Making Health Services Adolescent Friendly-WHO

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Making health services
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e a cc e s s ib le a c e p t a b le e
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Making health services
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Developing national quality

standards for adolescent friendly
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etheffGlobalct i
Acknowledgements
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cceorganized i b
p r i a t c t i v e
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equita adolescents. itable approp
by WHO in 2001 was to develop tools to support countries in improving the
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oquality
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standards
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The main lesson emerging from these
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WHO Library Cataloguing-in-Publication Data
t e e
ia national quality standards for adolescent
prdeveloping c t veservices.
ihealth a c
p p r o t e e ff e
q u i t a blhealthe friendly:
p p r o p r ia friendly
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a
standards.
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lOrganization.
2.Adolescent health services – organization and
o r i ate
administration.
p 3.National
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health programs. 4.Adolescent.
b q u I.World Health
l e ap p r
c e p t a u i t a b
ble ac ISBN 978 92 4 150359c4 p t a b l
(NLM e eq WA 330)
classification:
s s i b l e a ce
ve a cc e © World Health Organization 2012
ff e c t
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opriate e ff e c t i ve a c e s si b le a
r o p r i a te e c t i v e ac s sib
e a p p a t e e ff a c ce
uitabl a p p r o pri t e e ff e ctive
e q u i t a ble p p r o p ria a t e e ff e
ptable i t a ble a p p ropr i
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a c ce p t a b l e e q u i
b le a p pr
ssible l e a c c e pta b l e e q u ita
e a c c e ssib l e a c c e pta l e e q u i
effectiv a c c e ssib c c e p ta b
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pprop t e e ffe c a c c ess i
prop r i a e ffec ti ve s si
e a p i a t e a c c e
Contents
quita b l p p rop r ffe ctiv e
itab l e a pri a te e
b le e q u e a p p r o p r i a te eff
ccept a q u itab l a ppr o
tab l e e uit a b l e p p
e a cc e p a b l e e q a b le a
essibl b l e a c c ept b l e eq uit
v e a c c essi l e a c c e pta t a b le e
e effe ct i acce s s i b e ac c e p
e c t i v e c e ss i b l
p r ia t e eff e c t i v e ac ss ib le a
appro r i a te eff iv e acc e
r o p
pp . . . . . . . . . . . . . . . . . . . . . .o . .p . . r . .i . a eff e ct ce
b le a . .e
. . . t e a c
t a ppr ffec t iv
e equi
Abbreviations . . . . . Iv
a b l e a r ia te e
b le e q ui .t . . . . . . . . . . . . . . . . . . . . . . . . .l .e . . . .a
Introduction .
p . Vop
. . .r
. . . . . p
a uitab
e accept p ta . . .l . e
Chapter 1 . . . . . b . . q
. . . . e
e a c c e . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
l Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
accessib
Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Annex 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Annex 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Making health services adolescent friendly iii

e tiv e acc ia t e eff
t e eff e c a p p r o p r l e e q ui
propr ia i ta bl e cc epta b
e q u b le a
a c c e p t able tiv e a cc essi r ia t e eff
ssib le t e eff e c a ppr o p
pro p r i a uit a b le c cep
b l e a p a b l e e q ib l e a
quita b le a c c ept t i v e a ccess
a c c essi te e ffe c e a pp
effect i v e prop ri a q uit a b l
b le a p b l e e
le e q u ita l e a c ce pta e a cces
ta b cce s s ib effe c ti v
accep c t iv e a p r i a te
a t e effe a p pro b l e eq
Abbreviations
p r i b le p t a
appro b le e q uita
cces s ib l e a cce
l e a c c e pta c ti ve a r o p r ia te
ccess ib i a te e ff e le ap p
r o p r equ it a b
i ta b l e app p ta b le s s ib le ac
e equ s s i b l e acce e ct iv e acce
ti v e a cce p ri a te eff a b l e a
ff e c p ro u it
ate e u i t a b l e ap e p t a b le eq
p ta b l e eq s s i b le acc e c ti v e a cc
e acce iv e acc e i a te eff
te eff e c t ppr o p r le
p r o p r i a i ta b le a c c e p ta b
e ap Abbreviations
p ta b l e equ cc e s s ib le a
s s ib l e acce e ff e ct ive a p p r o p r iat
acce r o p r i a te i ta b le a
b l e ap p
AFHS adolescent-friendly health services
b le eq u ible
e q u i t a a c c e p ta a c ce s s
ble AIDS acquired immunes
c c e s i b le syndrome
deficiency
e e ff e ct ive
e ff e c t i e aimmunodeficiency virus ppropriat
vhuman e q u i t a ble
riate HIV
q u i t a b le a c c e p ta ble
c e p t a b e delivery point
le service cc e s s ib le a e ff e ct ive
ble a c HSDP health
e c tive a p riat e
te e ff a p p r o
a p p rNGO r
o ia
p nongovernmental organization
q u i ta b le
e a cc e p tab
ble c e p t a b le e a cc e s s ibl
s s
RH
i b le ac
reproductive health
e ff e ctive
c e
ve ac STI sexuallyetransmitted opria te
l a p p r
infection
q u i t a b
table e UNFPA United Nations Population Fund
UNICEF United Nations Children’s Fund
WHO World Health Organization
iv Making health services adolescent friendly

itable a p ta b l e e s s i b l e ac
le acc e t i v e acc e
a c c e s s i b
a te e ff e c l e a p p ro
ffectiv e p p ro pri e q u itab
ble a tab le
b le e q u it a
i b l e a c c e p
iv e a c cessi
pta v e a cc ess i a te e ff ect
e e ff ect i p p r opr e e q ui
i a t e a b l
propr e e q u i tabl b le a c c epta
a c c e p t abl iv e a c c essi r ia t e eff
essib le t e eff e c t a ppr o p
pro p r i a uit a b le cep
b l e a p a b l e e q ib l e a c
quita a c c ept a c c ess
Introduction
c c essi b le e ffec t i v e p pr
i v e a r i a te b l e a
effect l e a p p rop
b le e q u ita
le e q u itab l e a c c e pta e a cc ess
ccept a b a ccess i b e ffec ti v
ffe c t i v e rop r ia te qu
r ia t e e l e a p p ta b l e e
approp ab l e e q u itab
cess i b l e a c cep
l e a c c e p t
e c t iv e a c
r o p r ia te e
cessi b r i a te eff l e app
a pp r o p e qu it a b ac
t a b l e t a b le s s ib le
equi s i b l e a ccep e c t i v e acce
i v e a esthe public health rationale for making
ccout r i a te eff a b le a
ff e c t
This Guidebook sets
te e health services that they p r o p it easier for adolescents to obtain the
apimprove their health and well-being, lesexualeq u it
i t a b l e
need to protect and
c e p t a b
including
a b l e
and reproductive quservices. It defines ‘adolescent-friendly
ehealth s ib l ehealth c from the perspective tive ac
aservices’
p t
acce ofprovision t i ve
quality, and provides step-by-step guidance a c
on e s
cdeveloping quality standards for health
r ia t e
service e ffec
ia t e e ec upon international experience, itais p
ffDrawing p ropto national ble
p r o p r to adolescents.
social, cultural and economicu i t a b le
provides guidance on identifying whataccepta
also tailored
e ap actions need to be taken

epidemiological,
p a b
totassess le eq realities, and
appropriate standards have beenc
a c e s s i b le
s s ib l e acce whether
e ff e c t i v e achieved.
acce The Guidebook is intended p r o p ri attoethe Quality Assessment Guidebook: A guide to

to be a companion
i t a b l
assessing health apfor adolescent clients, which was published by the World Health Organization
eservices
ble eq(WHO)u in 2009. These two guidebooks are part of a set of tools to standardize and scale up the coverage
of quality health services to adolescents, as described in another WHO publication: Strengthening the
health sector’s response to adolescent health and development.
The current publication is intended for national public health programme managers, and individuals
in organizations supporting their work. Its focus is on managers working in the government sector,
but it will be equally relevant to those working in nongovernmental organizations (NGOs) and in the
commercial sector.
Chapter 1 outlines the theoretical basis for actions to improve the quality of health service provision to
adolescents. It covers the following issues and themes:
The meaning of the terms ‘adolescents’, ‘health’ and ‘health services’.
•• What adolescents need to grow and develop in good health.

