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Acknowledgements
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etheffGlobal
cceorganized
pprop One of the key recommendations
e
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a
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made
at
Consultation
on
Adolescent
Friendly
Health
Services
p
c
e of health service provision to
s
ffquality
pro
e
e
c
p
c
e
a
t
a
a
by WHO
in 2001 was to develop tools to support countries
in
improving
the
e
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b
v
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ff
e
equita adolescents. itable approp
e
t
a
i
prstandards for health services. riate e
oquality
r
u
p
q
e
p
In
line
with
this,
WHO
set
out
to
develop
a
tool
that
countries
could
use
to
define
a
e
l
e
p
b
l
o
b
r
a
p
t
p
i
a
u
q
accepta Save the Children,taUKbseconded
e Peattie to WHO for six months in q
2002, to contribute
bltoethe development of
lestaffSiobhan
a
t
i
u
p
p
e
a
e
c
these
tools.
She
worked
with
from
the
former
Department
of
Child
and
Adolescent
Health
and Development to
c
e
e
l
l
a
b
b
e
a
a
l
t
t
ep of various stakeholders and, basedbonlethis, developed
a meeting, drawing on the ideas
and
quthei
ccsuggestions
e
a
ccessib organize
e
l
b
a
i
t
s
first draft of the
ctool.es
cep
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c
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v
b
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a
i
t
t
s
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p
s
e
e
e
Following
further
discussions,
it
was
agreed
that
before
finalizing
the
tool,
it
would
need
to
undergo
reality
testing.
It
c
acc2002
accountries
te eff
e
l
e
v
b
i
i
t
s
was decided to use
it
in
draft
form
to
support
and
to
use
these
experiences
to
strengthen
it.
Between
c
s
e
e
eff
acc
ac
e
t
e
v
a
and
2012,
the tool was used to develop national qualitye
standards
for adolescent-friendly health services in dozensssible
i
i
t
r
c
p
o
cce
appr of countries in all p
five WHO regions.
Bose
and
Janea
Ferguson)
e
aWHOtestaff efromffheadquarters (Paul Bloem,eKrishna
i
v
r
i
t
p
c
o
e
r
ff AFRO; Valentina Baltag, e acce
pWHO Regional Offices (Matilde Maddaleno,
and staff from
the
AMRO; Nagbandja
Kampatibe,
e
a
t
a
e
i
l
r
b
p
a
o
t
r used the tool and contributed to its further
ctiv
Neena Raina, SEARO; and Patanjali Nayar,
WPRO)
development.
e
p
ff
p
e
a
e
e equi EURO;
e
t
l
bnongovernmental organizations in countries
iaalso did so.
Staff from ministries ofihealth
around
taand
ptherworld
o
u
r
q
p
te
e
p
a
a
i
e
l
r
e
b
p
l
o
a
b
The
main
lesson
emerging
from
these
experiences
was
that
while
the
overall
objective
of
developing
national
quality
t
r
a
p
p
t
ap
ui
q
e
e
l
e acce standards for adolescent-friendly
b
health
services would remain unchanged, the way i
intwhich
this
is done varies
e
l
a
b
a
u
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Annex 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Annex 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
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Chapter 1
Adolescence is a time of opportunity, but also one of risk. It presents a window of opportunity because
actions could be taken during this period to set the stage for healthy adulthood and to reduce the
likelihood of problems in the years that lie ahead (e.g. prevention of cardiovascular diseases of
adulthood through the development of healthy eating and exercising habits). At the same time, it is
a period of risk; a period when health problems that have serious immediate consequences can and
do occur (such as deaths resulting from road traffic injuries, and sexually transmitted infections and
unwanted pregnancies resulting from unprotected sexual activity); a period when problem behaviours
which could have serious adverse effects on health in the future (such as tobacco smoking and alcohol
consumption) are initiated.
Adolescents are a diverse group. For example, a boy of twelve is at a very different stage of personal
development than a boy of eighteen. Similarly, in addition to the obvious physical differences, he is
different in psychological and social terms from a girl of the same age. A boy of twelve who is fending for
himself on the street is likely to be growing and developing very differently from a boy of a similar age
who is growing up with a caring and financially secure family. Even two boys of the same age, growing
up in very similar circumstances, may grow and develop in different ways and time lines.
2 Constitution of the World Health Organization. Geneva, World Health Organization, 1948.
3 WHO, UNFPA, UNICEF. Common agenda for action in adolescent health and development. Geneva, World Health
Organization, 1997.
4 Programming for adolescent health and development. Report of a WHO/UNFPA/UNICEF study group on programming
5 Patton GC, Coffey C, Sawyer SM et al. Global patterns of mortality in young people. A systematic analysis of population
In many instances it is the adults surrounding an adolescent who decide whether or not health care
needs to be sought, and if so when and where it should be sought. This is generally true in case of
younger adolescents who are dependent on their parents. In some places, this is also true in case of
older adolescents. Studies in several south Asian countries suggest that decisions on care-seeking
during pregnancy and at the time of delivery, rest with husbands and mothers-in-law, rather than with
young wives.
8 Adolescent-friendly health services: An agenda for change. Geneva, World Health Organization, 2003.
Work places;
Shopping centres;
Pharmacies;
Refugee camps;
Youth centres;
On the street.
