LIFE

SKILLS

MANUAL

Peace Corps

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LIFE SKILLS MANUAL

Peace Corps

2001

Information Collection and Exchange

Publication No. M0063
LIFE SKILLS MANUAL

2 PEACE CORPS

Information Collection and Exchange

This publication was produced by the Peace Corps Center for Field Assistance and

Applied Research. It is distributed through the Information Collection and Exchange

(ICE). For further information or additional copies, please contact ICE and refer to the

ICE Catalog number that appears on the publication.

Information about ICE publications and service is available through:

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Center for Field Assistance and Applied Research

Information Collection and Exchange

1111 20th Street, N.W. ñ Fifth Floor

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Add your experience to the ICE Resource Center. Send your materials to us so that we

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CONTENTS

 3

CONTENTS

Acknowledgments................................................................................................................................ 5

Part I: The Life Skills ProgramñBackground and Introduction.................................................... 7

Welcome to the Life Skills Program! ............................................................................................................ 9

Lessons Learned.......................................................................................................................................... 15

Sample Schedules ....................................................................................................................................... 22

Session 1: The Bridge Model: How Do We Build a Bridge From Information to Behavior Change? ........ 27

Session 2: Identifying the Missing Life Skill ................................................................................................ 36

Part II: Peer Education...................................................................................................................... 39

Peer Educators............................................................................................................................................ 41

Session 1: Dealing With Problems in Groups .............................................................................................. 45

Session 2: Support for Responsible Behavior .............................................................................................. 49

Part III: Facing Facts about HIV/AIDS and STDs.......................................................................... 53

Facing Facts about HIV/AIDS and STDs .................................................................................................. 55

Session 1: Facts and Myths about HIV/AIDS ............................................................................................ 57

Session 2: The Immune System .................................................................................................................. 62

Session 3: How HIV is Transmitted ............................................................................................................ 68

Session 4: The Relationship of STDs and HIV/AIDS ................................................................................ 73

Session 5: Women and HIV/AIDS ............................................................................................................. 77

Session 6: HIV Prevention .......................................................................................................................... 83

Session 7: Disease Progression and Positive Behaviors ............................................................................. 88

Session 8: Cure or Treatment? .................................................................................................................... 93

Session 9: HIV/AIDS and Human Rights ................................................................................................... 98

Session 10: HIV/AIDS and Behavior Change .......................................................................................... 104

Part IV: Communication Skills........................................................................................................ 109

Session 1: Communication Puzzle .............................................................................................................. 111

Session 2: Assertiveness: Attack and Avoid ............................................................................................. 117

Session 3: Assertiveness: Passive, Assertive, Aggressive ........................................................................ 121

Session 4: Assertiveness: Assertive Messages ......................................................................................... 127

Session 5: Assertiveness/Peer Pressure: Responding to PersuasionóPart I ........................................... 132

Session 6: Assertiveness/Peer Pressure: Responding to PersuasionóPart II ......................................... 137

Part V: DecisionñMaking Skills ..................................................................................................... 143

Session 1: Steps in Making a Good Decision ............................................................................................ 145

Session 2: Just Between Us ...................................................................................................................... 149

Session 3: Exchanging StoriesóRole Models (ìThe Person I Admireî) ................................................. 152

Session 4: Your Life Story ......................................................................................................................... 156

Session 5: Your Goals ................................................................................................................................ 159

Session 6: Early Pregnancy ....................................................................................................................... 163
LIFE SKILLS MANUAL

4 PEACE CORPS

Session 7: Alcohol and Drug Use .............................................................................................................. 165

Session 8: Risk BehavioróTesting the Waters ......................................................................................... 169

Session 9: Delaying Sex ............................................................................................................................ 174

Part VI: Relationship Skills ............................................................................................................ 181

Session 1: The Best Response Game ........................................................................................................ 183

Session 2: Oh! Henry! and Managing Emotions Gallery Walk ................................................................. 187

Session 3: Peer Pressure Role Plays ........................................................................................................ 190

Session 4: What is Love? .......................................................................................................................... 193

Session 5: SelfñEsteem Building: Do We Have SelfñEsteem? ................................................................. 196

Session 6: SelfñEsteem Building: ìA Pat on the Backî ............................................................................ 199

Session 7: What are Gender Roles?óGender Cards Exercise ................................................................ 201

Session 8: Gender Picture Codes and Role Plays ..................................................................................... 205

Session 9: Gender and Culture: Ideal Images and Personal Destroyers ................................................... 211

Session 10: Whose Rights and Whoís Right: A Look at Bride Price ........................................................ 214

Part VII: Bringing It All Together .................................................................................................. 217

Forum Theater........................................................................................................................................... 219

Appendices....................................................................................................................................... 225

Appendix I: WarmñUps and Energizers.................................................................................................... 227

Appendix II: Quick Breaks! ...................................................................................................................... 238

Appendix III: Assorted Ideas .................................................................................................................... 239

Appendix IV: Games and Session Ideas ................................................................................................... 244
ACKNOWLEDGMENTS

 5

This Life Skills Manual was compiled and adapted from materials created by the

following organizations: World Health Organization; United Nations Educational,

Scientific and Cultural Organization (UNESCO); Alice Welbourn and

ACTIONAID; the Curriculum Development Unit, Ministry of Education, Zimbabwe;

and UNICEF, Harare. We gratefully acknowledge the talent and skill of the authors

of those materials.

The Peace Corps also appreciates the work of Kathleen Callahan, who developed

the Life Skills Manual, and Ruth Mota, African Health Specialist, the author of the

ìFacing Facts about HIV/AIDS and STDsî section. Additional thanks are due the

development team: Judee Blohm and Lani Havens for editing, and Therese Wingate

for illustrations and graphic design. Finally, we appreciate the ideas and photographs shared by Volunteers, Counterparts, and staff throughout the world, especially Peace Corps/Malawi and Tovwirane Centre, and the efforts of all those who

participated in this process.

ACKNOWLEDGMENTS
LIFE SKILLS MANUAL

6 PEACE CORPS
PART I: BACKGROUND AND INTRODUCTION

 7

Part I

PART I:

THE LIFE SKILLS PROGRAMñ

BACKGROUND AND INTRODUCTION
LIFE SKILLS MANUAL

8 PEACE CORPS
PART I: BACKGROUND AND INTRODUCTION

 9

Part I

Are you a health worker struggling with the rising rates of Human Immunoñ

Deficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS),

Sexually Transmitted Diseases (STDs), unwanted pregnancy, or maternal

mortality? Are you a teacher working daily with young people who face

difficult decisions: determining a positive direction in life, potential unwanted pregnancy, or the issues of alcohol or drug use? Have you been

providing health information for years and yet see no positive change in

your community? Are you a parent, community volunteer, or concerned

community leader fearful of the toll HIV/AIDS is taking on your area? Are

you a young person ready to do something to help lead your friends into a

brighter future? If you answered ìyesî to any of the above questions, the

Life Skills program might be for you.

The Life Skills Concept

The Life Skills program is a comprehensive behavior change approach that

concentrates on the development of the skills needed for life such as communication, decisionñmaking, thinking, managing emotions, assertiveness,

selfñesteem building, resisting peer pressure, and relationship skills. Additionally, it addresses the important related issues of empowering girls

and guiding boys towards new values. The program moves beyond providing information. It addresses the development of the whole individualóso

that a person will have the skills to make use of all types of information,

whether it be related to HIV/AIDS, STDs, reproductive health, safe motherhood, other health issues, and other communication and decisionñmaking situations. The Life Skills approach is completely interactive, using

role plays, games, puzzles, group discussions, and a variety of other innovative teaching techniques to keep the participant wholly involved in the

sessions.

WELCOME TO THE

LIFE SKILLS PROGRAM!
LIFE SKILLS MANUAL

10 PEACE CORPS

Information is Not Enough

Although it is important to provide information in the early phases of a

behavior change intervention and to reinforce such knowledge periodically,

information is rarely enough to motivate people to change behavior. If that

seems hard to imagine, just think about a behavior that youíve been trying

to change over the years. Maybe it is reading more, exercising, eating a

better balance of foods, or quitting smoking. Have you successfully made

the change? Have you ever ìrelapsedî back into the behavior? What are

some of the factors that have kept you from changing?

Principles of Behavior Change and

How the Life Skills Program Mirrors

these Principles

Changing behavior is always difficult, but changing sexual behavior is especially tricky. Various organizations have developed behavior change models, including the U.S. National Academy of Sciences (NAS). The seven

principles listed below are based in part on the NAS work.

Principles of Behavior Change

1. Providing information is the

logical starting point in any

behavior change effort. Information, although necessary, is rarely

enough by itself to produce

behavior change in most people.

The information must be easily

understood and relevant to the

individuals you are trying to

reach.

2. Fear messages have limited use in

motivating behavioral change. If

fear is overwhelming it can

hinder, rather than help efforts to

change. Too much fear may

cause people to deny they are at

risk, to rationalize by pointing to

others who have practiced similar

behaviors and survived, and to

avoid seeking medical care

altogether. Using words like

ìscourgeî or ìplagueî or showing

pictures of emaciated ìAIDS

victimsî may cause people not

only to ostracize those infected,

but to deny their own risks for

contracting the infection.

How the Life Skills Program

Mirrors these Principles

1. The Life Skills program assumes

that you will begin by teaching

basic information about HIV/

AIDS, STDs, unwanted pregnancy, drugs, or other pressing

community problems. [Extensive

information about HIV/AIDS is

provided in this manual in ìPart

III: Facing Facts about HIV/AIDS

and STDs.î]

2. When working with Life Skills,

avoid fear and negativity, and

instead focus on positive messagesócreating, maintaining, and

reinforcing healthy behaviors, and

working towards a better life for

everyone in the communityó

young people, women, men, and

People Living with HIV/AIDS

(PLWHAs).
PART I: BACKGROUND AND INTRODUCTION

 11

Part I

3. People are more likely to try

behaviors they feel capable of

performing. It is important to teach

people the skills for engaging in

the desired behaviors. Seeing

examples of people engaging in

the healthy behavior will help a

person believe that he or she too

can engage in that behavior.

4. Individuals are more likely to

adopt a new behavior if they are

offered choices among alternatives. For example, rather than just

promoting abstinence or condoms,

give ranges of possible behaviors

that reduce risk, like practicing

less risky sexual behaviors, getting

an HIV test with your partner, and

so on.

5. Campaigns should create environments that encourage change.

Work to change social norms in

favor of healthy behavior. Peer

education programs provide a

support base for change, as accepted peers model behaviors.

Working with community leaders

or a PLWHA group around an

HIV/AIDS program can reduce the

stigma of the disease and create an

environment that encourages

change.

3. Life Skills systematically

attempts to build skills for healthy

behavior. This is the crux of the

Bridge Model of behavior change

(see page 33). Many programs

provide ìoneñshotî information to

large numbers of people. A Life

Skills program works with a small

group of people over a longer

period of time to motivate participants to adopt a new behavior, to

teach and model the skills necessary to successfully adopt that

behavior, and to continually

reinforce those new skills, until

participants ìfeel capable of

performingî healthier behavior.

Peer educators can further reinforce this, as they provide a

positive example of healthy

behavior.

4. Life Skills helps develop critical

thinking skills so participants

learn a number of alternatives in

dealing with a difficult situation.

Participants are thus exposed to

many choices in terms of negotiating healthier behavior.

5. Because change is easier if oneís

environment encourages it, Life

Skills programs emphasize working with a community holistically.

For example, if you are interested

in working with young people,

first provide a Trainingñofñ

Trainers (TOT) to community

leaders such as mayors or chiefs,

headmasters, government officials

and parents. Then have a TOT for

teachers in the school in which

you work, or if you are working

with young people outside the

school system, consider training

the nearest adult role models in

that community. Those workshops

introduce the entire community to

the program, create the possibility

that those trained will begin

programs of their own with their

new skills, and will serve as a
LIFE SKILLS MANUAL

12 PEACE CORPS

Pages 10ñ12 adapted with permission from ìPrinciples of Behavior Change,î an article by

Thomas Coates, Ph.D., Center for AIDS Prevention Studies at the University of California, San Francisco.

powerful support to the program

that you begin with young people.

You may also wish to consider

training youth peer educators

before moving to the target of your

program, the youth in a particular

school or area. If a PLWHA group

operates in your community, be

sure to include it in every aspect

of your project.

6. Since it is clear that influential

people can drive change, peer

educators can be an effective

addition to your Life Skills

program. Young people often seek

health or sexñrelated information

from their peers before discussing

these issues with adults. Training

influential young people to serve

as role models in their peer group

can thus dramatically increase the

impact of your program. Some

advice on working with peer

educators can be found in ìPart II:

Peer Education.î

7. Because relapse is expected, it is

important to continually recreate

the Bridge Model to assist those

who have already fallen into

damaging behaviors. You may

need to design a slightly different

approach to the ìplanksî in the

bridge for young women who

have gotten pregnant and expelled

from school, for drugñaddicted

youth, or for PLWHAs, for

example.

6. Change is more likely in a community if influential people adopt the

change.

7. Relapse is expected. Therefore,

any program that seeks to change

behaviors over time needs to build

in ways to maintain those behaviors and to help bring people ìback

on the pathî to positive behaviors

after they have relapsed.
PART I: BACKGROUND AND INTRODUCTION

 13

Part I

The Bridge Model of Behavior Change

Information provides a solid foundation.

Begin by providing accurate health information.

Our goal is to see members of our communities living

healthy, happy, fulfilling lives.

But in order to realize a positive, healthy life, we need to avoid the

consequences of negative behavior.

A Life Skills Program focuses on building the ìplanksî in the bridgeóworking on the

individual skills that help people to make healthier decisions about their lives.

Relapse is expected in any behavior change, so we must build in ìlife-preserversî or ways

to bring people back onto the ìbridgeî should they suffer the consequences of a negative behavior.
LIFE SKILLS MANUAL

14 PEACE CORPS

About the Manual

Although originally developed in Africa, this manual has been reñedited for

global distribution. Be sure to adapt each and every session to make it more

appropriate to your local culture. This may mean translating into local language, changing names or situations in role plays, changing the entire content

of a session, and possibly even discarding some sessions altogether. Re-create

the content of the manual to make it applicable to your area. If you have CDñ

ROM capability, you may wish to request the Life Skills Manual CD-ROM

(ICE #M0062K) so that you can create your own countryñspecific version of

the text.

The manual consists of over 50 different lesson ideas that you can use with any

group: antiñAIDS clubs, girlsí clubs, boysí clubs, youth clubs, womenís groups,

and so forth. The manual is written with a strong bias towards youth work and

health issues. These lessons are quite easy to adapt to any age and other topics,

however. Consider them as a starting point, so that you will have initial lesson

plans ready as you begin to work with participants. Working with your colleagues, you can develop other lesson ideas and activities that will continue to

challenge your participants to critically think about and modify their behaviors. In addition to the lesson plans, some lessons learned regarding peer education are included, as are some sample schedules, and tips to facilitators.

The sessions are grouped according to three basic life skills: communication,

decisionñmaking, and relationship skills. These are loose categories and there

is a great deal of overlap among them. ìPart IV: Communication Skillsî focuses on assertiveness, responding to persuasion, active listening, and body

language. ìPart V: DecisionñMaking Skillsî includes assessing risk, exploring

choices, understanding consequences, planning for the future, critical thinking, and goal setting. ìPart VI: Relationship Skillsî provides session ideas for

the topics of gender, culture, peer pressure, selfñesteem, and managing emotions. While you may present the sessions in any order that you choose, there

is a logical flow to each sectionóallowing new skills to build on previous

ones. ìPart VII: Bringing It All Togetherî provides a powerful tool for practicing and evaluating all of the life skills, so that you may assess participantsí

assimilation of the topics covered. The ìAppendicesî provide numerous warmñ

ups, games, and other suggestions for keeping the sessions interactive, lively,

and fun.

ìPart III: Facing Facts about HIV/AIDS and STDsî is crucial to facilitating all

other sections. If you are about to begin the program, it is suggested that you

learn this section well, so that you will be able to answer the many questions

that will arise regarding HIV and STDs. If you have any questions or need

clarification regarding this or any other health issue addressed in the book, it is

recommended that you contact the appropriate health department or ministry

in your country for upñtoñdate information or refer to any of the Websites

listed in ìPart III: Facing Facts about HIV/AIDS and STDs.î If you are a Peace

Corps Volunteer, you may also contact your Associate Peace Corps Director

(APCD), health trainer, or the Peace Corps Medical Officer (PCMO) for more

information.
PART I: BACKGROUND AND INTRODUCTION

 15

Part I

Lessons LearnedóTips for

Implementing Life Skills

Below are some suggestions for effectively implementing a Life Skills program:

• Remember that this manual is only a template. Adapt the individual sessions and/or the entire approach to your local situation and language.

• Before starting, perform an assessment of the community to help tailor the

program to specific local needs. The ìAssessments and Evaluationsî ideas

in the next section may be useful in helping you structure your community

assessment.

• Always work with community leaders first. Our community leader workshops and meetings have proven invaluable in keeping the program supported. If your work is going to be with students, meet with the headmasters and teachers first so that they will understand the program, possibly

help in the implementation, and reinforce the content in class. Some wonderful things can happen if the community gets energized to do Life Skills.

They may even start programs within their own groupsóin churches,

womenís organizations, and so forth.

• Consider all of the positives and negatives before deciding whether to incorporate peer educators into the program. A peer educator approach may

not be right for every situation. Make sure you will be able to support your

peer educators before embarking on such a program. It is possible to do

Life Skills without peer educators. For a discussion on the pros and cons of

peer educators, see ìPart II: Peer Education.î

• If you do decide to work with peer educators, be sure to send letters home

to parents about the program. Let them know exactly what you are doing.

Be upbeat and congratulate them that their son or daughter was chosen for

such an important program. Remember to write in the local language.

• Do not limit your Life Skills approach to youth or to HIV/AIDS only. Life

Skills can be implemented in many different populations! Adapt, adapt, adapt!

LESSONS LEARNED
LIFE SKILLS MANUAL

16 PEACE CORPS

• If you are surprised that the emphasis on HIV prevention espoused in this

manual is not on exploring alternatives to sex and other issues around sexuality, do not be concerned! We found that when we set out to talk about sex,

we got little cooperation from participants. But when we were talking about

other issues such as communication, relationships, and so forth, sexuality

always came up. An ìindirectî approach may be more culturally appropriate.

• Once your program or your peer educators are working well at the secondary school or teenage level, consider getting permission to send them into

your local primary school to conduct sessions with the upper grades of

elementary school.

• You may not need money or resources to implement this program on the

local level. If you are working within a school, you might make Life Skills

activities part of an after school club. If you are working at the community

level, Life Skills sessions may be part of your daily or weekly group activitiesóin churches, womenís groups, AIDS committees, or wherever!

• If you are working at the district level or other area where funding is necessary for trainings, some organizations that might be supportive include

UNICEF, Peace Corps Small Projects Assistance (SPA), and local clubs

such as Rotary or Lionís Clubs. Be sure to explore the NGOs and other

funding options in your area first as they will be the most sustainable means

of support.

Lessons LearnedóAssessments

and Evaluations

Although Peace Corps Volunteers (PCVs) and Counterparts typically conduct

Participatory Rural Appraisal (PRA), Participatory Analysis for Community

Action (PACA), or other needs assessments when they are first posted to their

sites, many resist the idea of conducting assessments before beginning a program like Life Skills. With only two years to implement projects, Volunteers

often feel that time does not permit additional assessment activities. Similarly,

health workers and teachers in the field are already overburdened with work;

they may be unwilling to begin each new program with an assessment of the

community. Although these concerns are valid, it is crucial for the success of

any behavior change program that the facilitators have an understanding about

the attitudes in communities in which they serve. Assessments are thus an important first step.

How do Assessments Help?

• An assessment of the community before implementing the Life Skills program can help you to

ó Raise awareness of key issues before beginning the program.

ó Network with community leaders and members.
PART I: BACKGROUND AND INTRODUCTION

 17

Part I

ó Determine the current level of understanding of the issues addressed

by life skills in the community. This will provide a baseline to help you to

measure behavior change that might occur as a result of the program.

ó Discover the most appropriate subgroups in the community in which to

target the program, for example womenís groups, outñofñschool youth,

girlsí clubs, church groups, and so forth.

ó Tailor the Life Skills program to meet the needs of the community.

• Short reassessments at various points in the program can

ó Indicate the strong aspects of the program, as well as those that might

be improved.

ó Help you determine new priorities and approaches.

ó Bolster your confidence and renew your energy as you see the program

begin to work!

• If the program is about to end or transition, an evaluation can

ó Help determine to what degree the project has achieved knowledge,

attitude, skills, and behavior change in the community.

ó Point to any changes that could be implemented to improve the program.

ó Indicate whether or not the program is an effective tool for behavior

change.

ó Provide guidance in terms of how the program might be replicated in

other areas.

ó Be used to secure donor funding to continue or expand the project.

ó Renew the energy and strengthen the confidence of those who have

worked on the project.

How Can an Assessment for the Life Skills

Program be Conducted?

Peace Corps offers a variety of tools to assist you in assessing your community, including the PACA Handbook (ICE # M0053), the Community ContentñBased Instruction Manual (ICE # T0112), the New Project Design and

Management Workshop Training Manual (ICE # T0107) and the HIV/AIDS

Idea Book (ICE # M0081). Regardless of the method of assessment you choose,

it is crucial to work closely with your counterpart or other respected community member(s) throughout your data collection. Since your questions will probably involve references to sexual behavior, alcohol or drug use, or other sensitive topics, you will need to be especially careful about use of local language

and cultural appropriateness. The advice and wisdom of a trusted counterpart

is invaluable during this time.
LIFE SKILLS MANUAL

18 PEACE CORPS

After collecting the information and compiling the results, reporting back to all

parties is important. Communities are often studied by donor organizations and

development agents, and a frequent, justified concern is that these groups collect information without respecting the communities enough to report back and

engage community leaders in discussions about the results.

Reporting back may take the form of published reports to headmasters, teachers, important community leaders, donors that might have funded the project,

and other contacts in the area. However, discussions may be more appropriate

than written reports. If you intend to work with community leaders, teachers,

or trainers, it may be most effective to discuss the results of the survey at that

time.

In the meetings, be respectful of the enormous wisdom of community leaders.

These individuals have been intervening in problems far longer and probably

with more success than any outside health worker or teacher. Simply provide

the information collected in the surveys and facilitate a discussion on the implications of the data for the young people and the community as a whole,

especially in relation to health, HIV/AIDS, and the longñterm survival of the

community. The information and resulting discussion often is powerful enough

to spark debate, suggestions, and a commitment to intervention.

A note to PCVs: The less involved you are in these discussions, the better.

These are community problems, and it is best simply to assist by facilitating

the discussion, rather than to provide overt suggestions for change. Community leaders frequently are silenced by the sometimes arrogant approaches of

donors and outsiders. Since you have, in all likelihood, initiated the meeting,

there might already be a strong impression that you have an agenda. It is often

the most difficult challenge for eager and enthusiastic new Volunteers to withhold their many ideas for helping. But one of the most rewarding aspects to

being a Volunteer is earning the respect of and learning the wisdom of local

leaders, and beginning to truly understand grassñroots change. Building the

program together will make it much more effective, even if the initial ideas

seem contrary to your personal beliefs.

For example, most Americans cannot imagine an HIV/AIDS program without

overt discussions of alternatives to penetrative sex, diagrams of body parts,

and frank discussions about sexual activity. To many local cultures, this approach is unacceptable, and can lead to rigorous resistance to the program.

One of the advantages of focusing on life skills is that this approach makes it

possible to deal with issues of sexuality in indirect waysówhich is often much

more culturally acceptable.

Lessons LearnedóTips for

Facilitators

• As most Life Skills sessions involve games or role plays, it may be most

effective to have participants sit in a circle, with a great deal of open space
PART I: BACKGROUND AND INTRODUCTION

 19

Part I

in the center of the circle. This will allow for unhindered movement within

the group for the exercises.

• ìOwnî the training space. Be sure to move around a great deal within the

circleóapproaching various participants, acting things out, and using different tones of voice. Such confidence from the facilitators makes it easier

for participants to feel comfortable as they perform role plays or play games.

• Be conscious of the gender division of your facilitators. Having an equal

number of men and women facilitating the program can be much more

powerful than merely talking about gender equality. It also helps by introducing a variety of perspectives on the topics and by demonstrating the

crucial life skill of interacting well with the opposite sex.

• Be respectful when working with coñfacilitators. Avoid correcting or interrupting your partner when he or she is facilitating, and be conscious of your

body language and facial expressions while other trainers are facilitating.

You are always on stage. Also, when one facilitator is guiding the group,

other trainers should sit downótoo many trainers at the front of the room

can be distracting.

• For sensitive topics, it may be best to separate into singleñsex groups to

encourage better participation from both girls and boys. It is important,

however, for them to come back together and present their ideas to each

other. This sharing of information between sexes and attempting to work

together comfortably is essential to the program.

• Keep your participants involved by eliciting answers from them rather than

lecturing to the group.

• Summarize the points on a flip chart or blackboard, if possible.

• If working with flip charts, hang the pages you have finished around the

room so participants can refer back to them throughout the day or session.

• Have the Bridge Model flip chart posted on the wall during every Life

Skills session. You will find that you constantly refer to it.

• Pay attention to the scheduling of your sessions. Sessions near the end of

the day or after meals should be lively to keep people awake. One session

should move logically into another session.

• Start morning and afternoon sessions with warmñups or energizers.

• Monitor how your group is feeling. Have an alternative way to teach the

same subject, and change styles as needed.

• Collect resources on the dayís subject and create a resource table at the

back of the room for participants to peruse during breaks. Invite participants to make a list of ways in which they can serve as a resource for each

other.
LIFE SKILLS MANUAL

20 PEACE CORPS

Lessons LearnedóOpportunities for

Implementing a Life Skills Program

One of the greatest benefits of the Life Skills approach is that the sessions

are adaptable to many different contexts, and can be used to meet many

different needs. We have found that community leaders, health workers, and

teachers have been very creative with their adaptations of the program, especially the use of the Bridge Model, to meet many different needs. Some

suggestions are listed below. We encourage you to be creative in adapting the

program to meet the specific needs of your area.

Womenís Groups

Whether through agricultural cooperatives, church groups, or widowsí associations, the Bridge Model and the Life Skills approach can focus on whichever planks in the bridge that women need to consider when building a bridge

to a more positive future. The planks might become microcredit opportunities, farm inputs, skills training, selfñesteem building, and so forth, with those

topics becoming the basis for the sessions to follow.

Menís Motivation Groups

We found it very important to involve men when beginning any discussion

about gender roles, specifically as they related to reproductive health, maternal health, and transmission of HIV/AIDS. One of the biggest pitfalls in working on gender issues is that many approaches attempt to raise awareness among

women, yet ignore the men who are usually in the position to make decisions

in the family. We suggest creating male motivation groups, in which responsible, committed male community leaders facilitate a version of the Life Skills

program with the men in the community. By appealing to some of the gender

roles of men, these sessions are able to focus on the responsibility that men

have for the health and welfare of their families. We found that this approach

to behavior change, in concert with womenís and/or youth groups, was much

more powerful than one type of program alone.

District AIDS Coordinating Committees

(DACCs), Community AIDS Coordinating

Committees (CACCs), and Technical

Subcommittees (TSCs)

Many countries coordinate all antiñAIDS activities through central committees like DACCs, CACCs, and TSCs, such as the Orphan Technical Subcommittee or the Youth Technical Subcommittee. Often involving high level

professionals from a variety of ministries, these committees can offer a great

deal of support and expertise in the fight against HIV/AIDS, and can benefit

from an adaptation of the Life Skills program.
PART I: BACKGROUND AND INTRODUCTION

 21

Part I

Peace Corpsí PreñService Training (PST)

Incorporating the Life Skills approach into PreñService Training for all Volunteers, especially those from the health and education sectors, can offer

new Volunteers a practical framework through which to view their assignments. Think about incorporating a Life Skills Training of Trainers (TOT)

into a weekñlong Counterpartsí conference so that both Trainees and professionals from the ministries can consider integrating the program in their future work.

Women In Development (WID) or Gender and

Development (GAD) Projects

Exercises from the Life Skills Manual can be used in a girlsí retreat, a leadership training, or any number of leadership and development projects developed through WID/GAD committees.