•• The role of health service provision in contributing to the health and development of adolescents.
•• Main health problems of adolescents.
•• Whom adolescents typically turn to for help when they face health problems;
•• the factors that make it difficult for adolescents to obtain the health services they need.
Making health services adolescent friendly v

e ib l e acc a b l e eq
v e a c c e s s
l e a c c e p t
b le e q ui
effect i a c c e ssib a c c epta
ff ecti v e c c essi b l e s s ib
ia t e e i v e a a c ce
ppropr •••• What i a t e e
adolescents perceive as ‘friendly’ ff t services.
echealth t e e ff e c tive
What isp
a p ropbeing r done to make health services p r o pria e eff
b le currently
l e a p adolescent-friendly.
p r i a t
quita • • Evidence of the
l e e q
effectiveness
u of
itab
actions to improve the provision and
a b
use
l e
of
a
health
p pro
services (in
a c c e p t ab
relation to adolescents).
b l e e q u ithealth a b l e eq
essib le • • WHO recommendations for
a ccep
reaching
t a
adolescents with essential services.
e acc e p t
s i b l e
s a step-by-step process to develop e s s i b l
c standards for health serviceve acces
c ti v e a cc2 edescribes e c ti v e acquality cti
e eff e Chapter
provision to adolescents. i
r Ita t e e ff national
a te e ff e
le a canp
p op
berundertaken:
explains the
a p p r o pri
importance of each of the following five steps and describes
ia t e e
a b how they
b l e o p r
equit •• Developing aa e e q
sharedlunderstanding
b uiofta a b le a p pr
e a c c e ptotadolescents. b l e e q uit
adolescent health and of strengthening health service
a b l e eq
ccess ib l provision
p t a
accethe national quality standardsesforshealth e e
cc to
aprovision p t
•• Establishing the basis fore
s s i b l formulating
ib l service
e c ti v e accein national HIV and/or reproductive

adolescents,
e c ti v e
health accand strategies.
policies
c ti v e a cce
te eff •••• Developing p r ia
the national standards.
r o t e eff p r i a t e effe
b l e
Examininga pthepprogrammatic implications of applying l e a p p
national ro standards.
quality
o p r iate
e eq u i ta equ i t a b e a p p r
• • Outlining the
be applied. table
preparatory work that needs to be done at a national level
u i t
before
a b l
quality standards can
b l e a c cep t a b l e eq i t a b le a
i
access Chapter 3 provides l e abecusede p
c to prepare for and conduct a workshop b l e eq u
e s s i b
accstandards for adolescent-friendly
materials that can
e p
acItccontains: ta to develop
e ff e c t iv
nationale quality
c c e s s i b
healthl e
services.
c c e p ta ble
ate e c t i e a
vpaper s s ib a on
le standards
i ate e ff
•• The outline of a background
ve a
for a national workshop to develop
i c c e
national quality
e ac
p r o p r e ff e c t ff e c t i v
le ap te to develop national quality standards e e
adolescent-friendly health services.
p r o p r i a r o p ri a fortadolescent-
i ta b l ap
•• The objectives and agenda
ehealth
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7. When adolescents face health problems whom do they turn to for help?
8. What are the factors that make it difficult for adolescents to obtain the health services they need?
9. What do adolescents perceive as ‘friendly’ health services?
10. What is currently being done to make health services adolescent-friendly?
11. What is the evidence of the effectiveness of actions to improve the provision and utilization of
health services (in relation to adolescents)?
12. What can be done to improve the quality of health service provision to adolescents?
13. What can be done to ensure that high quality health services reach all the adolescents who need them?
What do we mean by the term ‘adolescents’?

Adolescence, or the second decade of life, is a period in which an individual undergoes major physical
and psychological changes. Alongside this, there are enormous changes in social interactions and
relationships. It is a phase in an individual’s life rather than a fixed time period; a phase in which an
1
individual is no longer a child but is not yet an adult.
1 The health of young people: A challenge and a promise. Geneva, World Health Organization, 1993.
Making health services adolescent friendly 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.
What do we mean by the term ‘health’?

WHO’s constitution defines health as: “a state of complete physical, mental and social well-being and
2
not merely the absence of disease or infirmity.” This definition, which includes the absence of disease
or infirmity on the one hand and well-being on the other, is as relevant today as it was when it was
formulated in 1948.
What do adolescents need in order to grow and develop in

good health?
In 1995, WHO, in conjunction with the United Nations Children’s Fund (UNICEF) and the United
Nations Population Fund (UNFPA), agreed on a Common Agenda for Action in adolescent health
and development. This common agenda has the twin goals of promoting healthy development in
adolescents, and the prevention of and response to health problems if and when they arise. It calls for
the implementation of a package of interventions, tailored to meet the special needs and problems
of adolescents, which includes the provision of information and skills, the creation of a safe and
3
supportive environment, and the provision of health and counselling services.
A useful analogy is that of an 8 year-old girl who needs to cross the road every day to get to school. She
needs information and skills: on where to look, what to look for, when to walk across, and when not to
do so. She needs a safe and supportive environment: a pedestrian crossing, traffic lights that work or a
traffic warden in position, drivers who respect traffic rules or are punished if they do not do so. She may
also need health and counselling services, if she stumbles and falls, or is struck down by a vehicle.
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.
2 Making health services adolescent friendly

Who needs to contribute to helping them grow and develop
in good health? What is the special contribution that health
workers and health services within this?
Many individuals and institutions have important contributions to make to the health and development
of adolescents. It may be useful to think of them in concentric circles of contact and influence. At the
centre is the adolescent himself or herself. Parents, siblings and close family members are in daily
contact with the adolescent and constitute the first circle. The second circle includes people in regular
contact with them such as their own friends, family friends, teachers, religious leaders and others. The
third circle includes musicians, film stars and sports figures who have a tremendous influence on them,
from afar. Finally in the fourth circle, politicians, journalists and bureaucrats, business magnates and
others affect their lives in small and big ways, through their words and deeds.
What do we mean by the term health services? And what is

the role of health services in contributing to the health and
development of adolescents?
By health services, we mean a service provided by a health worker to a patient aimed at preventing a
health problem, or detecting and treating one. It often includes the provision of information, advice and
counselling.
As indicated above, health workers are part of the list of players who need to contribute to the health
and development of adolescents. They have two complementary roles to play. Firstly, as service
providers, they have important contributions to make in helping well adolescents stay well, and in
helping ill adolescents get back to good health.
They do this through:
•• the provision of information, advice, counselling and clinical services aimed at promoting health and
preventing health problems and problem behaviours;
•• the diagnosis, detection and management of health problems and problem behaviours; and
•• referral to other health and social service providers, when necessary.
•• Health workers have another important role to play – that of change agents in their communities.
They have credibility and influence in their communities and need to use this to help influential
community members take adolescent health seriously. They could make an invaluable contribution
in helping educators, religious leaders, political leaders and others understand the needs of
4
adolescents, and the importance of working together to meet these needs.
4 Programming for adolescent health and development. Report of a WHO/UNFPA/UNICEF study group on programming
for adolescent health. Geneva, World Health Organization, 1999.