Educational institutions;
Most of these initiatives are small in scale and of limited duration. However, there are a steadily growing
number of initiatives that have moved beyond the pilot or demonstration project stage to scale up
their operations to reach out to adolescents across an entire district, province or country.
Is there any evidence that efforts to make health services adolescent friendly can increase their
utilization by adolescents?
There is growing evidence for the effectiveness of some of these initiatives in improving the way health
services are provided, and in increasing their use by adolescents.
In 2006, WHO published a systematic review of the effectiveness of interventions to improve the use
10
of health services by adolescents in developing countries. This review identified twelve initiatives,
including one randomized controlled trial (Nigeria), six quasi-experimental studies (Bangladesh, China,
Madagascar, Mongolia, Uganda and Zimbabwe), two national programmes (Mozambique and South
Africa), and three projects (Ghana, Rwanda and Zimbabwe), which demonstrated that actions to make
health services user friendly and appealing had led to increases sometimes substantial in the use of
health services by adolescents.
9 Global Consultation on adolescent-friendly health services. A consensus statement. Geneva, World Health Organization, 2002.
10 Dick B, Ferguson J, Chandra-Mouli V, Brabin L et al. A review of the evidence for interventions to increase young peoples use of health
services in developing countries in Ross D, Dick B, J Ferguson (Eds.). Preventing HIV/AIDS in young people: A systematic review of the
evidence from developing countries. Geneva, World Health Organization, 2006.
These conclusions were reiterated in another review published in 2008, which concluded that: Enough
is known that a priority for the future is to ensure that each country, state and locality has a policy and
11
support to encourage provision of innovative and well-assessed youth-friendly health services.
12 Quality of Care. A process for making strategic choices in health systems. Geneva, World Health Organization, 2006.
13 Quality Assessment Guidebook. A guide to assessing health services for adolescent clients. Geneva, World Health Organization, 2009.
Acceptable
Adolescents are willing to obtain the health services that are available.
Equitable
All adolescents, not just selected groups, are able to obtain the health services that are available.
Appropriate
The right health services (i.e. the ones they need) are provided to them
Effective
The right health services are provided in the right way, and make a positive contribution to their health.
It provides a useful way of organizing the characteristics that have been shown in research and in
programmatic experience to contribute to making health services adolescent friendly (see also Annex 1).
Specifying standards, i.e. statements of required quality,14 is a key first step. Once that is done actions
need to be taken to achieve those standards. A standards-driven quality improvement approach
enables this to be accomplished in the following three ways:
1. It helps set clear goals for different aspects of service-delivery point operations. For example, a
standard statement could specify what medicines (e.g. antibiotics) and supplies (e.g. needles and
syringes, cotton swabs and spirit to clean injection sites) need to be in place in a service-delivery point.
It could also specify the quantity of each of these medicines and supplies that need to be in place.
2. It provides the basis for assessing the achievement of goals. In relation to the example, the standard
statement provides a basis to assess whether in a particular service-delivery point, the specified medicines
and supplies are in place, and whether the specified quantities of these medicines and supplies are in place.
3. It provides an entry point for identifying why the goals were not achieved.
Based on this standards can help indicate what needs to be done, by when and by whom for the goals
to be achieved. In relation to the example, if antibiotics to treat sexually transmitted infections in
adolescents and adults are out of stock, the main reasons for this and actions to solve the problem
and to prevent it from occurring again in the future need to be identified. These actions may need
to be taken at the point service delivery, or they may need to be taken at other levels, for example
at the district or national level. Once these actions are put in place, the situation must be reviewed
periodically to determine whether specific problems recur.
Using these three complementary aspects defining quality, measuring quality and improving quality
ministries of health can put in place national initiatives to improve the quality of health service
15
provision to adolescents in order to achieve clearly defined health outcomes. This can be done as part
of wider initiatives to improve the quality of health services intended for all segments of the population.
14 E Necohea, D Bossemeyer. Standards based management and recognition. A practical approach for improving the performance and
quality of health services. Baltimore, Jhpiego, 2005.
15 R Massoud, K Askov, J Reinke et al. A modern paradigm for improving health care quality. Bethesda, Quality Assurance Project, 2001.
What can be done to ensure that high quality health services reach all the adolescents who need them?
Scaling up has been defined by WHO and ExpandNet as: Deliberate efforts to increase the impact of
successfully tested health innovations so as to benefit more people and to foster policy and programme
16
development on a lasting basis. Deliberate efforts are needed to reach out to all adolescents who
need health services.
17
Using the WHO nine-step approach to developing a scaling up strategy, a systematic process has been developed
for scale-up of health service provision to adolescents. The process begins with actions at the national level, which
are followed by subsequent actions at the state/district level and the health facility levels. The process is outlined in
18
the document titled: Strengthening the health sector response to adolescent health and development.
16 Practical guidance on scaling up health service innovations. Geneva, World Health Organization (with ExpandNet), 2009.
17 Nine steps to developing a scaling up strategy. Geneva, World Health Organization (with ExpandNet), 2010.
18 Strengthening the health sectors response to adolescent health and development. Geneva, World Health Organization, 2009.
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CHAPTER 2
What is the step?
Develop a clear understanding of the WHO approach to promoting adolescent health and to providing adolescents
with the health services they need, among key stakeholders involved in the national effort to strengthen health
service provision to adolescents.
What is the purpose of this step?
