DSS SCHOOL HEALTH PROGRAMME

Item

Title: DSS SCHOOL HEALTH PROGRAMME
extracted text: r w - 2.

A_ScbQQl_HealtU-ExQcxanxDfi
(for DSS School children. Bangalore)

A suggested process for evolving a relevant scheme
•
12 r

A,

Some basic concepts

a.

We are aiming towards building up an increased ability
of the children to be and remain healthy within the

context of their socio-economic and cultural environment.

b.

Health is not just the absence of sickness, but the
realization of the full potential of the child which has
physical, mental (psychological and intellectural), social

and spiritual aspects,
c« This process has very little to do with doctors, drugs

and dispensaries who play their part when health breaks down.
d. This process has a lot to do with educational programmes for
health in which the life workers, teachers and children will

play a major part,
e. Outside resources should be drawn up to provide information

and skills for this process, which are internalised by a group
within the institution so the process becomes a part of the

institution.
B,

Components of the programme

(These are a few suggestions. Others can and should be added
on as the programme evolves)*

1. The school environment - provision of basic facilities

like -

safe drinking water;

clean, simple and usable latrines (low cost technologies exist);

basic cleanliness of premises;
a balance between nature (greenery) and concrete structures.

2. The teachers - a commitment to prepare children for living not only
to; subjects or exams (atleast a small core group)

a. They must have a basic understanding of

health and healthy living;

— common minor illnesses of children;
— normal mental, physical and psychological,and

social development and problems associated with it.

b. They must have skills in identifying problems related to the above.
c. They must be able to manage simple problems either on their own

or refer it to the necessary agency.

2

3.

Children
Children to be animated in groups by teaqhers to discuss/

understand health issues using niethodlogy given in

a. Child to Child programme (TALC)
b. Helping Health Workers Learn (David Werner)
- using their own health problems and those of younger

children in the family as starting point for discussion/
activity
- here to it should be initiated in small groups of interested

children ego, scouts/guides or as part of science education

- group activities like nutrition garden, market surveys,
visits to institutions, discussions with guest resource

people etco
4.

Medical support

ao Regular screening programmes to identify early disease/
disability/problem through
i.

regular medical check up;

ii0 specialist camps; eye, Tb, ENT, Dental, Skin & Leprosy etc.
b. Regular immunizations;

c.

DT/TT/TABC etc.

Follow up of illnes.ses/problems detected by the above method

(through doctor in dispensary or referral to other
hospitals and specialised agencies).
5.

Health Education

Regular large group or class room level sessions of health
education on relevant themes identified by above activities
can be introduced into school curriculum.

These could be film shows, exhibitions, talks and demonstrations
by trained personnel from ether agencies.
6.

Counselling services
For psychological and social problems involving children
and their parents,

C,

Resources

1.

Dept, of Health Education/
School Health
Directorate of Health Services
AR Circle, Bangalore

for—
1,1 health education posterns.
pamphlets and films;
1,2 cumulative health records;
1.3 vaccines

3

2. Dept of Community Medicine
Bangalore Medical College
Bangalore ,

; Dr C Shivaram (Professor)
They have a child health educat
ion team,
»•

3. Dept of Community Medicine
St John's Medical College
Bangalore
Tel; 565435 Ext.230

: Sri Subramania Shetty
(Health Education Officer)
Sri RM Christopher
(Medico Social Worker)
(advantage; they are Kannada
and Tamil speaking)

4. Prof SV Rama Rao
’Prayaga', 72/4 5th Main
Raghavendra Colony
Chamarajpet, Bangalore 18

; Ex-Professor of St John’s.
Would be good resource for
planning and training teachers.

Tel; 606757

5. Child Guidance Centre
Dept of Child Psychology
NIMHANS
8 Dr Shyam Sunder
They have a Unit based in
Malleswaram General Hospital

also

Dept of Community Psychiatry
NIMHAS
6.