What are the health problems that adolescents experience?
Many adolescents make the transition to adulthood in good health. Many others do not and may face
5,6 5 6
some of the health problems listed below: ,
•• injuries resulting from accidents or violence;
•• mental health problems;
•• problems resulting from substance use;
•• sexual and reproductive health problems (e.g. too-early pregnancy, mortality and morbidity during
pregnancy and child birth including due to unsafe abortion, sexually transmitted infections including
HIV, harmful traditional practices such as female genital mutilation, and sexual coercion);
•• problems resulting from under nutrition and over nutrition;
•• endemic diseases (e.g. tuberculosis and malaria).
Some of these health problems affect the individual during adolescence (e.g. a death caused by suicide
or interpersonal violence or from the consequences of an unsafe abortion). Others affect the individual
later in life (e.g. lung cancer resulting from tobacco use initiated during adolescence).
When adolescents have health-related concerns or are

experiencing health problems to whom do they turn for help? 7
As indicated above, most adolescents make the transition into adulthood in good health (although
some of them do not). Those adolescents who are well tend to see no good reason for visiting a health
facility. (In most developing countries, the system of periodic check-ups to monitor progress is limited
to children under the age of five, and to pregnant women). Those adolescents who fall ill with, for
example, commonly occurring conditions such as fevers, coughs and colds, may have no hesitation
in seeking care. On the other hand, they may be less willing to do so for more sensitive matters. For
example, a young woman may prefer to turn to her mother for advice and help, rather than to a nurse or
a doctor when she suffers from painful menstrual periods.
Not surprisingly, a key factor that influences adolescents’ health care-seeking behaviour is whether or
not the act of seeking health care could get them into trouble with their parents or guardians. If, as in
many cultures, social norms strongly forbid premarital sex, unmarried adolescents are likely to be wary
about seeking care even if they have a painful genital ulcer or a possible unwanted pregnancy. They
are likely to try to deal with the problem themselves, or with the help of friends or siblings whom they
can trust to keep their secrets. To ensure that no one around them comes to learn about their problem,
they tend to turn to service delivery points such as pharmacies and clinics at a safe distance from their
homes, as well as to service providers who are as keen as they are to maintain secrecy (such as those
who carry out abortions illegally).
5 Patton GC, Coffey C, Sawyer SM et al. Global patterns of mortality in young people. A systematic analysis of population
data. The Lancet, 2009, 374: 881–892.
6 Gore F, Bloem PJN, Patton GC et al. Global burden of disease in young people aged 10—24 years: a systematic analysis.
The Lancet, 2011, 377: 2093–2102.
7 Barker G, Olukoya A and Aggleton P. Young people, social support and help-seeking. International Journal of Adolescent
Medical Health, 2005, 17, 4:315–336.

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.
What are the barriers that adolescents face in obtaining the

health services they need?
Some of the barriers that adolescents face in obtaining the health services they need also affect
children and adults; others are specific to adolescents. These barriers relate to the availability,
8
accessibility, acceptability and equity of health services.
Firstly, in many places, health services such as emergency contraception and safe abortion are simply
not available to anyone, either to adolescents or to adults.
Secondly, even where health services are available, adolescents may be unable to obtain them for a
variety of reasons – restrictive laws and policies may prevent some health services from being provided
to some groups of adolescents (e.g. the provision of contraceptives to unmarried adolescents);
adolescents may not know where and when health services are provided; health facilities may be
located a long distance from where they live/study/work; or health services may be expensive and
beyond their reach). What this means is that the health services are not accessible to them.
Thirdly, health services may be delivered in a way that adolescents do not want to obtain them, even
if they can. One common reason for this is that they have to go to, and wait in, a place where they
could be seen by people they know. Other reasons are the fear that health workers will scold them, ask
them difficult questions, and put them through unpleasant procedures; or that health workers will not
maintain confidentiality. What this means is that the health services are not acceptable to them.
Finally, health services may be ‘friendly’ to some adolescents, such as those from well-to-do families,
but may be decidedly ‘unfriendly’ to others, such as young people living and working on the streets. In
other words, they may be available, accessible and acceptable but not necessarily equitable.
What do adolescents perceive as ‘friendly’ health services?

Adolescents are a heterogeneous group. The expectations and preferences of different groups of
adolescents are understandably different.
It is interesting to note, however, that different groups of adolescents, from various parts of the world,
identify two key, common characteristics. They want to be treated with respect and to be sure that their
9
confidentiality is protected.
8 Adolescent-friendly health services: An agenda for change. Geneva, World Health Organization, 2003.

What is being done to make to make health services
adolescent friendly?
There is growing recognition of the need to overcome these barriers and to make it easier for
adolescents to obtain the health services they need. Initiatives are being undertaken in many countries
9
to help ensure that:
•• Health service providers are non judgemental and considerate in their dealings with adolescents;
and they have the competencies needed to deliver the right health services in the right way.
•• Health facilities are equipped to provide adolescents with the health services they need; and are
also appealing and ‘friendly’ to adolescents.
•• Adolescents are aware of where they can obtain the health services they need, and are both able and
willing to do so when needed.
•• Community members are aware of the health-service needs of different groups of adolescents, and
support their provision.
NGOs are in the forefront of these efforts in most places, although in a growing number of countries,
government-run health facilities are also reorienting themselves in order to reach out to adolescents.
Initiatives are being undertaken in a variety of settings:
•• Hospitals; •• Work places;

•• Public, private and NGO clinics; •• 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 people’s 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.”
What can be done to improve the quality of health service

provision to adolescents?
The starting point for any initiative aimed at improving the quality of health service provision to
adolescents is the national health policy and strategy developed by the ministry of health, which will
provide answers to five critical questions:
•• What health outcomes are being aimed for?

•• Among which group (or groups) of adolescents are these health outcomes being aimed for?
•• What is the place of health service provision to adolescents within an overall strategy to achieve
these health outcomes?
•• What is the package of health services to be provided, to achieve the health outcomes being aimed for?
•• Where (which type of health facility) and by whom (which type of health service provider) should
these health services be provided by?
Precise answers to these questions will provide a sound basis for developing a national strategy to
improve the quality of health service provision to adolescents.
It is important to build on what already exists. What this means is that efforts should be directed at
making existing service-delivery points –intended to provide health services to all segments of the
population – more friendly to adolescents, rather than on setting up new service-delivery points
exclusively intended for adolescents. Having said that, dedicated health service-delivery points and
outreach work could play a useful role in reaching marginalized and stigmatized groups of adolescents
(such as injection drug users), who may be reluctant to use a service-delivery point that is open to all.
Two complementary efforts are needed – firstly, to make health-service provision friendly, so that
adolescents are more likely to be able and willing to obtain the health services they need; and
secondly, to ensure that the health services that adolescents need to stay healthy or to get back to good
health are in fact being provided, and are being provided in the right manner. In other words, efforts
must be made to increase both health service utilization and health service provision.
The WHO ‘quality of care’ framework provides a useful guide to work on improving health service
12
provision and utilization. It brings together the complementary imperatives of, on the one hand,
making it easier for adolescents to obtain the health services they need and, on the other, providing
them with the health services they need in the right way.
The quality of care framework provides a useful working definition of adolescent-friendly health
services. To be considered adolescent friendly, health services should be accessible, acceptable,
13
equitable, appropriate and effective, as outlined below:
Accessible
Adolescents are able to obtain the health services that are available.
11 Tylee A, Haller DM, Graham T, Churchill R et al Youth-friendly primary-care services: how are we doing and what more needs to be
done. The Lancet, 2007, 369.
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 sector’s response to adolescent health and development. Geneva, World Health Organization, 2009.