To ensure that key stakeholders involved in the national effort to strengthen health service provision to
adolescents have a clear understanding of WHOs approach to promoting adolescent health and to providing
adolescents with the health services they need. Key stakeholders may include officials from the ministry of health,
officials from influential national NGOs, academics, and representatives of international organizations.
What is the importance of this step?
The overall initiative is much more likely to move ahead if the key stakeholders have a shared understanding of
promoting adolescent health and of providing adolescents with the health services they need.
How could this step be taken?
In both formal and informal meetings with individuals, small groups or large groups, seek to understand the
perspectives of key stakeholders and to explain the WHO approach to promoting adolescent health and to
providing adolescents with the health services they need. (Please refer to Chapter 1).
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What is step 1?
Establish the basis for addressing adolescents within the national HIV/AIDS and/or RH policies and strategies.
What is the purpose of this step?
To establish that this initiative is in line with national policies and strategies.
What is the importance of taking this step?
Firstly, in many countries there are individuals, groups and organizations who are uncomfortable with providing
adolescents sexual and reproductive health information and services. If there is resistance to the initiative from any
quarter, it would be helpful to show that it is entirely in line with national policies and strategies.
Secondly, grounding the initiative in national policies and strategies may make it more likely that it will receive both
moral and material support of decision-makers in the government and in international organizations.
How could this step be taken?
Hold one-to-one/small group discussions with officials responsible for the national HIV/AIDS and RH programmes.
Based on your findings, prepare a paper and table this for discussion in the process leading to the development of
the national quality standards for health service provision to adolescents. Some suggested questions to ask include:
(i) Does the national HIV/AIDS and/or RH policy/strategy identify adolescents as a population group to be
addressed?
(ii) Does the national HIV/AIDS or RH policy/strategy identify:- the magnitude of the problem(s) in adolescents (e.g.
the prevalence of HIV infection in males aged 1519 years among the general population);
the behaviours that contribute to the problem(s) in adolescents, (e.g. the prevalence of unprotected sexual activity
with multiple partners);
the factors influencing these behaviours in adolescents (e.g. low perception of the risk of HIV)?
(i) Does the national HIV/AIDS and/or RH policy/strategy include a component to prevent HIV/AIDS and RH
problems in adolescents?
What is step 2?
Establish the basis for the provision of health services to adolescents within the framework of the national HIV/AIDS
and/or RH policies/strategies.
What is the purpose of this step?
To ensure that the national quality standards for health service provision to adolescents are formulated in line with
national policies and strategies.
What is the importance of taking this step?
Grounding the initiative in national policies and strategies will make it more likely that it will receive both the moral
and the material support of decision-makers in the government and in international organizations.
* Where national adolescent health policies and strategies address HIV and Sexual and Reproductive Health, they should be
reviewed.
What is step 1?
Develop a clear understanding of what a standards-driven initiative to improve quality and expand the coverage of
health service provision to adolescents means in practice, and what it takes to translate quality-standard statements
into tangible improvements in quality and coverage at health service delivery points, among key stakeholders
involved in the national effort to strengthen health service provision to adolescents.
What is the purpose of this step?
To seek to learn/understand from stakeholders:
(i) what problem do they want to solve and what gap do they want to fill through this national standards-driven
initiative to improve quality and expand coverage;
(ii) what results do they expect to achieve through this initiative.
To ensure that the key stakeholders clearly understand:
(i) what a standards-driven initiative to improve the quality and expand the coverage of health service provision
means in practice;
(ii) what efforts are required at the national and district levels to translate the quality standard statements into
tangible improvements in the quality of health service provision at health service delivery points.
What is the importance of taking this step?
It is important to ensure that the key stakeholders involved in the national effort to strengthen health service
provision to adolescents have a clear and shared understanding of the issues listed above. It is important that they
are fully aware that this effort requires concerted and complementary efforts at national, district and local levels.
How could this step be taken?
Through formal and informal meetings with individuals, small or large groups, seek to understand the perspectives of
key stakeholders and to inform/explain to them WHOs viewpoints on this. Do this using the accompanying slide sets
and talking points.
What is step 2?
Develop a good understanding of the current situation regarding the provision of health services to adolescents, and
their utilization by adolescents.
What is the purpose of this step?
To understand the current situation regarding:
(i) by whom and where health services are currently provided to adolescents;
(ii) barriers to the provision and utilization of health services by adolescents;
(iii) help-seeking and health care-seeking practices of adolescents;
(iv) initiatives that are under way in providing adolescents with the health services they need.
What is the importance of this step?
Firstly, a good understanding of the current situation will provide a solid basis for considering how the situation could
be improved, building on the areas of strength, and addressing gaps and areas of weakness. Secondly, it will send a
clear message that there is a systematic effort to draw upon, the lessons learned from within the country, in this area.
How could this step be taken?
Through discussions with key informants in the ministry of health, NGOs, academic institutions and international
agencies, gather published papers and reports on:
(i) by whom and where health services are currently provided to adolescents;
(ii) barriers to the provision and utilization of health services by adolescents;
(iii) help-seeking and health care-seeking practices of adolescents;
(iv) initiatives that are under way in providing adolescents with the health services they need.
(Note: It is important to obtain the view points and perspectives of different groups of adolescents).
Identify individuals and organizations that are carrying out research and/or implementing programmes/projects on
health service provision to adolescents.
If possible, bring together a small working group to prepare a working paper highlighting the lessons that could be
drawn from their work for scaling up health service provision to adolescents.