For diagnostic camps (specialist)
6,1

Eye problems

I Minto Mobile Unit

6,2

Dental

; Bangalore Dental College
; Dr Salahuddin
Head; Dental Surgery
St John’s Medical College

6.3

ENT

: Dr Chandrashekar
St Martha’s Hospital
Institute of Speech & Hearing

6.4

skin/leprosy

; Sumanahally Leprosy Centre
Dr Sr Joanna
They have an office at ;
Old St Mary’s Seminary Building
99 Residency Road
Bangalore 560025

7.

Referral ; For follow up of children needing hospital
services--St Martha's Hospital or St Philomena's Hospital etc.

D.

Some steps in the process

i.
ii.
iii.
iv.
v.

Identifying core group and their orientation
core group to contact resources and establish rapport/liaison
orientation and training of treachers
preliminary assessment of problems by teachers
first medical check up and starting cumulative record for
all children

3

4
Onqoin.o/continous programmes

i. Routine check ups and specialist camps
ii. teachers discussions (guest lecture programmes)
iii. health education programme - films, demonstration etc.
iv. group activity with children
E.

Some reading

i. Where There is No Doctor
ii. Helping Health Workers Learn
iii. Health Textbook - CBSE
iv. Child to Qiild Newsletters

<1

■e,

--3--

>

.

THE SCHOOL AS A FOCUS CF HEALTH ACTIVITY

J

for and by children
1.

Health is not just the absence of sickness but the realisation of the
full potential of an individual. This potential has physical, mental’
(Psychological and intellectual) Social and spiritual aspects.

2.

This process has very little to do with Doctors, Dispensaries, Drugs
who play their part when health breaks down.

3.

This process has a lot to do with educational programmes for health
in which formal and informal teachers of the society have an
inportant role to play.

4.

If this is true then can schools become
activity and awareness building?

5-

In their preparation of children in the art and science «f living
and for work in society, Can schools become centres which aim to
build up an increased ability among children to be and remain
healthy within the context of their socio-economic and cultural.
environment?

6.

Can this involvement7mave towards a more relevant awareness
building programme rather than the severely clinical approach that
has characterised School Health Progranmes in the past with their
medical check ups and their specialist camps?

7.

Can the new focus of involvement centre on the school child, the
teachers and the parents of the children rather than the
professional medical team and the range of specialists?

8.

Can this focus centre not only on the health of the school child
by his own efforts but also on the potential of the child to be an
agent of health in his family and the community especially of his
younger siblings?

9.

Can this new direction of activity be focussed on the demystification
' of medical care aimed at increasing ability of the child. The
teachers and the child's parents to identify, manage their basic
health problems and be more responsible for their *wn health?

10.

Can this

:

a new focus of health

new direction be a movement from:

Curative to preventive / promotive

Specialist to generalist
Dependence

to autonomy

Mystification to greater understanding

Individual to community

Right to responsibility

, ;•

DR.RAVINARAYAN
Community Health Cell
Koramangala
Bangalore

■ V \ 'SA 'SA 'S A

PREAMBLE :

REPORT OF THE TWO DAY WORKSHOP ON STREET CHILDREN

:

6th and 7th July 1993
Community Health Cell, 367,
Srinivasa
Nil aya I Main, Jakkasandra,
I
Block,
Koramanga 1 a, Bangalore 560 034.

Psychosocial and health problems
Communication technics and approach
methodo1ogy

Resource persons

Dr. Shekar Sheshadri (NIMHANS),
Child Psychiatrist.
Dr. Shirdi Prasad Tekur,
Coordinator,
Community Health Cell.
Mrs. Indira Swaminathan (Educational
Psychologist) .

Organ is a tions
presents

(Ragpickers Education &
Development Society).
2.Bosco Yuvadaya.
3.MAYA,
(Movement -for Alternative and
Youth Awareness).
4.Montford Sisters (Asha Deep) Street
Children Programme.
5-Carmaiite Sisters.

No. of participants

16 (list enclosed with addresses).

REDS
l.