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What is step 1?
e effe ti v e a c s i b l e a cce
–– Establish the basis for addressing adolescents within the national HIV/AIDS and/or RH policies and strategies.
r ia t e e ffec c ti v e a cces ib l e acc

app ro p What is the purpose of this step?
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–– To establish that this initiative is in line with national policies and strategies.
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What is the importance of taking this step? o v e a cce s
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–– Firstly, in many countries there are individuals, groups and organizations who are uncomfortable with providing
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adolescents sexual and reproductive health information and services. If there is resistance to the initiative from any
equ i t a b te e ff e c t
quarter, it would be helpful to show that it is entirely in line with national policies and strategies.
ac
p t a l e r o p ri a e s s i l e
–– Secondly, grounding the initiative in national policies and strategies may make it more likely that it will receive both
b b
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moral and material support of decision-makers in the government and in international organizations.
i t a b l e ff e c t i v e
t a b le equ
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–– Review the national HIV/AIDS and RH policy and strategy documents.
i v e a c c e
eq u i ta b e ff e c t
e p ta b le p ro p r ate c c e s s i b e a
–– Hold one-to-one/small group discussions with officials responsible for the national HIV/AIDS and RH programmes.
i l
e acc e ap e a
–– Based on your findings, prepare a paper and table this for discussion in the process leading to the development of
u i ta b l e ff e ct iv
the national quality standards for health service provision to adolescents. Some suggested questions to ask include:
ta b l e eq ro p ri a te e s s ib
(i) Does the national HIV/AIDS and/or RH policy/strategy identify adolescents as a population group to be
l e a
e acce p addressed?
b l e ap p t iv e ac c
equ i ta te e ff e c
e a le
(ii) Does the national HIV/AIDS or RH policy/strategy identify:- the magnitude of the problem(s) in adolescents (e.g.
ce p ta b l p p r o p ri c
the prevalence of HIV infection in males aged 15–19 years among the general population);
c e s s ib
le a c t a b le a e c t ive a
le e q i riate ff
–– the behaviours that contribute to the problem(s) in adolescents, (e.g. the prevalence of unprotected sexual activity
u e le
ce p ta b
with multiple partners);
p p ro p c c e s s ib
ble ac l e a iv e a
–– the factors influencing these behaviours in adolescents (e.g. low perception of the risk of HIV)?
eq u i ta b e ff e c t
e p ta b l e p ro p r ate
(i) Does the national HIV/AIDS and/or RH policy/strategy include a component to prevent HIV/AIDS and RH
i a c c e s s ibl
c p
problems in adolescents?
ble a c t a ble a ff e ctive

e q u i ria t e e
c c e t a ble
What is step 2?
p a p p ro p e ff e c t ive
ble a e q u it a ble p p r o r iate
–– Establish the basis for the provision of health services to adolescents within the framework of the national HIV/AIDS
p
ble e a
and/or RH policies/strategies.
a c c e p ta e q u i ta b l
l e a p p rop
sible c c e p a
t ble le e q u i tab
c c e s s le a a cc tab
e e q u t ab
–– To ensure that the national quality standards for health service provision to adolescents are formulated in line with
ib e p i
ive a sible abl
national policies and strategies.
a c c e s a c c e p t
e e ct ive
What is the importance of taking this step?
e ff a cc e s s ib le a c ce p ta
ropriat ff e c t ive s s ibl e
–– Grounding the initiative in national policies and strategies will make it more likely that it will receive both the moral
c c e
iat e e tive a
and the material support of decision-makers in the government and in international organizations.
p r e c
p p r o te e ff
itable a pria
* Where national adolescent health policies and strategies address HIV and Sexual and Reproductive Health, they should be
a p p r o
le
reviewed.
e q u it a b
eptable 11
–– Review the national HIV/AIDS and RH policy and strategy documents.
–– Hold one to-one/small group discussions with officials responsible for national HIV/AIDS and reproductive health
programmes.
–– Based on your findings, prepare a paper and table this for discussion in the consultancy process leading to the
formulation of the national quality standards.
To begin with, point to the sections of the national HIV/AIDS and/or reproductive health policies/strategies that identify the
need to provide sexual and reproductive health services to adolescents? Then, move on the following points.
(i) The population groups to be addressed.
(Note: Do the policy/strategy documents specify whether the health outcomes are being aimed for in all adolescents or
only in some groups of adolescents?).
(ii) The health outcomes being aimed for.
(Note: Do the policy/strategy documents specify what changes in the health status are being aimed for?).
(iii) The role of health service provision within a broader strategy.
(Note: Do the policy/strategy documents specify that health service provision is grounded in a broader strategy that
includes providing information and education to adolescents, providing them with counselling services, and making
their environment safer and more supportive?).
(iv) The package of health services to be provided.
(Note: Do the policy/strategy documents specify the package of preventive and curative health services that need to be
delivered at the primary and at various referral levels in order to contribute to the desired health outcomes?).
(v) The delivery of these health services – where and by whom.
(Note: Do the policy/strategy documents specify where (i.e. from which health service delivery points) and by whom
(i.e. which health-service providers) the stipulated package of health services should be delivered ?).
(vi) A clear position on the authorization of adolescents to obtain the health services they need, and the requirement
for the consent of parents/guardians.
(Note: Do the policy/strategy documents clearly state whether all groups of adolescents are authorized to obtain the
stipulated package of health services; and whether they can do so autonomously – i.e. without the consent of parents
or guardians).
Section III. Examine the programmatic implications of

applying the national quality standards
There are four steps in this section:
1. Develop a clear understanding of what a standards-driven initiative to improve the 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.
2. Develop a good understanding of the current situation regarding the provision of health services to
adolescents, and their utilization by adolescents.
3. Gather experiences from within the country in applying quality improvement principles and
practices in public health programmes.
4. Identify the place of the unit driving of the national standards-driven initiative in the country; as
well as programmatic opportunities and challenges in applying them.

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.

–– 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.

–– 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.

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 WHO’s 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.

–– 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.

–– 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
–– 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.

–– 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.

–– 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.

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
–– 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.

–– 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.

–– 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 ?

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.

Section IV. Develop the national standards
There are two steps in this section:
1. Obtain the public support of the key stakeholders whose support is important for the national
standards-driven quality improvement to succeed.
2. Develop the national standards (and accompanying elements of a standards-driven quality
improvement initiative).
What is step 1?
–– Obtain the support of a wide range of stakeholders whose support is important for the national standards-driven
quality improvement initiative to succeed. In addition to individuals and organizations involved in the preparatory
work, this step should involve other community members such as political leaders, religious leaders, teachers
and officials from government departments other than health whose work affects adolescents/young people. It is
important to involve adolescents as well in the consultative process.

–– To present the conclusions and recommendations of the preparatory work that has been done (as described in
sections I, II and III) and to obtain further inputs.
–– To place in the public arena the fact that the national standards are to be developed and the ground work that has
been done to prepare for this.

–– For the initiative to succeed it is important to ensure that the wide range of stakeholders referred to above are fully
aware that national standards for health service provision to adolescents are being developed and comfortable with
the process for this. Secondly, they must be fully aware of the preparatory work that has been done and satisfied that
it is adequate. Thirdly, they need to believe that their perspectives have been listened to and taken on board.

–– Organize a consensus-building workshop bringing together a wide range of stakeholders.
(Note: It is important to involve adolescents in the consultative process. This could be done by having one or more
meetings in advance of the national consensus-building workshop. Adolescents selected by their peers could be
invited to participate in the consensus-building workshop.
What is step 2?
–– Develop the national standards (and accompanying elements of a standards-driven quality improvement initiative).

–– To define the key problems (i.e. the gap between required quality and actual quality) that the standards seek to
address.
–– For each problem:
(i) To formulate the standards (i.e. the desired quality to be achieved),
(ii) To identify the input, process and output criteria to achieve each standard (i.e. what needs to in place and what
needs to happen in and around at points of health service delivery for the standard to be achieved),
(iii) To identify the actions needed at national, district and local level to achieve each criteria,
(iv) To identify the indicators to verify the achievement of the criteria, and means of verifying them.

–– This step clearly outlines the objectives of the national initiative seeks to achieve, what needs to be done to achieve
these objectives, and what needs to be done to assess whether these objectives are being achieved.

