MAPEH MODULE 1 ADOLESCENT-FRIENDLY STEPS IN ADOLESCENT-FRIENDLY VISIT

HEALTH SERVICES: (provider's POV)

ADOLESCENCE 1. Greet and introduce self to adolescent

2. Ask adolescent his or her name and ask him or her
 Period of many changes to introduce his or her companion
 Changes in the way they THINK and FEEL 3. Discuss how visit I different from pediatric visit
 Affect the WAY they BAHAVE and INTERACT and explain the format of interview
with their SURROUNDING a. both will be ask inside, then the
 Importantly affect the HEALTH parent/companion will be ask to go out
of the room and will be ask to return at
IN ORDER TO INCREASE HEALTH SERVICE the end of the visit
UTILIZATION: 4. Discuss the confidentiality and define limits with
both the adolescent and parent or adult companion
1. Make health facilities and services ADOLESCENT- 5. Gather data from adolescent and parent or adult
FRIENDLY
companion
2. Help providers become skillful in using 6. Remember that the adolescent should be the main
DEVELOPMENTALLY APPROPRIATE APPROACH source of information
7. Negotiate to see adolescent alone
3. Teach providers how to deliver health services in an 8. Do psychosocial assessment using HEADSSS
atmosphere of TRUST and CONFIDENTIALITY interview format
9. Do the physical examination
CHARACTERISTICS OF ADOLESCENT-FRIENDLY 10. Discuss findings, plans, and follow-up with the
HEALTH SERVICES (AFHS) adolescent and what will be disclosed to his or her
parent or adult companion
1. Accessible (easy to reach) 11. Call the parent or adult companion back and
2. Acceptable (meet the expectation) summarize plans
3. Appropriate 12. Thank the adolescent and the parent or adult
4. Comprehensive (cover all aspects) companion
5. Equitable (provided to all people)
6. Produce Positive Change THE IMPORTANCE OF SEEING TH ADOLESCENT
7. Efficient (high quality care at lowest possible ALONE
price)
 The adolescent is the primary historian
CHARACTERISTICS OF ADOLESCENT-FRIENDLY  Ensures confidentiality and privacy
HEALTH PROVIDERS  Establishes rapport
1. Competent  Empowers the adolescent
2. Courteous and Respectful  Discovers other concerns
3. Rights-Sensitive  Uncovers hidden agendas and risk taking
4. Gender and culturally-responsive behaviors
5. Flexible and open-minded  Facilitates better communication
6. Non-judgmental
7. Willing to assure privacy and confidentiality CONFIDENTIALITY CLAUSE
8. Unhurried  Assures the adolescent that any information
9. Kind gathered will not be shared without their
10. Approachable permission
11. Concerned and interested
 Breach of confidentiality will only be done in the
12. Good communicator
ff. situations:
13. Good listener
o harm to self
14. Able to explain well
o harm to others
PRIVACY o abuse or neglect
o laws are broken
 The right and power to control the information that
other possesses MAPEH MODULE 2 HEADSSS
 The right if individuals not to be physically (Home, Education, Activities, Drugs, Sexuality, Suicide,
exposed against their will Safety)
CONFIDENTIALITY PURPOSE OF HEADSSS INTERVIEW
 Is a duty of health care providers not to disclose 1. Serve as annual risk assessment for the adolescent
certain information without the patient’s consent 2. Build rapport
 3. Identify the young person's strength and protective  Risk factor: Identifies risky sexual behaviors such
factors as unprotected sex, having multiple sexual
4. Identify areas for intervention and prevention partners, transactional sex; identifies the
occurrence of previous pregnancy or sexually
transmitted infections; identifies the presence of
sexual abuse
THINGS TO REMEMBER IN CONDUCTING
HEADSSS INTERVIEW SUICIDE
1. Confidentiality  Protective factor: Identifies healthy coping
2. Form of words mechanism of the adolescent when faced with a
3. Active listening problem
4. Asking sensitive questions  Risk factor: Identifies the presence of suicidal
HOME ideations, previous history of suicide, concrete
suicidal plan, or family member or peer who had
 Protective factor: Identifies the support group of history of suicide
adolescent
SAFETY
 Risk factor: Identifies the major changes the
family underwent recently  Protective factor: Identifies the use of safety gears
EDUCATION  Risk factor: Identifies the presence of abusive
relationships and presence of weapons at home
 Protective factor. Identifies the enthusiasm of the
adolescent in school, areas where he/she is Pointers:
excelling, and his/her dreams and plans  Do NOT give lecture
 Risk factor: Identifies presence of bullying or  Do NOT underestimate the adolescent's concerns
school problems
 Do NOT label the behavior as stupid and/or
EATING irresponsible
 Avoid rapid fire questions
 Protective factor: Identifies how the adolescent  Always make sure that the adolescent is present
sees himself/herself and if he/she has good self- when talking to his/her parents/guardians
esteem  Ask permission if you have to take down notes but
 Risk factor: Identifies presence of body image avoid writing everything he/she says
issues and the presence of dietary changes  Take time after the session to record data

ACTIVITIES

 Protective factor: Identifies the presence of a

support group among his/her peers and leisure
activities that him/her happy and productive
 Risk factor: Identifies risky behaviors such as
unhealthy activities with friends and other
activities such as prolonged screen time exposure

DRUGS

 Protective factor: Identifies the reliance against

peer pressure
 Risk factor: Identifies the use of alcohol, tobacco,
or other drugs

SEXUALITY

 Protective factor: Identifies who practice sexual

abstinence or those who practice the use of
protection