Identify possible individuals who could be involved in the formulation of the national quality standards
What is step 3?
Gather experiences from within the country in applying quality improvement principles and practices in public health
programmes.
What is the purpose of this step?
To draw out the experiences gained from initiatives in the country that have worked to improve the quality of health
service provision and to increase health service utilization by any population group in order to achieve a clearly
defined health outcome.
What is the importance of taking this step?
There are three potential benefits of doing this. Firstly, it will help communicate the message that quality
improvement principles and practices are not foreign to the country. Secondly, it will help key stakeholders to
understand what the application of quality improvement principles and practices can achieve, and more importantly
what it takes to put and keep them in place. Thirdly, it will point to individuals and organizations from within the
country whose expertise could be drawn upon.
How could this step be taken?
Through discussions with key informants in the ministry of health, NGOs, academic institutions and international
agencies, identify noteworthy initiatives that have applied quality improvement principles and practices in public
health work.
Gather published papers or reports that describe the process employed by these initiatives and the results they
achieved.
Identify individuals and organizations that are carrying out research and/or implementing programmes/projects on
health service provision to adolescents.
If possible, bring together a small working group to prepare a working paper highlighting the lessons that could be
drawn from their work for scaling up health service provision to adolescents.
What is step 4?
Identify the place of the unit driving the national standards-driven initiative in the country; as well as programmatic
opportunities and challenges in applying them.
What is the purpose of this step?
To identify the driver of the national standards-driven initiative, the strengths and weaknesses of the unit, and its
linkages with other units in the ministry of health.
To identify factors in the environment that could help or hinder the implementation of the initiative. For example,
a national effort to improve the quality of reproductive health services supported by UNFPA could be a potential
opportunity for a link with the initiative. However, the lack of willingness to engage health-service providers in the
private sector in public health programmes could hinder the ability of the initiative to work with a key group who
many groups of adolescents turn to.
What is the importance of taking this step?
Firstly, the national standards-driven initiative to improve the quality and expand the coverage of health service
provision to adolescents is much more likely to succeed if it has a driver with the authority, the technical capacity and
the resources needed to move the initiative forward.
Secondly, in moving the initiative forward it is important to be aware of potential opportunities and challenges in the
environment.
How could this step be taken ?
Through discussions with key informants in the ministry of health, NGOs, academic institutions and international
agencies, identify programmatic openings, prepare a working paper on:
(i) what are the strengths and weaknesses of the driver of the initiative, and what could be done to build on the
strengths and address the weaknesses;
(ii) the potential opportunities and challenges in implementing the initiative.
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4. The package of health services to be provided.
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3
CHAPTER
e
ate
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pri documents specify the package
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o
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ro
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itab
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uitab 5. The delivery of these
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health
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where
l
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rop
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Do the policy/strategy documents specify
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ita
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s
e
q
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e
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a
e
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v service providers) the stipulated
and by whom (i.e.e
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health services should be
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ctihealth
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ff
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a
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a
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ui
cess
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e
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pprop
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ptservices they need, and ble app
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cehealth
e
c
6. A clear
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the
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e
t
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r
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e
c
the consent of
parents/guardians.
q
c
e
pprop the requirement for
a
e
abl
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e
ff
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e
c
pp
a
a
e
t
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e
a
l
l
i
(Note:
Do
the
policy/strategy
documents
clearly
state
whether
all
groups
of
adolescents
are
authorized
b
r
b
i
p
s
a
t
s
ce
ui
cservices?).
q
a
e
appro to obtain the stipulated
e
e
l
package
of health
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i
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c
pp
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cept
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a
e
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a
p
i
t
the
ccessto and use of health servicestbyaadolescents
equi
appro Part 2 Current situationecregarding
aprovision
e
l
e
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ff
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a good understanding of the current situation
to uita
s the provision of health services
cesregarding
c
eq
a
appropFor
e
e
l
v
i
b
adolescents, and their
utilization,
gather
information
on
the
following
issues:
t
a
c
t
e
eff
p
ccep
a
e
a
t
e
a
l
e
i
l
r
b
b
p
a
i
t
s
o
i
current situation in terms of healthcservice
their utilization
ces provision to adolescents anda
qu
e
appr 1. The
a
e
l
e
v
b
i
t
c
t
by them. By whom
and
where
are
health
services
currently
being
provided
to
adolescents.
e
p
ceservices
eareffunder
c
ap
e
a
t
e
e
a
l
i
r
b
Initiatives
that
way
in
providing
adolescents
with
the
health
they need. (Note:u
It itabl
i
p
s
o
s
r
e
eq
accand perspectives of different groups
app is very important toffobtain
e
l
e
v
i
the
viewpoints
ofb
adolescents).
t
a
c
t
e
p
e
e
cc
a
aadolescents.
tethe provision
e
l
e
a
l
i
b
r
b
a
i
p
t
s
i
2.