–– A working group consisting of 8–10 persons should work together to draft the standards. Here is an indicative list of
working group members:
(i) 1–2 officials from the ministry of health at the national level;
(ii) 1–2 persons from influential NGOs;
(iii) 1–2 academics;
(iv) 1–2 representatives of international organizations.
–– The draft standards should be shared with key stakeholders involved in the national effort to strengthen health
service provision to adolescents.
–– The working group should meet, possibly more than once, to review the feedback that has been received, and work to
revise and finalize the standards.
(Note: The accompanying presentation entitled Developing standards and the accompanying document titled Generic
characteristics of adolescent-friendly health services within WHO-defined dimensions of quality, can be used to guide
the development of the standards and other elements).
Section V. Outline essential preparatory work at national

levels before the quality standards can be applied
There are four steps in this section:
1. Ensure that the draft standards and accompanying elements, are cleared by the relevant authorities
after being reviewed and revised, as needed.
2. Develop an implementation guide that outlines what district health management teams and
managers of health facilities need to do to ensure that the structure criteria accompanying each
standard statement are in place.
3. Develop a monitoring guide that outlines what and how district health management teams and
managers of health facilities need to track implementation.
4. Inform key stakeholders at the national level, who could help or hinder the implementation of the
initiative; explain to them what it aims to achieve and how it aims to do this.
What is step 1?
–– Ensure that the draft standards and accompanying elements are cleared by the relevant authorities after being
reviewed and revised, as needed.

–– To have the standards and accompanying endorsed by the relevant authorities, and thereby translating them into an
authoritative national document.

–– Official endorsement is required before the document can be disseminated and applied in order to improve the
quality of health services.

–– Actively follow up with the relevant authorities for official clearance. This will require responding to questions and
clarifying any lingering misconceptions.
What is step 2?
–– Develop an implementation guide that outlines what district health management teams and managers of health
facilities need to do to ensure that the structure criteria accompanying each standard statement are in place.

–– To provide clear guidance to district health management teams and managers of health facilities on what they need
to do to ensure that the \structure criteria accompanying each standard are put in place.

–– It is important to ensure that district health management teams and managers of heath facilities are clear as to what
they need to do to ensure that the structure criteria accompanying each standard are put in place. Without clear
guidance, it is likely that essential things may not be done.

–– Identify and engage an individual/organization with expertise in this area to prepare an implementation guide.
For example, structure criteria 4 (which accompanies standard 2 in the Tanzanian standards for youth-friendly
reproductive health services) states: “Equipment, supplies and medicines will be constantly available”. In this case,
the implementation guide needs to specify the range – and quantities – of equipment, supplies and medicines that
need to be place in each health facility.
What is step 3?
–– Develop a monitoring guide that outlines what and how district health management teams and managers of health
facilities need to track implementation.

–– To provide clear guidance to district health management teams and managers of health facilities on what and how
they need to check in order to verify that the required actions are being carried out.

–– It is important for district health management teams and managers of health facilities to be clear about what exactly
they need to check and how they should do this.

–– Identify and engage an individual/organization with the expertise in this area, to prepare a monitoring guide.
What is step 4?
–– Inform key stakeholders at the national level, who could help or hinder the implementation of the initiative; explain
to them what it aims to achieve and how it aims to do this.

–– To ensure that stakeholders do not oppose the initiative, and where relevant to draw upon their support in moving
forward.

–– Firstly, key stakeholders may have the power to ‘kill’ the initiative themselves. Alternatively, they could contribute
to its decline by speaking about it in a negative manner. They may do this because they do not understand fully,
because they believe – or may hear – that it is not useful/feasible, or because they may feel excluded from
the consultative process contributing to the initiative. Secondly, they may be able to provide useful ideas and
suggestions to strengthen the initiative. Thirdly, they may be willing and able to support the initiative.

–– Identify the key stakeholders who need to be reached. Here is an indicative list:
(i) Within the ministry of health: the national HIV/AIDS programme, the national reproductive health programme,
and the primary health care unit;
(ii) The ministry of local government;
(iii) Key international organizations: within the United Nations system, bilateral agencies, international
organizations;
(iv) National NGOs.
–– Ideally, set up one-to-one meetings to explain the initiative, request ideas and suggestions for moving it forward.
–– Use an appropriate forum, such as a regular meetings of the national HIV/AIDS programme, to inform them about the
initiative and obtain their support for it.

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Workshop to develop national quality standards for
adolescent-friendly health services: Objectives, agenda and
facilitators guide
Objectives
To draft national quality standards and accompanying elements for providing health services to
adolescents.
Agenda
Days 9.00 to 10.30 11.00 to 12.30 14.00 to 15.30 16.00 to 17.30
1 –– Opening remarks –– Identify the intended –– Define the health –– Define the health
–– Introductions beneficiaries outcomes to be services and health-
achieved related commodities
–– Statement of to be delivered
objectives of the
workshop
–– Explanation of working
methods to be used
2 –– Identify the health –– Identify the problem –– Formulate the quality standards
service and health- statements to be
related commodity addressed
delivery points
3 –– Choose the set of criteria to be achieved for each –– Identify the actions to be taken at national, district
quality standard to be achieved and local levels for the criteria to be achieved
4 –– Specify ways and means of verifying the –– Outline the preparatory –– Closing remarks
achievement of the criteria work that needs to be
done at the national
level before the quality
standards can be
applied
Facilitators guide for sessions

1. Identify the intended beneficiaries
Ask the following questions:
a. What is the population segment (e.g. 10–19 years) we want to

address? Why?
b. Within this, which population group do we want to focus on?
(E.g. those living and working on the street). Why?
Tips for the facilitator
Deal with the first question in plenary. Ask the group to name the
population segment to be addressed and the rationale for this.

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.
2. Define the health outcomes to be achieved
Ask the following question:
2.1 What are the health outcomes we want to achieve?

Why?
Prepare copies of the following table in advance of the workshop.
Split up the larger group into buzz groups of 3 people. Ask each group to fill in the table. When they
are done, ask them to share their outputs in plenary. Work with them to arrive at a short list of health
outcomes to be addressed, using the criteria listed in the table. Stress that the longer the list is, the
more challenging this will be for implementation.
Health outcomes How relevant is Can health workers make a

this issue in my meaningful contribution to
country? addressing it?
(1–5) (1–5)
(i) Healthy development:
To promote healthy development
To respond to development problems when they occur
(ii)Healthy nutrition:
To prevent under- and over-nutrition
To respond to under- and over-nutrition when they occur
(iii) Sexual and reproductive health:
To prevent unwanted pregnancy
To respond to unwanted pregnancy when it occurs
To support healthy pregnancy and to prevent problems during

pregnancy
To respond to problems when they occur during pregnancy
To prevent sexually transmitted infections (STI)
To respond to STI when they occur
To prevent HIV infection
To respond to HIV infection/HIV-related illnesses when they occur
To prevent sexual violence

Health outcomes How relevant is Can health workers make a
this issue in my meaningful contribution to
country? addressing it?
(1–5) (1–5)
To respond to sexual violence when it occurs
(iv) Mental health:
To prevent mental health problems
To respond to mental health problems when they occur
(v) Substance use:
To prevent substance use
To respond to substance use problems when they occur
(vi) Injuries:
To prevent unintentional injuries
To respond to the physical and psychological consequences of

unintentional injuries when they occur
(vii) Injuries resulting from violence:
To prevent violence
To respond to the physical and psychological consequences of

violence when it occurs
(viii) Endemic diseases:
To prevent endemic diseases, such as malaria and dengue
To respond to them when they occur
(ix) Chronic conditions:
To respond to chronic conditions when they occur
3. Define the health services and commodities to be delivered to achieve these

health outcomes

3.1 What are the health services to be provided in relation to each of the health outcomes
above?

Depending on the size of the group, split them up into buzz groups of 3 people. Ask each group to
address some of the health outcomes. Ask them to share their outputs in plenary. Based on the
discussion revise and finalize the following table.
Health outcome to Information Counselling Clinical service Referral

be achieved provision provision (promotive, preventive or curative)
4. Identify the health service and commodity

deliver points
Ask the following questions:

4.1 Where are the health services to be provided?
4.2 Where are the health-related commodities to be
provided?
Depending on the size of the group, split them up into buzz groups of 3 people. Ask each group to
address 1–2 delivery points, using the matrix below. Ask them to share their conclusions in plenary.
Based on the discussion, finalize the matrix below.
Health service/ Groups of adolescents The health services that could be The health-related
health-related who are likely to come in provided: commodities that could
commodity delivery or to be reached - Information provision; be provided
points
- Counselling provision;
- Clinical service provision;
- Referral.
A.
B.
C.
D.
E.

