Adolescent mental health issues & LSE

SEMINAR on: 

SEMINAR on Adolescent Mental Health Issues & Life Skill Education For The Adolescents 1 Presented by: Dr Sumit Datta Majumdar Dr Suman Biswas Students,DMCW (2010-12) Under Guidance of: Prof R N Chaudhuri Prof R N Sinha Dr V Verma

ADOLESCENCE: 

ADOLESCENCE * Derived from the Latin word “ Adolescere ” which means “To grow to mature” *Period of transition from childhood to adulthood *Ages 10-19 (WHO). 2

DEMOGRAPHY: 

DEMOGRAPHY World: 19.1% [total about 1.05 billion,85% from developing countries] India: 22.8% (approx) of total population [about 207 million]* * [ CENSUS,2001] 3

POPULATION PROFILE: ADOLESCENTS: 

POPULATION PROFILE: ADOLESCENTS [Source: Report of the Working Group on Adolescents for the Tenth Five Year Plan, GOI, Planning Commission, June 2001] 4

Population Profile:Young People(10-24 Yrs in India)* : 

Population Profile:Young People(10-24 Yrs in India) * * Adolescent Health -An Overview ;Dr H. Chopra, 2007 5

PHASES OF ADOLESCENCE: 

PHASES OF ADOLESCENCE Early Adolescence (10 – 13 yr) Spurt of growth Development of secondary sexual characters Mid Adolescence (14 –16 yr) Separate identity from parents New relationship to peer groups Desire for experimentation Late Adolescence (17-19 yr) Distinct identity Well formed opinion & ideas 6

IMPORTANCE OF ADOLESCENTS IN INDIA: 

IMPORTANCE OF ADOLESCENTS IN INDIA Large number >22% of the population Last Chance to correct Growth Lag and Malnutrition . Many adolescents are sexually active, but lack information and skills for self protection. Communication gap exists with parents and other adults. 7

IMPORTANCE OF ADOLESCENTS IN INDIA : 

IMPORTANCE OF ADOLESCENTS IN INDIA Impressionable period of life Period of preparation for greater responsibility e.g., parenthood Future human resource of country Need of improvement in targeted healthcare delivery 8 {cont...}

HEALTH CONCERNS: 

HEALTH CONCERNS 50% sexually active before marriage, lack knowledge of contraception, increased risk of maternal/child mortality Prone to STI [50% of new HIV cases belong to 10-25yr age group] 19.8% of females in 15-19yr group already pregnant (NFHS-3) Almost 50% suffer from nutritional anaemia (NNB2000) 9

CHARACTERISTICS OF THE ADOLESCENT :: 

CHARACTERISTICS OF THE ADOLESCENT : A – Aggressive, Anaemic , Abortion D – Dynamic, Developing, Depressed O – Overconfident, Overindulging, Obese L – Loud but lonely, Lack information E – Enthusiastic, Explorative, Experimenting S – Social, Sexual, Spiritual C – Courageous, Cheerful, Concern E – Emotional, Eager, Emulating N – Nervous, Never say no to peers T – Temperamental, Teenage pregnancy 10

PUBLIC HEALTH IMPLICATION: 

PUBLIC HEALTH IMPLICATION 70% adulthood mortality linked to habits acquired during adolescence Teenage pregnancy, unsafe abortions RTI, STI/HIV affects morbidity & mortality Lack of emotional support, limited access to health information/services has poor mental health outcome (Risky behaviour , Substance abuse) [Source: Adolescent Health -An Overview –Dr H. Chopra,2007] 11

SIGNIFICANT HEALTH PROBLEMS IN ADOLESCENTS: 

SIGNIFICANT HEALTH PROBLEMS IN ADOLESCENTS Sexual and reproductive health problems Nutritional problems Substance abuse 4)Mental health problems -last but not the least . 12

MENTAL HEALTH: 

MENTAL HEALTH Mental health is about How one feels inside Balancing one’s emotions and having control on them Self-esteem and confidence Being comfortable with whom they are Coping with one’s feelings and building up resilience on one’s “bounce-back ability” 13

CHILD & ADOLESCENT MENTAL HEALTH-DEFINITION(WHO): 