People Living with HIV/AIDS Groups (PLWHA)

or AIDS Support Organizations

The Bridge Model can be adapted to explore the planks that HIV positive

people might develop in order to remain healthier longer and to manage their

infections. For example, some planks might become good nutrition, using

condoms, emotional support, or even writing a will.
LIFE SKILLS MANUAL

22 PEACE CORPS

It may be helpful to structure the flow of your training into the following broad

approaches: 1) motivation, 2) information and skills, 3) practice, and 4) application. (For further information on the 4MAT Model, see ICE # ED187.) Start

your program with sessions that motivate participants to want to learn. Why

are you implementing this program? What are the issues identified by the community? Help your participants see the need for the sessions. Examples might

include starting with the impact of AIDS or the consequences of unwanted

pregnancy. Then move to providing information and skills. This is the essence

of the sessionsóthe actual subject matter. Topics might include basic facts

about HIV/AIDS, the Bridge Model, or any of the sessions on communication, decisionñmaking, and so forth. The third step is practicing the information and skills you have been exploring. In a TOT, this may mean that participants facilitate sample sessions. In your dayñtoñday program, practice may

include role plays that act out the situations youíve been discussing. Finally,

move to application. How will participants apply the information and skills

from these sessions in their own lives? In their communities?

The suggested schedules that follow are merely intended as examples. As

with all aspects of the Life Skills program, they should be adapted to make

them more appropriate to the local situation.

Sample ScheduleóTraining of

Trainers (TOT)

Most of our TOT programs have been about five days long. Choose your trainers carefully. Teachers, nurses, health assistants, clinical officers, medical assistants, and AIDS center volunteers all can make good trainers if they have a

natural ability with, or interest in, youth. The approach used in this sample

TOT is for the facilitators to actually experience the program by doing the

sessions as participants. As they proceed through the program remind them

that they will be facilitating the same materials. They should constantly reflect

about how they will present the sessions, including ways to improve them. Day

Four provides an opportunity for each participant to facilitate a session from

the manual and receive feedback.

SAMPLE SCHEDULES
PART I: BACKGROUND AND INTRODUCTION

 23

Part I

A suggested schedule is as follows:

Day OneóMotivation

1. Warmñup

2. Opening Session including SelfñIntroduction, Title ThrowñAway, Expectations, Review of Schedule, Ground Rules (Appendix III)

3. Official Opening by District Health Officer, District Education Officer, Chief,

Mayor, or Other Official

4. Exchanging Stories (Impact of AIDS Variation) (Session 3 in Part V)

5. Epidemiological Information on HIV/AIDS facilitated by health worker or

National AIDS Control Program representative

6. Local film on unwanted teenage pregnancy and discussion, or use Early

Pregnancy (Session 6 in Part V)

For Trainers working in Africa: Two excellent choices are ìConsequencesî

and ìYellow Card.î ìConsequencesî is a film on unwanted teenage pregnancy, and ìYellow Cardî is about male responsibility for teen pregnancy.

They are available in AIDS resource centers throughout Africa, or by contacting the National AIDS Control Programme, Ministry of Health, P.O.

Box 8204, Causeway, Harare, or Media for Development Trust, 19 Van

Praagh, Milton Park, Harare, Zimbabwe <Mfd@samara.co.zw>.

6. Present information gathered from needs assessment, if appropriate.

Day TwoóInformation or SkillsñBuilding

1. Warmñup

2. How HIV is Transmitted (Session 3 in Part III)

3. HIV Prevention (Universal Precautions and Condom Demonstration only)

 (Session 6 in Part III) or Condom Time Bomb activity (Appendix IV)

4. The Immune System (Session 2 in Part III)

5. Disease Progression and Positive Behaviors (Session 7 in Part III)

6. Cure or Treatment (Wellñbeing Sectors only) (Session 8 in Part III)

7. HIV/AIDS and Human Rights (Session 9 in Part III)

Trainer note: Be flexible about the timing of these sessions. Some groups

will move through the content quickly, while others will require a great

deal of time to digest HIV/AIDS information. Be ready to move some of the

Day Two sessions into Day Three if necessary.

Day ThreeóInformation or SkillsñBuilding

1. Warmñup
LIFE SKILLS MANUAL

24 PEACE CORPS

2. HIV/AIDS and Behavior Change (Personal Counseling for Behavior

Change only) (Session 10 in Part III)

3. The Bridge Model (Session 1 in Part I)

4. Quick Preview of Life Skills Sessions, for example the Best Response

Game (Session 1 in Part VI), Listening Pairs, the Straight Line, Pass

the Picture, etc. (Appendix I)

5. Group SignñUp and Preparation Time for Tomorrowís Practice Sessions

Suggested Sessions:

Communication SkillsóPassive, Assertive, Aggressive (Session 3 in

Part IV)

DecisionñMaking SkillsóRisk BehavioróTesting the Waters (Session

8 in Part V)

Relationship Skills sessionsóGender Cards or Gender Picture Codes

(Session 7 or 8 in Part VI)

HIV/AIDS SessionóWomen and HIV/AIDS (Session 5 in Part III)

Day FouróPractice

1. Warmñup

2. Communication Skills session

3. DecisionñMaking Skills session

4. Relationship Skills sessions

5. HIV/AIDS Session

Trainer note: After each group facilitates a session, spend some time eliciting feedback from the participants and discussing any issues that may

have come up regarding the facilitation techniques.

Day FiveóApplication

1. Warmñup

2. Bringing It All TogetheróForum Theater (Part VII)

3. Facilitation SkillsóDealing with Difficult Questions (Appendix IV)

4. Peer Education Session (Part II)

5. Action Planning

6. Affirmation (such as String Spider Web (Appendix I)) and Closing

7. Evaluation
PART I: BACKGROUND AND INTRODUCTION

 25

Part I

Sample ScheduleóPeace Corps

PreñService Training (PST)

The above TOT schedule can be used as an InñService Training (IST) and a

workshop for Counterparts. It can also be used as the HIV/AIDS component of

a PreñService Training (PST). If it is not possible to devote five days to HIV/

AIDS in the PST, you may shorten the workshop to two days by slightly modifying Day Two and Day Three above. You may wish to add the ìEpidemiological Informationî or an Impact of HIV/AIDS (Session 3 in Part V) session to

the Day Two schedule, and to substitute Forum Theater (Part VII) for the

ìGroup SignñUpî session on Day Three.

Sample ScheduleóCommunity

Leadersí Training

A training for community leaders might be about the same as a TOT, but the

emphasis would be on content rather than how to train others. Also be sure to

provide time to review the assessment and have the community leaders determine strategies to address the issues raised in the assessment.

If you are working with peer educators, it is crucial that you schedule some

time on the last day of the community leadersí training to do a session about

peer education and to address how you and the community leaders together

can choose the proper young people for this role. Be very clear about what you

want from the peer educators before this session, but be flexible enough to

adapt to what the community leaders want.

Sample ScheduleóPeer Educators

In many ways, this may be your most important training. Everything may take

longer in this training than with other groups, as you should spend extra time

to emphasize the issues and techniques. Warmñups should be longer and more

lively, and breaks more frequent. Young people need to keep moving and stretching!

It is suggested that you follow the TOT schedule above for your initial training

of the peer educators, perhaps adding an extra day or two. After that workshop,

you might meet with the peer educators once or twice a week to conduct further sessions from the Life Skills Manualóhaving them engage both as participants and facilitators.

It is very important that you give the peer educators time to digest and internalize the ideas, especially the Facing Facts about HIV/AIDS and STDs (Part

III) sessions, and that you give them time to practice facilitating sessions.
LIFE SKILLS MANUAL

26 PEACE CORPS

Sample ScheduleóA Briefing

If you are ever called upon to introduce the idea of life skills to a group just for

information purposes, it is recommended that you present the Bridge Model

(Session 1 in Part I). If you are permitted more time than that, add Forum

Theater (Part VII) and/or the Best Response Game (Session 1 in Part VI).

These sessions usually provide a lively and interesting overview of the program.
PART I: BACKGROUND AND INTRODUCTION

 27

Part I

Overview

This session is the crux of the Life Skills program. The Bridge Model is a

visual way of presenting the concept of behavior change that is used in the Life

Skills program. A thorough understanding of this model is essential in structuring a Life Skills program in your community.

It is most effective to introduce this model after conducting some motivation

sessions. These sessions might include Exchanging Stories (Session 3 in Part

V) (The Impact of AIDS Variation), Early Pregnancy (Session 6 in Part V) or

other sessions that highlight some of the risk activity of youth.

Time

1 hour, 30 minutes to 2 hours

Objectives

By the end of the session, participants will be able to:

1. List risks facing young people in the community.

2. Identify life skills that might help young people to avoid risk and build a

healthy, positive future.

3. List three categories of life skills.

4. Describe the Bridge Model of behavior change.

Materials

Flip chart: Bridge Model

Markers or chalk

LIFE SKILLS: BASIC SESSIONS

Session 1:

THE BRIDGE MODEL:

HOW DO WE BUILD A BRIDGE FROM

INFORMATION TO BEHAVIOR CHANGE?
LIFE SKILLS MANUAL

28 PEACE CORPS

Props for the role play

Handout: The Role Play

Preparation

Post the Bridge Model flip chart on a prominent wall, roll it or cover it up, and

arrange the chairs around it in a halfñcircle.

Prepare and rehearse the role play in advance. Ask two of your female participants to act in the role play. It is much more effective to choose two people

from the larger group, rather than using fellow facilitators or peer educators.

Fellow participants performing in the role play usually heightens the interest

of the group. This role play will be the basis for your discussion of the Bridge

Model, so it is essential that it be performed well and cover the topics you

wish to highlight.

Delivery

I. The Bridge Model Role Play (20 minutes)

When introducing this activity, you may wish to refer to some of the sessions on

the impact of AIDS or early pregnancy to remind the group of the reasons for

beginning a new program with youth on risk behavior. Invite the group to sit

back and watch the role play, which may be very similar to situations we are

seeing in our communities.

Have your two volunteers act out the role play. Stop the role play when the

point has been made: Lucy was exposed to much information to keep her safe

from pregnancy, STDs, and HIV/AIDS, yet she got pregnant anyway. Why?

II. The Bridge Model (1 hour)

Referring back to the role play, ask leading questions to invite the participants

to explore the situation. Some examples might be:

1. Is this a realistic situation? Have you seen this happen in our community?

2. Do you think Lucy understood the risks of having sex with Richard?

3. If she understood what could happen and had all of the information, why

did she have sex anyway?

4. What were some of the things Richard said to pressure Lucy?

5. Did Lucy have good reasons for not using the condoms Rita gave her?

6. What will happen to Lucy now? What do you think will happen between her

and Richard?

After discussing the role play, reveal the Bridge Model flip chart.
PART I: BACKGROUND AND INTRODUCTION

 29

Part I

Discuss the model with the participants. Point out that young people generally

know a great deal about the risks of sexual activity. In a sense, the young people

are standing on top of all of the knowledge they need to keep themselves safe

from the risky behavior of life. Brainstorm some of the current knowledge

understood by most young people: facts about HIV/AIDS, information on drugs

or alcohol, etc. Most young people learn all about HIV/AIDS prevention in

school. Does that mean that no one gets infected? Emphasize that even though

people have the knowledge that does not mean that they do not engage in risky

behaviors. It is helpful to continually refer back to Lucy during this discussion.

Now draw attention to the other side of the bridge. Point out that, as teachers,

community members, parents, peer educators, and others we want to help our

young people move to the ìPositive, Healthy Lifeî side of the bridge. We want

to help them use the knowledge that they have to live a stronger, healthier life.

(Use gestures to show this movement on the Bridge Model flip chart.)

While gesturing towards the ìsea,î ask participants to suggest what is awaiting

young people if we do not find a way to help them successfully cross from

knowledge to a positive, healthy life. Equipped with nothing but knowledge,

young people face the risk of falling into a sea of problems like HIV infection,

alcohol and drug addiction, unwanted pregnancy, and so forth.

So, what then is missing? What does it take to help people to use their knowledge to lead a better life? Lead a group brainstorming session about what it

takes to get across the bridge. You might continue to refer to Lucy and the role

play during this brainstorming session, using questions like, ìWhat was Lucy

missing? What did she need to help her to use the information she had to make

the right decision? Didnít Lucy know the risks? Did she have the information?î You may need to guide the group to explore all angles of the situation so

that you can get as many different suggestions as possible.

Each time someone gives a suggestion, it becomes a ìplankî in the bridge.

Write it on the chart above the sea between the two hills. Keep brainstorming

until the entire bridge is completedóthere should be many, many ideas. Guide

the group to understand these links by referring to the role play.

When the bridge is finished and all ideas are exhausted, process the concept

with the group again. These planks in the bridge are the ìlife skillsîóthe tools

a person needs to help translate the knowledge that they have into healthier

behavior. It is our job to help to develop these life skills in peopleóto help

them acquire the skills and tools necessary to lead healthier, happier lives.

Point out that even if a few skills are missing (cover some of the planks with

your hands), what happens? The person may still fall into a sea of problems. It

is therefore necessary to launch a comprehensive program that targets all of

these issues to better equip the people in our community to make healthy decisions for their futures.

So, the work of the Life Skills program is not only to provide information

since we believe that most of the information is already understood. Instead,
LIFE SKILLS MANUAL

30 PEACE CORPS

we are developing the skills (refer to the bridge with your hand) to better use

this information to lead to a positive, healthy life. Our sessions, then, focus on

the development of these life skills.

III. Introduction to Life Skills Categories

(20 minutes)

As a continuation of the above session, write the three categories of life skills

on a flip chart or on the board.

Communication Skills

DecisionñMaking Skills

Relationship Skills

Explain that we have simply grouped the life skills into a few categories to

make it easier to work with them. Go over each category, and ask the group to

suggest which of the life skills written on the Bridge Model flip chart might fit

into each category (for example, relationship skills might include good role

models, gender issues, communication skills, selfñesteem, and resistance to

peer pressure). Many of the life skills will fit into more than one category.

Do not spend too much time on this topic. Just make sure that the participants

understand that these are just groupings for the sake of convenience. All of the

life skills are important, and some fit in more than one category.

Evaluation (15 minutes)

To ensure that the group understands the philosophy of the Bridge Model, you

may wish to follow this session immediately with Identifying the Missing

Life Skill. If time does not permit this, you might simply ask the participants

to pair off and to explain the model to each other while referring to the bridge.

Move about the room and observe the level of understanding in the group and

clarify points as necessary.

The Bridge Model was presented at the Peace Corps/Malawi workshop ìPromoting Sexual

Health,î held in Lilongwe, Malawi, in July 1996.
PART I: BACKGROUND AND INTRODUCTION

 31

Part I

CULTURAL BELIEFS

KNOWLEDGE ABOUT HIV/AIDS

STD FACTS

FAMILY EXPECTATIONS

FEAR OF PREGNANCY

FACTS ABOUT ALCOHOL/DRUGS

RELIGIOUS BELIEFS

DEATH FROM AIDS

VIOLENT DEATH EXPELLED FROM SCHOOL UNWANTED PREGNANCY

STD INFECTION ARRESTED FOR STEALING ALCOHOL/DRUG ADDICTION

The Bridge Model:

How Do We Build a Bridge from Information to Behavior Change?

POSITIVE,

HEALTHY

LIFESTYLE
LIFE SKILLS MANUAL

32 PEACE CORPS













CULTURAL

BELIEFS

KNOWLEDGE

ABOUT

HIV/AIDS

STD FACTS

FAMILY

EXPECTATIONS

FEAR

OF

PREGNANCY

FACTS ABOUT

ALCOHOL/DRUGS

RELIGIOUS

BELIEFS

DEATH FROM

AIDS

VIOLENT

DEATH

EXPELLED

FROM SCHOOL

UNWANTED

PREGNANCY

STD

INFECTION

ARRESTED

FOR

STEALING

ALCOHOL/DRUG

ADDICTION

The Bridge Model:

How Do We Build a Bridge from Information to Behavior Change?

POSITIVE,

HEALTHY

LIFESTYLE

Communication Skills

Understanding Consequences

Good Role Models

Resistance to Peer Pressure

Negotiation Skills

Strength

Decision-Making Skills

Goals for the Future
PART I: BACKGROUND AND INTRODUCTION

 33

Part I

Assertiveness

Empowerment for Girls

Sense of Responsibility

Confidence

SelfñEsteem

New Values for Boys

SelfñRespect

Opportunities for the Future

CULTURAL

BELIEFS

KNOWLEDGE

ABOUT

HIV/AIDS

STD

FACTS

FAMILY

EXPECTATIONS

FEAR

OF

PREGNANCY

FACTS ABOUT

ALCOHOL/DRUGS

RELIGIOUS

BELIEFS

DEATH

FROM

AIDS

VIOLENT

DEATH

EXPELLED

FROM SCHOOL

UNWANTED

PREGNANCY

STD

INFECTION

ARRESTED

FOR

STEALING

ALCOHOL/DRUG

ADDICTION

The Bridge Model:

How Do We Build a Bridge from Information to Behavior Change?

POSITIVE,

HEALTHY

LIFESTYLE

Communication Skills

Understanding Consequences

Good Role Models

Resistance to Peer Pressure

Negotiation Skills

Strength

Decision-Making Skills

Goals for the Future
LIFE SKILLS MANUAL

34 PEACE CORPS

PARTICIPANT HANDOUT

PAGE 1 OF 2

The Role Play

Two Characters:

Rita was in her final year at secondary school when she dropped out due to unwanted pregnancy. She

has been advising her friend, Lucy, to stay in school and to avoid boyfriends, sex, and so forth, before

completing her education.

Lucy is in her first year at secondary school, and she has been doing very well in her classes. Despite

her friendís warning, she has become pregnant and has come to break the news to her friend.

Rita is sitting outside her house. She is rocking her baby in her arms. As she sits alone with the baby,

she talks about how tired she has been and how much work the baby turned out to be. She might say

things like, ìOh, my babyóhow troublesome you are! Keeping me up all night like that! Wonít you

ever settle down?î

Lucy walks up and shouts ìHello, is anybody home?î She is welcomed warmly by Rita. Lucy sits

down and greets her friend. She inquires after the health of the baby, and Rita tells her that the baby

has been sick and has yet to sleep through the night. The friends chat for a moment before Rita comments on how odd it is to see Lucy like this during a school day. Rita asks Lucy why she is not in

school, but Lucy changes the subject by talking about the baby. Rita asks Lucy again, and she again

avoids the topic by asking Rita about Ritaís boyfriend, James. Rita responds by saying that she has not

heard from James since the birth of their baby. She has heard that he is now studying in the U.K., but

he has never come to see her or the baby. Rita reminisces that she, too, could have gone to the U.K. for

studiesóher scores were so highóand she reminds Lucy of how important it is to avoid these boys

and stay in school.

Rita asks again why Lucy is here on a school day. Lucy says something like thisóìMy friend, do you

remember the advice that you are always giving me?î Rita respondsóìOf course I doóI told you!

Donít make the same mistakes I madeóforget these boys until you are finished with your studies.

Abstaining from sex is the best way to avoid getting pregnant or getting diseasesóeven AIDS!î Lucy

probes further. ìWhat else have you advised me?î

Rita says, ìI told you that if you and that boyfriend of yours, Richard, cannot abstain, then remember

to use a condom. You remember! I even gave you some condoms! Ah! But come on, my friend, what

are you really doing here? Are you in trouble? What is it?î

Lucy, now in tears, confesses that she is pregnant with Richardís baby. Rita becomes angry. She reminds Lucy of all the advice she has given her; she reminds Lucy of the example of her own life. Lucy

protests with ideas like, ìBut he loves me! He has promised to marry me!î Rita reminds Lucy that

James promised her the same thing. Rita asks why Lucy had sex with Richard after all her warnings.

Lucy says that Richard threatened to leave her if she did not have sex with him. He said it was the only
PART I: BACKGROUND AND INTRODUCTION

 35

Part I

way to show him that she loved him, that everyone was having sex, etc. Rita asks why Lucy didnít use

any of the condoms she gave her. Lucy says that her church is against condom use, and besidesó

Richard refused to use them.

Finally, in defense of herself, Lucy says, ìWell, why wait? Why not have a baby now? Richard is

going to be a doctor. I want to be his wife! What is the difference if I finish school? Look at Marieó

she finished school and she is just staying at home. There are no jobs anyway!î

PARTICIPANT HANDOUT

PAGE 2 OF 2
LIFE SKILLS MANUAL

36 PEACE CORPS

Overview

Intended to follow the Bridge Model, this role play activity helps to ensure that

the participants have fully understood the Bridge Model and the life skills concept. Use it to review and reinforce the foundation of the program before moving on to exploring specific life skills.

Time

1 hour, 30 minutes, to 2 hours

Objectives

By the end of the session, participants will be able to:

1. Identify specific life skills that are missing or need reinforcement in common

community situations.

2. Describe the Bridge Model for behavior change.

Materials

Assorted props for role plays

Delivery

I. Creating the Role Plays (30ñ40 minutes)

Remind the participants of the ideas discussed in the Bridge Model session.

Indicate that this session will reinforce our understanding of the concept of life

skills.

Divide the participants into small groups. Instruct each group to create a role

play showing a typical risk situation that a young person might face. Examples

might include being pressured to drink alcohol, being pressured to have sex,

LIFE SKILLS: BASIC SESSIONS

Session 2:

IDENTIFYING THE MISSING LIFE SKILL
PART I: BACKGROUND AND INTRODUCTION

 37

Part I

and so forth. The role play should show the young person engaging in the

risk behavior because one of the life skills we listed on the bridge is missing. For example, the role play might show a young person incapable of

being assertive and then giving in to drinking alcohol.

II. Identifying the Missing Life Skill

(1 hour)

After the group has come back together, invite each group to perform its

role play. Members of the larger group should then identify which life skill

is missing in the role play. The group may notice that more than one life

skill is missingóperhaps the person is lacking selfñesteem, good communication skills, and resistance to peer pressure. Let the group brainstorm

about the many life skills that might have helped the young person effectively manage the situation in the role play. Use this exercise as a means of

exploring the way these life skills could change a situation in a young

personís life.

Evaluation (20 minutes)

To ensure that the group has internalized the Life Skills concept, invite

different participants to stand in front of the Bridge Model flip chart and

explain it to others. Participants can use the role plays they just saw as

examples in their explanations.
LIFE SKILLS MANUAL

38 PEACE CORPS
PART II: PEER EDUCATION

 39

Part II

PART II:

PEER EDUCATION
LIFE SKILLS MANUAL

40 PEACE CORPS
PART II: PEER EDUCATION

 41

PEER EDUCATORS

Part II

It is up to you and your community to decide whether or not to work with peer

educators in your program. Working with peer educators may require a significant commitment in time, resources, and support, yet the benefits of using peer

educators can be considerable.

Who Are Peer Educators?

Peer educators are people selected for their leadership potential in helping others. They are trained to help other participants learn through demonstrations,

listening, role playing, encouraging, serving as role models, providing feedback, and supporting healthy decisions and behaviors.

Benefits of Using Peer Educators

• Young people are likely to listen to, and imitate, peers that are well liked and

respected.

• Peer educators who model examples of healthy behaviors can influence

behaviors of other peers and help them avoid taking risks.

• Peer educators can support, encourage, and help their peers both inside

and outside of sessions.

• Peer educators may assist you by presenting the session, thereby allowing

more time for individual attention in small groups and for wider access to a

larger group of young people.

• Peer educators may be able to help manage and solve problems among the

group.

• By serving in this capacity, young people boost their selfñesteem, learn

valuable and marketable skills, make contacts, and perhaps take more pride

in their lives and behaviors than prior to their roles as peer educators.
LIFE SKILLS MANUAL

42 PEACE CORPS

What Are Some Qualities of Good

 Peer Educators?

Some characteristics to look for when choosing peer educators include:

• Considered opinionñleaders by other young people (popular, influential)

• Concerned about the welfare of their peers

• Able to listen to others, nonjudgmental

• Selfñconfident

• Dependable, honest

• Wellñliked by other young people

• Wellñrounded young peopleónot necessarily the top student in the class;

someone who does well in school but also is active outside of the classroom, such as in sports, clubs, or community work

• Equal mix of male and female peer educators

• Equal mix of young people from different age ranges and grades or forms

in school

• Perhaps some young people who have engaged in risk behaviors before

and are now willing to speak out about such behaviors

• Mix of young people from different clubs, sports teams, and interests to

reach a wider range of people

What Are Some Problems in Using

Peer Educators? Proposed Solutions?

• Peer educators require an extra time commitment. You should be willing to

spend significant time choosing, training, reñtraining, monitoring, and evaluating peer educators.

• It can be difficult maintaining motivation. Often peer educators want an

incentive for the work that they provide. Emphasize the benefits of being a

peer educator, including skills and selfñesteem building, contacts, and so

forth. You might provide a group uniform or badge to set them apart from

others, make it possible for them to network with other peer educators

(going on a trip), and consider them for youth conferences or trainings that

might arise.

• Students may become jealous of peer educators. Strike a balance between

motivating the peer educators through opportunities and making other young

people jealous by your treatment of the peer educators. If others are jealous of the peer educators, they will be much less effective than if they are

well liked and feel a part of the group.
PART II: PEER EDUCATION

 43

Part II

• Some peer educators engage in risk behavior. Even after training and working

with a young person, he or she may become involved in the very activities

you are teaching participants to avoid. A peer educator who becomes pregnant, gets caught drinking, and so forth may be incredibly damaging to the

program. For this reason, constant monitoring, reñtraining, and reinforcement are crucial for your peer educator program. However, keep in mind

that ìrelapse is expectedî in behavior change. Your response to such a

situation is important in reducing the stigma associated with HIV or STD

infection, unwanted pregnancy, etc. Guiding this peer educator through such

a life change will provide a powerful example for the peer group.

• Peer educators may not be knowledgeable and convey incorrect information. When peer educators spread health information, other young people

typically believe them; after all, you have chosen and trained these young

people, so the belief is that they must be experts. Therefore, if peer educators are spreading incorrect information, it can be doubly harmful. It is

imperative to spend time training and reñtraining these young people to

disseminate correct information. Alternately, peer educators might work in

pairs, to reinforce each otherís behavior and serve as sources of mutual

support.

• Peer educators move, transfer, and leave the program. It is important to

have a number of peer educators in the program to offset the inevitable

reality of losing some.

How Can We Choose Peer Educators?

There are a number of ways to choose your peer educators. There are positives and negatives about all of them. Here are a few ideas:

• Involve the community leaders. If you are presenting a community leader

training or briefing, include a few sessions on peer education. Assign small

groups to answer the questions in this section. Make sure the community

leaders are very clear on what a peer educator does, what type of person

makes the best peer educator, and so forth. Have them nominate twice as

many peer educators as you actually want in the program. Then, put the

potential peer educators through some exercisesósuch as the ìTrue/False

game,î role plays, a personal interview, and so forth. Based on the personalities that manifest themselves in these exercises, choose a good mix of

peer educators.

• When conducting surveys or focus group discussions, include ìWho might

you go to in the community if you had a problem?î In this way, you may

come up with a list of potential peer educators.

• Ask the young people to nominate or choose peer educators. It is certainly

a good idea to have young people choose those who will represent them.

You can try to avoid the popularity contest phenomenon by asking them to
LIFE SKILLS MANUAL

44 PEACE CORPS

vote for twice as many peer educators as you need; then using the process

suggested for the community above, choose the best peer educators.

• If you are working in a school, it may be best to select some peer educators

from each of the grade levels. If all peer educators are from the final grade,

you will lose all of your peer educators at once when they finish school.

• To reach a wide range of people, choose young people from different groups,

clubs, and interests.

Pages 41ñ44 adapted and reprinted with permission of World Health Organization from School

Health Education To Prevent AIDS and STD: A Resource Package for Curriculum Plannersó

Handbook for Curriculum Planners, p. 38, and Teacherís Guide, p. 15 © WHO 1994
PART II: PEER EDUCATION

 45

Part II

PEER EDUCATOR SESSION PLANS

Session 1:

DEALING WITH PROBLEMS IN GROUPS

Overview

Sometimes peer educators will be responsible for leading sessions and small

groups. This session provides opportunities to discuss some of the problems

that might arise in groups and create strategies for dealing with them.

Time

1 hour

Objectives

By the end of the session, participants will be able to:

1. List potential problems that might occur in a group.

2. Identify strategies to cope with problems that arise in groups.

Materials

Flip charts or board

Markers or chalk

Handout: Problem Scenario Cards (each numbered statement is a separate

card)
LIFE SKILLS MANUAL

46 PEACE CORPS

Delivery

I. Small Group Work (20 minutes)

Introduce the topic to your participants. Explain that they are going to do a

short exercise to look at the kinds of problems that might come up in small

group discussions and ways to deal with those problems.

Split the peer educators into groups or pairs. Give each group or pair a problem

card. They should read the situation, discuss it, and report back to the group:

1. What might be the effect of this behavior on the whole group?

2. What are strategies for dealing with this behavior?

II. Dealing with Problems in GroupsóLarge

 Group Discussion (40 minutes)

Have all groups report back. Discuss each situation and possible ways to approach the problem. Come to an agreement with the group about how to handle

the issue. After all groups have presented, ask everyone to help summarize the

strategies. Write them on a flip chart or board so that you can refer to them

later. Some of the ideas might be as follows:

Dealing With Problems in Groups

1. Create ìGround Rulesî for the group during the first session and refer

to them when there is a problem.

