushan explained to the students what stress was and things that could cause stress for example exams or working for long hours. They were given information on symptoms of stress such as backache, headaches or muscle strains. Information was also provided on ways to recognize these symptoms. Apart from this the students were also clued-up on how to manage stress. For example making the use of simple breathing techniques or getting plenty of sleep and rest. These methods were briefly elaborated to the students with the help of examples.

The next topic discussed was on peer pressure.  This topic was also carried out with the help of a PowerPoint Presentation. First, the students were explained what peer pressure was. Then, they were given information on negative peer pressure and how a person could be affected by it. In order to improve their understanding on the issue, the students were given examples of daily life situations where they might experience peer pressure. Some examples given includes situations where a person is persuaded to do something which he/she is not supposed to do such as smoking or using drugs, which resembles negative peer pressure. To help the students avoid such circumstances and deal with it in the best manner, they were explained on how they could deal with such situations. After the students were provided some short information on Assertive and Passive people and how peer pressure affects them, they were given brief explanations on ways they can effectively handle a situation where they are facing peer pressure. One of the ways mentioned was how to say ‘no’ in an appropriate way as to handle such a situation more effectively.

Overall, it was observed that most of the students did pay attention to the topics covered in the sessions and they did clarify any doubts they had about the issues discussed.

Class Three- Sessions on Thalassaemia Awareness

The Thalassaemia Awareness sessions held on 8th September was carried out by Mariya Saeed and Mariyam Zila and the sessions on 9th September was facilitated by Zileena Zahir and Asha Abdul Kareem. All facilitators were staff of the Thalassaemia Diagnostic Services of SHE.

The sessions were conducted with the use of Power Point Presentations. First, students were given information on what thalassaemia was and information on the most common types of thalassaemia in Maldives such as Alpha and Beta thalassaemia.

Next, the students were informed on how a person can get thalassaemia.  They were explained that thalassaemia is inherited from parents to their child. With the help of the power point presentation the students were explained the chances of parents with different types of thalassaemia having a thalassaemic or normal child. For example the chart showed that if both parents were Beta thalassaemia carries, they had a chance of having a thalassaemia major child or that chances of getting a child with thalassaemia is non, if one of the parents is a Beta thalassaemia carrier and the other one an Alpha zero thalassaemia carrier.

The symptoms of a thalassaemia patient were also discussed. Some of the symptoms mentioned were severe or mild anemia or tiredness.

After this, the facilitators explained to the students’ ways thalassaemia patient can be treated. They were given information on methods such as blood transfusion and the only permanent treatment for Thalassaemia- Bone Marrow Transplant.

The students were also given information on the negative aspects of thalassaemia. They were informed that thalassaemic majors have to depend heavily on methods like using desferal to prevent iron over load in the body which causes multiple organ failure. They were also informed on how risky a Bone Marrow Transplant can be and how it may not be possible for most of the average families to afford such an expensive method of treatment. Moreover, they were also informed that it is a fact that not all Bone Marrow Transplants can be successful as there is always a chance of transplant rejection.

The ways to diagnose thalassaemia was also shown to the students. They were told that a simple blood test could help diagnose a person having thalassaemia and also methods like DNA testing could also confirm of the thalassaemic status of a person.

Before the Power Point Presentation ended, the students were provided with some information on the thalassaemia prevalence rates in the Maldives.

After the Power Point Presentation, the students were given sometime to ask any questions or clarify any doubts they had about thalassaemia. Some students did ask questions about the most appropriate age at which thalassaemia screening could be done. Also, some students did like to know how the blood sampling for the thalassaemia screening test is performed.  It was also clarified if thalassaemia can be cured on its own when the child reaches a specific age or if thalassaemia could be transmitted through blood transfusions. All the questions asked were addressed by the facilitators and all observed misconceptions were cleared.

 2.     Constraints

One of the problems faced while carrying out this activity was the unavailability of enough session time for the facilitators to conduct the sessions. The session time was very limited especially as the activity was conducted during the month of Ramadan. Furthermore, the management of the school was reluctant to offer too much time for the activity as they felt that the students should be sent home as soon as possible after the regular school session ends. As this was the case, the facilitators had difficulties adjusting their sessions to the allocated time. As a result some of the sessions ended more than 15 or 20 minutes later than the allocated time which in turn caused some problems such as some students having to spend too little or extra time in one session than in other sessions.

 3.     Recommendations/ Feedback

                                i.            Recommendations

In order to help the information sessions to 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 be flexible and adjust the session to the allocated time as this would contribute a lot to conducting a good 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 on the sessions.

For the 86 students who participated in the feedback, below are the thoughts they had on the topics that were discussed in the sessions.


# of students who thought it was not useful

# of students who thought it was somewhat useful

# of students who thought it was very useful

Stress Management




Peer Pressure








Personal Hygiene




STI’s and HIV








 When the students were asked about the way the information was presented, 2 students said that the way the information was presented was not interesting. 9 students said that it was satisfactory and 75 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. 24 students said that they would sometimes use the information in that way and 62 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, all the students responded by saying yes.

Some of the suggestions the students gave are below.

  • The way the information is presented needs to be improved.
  • Provide more information on stress management.
  • Conduct more activities like these.
  • Provide extra information on the topics discussed.
  • Provide extra time for discussion on the topics.
  • Provide more information on health issues.
  • Use of more Power Point Presentations while conducting sessions.

 4.     Way Forward

It was seen in this activity that the use of Power Point Presentations and games in the sessions helped the students to obtain the information that is being provided more easily. It was also seen that the students found the sessions more interesting and got more committed to it when methods like these were used rather than group discussions.

 5.     Annexes

                                i.            Team List


Name Department Task(s) Allocated
Project Coordinator Aishath Nuzha  Program  Coordination
Team Member Dr. Mausooma  SRH  Facilitator-SRH sessions
Team Member Nashidha Sobry  SRH  Facilitator-SRH sessions
Team Member Thoma Abdul Samad  Counseling and Psychosocial Services  Facilitator-Life Skills sessions
Team Member Hawwa Afrau Counseling and Psychosocial Services Facilitator-Life Skills sessions
Team Member Mariya Saeed Thalassaemia Diagnostic Services Facilitator-Thalassaemia awareness sessions
Team Member Zileena Zahir Thalassaemia Diagnostic Services Facilitator-Thalassaemia awareness sessions
Team Member Mariyam Zila Thalassaemia Diagnostic Services Facilitator-Thalassaemia awareness sessions
Team Member Asha Abdul Kareem Thalassaemia Diagnostic Services Facilitator-Thalassaemia awareness sessions
Team Member Naushan A. Muhaimin Volunteer Facilitator-Life Skills sessions




Allocated Budget in APB 2010 (MRF)

Estimated Budget (MRF)

Actual (MRF)

Variance (MRF)

Reasons for Variance







1  Resource personal







2  Transportation
2.1 Taxi







2.2 Ferry







3  Refreshments







4  Stationary







 5  Material Development







No amount was budgeted for Material development.
6  Miscellaneous














Photo Gallery of the activity

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