CHILD & ADOLESCENT MENTAL HEALTH-DEFINITION(WHO) “ Child and adolescent mental health is the capacity to achieve and maintain optimal psychological functioning and well being. It is directly related to the level reached and competence achieved in psychological and social functioning” 14

Mental Health Issues: 

Mental Health Issues Common problems which affect mental health outcome in adolescents: The Trivandrum Experience Scholastic Problems Family Problems Emotional Problems Drug/Substance Abuse Psychological Problems Personal Problems 15 [ Source: Family Life & Life Skills Education for Adolescents: Trivandrum Experience-Dr M K C Nair; JIACAM; 2005; 1(2):3]

Scholastic Problems : 

Scholastic Problems Lack of Concentration Lack of Memory Lack of Motivation for study Difficulty in Learning Specific Subject Difficulty in Making Career Choices 16 {Cont...The Trivandrum Experience}

FAMILY PROBLEMS: 

FAMILY PROBLEMS Family Problems adversely affecting adolescent mental health(Indian context ): Alcoholic father Financial problem Broken family Problem with parents Sibling rivalry Separation from home 17 *Girls are more susceptible {Cont...The Trivandrum Experience}

Emotional Problems : 

Emotional Problems Anxiety/Tension** Intolerant Anger** ** More in girls than boys often resulting into destructive reactions hurting others and feeling of guilt later . 18 {Cont...The Trivandrum Experience}

DRUG/SUBSTANCE ABUSE: 

DRUG/SUBSTANCE ABUSE Out of Risk taking behaviour/adventure Peer pressure Stress 19 {Cont...The Trivandrum Experience}

DRUG/SUBSTANCE ABUSE: 

DRUG/SUBSTANCE ABUSE Adverse Effects: Impairment of general abilities - senses - speed of reaction -coordination - thinking,concentration Increased risk taking with poor inhibitory control over behaviour Mood changes with poor control over mood 20 Consequences include increased probability of: -accidents -violence -suicide -risky sexual behaviour {Cont...The Trivandrum Experience}

Psychological Problems : 

Psychological Problems Depressive Symptoms Suicidal Tendency Phobia Sleep Problems Mental Deficits Irrational Beliefs Low Self Esteem 21 {Cont...The Trivandrum Experience}

PERSONAL PROBLEMS: 

PERSONAL PROBLEMS Inter-personal Problems : Prone to Peer Conflicts as peer advice considered doctrinal by adolescents. Role of teachers important. Love Affair : Usually kind of Infatuation & immature, but may seriously affect studies/future life at times. Body Image : Due to personality factor, over consciousness about looks, desire to be appealing to the opposite sex. 22 {Cont...The Trivandrum Experience}

ADOLESCENT PSYCHITARIC DISORDERS: 

ADOLESCENT PSYCHITARIC DISORDERS BROAD CLASSIFICATION: Emotional Disorders Behavioural Disorders Psychoses Other Mental Health Problems-Slow learner,Exam fear,School phobia,Common speech disorders,epilepsy etc 23

1. EMOTIONAL DISORDERS : 

1. EMOTIONAL DISORDERS 24

ENVIRONMENTAL REASONS FOR EMOTIONAL DISORDERS: 

ENVIRONMENTAL REASONS FOR EMOTIONAL DISORDERS Anxiety - Frustration, Psychological Stress & Trauma Somatisation - Repression of Feelings, Introjecting Grudge Conversion - Physical Expression of Psychological Conflict Depression & Suicide - Study Pressure, Separation, Chronic Illness, Maladjustment 25 {Cont...Emotional Disorders}

BIOCHEMICAL FACTORS FOR EMOTIONAL DISORDERS: 

BIOCHEMICAL FACTORS FOR EMOTIONAL DISORDERS Imbalance in neuro-transmitters like Nor-Adrenaline, GABA, 5HT ═► Anxiety & Depressive Disorders Role of Medications(eg.,SSRIs) important Often biochemical factors act alongwith environmental but may singularly be important 26 {Cont...Emotional Disorders}