2. If there are disruptions, politely remind the group that there is a task or

problem to solve as well as a time limit.

3. Talk privately to the person causing the problem. Try to find out what is

at the root of the problem. Review the basic group rules and how the

personís behavior is negatively affecting the group. Request his or her

support and cooperation for the next time the group meets.

4. Respond to those who interrupt by saying, ìExcuse me. Just a reminder

that everyone in the group has a right to speak without being interrupted.î Or ìExcuse me, please letÖfinish before speaking.î

5. If the behavior is so disturbing that it cannot be ignored, address it in the

group. Criticize what is being said or done (not the person responsible

for the disruption). Point out how the behavior blocks the groups from

functioning well.

6. At the end of a group session, lead a discussion about how the group is

doing. Try to do this in such a way that feelings are not hurt.
PART II: PEER EDUCATION

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Part II

Brainstorm a list of suggested ground rules. Post that list, also.

Some Suggested Ground Rules

• Everyone will be given an opportunity to talk

• Everyone will participate fully and freely

• Everyone has a right to ìpassî (to decide not to discuss a personal issue)

• Only one person talks at a time; no interrupting others

• No insults or negative comments

• Keep on the topic; no side discussions or other topics

• Be on time; maintain punctuality

• ìWhat you hear stays here.î Information revealed in session should be

confidential.

Evaluation

Problems inevitably will come up even in the Peer Education sessions. You

will have some idea of how well the peer educators will handle the problems in

groups, based on how well they manage the tensions within the peer group

itself over the course of the training period.

Pages 45ñ48 adapted and reprinted with permission of World Health Organization from School

Health Education To Prevent AIDS and STD: A Resource Package for Curriculum Plannersó

Handbook for Curriculum Planners, pp. 39ñ40 © WHO 1994
LIFE SKILLS MANUAL

48 PEACE CORPS

PARTICIPANT CARDS

(EACH NUMBERED STATEMENT IS A SEPARATE CARD)

PROBLEM SCENARIO CARDS

1. The small group has been together for a few days now and it is quite clear that Gift dominates the

others. He talks most of the time and when others say something, he does not pay attention.

2. Natalia has been very quiet during the first group meeting. However, suddenly she becomes very

critical of the other group members. She makes rude remarks to one person in particular but also

objects to opinions expressed by the rest of the group.

3. Xiang is a little older than the others in the group. He tells people in his group what to do and how

to do it. No one has objected to what he is doing, but you can tell they are not happy about the

situation.

4. Eva often interrupts others in the group. She also puts others down by calling their ideas stupid or

dumb. The rest of the group is getting angry with her because of her behavior.

5. Jose is not really interested in the group meetings. When he attends, he acts bored and does not

contribute. At other times, he tries to talk to someone in the group about something completely off

the topic. If others do not join him, he becomes loud and disruptive.

6. The boys in the group always talk first, answer questions first, and dominate the discussions. The

girls always seem to wait for the boys to speak firstóeven if they obviously know the answers.
PART II: PEER EDUCATION

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Part II

PEER EDUCATOR SESSION PLANS

Session 2:

SUPPORT FOR RESPONSIBLE BEHAVIOR

Overview

Since they are serving as role models and leaders among their friends, it is

important to emphasize the peer educatorsí responsibility to be supportive of

those young people who are engaging in healthy behavior. This exercise takes

a look at a few situations in which a young person might need some support

and encouragement and gives the peer educators a chance to practice giving

appropriate responses.

Time

1 hour, 30 minutes, to 2 hours

Objectives

By the end of the session, participants will be able to:

1. Identify common situations where their intervention might be helpful.

2. Identify strategies to support responsible behavior.

3. List resources in their communities that they might use if they require assistance or information.

Materials

Props for the role plays

Handout: Peer Support Situation Cards (each numbered statement is a separate card)
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50 PEACE CORPS

Delivery

I. Small Group Work (30ñ40 minutes)

Introduce the topic to the peer educators. Discuss the fact that sometimes

young people take risks with their health and safety. Because of consequences

like HIV/AIDS, STDs, and unwanted pregnancy, taking risks can be very dangerous. Young people who make healthy decisions to delay sex, to use a condom, or to be tolerant and compassionate to people with HIV/AIDS need the

support of their friends, especially the peer educators.

Divide the peer educators into groups. Give each group a role play card. They

are to:

1. Read and discuss the situation.

2. Decide what they would do to give the main person in the story support for

this healthy decision.

3. Create a role play showing the situation with support for the person.

II. Role plays (1 hour or more, depending on

the size of the group)

Have all groups perform their role plays in front of the larger group. Discuss

the strategies suggested by the peer educators and provide any additional ideas

regarding ways to support the person in the story.

You may wish to ask the following questions as you summarize this activity:

1. Why do many young people feel it is not ìcoolî to support healthy decisions?

2. What difficulties might you have if you support these healthy behaviors?

3. How might you overcome these problems?

Remind the participants about the important responsibility they have as peer

educators. Supporting healthy decisions when they look ìuncoolî is one of

their most important, but perhaps most difficult, tasks. As peer educators, they

can set the tone for the behavior of the other young people. If young people

begin to see that delaying sex or using condoms has the support of their friends,

it will be much easier for everyone to choose to make healthy decisions.

III. Sources of Support (15 minutes if done

in the session)

For the final part of the session, discuss the kinds of issues that peer educators

should not try to deal with themselves. They may have the opportunity to talk

privately with young people who need more information and counseling than

they can provide. Therefore, it is important to know where to get help in the

community. Using brainstorming, small group work, or an outsideñtheñsession
PART II: PEER EDUCATION

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Part II

project, the peer educators should identify a number of sources and how to

reach them. These sources will enable young people to get information about

HIV/AIDS and STDs, to obtain medical help, to go for counseling or to get

advice, and to be tested for HIV. Suggestions for such a resource list include:

doctors, clergy, health centers or hospitals, counselors, church groups, places

where you can buy or get free condoms, nurses, AIDS groups or centers, STD

clinics, social welfare offices, community development assistants, youth groups,

teachers, and so forth.

Evaluation

You might consider instituting a period at the beginning of each peer educator

meeting during which they would share situations in which they supported

responsible behavior that might have happened since the last meeting.

Pages 49ñ52 adapted and reprinted with permission of World Health Organization from School

Health Education To Prevent AIDS and STD: A Resource Package for Curriculum Plannersó

Studentsí Activities, pp. 76ñ77 © WHO 1994
LIFE SKILLS MANUAL

52 PEACE CORPS

PARTICIPANT CARDS

(EACH NUMBERED STATEMENT IS A SEPARATE CARD)

PEER SUPPORT SITUATION CARDS

1. You have been seeing a person for a short time now and you feel you are really ìin love.î This

person is trying to persuade you to have sex. You use all of your assertive skills but the situation

gets worse. He or she will not agree with you and becomes impossible to talk to. You ask a friend

who is with you to walk you home. On the way home, you tell your friend what happened. Your

friend supports your decision not to have sex by saying, ì .î

2. You have been going out with the same person for some time now. You love each other very much.

You have talked about sex and have agreed to use a condom when you have sex to protect yourself

from HIV. You have had sex with a condom a few times but this night you somehow forgot to bring

a condom and you really would like to have sex. After some discussion, you decide to be affectionate with each other without sex. The next day you discuss the decision with your best friend. Your

friend supports your decision by saying, ì .î

3. After school, you and some friends want to go to the local store for candy. Someone says, ìIím not

going there.î Someone else asks, ìWhy not?î The first speaker says, ìIíve heard the shopkeeper

has HIV. Iím not going to risk getting AIDS.î Another person says, ìYou canít believe everything

you hear.î This person asks you what you think. You say, ì .î

4. It is Monday morning and you are talking to some friends about what happened over the weekend.

One of the members of the group is bragging about being at a party where there was alcohol and

sex. A couple of people in the group are impressed and say things that support him, ìYeah! You

must have had a great time!î You are not impressed by what went on, and you feel you should say

something. You say, ì .î

5. You are at a dance. You notice a group of people in the corner laughing and pushing someone.

Getting closer, you overhear them teasing the boy or girl because he or she is refusing to take some

of the beer they are passing around. They are a bit drunk, and are getting rough with the person.

The person keeps trying to refuse to drinkósaying he or she does not like alcohol. They continue to

tease him or her. What do you say or do?
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

 53

Part III

PART III:

FACING FACTS ABOUT HIV/AIDS

AND STDS
LIFE SKILLS MANUAL

54 PEACE CORPS
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

 55

Part III

FACING FACTS ABOUT HIV/AIDS

AND STDS

This section of the Life Skills Manual gives basic information about HIV,

AIDS, and STDs that can be incorporated into the Life Skills curriculum. These

sessions were designed to address people potentially living with HIV as well

as those who are currently not infected.

The sessions build on each other and concentrate on addressing the knowledge

and attitudes of participants as they relate to HIV/AIDS. Participants are empowered to use new knowledge in a reassessment of their own attitudes.

These sessions avoid using fear tactics or blame of any group for the infection.

Messages of fear and blame have caused people to avoid the topic of HIV/

AIDS rather than confront it. In addition to addressing the urgency of dealing

with the disease in their community, these sessions clarify commonly held myths

about AIDS. The ultimate goal of the sessions is to move participants to a

place of hope and affirm their ability to respond intelligently and effectively to

the pandemic that faces them.

The 10 sessions are designed around the following concepts:

1. AIDS is a problem and we have the power to do something about it.

2. HIV attacks our immune systems; so, we should do all we can to strengthen

our immune systems.

3. It is clear how HIV is transmitted.

4. Early treatment of other STDs can dramatically reduce the risk of infection

with HIV.

5. Women are especially vulnerable to HIV infection and need information

and skills to protect themselves and their children from infection.

6. There are simple and effective ways for everyone to prevent HIV infection.
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56 PEACE CORPS

7. The time it takes for HIV to lead to AIDS can vary greatly, and our health

behaviors can affect that time period.

8. Although there is no cure for AIDS, there are many treatments available.

9. Protecting the human rights of people living with HIV/AIDS not only helps

them to live positive and productive lives, but also helps to prevent HIV

transmission in our community.

10. Knowledge, attitudes, and skills need to be used together to help us practice

behaviors that reduce risks for HIV and lead us to a healthier life.
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 1:

FACTS AND MYTHS ABOUT HIV/AIDS

Overview

This introductory session addresses the facts and myths about HIV/AIDS. It

addresses this concept: AIDS is a problem and I have the power to do something about it. Remember to adapt the statements in this session to the facts

and myths most prevalent in and relevant to your country.

Time

2 hours

Objective

By the end of the session, the majority of participants will be able to recognize

the seriousness of HIV/AIDS in their community.

Materials

Tape

Signs placed on the wall with the words ìTrueî and ìFalse.î Bowl with pieces

of paper in it describing myths and facts such as the following:

True

1. While Africa has been more affected by AIDS than any other part of the

world, HIV infection rates are rising in many other regions.

2. Although many people do not have access to expensive drugs to treat AIDS,

there are medicines that can slow down disease progression.

3. In (country) about ( percent) of adults are infected with HIV. (Use

UNAIDS Website to update statistics for your country.)

4. Although treatments to slow the progression of HIV/AIDS exist, there is

still no cure for AIDS.
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58 PEACE CORPS

5. Although HIV transmission is a risk for everyone, women and girls are

more vulnerable to HIV infection than men and boys.

6. The amount of food we have to eat can be related to the number of people

who have AIDS in our community.

False

1. AIDS is a disease that mostly affects white people.

2. Since everyone dies of AIDS, it is better not to know if you have it.

3. You can be cured of AIDS by having sex with a virgin.

4. People in the United States have access to medicines that can cure them of

AIDS.

5. No one has AIDS in our country.

6. Traditional healers (or religious leaders) in our country have cured AIDS.

7. AIDS is a disease of immoral people, such as prostitutes.

8. It has recently been proven that HIV does not cause AIDS.

Delivery

I. Facts and Myths (90 minutes)

Have participants each take one piece of paper from the bowl with statements,

read it to themselves, and tape it under either ìTrueî or ìFalse.î Then they

read aloud the statements to the group and decide if the group agrees with the

placement. After the statements are placed, ask if there are questions. The facilitator should make any necessary corrections.

Trainer note: To help participants evaluate the statements, use the following

information. Be sure to periodically update this section with current data from

the UNAIDS Website.:

Background for True Statements:

1. Check the UNAIDS website for recent statistics on the increase in HIV

infection in your region and one or two others. You will find that while

Africa has the largest number of infections, HIV is on the rise throughout much of the world.

2. New drugs like antiñretroviral therapy and protease inhibitors are not

available to many people due to high cost and lack of infrastructure

for monitoring the immune system. There are, however, medicines to

treat and prevent opportunistic infections that can help to prolong life.
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

3. Check the UNAIDS Website for updates for your country.

4. There are many treatments, but no cure, for AIDS. Reading Cure or

Treatment (Session 8 in Part III) will give you a clearer distinction of

the difference between ìtreatmentî and ìcure.î

5. See Women and HIV/AIDS (Session 5 in Part III) for reasons that women

and girls are especially vulnerable to HIV infection.

6. This question is looking at the impact of HIV disease on agricultural

production. The most dramatic statistics are from Zimbabwe. They document reductions in the following areas of agricultural production due

to AIDS deaths: maize, 61 percent; vegetables, 49 percent; groundnuts, 37 percent; number of cattle owned, 29 percent. Similar statistics

would result in any country whose farmers or agricultural workers

were increasingly affected by AIDS. Further, having little food to eat

can shorten the honeymoon period for People Living with HIV/AIDS,

as they will not have access to the nutrition they require to stay healthy

longer.

Background for False Statements:

1. Emphasize that people of every race and nationality have been infected with HIV.

2. Although people may believe that the stress of knowing oneís HIV status can be a terrible burden, it is clear that knowing oneís status can

help prolong oneís life by getting early treatment for opportunistic infections and taking care of oneís general health. (Read Disease Progression and Positive Behaviors (Session 7 in Part III).) Also, knowing

oneís status can help us protect families and loved ones from infection

and help people prepare for the future.

3. This is a myth. Not only is it not true, but acting on it can spread the

infection to many young girls.

4. Although people in the United States have access to medications often

not available to people with few resources in many other countries,

these medications do not cure AIDS. (See Cure or Treatment (Session

8 in Part III) for the difference between ìtreatmentî and ìcure.î)

5. See UNAIDS statistics for your country. If you are in a country with

low prevalence, you may want to suggest that although we do not have

a high prevalence of HIV in our country, we still have a need to protect

ourselves by practicing HIV prevention. Suggesting that no one has

AIDS in any area is the kind of denial that leads to increased risk of

transmission.

6. No one has yet found a cure for AIDS. It is possible that alternative or

traditional healers have some remedies that may alleviate some of the

symptoms of AIDS temporarily. Other practices, however, may cause
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60 PEACE CORPS

HIV to progress more rapidly or increase the possibility of transmitting

HIV if procedures involve sharing instruments with blood on them. It is

important that medical doctors and traditional healers communicate in

order to share what they have learned about the disease.

7. Since HIV is mainly transmitted through sexual activity, many people

infected with HIV have been accused of being immoral. Women particularly are blamed for immoral behavior. In fact, according to the

United Nations Development Programme (UNDP), twoñthirds of all

women infected with HIV in the world relate that they have had only

one sexual partner. Studies done in several metropolitan cities that

compare prevalence of HIV among prostitutes to women who do not

engage in prostitution, demonstrate that prostitutes are at no greater

risk than other women unless they use injected drugs. It is much harder

to negotiate condom use with your spouse than with casual contacts.

Fidelity, if it is to be used by women as their prevention method, needs

to include a way of determining if their partner is already infected

with HIV.

8. It has been scientifically proven that both HIV and AIDS exist and that

infection with HIV attacks the immune system and will lead to AIDS in

most people.

After clarifying the true and false statements, lead a discussion using questions,

such as:

• Do you believe that HIV/AIDS has affected our community? Why or why

not? What evidence do you see of the effects of AIDS in our community?

• What other things have you heard about HIV/AIDS in our community that

you think might be untrue?

• Do you think that everyone who has HIV/AIDS knows that he or she has

it? Why or why not?

• Would people hide the fact that they or someone in their family has HIV/

AIDS? Why or why not?

• Have you ever heard someone say that they have a cure for AIDS? Why

do you think someone might say that when there is no cure?

• Why do you think young girls are infected more often than boys?

• Which of our life skills can help protect us from HIV/AIDS?

• What can we do to help our community fight HIV/AIDS?

Evaluation (5 minutes)

Before and after the session, have students raise their hands if they think AIDS

is a problem in their community, or if AIDS could be a danger for themselves

or their family. Observe if the number of hands raised increases at the end of

the session.
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

If the group feels uncomfortable sharing opinions in public, participants may

vote by paper anonymously before and after the session.

Resources

For ongoing updates on the latest news related to HIV:

• Website: News@hivcybermail.org

• Website: afñaids@hivnet.ch

• Website: www.unaids.org

A number of excellent publications are available free from the UNAIDS

website by following the ìPublicationsî link to ìHow to Order.î

See especially, AIDS Epidemic Update: UNAIDS
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62 PEACE CORPS

FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 2:

THE IMMUNE SYSTEM

Overview

By providing specific biological information, this session addresses the concept: HIV attacks our immune systems; so, we should do all we can to

strengthen our immune systems.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. Describe the functions of at least five components of the immune system.

2. Demonstrate how HIV attacks the immune system.

Materials

Handouts: Drawings of Parts of the Immune System

Numbered small pieces of paper for writing questions

Tape

Candy

Preparation

If possible, make a copy of one drawing for each participant. Write the description of the cellís function (from the overview below) on the back of each

drawing.
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

Delivery

I. Overview (30 minutes)

Facilitator explains to the group the following facts about the immune system

using the drawings. It may be best to stimulate discussion by asking participants to share the facts they already know.

• What is our immune system?

The immune system is our bodyís way of fighting disease. It is very

complex and has more parts than we can discuss today. Understanding

some basic facts about the immune system, however, can help us learn

both how to prevent disease and how to help slow down disease progression if we are already infected.

• Our blood cells are labeled by what two colors?

Red and white.

• What is the major function of red cells?

Red cells, called erythrocytes, carry oxygen through our system and

carry away carbon dioxide.

• What is the major function of white blood cells?

White blood cells, called leukocytes, are our immune cells. Your immune system is made up of white cells that protect you from diseases.

Some of the main cells in your immune system are:

The macrophage: Macro = Big, Phage = Eater. The Big Eater. This

cell eats the invaders or germs (called antigens) and sends a signal to

the captain of your immune system that an invader is present and that

the immune system army needs to respond.

The T4 Helper Cell (CD4): Captain of your immune system. It receives the message from the macrophage when an invader (antigen) is

present and orders two more cells (the B cell and the T8 killer cell) to

search for, and destroy, the invader. The T4 Helper Cell is also the cell

that HIV attacks and destroys. T cells are called ìTî because they

mature in the thymus gland.

The B Cell: Like a factory. It identifies the shape of the invader (antigen) and makes ìantibodiesî (like keys), which fit the antigen. These

antibodies can recognize immediately future antigens of this kind and

stop them from making you sick in the future.

The T8 (CD8) or Cytotoxic or Killer Cell: Also called by the T4

Helper Cell to attack the invader and kill it directly.
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64 PEACE CORPS

• What is an antigen?

An antigen is a foreign invader or germ that enters our system. It can

be a virus, a bacteria, fungus, protozoa, and so forth. Have the group

name an antigen common in their community besides HIV. (Examples:

cold virus, TB bacteria, etc.)

• What is an antibody?

An antibody is a response to an invading antigen. Antibodies are produced by B cells. They work like ìkeys,î fitting the shape of the antigen ìlocks.î When an antigen enters the system again, it is recognized

and attacked by antibodies.

• What is HIV?

The virus that attacks the T4 Helper Cell. When it cripples enough T4

Helper Cells, the rest of the immune system is not called into action.

Other antigens invade the body and cause disease. At this point, the

infected person develops AIDS.

II. Dramatizing Attack of the Immune

System (30 minutes)

With the help of the group, use the drawings to show how the immune system

works to destroy the antigen.

• What happens when HIV enters the body? Use the drawings to demonstrate that when HIV enters the system, it is eaten by the macrophage, but

when it gets to the T4 Cell it invades that cell, the Captain, and takes it over,

later killing it. A T4 Helper Cell damaged by HIV does not effectively call

out the other forces to attack the invader, giving HIV a greater chance to

take over more T4 Cells and multiply the amount of HIV in the body. The

amount of HIV in the body is called the viral load.

• When enough T4 Helper Cells are destroyed, all kinds of other invaders

(antigens), like tuberculosis (TB) germs, can enter without being stopped

by the Captain. When the viral load has risen and the antibody level has

dropped, a person gets sick with AIDS.

• Give each participant one of the drawings of the parts of the immune system and have them reflect on what they do to fight disease. Then have

each member of the group introduce themselves, holding up their pictures,

and explaining what they do. One complete group will dramatize for the

others how the immune system works, first with the invasion of a regular

antigen, and then with the invasion of HIV. They will show how HIV takes

over the T4 Helper Cell and does not call the other helpers, and new antigens invade. The whole group can then be invading antigens and the immune system collapses. Everyone falls down.
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

III. The Elephants and Lions Game

The Elephants and Lions Game may also be used to reinforce the learnings

from this section. Be sure to substitute animal names more appropriate for your

community.

The game is played like this:

1. Ask for one volunteer. Have the volunteer stand in the front of the room.

This person is the baby elephant.

2. Ask for six more volunteers. These volunteers are the adult elephants. Their

job is to protect the baby elephant. They should form a circle and join hands

around the baby elephant. To show them the importance of their job, the

facilitator should try to hit the baby elephantóyou will find that the adult

elephants quickly get the point and close ranks to avoid attack. The adult

elephants should stand very close to the baby elephant.

3. Now, ask for four or five more volunteers. These people are the lions.

Their job will be to attack the baby elephantóthey should try to jab, hit,

kick, punchówhatever they can do to hurt the baby elephant.

4. When the facilitator says, ìGo!î, the lions should try to attack the baby

elephant. Let this go on for a few secondsóuntil the baby elephant has at

least one contact from the lionsóbut the baby elephant should not be hurt.

5. Now ask the following questions (the volunteers should stay where they

are.):

• What is the baby elephant? What does the baby elephant represent?

Answer: The baby elephant is the human body.

• What are the adult elephants?

Answer: The adult elephants are the immune system. Their job is to

protect the body from invading diseases.

• So, what are the lions?

There may be a few people who say that the lions are HIV. That is not

so. Ask another person to try to tell you the meaning of the lions.

Answer: The lions stands for the diseases, illnesses and infections that

attack a personís body.

6. The facilitator now very dramatically goes to each of the lion volunteersó

one by one. Say, ìThese diseases, such as tuberculosis (touch the first volunteer), malaria (touch the next person), diarrhea, and cholera (touch another person) may attack the human body but are they able to kill the human body?î The answer should be ìno.î The human body gets attacked by

diseases or germs every day, but the immune system (point to the adult

elephants) manages to fight them off and protect the body. The human
LIFE SKILLS MANUAL

66 PEACE CORPS

body might get sick (such as the hit or kick that the baby elephant suffered), but it does not die, because the immune system is strong.

The facilitator continues: ìBut suppose I am HIV. I come to this body (the

baby elephant), and I attack and kill the immune system.î At this point, the

facilitator should touch all but two of the adult elephant volunteers and ask

them to sit down. Touch each person as you remove them, acting as if HIV

is killing the immune system.

The facilitator continues: ìNow, will the baby elephant be protected? Will

the human body be safe with the immune system gone?î

Next, the facilitator should again tell the lions to attack (touch only) on the

word ìGo!î The lions are able to easily get to the baby elephant this time.

7. Summarize the idea that HIV has killed the immune system. This lack of an

immune system makes it possible for diseases like tuberculosis, diarrhea,

and so forth, to actually kill the person, rather than just make the person

sick.

8. To be sure people have understood, you can ask: ìDoes HIV kill the person?î They should say, ìNoóThe diseases killed the person.î Also, ask

someone to tell you the difference between HIV and AIDS.

Evaluation (1 hour)

During the last hour, play a game where questions from this and the previous

session are written under little numbered pieces of paper taped to the board

that says, ìWin the National Lottery!î (Use an appropriate title for your country.) Sample questions might include:

1. What is the percentage of people in our country estimated to be living with

HIV?

2. What is the function of the B cell?

The group divides into three teams. Each team takes turns selecting a number

and reading the question aloud in front of the whole group. They have one

minute to confer with their team and answer the question. If they answer the

question correctly they get a point. If not, the next team has a chance to answer

the question and win that point, and so on. Some numbers do not have questions but are lucky numbers, and teams or individuals who draw them win

candy, or should give a candy to someone who has changed their attitude about

AIDS. The team with the most points wins the game and the rest of the candy.

Observe which questions are answered correctly.

Resources

For more detailed information on the immune system check:

• Website: www.aidsmap.com
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Part III

PARTICIPANT HANDOUT

PAGE 1 OF 1

DRAWINGS OF PARTS OF THE IMMUNE SYSTEM

Macrophage (Big Eater) T4 Helper Cell ó CD4 (The Captain)

T8 ó CD8 Cytotoxic (Killer) Cells B Cells ó the Antibody Factory

Antigen Human ImmunoñDeficiency Virus (HIV)
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FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 3:

HOW HIV IS TRANSMITTED

Overview

There are many ideas among the public about how HIV is transmitted. It is

clear how HIV is transmitted. In this session, participants will learn to differentiate between the myths and facts.

Time

2 hours

Objectives

By the end of the twoñhour session participants will be able to:

1. List the four main fluids that transmit HIV.

2. Describe the term ìportal of entry.î

3. Distinguish between ways they can and cannot contract HIV.

Materials

Flip chart or board

Markers or chalk

Tape

Handouts: Activities that Can and Cannot Transmit HIV (each activity is a

separate card)

Delivery

Trainer note: Expect discomfort in the audience when talking about the following topic, and acknowledge it. Lead the group through their embarrass-
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

ment and agree that these things are sometimes very hard to talk about. It

is a very important life skill to be able to talk about sexual things clearly

and openly. You may want to brainstorm with the group about why being

able to name and talk clearly about these embarrassing things is important for everyoneís protection. Some ideas might be to understand your

own body and how it works, to be able to talk to your children accurately

about sexual matters, to be able to explain to a doctor what you are feeling, to clearly understand what can put you at risk for HIV/AIDS and

STDs, and to talk with your friends and also your partner to make informed and conscious decisions regarding sex.

Trainer note: You may find it helpful to begin this session with The Epidemic Game found in Appendix IV.

I. Overview (30 minutes)

HIV can be contracted only in very specific ways. First a person must be in

direct contact with one of four main body fluids that transmit HIV. Do you

know what these are? Brainstorm with the group: List these suggestions only

under a heading ìFluids that do transmit HIVî: blood, semen, vaginal fluids,

or breast milk. Write other suggestions under the heading ìFluids that do not

transmit HIV.î Say that there are a few other fluids like amniotic fluid (that an

unborn baby floats in) that doctors or nurses or other health workers may be

exposed to that could transmit HIV. Confirm that they understand what ìsemenî and ìvaginal secretionsî are, by asking participants what local terms are

used to describe them, if it is culturally acceptable to say those terms. Explain

that in order to get infected, these fluids need a portal of entry or a door into

your body. A portal of entry is the way that HIV enters the body. This is either

through a cut, sore, or opening in the skin or through the soft tissue called

ìmucous membraneî located in the vagina, the tip of the penis, the anus, the

mouth, the eyes, or the nose. The participants now can evaluate whether any

given activity can transmit HIV by:

1. Determining if one of these fluids that transmits HIV is present, ìWhat is

the fluid?î and

2. Determining if there is a portal of entry into the body, ìWhere is the door?î

The most common ways of transmitting HIV are through vaginal and anal sex;

possibly oral sex; through sharing needles or other sharp equipment such as

razors, which could have anotherís blood on it; through direct blood transfusions of untested blood; or from mother to infant during pregnancy, delivery,

or breastfeeding. There is no way to catch HIV by being near a person with

HIV, or by sharing their cups or bathrooms, or by hugging them or kissing

them when blood is not present. There are no documented cases of HIV transmission through sharing toothbrushes. This practice could only present a risk

if there was blood present on the toothbrush.
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II. Activity Cards (90 minutes)

Use cards listing activities that either can or cannot transmit HIV. The facilitator tapes the cards on the backs of participants. Participants walk around the

room and ask questions that can only be answered by ìyesî or ìnoî to other

participants in an effort to discover the activity taped on their back. When the

activity is guessed, the participants tape the activity to their front and keep

assisting others by answering ìyesî or ìnoî to their questions. Activities could

be ìbeing bitten by a mosquitoî or ìhaving vaginal sex with a virgin.î Questions could be ìCould this activity transmit HIV?î or ìDoes this activity involve the mouth?î and so forth. When all activities are guessed, group members stand in a circle and share their activities with each other. They take turns

taping their activities under the headlines of ìCan transmit HIVî or ìCannot

transmit HIV.î If controversy occurs over the correct column, the facilitator

leads the group through reasoning by ìWhat is the fluid?î and ìWhere is the

door?î

Trainer note: Depending on what community you are working with, you may

encounter resistance to talking openly about sexual activities and seeing them

printed on peopleís backs. This activity is designed to help overcome taboos

about talking about sex which exist in most cultures. Select sexual activities

that are practiced in the culture of your community. Make it clear that because

a person is wearing an activity, that does not mean that they practice it or

condone its practice. Encourage participants to be aware that others, however, may practice those activities. We are here to clarify how HIV is and is not

transmitted and not to judge others. There should be no resistance from participants to addressing activities that do not transmit HIV, but the trainer should

select activities that are common misconceptions about HIV transmission in

the community.