Barriers
to
to
and
utilization
of
health
services
by
o
s
r
equ
acce
app
e
l
e
v
b
i
t
a
c
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e
p
3. Help-seeking,
and
health care-seeking practices of adolescents.acce
eff
e
t
le a
e
a
l
i
b
r
b
a
i
p
t
s
i
o
s
r
u
e
p
c
q
c
that
carrying out research and/or implementing programmes/
le e
eare a
e ap 4. Individuals and organizations
v
b
i
t
a
c
t
e
p
e
ff
c
e
projectsa
onthealth
e service provision to adolescents.
ac
e a
l
e
l
i
b
r
b
a
i
p
t
s
i
o
s
r
u
e
p
c
q
acwork for scaling up health servicepprovision
be drawn
from
their
toe e
l
e
e ap 5. The lessons that could
v
b
i
t
a
c
t
e
e
ff
acc
adolescents.
te e
le
e
a
l
i
b
r
b
a
i
p
t
s
i
o
s
r
u
e
p
c
q
c
p
e
a improvement and coverage expansion
vequality
le a Part 3 National experiences
ble and
i
t
a
c
t
ineapplying
principles
p
e
ff
c
e
c
le a
le a
iatehealth, even if this does not address
r
b
b
i
p
a
practices
in
public
adolescents
s
t
o
s
i
r
e
u
p
c
c
q
p
e
le and
ve athat have applied quality improvement
le a 1. Brief descriptions of noteworthy
i
b
t
a
c
t
e
p
ff
e
initiatives
principles
e
c
ac
te health work.
ia
r
apublic
e
i
p
l
r
o
b
p
r
i
s
o
p
r
s
practices
in
p
e
p
c
le a
e ac
b
v
i
a
t
ble ap2. A list of published
t
c
i
e
u
ff
q
e
process employed
tepapers or reports that describe the
le eby these initiatives and the ppropr
a
b
i
r
a
t
p
p
o
r
e
c
p
that they achieved.
ac
le a
e
b
l
b
a
i
t
ble ap3. results
i
s
s
u
e
q
c
acorganizations that are carrying eoutpresearch
A list of individuals
and
and/or
le eimplementing
e
b
pr
v
a
i
o
t
t
r
c
p
e
c
p
ff
c
e
a
a
programmes/projects
on
quality
control
of
health
services,
even
if
not
addressed
directly
to
ble
a
t
priate adolescents. e accessible
i
u
q
e
ble
v
i
a
t
t
c
rop
p
e
p
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ff
c
p
e
c
a
a
e
e
t
l
e
4.
Lessons
that
could
be
drawn
from
items
13
above
for
application
in
developing
national
quality
l
tab
sibservices
i
s
opria standards for adolescent-friendly
u
e
c
q
c
e
a
health
e
l
p
ab
t
o
ctive
r
p
e
e
p
ff
c
p
e
c
a
a
e
t
e
and challenges in setting
coverage
expansion
bl
balenational quality improvement andeq
a
siup
t
s
i
opria 5. Opportunities
e
u
c
c
a
initiative tocstrengthen
adolescents.table
ive health service provision toa
t
e
ff
e
ccep
e
t
e
a
l
i
r
b
i
p
s
ro
ces
c
a
e
v
i
t
ffec
e
e
t
a
i
r
rop
Making health services adolescent friendly 19
9.00 to 10.30
11.00 to 12.30
14.00 to 15.30
16.00 to 17.30
Opening remarks
Introductions
Statement of
objectives of the
workshop
Explanation of working
methods to be used
2
Closing remarks
For the second question, split up the larger group into buzz groups of 3 people. Ask each group to
identify a maximum of two population groups and to provide the rationale for their choice. Ask each
buzz group to share their conclusions in plenary. Work with them to arrive at a list of around 5 specific
population groups.
How relevant is
this issue in my
country?
(15)
(15)
Health outcomes
How relevant is
this issue in my
country?
(15)
(15)
3.1 What are the health services to be provided in relation to each of the health outcomes
above?
Information
provision
Counselling
provision
Clinical service
(promotive, preventive or curative)
Referral
Groups of adolescents
who are likely to come in
or to be reached
The health-related
commodities that could
be provided
- Counselling provision;
- Clinical service provision;
- Referral.
A.
B.
C.
D.
E.
Actual quality
Ask the group to brainstorm on possible criteria. Once this done, work with them to choose a short list
based on the following issues:
Potential impact (i.e. the potential impact of the criteria in contributing to the standard).
Feasibility (i.e. the feasibility of putting the criteria in place, in the local context).
Complementarity (i.e. how the set of criteria complement each other).
Stress that the criteria that they choose need to be ambitious but not overambitious, in line with
national laws and policies, and sensitive to the social and cultural norms.
Standard statement # 1
Criteria
Input criteria
Process criteria
(that correspond to the
input criteria)
Output
criteria
Potential
impact
Feasibility
Complementarity
1.
2.
3.
4.
5.
8. Identify the actions to be taken at national, district and local levels for the
criteria to be achieved
Ask the following question:
What needs to be done at the national, district and local levels to
ensure that health service provision meets the specified quality?
Task:
Identify the actions that need to be taken to achieve each of the
input criteria at the national, district and local levels.
Tips for the facilitator
Lead the group through an example. In doing so, explain to the group that they need to identify actions
that are required at the national, district and local levels. Stress that
they need to consider the complementary nature of these actions.
For example, a logo for the initiative will need to developed at the
national level; officials at the district level will need to provide
support to clinics in painting the logo on their notice boards; and
clinic managers will need to ensure that their notice boards are not
covered by unauthorised posters.
The actions that they identify just like the criteria they have chosen need to be:
ambitious but not overambitious;
in line with national laws and policies;
sensitive to the social and cultural norms.
Please note that they only need to identify actions for the input criteria.