Mr. Chander, CHC team member welcomed the participants and the
resource persons to the workshop.
The introductory session was
started with an affirmation game. Each participant should add an
adjective to his or her name while introducing oneself.
(example
active Anthony). The next person should repeat the names with
the adjective of as many people wno nave already finished
introducing themselves. This is what all about the affirmation
game.
This helps inrecollecting the names of the other
participants as well as'gives a positive image to oneself.

The first session of the workshop was handled by Dr.Shekar on
psycho-social problems and tne factors that influence during the
developmental period of a kid from birth to the stage where a
child actually becomes homeless or street child.
The social
role models in the families, social pathology of the families,
social environment and the role of media were some of the factor
discussed that influence during the developmental period of a
child.
Anxiety, weeping and sadness were some of the internal
behavioural pattern that leads to aggression was described as an
example of the psycho-social condition of these children.
-1-

Approach in handling these children and methods of studying the
case history of these children were some more of the areas
discussed.
Giving an unconditional positive regard to the
children was discussed as an approach and problem focused or
narrative with minimal questions as a method of inquiry was
suggested.
Dr.Shirdi Prasad Tekur had a discussion on nealth problems ana
its
causes during the afternoon session.
Discussion
on
prevention of some of the health problems caused by poor personal
hygiene and poor nutrition created an awareness in educating the
children.
Diarrhoea, scabies, intestinal worms,
tuberculosis,
leprosy, STD and cuts and wounds are some of the health problems
which were dealt in specific.

The second day's programme focused on communication techniques
and approach methodology by Mrs.
Indira Swaminathan.
She
emphasised the need to move away from the usual predominance
given to dialogue and conversation as a means of communication
to one where there is more emphasis on rhythmic conversation,
songs,dance and games were some of the communication methods
applied and tested.
Puppetry was introduced as a means of
understanding, different role models in the community and to give
them skills in the use of puppets.
The participants were asked to observe the application of
communication techniques and approach methodology with the street
children at REDS programme oy Mrs. Indira Swaminathan during tne
afternoon session. There was a discussion about the practical
session in order to identify the advantages of ncn-conventiona1
methods in effective interaction with the children.

The following are some of the
participants on the non-conventi

advantages identified
al methods.

1. Learning non-conventiona1 me
with the facilitator.

od eliminates tne

shy

by

the

feeling

2. It attracts the children very easily.
3. It helps team building in no time.

The following are some of the expectations by the participants to
be met through the further follow up programmes.
Communication
skills,
hygiene, introducing chi Id-to-chi1d programme, managing
conflict, psycho-social problems,
teaching methodology
and
importance of skill training.

-2-

The participants were asked to answer -few questions
workshop
and the answers are as -Follows.
a)

Street Children
Unauthorised slum dwellers
Asteriks
Unshaped Diamonds
Thrown out of the society
Ragpickers
Unloved or uncared street children

Regarding the reasons that force a child to become homeless.
1.
2.
3.
4.
5.
6.
7.
3.
9.

c)

the

Regarding the definition of the chi 1dren/peop1e with whom they
are working with.
1.
2.
3.
4.
5.
6.
7.

b)

before

No family love
Irresponsib1e parents
More than one parent
Death of parents
Alcoholic parents
Quarrelsome family atmosphere
Forced to go to school
Want of freedom what the child wants to do
Unnecessary harassment

Regarding the methods which were already adopted
organisations in handling the street children.

by

the

1. Counsel 1ing
2. Psychotherapy
3. Physical fitness training
4. Providing shelter
5. Fellowship gathering
6. Saving scheme
7. Education
8. Medical aid, and
9. Skill training.

The workshop concluded with the participants'
feedback .and
further action to be taken regarding the Follow up programmes.