Evaluation

Proper placing of transmission cards will indicate the level of knowledge gained

on transmission dynamics. Also, it is important to observe the participantsí

ability to use their newly gained knowledge about fluids and portals of entry to

reason out if any particular activity can or cannot transmit HIV.

Resources

• Website: www.aidsmap.com

• Website: www.unaids.org

A number of excellent publications are available free from this website

by following the ìPublicationsî link to ìHow to Order.î The following

resources are applicable to this session:
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

UNAIDS KM67 School Health Education to Prevent AIDS and STD:

A Resource Package for Curriculum Planners 1999

UNAIDS KM60 AIDS and HIV Infection: Information for United

Nations Employees and their Families 1999
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PARTICIPANT CARDS

(EACH ACTIVITY IS A SEPARATE CARD)

ACTIVITIES THAT CAN TRANSMIT HIV

• Vaginal sex

• Direct blood transfusion of untested blood

• Sharing needles

• Contact with blood of an infected person

• Breastfeeding

• Mother to infant during delivery

• Mother to infant during pregnancy

• Exchange of blood

• Contact with semen

• Contact with vaginal fluids

ACTIVITIES THAT CANNOT TRANSMIT HIV

• Being near a person with HIV

• Sharing a drinking cup with a person with HIV

• Hugging a person with HIV

• Kissing a person with HIV when blood is not present

• Shaking hands with a person with HIV

• Proper use of a condom during sex
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 4:

THE RELATIONSHIP OF STDS AND

HIV/AIDS

Overview

This session describes four major sexually transmitted diseases and their symptoms. Participants learn the concept that early treatment of sexually transmitted diseases can dramatically reduce the risk of infection with HIV.

They have an opportunity to role play telling a partner about STDs and why

they should get treated.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. Identify symptoms of four STDs.

2. Describe how an STD infection increases the risk of HIV transmission.

3. State why it is important to get early treatment for an STD.

4. Visit an STD treatment site before the next session.

Materials

Flip chart or board

Markers or chalk

Handouts: Common STDs Cards (each STD is a separate card) and Symptoms

of STDs Cards (each symptom is a separate card)
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Delivery

I. OverviewóThe Role of Sexually

Transmitted Diseases (STDs) in HIV

Transmission (15 minutes)

Having an STD is one of the most important factors in HIV transmission. It can

increase the risk of HIV transmission substantially. A recent study showed that

the presence of STDs in eastern and southern Africa was one of the two major

reasons why there was a higher incidence of AIDS in these regions of the

continent.

A genital sore or ulcer as in syphilis, chancroid, or herpes expands the portal of

entry. Having a discharge, as in gonorrhea or chlamydia, means that more white

blood cells are present. Since white blood cells are hosts for HIV, it means that

more virus can be transmitted or received when the discharge is present. Quick

and proper treatment of STDs and immediate referral of partners can be important strategies for HIV prevention. Often women do not have apparent symptoms of sexually transmitted diseases, so checkñups and partner referrals are

very important. But men, too, may occasionally not have symptoms, even of

gonorrhea; so, it is important that the man seek treatment also if his partner is

infected and avoid blaming partners for infection.

II. The STD Game (45 minutes)

Tape the names of STDs horizontally along the top of the wall. Write popular

names of the diseases in parentheses next to the scientific names. Throw the

cards with the names of the signs and symptoms on the floor. Divide the group

into four groups, giving each one a name of one disease. Each group seeks out

the cards believed to be related to their disease and tapes them in the appropriate column on the wall. The facilitator leads a discussion with the group to

realign any misplaced cards. (See handout, ìCommon STDs and Symptoms.î)

III. Discussion Questions (30 minutes)

Lead the participants in the following discussion:

1. Where do people in our community go to get treated for STDs?

2. Which of these places is the best place to get treated? Why?

3. Are people afraid to seek treatment for STDs? Why?

4. Why is it important to get treated early for an STD?

5. Why is it important that your partners get treated?

6. How can we tell someone that they have been exposed to an STD without

blaming them or getting hurt ourselves?
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

IV. Role Play (30 minutes)

Have volunteers role play two situations. In the first situation, have a male

partner inform his female partner that she needs to get treated for gonorrhea

because he is having symptoms of that disease. In the second situation, have a

female partner tell her male partner that he needs to get treated for syphilis

because she just learned in her prenatal exam that she has that disease. Evaluate how the situations went. Were they realistic? Did they achieve the desired

outcomeówillingness of the partner to get tested? Did partners feel blamed?

Are there other ways to reveal this news that would have been more effective

at getting the desired outcome?

V. Homework

Ask if participants have ever visited a clinic for an STD checkñup. Would any

members of the group be willing to visit a clinic or STD treatment site before

the next session and report on the experience? They could evaluate the accessibility of services, availability of medications, knowledge of STDs by provider, confidentiality, cleanliness, and attitudes of service providers to clients.

Evaluation

• Proper placing of STD symptom cards

• Observation of communication skills in role play

• Number of correct answers to discussion questions

• Number of participants who describe their visit to an STD clinic at following session

Resources

Sexually Transmitted Diseases, Office of Medical Services PreñService Training, Peace Corps. Available in PC Medical office.

• Website: www.unaids.org

A number of publications are available free from this website by following the ìPublicationsî link to ìHow to Order.î The following resource is applicable to this session:

UNAIDS GPA 14 Management of Sexually Transmitted Diseases
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PARTICIPANT CARDS

(EACH STD AND EACH SYMPTOM IS A SEPARATE CARD)

COMMON STDS AND SYMPTOMS

Gonorrhea

 · Yellowñgreen or

white discharge

from the penis or

vagina

 · Burning sensation

on urination

 · Symptoms usually 2

to 14 days after

exposure

 · Possibly no symptoms

 · Possible swelling in

area of testicles

 · Possible sterility if

untreated

 · Possible blindness in

newborns if not

treated with drops in

eyes

Syphillis

 · Painless sore on

penis or vagina

 · Sore appears 10 to

90 days after

exposure

 · Nonñitching rash on

body (palms and

soles)

 · Hair loss, fever, and

chills

 · Possible death if

untreated

 · Possible death or

bone deformation in

newborn if mother

not treated early in

pregnancy

Herpes Simplex

 · No cure, treatment

is medicine called

Acyclovir

 · Small painful blisters

on genitals or mouth

 · Symptoms may

recur when under

stress

 · Viral infection

 · Severe neurological

damage or death to

newborns if exposed

in birth canal

Chancroid

 · Painful sore on

penis or vagina

 · Sore appears 3 to 5

days after exposure

 · Inflammation of

lymph gland on one

side

 · Greatest risk factor

for HIV transmission
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 5:

WOMEN AND HIV/AIDS

Overview

Women are especially vulnerable to HIV/AIDS and need information

and skills to protect themselves and their children from infection. In this

session both biological and cultural or social factors that put women at higher

risk than men are explored. Symptoms of HIV specific to women and children

are discussed, as well as ways to reduce the risk to these two groups.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. List five symptoms of HIV specific to women (gynecological).

2. List at least three symptoms of HIV specific to infants infected with HIV.

3. Describe the modes of mother-to-child transmission of HIV and give at

least three ways to reduce the risk of HIV transmission from mother to

child.

4. Describe at least three cultural or social and three biological factors that

put woman at higher risk for HIV infection.

5. List ways in which they can help reduce the risk of HIV transmission to

women and children in their community.

Materials

Flip chart or board

Markers or chalk
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78 PEACE CORPS

Handouts: Symptoms of HIV Specific to Women and Children on cards (each

symptom on a separate card)

Womenís Symptoms:

Recurring lower abdominal pain; repeated vaginal yeast infections (white

itching discharge); abnormal menstrual periods (either extremely heavy flows

or missing periods); cervical cancer; sores of unknown origin in the vagina

Infantís Symptoms:

Failure to thrive or grow at a normal rate; enlarged liver or spleen; earaches; repeated thrush or white spots in the mouth

Delivery

Trainer note: The following session deals with issues of female anatomy

that may be difficult for some women to talk about, and that can be embarrassing to address when men are present. The trainer may decide to make

this a womenñonly session. If women are completely unfamiliar with their

genital area, the facilitator may want to use pictures or have women draw

pictures of their genital area before doing the following activities. Some

women in the community, such as midwives or health workers, may be very

familiar with womenís genitalia, and it could be helpful to have these women

help facilitate this session. Stress that although these may be embarrassing topics, knowing about our bodies helps us take care of our health and

teaches us how to better educate our female family members. In describing

symptoms, we may be using terms that seem very clinical. If appropriate,

use local language and terms to help identify these symptoms and repeatedly check to see if the women have questions or concerns throughout the

activities. Lastly, be sure to research the latest statistics about mother-tochild transmission in your country by checking the UNAIDS website before this session.

I. Specific Signs and Symptoms of HIV in

Women and Infants (20 minutes)

Explain to the group that infection with HIV may not cause symptoms initially.

Later symptoms of HIV infection may appear, but diagnosis of AIDS is usually

determined by a combination of opportunistic infections and symptoms. Certain symptoms like weight loss, fever and chills, cough, and so forth may be

common symptoms of early HIV infection in men and women alike. Women

and children, however, may have specific symptoms of HIV that are unique to

them. Because these symptoms are often not listed in brochures about HIV/

AIDS, women may go for a long time without realizing that they could possibly be infected with HIV. Although the signs and symptoms we will discuss do

not necessarily mean that a woman or infant is infected with HIV, if they are
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

persistent it may be important to talk to a health professional about getting a

test for HIV.

Place the cards randomly on the floor. Explain that the cards have HIV symptoms written on them that are specific for either women or infants. Have the

group organize them into two groups: those that they think are womenís symptoms and those that they think are infantsí symptoms. Once the group has placed

the cards, explain what the symptoms are and make any necessary corrections.

II. Mother-to-Child Transmission

(40 minutes)

Ask the group if they understand how HIV can be transmitted from a woman

infected with HIV before, during, and immediately following delivery. Build

on their answers by talking about exposures in the womb, during delivery, and

through breastfeeding. Explain that the risks are highest when a woman has a

high viral load, that is, immediately following infection or when the woman is

very sick with AIDS. Remember that almost all babies born to HIVñinfected

mothers will test positive at birth, but this test is looking at the motherís antibodies, which have been passed passively to the baby. It can take up to 18

months for the baby to lose its motherís antibodies, and have a negative test.

Write the following four highlighted statements on the board and have group

members read them out loud and discuss their opinions of the following suggestions for reducing the risk of mother-to-child transmission.

• Avoid getting pregnant if you are HIV positive. Does an HIVñ

positive woman have the right to choose if she wants to get pregnant?

Is there stigma associated with not bearing children? Can the baby get

infected if the father is positive but the mother is not infected? (No, as

long as she is not in the window period. See Disease Progression

and Positive Behavior (Session 7 in Part III) for description of window period.)

• Breastfeed even if you are HIV positive. Who has the right to decide whether to breastfeed or not? What are some community beliefs

about breastfeeding? Is there stigma associated with not breastfeeding

oneís infant? The facts are that breastfeeding increases the overall risk

of HIV transmission by 14 percent. When a mother is infected during

the time she is breastfeeding, the risk of transmission to the baby is

even greater due to the increased viral load in her system. But

breastfeeding is very important for a babyís health and protects babies

from other diseases. In some countries where infant mortality is high, it

is suggested that a mother continue to breastfeed even if she is positive,

especially if she cannot find another source of noncontaminated milk.

What could be other sources of noncontaminated milk? It was also

shown that if a mother decides to breastfeed when she is HIV positive,

it is better to breastfeed exclusively and only for six months.
LIFE SKILLS MANUAL

80 PEACE CORPS

Also, using a condom, if having sex during the time she is breastfeeding,

will prevent more virus from entering the bloodstream and the breastmilk.

• Have a Caesarean delivery. Studies have recently shown that Caesarean deliveries with sterile precautions can reduce the risk of HIV

transmission. Is this a practical solution for women in your community?

• Start treatment with AZT or Nevirapine during pregnancy. This

treatment can drastically reduce the transmission of HIV from mother

to child to as low as eight percent. This treatment is available to some

pregnant women in some countries through clinical studies and other

programs. What about following pregnancy? What are the consequences

for the woman and the baby if the woman does not have access to

drugs after pregnancy? Why might some women not get tested even

when treatment is available?

III. What Makes Women Especially

Vulnerable to HIV Infection? (40 minutes)

Hopefully before this session, participants will have had some exposure to gender role discussions either from the Life Skills sessions or through PACA and

WID/GAD materials. More women than men are becoming infected with HIV

in many countries, and women have a greater risk than men for becoming infected with HIV during a single sexual encounter. Women are at greater risk

for biological reasons, and because of social roles, or cultural practices.

Lead participants in brainstorming ways that women may be at greater risk

biologically or socially or culturally in their communities. Write their suggestions on a flip chart or the board.

Trainer Note: The second list below is not intended to be displayed, it is

simply provided to help you begin to think through some potential cultural

or social risk factors. An appropriate list can only be generated by the

community to ensure that it reflects the cultural or social risk factors in

your local area.

Possible Biological Risk Factors:

• Women receive greater quantities of possibly infected fluids during a

sexual encounter.

• Women have a surface area of mucous membrane (portal of entry) that

is greater in size than menís.

• Very young women have more risk of infection during sex both because

the cells in the vagina in underdeveloped women are more likely to

receive the virus, and because tearing may cause bleeding which increases the risk of infection.

• If a woman has been circumcised or uses natural substances to dry out

her vagina, the smaller or drier area may rupture more easily during

sex.
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

• Because the vagina is an internal organ, women are less likely to know

that they have sores from STDs, which could facilitate HIV transmission.

Possible Cultural or Social Risk Factors:

• Taboos related to speaking about sex

• Gender roles that do not permit women to participate in sexual or reproductive decisions

• Girlsí initiation rites that could include female circumcision or young

girlsí sexual initiation by an older male relative

• Menís preference for dry sex, which can encourage women to put drying agents in the vagina that can cause tearing

• Marriage rites that give women a property value or imply male ownership of their wives

• Extreme poverty that encourages the exchange of sex for money, school

fees, or food

• Common myths, such as believing that a man can cure AIDS by sleeping with a virgin or that condoms either do not work or are actually

contaminated with the virus

• Lack of femaleñcontrolled prevention methods such as microbicides

Trainer note: When discussing the above factors, it is important to be objective and nonjudgmental. Have the group address specifically how these

social or cultural factors might affect HIV transmission. Also examine with

the group if there are ways that these cultural practices could also be turned

into opportunities for reducing the risk of HIV. For example, in countries

that practice risky initiation rites, might these be changed to include some

kind of symbolic practice that represents circumcision? Might community

health outreach efforts include education about working with husbands to

prevent HIV from entering into the family?

 IV. What Can We Do? (20 minutes)

Go around the room and have participants say one thing they plan to do to help

protect themselves as women or their female partners (if men) and their unborn

children from getting infected with HIV.

If men are not in the group, it will be essential to include men in a later session

concerning this issue, since men usually have the greatest decisionñmaking

power in the community related to reproductive health and sexual decisions.

How do the women think their partners would respond to this information?

What do they think is the best way to reach their men on this topic? Do any of

the women have husbands who would be good leaders of public opinion? What

is the next step?
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Evaluation

• Correct placing of symptom cards and clarity of understanding of symptoms in the discussion period

• Observation of discussion in second activity and ability of women to express their own opinions publicly on the controversial topics discussed

• Identification of biological and social or cultural risk factors in the third

activity

• Number of women who come up with a concrete suggestion for preventing HIV transmission among women and infants

Resources

• Website: www.unaids.org:

A number of excellent publications are available free from this website

by following the ìPublicationsî link to ìHow to Order.î The following

resources are applicable to this session:

UNAIDS KM72: Counseling and Voluntary HIV Testing for Pregnant Women in High HIV Prevalence Countries 1999

UNAIDS KM64: Prevention of HIV Transmission from Mother to

Child: Strategic Options 1999 (English, French, and Spanish)

UNAIDS KM50 Gender and HIV/AIDS: Taking Stock of Research

and Programmes 1999

UNAIDS KM47 AIDS 5 Years Since ICPD, Emerging Issues and

Challenges for Women, Young People, & Infants 1999

UNAIDS KM20 HIV and Infant Feeding: Guidelines for Decisionñ

Makers 1998

UNAIDS KM17 Facing the Challenges of HIV/AIDS/STDs:

A GenderñBased Response 1998 (English and French)

UNAIDS POV9 Women and AIDS 1997 (English, French, and Spanish)
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 6:

HIV PREVENTION

Overview

In this session participants learn the importance of universal precautions. Since

it is impossible to determine who might be HIV positive, it is important that

people protect themselves against HIV at all times. The session also addresses

the concept that there are simple and effective ways for everyone to prevent

HIV infection.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. Define universal precautions and identify when to use them.

2. Demonstrate proper application of a condom.

3. Demonstrate refusal skills in a role play.

Materials

Flip chart or board

Markers or chalk

Gloves or plastic bags for every participant

Wooden penises or soda bottles for condom demonstrations

Condoms for every participant

Samples of female condoms, if available
LIFE SKILLS MANUAL

84 PEACE CORPS

Delivery

Trainer note: You may wish to invite a nurse or doctor to conduct the

section on universal precautions. This could be a hostñcountry national

medical professional or a Peace Corps Medical Officer.

I. Discussion on Universal Precautions

(20 minutes)

Begin by asking participants, ìWho knows what the term ëuniversal precautionsí means?î Universal precautions is a term usually used by health care

professionals working in hospital and clinic settings. It means that everyone

ìuniversallyî should be considered to be potentially infected with HIV. You

should not decide to use barriers for protection from infectious bodily fluids

based on how sick a person may look or how at risk they appear to be. All

people, including yourself and your sexual partner, should be considered to be

potentially infected with HIV unless you have tested negative at least three to

six months after your last possible risk activity. If you are exposed to the blood

of another person, it is not necessarily helpful to test them for HIV, since they

may test negative for antibodies and still have the virus.

Therefore when handling blood or any of the fluids mentioned earlier (blood,

semen, vaginal secretions, and breast milk, as well as others that health workers could be exposed to such as amniotic fluid, pleural fluid, cerebral spinal

fluid, or synovial fluid), you must create a barrier between the fluid and the

portals of entry mentioned. (Review How HIV is Transmitted (Session 3 in

Part III) if necessary.) Proper disposal of the barrier, such as gloves, is also

important, as is hand washing after the event. These precautions also protect

you from hepatitis B, which is much more infectious than HIV.

This means that when you are dealing with any of the above fluids:

• Use latex gloves or plastic barriers if gloves are not available.

• Clean up blood spills immediately using gloves or plastic barriers and

wipe with a bleach or water solution; then, dispose of soiled items in

plastic bags.

• Put used injection needles in punctureñproof containers. Do not recap

needles, as this is the most common way that health care workers have

infected themselves.

• If a person you are working with begins to bleed, hand them a cloth to

stop the bleeding themselves until a medical person arrives.

• If working in a situation where blood could be splattered in your face,

such as helping with a delivery, cover your eyes with glasses and your

nose and mouth with a mask, if possible. Wash your hands.

• At your school or worksite, keep a firstñaid kit with gloves and bandages and antiseptic available.
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

• If you do become exposed, contact a medical officer immediately for

possible prophylactic treatment. Be sure not to treat the person whose

blood you may have touched only as a possible infector, but show concern for their health as well by offering information and possible testing.

II. The Glove Game (15 minutes)

Give each participant one glove or plastic bag to place on one hand. Call out

different situations that would either require use of a barrier or not. Have participants raise their gloved hand if the activity requires universal precautions

or the bare hand if it does not. Sample situations might include:

• When dressing the bleeding wound of a young student (glove)

• When shaking hands with a person you know to be sick with AIDS

(bare)

• When cleaning bloody mucus from the mouth of a TB patient (glove),

and so on

III. Condom Demonstration (40 minutes)

Since HIV is usually transmitted through sex, not having sex is a good way to

prevent HIV transmission. If someone has sex, latex condoms are a good barrier to protect one from coming in contact with the fluids we talked about. Ask

the group if anyone has seen condoms. What do they think about them? Let

them express their dislike, fears, incorrect information and discomfort openly.

Tell them that condoms are not 100 percent effective, usually because they are

not used consistently or correctly. But in studies done with couples where one

partner is infected and the other is not, and where partners used the condom

consistently and correctly, the other partner did not get infected.

Do a demonstration with a penis model, bottle, or other object in front of the

group, or ask a participant to do a demonstration and talk through the important steps to keep a condom from breaking:

1. Check the expiration date.

2. Check that the condom has not been left too long in the sun by making sure

there is an air pocket in the wrapper.

3. Open the package carefully.

4. Find out which way the condom rolls out.

5. Pinch the tip of the condom to prevent air being trapped.

6. To increase sensation for the man, add a drop of waterñbased lubricant

(not any oil product) inside the unrolled condom as you are pinching it.

7. Roll the condom gently down to the base of the erect penis.
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8. Withdraw before the erection is completely gone and remove the condom

carefully, tying it off so that the fluid does not spill.

Trainer note: If you have a safe environment in the room and a sufficiently

mature audience, it is good to have pairs in the class practice putting the condom on a bottle or wooden object by themselves while the partner observes

and clarifies the steps. Emphasize to the group that working with condoms will

help overcome embarrassment and make them more effective peer educators

or health trainers. Doing condom demonstrations in educational settings has

never been shown to increase or promote earlier sexual activity among young

nonñsexuallyñactive people.

If female condoms are available in your community, demonstrate how one is

used. Talk about the advantages of a womanñcontrolled prevention methodóa

product that covers a wider surface area, and one that is made of a sturdier

product than latex and will not break if oilñbased lubricants are applied. Negative factors include lack of availability, cost, and awkwardness of application.

Many women who have tried female condoms have liked them once they got

used to them. If you have married people in your group, you may want some

couples to experiment with a female condom three times and report back to the

group. You may wish to do some research about the availability and cost of

female condoms in your area before encouraging their use.

Additional session ideas regarding condom use can be found in the Appendix.

IV. Role Play Refusal Skills (40 minutes)

Have volunteer participants role play at least two scenarios in front of the

group. The participants may create the situations themselves. Examples would

be:

1. A young girl is being pressured to have sex by an older man who will buy

her a gift. The girl is refusing to have sex with him.

2. A woman wants her husband to use a condom until he sees a doctor because he has been complaining that it burns when he urinates. She refuses

to have sex with him unless he uses a condom.

Discuss whether the role plays were realistic. Did the outcomes protect the

partners from infection or not? What else could the person say that might be

effective in these situations?

V. Evaluation (5 minutes)

Have participants state one new thing they learned during the session and one

thing they plan to do protect themselves or their family from contracting HIV.

(Examples could be talking to partner or family member about HIV, making a

firstñaid kit to have at their worksite, getting an HIV test or an STD checkñup,

trying a female or male condom with their partner, refusing to have sex with
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partner who is not willing to use protection.) At the next sessions, ask who has

taken some action to help protect themselves or their families from contracting

HIV. What were their experiences?

Evaluation

• Accuracy of selection of gloved hand for universal precautions

• Observation of correct steps in condom demonstrations

• Observation of negotiation skills used in role plays

Resources

Contact Peace Corps Medical Officers (PCMOs), local clinics, condom vendors, and local Population Services International (PSI) representatives.

• Website: www.unaids.org

A number of excellent publications are available free from this website

by following the ìPublicationsî link to ìHow to Order.î The following

resources are applicable to this session:

UNAIDS: GPA 21 Report of the Consultation on Action to be Taken

after Occupational Exposure of Health Care Workers to HIV (English and French)

UNAIDS: GPA 10 Guide to Adapting Instructions on Condom Use

(English and French)

UNAIDS: GPA 45 Condom Promotion for AIDS PreventionóA Guide

for Policymakers, Managers, and Communicators

UNAIDS: P.V 7 The Female Condom: Point of View 1998
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FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 7:

DISEASE PROGRESSION AND

POSITIVE BEHAVIORS

Overview

The time it takes for HIV to lead to AIDS can vary greatly and our

health behaviors can affect this time period. There is a pattern to disease

progression and the presence of coñfactors can increase the speed of progression.

Time

2 hours

Objectives

By the end of the session, the majority of the participants will be able to:

1. Define the terms: window period, incubation period, and honeymoon period. Explain what they have to do with HIV disease progression.

2. List at least three symptoms of early HIV infection and four infections

common to people with AIDS.

3. Explain the meaning of the term ìcoñfactorî and give at least three examples of coñfactors.

Materials

Flip charts or board

Markers or chalk

A large rope

Two different colored tapes or chalks
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Handouts: Early Symptoms of HIV, Disease Progression Diagram, and Opportunistic Infections and Cancers on cards. (Put each symptom of HIV,

opportunistic infection, or cancer on a separate card.)

Early symptoms of HIV:

weight loss, cough, chronic diarrhea, yeast infections, fever, chills

Opportunistic infections and cancers:

tuberculosis (TB), pneumonia, shingles, Kaposi sarcoma, cervical

cancer, toxoplasmosis

Trainer note: Be sure to list the opportunistic infections most common in

your area.

Delivery

I. Overview (10 minutes)

Many people infected with HIV have lived for years before developing AIDS.

In a study where over 500 HIVñpositive individuals were followed for 14 years,

32 percent did not develop AIDS during that time, and nine percent were symptom free. There are many things people can do to live longer and feel better

even when they are infected with HIV. There are also many behaviors and

other factors which can speed up the time it takes from the time when someone

is infected with HIV until he or she gets sick with AIDS. These are called coñ

factors.

II. Disease Progression (30 minutes)

Trainer note: Describe the steps in disease progression without using the

diagram, as the development and use of it are in step III.

There are three major periods of HIV infection:

Window period

The time between infection and when a person develops enough antibodies to

show up positive on the HIV testóusually between two weeks and three to six

months. At this time, a person has a high viral load and is very infectious because no antibodies are controlling the virus. The personís test is still negative

at this time because the test detects antibodies, not the virus.

Incubation period

The time between infection and the development of disease symptoms associated with AIDS. This could take many years. Some people infected over 15

years ago have still not progressed to AIDS.
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Honeymoon period

This is the time between the end of the window period and the end of the

incubation period. It is called the honeymoon period because the persons are

living in relative harmony with their virus. They may have a few minor symptoms, but usually do not look sick. During this time, their antibody load is

high, and their viral load is low. Although they can still pass the virus to others

through sex, they are less infectious. During this time, pregnant women have

less chance of passing HIV to their babies, either during delivery or through

breastfeeding.

III. Creating a Disease Progression Diagram

(30 minutes)

Either on the wall or on the floor with colored tape, convene the participants in

a circle and have them help create the disease progression diagram by talking

them through the steps. Then distribute the cards with names of early symptoms and opportunistic infections and have the group place them along the

timeline. Ask them how a person could find out if he or she really had HIV or

another disease; talk about the symptoms of the opportunistic infections; and

ask them if there are treatments at their local hospital or health clinic to treat

the symptoms or the diseases listed. As an outñofñsession assignment, two of

the students could visit a local hospital to find out what treatments are available and report back to the group.