5. Identify the problem statements (the gap
between desired quality and actual quality)
How does each of the health service delivery points/health-related

commodity delivery points relate to the desired quality?
Task:
Identify key problems in the health service delivery points.
Do this exercise with the entire group. Ask participants to work

together to complete the following matrix. Once all the problem
statements are noted, ask the group to identify the five most
important ones (using the following two criteria):
a. the size of the gap between the actual and desired quality;
b. which of the gaps are most relevant to the groups of adolescents
we are concerned about?
Desired quality Actual quality
Points of health service or health-related commodity

delivery:
–– provide the health services and the health-related
commodities that adolescents need (either-on the-spot
or through referral linkages)
–– enable adolescents to obtain the health services they
need
–– are appealing to adolescents
Health workers:
–– are non-judgemental and considerate in their dealings
with adolescents
–– deliver the services in the ‘right’ way
Support staff:
–– are non-judgemental and considerate in their dealings
with adolescents
Community members support the provision of health

services to adolescents
Adolescents
–– are aware of what services are being provided
–– are (and feel) able and willing to obtain the health
services they need.

6. Formulate the quality standard statements
When we say that we want to improve the quality of these health

service delivery points, what exactly do we mean?
Task:
Formulate standard statements in relation to each of the main

problems identified. For each standard statement, define key words
and phrases in the statement.
Explain to the group that a standard is defined as a statement of required quality. In other words, it is a
precise description of what the situation will be like after the problem has been tackled and successful-
ly addressed.
7. Choose the set of criteria to be achieved for

each quality standard to be achieved
What needs to be in place for the quality standard to be achieved?
Task:
Choose the criteria needed to achieve each standard. In other

words, identify what needs to be in place for each standard to be
achieved.
Lead the group through an example. In doing so, explain to the

group that there are three types of criteria:
i. Input criteria: The ‘hardware’ that needs to be in place at

a health service-delivery point
Examples: A competent health worker; a notice board listing the
opening hours of a clinic.
ii. Process criteria: The way in which staff in the health service delivery point deal with
adolescent patients and with other community members.
Examples: Health workers manage adolescents as stated in the guidelines; support staff are welcoming
to adolescents.
iii. Output criteria: The desired effect on adolescent users of the health service delivery point
and on other community members.
Examples: Adolescents feel that health workers are concerned about their welfare; community
members are aware of what health services are being provided by the clinic.

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 Output Potential Feasibility Complementarity

(that correspond to the criteria impact
input criteria)
1.
2.
3.
4.
5.
8. Identify the actions to be taken at national, district and local levels for the
criteria to be achieved
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.
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.
Criteria
Input criteria Process criteria Local level District level National level
(that correspond to (i.e. health service
the input criteria) delivery point)
1.
2.
3.
4.
5.
9. Specify ways and means to verify the achievement of the criteria
How will we know that the elements contributing to

the quality of health service provision are in place?
Task:
For each criteria specify:
•• What data to gather in order to verify whether the criteria has

been achieved;
•• How to gather this data.
Lead the group through an example. In doing so, stress to the working group that for each item in the
list they need to consider the effort and the expense of the proposed actions. Encourage them to use
existing monitoring mechanisms as far as possible to reduce the cost and to increase the likelihood that
monitoring will in fact be done.
Note that this will need to be done for input, process and output criteria.

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
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.
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 6–8 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? Why is this important?
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 Who will be responsible for When will this task be carried out?
done? carrying out this task?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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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.

To improve the equity of services at the point of delivery:
1. Policies and procedures are in place to ensure that the provision of health
services is not restricted on any terms
(i) What does this mean?
There are no laws and policies that restrict the provision of health services by age, sex or any other
area of difference.
Why is this important?
In many countries, as a result of existing laws and policies, the provision of some health services to
all or some groups of adolescents is unauthorized or even illegal. These restrictive laws and policies
are a serious obstacle to public health. They are also contrary to the United Nations Convention
on the Rights of the Child that says that young people have a right to life, development, and “the
highest attainable standard of health and to facilities for the treatment of illness and rehabilitation
of health.” (Article 24).
(ii) What does this mean?
Procedures are in place to ensure that no factor whether it be based on age, sex, social status,
cultural background, ethnic origin, disability or any other reason:
•• hinders the provision of health services to all or some groups of adolescents;
•• hinders the ability of all or some adolescents from obtaining health services.
In many places, existing procedures hinder the equitable provision of health services, and also of
adolescents’ experiences in obtaining them. Adolescents will not attend a point of service delivery
if they feel excluded or discriminated against in any way.
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.
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
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.

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.
To improve the accessibility of services at point of health

service delivery
4. Policies and procedures are in place to ensure that health services are either
free or affordable to all adolescents
All adolescents are able to receive health services free of charge or are able to afford any charges
that might be in place.
This is particularly relevant in adolescents who are likely to have limited financial means of their
own. Adolescents who are dependent on their families may not want to ‘add to the burden’ by
asking for money to pay for services. They may also be reluctant to disclose why they need to obtain
health services.
5. The point of health service delivery has convenient working hours

Health services are available to all adolescents during times of the day that are convenient to them.
Adolescents may find it difficult to obtain health services if the working hours coincide with times
when they are busy with study, work or other activities.
6. Adolescents are well informed about the range of health services available and
how to obtain them
Adolescents are aware of what health services are being provided, where they are provided, and
how to obtain them.
Informing adolescents about the range of health services available to them can help to encourage
usage of services.
7. Community members understand the benefits that adolescents will gain by

obtaining health services, and support their provision
Community members (including parents) are well informed about how the provision of health
services could help their adolescents. They support the provision of these services as well as their
use by adolescents.

Communities are likely to oppose the provision of health services to adolescents if they do not
understand – or trust – their value. Engaging community members in a respectful discussion and
working to create a shared understanding on this issue will help to ensure that the required health
services can be provided, and obtained, without opposition.
8. Some health services and health-related supplies are provided to adolescents

in the community by selected community members, by outreach workers and
by adolescents themselves
Efforts are under way to provide health services close to where adolescents are. Depending on the
situation, outreach workers, selected community members (e.g. sports coaches) and adolescents
themselves may be involved in this.
Adolescents may be reluctant to visit health facilities and other points of delivery. Some of them
may be unable to do so. Outreach workers, selected community members and adolescents
themselves can extend the reach of health services into the community. The provision of health
information and services by people they can easily relate to and in places they frequent may be
welcomed by adolescents.
To improve the acceptability of services at point of health

service delivery level
9. Policies and procedures are in place that guarantee client confidentiality
Policies and procedures are in place that maintain adolescent confidentiality at all times (except
where staff are obliged by legal requirements to report incidents such as sexual assaults, road
traffic accidents or gunshot wounds, to the relevant authorities).
Policies and procedures address:
•• registration – information on the identify of the adolescent and the presenting issue are
gathered in confidence;
•• consultation – confidentiality is maintained throughout the visit of the adolescent to the point of
delivery (i.e. before, during and after a consultation);
•• record-keeping – case records are kept in a secure place, accessible only to authorized
personnel;
•• disclosure of information – staff do not disclose any information given to or received from an
adolescent, to a third party (for example, family members, school teachers or employers) without
their consent.
Adolescents are very sensitive to privacy and confidentiality. Adolescents from around the world
say that concerns about lack of privacy and confidentiality discourage their use of health services.