FH-IO

The Crucial First Years
Children and Families

The CHC Team
Every’ moment in a child's life needs con
stant attention and special care, more
importantly during the initial years.
Through each phase the child responds
in a varietv of ways, both positive and
negative. This article takes us through
Bie first years.

he family is the basic unit of so
ciety - the oldest and the most
crucial It is also the environ
ment that determines the future
of humankind. Parenting is the one life
timeprofession where no training or qualification are required.
Parents are left to learn and operate by trial and error The child
is the desired outcome, focus and means of sustenance ot the
family unit

T

Twilight
As the child emerges from the womb, it has already been influ
enced not onlv genetically, but also by the positive and negative
conditions affecting the mother during pregnancy. These may be
physical, mental, social, psychological, or spiritual. The child thus
goes through certain experiences and acquires certain knowledge
while still in the womb, as illustrated by Abhimanyu's early
^bareness of war tactics in the Mahabharata.

Dawn
The initial hours after birth are devoted to survival tn a new
environment. The baby has to learn to breathe, to suckle/feed,
communicate its needs and emotions and take in various cues
from the changed environment, attempting to understand them.
The first link, which began in the womb, is with the mother "maternal bonding" is encouraged immediately after birth. The
father joins in the celebration , the paternal bond is now increas
ingly being recognised. The other members of the family contrib
ute too.
As the child deals with the reality of life around, it is obvious
that the first environment is the family. Relationships with hu
man beings that constitute this family forms the basis of their
experiences. This remains true throughout life, as the child grows
and enlarges its experiential base into society.

The child shows the man as the morning
shows the day - Elizabeth B Hurlock
What does the child grow into? Does nature (genetics) or nurture
(environment) determine his or her future? The debate has been

long-standing and acrimonious. As the
child grows, it begins to make its own
personal choices - this is a third course of
action which can affirm or negate the above
two in many areas of life. The responsibil
ity of the family is thus expanded beyond
nature/nurture, and extends ro providing
means for making these crucial personal
choices.
Are families able to fulfil these respon
sibilities? Arc they even aware of them’
I low does the family milieu operate with
the child? And, how does the child ma
nipulate these? These are all critical ques
tions wo are still discovering answers to,
and hope to learn and utilise positively.

Needs
Children have certain basic needs which help in their growth and
development, and enable them to achieve their full potential as
human beings. Psychologists have long stressed the importance
of early childhood experiences in later life. The consequences are
not only psychological or emotional; they are known to cause
physical disease too - many chronic ailments have their roots here.

Play
Six-year-old Sushmitha wants a joint family and another sibling
to play with! The lone child of working parents, she seeks
parental roles from her grand-parents, uncles and aunts whom
she enjoys as companions during holidays. Children have their
demands too, perfect parents being one of them. If their parents
don't match up they look for substitutes among immediate
relatives. Do families provide these alternatives?
More importantly, the child wants to play - all children learn
while they plav. The importance of play in their learning process
is often overlooked in parent anxiety, making children begin
school and "training" very early. When the emphasis is on train
ing for competition, and learning is lop-sided where is the time for
maturing in their development in this world7 Asking for a sibling
is one way of communicating the need for more play. If schools
do not allow enough play, should not homes and families make
up?

Getting across
Communication is an essential medium in all relationships, it is
also the basis of learning and experience in childhood. The child
learns as well as communicates better through body language,
and is not as comfortable with verbal messages. Often parents
and adults send out conflicting body signals while communicat-

VOICES, Vol. II No.2 W4

ing verbally with children. They need to
realise that time and space as well as the
quality of communication helps to form a
nurturing family. Asonechild complained,
"Why do my parents put me tosleep when
I am awake and wake me up when I'm
asleep?" Kiran fails to understand why he
has to brush his teeth before bed, while his
play-mates don’t do so.