IV. CoñFactor Brainstorming (30 minutes)

What are some of the coñfactors that could make a person already infected

with HIV get sick faster? Elicit responses such as:

• Not eating healthy foods

• Not getting enough rest

• Smoking, drinking alcohol, or using drugs, which weakens the immune

system

• Getting reñinfected with more HIV by having sex without a condom

with an infected partner

• Not preventing or treating other diseases as early as possible, such as

TB or STDs

• Feeling stressed or anxious, such as when one feels all alone and guilty

and has no one to support him or her

V. CoñFactor TugñofñWar (30 minutes)

Bring out a large tug-of-war rope. Have each member of the group call out one

coñfactor that can speed up progression of the disease or something positive

someone can do to prevent progression of the disease. Help the group think of

many positive things they can do for their physical, emotional, and spiritual
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Part III

health. Students take their position on the positive or negative end of the rope

and play tug of war to see if the positive behaviors can pull down the coñ

factors. After the tug of war ask the participants if and why they think it might

be important to find out early if they are infected with HIV. Do they know

where they can get tested and counseled? Consider conducting a future field

visit to this site and offering the experience of getting tested as an alternate

activity.

Trainer Note: An alternative is to use the Bridge Model to build a bridge to

a longer and healthier life through positive behaviors, even while infected

with HIV.

Evaluation

• Observation of participantsí ability to create disease progression chart

• Correct placement of symptom cards on the time line

• Ability to list coñfactors in the tugñofñwar game

Resources

• Website: www.projinf.org

Opportunistic Infection Table

• Website: www.unaids.org

A number of excellent publications are available free from this website

by following the ìPublicationsî link to ìHow to Order.î The following

resources are applicable to this session:

UNAIDS TU8 HIVñRelated Opportunistic Diseases: Technical Update 1998 (in English, French, and Spanish)

UNAIDS: POV8 Tuberculosis and AIDS 1997 (in English, French,

and Spanish)
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DISEASE PROGRESSION DIAGRAM

AIDS
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FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 8:

CURE OR TREATMENT?

Overview

There are mistaken beliefs that some people have been cured of HIV/AIDS,

and that wealthy people or countries are the only ones who can get treatments.

This session addresses these ideas and emphasizes the concept that although

there is no cure for AIDS, there are many treatments available. The cycle

of wellñbeing is explored and activities within each sector are explored for

people with HIV/AIDS.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. Agree that there are ways to treat HIV when expensive drugs are not

available and that it is important to find out early if you are infected.

2. Distinguish between ìcureî and ìtreatmentî and give at least five examples

of treatment strategies available in the community.

Materials

At least 30 pieces of paperó3îx 8î

Colored markers

Tape

Handout: Components of WellñBeing

Flip chart: Components of WellñBeing (only the center circle of the diagram)
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Delivery

I. Overview (20 minutes)

What is the difference between a treatment and a cure? Has anyone in the

group heard of anyone in their community or in the world being cured of AIDS?

What do they think this means?

A ìcureî means that the germ that causes a disease has been completely killed

or eliminated from the body and will not return unless a person is reñinfected.

ìTreatmentî means use of a drug, injection, or intervention that can cause the

symptoms to become less painful or pronounced or cause them to disappear

altogether. A treatment may not always lead to a cure, however, because in

some cases symptoms may be ìdormantî (asleep), but the antigen is still in the

body and the symptoms may recur at a later date without reñinfection. Bacteria

can usually be cured, while viruses (such as the cold virus, herpes, or HIV) are

missing some basic genetic material (such as RNA or DNA) and they must use

this genetic material from our cells to survive. Therefore, we cannot kill the

virus without killing the cell. In other words treatment but not cure is possible.

Some say that people have been cured of HIV because HIV can no longer be

detected in their blood. The viral load could be so low that it cannot be picked

up on a laboratory test. In fact, their viral load is so low due to the medicines

they are taking, but the virus could be reproducing in their bone marrow. Many

people who have taken medications have had undetectable levels of virus, but

later their viral load has risen. People could also be so sick that they no longer

have enough antibodies to be detected on an antibody test. Perhaps you have

heard of stories in your country where someone who was previously known to

have had a positive test for HIV became very sick, but then they were said to

be cured of AIDS because their antibody test was no longer positive. They still

have the virus but no longer can produce antibodies.

An Expanded Understanding of the Meaning of

ìTreatmentî

If we look at health in a broader sense, our physical health is only one component of our total wellñbeing and is influenced by the other components. ìTreatmentî in its broadest sense can mean any intervention that helps improve any

aspect of our wellñbeing. There are many strategies we can use to prolong our

life and improve its quality even if we are infected with HIV. This concept is

very important, especially for those struggling to cope with HIV without access to anti-retroviral therapy. Although we should still struggle to create access to new antiñretroviral treatments for everyone in the world, there are still

many forms of treatment that are currently available to everyone.

II. WellñBeing Sectors (20 minutes)

Ask the group to describe what each sector of the wellñbeing chart means to

them. What are examples of elements of each section? Help elicit responses
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Part III

similar to those below. Which sections of the circle do they see as being the

most important for maintaining and restoring their health? Who are people in

the community who help to support their wellñbeing in different sectors?

• General Health Maintenance: nutrition, rest, exercise, avoiding infections, avoiding drugs and alcohol. Studies have shown that these things

strengthen our immune system.

• Psychological wellñbeing: having a positive attitude, building selfñ

esteem, counseling, reducing stress.

• Spiritual wellñbeing: having faith or a belief system, prayer, or meditation.

• Social wellñbeing: having spousal or family support, peer support, a

social system that protects one from discrimination, continuing productive work or advocacy. Studies have shown that women with breast

cancer who were involved in support groups lived twice as long as those

who were not.

• Physical wellñbeing: at least three types of medical interventions

1. Treatments to strengthen the immune system which could include traditional remedies like herbs and acupuncture, and so forth.

2. Treatment to prevent or alleviate symptoms and cure opportunistic infections like TB, pneumonia, diarrhea, skin conditions, and so forth.

3. Antiñretroviral therapy and protease inhibitors such as AZT, D4T,

Indinavir, Nevirapine often not available in some countries except for

treatments to reduce risk of mother-to-child transmission.

III. Creating a Holistic Treatment Plan

(45 minutes)

Divide group into five subgroups, and have each group represent one of the

aspects of wellñbeing. Each group writes in large letters on 3îx 8î paper activities within their sector they could do to improve the health status of someone living with HIV/AIDS. Group members tape their plan around the outer

rim of the diagram on the wall. Groups take turns explaining their treatment

plan to the whole group.

Evaluation (15 minutes)

Ask for a show of hands of how many believe that treatments for HIV are

available to people in their community. Discuss what they are and where they

are available.

Ask for a show of hands of how many think it would be a good idea to find out

early if you had HIV. Lead a discussion about the reasons why this might be

true.
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Resources

• Website: www.projinf.org (for Treatment Information)

Pages 93ñ97 adapted with permission from ìStrategies for Survivalî by Ruth Mota, in AIDS in

the World II, edited by Jonathan Mann and Daniel Tarantola 1996
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CREATING A TREATMENT PLAN

FOR THE WHOLE PERSON

GENERAL

WELLñBEING

PHYSICAL

WELLñBEING

SOCIAL

WELLñBEING

PSYCHOLOGICAL

WELLñBEING

SPIRITUAL

WELLñBEING

• Good Nutrition

• Rest and relaxation

• Exercise

• Avoid smoking, drugs,

alcohol

• Avoid STDs, reñinfection

with HIV

• Faith

• Meditation

• Belief system

• Spousal support

• Extended family

 support

• Peer support

• Productive work

• Advocacy work

• Protection from

 discrimination

• Immune system enhancers

• Traditional herbs, acupuncture

• Treatment of opportunistic infections

(TB, Pneumonia, diarrhea, fever)

• Treatment with antiñvirals and protease

inhibitors (AZT, DDI, Indinavir, etc.)

• Counseling

• Positive attitudes

• Stress reduction

• Interpersonal

 skillsñbuilding

• Selfñesteem building
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FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 9:

HIV/AIDS AND HUMAN RIGHTS

Overview

This session explores the concept that protecting the human rights of people

living with HIV/AIDS not only helps them to live positive and productive

lives, but also helps to prevent HIV transmission.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. List at least five human rights of people living with HIV.

2. Identify a link between the protection of human rights for people living with

HIV and the prevention of infection.

3. Define what it means to live positively with HIV/AIDS.

4. Describe how participantsí attitudes towards People Living with HIV/AIDS

have changed after the session.

Materials

Five small pieces of paper for each participant

Pencils

A basket for collection of papers

Water for the speaker

Tissues

Handout: Excerpts from HIV/AIDS and Human Rights International Guidelines, United Nations, 1998
PART III: FACING FACTS ABOUT HIV/AIDS AND STDS

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Part III

Preparation

A few weeks before this session, visit local organizations of People Living with

HIV/AIDS and find out if they have a speakersí component. Get to know their

philosophy and experience related to public speaking on personal experiences

of living with HIV/AIDS. Talk to speakers; explain your purpose; and select

the best speaker for your presentation on human rights. Offer a stipend or

meal, along with transportation to the session.

Trainer note: Many HIV support groups now have people living with HIV

who are willing to educate groups about HIV/AIDS by sharing their personal experience with the disease. The group should be prepared ahead of

time for this visit, and the facilitator should check with the speaker what

types of questions they are comfortable answering. Sample questions could

relate to the human rights theme. What made the speaker decide to speak

publicly about his or her HIV infection? Has he or she experienced any

discrimination? What have been the advantages to speaking out? The group

should make a pact of confidentiality related to the speakerís comments. It

is important to select a speaker who is honest, prepared, and eager to

speak with groups, and who can model what it means to live positively with

HIV. This can be a transformational moment in changing stereotypes about

the disease and breaking through denial about personal risk factors.

Use the HIV/AIDS and Human Rights International Guidelines (pages 101-

103) as a background for the discussion in Activity I.

Delivery

I. Discussion of Human Rights (20 minutes)

Ask the group what the term ìhuman rightsî means to them. What human

rights do they have? Brainstorm with the group what they consider to be basic

human rights for all people regardless of their health status. Ideas might include

the right to medical care, employment, housing, education, reproductive rights,

and so forth.

II. Losing Our Rights (40 minutes)

Give each participant five small pieces of paper and have them write down five

rights that are important to them, one on each piece of paper. Then have them

hold the papers up like a hand of cards. The facilitator walks around the room

with a basket and randomly takes slips of paper from the participants putting

them in the basket. You may skip some participants altogether and take all five

from another. Then process with the group what rights they lost, and how that

made them feel. How did they feel about the injustice of the selection process?

If they thought they might be infected with HIV and they knew that they would

probably suffer discrimination would they want to get tested? If they knew
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they were positive for HIV would they tell their partner or potential partner? If

not, could this affect transmission of HIV in our community?

Trainer note: An alternative to this exercise is The Loss Exercise in

Appendix IV..

III. Interacting with a Person Living with

HIV/AIDS (60 minutes)

Spend an hour in a dialogue between group members and a person living with

HIV or AIDS regarding how this disease has affected his or her life.

Evaluation (Homework)

Have students either write an essay about what they learned from the experience or write a letter to the visitor thanking him or her and saying how the

speakerís talk influenced their views towards people living with HIV and/or

affected their behavior.

Resources

• Website: www.unaids.org:

A number of excellent publications are available free from this website

by following the ìPublicationsî link to ìHow to Order.î The following

resource is applicable to this session.

UNAIDS KM 21 HIV/AIDS and Human Rights: International Guidelines, Joint publication of UNAIDS and the United Nations, 1998

• List of local associations of People Living with HIV/AIDS in your country.
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Excerpts from HIV/AIDS and Human Rights International Guidelines, United Nations, 1998

III. International human rights obligations and HIV/AIDS

Introduction: HIV/AIDS, human rights and public health

72. Several years of experience in addressing the HIV/AIDS epidemic have confirmed that the

promotion and protection of human rights constitute an essential component in preventing transmission of HIV and reducing the impact of HIV/AIDS. The protection and promotion of human rights are

necessary both to the protection of the inherent dignity of persons affected by HIV/AIDS and to the

achievement of the public health goals of reducing vulnerability to HIV infection, lessening the adverse impact of HIV/AIDS on those affected and empowering individuals and communities to respond

to HIV/AIDS.

73. In general, human rights and public health share the common objective to promote and to

protect the rights and wellñbeing of all individuals. From the human rights perspective, this can best

be accomplished by promoting and protecting the rights and dignity of everyone, with special emphasis on those who are discriminated against or whose rights are otherwise interfered with. Similarly,

public health objectives can best be accomplished by promoting health for all, with special emphasis

on those who are vulnerable to threats to their physical, mental or social wellñbeing. Thus, health and

human rights complement and mutually reinforce each other in any context. They also complement

and mutually reinforce each other in the context of HIV/AIDS.

74. One aspect of the interdependence of human rights and public health is demonstrated by studies showing that HIV prevention and care programmes with coercive or punitive features result in

reduced participation and increased alienation of those at risk of infection.15 In particular, people will

not seek HIVñrelated counselling, testing, treatment and support if this would mean facing discrimination, lack of confidentiality and other negative consequences. Therefore, it is evident that coercive

public health measures drive away the people most in need of such services and fail to achieve their

public health goals of prevention through behavioural change, care and health support.

75. Another aspect of the linkage between the protection of human rights and effective HIV/AIDS

programmes is apparent in the fact that the incidence or spread of HIV/AIDS is disproportionately

high among some populations. Depending on the nature of the epidemic and the legal, social and

economic conditions in each country, groups that may be disproportionately affected include women,

children, those living in poverty, minorities, indigenous people, migrants, refugees and internally displaced persons, people with disabilities, prisoners, sex workers, men having sex with men and injecting drug usersóthat is to say groups who already suffer from a lack of human rights protection and

from discrimination and/or are marginalized by their legal status. Lack of human rights protection

disempowers these groups to avoid infection and to cope with HIV/AIDS, if affected by it.16

76. Furthermore, there is growing international consensus that a broadly based, inclusive response,

involving people living with HIV/AIDS in all its aspects, is a main feature of successful HIV/AIDS

programmes. Another essential component of a comprehensive response is the facilitation and creation of a supportive legal and ethical environment which is protective of human rights. This requires

measures to ensure that Governments, communities and individuals respect human rights and human

dignity and act in a spirit of tolerance, compassion and solidarity.
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77. One essential lesson learned from the HIV/AIDS epidemic is that universally recognized human rights standards should guide policy makers in formulating the direction and content of HIVñ

related policy and form an integral part of all aspects of national and local responses to HIV/AIDS.

A. Human rights standards and the nature of State obligations

78. The Vienna Declaration and Programme of Action, adopted at the World Conference on Human Rights in June 1993,17 affirmed that all human rights are universal, indivisible, interdependent

and interrelated. While the significance of national and regional particularities and various historical,

cultural and religious backgrounds must be borne in mind, States have the duty, regardless of their

political, economic and cultural systems, to promote and protect universal human rights standards and

fundamental freedoms.

79. A human rights approach to HIV/AIDS is, therefore, based on these State obligations with

regard to human rights protection. HIV/AIDS demonstrates the indivisibility of human rights since the

realization of economic, social and cultural rights, as well as civil and political rights, is essential to

an effective response. Furthermore, a rightsñbased approach to HIV/AIDS is grounded in concepts of

human dignity and equality which can be found in all cultures and traditions.

80. The key human rights principles which are essential to effective State responses to HIV/AIDS

are to be found in existing international instruments, such as the Universal Declaration of Human

Rights, the International Covenants on Economic, Social and Cultural Rights and on Civil and Political Rights, the International Convention on the Elimination of All Forms of Racial Discrimination, the

Convention on the Elimination of All Forms of Discrimination against Women, the Convention against

Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment and the Convention of the

Rights of the Child. Regional instruments, namely the American Convention on Human Rights, the

European Convention for the Protection of Human Rights and Fundamental Freedoms and the African

Charter on Human and Peoplesí Rights also enshrine State obligations applicable to HIV/AIDS. In

addition, a number of conventions and recommendations of the International Labour Organization are

particularly relevant to the problem of HIV/AIDS, such as ILO instruments concerning discrimination

in employment and occupation, termination of employment, protection of workersí privacy, and safety

and health at work. Among the human rights principles relevant to HIV/AIDS are, inter alia:

The right to nonñdiscrimination, equal protection and equality before the law;

The right to life;

The right to the highest attainable standard of physical and mental health;

The right to liberty and security of person;

The right to freedom of movement;

The right to seek and enjoy asylum;

The right to privacy;

The right to freedom of opinion and expression and the right to freely receive and impart information;

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Part III

The right to freedom of association;

The right to work;

The right to marry and found a family;

The right to equal access to education;

The right to an adequate standard of living;

The right to social security, assistance and welfare;

The right to share in scientific advancement and its benefits;

The right to participate in public and cultural life;

The right to be free from torture and cruel, inhuman or degrading treatment or punishment.

81. Particular attention should be paid to human rights of children and women.

15 J. Dwyer, ìLegislating AIDS Away: The Limited Role of Legal Persuasion in Minimizing the Spread of HIVî, in 9 Journal

of Contemporary Health Law and Policy 167 (1993).

16 For the purposes of these Guidelines, these groups will be referred to as ìvulnerableî groups although it is recognized that

the degree and source of vulnerability of these groups vary widely within countries and across regions.

17 A/CONF.157/24 (Part I), chap. III.

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FACING FACTS ABOUT HIV/AIDS AND STDS SESSION PLANS

Session 10:

HIV/AIDS AND BEHAVIOR CHANGE

Overview

In this session, participants work to apply what they have learned in previous

sessions. Through a case study they explore the concept that knowledge, attitudes, and skills need to be used together to help people practice behaviors

that reduce risks for HIV and lead to healthier lives.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. List at least three principles that influence behavior change.

2. Design a behavioral change intervention plan for a family affected by AIDS.

Materials

Flip chart paper

Markers

Tape

Handouts: Family Exercise: (Group 1 through Group 5) and Principles of

Behavior Change (pages 10ñ12)

Delivery

I. Overview (5 minutes)

Facilitator discusses with the group how difficult it is to change behavior. No

one can really change the behavior of another person, and changing our own
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behavior is a slow process, often marked by many relapses. Although information is important for us to form opinions, it alone will not lead to behavior

change. To move from information to adopting new behaviors, we must reñ

examine our attitudes and develop new skills. It is for this reason that the skillsñ

building exercises in this Life Skills Manual are so important.

II. Personal Counseling for Behavior

Change (30 minutes)

Have participants pair up. One person will describe either a health behavior

they have changed or a health behavior they have not changed but know they

ought to change. The listener establishes a pact of confidentiality around the

content and draws the speaker out either as to what helped change his or her

behavior or what impeded the behavior change. Preferably, they will discuss a

behavior they have been working on related to HIV/AIDS as a result of the

previous sessions. After 15 minutes the facilitator will ask participants to report to the group the factors that helped change behavior and those factors that

blocked change. Write down the factors on a large sheet in front of the group.

If time permits, reverse roles so each person gets to describe a health behavior

they are trying to change.

III. Discussion (15 minutes)

Compare what participants listed with the Principles of Behavior Change list

by Thomas Coates (pages 10ñ12). Then lead the group in the following activity.

IV. Family Exercise (1 hour, 15 minutes)

Facilitator states that a family has been informed by a doctor that their 18ñ

monthñold daughter died of AIDS. Participants now divide into five groups.

Each group takes 35 minutes to strategize interventions for a different family

member. Have one member of each group take on the role of the particular

family member in order to get a deeper understanding of the personís issues.

Each group will report their plan to the large group. (If they have been introduced to the Bridge Model, have them relate their plan to the model.) After all

of the presentations, discuss the importance of families knowing about HIV/

AIDS transmission and treatment.

Evaluation

• Group list of behavior change principles that compares favorably with the

Behavior Change Principles.

• Groupís ability to build a bridge to a healthier life for the family members

using knowledge, attitudes, skills, and behavior they intend to change as a

result of the sessions. In six months, follow up on their behavior change

plans.
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FAMILY EXERCISE

Group 1

The 45ñyearñold father of the family is feeling very ill and has been unable to work for

two months. He has fever, chills, and weight loss, and a cough that is beginning to produce

blood. He has taken some herbal remedies, but does not want to go to the hospital. He does

not believe the doctorís story that his child died of AIDS.

Draft an action plan for the father. Select at least one behavioral change that you believe

would be important to improve the health of the father. List possible alternative options

that would improve his health.

Group 2

The 35ñyearñold mother is tired. She is experiencing lower abdominal pain and chronic

vaginal yeast infections. She has just learned that she is pregnant again. She is griefñ

stricken over the death of her child and feels that it is her fault that her baby died. She is

very worried about everyone in the family.

Draft a strategy with the mother for an action plan to deal with her situation.

Group 3

The 17ñyearñold son is not in school, but he knows that people can get AIDS from sex.

Because his father is sick and his mother is busy caring for the rest of the family, he spends

lots of time with his friends on the streets. He is goodñlooking and has many girlfriends,

and sometimes has had sex with commercial sex workers after drinking with his friends.

Design an action plan for the son that focuses on behaviors you think are important for him

to address. Discuss options with him for addressing those behaviors.
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FAMILY EXERCISE

Group 4

The 11ñyearñold daughter in the family is frightened by what is happening at home and does

not understand why her baby sister died, or why her father is so sick. Because her father is no

longer working, she does not have money to buy clothes or books. A kind man has offered to

buy these things for her if she will be sweet to him.

Strategize an intervention plan for the daughter.

Group 5

The 65ñyearñold grandmother is worried. She has just lost her baby granddaughter and she is

worried that she will soon lose her son. Her daughterñinñlaw has been looking sick lately, too,

and people in the community are saying it might be AIDS. She has watched a number of her

friends take over care of the family after the deaths of their sons and daughters, and she just

doesnít know what she will do to care for her grandchildren if their parents die. She is a frail

old womanówhere will she find any support?

Strategize an intervention plan for the grandmother.
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PART IV: COMMUNICATION SKILLS

 109

Part IV

PART IV:

COMMUNICATION SKILLS
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Part IV

COMMUNICATION SKILLS SESSIONS

Session 1:

COMMUNICATION PUZZLE

Overview

This session is useful as an introduction to the idea of good communication.

After this session, the group can move on to exercises that practice the good

communication skills they have discussed.

Time

1 hour, 30 minutes

Objectives

By the end of the session, participants will be able to:

1. List barriers to good communication.

2. Identify good communication skills.

Materials

One puzzle (cut up into five puzzle pieces) in an envelope for each participant

Flip chart or board

Markers or chalk

Flip charts with titles: First Round, Second Round, Third Round, Good Communication Skills

Handout: Communication Puzzle (complete)

Preparation

Prepare one puzzle in an envelope for each participant before the start of the

session. (If supplies are a problem, participants can use paper and pencil and

draw the puzzle each time.)
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Delivery

I. Introduction (5 minutes)

Refer the group to the Bridge Model and briefly review it. Suggest that Communication Skills are perhaps the most important of all. As such, it is important to begin the program by taking a closer look at barriers to good communication and to think about some of the steps to good communication. Ask for

one volunteer from the group. Ask that volunteer to leave the roomñyou will

join him or her outside in a few moments.

Now, instruct all participants to remove everything from their desk or their

area. They do not need to have anything in front of them at all. Give one envelope to each participant. Instruct everyone not to open the envelope or even

look at it. They are asked just to place it in front of them and await further

instructions.

Explain that they will get three chances to assemble the puzzle correctly.

II. First Round (10 minutes)

Instructions to the Participants:

• Do not take the pieces out of the envelope until the volunteer tells you to do

so.

• Under no circumstances are you to look at someone elseís puzzle.

• Absolutely no talking is permitted. There can be no questions.

• Wait for the volunteer to give instructions. Follow the instructions stepñbyñ

step.

• After the volunteer is finished, we will check each puzzle for a winner

before going on to the second round.

Instructions to the Volunteer:

Prepare the volunteer outside the room. Instruct him or her in the following:

• Give the volunteer a copy of the puzzle sheet. Tell him or her to make sure

that the participants cannot see the puzzle sheet.

• Explain that each participant has pieces of the puzzle in the envelope. The

volunteer is to go inside and explain stepñbyñstep how to put together the

puzzle.

• Emphasize that under no circumstances should the volunteer entertain any

questions. There should be absolute silence from the participants. If a question

is asked, the volunteer should ignore it completely and continue.

• Ask the volunteer to stand with his or her back to the group while providing

instructions on how to complete the puzzle.
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Part IV

Guide the volunteer into the room, make sure his or her back is to the group,

and wait while he or she gives the instructions. When he or she has finished,

walk with the volunteer around the room to see if anyone has completed the

puzzle correctly. In all likelihood, no one has done so. Ask the volunteer to

leave the room and await your further instructions. (If by chance a participant

has managed to do the puzzle correctly, congratulate him or her and remove

the participant and the puzzle from the larger group.)

III. Second Round (10 minutes)

Instructions to the Participants:

• The instructions for the Second Round are basically the same. Ask that the

participants follow the volunteerís instructions without looking around them.

They should do their best to complete the puzzle.

• This time, however, the participants are permitted to ask questions and to

speak. They should feel free to ask questions.

Instructions to the Volunteer:

Trainerís note: The instructions for this round are crucial. It is important

to ensure that the volunteer understands not to answer questions.

• This time, the volunteer is permitted to face the group.

• Tell the volunteer that under no circumstances are the participants permitted to ask any questions. No matter what questions are asked or comments

are made, the volunteer should continue without stopping. This is crucial to

the success of the exercise. Make sure that the volunteer understands that

he or she is not to respond to anything that the group says.

Guide the volunteer back into the room. After the volunteer provides directions

to the group, walk around the room with the volunteer to see if anyone has done

the puzzle perfectly. Then escort the volunteer out of the room.

At this point, many of the participants will be frustrated or annoyed. This is part

of the idea. Do not discuss how they feel or entertain any questions. Just continue with the final round of the exercise. Explain that this is their final chance

to complete the puzzle.

IV. Third Round (15ñ20 minutes)

Instructions to the Participants:

• This time, the participants should feel completely free. They may ask any

questions; they may look at the puzzles around them. They should do whatever they need to do to ensure that the puzzle is completed correctly.
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Instructions to the Volunteer:

• This time, the volunteer can feel completely free. He or she may move

freely around the room. He or she may answer all questions, provide examples, and offer words of encouragementówhatever it takes to ensure

that each and every participant successfully completes the puzzle.

V. Processing the Exercise (Approximately

45 minutes)

It is very important to process this exercise well. First of all, thank the volunteer for a job well done. Participants might be angry with the volunteer. Remind participants that the volunteer was following specific instructions.

Reveal the flip chart labeled First Round. Ask the participants to tell you about

some of the problems that came up during the first round. Why was it difficult

to complete the puzzle? What was good about this round? Frustrating? What

would have made it easier to complete the puzzle? How did they feel during

this round? Be sure to check in with the volunteer to see how he or she was

feeling during this round. Ideas might include:

• No way to communicate

• Volunteer not even facing us or looking at us

• No eye contact or encouragement

• Went too fast or did not realize we were not getting the puzzle

• Did not understand any of his or her instructions

Next, unveil the flip chart labeled Second Round. Ask guiding questions about

the second attempt. How was it better this time? Was anything improved? What

were the frustrations? Many of the participants may be angry or frustrated that

the volunteer ignored them during this part of the exercise. What were the

feelings associated with being ignored by the speaker? What does this mean

for communication skills? Remember to check in with the volunteer and to see

how he or she processed this experience. Some ideas generated by the group

might be:

• Asked questions, but was ignored

• Volunteer was not helping us

• We could see his or her face this time, and that helped sometimes

• He or she slowed down because it was clear we were not getting puzzle

• Faced us this time; looked at us; felt more in touch with speaker

Continue with the Third Round. Why was it so much easier to complete the

puzzle this time? List all of the helpful things that happened in this round.

Third Round ideas might include:
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Part IV

• Moved around the room and helped us

• More encouraging, improved body language and eye contact

• Answered our questions; responded to our needs

• Seemed much more friendly and helpful

• We were allowed to help each other; more support

• Thought we knew what the puzzle would turn out to be, but it does not look

like anything

Finally, reveal the Good Communication Skills flip chart or write the title on

the board. Use the exercise to help the group develop a list of good communication skills. Examples:

• Body language, gestures, good eye contact

• Responsive to questions, encouraging attitude

• Important not to assume you know what the person is saying, but to keep

your mind open (corresponds with thinking they knew what the puzzle would

look like in the end)

• Encouraging words or sounds

• Listening skills

• Feedback

Summarize the activity. Point out that good communication skills have an impact on all the other life skills; so, it is important to be conscious of how you

are communicating at all times and to take steps to become a good communicator.

Evaluation

It will be clear from the final brainstorming for Good Communication Skills

whether participants have understood the basics of good communications discussed in this session.