Standard statement # 1
Criteria
Input criteria
Process criteria
(that correspond to
the input criteria)
Local level
District level
National level
1.
2.
3.
4.
5.
Standard statement # 1
Criteria
What to verify?
How to verify?
Input criteria
1.
2.
3.
4.
5.
Process criteria:
1.
2.
Output criteria:
1.
2.
10. Outline the preparatory work that needs to be done at the national level before
the quality standards can be applied
Ask the following question:
What groundwork needs to be done in order for all these ideas can
be translated into reality?
Task:
List the preparatory work that needs to be done before
implementation can begin.
Tips for the facilitator
Do this exercise in plenary. Lead the group through a quick brainstorming session on what preparatory
work needs to be done. Once you have a 68 points on a flip chart, ask them to review each item and to
identify why it is important to do, using the following matrix:
What preparatory work needs to be done?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Once the list has been completed, press the group to specify who will be responsible for each item and
to propose a date by when the task has to be carried out.
What preparatory work needs to be
done?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
e
eff
acc
e
e
t
v
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r
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ui
o
ff
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epta
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q
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l
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essi
able
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t
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p
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a
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a
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i
v
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r
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t
p
c
e
o
l
e
eff
ppr
ssib
e
a
t
e
a
l
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r
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p
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uit
pro
cep
c
q
p
e
a
a
e
e
e
l
l
l
b
b
b
i
a
s
ept
ces
c
c
quita
c
a
a
e
e
v
l
i
t
b
c
ffe
essi
e
c
c
app
e
a
t
e
a
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l
i
v
r
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i
p
t
a
c
t
o
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r
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qu
pp
e
a
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a
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ess
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cces
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rop
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cces
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cc
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te eff
a
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Generic
characteristics
of
adolescent-friendly
health
services
c
i
p
equ
le a
e a
b
e
i
l
s
b
s
e
a
c
t
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p
within
dimensions of quality tive a
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aWHO-defined
r
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ff
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ate
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Dimensions
services
toeq
adolescents
e
e ap of quality health
l
l
b
b
ible
a
s
a
t
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i
p
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e
c
u
c
c
q
c
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e
a
ive
ble
t
c
ible
e
s
s
ff
Equitable
e
e
c
c
e
a
t the health services that are itable
itoaobtain
ve not just some groups of adolescents,
r
i
t
o
Allcadolescents,
arep
able
e
r
u
p
ff
e
q
p
e
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riate
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ept
uita
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te e
ve a
a
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ble ac Accessible
r
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e
p
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ff
r
e
Adolescents
are available.
app
aareteable to obtain the health servicesitthat
i
e
r
ab
l
t
p
b
p
o
e
a
r
c
p
c
p
a
u
a
q
ible
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ble
s
b
s
e
a
Acceptable
c
t
c
p
a
e
c
aarecwilling to obtain the health services
ive
ri
tavailable.
p
c
e
l
e
o
Adolescents
that
are
r
b
ff
i
p
e
s
s
p
e
e
a
t
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ble
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ve ac
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p
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e
Appropriate
ble
ble
a
a
ssib
t
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e
i
c
p
u
c
e
c
q
a
c
e
a
The
right
health
services
(i.e.
the
ones
they
need)
are
provided
to
them.
e
e
ctiv
ble
i
e
tabl
s
ff
s
e
e
c
c
e
t
a
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o
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r
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ff
Effective
q
e
p
e
a
e
e
t
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b health.
bin ltheeright way, and make a positiveacontribution
atheir
t
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t
opria The right healthlservices
p
i
areu
provided
to
e
c
c
q
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iv
t
ab e
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iat
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ssible
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itabl
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eptable
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30
ANNEX 1
e
a
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EQUITABLE: All adolescents, not just some groups of adolescents, are able to obtain the health services that are
available
Characteristics
Policies and procedures are in place that do not restrict the provision of health services.
Health care providers treat all adolescent clients with equal care and respect, regardless of status.
Support staff treat all adolescent clients with equal care and respect, regardless of status.
ACCESSIBLE: Adolescents are able to obtain the health services that are available
Characteristics
Policies and procedures are in place that ensure that health services are either free or affordable to adolescents.
Point of service delivery has convenient working hours.
Adolescents are well informed about the range of reproductive health services available and how to obtain them.
Community members understand the benefits that adolescents will gain by obtaining the health services they need,
and support their provision.
Some health services and health-related commodities are provided to adolescents in the community by selected
community members, outreach workers and adolescents themselves .
ACCEPTABLE: Adolescents are willing to obtain the health services that are available
Characteristics
Health care providers are non-judgmental, considerate, and easy to relate to.
Point of service delivery ensures consultations occur in a short waiting time, with or without an appointment, and
(where necessary) swift referral.
Point of service delivery has an appealing and clean environment.
Point of service delivery provides information and education through a variety of channels.
Adolescents are actively involved in designing, assessing and providing health services.
APPROPRIATE: he right health services (i.e. the ones they need) are provided to them
Characteristics
The required package of health care is provided to fulfil the needs of all adolescents either at the point of service
delivery or through referral linkages.
EFFECTIVE: The right health services are provided in the right way, and make a positive contribution to their health
Characteristics
Health care providers have the required competencies to work with adolescents and to provide them with the required
health services.
Health care providers use evidenced-based protocols and guidelines to provide health services.