Socialisation
As Vinay learnt his "Hello's" and "Bye's"
it thrilled the parents no end to see their
child able locommumcatebeyond thesmile
and recognition. For Vinay this had be
come an established set of reflexes, sensing
and responding to the negative and posi
tive emotions in the parents as they ex
tended verba! friendliness. Vinay had al
ready learnt how to wear the social mask
for life!
Varun likes to play with other children
in the neighbourhood, but is yet to learn to
join in their game of roadside cricket. His
parents do not help, in fact, they admonish
him if he gets beyond the gate. What does
he do when there are no children his age,
around Io play with? Trips to the park or
shopping mall are not his ideas of fun.
Socialisation skills are learnt mainly
through experience and guided interac
tion. Parents usually impart these skills
through "control" and authority. The
norms and rules of society are usually
learnt unconsciously by observation and
the codes of conduct absorbed thus are
those followed by members of the imme
diate family. When a child questions these,
often they don’t take kindly Io it. Anjana
wants Io know why she has Io get home by
sundown. The answer of ghosts and child
lifters only frightens her, it doesn't explain
the need for the family to be together as a
whole before dinner. Culture and tradition
set the limits of social activity, and only
when the child is free to explore these
boundaries and question them, does it re
ally understand their need. A family needs
to provide for these. As it has been put
succinctly, some families nurture - others
arc prisons.

Love
The child communicates its need for love
in many ways and what it often gets is
conditional love - if you do this, you get a
hug, you are a good boy if you eat your
breakfast ... etc. Unconditional love is the
basis of all positive nurture. It is pro
claimed as the highest truth in spirituality.
It is not the exhortation of religions only,
but the experience of people like Mahatma
28

Gandhi and Mother Teresa as well. Can
parents who have never experienced this
truth, take pains to evolve themselves for
the sake of their children?
Siddharth feels hurt when his parents
complain to friends and ciders about his
behaviour. Do they not undermine his
self-esteem in doing this? Who can we
blame when he rebels to cover a develop
ing inferiority complex’ Children develop
better on their strengths, which need to be
nurtured. Their weaknesses need more
love and concern to be overcome - not
criticism.

Training
For the fulfilment of their needs children
often face competition, and even find co
conspirators from among their siblings.
Sindhu looks after her younger brother
with great affection - not so, when she is
asked to do it. This is an expression of her
independent decision-making capacity,
which she also uses as a pre-condition, to
be allowed the freedom to dress the way
she likes She has already learnt to ma
nipulate her parents' "conditional" atti
tudes. How do we nurture her love and
concern, while helping her make her own
decisions? A tall order indeed - \ ct, not so
difficult if time and patience are used to
explain to the child in a language it under
stands. The language a child understands7
Days of corporal punishment it is hoped,
arc gone; let us hasten it with more love
and understanding.

The child learns ns
well as communicates
better through body
language, and is
not as comfortable
with verbal messages.

Emotions
Emotions come from the heart, not from
the thinking brain They need a friendly,
secure and flexible environment to mature
into positivih . In the family, this environ
ment of affection ami acceptance is possi
ble.
The infant cries out not only for a feed
or to ask for a uet nappy to be removed,
but also to express its need to be handled,
especially when wide awake and tuned in
to the surroundings. Isn’t the busy mother

happy to leave the quiet child on its own7
Does the father carry the child only when
it cries? The child then learns to cry every
time it needs company - it is going to be
more frequent too.
The child takes the mother, father and
immediate family "for granted". It expects
emotional support for positive action, as
well as to get over negative ones. Since
emotions ate based on relationships,

quale iommunicalion should be ensured
to rule out problems at this stage.
Anthony's stutter is traced back to some
early childhood relationships. I le cannot
communicate easily whenever emotional
or when he is under stress, and this often
leads to misunderstandings and unsatis
factory relationships.
Edward de Bono points to emotions as
the basis of all decisions. Do we allow our
children to make decisions - small or big on unstable emotions? Do parents spend
enough lime and energy understanding
this aspect of their own (and their
children's) lives? A standard response is
ignoring unpleasant emotions, and this
leads to complicating matters later, but
that's what we .ill do!

Morals, ethics and a principled ap
proach are "taught" - they are rarely un
derstood bv the teachers, or the children.
Bemoaning the decline of human values is
the result.