This session was modeled at the Peace Corps/Malawi workshop ìPromoting Sexual Health,î

held in Lilongwe, Malawi, in July 1996.
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COMMUNICATION PUZZLE
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Part IV

COMMUNICATION SKILLS SESSIONS

Session 2:

ASSERTIVENESS: ATTACK AND AVOID

Overview

This session can be used as an introduction to the idea of ìassertiveness.î This

concept may be foreign to most people, so it may be necessary to spend a few

sessions simply focusing on defining the terms ìassertive,î ìaggressive,î and

ìpassive.î This session is the beginning of the creation of these definitions.

Sessions 3 and 4 continue elaborating upon the definitions. Sessions 5 and 6

provide practice.

Time

1 hour, 30 minutes

Objectives

By the end of the session, participants will be able to:

1. Describe the difference between ìattackingî and ìavoiding.î

2. Identify factors that indicate attacking behavior or avoiding behavior.

3. Identify attacking and avoiding aspects of their own behavior or the behavior of those close to them.

4. Describe the emotions involved in being in positions of power or powerlessness.

Materials

Flip charts or board

Markers or chalk
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Delivery

I. Statues of Power (40 minutes)

Trainer note: The exercise may inspire strong reactions, so you should

monitor the group closely and be aware of this possibility. Those with strong

reactions may welcome the opportunity to talk about them, so you may

want to provide for feedback in small groups.

This exercise is meant to stimulate some of the emotions associated with power

and how these emotions affect us.

Divide the group into pairs. Each pair is going to produce a tableau (frozen

image) showing one person in a position of power and the other in a powerless

position. Allow them a few minutes to prepare their first tableau. Then ask

them to change roles (so that the powerful figure becomes the powerless one

and vice versa) and prepare a second tableau.

When they have prepared both tableaux, give each pair the opportunity to show

them to the rest of the group. Ask for quick comments about what people observe. Ask both members of each tableau to express what they are feeling in

one word (proud, scared, humble, and so forth.)

Which of the two positions felt more familiar to participants? Can they relate

any of the emotions they felt to situations in their lives? What did they feel for

the powerless person when they were in the powerful position? Vice versa?

II. Attack and Avoid (40 minutes)

After processing the above exercise, gather everyone into a circle. Ask participants to listen to the list of actions that you are going to read out.

• If they think they do an action often, they should put both hands in the air.

• If they think they do an action sometimes, they should put one hand in the

air.

• If they think they never do an action you mention, they should keep both

hands down.

Trainer note: If you feel participants are ready to be more active, you

could ask them to move to different corners of the training area in response. For example, if they do an action often, stand by the blackboard,

or if they do it sometimes, stand by the windows, and so on.

The actions appear in two columns. Read down the first column first, then the

second. Ask participants to react after each word or phrase.
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Part IV

List of Actions

Attacking Avoiding

Nagging Withdrawal

Shouting Sulking in silence

Persisting (I am right!) Taking it out on the wrong person

Revenge (Iíll get you back) Saying that you are being unfairly treated

Warning (If you donítÖ) Talking behind someoneís back

Interrupting Feeling ill

Exploding Being polite but feeling angry

Sarcastic Feeling low and depressed

Insulting Not wanting to hurt the other person

Correcting Trying to forget about the problem

Next, point out to everyone that the words you read first (in the first column)

are attacking behaviors and the second list are avoiding behaviors. Ask members of the group to reflect for a moment about which set of behaviors they

engage in more often than others.

Brainstorm the word ìattackî and then the word ìavoid.î Ask participants to

call out what each word means for them. Allow a few minutes for each word.

There may be good and bad feelings expressed about each word. Note these

ideas on the flip chart or board.

Then ask participants to think of one personal reason why they would behave

in an attacking or avoiding way. Ask for a few volunteers to describe their

examples to everyone.

Ask participants to consider how ìattackingî or ìavoidingî could be expressed.

What would they say? How would they say it? How would they say it with

their bodies? Note some of these ideas on the flip chart or board.

Ask them to think of one word or phrase that they use when either avoiding or

attacking, whichever is their most frequent behavior. They should consider

how the phrase is said and the body language that goes with it. An example of

avoiding behavior might be, ìWhere are you going?î said in a soft, uncertain

way. This indicates that the questioner is expecting an angry answer (body

language might be hunching the shoulders and turning away). Ask how the

same phrase could be said in an attacking way.

You might point out how the effect of what people say is very much dependent

on what they doótheir body language. With the ìWhere are you going?î example, you could suggest that they try using the phrase while looking straight at

the person with a big smile and speaking with a strong, certain voice. This
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behavior will have a big effect on what they say and the message that is being

communicated. In this example, the participants may find that when they change

their body language, what they actually say is interpreted much more positively.

In groups of three, take turns practicing examples while the other two in the

group offer suggestions about how body language could change to make the

response a positive one rather than an attacking or avoiding one. Try other

examples, including participantsí suggestions, or, ìWhat time are you coming

back?î or ìWhat are you doing?î and so forth.

Evaluation (10 minutes)

Summarize and evaluate the session using some of the following questions:

1. What warning signs can help us recognize and even predict the behavior of

others?

2. What warning signs can we learn to recognize in ourselves that we are

embarking on an avoiding approach? An attacking approach?

3. How can we alter our pattern of reacting and begin to learn a new response?

4. How does it feel to change our body position?

Responses to these questions will give you an indication of the participantsí

understanding of the topic.

Pages 117ñ120 adapted and reprinted with permission of Alice Welbourn and ACTIONAID

from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship

Skills, pp. 183ñ141. © Alice Welbourn and G & A Williams 1995
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Part IV

COMMUNICATION SKILLS SESSIONS

Session 3:

ASSERTIVENESS:

PASSIVE, ASSERTIVE, AGGRESSIVE

Overview

Usually best after Attack and Avoid (Session 2 in Part IV), this session focuses on more specific definitions for ìpassive,î ìassertive,î and ìaggressive.î

Time

2 hours (can be shortened to 1 hour, 30 minutes)

Objectives

By the end of the session, participants will be able to:

1. Define the terms ìpassive,î ìassertive,î and ìaggressive.î

2. Identify passive, assertive, and aggressive behaviors.

Materials

Flip charts or board

Markers or chalk

Handouts: Role Play Number One, Role Play Number Two

Flip charts: Passive Behavior, Assertive Behavior, Aggressive Behavior
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Preparation

Prepare flip chart or board before the session. It is helpful to add a picture to

each word to make the definitions clear. Or, you might prefer to brainstorm the

flip chart with the group during the session.

Prepare the two assertiveness role plays with peer educators or volunteers from

the group before the session. Make sure to rehearse these role plays well prior

to the session.

Delivery

I. The Yes or No Game (20 minutes)

Ask participants to stand up and spilt into two groups. One group should make

a line facing the center of the training area; the others should make a line

facing them. Explain that one group is the ìyesî group and that the only word

allowed is ìyes.î The other group is the ìnoî group, and ìnoî is the only word

allowed. When you say ìgo,î each group needs to try to convince the other, but

can only use the assigned wordóyes or no.

After a minute or so, have the groups change roles; the ìyesî group says ìno,î

and vice versa.

After another few minutes, ask participants to describe how they felt about

doing this exercise. If not mentioned, ask about body language, use of ìattacking or avoidingî stances, laughter, and so forth. Discuss how laughter is also

an important means of expression. Laughter can be a good thing at times, but

at other times it can be very harmful. Ask for examples.

II. Passive, Assertive, Aggressive

(40 minutes)

Ask someone from the group to come up to the front of the room and remind

everyone of the meanings of attacking behavior and avoiding behavior. Write

these ideas on the flip chart or board as the volunteer summarizes the ideas

from Attack and Avoid.

Next, explain that in this session we are going to talk in depth about these

different kinds of behavior. Review the description of ìattacking behaviorî;

point out that we call this type of behavior ìaggressive.î Ask for examples of

aggressive behavior. Refer to some of the examples given in the Attack and

Avoid session.

When it seems clear that the group understands the connection between ìattackingî and ìaggressive,î move on to the ìavoidingî description. Point out

that what we called ìavoiding behaviorî is called ìpassive.î Ask for examples

of passive behavior, perhaps by referring back to those discussed in the Attack

and Avoid session.
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Part IV

Next, remind the group about the feelings associated with both attacking and

avoiding behavior. Ask them to remember how they felt during the Statues of

Power exercise. (It may even be helpful to have one pair come up and remind

the group by showing their tableau from the previous session.) Ask the group

which type of behavior is better. Are either of them the best type of behavior?

Is there another way to act? What would be a better approach to interactions

with each other?

Allow the answers to these questions to lead you to the idea of assertiveness.

Tell the group that it is not necessary for someone to be in the powerful or

powerless positionóin other words, it is not necessary to attack or avoid. Instead, it is possible to reach a balance between those two behaviors. We call

this type of behavior ìassertive.î Ask if anyone from the group can define

assertive behavior.

Finally, reveal the definitions prepared before the session. Review each of the

definitions with the group. Ask participants to give you examples of each type

of behavior.

III. Role Plays (45 minutes)

Explain that we are going to see two role plays to help us fully understand the

differences between passive, assertive, and aggressive behavior. Tell the group

to watch the first role play and try to identify any passive, assertive, or aggressive behavior.

Have the volunteers do the role play.

After Role Play Number One, discuss the following points:

A. Is Pauloís behavior passive, assertive, or aggressive? (Aggressive)

B. Why? What did Paulo do to make you decide he was aggressive? What did

he say? How did he say it? Describe his body language. Answers might

include:

1. Body Languageómoving closer to her and occupying her physical space;

standing ìnose to noseî or with ìhands on hipsî

2. Interrupting

3. Speaking in a loud voice

4. Insulting her by calling her ìchildishî

C. Is Juanitaís behavior passive, assertive, or aggressive? (Passive)

D. Why? What did she do to make you decide she was passive? What did she

say? How did she say it? Describe her body language. Answers may include:

1. Body Languageóhead down, soft voice

2. Giving in to the will of others
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3. Putting herself downóìI know youíll think Iím silly, but Öî

Ask volunteers to do the second role play.

After Role Play Number Two, discuss the following points:

A. Is Tanaís behavior passive, assertive, or aggressive? (Assertive)

B. Why? What did she do to make you decide she was assertive? What did

she say? How did she say it? Describe her body language. Ideas might

include:

1. Spoke in calm, firm voice

2. Discussed her needs; made her feelings clear

3. Checked to see if he was comfortable with her statements

4. Body languageófaced him, looked him in the eye

When summarizing the session, remind the group about some of the issues you

discussed in the Bridge Model session. Ask someone to tell you how

assertiveness might be a helpful life skill.

Evaluation (15 minutes)

A powerful way to evaluate the ideas from this session is to encourage the

group to get back into the Statues of Power pairs and to position themselves

into their attacking or avoiding tableaux. When everyone is ready, suggest that

each pair move from the attacking or avoiding stance to a more assertive posture. Watch as the pairs transform themselves from positions of powerlessness

and power to positions of equality and mutual empowerment.

ìThe Yes/No Gameî was reprinted with permission of Alice Welbourn and ACTIONAID from

Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills,

p. 145. © Alice Welbourn and G & A Williams 1995

Pages 121ñ126 adapted and reprinted with permission of the World Health Organization from

School Health Education to Prevent AIDS and STD: A Resource Package for Curriculum PlannersóStudentís Activities, pp. 38ñ39. © WHO 1994
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PASSIVE BEHAVIOR

• Giving in to the will of others; hoping to get what you want without actually having to say it; leaving

it to others to guess or letting them decide for you

• Taking no action to assert your own rights

• Putting others first at your expense

• Giving in to what others want

• Remaining silent when something bothers you

• Apologizing a lot

• Acting submissiveófor example: talking quietly, laughing nervously, sagging shoulders, avoiding

disagreement, hiding face with hands

ASSERTIVE BEHAVIOR

• Telling someone exactly what you want in a way that does not seem rude or threatening to them

• Standing up for your own rights without putting down the rights of others

• Respecting yourself as well as the other person

• Listening and talking

• Expressing positive and negative feelings

• Being confident, but not ìpushyî

• Staying balancedóknowing what you want to say; saying ìI feelî not ìI thinkî; being specific;

using ìIî statements; talking faceñtoñface with the person; no whining or sarcasm; using body

language that shows you are standing your ground, and staying centered.

AGGRESSIVE BEHAVIOR

• Expressing your feelings, opinions, or desires in a way that threatens or punishes the other person

• Standing up for your own rights with no thought for the other person

• Putting yourself first at the expense of others

• Overpowering others

• Reaching your own goals, but at the sake of others

• Dominating behaviorsófor example: shouting, demanding, not listening to others; saying others are

wrong; leaning forward; looking down on others; wagging or pointing finger at others; threatening;

or fighting.
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ROLE PLAY NUMBER ONE

Paulo has been seeing Juanita for about one month now. He wants her to come to his house; his

parents are not home. Because he often talks about getting into a more physical relationship, Juanita

is feeling pressured to be alone with Paulo. She tries to speak about her feelings a few times, but

Paulo keeps interrupting her. Juanita, her head down, finally says to Paulo, in a soft voice, ìI know

youíll think Iím silly, butÖî Paulo interrupts again, approaches Juanita nose to nose, and says loudly

with his hands on his hips, ìYou are silly, and not only that, youíre childish too!î Juanita hangs her

head down, looks at the ground, and agrees to go to Pauloís house.

ROLE PLAY NUMBER TWO

Tana has been upset with Kamel. When she sees him, she says, ìKamel, I need to talk to you right

now. Could we talk where no one is around?î Moving to another room, Tana sits straight with her

hands on the table and looks Kamel in the eye. She says in a calm but firm voice, ìIíve thought about

your suggestion for our date, but I feel uncomfortable about it. I think we need more time to be close

friends before being alone. I really like you and I know youíd like for us to be alone, but Iím not ready

for that yet. Is that OK with you?î
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Part IV

COMMUNICATION SKILLS SESSIONS

Session 4:

ASSERTIVENESS: ASSERTIVE MESSAGES

Overview

This session follows Passive, Assertive, Aggressive (Session 3 in Part IV).

It is a continuation of that idea and builds on what participants have learned. In

this session, the group will discuss how to formulate and deliver an ìassertive

message.î

Time

Approximately 2 hours

Objectives

By the end of the session, participants will be able to:

1. Identify the steps to an assertive message.

2. Develop assertive messages for a variety of situations.

Materials

Flip charts or board

Markers or chalk

Handouts: Steps to Deliver an Assertive Message and Assertiveness Scenario Cards (each numbered statement is a separate card)

Flipchart: Steps to Deliver an Assertive Message

Preparation

Prepare the scenarios on cards or small sheets of paper before the session.

Prepare the Steps to an Assertive Message flip chart.
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Delivery

I. Opening a Fist (25 minutes)

Explain the following to participants, acting it out as you say it: We have seen

how our body language can influence other peopleís responses to us. For instance, if someone is acting aggressively towards us, he or she may be leaning

toward us, with clenched fists. By changing our body language, we can improve the situation. For instance, if we are sitting down, we can relax our shoulders, uncross our arms, open our palms upwards, uncross our legs, hold our

heads straight, look right at the aggressive person. All of these changes help to

create a more balanced response in the aggressive person.

Now ask participants to divide into pairs. First, one will act as the aggressive

person and the other will act as the assertive person; then they will switch

roles. The aggressives must hold their hands up in a very tight fist and feel

very angry. The assertives must try to persuade or convince the aggressives to

undo their fists.

The assertives should use all their skills to persuade the aggressives to calm

down and to open their fists. The assertives and the aggressives must not touch

each other, but the assertives can say or do anything that they think will work

to calm down the aggressives and persuade them to open their fists. If the

aggressives think that the assertives have done a good enough job, they may

open their fists, but they must not give in too easily!

Give the pairs eight minutes each to try out their assertiveness skills on each

other. See by a show of hands how many people managed to persuade their

partners to open their fists. Praise and encourage everyone and explain that

this gets easier with practice.

II. Assertive Messages (40 minutes)

Spend some time in the beginning reviewing the definitions of passive, assertive, and aggressive, and summarize the activities from the first two sessions

on assertiveness. Make some connections between this assertive behavior and

building the bridge to a positive, healthy life. Assertiveness is one of the most

important life skills. An assertive person is able to fully use good communication skills, selfñrespect, and personal strength to create healthy relationships

with other people. But to be assertive you must first learn the skills. The first

time you do this, it will be difficult. As you practice, it will be easier and feel

more natural. Explain that you have summarized these skills into four steps for

making an assertive message.

Hang on the wall or uncover the flip chart Steps to Deliver an Assertive Message. (It is helpful to write the steps on the board or flip chart, and then fill in

a message for each step.) Explain the situation at the top, and then go stepñbyñ

step through the process. Act out the ìmessages.î Remind the group that body

language and tone of voice may be just as important as the messages that are

sent. Make sure everyone is clear on the steps before proceeding.
PART IV: COMMUNICATION SKILLS

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Part IV

Next, use the following scenario to develop assertive messages with the whole

group. This will help the group to understand the steps and prepare them for

the pair work to follow.

The Situation

Aaron and Frank are good friends. Aaron has a partñtime job and he has

loaned money to Frank on several occasions. Lately Aaron has noticed that

Frank is becoming slower to pay the money back. Aaron decides to discuss

this matter with Frank and to ask Frank to pay the money back sooner.

After reading the situation aloud and making sure it is clear, go through each

step with the group and ask for suggestions on the ìmessages.î

III. Creating Our Own Assertive Messages

(1 hour)

Explain that it is time to try to create our own assertive messages. This may be

awkward at first, but will become easier with practice. Split the group into

pairs. Give each person a different scenario card. (Each pair will have two

scenariosóone each.) After reading the situation, each person will write out

assertive messages following the steps on the board or flip chart. Then each

person will share the messages with their partnersógetting any advice and

making any changes that they might decide together. Lastly, the pair will act

out each situation with each other and practice delivering their assertive messages.

Make sure you go around to each pair to ensure that the instructions are clear.

Assist people as needed. Allow at least 30 minutes for this part of the exercise.

After each pair practices two different situations, invite interested pairs to come

up in front of the group and act out their assertive messages. Use these situations to spark discussion and create many different approaches to these assertive messages.

Summarize the activity at the end of the session.

Evaluation

You will be able to evaluate the effectiveness of this exercise based on the role

plays and discussion at the end of the session. These final activities will give

you some idea about whether participants are beginning to master the skills

necessary for assertive behavior.

ìThe Opening a Fist Activityî is reprinted with permission of Alice Welbourn and ACTIONAID

from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship

Skills, pp. 155ñ156. © Alice Welbourn and G & A Williams 1995

Pages 127ñ131 adapted and reprinted with permission of the World Health Organization from

School Health Education to Prevent AIDS and STD: A Resource Package for Curriculum PlannersóStudentsí Activities, pp. 41 and 43. © WHO 1994
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PEACE CORPS

Description

State how you feel about thebehavior or problem. Describethe behavior or problem thatviolates your rights or disturbsyou.State clearly what you wouldlike to have happen.Invite the other person toexpress his or her feelings orthoughts about your request.The other person indicates his orher feelings or thoughts aboutyour request.If the other person agrees withyour request, saying ìthanksî isa good way to end the discussion.

PARTICIPANT HANDOUT PAGE 1 OF 1Steps 1. Explain your feelings and the problem

2 Make your

request

3. Ask how the

other personfeels aboutyour request

Answer4. Accept with

thanks

STEPS TO DELIVER AN ASSERTIVE MESSAGE

Aaron and Frank are good friends. Aaron has a partñtime job and he has loaned money to Frank on several occasions. LatelyAaron has noticed that Frank is becoming slower to pay the money back. Aaron decides to discuss this matter with Frank and toask Frank to pay the money back sooner.

Messages

ìI feel as if Iím being usedwhen I lend you money anddonít get it back in goodtime.îìI would like it better ifwhen you borrow moneyyou would give it back assoon as possible.îìIs that OK with you?îìYes, I guess youíre right.Iím not too good at gettingmoney back right away, butIíll return it sooner nexttime.îìThanks for understanding.Letís go and listen to somemusic.î

Words you might say Ö

ï ìI feel frustrated when Öîï ìI feel unhappy when Öîï ìI feel Ö when Öîï ìIt hurts me when Öîï ìI donít like it when Öîï ìI would like it better ifÖîï ìI would like you to Öîï ìCould you pleaseÖîï ìPlease donít Öîï ìI wish you would Öîï ìHow do you feel about it?îï ìIs that OK with you?îï ìWhat do you think?îï ìIs that all right with you?îï ìWhat are your ideas?îThe other person responds.ï ìThanks.îï ìGreat, I appreciate that.îï ìIím happy you agree.îï ìGreat!î

Reprinted with permission of the World Health Organization from School Health Education to Prevent AIDS and STD: A Resource Package for CurriculumPlanners ó Studentsí Activities, p. 40 © WHO 1994
PART IV: COMMUNICATION SKILLS

 131

Part IV

PARTICIPANT CARDS

(EACH NUMBERED STATEMENT IS A SEPARATE CARD)

ASSERTIVENESS SCENARIO CARDS

1. A person of the opposite sex asks you to go to a party with him or her. You donít know anyone who

is going, which makes you feel a little uncomfortable. You have also heard that this person uses

drugs and does not have a very good reputation at school. You decide to be assertive and say no.

2. You are talking to a number of your friends. Most of them have had sex and are teasing you about

the fact that you have not. One member of the group hurts your feelings by saying something

inappropriate. You decide to make an assertive reply.

3. You decide to get your ears pierced. Your friend tells you that you can get it done at a place in

town. You go to the place, but it does not look very clean. You have heard about HIV/AIDS and

unclean needles. You decide to ask the person if the needles are clean and to see the equipment

used for cleaning. The person wonít show you, but insists that the shop is very clean and safe. The

person urges you to get the procedure done. You decide to say no assertively.

4. A friend of your family asks if you want a ride home after school. You do not feel very good about

this person, and you feel uncomfortable about the situation. You decide to be assertive and refuse

the ride.

Trainer note: These situations, like many in this manual, are really youthñoriented. Be sure to

adapt them or create your own if you are working with other groups. For example, if you are

working with womenís groups, you might do some scenarios about being assertive with a husband in a household situation.
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132 PEACE CORPS

COMMUNICATION SKILLS SESSIONS

Session 5:

ASSERTIVENESS/PEER PRESSURE:

RESPONDING TO PERSUASIONóPART I

Overview

In previous sessions, we have addressed the issue of assertiveness and provided

techniques to help participants deliver an assertive message. But assertiveness

is not always so easy. Other people will not always agree with you when you are

assertive. In fact, they may interrupt you, get you off the topic, or try to persuade you to do something you do not want to do. Therefore, it is important to

learn how to respond to such attempts at persuasion.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. List six techniques often used to persuade others.

2. Identify possible responses to persuasion.

Materials

Tape

Handout: Persuasion Role Play, Large Persuasion Cards, Small Persuasion

Cards
PART IV: COMMUNICATION SKILLS

 133

Part IV

Large Persuasion Cards

(each word or phrase is a separate card)

ìArgueî ìNo Problemî ìPut You Downî

ìReasonsî ìThreatenî ìGetting Off the Topicî

Small Persuasion Cards

(each phrase is a separate card)

ìYouíre just afraid.î ìYou owe me.î

ìWhy not? Everyoneís doing it!î ìWhat do you think can happen?î

ìYou know that I love you.î ìDo it or goodbye.î

ìIíll find someone else who will.î ìI can hurt you if you donít.î

ìNothing will go wrong.î ìDonít worry.î

ìIíll take care of everything.î ìIíve got it all handled.î

ìArenít you grown up enough to ìYou canít get pregnant if you just

do this?î have it once.î

ìBut weíre getting married anyway.î ìYouíre old enough now.î

ìYou have nice eyes.î ìI like you when youíre angry.î

ìWhat do you know about...anyway?î

Preparation

Prepare large and small cards before the session. Put tape on the back of each

card. Prepare and rehearse the role play with peer educators or volunteers from

the group.

Delivery

I. Persuasion Categories (1 hour)

Indicate that the group will take a look at the different ways people might try to

get you off your topic (the assertive message) or refuse to accept your assertive

message.

Tape the prepared Large Persuasion Cards at different points along a blank

wall. Review each card and discuss how people can use the technique to convince, persuade, or distract from assertive messages.

Next, hand one Small Persuasion Card to each participant. In turn, all members

of the group should stand up, read the statement on their cards, explain the

possible categories where the statement might belong, and tape the statement to

the wall underneath an appropriate category. Use this short exercise as a way to
LIFE SKILLS MANUAL

134 PEACE CORPS

identify the types of persuasion someone might use to change someoneís assertive message. (You can also refer to the Best Response Game (Session 1 in Part

VI) if you have already played it. The ìpressure linesî were examples of persuasion, and the game gave practice in responding to such types of persuasion.)

Persuasion Categories

Put you Down: ìYouíre just afraid.î

ìArenít you grown up enough to do this?

Argue: ìWhy not? Everyoneís doing it!î

ìWhat do you think can happen?î

ìWhat do you know about Ö anyway?î

Threaten: ìDo it or goodbye.î

ìIíll find someone else who will.î

ìI can hurt you if you donít.î

No Problem: ìNothing will go wrong.î

ìDonít worry.î

ìIíll take care of everything.î

ìIíve got it all handled.î

Reasons: ìBut weíre getting married anyway.î

ìYou canít get pregnant if you have it just once.î

ìYou owe me.î

ìYouíre old enough now.î

Getting Off the Topic: ìYou have nice eyes.î

ìI like you when youíre angry.î

ìYou know that I love you.î

When the different statements are on the wall and the group seems to understand

the idea of persuasion, move on to some strategies to deal with these types of

pressure.

On a flip chart or on the board, write ìWhat do you say when someone tries to

get you off the topic?î Brainstorm with the group some statements to use if

someone is making distracting statements, trying to change the subject, or trying to get them off topic. Possible suggestions might be:

1. ìPlease let me finish what I am saying.î

2. ìPlease donít stop me until Iím finished.î

3. ìThatís fine, but please listen to what I have to say.î

4. ìI know you thinkÖ, but let me finish what I was saying.î

5. ìThank you, butÖî

Next, go through the same process with the following question: ìWhat do you

say when someone tries to persuade you (change your mind, convince you)?î
PART IV: COMMUNICATION SKILLS

 135

Part IV

Once you have brainstormed a list of suggestions, you may wish to group them

into three categories: refuse, delay, or bargain.

What do you say when someone tries to persuade you?

Refuse Say no clearly and firmly, and if necessary, leave.

• ìNo, no, I really mean no.î

• ìNo, thank you.î

• ìNo, noóI am leaving.î

Delay Put off a decision until you can think about it.

• ìI am not ready yet.î

• ìMaybe we can talk later.î

• ìIíd like to talk to a friend first.î

Bargain Try to make a decision that both people can accept.

• ìLetís do Ö instead.î

• ìI wonít do that, but maybe we could do Öî

• ìWhat would make us both happy?î

II. Persuasion Role Play (1 hour)

To illustrate the above ideas, have your peer educators (or other volunteers)

perform their preñrehearsed role play. Explain that you are about to see a role

play in which someone is trying to deliver assertive messages, while the other

person is trying to persuade the person or move off the topic. The group should

watch for the steps to delivering an assertive message in the role play, and should

also notice whether the person is defending with ìRefuse,î ìDelay,î or ìBargainî techniques. The short role play will be shown three times, using all three

strategies.

Make sure that the participants are clear about the different steps used during

the conversation in the role play. Have them name the steps to you, referring

back to Assertive Messages (Session 4 in Part IV).

Summarize the activities at the end of the session. If you intend to move on

Responding to PersuasionóPart II (Session 6 in Part IV) inform the students

that you will be exploring these ideas further in the next session.

Evaluation

The responses to the role play provide an excellent opportunity to evaluate the

success of the previous exercises. Participantsí understanding of the subject

matter should be clear from their recollection of the Steps to Deliver an Assertive Message, and their discussion about how to respond to persuasion in the

role play.

Pages 132ñ136 adapted and reprinted with permission of the World Health Organization from

School Health Education to Prevent AIDS and STD: A Resource Package for Curriculum

PlannersóStudentsí Activities, pp. 44ñ45. © WHO 1994
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136 PEACE CORPS

PARTICIPANT HANDOUT

PAGE 1 OF 1

PERSUASION ROLE PLAY

Your older brother is supposed to give you a ride home. You meet him but he is staggering and slurring

his words. You feel that he has had too much to drink and it would not be wise to drive with him. He tries

to persuade you to go with him. You will do the role play three times, each time using a different ending:

refuse, delay, or bargain.

Work together to come up with a short role play to show this situation. Use the following kinds of

statements in your role play.

