Assessing the Impact of Environmental Degradation on Adolescent Health in Cité-Soleil – Part I

Preliminary Investigation Report: Assessing the Impact of Environmental Degradation on
Adolescent Health in Cité-Soleil

Introduction

This preliminary survey investigates the health effects of environmental degradation on 15
adolescents (12 girls, 3 boys) aged 14-17, residing in Cité-Soleil. All participants attend secondary
school and are beneficiaries of the SAKALA schooling program.

Methodology
1. Participant selection: Convenience sampling of SAKALA beneficiaries.
2. Data collection: Clinical and psychosocial assessment sheet.
3. Laboratory tests and basic imaging.

Participant Characteristics
1. Age range: 14-17 years.
2. Residence: Cité-Soleil, near blocked canals.
3. Socio-economic conditions: Precarious.
4. Education: Secondary school (7th-3rd secondary).
5. Extracurricular activities: SAKALA.

Environmental Exposure
1. Atmospheric pollution: Non-standard combustion of plastic waste.
2. Water contamination: Massive aquifer contamination.

Clinical and Psychosocial Assessment Sheet
SAKALASANTE/BHACCS Clinical and Psychosocial Evaluation Form

Identification

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• Academic performance (last 3 years):
1.
2.
3.

Opinion and Stressors
• Satisfied with life situation: Yes/No
• Reasons for dissatisfaction (psycho-social and environmental stress):

Generalized Self-Efficacy Test (GSET)
(adapted from Michelle Dumont, Ralf Schwarzer, and Mathias Jerusalem, 2000)
• Instructions: Circle the number that best describes you (1 = Not at all, 2 = Barely true, 3 =
Moderately true, 4 = Completely true)
1. I can always solve my difficulties if I try hard enough.
2. If someone opposes me, I find a way to get what I want.
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3. No matter what happens, I am able to deal with it generally.

Environmental Distress and Concerns (EDC)
(adapted from Rosemarie Bowler and Ralf Schwarzer, 1991)

• Instructions: Circle the number that best describes you (1 = Not at all, 2 = Barely true, 3 =
Moderately true, 4 = Completely true)
1. I get angry easily when I think of the poisons thrown in my environment.
2. I am experiencing bodily symptoms which may be caused by chemicals…
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3. People who handle chemical substances do not present increased health risks.

Personal and Family History

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Functional Review of Systems
• OORL (Eyes, Nose, Sinuses, Oral cavity, Throat, Ear):
• Cardio-Respiratory:
• Neurological:
• Psychological:
• Mucous:
• Gastrointestinal:
• Genitourinary:

Physical Exam and Vital Signs

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Signature of Doctor

References

• Dumont, M., Schwarzer, R., & Jerusalem, M. (2000). Generalized Self-Efficacy Scale.
• Bowler, R. M., & Schwarzer, R. (1991). Environmental Anxiety Test.
• World Health Organization (WHO). (2018). Environmental health.

Objectives
1. Evaluate the impact of environmental degradation on adolescent health.
2. Compare epidemiological data with national-level studies.
3. Inform interventions to mitigate environmental health risks.

Expected Outcomes
1. Identification of health risks associated with environmental degradation.
2. Stratification of data to inform targeted interventions.
3. Contribution to the development of evidence-based policies.

References

• World Health Organization (WHO). (2018). Environmental health.
• Centers for Disease Control and Prevention (CDC). (2020). Environmental health.
• Emmanuel et al. (2000). Trihalomethane formation in drinking water.
• Holly (1999). Bronchial atrophy and air pollution.

Limitations
1. Small sample size.
2. Convenience sampling.

Future Directions

1. Expand sample size.
2. Conduct longitudinal studies.
3. Investigate interventions to reduce environmental health risks.

Generalized Self-Efficacy Test (GSET)
Instructions: Rate each statement on a scale from 1 to 4, where:

1 = Not at all true
2 = Barely true
3 = Moderately true
4 = Completely true