VOICES, Vol. II No.2 1994

Values
The provision of the physical needs of life
- food, shelter and clothing, along with
education at a "good" school have been
the goals of most parents for children. The
extreme stands taken by schools/educators in methods of "training" children is
evidence enough of their inadequacies. The
family and parents are called to take on
more responsibility and nurture "values"
needed by the child. Children need to be
given opportunities that spur their creativ
ity, initiative and decision making capaci
ties, all which are essential in the process of
attaining maturity. For this to happen, parents/parental figures must be good role
models. Sushruth likes to watch TV just
like his siblings and other members of the
family. The parents are concerned about
the effect this will have on his develop
ment. Happily, the uncle's reading habit
si^fes to influence Sushruth more. He not
orWgets story-books from the library, but
also gets his questions answered about the
why's and what for's! Should this situa
tion be accidental, or can it be nurtured?

Some parents aggressively negate many
of these in bringing-up their children. What
choice does the child have anyway? Is the
child helped to make choices? What is lost
in the bargain, is the attitude to work. The
dignity of labour is not understood and the
gender role becomes the focus.

Faith

Gender roles
Anupama likes to plav with dolls, while
Anoop prefers cars and games. Children
mav have their own inclinations, but cul
The child gets mixed-up with its own
urges, social demands, family concepts and
the need to relate to others. Is it any won
der that adolescence, the age of rebellion,
is utilised to sort many of these issues. The
advisors are the peer-group who are
equally ignorant!

Stress
A common experience in any pediatrician's
clinic is the revisiting of illnesses of the
parents and grand-parents in children. "Is
it hereditary?" they ask. Yes, but in a
different way. It is not in the genes. Very

ture, tradition and society tend to impose
stereotype roles. A girl is expected to be
more interested in routine chores around
the house, while the boy is actively dis
couraged from involvement. A boy is
facilitated in learning about the world out
side while the girl is "protected" from these
influences, to the extent of active discour
agement to even small initiatives from her.
The boy makes decisions - the girl follows
instructions. The list is endless and it is a
daily experience in all homes.

low backaches whenever she is unable to
get what she wants - and, they are not yet
five!
The stress of modern life is creating its
own patterns of disease, and we are pass
ing them on to our children. It is not that
all this is "in-the-mind" - the victims suffer
more than what they would if they really
had the disease! We add to this the burden
of instability and insecurity.

Unconditional love
is the basis of all
positive nurture.
few genetic diseases really bother most
children. It is the "hereditary" attitudes,
fears, complexes and other such negative
influences transmitted from parents to chil
dren by their behaviour that affects them
more. Naveen gets "chest-pain" before
exams and Meghana has migraine and

At birth, the child does not have a
concept of self. The mother, family mem
bers, animals, trees and even inanimate
objects are seen as part of itself. This is a
high level of transcendence indeed - some
thing mystics and spiritual aspirants thirst
for in their quest. This is accompanied by
a high level of "faith" in the world. The
child cn,oys life and has faith in everything
around it - a true recognition of the con
cept of God.
In the name of religion and spirituality,
the grill of rites and rituals further confuse
the child. Even prayer is reduced to a
charade of petitioning God - the parental
understanding of religion or spirituality.
Is it any wonder that these distortions
express themselves as fundamentalism?
I low unfortunate that children arc the vic
tims of the collective indiscretions of hu
mankind?
Kahlil Gibran has encapsulated all these in
"The Prophet", as follows:
Your children arc not your children.
They arc the sons and daughters of life's
longing for itself.
They come through you but not from you,
And though they are with you yet they
belong not to you.
You mav give them your love but not your
thoughts.
For they have their own thoughts.
You may house their bodies but not their
souls,
For theirsouls dwell in the house of tomor
row.
Which you cannot visit, not even in your
dreams.
You may strive to be like them, but seek
not to make them like you,
For life goes not backward nor tarries with
yesterday ....
You are the bows from which your chil
dren as living arrows are sent forth.
For even as he loves the arrow that flies, so
he loves also the bow that is stable.
The Community Health Cell (CHC) func
tions as a technical resource group pro
moting and facilitating the participatory
dimensions in communication, healthand
development.

29

DSS SCHOOL HEALTH PROGRAMME
FAMILY PLANNING/WELFARE

Introduction;

Different parents have different reasons for wanting to limit
the size of their family.