10. The point of health service delivery ensures privacy
The point of service delivery is located in a place that ensures the privacy of adolescent users. It has a
layout that is designed to ensure privacy throughout an adolescent’s visit. This includes the point of
entry, the reception area, the waiting area, the examination area and the patient-record storage area.
Adolescents give high priority to privacy. They are more likely to obtain the health services they
need if they are confident that they will not be seen by anyone else, and that the privacy of their
records will be maintained.
11. Health care providers are non-judgemental, considerate and easy to relate to
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.
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
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.
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
A point of health service delivery that is welcoming, attractive and clean.
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
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.
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
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.
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.
The appropriateness of health services for adolescents is

best achieved if:
16. The health services required to fulfil the needs of all adolescents are provided
either at the point of delivery or through referral linkages
The health needs and problems of all adolescents are addressed by the health services provided
at the point of health service delivery, or through referral linkages. The services provided meet the
special needs of marginalized groups of adolescents, as well as those of the majority.
All adolescents should be able to obtain the health services that meet their needs either from one
point of health service delivery, or from a set of points that are linked together in a helpful manner.
The effectiveness of health services for adolescents is best

achieved if:
17. Health care providers have the required competencies
Health care providers have the required knowledge and skills to work with adolescents, and to
provide them with the required health services.

Health care providers need to be competent in working with adolescents in general, in the
‘adolescent-specific’ aspects of providing health promotion, preventive, curative and rehabilitative
services, as well as in interpersonal relations and communication.
18. Health care providers used evidence-based protocols and guidelines to provide
health services
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/sub-
national situation and approved by the relevant authorities.
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
Health care providers are able to dedicate sufficient time to deal effectively with their adolescent
patients.
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
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.
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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Actions to be taken at the
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Actions to be taken at the Actions to be taken at the
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Policies and
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−− National officials to review
ria t e e
−− District officials to −− Manager to work with
t iv e cc e s
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a
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not restrict the
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r ia te e ffec −− District officials to
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−− National officials to
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pp
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ta b l e a
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p r ia te a b le e
b l e a p
Health care
pro −− National officials to
b l e a c cept −− District officials to

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−− Manager to work with
equ it a providers treat

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communicate the importance
acce
communicate to
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e ff ec ti v e of avoiding discrimination to
e q u it a b
HSDP managers of the support staff to identify
c ce
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importance of preventing
ect iv e a groups of adolescents who
approp cep
care and respect, discrimination. could be discriminated
regardless of
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−− National officials to
e ri a te e ff against.
ess op
ensure that preventing −− District officials to work
t
status
i v e a cc a
discrimination is addressed
le p p r with HSDP managers
ib le ac
−− Manager to communicate
te eff e c uit a b
in training materials and in
eq a cce ss
to identify groups of the importance of avoiding
b l e e c t iv e
epta
handbooks. . adolescents who could be discrimination.
l e a cc p ri a t e eff discriminated against. −− Manager to be alert
accessi b e a ppr o −− District officials to to the occurrence of
q uit a b l encourage HSDP discrimination and to take
b le e managers to be alert corrective actions if and
accepta to the occurrence of

discrimination and to take
corrective actions if and
when it does happen.
when it does happen.
Support staff treat -”- -”- -”-

all adolescent
clients with equal
care and respect,
regardless of
status
Actions to make HSDPs more accessible
Policies and −− National officials to review −− District officials to −− Manager to work with
procedures are laws and policies; and modify communicate laws service providers and
in place that existing ones to ensure that and policies to HSDP support staff to ensure
ensure that health health services are free or managers. that the procedures are
services are either affordable to adolescents. −− District officials to applied.
free or affordable −− National officials to support the formulation
to adolescents communicate laws and of procedures for HSDP
policies to relevant officials at managers, in line with
district level. these laws and policies.
The HSDP has −− National officials to −− District officials to −− Manager to work with
convenient communicate the importance communicate the service providers and
working hours of local actions (i.e. importance of local support staff to determine
modifying working hours to actions (i.e. modifying whether the working
meet the needs of specific working hours to meet the hours could be modified
groups of adolescents) to needs of specific groups to take into account the
address this issue. of adolescents) to address needs of specific groups of
this issue, to HSDP adolescents.
managers.

Characteristics Actions to be taken at the Actions to be taken at the Actions to be taken at the
of adolescent- national level district level health service delivery point
friendly health (HSDP)
services
Adolescents are −− National officials to −− District officials to −− Manager to carry out the
well informed communicate the need for communicate what health following actions:
about the range district officials and HSDP services are provided, (i) Put up a notice board
of reproductive managers to take actions where and when they are indicating what health
health services to help inform adolescents provided, and how much services are provided, when
available and how about the range of health they cost: they are provided, and how
to obtain them services that are be provided (i) in the mass media (where much they cost;
at HSDP. possible); (ii) Prepare a leaflet
(ii) in meetings with indicating what health
representatives of other services are provided, when
sectors (e.g. education) and they are provided, and how
civil society institutions (e.g. much they cost.
NGOs);
−− District officials to
communicate the
importance of local
action (i.e. putting up a
notice board) to address
this issue, to HSDP
managers.
Community −− National officials to −− District officials to −− Manager and staff

members communicate the rationale communicate the rationale (including service
understand the for providing health for providing health providers and support
benefits that services to adolescents services to adolescents staff) to identify key
adolescents will in the mass media, and in in meetings with district- institutions in the
gain by obtaining meetings with national-level level representatives catchment area of the
the health representatives of other of other sectors (e.g. HSDP, and to meet with
services they sectors (e.g. education) and education) and civil heads of these institutions
need, and support civil society institutions (e.g. society institutions (e.g. to explain them, the
their provision religious bodies) NGOs). rationale for providing
−− National officials to health services to
communicate the need adolescents.
for district officials to
communicate this message
to
−− district-level representatives
of other sectors (e.g.
education) and civil society
institutions (e.g. NGOs).

services
Some health −− National officials to −− District officials to −− Manager to set aside some
services and communicate the importance communicate the time from selected staff
health-related of reaching out to selected importance of outreach members for outreach
commodities groups of adolescents in the activities and/or work.
are provided to community with selected working with NGOs in −− Manager and staff to
adolescents in health services (e.g. some the community that identify NGOs which
the community aspects of antenatal care) could engage selected could engage selected
by selected and commodities (e.g. iron adults or adolescents to adults and adolescents
community and folic acid tablets). provide health services to provide health services
members, and commodities to and commodities to
outreach workers adolescents in the adolescents in the
and adolescents community. community.
themselves −− District officials to work
with HSDP managers to
identify which groups
of adolescents to reach,
where to reach them, and
what health services and
commodities to reach
them with.
Actions to make HSDPs more acceptable
Policies and −− National officials to: −− District officials to ensure −− Managers to work
procedures are (i) clearly outline the events/ that HSDP managers are with service providers
in place that conditions service providers aware of the national and support staff to
guarantee client are required to report to the policy on confidentiality ensure that they are all
confidentiality relevant authorities (such as and the procedures to aware of the policies
sexual assault, road traffic translate these policies and recommended
accidents and gunshot into action. procedures.
wounds); −− District officials to −− Managers to ensure
(ii) communicate that in all communicate the that the recommended
other circumstances, HSDP importance of applying procedures are translated
managers, service providers these procedures. into concrete actions
and support staff are required with clear designation of
to maintain the confidentiality responsibilities within the
of their adolescent clients. HSDP.
−− National officials to outline

clear procedures to be
followed in HSDP to ensure
that information about
clients is not disclosed to
third parties, and that client
records are held securely.
Point of service −− National officials to −− District officials to −− Managers to work with

delivery ensures communicate the importance communicate the service providers and
privacy of actions to ensure visual importance of ensuring support staff to determine
and auditory privacy during visual and auditory what could be done to
registration and during privacy, and to support ensure both visual and
consultation with a service managers in making auditory privacy in the
provider. any modifications that HSDP, given the prevailing
are needed to HSDPs to resource constraints.
ensure this.