2. BEHAVIUORAL DISORDERS: 

2. BEHAVIUORAL DISORDERS 27 Types commonly encountered in adolescents: Attention Deficit Hyperactivity Disorder Conduct Disorder Oppositional Defiant Disorder

REASONS FOR BEHAVIOURAL DISORDERS: 

REASONS FOR BEHAVIOURAL DISORDERS Physiological abnormality of the brain plays a distinct role in ADHD (uncontrolled flow of neuro -transmitters) Sad experience, disliking by parents, disorderly home & school environment, low I.Q.- all contribute to CONDUCT DISORDER Parental negative attitude, repression of feelings & poor self confidence at the beginning of adolescence leads to arrogance in ODD 28 {Cont... Behavioural Disorders}

3.PSYCHOSES: 

3.PSYCHOSES 29 1.Schizophrenia ═► Often signs/symptoms uncovered by psychological stress in the backdrop of Genetic Inheritance and Biochemical Changes 2.Bipolar Affective Disorder[MDP] ═►

PREVALENCE OF CHILD AND ADOLESCENT MENTAL DISORDERS(Selected Countries) [Child and adolescent mental health policies and plans,WHO,2005]: 

PREVALENCE OF CHILD AND ADOLESCENT MENTAL DISORDERS(Selected Countries) [Child and adolescent mental health policies and plans,WHO,2005] COUNTRY STUDY AGE(yr) PREV BRAZIL CANADA ETHIOPIA GERMANY INDIA JAPAN SPAIN SWITZERLAND USA Fleitlich-Bilyk & Goodman, 2004. Offord et al., 1987 Tadesse et al., 1999 Weyerer et al., 1988 Indian Council of Medical Research Morita et al., 1993 Gomez- Beneyto et al., 1994 Steinhausen et al., 1998 United States Department of Health and Human Services, 1999 7-14 4-16 1-15 12-15 1-16 12-15 8,11,15 1-15 9-17 12.7 18.1 17.7 20.7 12.8 15 21.7 22.5 21 30

NEED OF MENTAL HEALTH POLICY/PLANNING FOR ADOLESCENTS/CHILDREN: 

NEED OF MENTAL HEALTH POLICY/PLANNING FOR ADOLESCENTS/CHILDREN Three compelling reasons for developing effective interventions for children and adolescents: ( i ) Specific mental disorders occur at certain stages of child and adolescent development - screening programs and interventions for such disorders can be targeted to the stage at which they are most likely to appear (ii) High degree of continuity between child and adolescent disorders and those in adulthood - early intervention could prevent or reduce the likelihood of long term impairment (iii ) Effective interventions reduce the burden of mental health disorders on the individual and the family, and they reduce the costs to health systems and communities. 31 [Child and adolescent mental health policies and plans,WHO,2005]

DEVELOPING A CHILD AND ADOLESCENT MENTAL HEALTH POLICY: 

DEVELOPING A CHILD AND ADOLESCENT MENTAL HEALTH POLICY Step 1: Gather information and data for policy development Step 2: Gather evidence for effective strategies Step 3: Undertake consultation and negotiation Step 4: Exchange with other countries Step 5: Develop the vision, values, principles and objectives of the policy Step 6: Determine areas for action Step 7: Identify the major roles and responsibilities of different stakeholders and sectors 32 [Child and adolescent mental health policies and plans,WHO,2005]

DEVELOPING A CHILD AND ADOLESCENT MENTAL HEALTH PLAN: 

DEVELOPING A CHILD AND ADOLESCENT MENTAL HEALTH PLAN Step 1: Determine the strategies and time frames Step 2: Set indicators and targets Step 3: Determine the major activities Step 4: Determine costs, available resources and the budget 33 [Child and adolescent mental health policies and plans,WHO,2005 ]

IMPLEMENTATION OF CHILD AND ADOLESCENT MENTAL HEALTH POLICIES & PLANS: 

IMPLEMENTATION OF CHILD AND ADOLESCENT MENTAL HEALTH POLICIES & PLANS Step 1: Dissemination of the policy Step 2: Generate political support and funding Step 3: Develop a supportive structure Step 4: Set up pilot projects in demonstration areas Step 5: Empower providers and maximize coordination 34 [Child and adolescent mental health policies and plans,WHO,2005 ]