XSome young parents may decide to dely

having any children until they have worked and saved enough so

that they can afford to care for them well.

Some parents may

decide that a small number of children is enough, and they never

Others may want to space their children several

want more.

yeats apart, so that both the children and their mother will be

healthier.
FAMILY PLANNING IS HAVING THE NUMBER OF
CHILDREN YOU WANT, WHEN YOU WANT THEM.
-Where there is no doctor-david
Werner.
What is Family Planning?

What is the use of family planning

to us, to our society and to our nation?
of uncontrolled population growth?

What are the effects

Let us know about these.

Aim;
1.

Explaining family planning.

2.

Emphasizing the advantages of Family Planning.

3.

Explaining the ill effects of population explosion.

4.

The advantages or positive effects of family planning to our

society.

Lesson;

We have learnt how diseases are caused and how they can be
treated.

Similarly we have many problems in our daily life and

in the society too.

How do we prevent these problems?

Let us

try and find out answers through family planning.

Before we know what family planning is all about, let us listen

to an incident.
Mr.'X' is 60 years old.
Bangalore.

When w he was 20 years old he came to

There were few important places.

of houses and few people then.

There were lots

When he went to buy ration, he

-2-

would spend only a few minutes to buy ration.

After another

15 years, whenever he went to shop he had to spend half a day
at the shop.

Now even if one stands for half a day one doesn't

pet ration.

If one gets rice, there wouldn't be enough sugar,

and if sugar is available, wheat is doubtful.
Let us find out why these things happen.
1. why didn't he get the ration?
2.

How was Bangalore when he came 40 years back?

3.

Did he then get what he wanted?

4.

How Iona has he to stand now in the Queue now?

5.

Does he get what he wants now?

Before this

The main reason is an increase in the population.

rise in population there were many trees and empty grounds.

Today, when you see Bangalore station how is it?
Ans- As the birth rate has increased, wer are facing many
problems.

For instance,

it hwas possible to get sufficient,

safe drinking water then, which is not so easy now.
water was let out by corporation then?

How much

There is a shortage

of water today mainly because of a rise in population, If the

population increases at the same rate, it could lead to dis

astrous consequences.

How do we remove this problem?

What is our role in it?

For example, I will narrate another episode.

Rs.35 per day as daily wages.

A family earns

With that he gives Rs.25 to his

wife after keeping aside bis personal expenses.

by, they get four children.
the same.

As years pass

The daily wages remain more or less

The prices of commodities hatfe increased.

amount of Rs.35 is not enough for six people.

The

What can they do

in such a situation?

The family should have planned better.

People tend to think

that by having more children one can earn more.

a misconception.

The reality is

Can a family afford

feeding, clothing and educating all six children?

after-effects could be-

This is actually

No.

The

-3-

1)

Due to lack of nutrition, children might suffer from

diseases.
2)

Mental development might get retarded.

3)

Some children are sent to work.

It is believed that with

more children, there would be more hands to earn.
That is why, one needs to think of responsibilites, i.e.,
physical, social, educational and economical before extending

the family.

When we spread this kind of message to people all

over, we are carving a good future for the country.

Because

of this we will not hopefully face serious problems in the

future.

Thus we have to emphasize on family planning and

create a better world for our children.

"Family Planning refers to practices that help individuals
or couples to attain certain objectives:
a)

to avoid unwanted births,

b)

to bring about wanted births,

c)

to regulate the intervals between pregnancies,

d)

to control the time at which births ovvur in relation to the

aoes of the parent; and

e)

to determine the number of children in the family."
-Textbook of Preventive and Social
Medicine- Park and Park.

There are many methods of family planning.

Some of which are-

1. COPPER T— Copper T is inserted through the vagina into the
uterus.

It prevents the fertilised ovum from being implan

ted in the uterine cavity.

Because the device is in the

shape of the English alphabet 'T‘, it is called 'Copper T*.
2. MALA-D-

Mala-D or Mala-N are taken by women after marriage

to postpone or avoid pregnancy.

v

It is also useful in main-

taining a gap between the first and the nxt pregnancy.