Health care providers are able to dedicate sufficient time to deal effectively with their adolescent clients.
The point of service delivery has the required equipment, supplies, and basic services necessary to deliver the required
health services.
2. Health care providers treat all their adolescent patients with equal care and
respect, regardless of status
What does this mean?
Health care providers administer the same level of care and consideration to all adolescents
regardless of age, sex, social status, cultural background, ethnic origin, disability or any other
reason.
Why is this important?
Being treated disrespectfully is a strong disincentive for adolescents to seek help. Being
treated equally will have a positive effect on adolescents, encouraging them to attend further
appointments and recommend the service to their peers.
3. Support staff treat all their adolescent patients with equal care and respect,
regardless of status
What does this mean?
Support staff administer the same level of care and consideration to all adolescents regardless of
age, sex, social status, cultural background, ethnic origin, disability or any other reason.
6. Adolescents are well informed about the range of health services available and
how to obtain them
What does this mean?
Adolescents are aware of what health services are being provided, where they are provided, and
how to obtain them.
Why is this important?
Informing adolescents about the range of health services available to them can help to encourage
usage of services.
11. Health care providers are non-judgemental, considerate and easy to relate to
What does this mean?
Health care providers do not criticize their adolescent patients even if they do not approve of
their words and actions. They are considerate to their patients and reach out to them in a friendly
manner.
Why is this important?
Health care providers do not need to abandon their own beliefs and values, but they must ensure
that these beliefs and values do not negatively influence the way in which they deal with their
adolescent patients. In addition, the ability to respond to adolescents with empathy and sensitivity
will contribute to the development of good communication and mutual respect.
Judgemental, inconsiderate and unfriendly behaviour will hinder communication. It is also likely to
turn adolescents away.
12. The point of health service delivery ensures consultations occur in a short waiting
time, with or without an appointment and (where necessary) swift referral
What does this mean?
Adolescents are able to consult with health care providers at short notice, whether they have
a formal appointment or not. If their medical condition is such that they need to be referred
elsewhere, the referral appointment should also take place within a short timeframe.
Why is this important?
Adolescents are more likely than adults to be deterred by long waiting times or by rigid
appointment-making policies. Having to wait for an appointment in advance could lead to a missed
appointment or seeking help from other possibly less effective or even harmful service providers
offering shorter waiting times.
13. The point of health service delivery has an appealing and clean environment
What does this mean?
A point of health service delivery that is welcoming, attractive and clean.
Why is this important?
Adolescents like adults may not want to go to a poorly maintained and dirty place.
14. The point of health service delivery provides information using a variety of
methods
What does this mean?
Informational materials that are relevant to the health of adolescents provided by the point of
health service delivery are available in different formats (e.g. posters, booklets and leaflets). They
are presented in a familiar language, are easy to understand and are eye-catching.
Why is this important?
Adolescents who visit the place may not know what they need to understand about the health
problems that could affect them. They may have received incorrect information from their peers or
other sources. They may have questions but may be embarrassed to ask their parents, teachers or
others.
15. Adolescents are actively involved in the assessment and provision of health
services
What does this mean?
Adolescents are given the opportunity to share their experiences in obtaining health services, and
to express their needs and preferences. They are involved in certain appropriate aspects of health
service provision.
Why is this important?
Involving adolescents in assessing service provision, and in actually participating in service
provision, can help make health services more sensitive and responsive to their needs.
18. Health care providers used evidence-based protocols and guidelines to provide
health services
What does this mean?
Health service provision is based on protocols and guidelines that are technically sound and
of proven usefulness. Ideally they should be adapted to the requirements of the national/subnational situation and approved by the relevant authorities.
Why is this important?
In using such tools, health care providers are assured of the best course of action in responding to
their adolescent patients.
19. Health care providers are able to devote adequate time to their patients
What does this mean?
Health care providers are able to dedicate sufficient time to deal effectively with their adolescent
patients.
Why is this important?
This is important for two reasons: firstly, adolescents may find it difficult to communicate, be shy
or frightened and may need extra time and encouragement to talk about their real concerns; and
secondly, because health care providers need adequate time to deal with their patients in an
effective manner.
20. Points of health service delivery have the necessary equipment, supplies and
basic services to deliver the required health services
What does this mean?
Each point of health service delivery has the necessary equipment, supplies (including medicines)
and basic services (e.g. water and sanitation) needed to deliver essential health services.
Why is this important?
Without the basic materials, health services cannot be provided effectively. The provision of health
services in such a context may even endanger the health of adolescents.
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Characteristics
of adolescentfriendly health
services
District officials to
communicate laws
and policies to HSDP
managers.
Health care
providers treat
all adolescent
clients with equal
care and respect,
regardless of
status
National officials to
communicate laws and
policies to relevant officials at
district level.
National officials to
communicate the importance
of avoiding discrimination to
district officials.
National officials to
ensure that preventing
discrimination is addressed
in training materials and in
handbooks. .
District officials to
support the formulation
of procedures for HSDP
managers, in line with
these laws and policies.
District officials to
communicate to
HSDP managers of the
importance of preventing
discrimination.
District officials to
encourage HSDP
managers to be alert
to the occurrence of
discrimination and to take
corrective actions if and
when it does happen.
--
--
Manager to communicate
the importance of avoiding
discrimination.
Manager to be alert
to the occurrence of
discrimination and to take
corrective actions if and
when it does happen.