MENTAL HEALTH POLICY/PLANNING/IMPLEMENTATION: 

MENTAL HEALTH POLICY/PLANNING/IMPLEMENTATION Enable countries to develop and implement appropriate, evidence-based policies and plans Inform those ultimately responsible of challenges of working on behalf of these age groups. Share workable solutions to common problems experienced Identify other resources that offer additional tools or information 35 TARGET AUDIENCE Policy-makers and public health professionals in ministries of health or health departments of countries and large administrative divisions of countries(regions, states or provinces). International, regional and national policy and advocacy organizations such as consumer groups, caregiver groups, WHO regions and professional organizations. Professionals in child and adolescent mental health AIMS

PowerPoint Presentation: 

36

PowerPoint Presentation: 

SELF AWARENESS Self – Identity Ego – Identity Self – Confidence Self – Esteem AUTONOMY & INDEPENDENCE  Assertiveness Critical Thinking & Decision Making Problem Solving Values Clarifications CURIOUS, ADVENTUROUS, EXPERIMENTAL  Risk taking Coping with Stresses & Failures ADOLESCENT PERSONALITY DEVELOPMENT

PSYCHOSOCIAL COMPETENCE: 

PSYCHOSOCIAL COMPETENCE demands of modern life, poor parenting, changing family structure, dysfunctional relationships, new understanding of young people’s needs, decline of religion, rapid sociocultural change-  necessitated new set of psychosocial skills called “LIFE SKILLS” 38

WHAT IS ‘LIFESKILLS’?: 

WHAT IS ‘LIFESKILLS’? ..… abilities that help promote mental well being and competence in young people as they face the realities of life.

PowerPoint Presentation: 

“life-skills based education” is -behavior change or behavior development approach. designed to address a balance of three areas: -Knowledge, Attitude and Skills . [UNICEF] WHAT IS ‘LIFE SKILLS’? {contd...}

WHAT IS ‘LIFE SKILLS’?: 

WHAT IS ‘LIFE SKILLS’? “ the abilities for adaptive and positive behavior that enables individuals to deal effectively with the demands and challenges of everyday life ” [WHO] {contd...}

CORE SET OF LIFE SKILLS: 

CORE SET OF LIFE SKILLS • Decision making • Problem solving • Creative thinking • Critical thinking • Effective communication • Interpersonal relationship skills • Self-awareness • Empathy • Coping with emotions • Coping with stress 42 [Source: WHO/MNH/PSF/93.7A.Rev.2]

CONCEPTUALIZING THE ROLE OF LIFE SKILLS IN HEALTH PROMOTION: 

CONCEPTUALIZING THE ROLE OF LIFE SKILLS IN HEALTH PROMOTION Complementary Life Skills can be paired into 5 skill areas: Education in above fields provides foundation in generic life skills 43 DECISION MAKING ▼ PROBLEM SOLVING CREATIVE THINKING ▼ CRITICAL THINKING COMMUNICATION ▼ INTER PERSONAL RELATIONSHIP SELF –AWARENESS ▼ EMPATHY COPING WITH EMOTIONS ▼ COPING WITH STRESS

IMPORTANCE OF LEARNING LIFE SKILLS: 

IMPORTANCE OF LEARNING LIFE SKILLS WHAT ARE THE BENEFITS? To be able to explore alternatives Weigh pros and cons Make rational decisions Communicate effectively To say “No” Be assertive [IAP Vision 2007]

{cont...}: 

{cont...} IMPORTANCE OF LEARNING LIFE SKILLS Helps in developing psychosocial skills for specific risk situation Teaching of LS essential for: -healthy child & adolescent development -primary prevention of child/adolescent morbidity -socialization -preparing young people for changing social circumstances [Source: WHO/MNH/MHP/99.2] 45

{cont...}: 

{cont...} IMPORTANCE OF LEARNING LIFE SKILLS Life skills education contributes to/complements: basic education gender equality democracy good citizenship child care and protection quality and efficiency of the education system the promotion of lifelong learning quality of life the promotion of peace [Source: WHO/MNH/MHP/99.2] 46

