Table 2

Descriptive chart for the ‘six aspects of FGM education’ (SAFE) model: preliminary model for FGM health education interventions

Six aspects of FGM/C education’ (SAFE) model: preliminary model for FGM/C health education interventions
Intersectionality lens
Active communication Attitudes and beliefs FGM/C knowledge Social structures Programme approach Better future
Professional duties:

  • Confidence and knowledge levels in discussing FGM/C

  • Safeguarding

  • Counselling

  • Medical intervention (eg, deinfibulation)

  • Reporting under 18 cases

  • Recording new and attendance cases

  • Language interpretation

  • Education about FGM/C


Media:

  • Availability (eg, internet videos)

  • Information accuracy

  • Illustrations and language

  • Public safety (media limitations)

  • Inclusivity (access to gadgets)

  • Convenience (easily used)


Use of illustrations:

  • Type of illustrations (real vs animated)

  • Acceptability by target audience


Language application:

  • Acceptability (mother tongue vs English)

  • Inclusivity (eg, medical jargons)

  • Utterance (eg, polite)

  • Body language


Sharing knowledge:

  • Methods of approaching

  • Signposting

  • Information accuracy

  • Conversation normalisation

  • Inclusivity (eg, gender, race, cultures)

  • Opportune place (eg, work place)

  • Early education

  • Disguised compliance

  • Timing

 Attitudes/feelings towards the practice:

  • Deterring

  • Shock

  • Surprising

  • Disguised compliance

  • Lack of interest


Attitudes/feelings towards the interventions:

  • Embarrassing

  • Finding it challenging (eg, quizzes)

  • Lack of interest

  • Interests (eg, acceptable information)


Sex education:

  • Education materials (eg, age appropriate)

  • Taboos

  • Timely education


Reasons for appointment attendance:

  • Word of mouth

  • Work requirements

  • Personal interest

  • Media advertisements


Religion:

  • Affiliations

  • Misconceptions


Cultural awareness:

  • Cultural environment (eg, urbanised cultures)

  • Cultural sensitivity

  • Education of cultural diversities

 General public and professional knowledge about FGM/C:

  • Reasons for FGM/C

  • Consequences of FGM/C

  • Legality (local and international)

  • Knowledge about religious relations with FGM/C


Confidence/doubts about knowledge levels regarding FGM/C


Knowledge of body anatomy 		Ethnic differences:

  • Social structures

  • Beliefs

  • Acceptability of change

  • Knowledge about FGM/C (eg, other practising communities)

  • Locality


Gender issues:

  • FGM/C male benefits

  • Preferred gender of facilitator

  • Decision-making


Generational differences:

  • Respect for elders

  • Facilitation (peer)

  • Decision-making

  • Knowledge about FGM/C


Marriage:

  • Main aim for FGM/C

  • Traumatic experiences

  • Interventions (eg, deinfibulation)

  • Cross-cultural marriages

 Venue:

  • Accessibility

  • Safe space

  • Inclusivity

  • Layout


Resources/handouts:

  • Language

  • Illustrations

  • Print vs electronic

  • Different forms (eg, Bangles)

  • Availability


Facilitator:

  • Gender

  • Age

  • Lived experience

  • Conversance with FGM/C matters

  • Non-judgemental attitude

  • Affiliations with audience


Audience:

  • Gender composition

  • Age

  • Education levels

  • Interest on the subject

  • Profession or occupation

  • Incentives

  • Knowledge about FGM/C

  • Locality (rural vs urban)

 Alternative to FGM/C:

  • Empowering women

  • Safeguarding

  • Support services

  • Evaluation (summative vs formulation)

  • FGM, female genital mutilation.