--
District officials to
communicate laws
and policies to HSDP
managers.
District officials to
support the formulation
of procedures for HSDP
managers, in line with
these laws and policies.
District officials to
communicate the
importance of local
actions (i.e. modifying
working hours to meet the
needs of specific groups
of adolescents) to address
this issue, to HSDP
managers.
Characteristics
of adolescentfriendly health
services
Adolescents are
well informed
about the range
of reproductive
health services
available and how
to obtain them
National officials to
communicate the need for
district officials and HSDP
managers to take actions
to help inform adolescents
about the range of health
services that are be provided
at HSDP.
District officials to
communicate what health
services are provided,
where and when they are
provided, and how much
they cost:
District officials to
communicate the
importance of local
action (i.e. putting up a
notice board) to address
this issue, to HSDP
managers.
Community
members
understand the
benefits that
adolescents will
gain by obtaining
the health
services they
need, and support
their provision
National officials to
communicate the rationale
for providing health
services to adolescents
in the mass media, and in
meetings with national-level
representatives of other
sectors (e.g. education) and
civil society institutions (e.g.
religious bodies)
National officials to
communicate the need
for district officials to
communicate this message
to
district-level representatives
of other sectors (e.g.
education) and civil society
institutions (e.g. NGOs).
District officials to
communicate the rationale
for providing health
services to adolescents
in meetings with districtlevel representatives
of other sectors (e.g.
education) and civil
society institutions (e.g.
NGOs).
Characteristics
of adolescentfriendly health
services
Some health
services and
health-related
commodities
are provided to
adolescents in
the community
by selected
community
members,
outreach workers
and adolescents
themselves
National officials to
communicate the importance
of reaching out to selected
groups of adolescents in the
community with selected
health services (e.g. some
aspects of antenatal care)
and commodities (e.g. iron
and folic acid tablets).
District officials to
communicate the
importance of outreach
activities and/or
working with NGOs in
the community that
could engage selected
adults or adolescents to
provide health services
and commodities to
adolescents in the
community.
Managers to work
with service providers
and support staff to
ensure that they are all
aware of the policies
and recommended
procedures.
District officials to
communicate the
importance of applying
these procedures.
Managers to ensure
that the recommended
procedures are translated
into concrete actions
with clear designation of
responsibilities within the
HSDP.
District officials to
communicate the
importance of ensuring
visual and auditory
privacy, and to support
managers in making
any modifications that
are needed to HSDPs to
ensure this.
National officials to
communicate the importance
of actions to ensure visual
and auditory privacy during
registration and during
consultation with a service
provider.
Characteristics
of adolescentfriendly health
services
Health care
providers are
non-judgmental,
considerate, and
easy to relate to
National officials to
communicate the importance
of these attributes among
health care providers and
support staff.
National officials to
ensure that these issues
are addressed in training
materials and in handbooks.
District officials to
encourage HSDP
managers to support
health care providers and
support staff in being
non-judgemental and
considerate, and to relate
to their adolescents in
a friendly manner; and
where appropriate to take
corrective actions when
needed.
Managers to communicate
to health care providers
and support staff about
the importance of being
non-judgemental and
considerate, and to relate
to adolescent clients in a
friendly manner.
Point of service
delivery ensures
consultations
occur in a short
waiting time, with
or without an
appointment, and
(where necessary)
swift referral
National officials to
communicate the importance
of actions to keep waiting
times as short as possible
and to ensure that referral
mechanisms are in place and
function well.
Point of service
delivery has an
appealing and
clean environment
National officials to
communicate the importance
of actions to make the
physical environment of
HSDPs appealing and clean.
District officials to
encourage HSDP
managers to take the
needed actions to make
the physical environment
appealing and clean.
Point of service
delivery provides
information
and education
through a variety
of channels
District officials to
arrange for the delivery of
informational/educational
materials obtained from
national officials or NGOs,
to HSDPs.
Managers to be alert to
breaches of this, and to
take corrective actions.
Characteristics
of adolescentfriendly health
services
Adolescents are
actively involved
in designing,
assessing and
providing health
services
National officials to
communicate the importance
of involving adolescents in
designing, assessing and
providing health services.
District officials to
encourage HSDP
managers to involve
adolescents in designing,
assessing and providing
health services.
Managers to work
with service providers
and support staff to
identify and draw in
adolescents employed
by organizations working
with young people or
volunteers from the
community into the work
of the HSDP:
(i) by drawing upon their
ideas and suggestions in
designing health service
provision;
(ii) by involving them in
assessing and providing
health services.
Health care
providers use
evidence-based
protocols and
guidelines to
provide health
services
National authorities to
develop evidence-based
protocols and guidelines.
--
Characteristics
of adolescentfriendly health
services
Health care
providers are
able to dedicate
sufficient time to
deal effectively
with their
adolescent clients
National authorities to
communicate the importance
of this characteristic.
District officials to
communicate the
importance of this
characteristic to HSDP
managers.
Managers to encourage
service providers to devote
adequate time to each
patient.
Managers to have at-hand
lists of equipment and
supplies that are needed
to provide the stipulated
package of health
services.
Managers to work with
service providers and
support staff to put in
place a system to review if
the pieces of equipment
are in good order and that
the stocks of supplies are
adequate.
Managers to organize
regular servicing/repairs
of equipment and to
ensure that adequate
stocks of supplies are
maintained.
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