{cont...}: 

{cont...} IMPORTANCE OF LEARNING LIFE SKILLS Areas of primary prevention for which life skills considered essential: Adolescent pregnancy HIV/AIDS Violence Child abuse Suicide Problems related to the use of alcohol, tobacco and other psychoactive substances Injuries Accidents Racism Conflict Environmental issues [Source: WHO/MNH/MHP/99.2] 47

HOW ‘LIFE SKILLS’ LEAD TO PRIMARY PREVENTION OF HEALTH PROBLEMS?: 

HOW ‘LIFE SKILLS’ LEAD TO PRIMARY PREVENTION OF HEALTH PROBLEMS? 48

WHAT IS DECISION MAKING ?: 

WHAT IS DECISION MAKING ? Abilities to assess available options To foresee the consequences of different decisions (actions/non-actions) ۩ No decision is also a decision

DECISION MAKING : 

DECISION MAKING Major Life Decisions: GOALS Develop, Prioritize, attain CHOICE Of life style, study & food habits, hobbies COPING UP With stress, alcohol, drugs, STD, AIDS CAREER Choice of profession, further study

RESPONSIBLE DECISION MAKING: 

RESPONSIBLE DECISION MAKING “Making decision after examining the choices & consequences in view of one’s values and goals is Responsible Decision Making”

PROBLEM SOLVING: 

PROBLEM SOLVING Allows to solve an issue, problem or conflict Without anger, intimidation, insubordination, aggressive force or behavior Negotiate as soon as possible for communication Deals constructively with problems 52

STEPS FOR RESPONSIBLE DECISION MAKING & PROBLEM SOLVING: 

STEPS FOR RESPONSIBLE DECISION MAKING & PROBLEM SOLVING Identify/Define the problem Consider the consequences or outcomes Consider family and personal values Choose one alternative Implement the decision ۩ PROBLEMS if left unresolved  MENTAL & PHYSICAL STRESS

CREATIVE THINKING: 

CREATIVE THINKING Enables to explore available alternatives and consequences of actions or non-actions Contributes to Decision Making & Problem Solving Helps adolescents to respond adaptively and with flexibility to the daily life situations

CRITICAL THINKING: 

CRITICAL THINKING Ability to analyze information and experiences in an objective manner Helps adolescents to recognize and to assess the factors influencing attitude & behavior - values, pressures ( peer/family ) Key to form right attitudes towards life ۩ Assists in developing responsible behavior.

EFFECTIVE COMMUNICATION: 

EFFECTIVE COMMUNICATION To express ourselves -verbally & non-verbally To express opinions, desires, needs & fears also To ask for advice and help

INTERPERSONAL SKILLS: 

INTERPERSONAL SKILLS To be able to develop & nurture supportive networks To be able to end relationships constructively Helps adolescents to relate with people in positive ways

SELF AWARENESS: 

SELF AWARENESS Recognition of ourselves -character -strength/weakness -desires -dislikes Helps in recognition of stress A prerequisite for effective communication, Interpersonal Relationship & Empathy

EMPATHY: 

EMPATHY Ability to understand and accept others To put oneself in other person’s shoes Being nurturing and tolerant Encourages a positive behavior towards people in need or difficulty

COPING WITH EMOTIONS: 

COPING WITH EMOTIONS Recognizing effects of emotions on others and ourselves Being aware of how emotions influence behaviours Able to respond to emotions appropriately Awareness about harm caused by intense anger or sorrow to health

HOW TO COPE WITH STRESS: 

HOW TO COPE WITH STRESS Recognize sources of stress in our life Recognizing how these affect us Identifying ways that help to control our levels of stress Learning how to relax to minimize tensions

BEHAVIOR CHANGE THROUGH LIFE SKILLS: 

BEHAVIOR CHANGE THROUGH LIFE SKILLS 1. Ignorance 2. Awareness 3. Concern 4. Knowledge 5. Motivation 6. Readiness to change 7. Willingness to change 8. Acceptance 9. Habit 10.Lifestyle

PowerPoint Presentation: 