Sister: ìI feel scared about driving with you when you have been drinking.î

Brother: ìWhat do you know about drinking anyway?î

Sister: ìPlease let me finish what I am saying. I donít want to drive home with you and I really

donít think you should be driving. What do you think? Will you please not drive home?î

Brother: ìHey, Iím fine. You have nothing to worry about.î

Sister: (three alternative endings)

Refuse: ìI donít agree and Iím not going with you. So goodbye.î (You leave.)

Delay: ìLetís go for a walk and talk about it.î

Bargain: ìWhy donít you leave the vehicle here and weíll walk home together?î
PART IV: COMMUNICATION SKILLS

 137

Part IV

COMMUNICATION SKILLS SESSIONS

Session 6:

ASSERTIVENESS/PEER PRESSURE:

RESPONDING TO PERSUASIONóPART II

Overview

This session builds on Assertive Messages (Session 4 in Part IV), adding steps

for responding to persuasion as part of the process. The session focuses on

assertive responses to persuasion.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. List the steps for responding assertively to a persuasive message.

2. Identify strategies for refusing, delaying, and bargaining.

Materials

Flip chart or board

Markers or chalk

Flip chart: Revised Steps to Delivering an Assertive MessageóResponding to

Persuasion

Handouts: Persuasion Scenario Cards (each numbered statement is a separate

card)
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138 PEACE CORPS

Preparation

Write the steps on a flip chart or on the board before the session. Also prepare

scenarios on cards or small sheets of paper; each numbered statement is a separate card.

Delivery

I. Revised Steps to Delivering an Assertive

MessageóResponding to Persuasion

(1 hour)

Spend a few moments in the beginning of the session reviewing the previous

discussions about assertive behavior, assertive messages, and persuasion. Make

sure the group remembers the ideas of refusing, delaying, and bargaining when

trying to resist persuasion.

Reveal the Revised Steps to Deliver an Assertive Message. Go stepñbyñstep

through the process. Act out the ìmessages.î Point out the changes made to our

original steps to include the response to persuasion. Make sure everyone is clear

on these steps before proceeding.

Next, use the following situation to develop assertive messages with the whole

group. This will help the group to understand the new steps and prepare them

for the pair work that will follow. After reading the situation and making it

clear, go through each step with the group and ask for suggestions on the ìmessages.î It is helpful to write the steps on the board or flip chart, and then fill in

a message for each step.

The Situation

You are alone with your boyfriend at his house. It is getting late and he lives

quite a distance from your home on a deserted road.

He is usually very gentle but tonight he has been drinking beer. He becomes

quite aggressive with his demands for sex. He interrupts you and tries to

talk you into having sex. You refuse, delay, or bargain.

This is a potentially dangerous situation. Which is the safest course of action?

If you simply refuse, will you be putting yourself in danger? What else could

you do? Some ideas might include:

1. If his parents are coming home soon, you might use delaying tactics until

they arrive.

2. You might bargain with him by indicating that you might consider being

with him sexually soon, but only if he does not approach you when he is

drinking.

3. You might delay by discussing the fact that he is drinking and the effect that

seems to be having on his behavior.
PART IV: COMMUNICATION SKILLS

 139

Part IV

4. You might bargain with him to lie in bed while you ìget ready.î Then stay in

the toilet until he falls asleep.

5. If you are feeling in danger, you might pretend to go to the toilet, but run to

a neighbor instead.

II. Persuasion Scenarios (1 hour)

Next, we will practice defending our assertive messages when confronted with

distracting or persuasive statements. Split the group into pairs. Give each pair

one situation card. (Each pair will have a different situation.)

The pair will decide together on how to handle the situation using the steps we

have reviewed. They will decide whether they would refuse, delay, or bargain,

and they should think about the assertive statements they could use in the situation. Lastly, the pair will act out the situation with each other, practicing and

delivering their assertive messages. After one person gives a successful assertive message, the pair should change roles so that the other person has a chance

to practice responding to persuasion.

After each pair has practiced both roles, invite interested pairs to come up and

act out their assertive messages in front of the group. Remember to review the

responses to persuasion and discuss the strategies used. Summarize the activity

at the end of the session.

VariationsóNegotiating Condom Use

The same exercise can be adapted to a session on negotiating condom use. Create a list of persuasive lines someone might use to keep from using a condom

during sex. Follow the same Steps for Delivering an Assertive Message, and

have the group practice delivering that message and responding to persuasion.

You can think of many situations.

Here are some samples:

ìWeíre both cleanÖwe donít need to use a condom.î

ìI still donít want to have sex with a condom. Itís not natural.î

ìIíd be embarrassed to use a condom.î

ìI donít want to use a condom. I donít like condoms.î

ìI donít have a condom. Letís do it just this once.î

ìYour chances of getting a disease doing it just once are about zero.î

ìA condom would make it so awkward.î

ìItís like eating a sweet in the wrapper.î

ìThey spoil the mood.î

ìThey donít feel good.î
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140 PEACE CORPS

ìYou think I have a disease.î

ìThey have HIV in them.î

ìThey make me feel dirty.î

ìYouíre already protecting yourself from pregnancy.î

ìIíd be too embarrassed to get them from the health center.î

ìItís against my religion.î

Evaluation

To evaluate the effectiveness of this method, observe the strategies used by each

pair to respond to persuasion in each situation.

Pages 137ñ142 adapted and reprinted with permission of the World Health Organization from

School Health Education to Prevent AIDS and STD: A Resource Package for Curriculum

PlannersóStudentsí Activities, pp. 46ñ49. © WHO 1994
PART IV: COMMUNICATION SKILLS

 141

Part IV

WORDS YOU MIGHT SAY

• ìI feel frustrated when Öî

• ìI feel unhappy when Öî

• ìI feel Ö when Öî

• ìIt hurts me when Öî

• ìI donít like it when Öî

Other person tries to get you off topic.

• ìPlease let me finish what I was saying.î

• ìIíd like you to listen to what I have to say Öî

• ìI would like it better if Öî

• ìI would like you to Öî

• ìCould you please Öî

• ìPlease donít Öî

• ìI wish you would Öî

• ìHow do you feel about that?î

• ìIs that okay with you?î

• ìWhat do you think?î

• ìIs that all right with you?î

Other person tries to get you to change your

mind.

• ìNo, I really mean no.î

• ìNo, and Iím leaving.î

• ìNo, I am not going to do that.î

• ìIím not ready nowómaybe later.î

• ìMaybe we can talk later.î

• ìIíd like to talk to a friend.î

• ìLetís do Ö instead.î

• ìHow about if we try Öî

• ìWhat would make us both happy?î

PARTICIPANT HANDOUT

PAGE 1 OF 1

REVISED STEPS TO DELIVERING AN ASSERTIVE

MESSAGE: RESPONDING TO PERSUASION

STEPS

1. Explain your feelings and the problem.

2. Distracting Statements

3. Get back on topic.

4. Make your request.

5. Ask how the other person feels about

your request.

6. Persuasive statement

7. REFUSE

DELAY

BARGAIN
LIFE SKILLS MANUAL

142 PEACE CORPS

PARTICIPANT CARDS

(EACH NUMBERED STATEMENT IS A SEPARATE CARD)

PERSUASION SCENARIO CARDS

1. Your friend wants you to skip school and go somewhere to drink alcohol. He tells you a whole group is

going. He says, ìYou are afraid, arenít you?î You got caught off the school grounds last month and do

not want to get caught again. You decide to tell him you donít want to go.

2. Your parents are away and you invite a friend of the opposite sex over to study. After doing the homework he or she grabs you and tries to kiss you. You push him or her away but he or she says, ìCome on,

you didnít invite me over just to do homework.î You take a firm stand so it will not happen again.

3. Your boyfriend or girlfriend thinks it is time to have sex. You love him or her but you feel that sex before

you are ready is wrong. Your boyfriend or girlfriend says, ìYouíre just scared. If you really loved me,

youíd show it.î Although you are afraid it will end the relationship, you decide to tell him or her that

you are just not ready.
PART V: DECISIONñMAKING SKILLS

 143

Part V

PART V:

DECISIONñMAKING SKILLS
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144 PEACE CORPS
PART V: DECISIONñMAKING SKILLS

 145

Part V

DECISIONñMAKING SKILLS SESSIONS

Session 1:

STEPS IN MAKING A GOOD DECISION

Overview

This session is an introduction to decisionñmaking skills. The exercise invites

participants to create one possible framework to explore when making decisions.

Time

1 hour, 30 minutes

Objectives

By the end of the session, participants will be able to:

1. List some steps in making a decision.

2. Describe some of the important factors to consider in decisionñmaking.

Materials

Flip charts or board

Markers or chalk

Handout: DecisionñMaking Scenario Cards (each numbered statement is a separate card)

Preparation

Prepare the scenario cards before the session.
LIFE SKILLS MANUAL

146 PEACE CORPS

Delivery

I. Small Group Work (30ñ45 minutes)

It is important to spend some time discussing the link between good decisionñ

making and avoiding risk activity. It can be helpful to refer back to the Bridge

Model and the role play with Rita and Lucy.

What steps might young people take if they have to decide something crucial?

What should they do first? Next? Should they seek advice? From whom?

In trying to devise a list of steps in making a sound decision, it may be helpful to

put ourselves in the position of someone about to make an important decision.

The idea behind this exercise is to imagine that we are about to make an important decision, to work through the process that we might use to come up with

ideas towards that decisionñmaking, and finally, to list the steps that we might

take in making that decision.

Trainer note: You may wish to emphasize that the actual decision the groups

reach is less important than understanding the process someone might go

through to make such a decision and the factors to be considered.

Divide the participants into small groups. Give each group one card with one

decisionñmaking scenario on it. The groups should do the following:

1. Discuss the situation.

2. In trying to make the decision, what should the people in the scenarios do

first?

3. List the steps that the people should take in trying to reach their decision.

4. Finally, as a group, discuss the situation and make a decision for the scenario on the card.

5. On the flip chart or part of the board, write the steps to making a decision,

what decision the group would make for the scenario, and the reasons for

the final decision.

II. Steps in Making a Decision (45 minutes)

Have each group present its ideas to the larger group. Discuss each situation in

turn. After all groups are finished, summarize the decisionñmaking process and

help consolidate all group ideas into one list of Steps in Making a Decision.

Trainer note: Some suggestions from past groups include the following:

Stop.

Take some ìtime out.î

Define the problem.
PART V: DECISIONñMAKING SKILLS

 147

Part V

Think about the situation.

Seek advice from others.

Listen to the advice given.

Pray.

Consider family values and personal values.

Consider cultural practices and religious beliefs.

Consider all of the options or alternatives available.

Imagine the consequences and possible outcomes of each option.

Consider the impact of actions on other people.

Choose the best alternatives.

Make the decision.

Act on the decision.

Accept responsibility for your actions.

It is very useful to emphasize the final point on this listóaccepting responsibility for your actions. Young people should learn early that each of their actions

comes with a consequence; and that, after being given the opportunity to make a

decision and choose, they must accept responsibility for the choices they make.

This is the very essence of what it means to be an adult.

A powerful followñup exercise to this session is to give the following outñofñ

session assignment (especially for those groups keeping a journal). Ask participants to think about all of the decisions past and present which are affecting

their lives. They will then make the following three lists:

• Decisions that have been made for me (past)

• Decisions I have made for myself (now)

• Decisions I will have to make in the future

Encourage the participants to write down all kinds of decisions regardless of

how large or how small. After making these lists, encourage the participants to

think about all of these decisions and how they have affected or are affecting

their lives.

Adapted from a ìDecisionñMaking Skillsî exercise from the Peace Corps/Malawi ìPromoting Sexual Health Workshop,î August 1996

Homework assignment adapted and reprinted with permission of UNICEF Harare from Think

About It! An AIDS Action Programme for SchoolsóForm 1, p. 33. © UNICEF Harare 1995
LIFE SKILLS MANUAL

148 PEACE CORPS

PARTICIPANT CARDS

(EACH NUMBERED STATEMENT IS A SEPARATE CARD)

DECISIONñMAKING SCENARIO CARDS

1. You are a 15ñyearñold girl living in a small town. You are taking care of four younger siblings, and

you cannot find money for food. You have a friend near the market who has been offering you nice

gifts and buying some food for you. Recently, he has suggested that you should meet together at a

resthouse (inn or motel). What will you do?

2. You are a 20ñyearñold man, and you have recently married. You and your wife are students at the

university. You want to start a family, but you also want to finish your degrees and get jobs. Your

wife has suggested using something to prevent pregnancy.

3. You are a 38ñyearñold woman, and you have seven living children. You really do not want to get

pregnant again, but your husband is opposed to using anything to prevent pregnancy.

4. You and your boyfriend are in love and you plan to be married. You have been abstaining from sex

until after you get married, but it is becoming harder and harder to abstain as time passes. Lately,

your boyfriend has been suggesting that you have sex now. After all, you are truly committed to

each other and are getting married anyway.

5. You are a 17ñyearñold girl in secondary school. Your antiñAIDS club has been very active lately,

and you have been thinking a lot about AIDS. You think that your past experiences may have put

you at risk to be HIV positive, but you are afraid to know for sure. A close friend has suggested that

you get an HIV test.

6. You are a 36ñyearñold teacher at a primary school. Your husband is teaching at a secondary school,

and you have been married for 16 years. You have five older children, and you are in the hospital for

a month with complications from delivering your sixth child. While you are in the hospital, your

husband takes a second wife. You have always agreed that you would be his only wife, and you are

shocked and upset at his decision.

7. You are a 20ñyearñold boy just entering the final grade in secondary school. Your father died several years ago, and your uncle has paid your school fees for the last few years. Your uncle has just

died, and now there is no one to pay for your final year in school. You are hopeful that you can get

a placement at university if you are able to take the college entrance exams. But because there is no

money for school, you are considering trying to find some work for a few years and returning to

school later.
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Part V

DECISIONñMAKING SKILLS SESSIONS

Session 2:

JUST BETWEEN US

Overview

This is a good followñup to the introductory session, Steps in Making a Good

Decision (Session 1 in Part V). It provides a forum for practicing making decisions and also sparks debate about important topics in the community. If there

is a particular issue in your area or school, you may wish to create a different

role play that addresses that issue.

Time

Approximately 2 hours

Objectives

By the end of the session, participants will be able to:

1. Identify important factors in making a decision.

2. Describe the link between values and decisionñmaking.

Materials

Handout: Role Play Cards (each numbered situation is a separate card)

Preparation

Write out the role play situations on paper or cards. Each numbered situation is

a separate card.
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Delivery

I. Small Group Work (1 hour)

Divide the group into two smaller groups. Explain that we are going to practice

using our decisionñmaking and thinking skills in a debateñstyle role play. Give

each group one role play situation.

Give the groups time to come up with their role plays. They should be thinking

first of what decisions they would make in these situations and how they will

end their role play. These are difficult issues; so encourage a great deal of discussion among the groups before they decide on what the outcome of their situation will be.

II. Role Plays and Debate (50 minutes)

Each group performs its role play for the other group. After each role play,

process the exercise with some of the following questions:

1. Do we all agree with the decision that was made?

2. Does anyone think the situation should have ended differently? How?

3. What values were at work in arriving at these decisions?

In summarizing the activity, point out that decisionñmaking is not always an

easy process. Personal values play a large part in the decisions we make, and if

we go against those values, it can lead to feelings of guilt and confusion.

Evaluation (10 minutes)

Reinforce the Steps in Making a Good Decision session (Session 1 in Part V)

by inviting participants to tell you what steps their groups took in making these

decisions.

Pages 149ñ151 adapted and reprinted with permission of UNICEF Harare from Think About

It! An AIDS Action Programme for SchoolsóForm 3, p. 17. © UNICEF Harare 1995
PART V: DECISIONñMAKING SKILLS

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Part V

PARTICIPANT CARDS

(EACH NUMBERED SITUATION IS A SEPARATE CARD)

ROLE PLAY CARDS

1. A month before exams, Ivan tells Misha he has some important information for him if he promises

to keep it secret. Misha is curious and agrees. Ivan says he knows how to get the history exam in

advance. His brother has a friend who has a friend who works in the Ministry. This person is selling

examination papers secretly. Ivan says two classmates have already bought papers. He wants Misha

to buy one too. Misha feels frightened and angry. He does not believe in cheating. He thinks Ivan

and the others should be reported to the teacher, but he promised to keep it a secret. Now he doesnít

know what to do.

Decide what Misha is going to do. Then create a role play acting out the situation and showing the

reactions of all of Mishaís friends to his decision.

2. A doctor had a patient whom she knew well. The patient was ill and the doctor thought he might

have HIV. She sent him for a blood test, which came back positive. The doctor knew the patient had

several girlfriends and advised him to tell them so they could protect themselves. The patient became angry and told her to mind her own business. His girlfriends must not find out.

The doctor worried a lot about this. She knew doctors should not discuss their patientsí illnesses but

she knew her information could save peopleís lives. She decided to break the rule of confidentiality

and inform the girlfriends. The patient was very angry and took the doctor to court because she had

broken her oath of confidentiality.

Act out the court case. Present the patientís case and then allow the girlfriends to take the stand.

Appoint someone as judge. Do you find the doctor guilty of breaking her professional code of

confidentiality? Take a group vote on the verdict.
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DECISIONñMAKING SKILLS SESSIONS

Session 3:

EXCHANGING STORIESóROLE MODELS

(ìTHE PERSON I ADMIREî)

Overview

This session provides participants with an opportunity to clarify the characteristics and qualities they admire and seek to emulate. By visualizing the person

they want to become, participants are encouraged to set personal goals for their

lives.

Trainer note: This exercise can be adapted for a number of different types of

sessions, and is especially effective as part of a Peer Educator training. (See

Variations at end of session.)

Time

1 hour to 1 hour, 30 minutes

Objectives

By the end of the session, participants will be able to:

1. List the characteristics or qualities they most admire in others.

2. Identify qualities they wish to develop in themselves.

Materials

Flip charts or board

Markers or chalk
PART V: DECISIONñMAKING SKILLS

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Part V

Delivery

I. Exchanging Stories (30ñ45 minutes)

Introduce the session by referring back to the Bridge Model. Suggest that in

building the ìme you want to beî you probably want to think about the qualities

of a strong, healthy person. To begin a discussion about building a positive,

healthy life as a strong, motivated person, we are going to do an exercise called

ìExchanging Stories.î

Write the term ìrole modelî on the flip chart or board. Ask the participants to

brainstorm the meaning of the term. After listing their suggestions, discuss the

ideas and arrive at something like this for a definition: ìSomeone whose example you follow in your lifeî or, ìSomeone you admire and wish to be like.î

Ask participants to think about the person that they most admire in the world.

Who is their role model? Who would they most want to be like? It can be a

famous person or someone that they know personally. It can be from anywhere

in the world, or at any time in history.

Give the participants a few moments to think quietly about the person they will

choose. Then tell each participant to turn to a partner. One person should share

the life story about the person he or she most admires. After about five minutes,

direct the pair to change roles so that both people get a chance to tell their

stories.

Next, ask each pair to choose one of their two stories to share with others.

Each pair will then join with another pair for a total of four people. Two stories

will be toldóone from each pair.

After the two stories are told, each group of four will again pick the one story

that they most want to share with the others. They will then join with another set

of fouróeach set of four telling one story. Continue in this way, adding two

groups together, until you are finally left with two or three groups only (this will

depend on the number of participants).

Finally, have one representative of each of the remaining groups stand up and

tell the large group the story of their choice for a role model. Two or three

stories will be toldóone from each of these larger groups.

II. Qualities We Admire (Approximately

30 minutes)

Use a blank sheet of flip chart paper or write on the board to process this exercise. Ask the participants to reflect on all of the stories told. What qualities do

these role models share? What do they have in common? What makes us admire

these people? How are they alike? Write each response on the flip chart. Ideas

might include:

• Honest
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• Reliable or dependable

• Started with nothing but became successful

• Support many people in the family or community

• Active in the church and community

• Pays attention to the needs of others

Discuss with the group the importance of role models such as the people they

admire. Are you working hard to develop these same qualities in yourselves?

Can watching these role models help you to the right path and help you to avoid

dangerous situations that might compromise your own goals? Suggest that this

is the time in life to start developing those qualities to become strong, healthy,

happy adults.

Evaluation (15 minutes)

Invite all participants to state one thing that they will do to become more like the

person they admire.

Variations

In a Peer Educator Training

Point out that because they were chosen as peer educators, they will be looked

to as role models by the other young people in their community or school. Discuss with them what a responsibility that is, and the importance of taking this

responsibility seriously and modeling good behavior for the other students to

follow.

In a Girlsí Club Training or any AllñGirl Environment

It is effective to adapt this exercise from ìRole Modelsî to ìWoman I Admire.î

Instead of discussing a person one admires or wishes to be like, the young women

can discuss the woman they admire or wish to be like. This can be an incredibly

empowering exercise for the girls, as it gives them a chance to reflect on the

strong, powerful women in their livesósomething they probably do not do very

often.

As an Introduction to the Topic of HIV/AIDS

This technique can also be an effective introduction to the ìImpact of AIDS.î In

the beginning of the session, discuss the fact that many of us have been personally affected by HIV/AIDS. We all have our own personal stories to share about

HIV/AIDS and the impact it has had on our lives. Stress that we are not talking
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Part V

about the life of the nation or any other part of the community, but on the personal lives of each and every one of us in this room. Perhaps we know someone

who has died; perhaps we are infected ourselves; maybe we are taking care of

orphans in our home; perhaps we have changed our behavior due to the threat of

HIV/AIDS; perhaps it has been the focus of our work. In some way, each of us

has had some personal exposure to this disease.

Participants should take some time to think about how HIV/AIDS has affected

them personally. Proceed with the rest of the exercise using the same technique

outlined above. When processing, use the personal stories to make connections

to the wider impact that HIV/AIDS has had on the individual, the community,

and the entire nation.

The ìExchanging Storiesî technique was modeled at the Peace Corps/Malawi ìCommunity

Content Based Instructionî workshop held in Lilongwe, Malawi, in July 1997.
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DECISIONñMAKING SKILLS SESSIONS

Session 4:

YOUR LIFE STORY

Overview

This is another exercise to prompt participants to think about their futures. By

imagining a satisfying and happy future, participants are encouraged to avoid

any behaviors that might take them away from the path toward their vision.

Time

1 hour, 30 minutes

Objectives

By the end of the session, participants will be able to:

1. Identify factors that might have some impact on their future plans.

2. Describe possibilities for their lives over the coming years.

3. Describe the impact HIV/AIDS might have on their futures.

Materials

None

Delivery

I. Visualizing the Future (45 minutes)

Remind the group of the importance of visualizing their future goals and using

these hopes and dreams to avoid risk behavior. Suggest that a clear idea of oneís

dreams can help to build a satisfying future. Invite the participants to listen as

you read the story:
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Part V

Anna Shapes Her Future

When Anna was born, the stars seemed to shine more brightly than

ever before. She had such intelligence, sensitivity, and beauty that

surely her life would be charmed.

At 13 years old, Anna went to a good secondary school. Her parents

felt she should be given the best possible education to prepare her

for the rest of her life. Anna shone at everything. She was so kind

and so loved by all of her friends that no one could feel jealous of

her success.

At 19 years old, when Anna had just completed her second year at

university studying to be an engineer, she met a boyfriend.

He was a lovable person with a very happy nature. Time spent with

him was always wonderful although he never seemed very serious

about his work.

In pairs, have the participants talk about Annaís options and then complete her

story. Did her life fulfill her and her familyís expectations or was this just a

dream story? Did she keep control of her life? Encourage the pairs to be creative.

After the pairs finish, have them present their story endings to the group. Discuss all of the different possible endings. Does HIV/AIDS come up as a possible ending? Unexpected pregnancy? Discuss how Annaís bright future might

be affected by such problems. How would her ìlife storyî change because of

decisions she might make?

II. Our Own Life Stories (45 minutes)

Trainer note: Guided visualization can be a very powerful technique. Be sure

you are comfortable helping anyone in the group who may envision upsetting

things and begin to cry. If you are not, ask someone with more experience to

assist you with this session.

Now let us think about our own futures, our own life stories. Ask participants to

close their eyes, sit back and relax, and imagine their lives next year.

Who will you be living with? Who will your friends be? Will you have a

special friend of the opposite sex?

What will you do in your spare time? Will you smoke, drink, or take

drugs? How might AIDS enter your life at this time? Will you know

anyone who is HIV positive or has AIDS?

Next imagine yourself in five yearsí time. (Ask some of the same questions from above.)

Now think about your life in your late 20s. Will you be married? What

work will you be doing? How might AIDS enter your life at this time?
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Finally, imagine that you have your own children ages 13 or 14. What

kind of lifestyle would you wish for them? What fears will you have for

them? How might HIV/AIDS affect their lives?

Think about what decisions you might make along the way to change

your future.

Ask participants to open their eyes and just relax for a few minutes. Then ask

them to reflect on what they just envisionedóon the stages of their lives. (Donít

ask them to report out.)

Give the group a writing assignment, either in their journals or just on paper.

They should write their own ìlife storyî imagining their futures while keeping

in mind the questions they were thinking about during this session. They can

either keep this story to themselves or share itówhatever they choose. The important thing is for them to go through the process of imagining their lives and

the possible successes or obstacles they might encounter along the way.

Evaluation

If the participants agree, you may collect the life stories and read them to evaluate each participantís individual internalization of the sessions, or you may wish

to invite interested participants to share their stories with the larger group.

Pages 156ñ158 adapted and reprinted with permission of UNICEF Harare from Think About

It! An AIDS Action Programme for SchoolsóForm 2, p. 34. © UNICEF Harare 1995
PART V: DECISIONñMAKING SKILLS

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Part V

DECISIONñMAKING SKILLS SESSIONS

Session 5:

YOUR GOALS

Overview

It is recommended that this session follow Your Life Story (Session 4 in Part

V). This is intended to help participants begin to create an action plan for their

goals. Participants are guided through a process of mapping out the steps to

achieve their goals and encouraged to begin to incorporate this process into

their future planning.

Time

1 hour

Objectives

By the end of the session, participants will be able to:

1. Define shortñterm and longñterm goals.

2. Identify an action plan for goal setting.

3. List shortñterm and longñterm goals and strategize fulfillment of those goals.

Materials

Flip chart or board

Markers or chalk

Handout: What Are My Goals?óGoals Worksheet

Delivery

I. Planning for Our Goals (30 minutes)

Spend a few minutes reviewing the previous sessions regarding visualizing the

future and life stories. Suggest to the group that our goals are more likely to be
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achieved if we plan for them and follow that plan to completion. This session

provides one kind of action plan participants might wish to use in mapping out

their future goals.

Discuss and record the meanings of ìshortñterm goalî and ìlongñterm goalî on

the flip chart or board. Some suggestions include:

Shortñterm goal:

A project that can be completed within six months. Examples include: ìI am

going to clean the house todayî; or, ìI am going to pass my exams in two

monthsî; or ìI am going to knit some table coverings to sell at the market.î

Longñterm goal:

A project that can be completed in a year or more. Examples include: ìI am

going to go to University to become a doctorî; or, ìI am going to have three

children who will go to good schools.î

Next, distribute copies of the Goals Worksheet to each participant. Ask that

they not fill them in at this point. We will review them together briefly.

Using a sample goal to guide you, go through each section of the worksheet,

explain the heading, and provide examples.

1. Identify your goals. Write one shortñterm and one longñterm goal. Suggest

ìPass my examsî as an example of a short-term goal. What about a longterm goal?

2. What are some of the good things that I will get if I reach my goal? In our

example, ìI will be able to proceed to the next grade and may then have a

chance at a University scholarship.î

3. What stands between me and my goal? ìIf I do not like to study or do not

study enough, this could be an obstacle to passing my exams.î Similarly,

ìIf I am required to work too long in the fields (or at my job) that I do not

have time to study, this may keep me from reaching my goal.î

4. What do I need to learn or do? ìI need to learn my math and English in

order to do well on the exam. I also need to register for the exam with the

school.î

5. Who will encourage me? ìI know that my mother and my teacher really

want me to do well, so I will ask them to check in with me to make sure I am

studying and achieving some success.î

6. What is my plan of action? ìFirst, I will create a study schedule for myself. Then I will register for the exam with the school. Then I will begin to

study three hours each day until the exam.î

7. Completion Date. When will I be finished with this goal? ìThe exams are

being held in three months, so I will be finished on _______.î (Write in the

date of the exams in this area.)
PART V: DECISIONñMAKING SKILLS

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Part V

Review the steps until it seems clear that the participants understand the use of

the Goals Worksheet.

II. Completing Our Goals Worksheet

(25 minutes)

Provide some quiet time for participants to reflect on an important shortñterm

and longñterm goal. Encourage all participants to plan the achievement of those

goals using the worksheet. Check in with participants individually to ensure

they understand the exercise. Circulate through the group and assist as necessary.