services
Health care −− National officials to −− District officials to conduct −− Managers to communicate

providers are communicate the importance workshops to orient/train to health care providers
non-judgmental, of these attributes among HSDP managers, health and support staff about
considerate, and health care providers and care providers and support the importance of being
easy to relate to support staff. staff. non-judgemental and
−− National officials to −− District officials to considerate, and to relate
ensure that these issues encourage HSDP to adolescent clients in a
are addressed in training managers to support friendly manner.
materials and in handbooks. health care providers and −− Managers to be alert to
support staff in being breaches of this, and to
non-judgemental and take corrective actions.
considerate, and to relate
to their adolescents in
a friendly manner; and
where appropriate to take
corrective actions when
needed.
Point of service −− National officials to −− District officials to work −− Managers to work with
delivery ensures communicate the importance with HSDP managers service providers and
consultations of actions to keep waiting in the district, to set support staff to determine
occur in a short times as short as possible up/strengthen referral what could be done to
waiting time, with and to ensure that referral mechanisms. keep waiting times as
or without an mechanisms are in place and short as possible.
appointment, and function well. −− Managers to ensure that
(where necessary) service providers and
swift referral support staff are aware
of, and apply, referral
mechanisms to providers
of health and social
services.
Point of service −− National officials to −− District officials to −− Managers to work with

delivery has an communicate the importance encourage HSDP service providers and
appealing and of actions to make the managers to take the support staff to make the
clean environment physical environment of needed actions to make physical environment of
HSDPs appealing and clean. the physical environment the HSDP (e.g. to have
appealing and clean. adequate and comfortable
seats in the waiting area)
and clean (e.g. to ensure
that the toilets are clean
and that drinking water
and is available).
Point of service −− National officials to develop −− District officials to −− Managers to ensure that
delivery provides informational/educational arrange for the delivery of educational/informational
information materials and send them to informational/educational materials are displayed/
and education the districts. materials obtained from distributed.
through a variety −− National officials to liaise national officials or NGOs, −− Even if no materials are
of channels with NGOs working on to HSDPs. obtained from district
adolescent health issues −− District officials to liaise officials, managers to work
in the country to explore with NGOs working in their with service providers
whether the materials they district to explore whether to ensure that clipping
produce could be displayed/ the materials they produce from newspapers and
disseminated to the districts. could be displayed and magazines, and hand-
disseminated by HDSPs. made materials are
displayed.

services
Adolescents are −− National officials to −− District officials to −− Managers to work

actively involved communicate the importance encourage HSDP with service providers
in designing, of involving adolescents in managers to involve and support staff to
assessing and designing, assessing and adolescents in designing, identify and draw in
providing health providing health services. assessing and providing adolescents employed
services health services. 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.
Actions to ensure that the health services provided are appropriate
The required −− National officials to list the −− District officials to work −− Managers to ensure that
package of health health services that are to be with HSDP managers HSDPs provide all the
care is provided provided at each level (e.g. ensure that HSDPs provide health services they are
to fulfil the needs primary level, secondary level all the health services that required to, and facilitate
of all adolescents and referral level). they are required to, and to access to those they do
either at the point facilitate access to those not provide with referral
of service delivery that they do not provide linkages to other HSDPs.
or through referral with referral linkages.
linkages
Actions to ensure that health services provided effectively
Health care −− National officials need to −− District officials to work −− Managers to ensure that:
providers have develop teaching/learning with HSDP managers (i) service providers are
the required materials to build the to ensure that service trained/oriented;
competencies competencies of service providers in the district
to work with providers to deliver the undergo training/ (ii) services providers have
adolescents and required based on a needs orientation. desk reference tools;
to provide them assessment. −− District officials to supply (iii) self, peer and supervisor
with the required −− National officials to develop/ HSDP managers with desk assessments are carried out
health services adapt a handy desk reference reference tools to service in the context of supportive
tool for service providers. providers. supervision.
−− National officials to set up −− District officials support

a system for supportive HSDP managers to put
supervision. (It would in place self, peer and
be useful if that includes supervisor assessment
elements of self assessment, systems; and to put
peer assessment, supervisor in place an external
assessment and external assessment system.
assessment).
Health care −− National authorities to -”- -”-

providers use develop evidence-based
evidence-based protocols and guidelines.
protocols and −− National authorities to ensure
guidelines to that these protocols and
provide health guidelines are included in
services teaching/learning materials
and desk reference tools.

services
Health care −− National authorities to −− District officials to −− Managers to work with

providers are communicate the importance communicate the service providers and
able to dedicate of this characteristic. importance of this support staff to identify
sufficient time to characteristic to HSDP how best to spread out
deal effectively managers. the clinics provided at the
with their −− District officials to support HSDP and to deploy staff
adolescent clients HSDP managers to ‘spread in way that contribute in
out’ the clinics provided at spreading the patient load
the HSDP (e.g. antenatal through the working hours
clinic) and deploy staff in a of the HSDP.
way that reduces crowding −− Managers to encourage
in the waiting area and service providers to devote
pressure on service adequate time to each
providers to ‘dispose of’ patient.
patients quickly.
The HSDP has −− National officials to prepare −− District officials to give −− Managers to have at-hand
the required lists of equipment and HSDP managers the list of lists of equipment and
equipment, supplies that HSDPs need equipment and supplies supplies that are needed
supplies, and to have to provide the that HSDPs need to have to provide the stipulated
basic services stipulated package of health to provide the stipulated package of health
necessary to services. package of health services.
deliver the −− National officials to send services. −− Managers to work with
required health these lists to district officials. −− District officials to work service providers and
services with HSDP managers support staff to put in
−− National officials to work
with district officials to to determine what place a system to review if
determine what equipment equipment and what the pieces of equipment
and what stocks of supplies quantities of supplies are are in good order and that
are required to provide the required on a monthly/ the stocks of supplies are
stipulated package of health quarterly basis. adequate.
services; and to ensure that −− District officials to work −− Managers to organize
they are sent out on in good with national officials to regular servicing/repairs
time. obtain the equipment and of equipment and to
supplies required by the ensure that adequate
district in good time. stocks of supplies are
maintained.

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Making Health Services Adolescent Friendly-WHO

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Making Health Services Adolescent Friendly-WHO

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priate b le a p i t a b le a

Developing national quality

Making health services adolescent friendly iii

WHO World Health Organization

iv Making health services adolescent friendly

e ap actions need to be taken

acce The Guidebook is intended p r o p ri attoethe Quality Assessment Guidebook: A guide to

The meaning of the terms ‘adolescents’, ‘health’ and ‘health services’.

•• What adolescents need to grow and develop in good health.

Making health services adolescent friendly v

e c ti v e accein national HIV and/or reproductive

le e q u itaprovision to adolescents. e equitab

vi Making health services adolescent friendly

6. What are the main health problems of adolescents?

What do we mean by the term ‘adolescents’?

Making health services adolescent friendly 1

What do we mean by the term ‘health’?

What do adolescents need in order to grow and develop in

2 Making health services adolescent friendly

What do we mean by the term health services? And what is

They do this through:

Making health services adolescent friendly 3

When adolescents have health-related concerns or are

4 Making health services adolescent friendly

What are the barriers that adolescents face in obtaining the

What do adolescents perceive as ‘friendly’ health services?

Making health services adolescent friendly 5

•• Hospitals; •• Work places;

6 Making health services adolescent friendly

What can be done to improve the quality of health service

•• What health outcomes are being aimed for?

Making health services adolescent friendly 7

8 Making health services adolescent friendly

Making health services adolescent friendly 9

sible u it a ble e ff e ctiv e

r ia t e e ffec c ti v e a cces ib l e acc

ble a c t a ble a ff e ctive

Section III. Examine the programmatic implications of

12 Making health services adolescent friendly

What is the purpose of this step?

What is the importance of taking this step?

How could this step be taken?

What is the purpose of this step?

What is the importance of this step?

How could this step be taken?

Making health services adolescent friendly 13

What is the purpose of this step?

What is the importance of taking this step?

How could this step be taken?

What is the purpose of this step?

What is the importance of taking this step?

How could this step be taken ?

14 Making health services adolescent friendly

What is the purpose of this step?

What is the importance of taking this step?

How could this step be taken?

What is the purpose of this step?

What is the importance of taking this step?

Making health services adolescent friendly 15

Section V. Outline essential preparatory work at national

What is the purpose of this step?

What is the importance of taking this step?

How could this step be taken?

16 Making health services adolescent friendly