Sice

the ovum is not produced, due to harmonal changes, it is not

possible for the woman to get pregnant.
From the fifth day of the menstrual cycle, take one white

tablet everyday for 28 consequent days.

tablets for the rest of the days.

Then consume black

-4-

NTRODH-

rp^is is a method used by men to control pregnancy.

is like a rubber ballon.

It

Nirodh creates a physical barrier

which prevents the semen from entering the female genital tract.
Hence this also prevents sexually transmitted diseases.

After the couple have had two children, the man can go in for

vasectomy, and the woman for tubectomy.

They are minor

surgical procedures which does not heeiik cause any harmful

effects or changes in the body.

This is a permanent method.

XYXXXXXXXXXXXXXXXXXX

DSS SCHOOL HEALTH PROGRAMME

MENARCHE(MENSTRUATION)

Foreword: Explaining menstruation with the help of illustrations.
Material needed:

Chart

1) Explaining menstruation

Objective:

2) What to do-during menstruation
3) Removing misconceptions about menstrual
discharge (not bad blood)

Relationship between menstrual cycle and

4)

pregnancy.

Lesson:

Menarche onset.

This is explained in many terms.

The aeneral term is discharge of blood from the vagina.

We

tend to keep such girls out of pooja room^’ kitchen making them

untouchables.

With this we tend to suffer and make others

also suffer.

This is nature.

we should not hate the process.
xious about it.

Chart 1-

We should not get depressed,

There is no need to feel obno

Let us understood it further.

In this figure females undergo a physical change

during one stage-adolescence. (This is common in males and

Onset of menarche means the girl has reached adultex
hood likeflowering--.
She is ready to bear a child.
females).

Chart 2-

Let us understand attaining adulthood.

a female.

Let us see the parts in the body.

meatus urine flows out.
discharge flows out.

Here kis

From the upper

From the second one blood-menstrual

This we call as the mouth of uterus.

The third opening is for excreta disposal.
Chart 3- Let us examine the uterus.

pian tubes.
here.

The two limbs are fallo

At the sides are ovaries.

The eggs germinate

From here the egg comes out once in a month.

Chart 4-

There is an ovum(ega) in the ovary.

an egg comes out.
conceives.

If this unites with the male sperm then she

The foetus will grow in the uterus.

doesn‘t fertilise the ovum it is expelled.

again.

From this bag

If the sperm

She menstruates

-2-

Chart 5-

Only when a female has sexual contact with a malez

fertilisation occurs.

Otherwise it cannot happen.

menstruates once in 28 days(variable).

That means after the

before the next eight days egg comes out of the

first 10 days
ovary.

A girl

If a female has sexual contact with a male in these eight

days then fehe conceives.

If not after 10 days shg. menstruates.

That shows she has not become pregnant.

We call this as

•Menstrual cycle*.

Let us see the male reproductive organs.

Chart 6-

,Th.ey do not

have three orifice.

They have one for urination and one to

expel fecal matter.

Male sperm has a head and a tail.

sperm ooes through the organ.

The

When a male unkfeeswith a female

sperm comes in contact with the egg.

Then pregnancy results.

Important points to be stressedThe discharge lasts for 3-5 days.
It is important to use clean

This happens once in a month.

cloth.

We tend to think-"Why

should we use good clean cloth for this?"

get many diseases.

If we don't we might

It is essential to wash them with soap

co-U

dry it in the sunlight.

Some might get stomach pain during the periods.

This is not

It is usual.

One should consume warm drinks and

soak feet in warm water.

The pain will get relieved to some

dangerous.

extent.

When someone menstruates, we should not make them

untouchables.

One should take bath and observe strict personal

hygiene.

When a girl matures, she is not a burden.

With the right care

and affection she will grow into a complete woman without many

problems.
If a woman doesnot get pregnant the fault needn't be hers.
could be the fault in the husband too.

XXXXXXXXVVYXXXXXXXX

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Media: RF_CH_14.5_SUDHA.pdf

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