BEHAVIOR CHANGE THROUGH LIFE SKILLS STAGES Identify the problem or issue Collect information/knowledge Associated physical, emotional, psychological feelings Possible ways of solving Effective communication skills Alternative solutions Mutual decision To Acheive {cont...}

TAKE PLEASURE & PRIDE IN SAYING NO WHEN ONE WANTS TO SAY “no”: 

TAKE PLEASURE & PRIDE IN SAYING NO WHEN ONE WANTS TO SAY “ no” Ways to say NO Polite refusal Give reason Repeat refusal Walk away Ignore the person Avoid the situation Find others’ support Talk about your own feelings

LIFE SKILLS EDUCATION: 

LIFE SKILLS EDUCATION Methodology often practiced: Dynamic teaching & Dynamic learning Working in small groups & pairs Brainstorming Role-plays Experiential learning Games & debates Home assignments, to further discuss and practice skills with family & friends.

THEREFORE, THE ADOLESCENTS SHOULD KNOW ABOUT ‘LIFE SKILLS’ BECAUSE:: 

THEREFORE, THE ADOLESCENTS SHOULD KNOW ABOUT ‘LIFE SKILLS’ BECAUSE: Empowers them to take positive actions to protect themselves and to promote health and positive social relationships. Utility in Other areas Environment Education Consumer Education Peace Education Sociocultural Issues

THE COMMUNITY APPROACH: 

THE COMMUNITY APPROACH Community programs to focus on facilitating: Physical Development Cognitive Development Social Development Emotional Development Ethnic & Sexual Identity Interpersonal & Intercommunity relationship Interaction with peers/adults with positive attitude 67 [TEXTBOOK OF COMMUNITY & SOCIAL PAEDIATRICS - Edited by Dr S R Banerjee,2 nd Ed,2008]

THE COMMUNITY APPROACH: 

THE COMMUNITY APPROACH Programs to be sustainable and based on: School/college Work place Community clinics Youth clubs Family planning centres Public health facilities Private physicians’ chambers 68 {cont...}

THE INDIAN PERSPECTIVE: 

THE INDIAN PERSPECTIVE National Population Policy 2000 :- ► adolescent group addressed as an underserved group ► acknowledges needs of adolescents , including protection from unwanted pregnancies and STD (have not been specifically addressed in the past) ► emphasize on programs for adolescents promoting access to information, counseling, education on risks of irresponsible sex, right age for marriage and child bearing ► improving access to services with special attention to the needs of adolescents in rural India. 69

THE INDIAN PERSPECTIVE: 

THE INDIAN PERSPECTIVE National Health Policy, 2002 asserts, ‘ school and college students’ - one of the most impressionable targets # for imparting information on basic principles of preventive health care # to target this group to improve the general level of awareness in regard to “health promoting behaviour ” . 70 {cont}

PROGRAMS IN INDIA: 

PROGRAMS IN INDIA No separate program on Adolescent Mental Health/LSE Incorporated in other health programs for adolescents/community like NRHM, RCH-II, National Mental Health Program, School Health Services etc( INTERSECTORAL ) LSE being promoted through Secondary Schools’ Education System under 11 th Five Year Plan. 71

PROGRAMS IN INDIA: 

PROGRAMS IN INDIA ADOLESCENT HEALTH INITIATIVE(AHI) An important constituent of RCH II being implemened in 75 districts Has 2 components- 1)Adolescent friendly health services & 2)Adolescent health counseling services** Implemented through different stakeholders e.g.,ICDS,NGOs,PRI,Nat Service Volunteers, Nehru Yuva Kendra Sangathan,IAP,FOGSI etc under the umbrella of DPAH(District Partnership for Adolescent Health) 72 {cont...} Providing support for mental health issues related to the behavioural a spect of RTI/STI/ HIV,Substance Abuse,Teenage Pregnancy etc.

PROGRAMS IN INDIA: 

PROGRAMS IN INDIA BETTER LIFE OPTIONS PROGRAM(BLP), INDIA A program initiated by Center for Development & Population Activities(CEDPA),Washington DC in 1989 for developing countries partnering local NGOs. Essentially to empower out-of school girls aged 12-20yr Consists of formal/non-formal education, reproductive health services,vocational training, FLE alongwith sensitization of other stakeholders 73 {cont...}

PROGRAMS IN INDIA: 

PROGRAMS IN INDIA AEP- by the Department of Secondary & Higher Education and the National AIDS Control Organization(NACO), June 2008 Key intervention for reducing the vulnerability of youth to HIV by providing access to accurate information and life skills Program developed for implementation of life skill education in most states across India through the State Department of Education ( DoE ) in collaboration with the State AIDS Control Societies 74 ADOLESCENCE EDUCATION PROGRAM (AEP)

ADOLESCENCE EDUCATION PROGRAM(AEP) : 

ADOLESCENCE EDUCATION PROGRAM(AEP) Target Age ► 14-17yr Comprises of modules ▼ -Section One: From Childhood to Adolescence-A Passage -Section Two: Adolescent Reproductive and Sexual Health -Section Three: Mental Health and Substance Use -Section Four: Life Skills and HIV Prevention 75 {cont...}

THE GLOBAL PERSPECTIVE: 

THE GLOBAL PERSPECTIVE ICPD Program of Action 7.46 declares that all countries “ should protect and promote the rights of adolescents to reproductive health education, information and care and greatly reduce the number of adolescent pregnancies”. ICPD Program of Action 7.47: “ in collaboration with non-governmental organizations, all governments have been urged to meet the special needs of adolescents and to establish appropriate programs to respond to those needs”. 76 INTERNATIONAL CONFERENCE ON POPULATN & DEVELOPMT Cairo,1994

HOW THE WORLD IS MAKING USE OF LSE: 

HOW THE WORLD IS MAKING USE OF LSE UNICEF’s SARA PROJECT in Eastern and Southern Africa and MEENA PROJECT in South Asia Multimedia communication initiatives which seek to promote the status of girls . In each case, a young female character has been created to model the application of life skills in different situations. These scenarios from the lives of Sara and Meena are widely disseminated through popular media, including animated film, radio drama, story books and newspaper cartoon strips. 77

HOW THE WORLD IS MAKING USE OF LSE: 

HOW THE WORLD IS MAKING USE OF LSE Zimbabwe & Thailand ─► Prevention of HIV/AIDS Mexico ─► Adolescent Pregnancy UK ─► C hild abuse prevention USA ─► Prevention of substance abuse and violence RSA & Columbia ─► Life Orientation /Integral Education 78 (WHO//MNH/PSF/93.7A.Rev.2,1994) {cont...}

Key Messages: 

Key Messages Life skill management for adolescent is the need of today’s world Life Skills Education makes a person “a balanced adult” who contributes meaningfully to society IAP Executive Board decided to celebrate 1st August as “Teenage Day” and the whole of August as Teenage Month

REFERENCES: 

REFERENCES 80 1. TEXTBOOK OF COMMUNITY & SOCIAL PAEDIATRICS- Edited by Dr S R Banerjee,2 nd Ed,2008 2 . NATIONAL HEALTH PROGRAMMES OF INDIA- J Kishore,9 th Ed,2011 3. PARTNERS IN LIFE SKILLS EDUCATION- Conclusions from a United Nations Inter-Agency Meeting,1998 ( WHO/MNH/MHP/99.2) 4. LIFE SKILLS EDUCATION IN SCHOOLS- WHO,1994 (WHO /MNH /PSF/ 93.7A.Rev.2 ) 5. ADOLESCENCE EDUCATION PROGRAMME- Life Skills Development (NACO,2008 ) 6. FAMILY LIFE & LIFE SKILLS EDUCATION FOR ADOLESCENTS : TRIVANDRUM EXPERIENCE- Dr M K C Nair,Director & Professor of Paediatrics,Child Development Centre,Medical College,T’puram 7. ESSENTIAL PAEDIATRICS- Edited by O P Ghai,V K Paul,A Bagga,7 th Edi,2009 8. IAP VISION 2007 9. MENTAL HEALTH PROBLEMS OF SCHOOL CHILDREN- MON Foundation 10. CHILD AND ADOLESCENT MENTAL HEALTH POLICIES AND PLANS- WHO,2005

PowerPoint Presentation: 

81 THANK YOU