Evaluation (5 minutes)

Invite the participants to share their goal plans with a partner. Later observation

of these plans and successful completion of the steps will help you to evaluate

the participantsí understanding of the session.
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PARTICIPANT HANDOUT

PAGE 1 OF 1

WHAT ARE MY GOALS?óGOALS WORKSHEET

ShortñTerm Goal LongñTerm Goal

Benefits in Reaching My Goal Benefits in Reaching My Goal

What might stand in my way? What might stand in my way?

What do I need to learn or do? What do I need to learn or do?

Who will encourage me? Who will encourage me?

Plans of actionóSteps I will take Plans of actionóSteps I will take

Completion Date Completion Date
PART V: DECISIONñMAKING SKILLS

 163

Part V

DECISIONñMAKING SKILLS SESSIONS

Session 6:

EARLY PREGNANCY

Overview

One of the most important things for young people to internalize is an understanding of the consequences of their actions. As part of the motivation portion

of your Life Skills sessions, you may wish to spend some time discussing the

consequences of becoming pregnant when you are not yet ready. This session

provides an introduction to that topic.

Time

1 hour, 30 minutes

Objectives

By the end of the session, participants will be able to:

1. List the consequences of early pregnancy to the mother of the baby.

2. List the consequences of early pregnancy to the father of the baby.

3. List the consequences of early pregnancy to the baby, to the family, and to

the community.

Materials

Flip chart or paper

Markers or pens

Flip charts:

1. What are the consequences of early pregnancy for the mother of the baby?

2. What are the consequences of early pregnancy for the father of the baby?

3. What are the consequences of early pregnancy for the baby?
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164 PEACE CORPS

4. What are the consequences of early pregnancy to the families of the couple?

5. What are the consequences of early pregnancy to the community?

Delivery

Divide the participants into five groups. Distribute one flip chart to each group

and have them brainstorm answers to the question on their sheet.

Each group will then present its ideas to the larger group in turn. Process the

ideas with the entire group. You may wish to begin to discuss some of the causes

of early pregnancy, but that topic will be covered (or has been) covered at length

in the Bridge Model.

Variations

Where a Video Machine is Available

For those working in Africa: An excellent film that highlights many of the

issues involved in early pregnancy is called ìConsequences,î filmed in Zimbabwe. Copies are available in AIDS resource centers or by contacting the National AIDS Control Programme, Ministry of Health, P.O. Box 8204, Causeway, Harare, Zimbabwe, or Media for Development Trust, 19 Van Praagh, Milton

Park, Harare, Zimbabwe <MDS@samara.co.zw>.

The film adeptly summarizes the issues involved in early pregnancy from the

perspectives of all parties involved. Allow the film to spark a good discussion

about this topic. You might find that the participants refer back to the film and

its characters throughout your sessions.

For those in other parts of the world: Explore any local videos that highlight

the consequences of unwanted pregnancy.
PART V: DECISIONñMAKING SKILLS

 165

Part V

DECISIONñMAKING SKILLS SESSIONS

Session 7:

ALCOHOL AND DRUG USE

Overview

One of the risk behaviors that many young people fall into is the use of alcohol

or drugs. This session will take a closer look at the causes and consequences of

alcohol and drug use.

Time

1 hour, 30 minutes

Objectives

By the end of this session, participants will be able to:

1. List some of the reasons that young people use alcohol or drugs.

2. List some consequences of alcohol or drug use.

3. Identify some new facts about use of alcohol.

Materials

Props for the role play

Markers or chalk

Handout: The Role Play: Ricardoís Story

Flip chart: Some Facts about Alcohol

Some Facts about Alcohol

• People are starting to drink alcohol at younger ages than ever before.

• Young people are also drinking more heavily.

• Many young people who are injured or killed in traffic accidents have

alcohol in their blood.
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166 PEACE CORPS

• Because young people have a higher proportion of body water and lower

proportions of fat and muscle than adults, they tend to be more affected

by alcoholóand become dependent on alcoholómore quickly than

adults.

• In many countries, young people who drink alcohol go on to try illegal

drugs.

• Alcohol can seriously damage the liver and cause many other health

complications.

• Alcohol actually destroys brain cells.

• Alcohol affects judgment. Under the influence, one may be tempted to

experiment with sex, which he or she might not do if sober.

Preparation

Prepare and rehearse the role play before the session with peer educators or

volunteers from the group.

Delivery

I. Role Play (30 minutes)

Remind the participants of the risk behaviors that young people are likely to fall

into if they fail to ìbuild the bridgeî by learning and using good life skills. Some

of the risk behaviors are drinking alcohol or using drugs. Drinking and smoking

are dangerous activities in themselves. They are even more serious when we

think about the poor decisions we may make while under the influence of alcohol or drugsóeverything from starting a fight to having unprotected sex, which

could lead to unwanted pregnancy or infection with an STD such as HIV.

Ask the participants if there is any drinking or smoking going on in their schools

or communities. Are many young people currently drinking or smoking? Invite

them to consider some of the consequences of this behavior while watching the

role play.

Have the volunteers perform the role play.

II. Reasons and Consequences (45 minutes)

Discuss the role play and some of the reasons that Maurice gave for his actions.

Does this sound like a common situation? What are some of the reasons that

young people in your school or community start drinking and smoking? Brainstorm a list of ideas with the group and write these ideas on a flip chart or on the

board.

 Some possibilities may be:

• Boredom
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Part V

• Loneliness

• Poverty or feelings of hopelessness

• Worry

• Parents drinking

• Failure to do well in school

• Personal happiness (ìItís fun!î)

• Trying to forget problems

• Excuses (ìEven doctors and teachers drink!î)

• Trying to act grown up

• Peer pressure

Next, brainstorm the possible consequences or effects of alcohol and drug use.

Make a list on the flip chart. These consequences might include:

• Poor decisionñmaking

• Bad health

• Failure in school

• Trouble with the police

• Problems in the family

• Stealing

• Having sex

• Getting pregnant

• Getting an STD or HIV

Reveal the Some Facts about Alcohol flip chart and go through each point with

the group. Can the participants add any others?

Evaluation (15 minutes)

Go around the room and have each participant list a different cause and effect of

alcohol or drug use, citing especially any fact that was new to them. Try not to

have any duplicates, so you can assess participantsí understanding of the session.

Pages 165ñ168 adapted and reprinted with permission of UNICEF Harare from Think About

It! An AIDS Action Programme for SchoolsóForm 2, pp. 32ñ33. © UNICEF Harare 1995
LIFE SKILLS MANUAL

168 PEACE CORPS

PARTICIPANT HANDOUT

PAGE 1 OF 1

THE ROLE PLAY: RICARDOíS STORY

Ricardo, a 15ñyearñold boy, has been arrested for breaking into a house and stealing a television. He was

drinking and smoking with a gang of friends and they decided they needed more money for their alcohol and

drugs. They hatched a scheme to rob a house and sell the television to get more money for their drinks and

drugs. The police came after the boys, but they caught only Ricardo.

Have one character play a famous reporter on the radio. This character will interview Ricardo, the 15ñ

yearñold boy arrested for housebreaking. The reporter should create a microphone out of some paper or

other prop and interview Ricardo about the story behind his arrest. Ricardo will answer the questions. Let

the actors use their creativity and their own knowledge of the reasons behind this behavior in their community to answer the questions:

• ìRicardo, you are such a young man and now you will probably go to jail. Why did you break into

the house in the first place?î

• ìWhy did you start drinking and smoking?î

• ìHow did the alcohol and drugs make you feel?î

• ìWhere did you buy the alcohol and drugs?î

• ìWhere did you get the money for it?î and so on.

Trainer Note: Change the name and circumstances of this story to reflect your local situation.
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Part V

DECISIONñMAKING SKILLS SESSIONS

Session 8:

RISK BEHAVIORóTESTING THE WATERS

Overview

In this session participants take a look at their most common way of behaving in

a situation and whether that behavior might lead to risk. Since this activity will

focus largely on risk for HIV infection, it may be useful to do it after you have

done basic sessions in ìPart III: Facing Facts about HIV/AIDS and STDsî with

the group.

Time

1 hour, 30 minutes, to 2 hours

Objectives

By the end of the session, participants will be able to:

1. Identify ìno risk,î ìlow risk,î and ìhigh riskî activities as they relate to

HIV transmission.

2. Identify their own levels of risk for HIV infection.

Materials

Flip chart or board

Markers or chalk

Signs: ìPlunger,î ìWader,î ìTester,î ìDelayerî (pictures make them more lively)

Flip chart: Activities

Activities

1. Using toilets in a public washroom

2. Touching or comforting someone living with HIV/AIDS
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170 PEACE CORPS

3. Having sex without a condom

4. Dry kissing

5. Having sex using the same condom more than once

6. Swimming with an HIVñinfected person

7. Sharing needles for drugs, ear piercing, or tattooing

8. Abstaining from sexual intercourse

9. Going to school with an HIVñinfected person

10. Cutting the skin with a knife used by others

11. Being bitten by a mosquito

12. Giving blood

13. Having sex using a condom properly

14. Eating food prepared by an HIVñinfected person

15. Body to body rubbing with clothes on

16. Having sex with a condom and the condom breaks

17. Back rub or massage

18. Riding on the bus with an HIVñinfected person

19. Cleaning up spilled HIVñinfected blood without wearing gloves

20. Wet (deep) kissing

21. Touching or comforting someone living with AIDS

22. Receiving a blood transfusion

23. Getting an injection at a private clinic that cleans its needles with

water

Trainer note: Edit this flip chart so that there are only as many activities

listed as there are participants in the session. Remember to adapt the activities to those common in your community.

Delivery

I. Testing the Waters (Up to 30 minutes)

Explain to participants that when trying to ìbuild the bridgeî to a positive,

healthy life, it is important to understand our own personal styles and our

risky behaviors. Only by assessing our own personal risk can we know how

many ìplanksî we will need to put in our bridge and which particular life

skills we will want to focus on for ourselves.
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Part V

Ask participants this question: ìIf you went to a lake, and you really wanted

to get cool in the water, what is the most likely way for you to get into the

water?

Would you:

• Just run towards the lake and dive in? (Plunger)

• Walk in slowly, wetting your body bit by bit and getting used to the

temperature? (Wader)

• Dip your toes in the water, then decide if you will go in? (Tester)

• Stand on the beach looking at the view and surroundings, and consider what you will do next? (Delayer)

(You might act out these actions as you are saying them, to help people

laugh a bit! Donít use the description word, however.)

Point to the four different corners of the training area, repeating one action

described above for each. Ask participants to move to a corner depending

on the action that best describes their approach to getting into the water.

Once everyone in the group has moved to a corner, give each type of response a titleóplungers, waders, testers, and delayers. Have the group put

their title on the wall. Ask participants the good and bad things about each

of these types of behavior. Explore with the group how this exercise might

translate into real life situations. How does it relate to risk for pregnancy,

STDs, or even HIV/AIDS? Discuss this connection thoroughly.

Have the participants sit down. Now ask participants to consider whether

the type of behavior they chose is their most common way of behaving. Is

this their ìstyleî of behavior? What implications might that style have in

terms of being at risk for pregnancy, STDs, and HIV/AIDS?

II. Assessing Risk (Approximately 1 hour)

In attempting to change our behavior, it is very important to be aware of our

own risky behavior and the reasons for these risk activities. We will now do

a personal exercise to help determine our levels of risk for HIV infection.

Post the flip chart, and give the participants a few moments to go through

the list and note on paper the activities that they are now engaged in and the

activities that they have done in the past. Urge them to be completely honest

when answering. Their answers will not be collectedóthey will be seen

only by themselves.

Next, explain to the group that some activities have no risk at all, others

have low risk, and still others are high risk activities. Review the ways that

HIV/AIDS is transmitted and go over your definitions for the levels of risk

activity. Make sure that everyone understands these levels of risk before

proceeding:
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No Risk

No risk of getting HIV/AIDSóThere is no receipt of blood, semen,

vaginal fluids, or maternal body fluids.

Low Risk

Low risk of getting HIV/AIDSóThere is a slight possibility of exchange

of blood, semen, vaginal fluid, or maternal fluids.

High Risk

High risk of getting HIV/AIDSóThere is a strong possibility of exchange of blood, semen, vaginal fluid, or maternal fluids.

Trainer note: To assist in discussing these questions, you may wish to refer

back to How HIV is Transmitted (Session 3 in Part III) to review the ways in

which HIV is transmitted.

Next, assign a number to each of your participants (must be equal to the number

of activities). Just have them count off from one to the last number. When you

say, ìGo!î all participants will come up to the flip chart or board and write the

level of risk next to the statement with their number. For example, if my number

is ì5,î I would write ìHigh Risk.î If my number is ì17,î I would write ìNo

Risk.î Remind the participants that they are not to write anything personal,

such as whether or not they checked this risk behavior. They are simply writing

whether the behavior is No Risk, Low Risk, or High Risk.

After everyone has finished, go over each statement with the entire group. Reach

an agreement on the levels of risk, changing any of the answers that are incorrect. There may be a great deal of debate on some of the activities. Use this

exercise to launch a full discussion of risk activities and the different levels of

risk.

III. Assessing Our Own Risk (15 minutes)

Ask the participants to take a look at the statements that they noted on their own

lists that they currently do or have done in the past. Are any of them high risk

activities? Are they currently engaging in high or low risk activities that might

put them in danger of HIV or STD infection? If they had to mark themselves on

the scale below (write it on the board), where would they be placed in terms of

their level of risk for HIV infection?

________________________________________________________________

0 1 2 3 4 5 6 7 8 9 10

No Risk Low Risk High Risk
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Part V

Trainer note: Because this issue may raise many fears for people, you may

wish to:

1. Follow this session with a discussion of HIV testing possibilities in the

area.

2. Suggest that anyone with further questions or concerns should feel free to

talk with you after the session or at any time.

3. If people do not feel comfortable talking with you about this matter, and if

you are working with peer educators, suggest that they speak with a peer

educator for more information about these issues.

Evaluation

You will be able to evaluate the groupís knowledge about HIV transmission

based on their responses to this exercise. Be sure to make note of any incorrect

responses for further reinforcement in another session.

Pages 169ñ173 adapted and reprinted with permission of the World Health Organization from

School Health Education to Prevent AIDS and STD: A Resource Package for Curriculum

PlannersóStudentsí Activities, pp. 10ñ11. © WHO 1994

ìTesting the Waters Activityî adapted and reprinted with permission of Alice Welbourn and

ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and

Relationship Skills, pp. 134ñ135. © Alice Welbourn and G & A Williams 1995
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DECISIONñMAKING SKILLS SESSIONS

Session 9:

DELAYING SEX

Overview

When discussing peer pressure, assertiveness, and responding to persuasion,

groups frequently discuss ways to say ìnoî to sex. It is useful to spend some

time discussing the reasons to delay sex. If they do not truly understand why to

say ìno,î the process of behavior change has not really begun.

Time

2 hours

Objectives

By the end of the session, participants will be able to:

1. List reasons to delay sexual activity.

2. Identify strategies to help in delaying sex.

Materials

Flip charts or board

Markers or chalk

Handouts: The Role Play and Delaying Sex Scenario Cards (each numbered

scenario is a separate card)

Preparation

Prepare the role play with peer educators or volunteers before the session. Create one scenario card for each group of about five in the class.
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Part V

Delivery

I. Delaying Sex Role Play (15 minutes)

Spend a few minutes introducing the idea of abstinence, or delaying sex (until

after marriage, until older, until more responsible, and so forth). Explain that

we are now going to watch a common situation between two young people. As

they watch the role play, the group should think about the reasons why these

young people should delay their sexual activity.

Have your volunteer actors perform the role play.

Trainer note: If your group has been doing too many role plays, you may wish

to provide a copy of the situation to participants, read it together, and discuss.

II. Reasons to Delay Sex (40 minutes)

After the role play ends, use leading questions to explore the situation with the

group. Make two lists: ìReasons for Saying Yesî and ìReasons for Saying No.î

What are some reasons to have sex in this situation? What are some reasons to

delay sex in this situation? Lists may look something like this:

Reasons for Saying Yes

• They should prove their love to each other

• The relationship might end otherwise

• Curiosity about sex

• ìEveryone is having sexî

• It ìfeels rightî

• One partner convinces the other that there will be no problems

• Both are comfortable with the decision

Reasons for Saying No

• Fear of pregnancy

• Fear of an STD

• Family expectations (not to have sex)

• Friendship (to allow it to grow)

• Other forms of affection possible

• Religious values (donít approve of sex before marriage)

• Not ready (perhaps too young)

• Not with the right person
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Go through the ìReasons to Say Yesî list. What are the good reasons? Less

convincing ones? What might be the consequences of each situation? What should

Edward and Maria do? What reasons might be the strongest or most important

for them?

Now, focus your attention on the ìReasons to Say Noî list and attempt to expand on it with the group. List any additional reasons to delay sex that the group

suggests. Strive to come up with a working list that you and your group will

agree on as good reasons to delay sex. For example:

Top 10 Reasons to Delay Sex

• Fear of pregnancy ó ìNo sexî is 100 percent effective in preventing

pregnancy.

• Fear of STDs or HIV/AIDS ó HIV and other STDs are transmitted

through sexual intercourse.

• Family expectations ó Parents expect ìno sexî until marriage.

• Fear of violence ó In a sexual situation, there is the possibility of being

forced to have sexual intercourse.

• Friendship ó Allow time for the friendship to develop.

• Drinking involved ó Alcohol can lead to poor decisions (such as having sex without condoms).

• Religious values ó Values may preclude sex before or outside of marriage.

• Not ready ó You feel too young or just not ready.

• Waiting for the right person ó You want the person to truly love you

before you have sex.

• Wait until marriage

III. Help for Delaying Sex (1 hour)

Once your group has come up with good reasons to delay sex, spend some time

discussing the fact that sometimes delaying sex can be difficult, especially if

both partners love each other and truly want to be more intimate and physical. It

may be helpful to come up with some strategies to make delaying sexual activity

easier.

Split participants into three small groups of about five members (more if the

group is large). Give each group a different situation card. Ask the groups to

read their situation card and come up with some suggestions to help the two

people to delay sex. What are some ways for them to avoid sexual situations?

What will make it easier for them to delay sex?

After the groups have finished working on their suggestions, have each group

present the scenario and their list of ideas on how to delay sex to the larger
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Part V

group. Discuss these strategies together and come up with a list that the whole

group agrees on. (It may be a good idea to post a copy of this list in the area

where you usually meet.)

Help for Delaying Sex (suggested items)

• Go to parties and other events with friends.

• Decide how far you want to ìgoî (your sexual limits) before being in a

pressure situation.

• Decide your alcohol or drug limits before a pressure situation arises or

do not use alcohol or drugs at all.

• Avoid falling for romantic words or arguments.

• Be clear about your limits. Do not give mixed messages or act sexy

when you donít want sex.

• Pay attention to your feelings. When a situation is uncomfortable, leave.

• Get involved in activities (e.g., sports, clubs, hobbies, church).

• Avoid ìhanging outî with people who might pressure you to have sex.

• Be honest from the beginning, by saying you do not want to have sex.

• Avoid going out with people you cannot trust.

• Avoid secluded places where you might not be able to get help.

• Do not accept rides from those you do not know or cannot trust.

• Do not accept presents and money from people you cannot trust.

• Avoid going to someoneís room when no one else is at home.

• Explore other ways of showing affection than sexual intercourse.

The final suggestion on this list may raise a number of questions or a great deal

of interest. If the group wants to talk about different ways to show affection

other than sex, take this opportunity to explore what the group believes to be

other options. Spend time creating such a list and analyzing the suggestions for

possible risk activity. This may lead you to further discussions about alternatives to sex, as well as risk behavior and the different levels of risk.

Evaluation (5 minutes)

As a wrapñup to the session, invite participants to name one strategy that they

will use to delay sexual activity.

Pages 174ñ179 adapted and reprinted with permission of the World Health Organization from

School Health Education to prevent AIDS and STD: A Resource Package for Curriculum

PlannersóStudentsí Activities, pp. 30ñ35. © WHO 1994
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PARTICIPANT HANDOUT

THE ROLE PLAY

Edward is 17 years old and helps his uncle in his shop. His parents are hard working and hold traditional values. They believe that young people should not have sex before marriage. Edward is quite shy

but would like to have sex because most of his friends say that it is great.

Maria is 14 but appears and acts older. Her sister became pregnant when she was 15 and her parents

were very upset. Maria hasnít known Edward very long. She has just finished three classes on AIDS and

really does not want to get HIV. She is afraid, however, that she might lose Edward if she refuses to have

sex with him.
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Part V

DELAYING SEX SCENARIO CARDS

1. Jaío and Miriama have been seeing each other for six months now. They have not had sex

yet but find it difficult to control their sexual feelings for each other. Miriama has promised

herself not to have sex until she is older, and so far Jaío has respected that wish. Miriama

has been thinking about how much she likes Jaío. One of their friends, who lives on his own,

is going to have a party, and they are invited. Jaío says he will bring some beer and that

maybe they could stay all night. Miriama thinks about her promise to herself but also thinks

it would be great fun to be alone with Jaío.

2. Manolo and Mariela are very serious about their relationship and would like to get married

in a few years. Mariela has invited Manolo over to her house for the afternoon. Manolo

knows that Marielaís parents will not get back until evening. This could be a good time for

sex for the first time. Manolo has been learning about pregnancy, HIV/AIDS, and STDs,

and he is not sure he wants to have sex yet. However, he feels Mariela would like to have sex

and will probably tease him or tell her girlfriends if he doesnít.

3. Eva met a young man, John, at school. She was attracted to him because he is good looking

and a good athlete. He said hello to her after school and gave her a small, beautiful presentó

for future friendship, he said. He invited her to go for a walk to the river. Eva is attracted to

him but feels uncomfortable about the situation. However, she must give him an answer

soon.

Trainer Note: Remember to change the names and adapt the situations to make them appropriate to your community.

PARTICIPANT CARDS

(EACH NUMBERED SCENARIO IS A SEPARATE CARD)
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Part VI

PART VI:

RELATIONSHIP SKILLS
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Part VI

RELATIONSHIP SKILLS SESSIONS

Session 1:

THE BEST RESPONSE GAME

Overview

Communicating effectively and thinking critically are important components to

managing a good relationship. The Best Response Game has proven an effective tool to help participants practice thinking and communicating under a pressure situationóvery much like the pressure they may experience in a sexual

encounter. This game provides a lively forum to practice the skills young people

will need to delay sex.

Time

1 hour, 30 minutes

Objectives

By the end of this session, the participants will be able to:

1. Identify typical ìlinesî people use to pressure others for sex.

2. Strategize appropriate responses to those ìlines.î

3. List effective responses to common ìpressure lines.î

Materials

Small slips of blank paper

A watch or clock with a second hand

Flip chart or board for scoring

Markers or chalk

List of ìpressure linesî (for facilitator use only):

1. ìEverybody is doing it.î

2. ìIf you truly love me, you will have sex with me.î
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3. ìI know you want toóyouíre just afraid.î

4. ìDonít you trust me? Do you think I have AIDS?î

5. ìGirls need to have sex. If not, they develop rashes.î

6. ìWe had sex once before, so whatís the problem now?î

7. ìBut I have to have it!î

8. ìIf you donít have sex with me, I wonít see you anymore.î

9. ìGirls need to have sex. Boys give them vitamins (to make their breasts

grow).î

10. ìIf you donít, someone else will!î

11. ìPractice makes perfect.î

12. ìYou canít get pregnant if you have sex only one time!î

13. ìYou donít think I have a disease, do you?î

14. ìBut I love you. Donít you love me?î

15. ìNothing will go wrong. Donít worry.î

16. ìBut weíre going to be married anyway. Why not just this once?î

17. ìArenít you curious?î

Preparation

Arrange the room into three or more areas for teams and judges to sit. (The

number of areas will depend on the size of the group. Try to keep teams at five

people or less.)

Delivery

I. The Best Response Game

(1 hour, 10 minutes)

Introduce the session by referring to the Bridge Model and to Lucyís predicament. Her boyfriend was able to convince her to have sex, even when she knew

the risks. Often young women and men are pressured into having sexual relations even when they do not want to. Developing life skills such as good communication and negotiating, making appropriate decisions, thinking through the

consequences, and delivering assertive messages is important. These skills teach

us how to get out of such situations without giving in. This exercise is a way to

practice these skills and have fun at the same time.

Divide into small groups. Ask for a few volunteers to serve as the team of judges.

Ask the teams to create names for themselves and write the name of each team

on the scoreboard (flip chart or board).
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Part VI

Spend a few moments referring to the Bridge Model flip chart and discussing

the idea of peer pressure, which is one of the most difficult issues for young

people to overcome. When peer pressure comes from a boyfriend or girlfriend in

a relationship, it can be even more difficult to resist.

Explain that you have collected a list of different ìpressure linesî that a person

might try to use to get his or her partner to have sex.

Here is how the game works:

• Read one of the ìpressure lines.î

• The teams have two minutes (or one minute if the teams are small) to

come up with the best response to the ìpressure line.î What would you

say to refuse if someone used this line on you?

• The team should agree on the best response and write their idea on the

small slip of paper.

• You will time the groups and call out when the time is up.

• Collect the slips of paper and read them aloud to the whole group. Keep

it lively and fun! Give the slips of paper to the team of judges.

• The judges will have one minute (or 30 seconds) to choose the winner.

The judges should award two points to the winning team and zero points

to the other groups.

• Write the points on the scoreboard and then repeat the process with the

next pressure line.

• When the lines are exhausted or people are looking as though they have

had enough, tally up the scores and announce the winner. Give a small

prize if you want!

II. Processing the ìPressure Linesî

(15 minutes)

Spend a few moments after the game to process the exercise. Draw from the

group some of the ways this game is helpful:

1. It helps young people hear the common ìlinesî people use when they want

to have sex. Often, young people may not recognize these as ìlinesîóthey

may think they are the only ones to ever hear or use these ideas. Hearing

these ìlinesî in this game context may bring them to mind when the real

situation happens and makes it much clearer that they are common ìlinesî

used often to pressure.

2. The many different ideas mentioned by individuals on the team and by the

teams as a whole offer a variety of different responses that a person can use

when in an actual situation. Also, the process of exploring these responses

with a group can make a young person feel very supported when actually

saying ìnoî to sex.
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3. It is helpful to think about these ìlinesî before being in a pressured or passionate situation, so that good answers will be ready without too much prior

thought.

It can be fun and helpful for you to spend a few moments at the end of this

session brainstorming about other ìpressure linesî that people in the group might

have heard. This brainstorming can help you also the next time you do the session. You will have statements actually used in your community that will be

familiar to the young people listening to you.

Evaluation (5 minutes)

Quickly go around the room and ask each participant to state the response that

he or she would most likely use in a pressure situation.

Variations

Negotiating Condom Use

The same game can be adapted to a session on negotiating condom use. Create

a list of ìlinesî someone might use to keep from using a condom during sex. You

can think of many such lines. Here are some samples:

• ìA condom would make it so awkward.î

• ìItís like eating a sweet in the wrapper.î

• ìThey spoil the mood.î

• ìThey donít feel good.î

• ìYou think I have a disease.î

• ìThey have HIV in them.î

• ìThey make me feel dirty.î

• ìYouíre already using something to prevent pregnancy.î

• ìIíd be too embarrassed to get them from the health center.î

• ìItís against my religion.î

The ìBest Response Gameî was modeled at the Peace Corps/Malawi workshop ìPromoting

Sexual Health,î held in Lilongwe, Malawi, in July 1996.
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Part VI

RELATIONSHIP SKILLS SESSIONS

Session 2:

OH! HENRY! AND

MANAGING EMOTIONS GALLERY WALK

Overview

An important component to resisting peer pressure, acting assertively, and making healthy decisions is being able to control oneís emotions. This session provides an overview on ways to control the consequences of oneís feelings.

Time

1 hour, 30 minutes

Objectives

By the end of the session, participants will be able to:

1. List a number of emotions that may have an influence on the development of

life skills.

2. Identify strategies to effectively manage emotions.

Materials

Flip charts or board

Markers or pens

Tape

Flip chartsóabout eight with the following phrase written on them:

ìHow do you manage your __________.î
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Preparation

Clear the walls all around the room for hanging flip charts.

Delivery

I. Oh! Henry! (20 minutes)

Referring to the Bridge Model flip chart, facilitate a discussion on the link between managing oneís feelings and avoiding risk behavior.

Introduce the idea of emotions with a quick exercise, ìOh! Henry!î Invite the

participants to stand in a circle. Remind the group that there are many ways that

we can communicateóeven with our bodies and our tone of voice. Refer back

to the communication skills sessions to remind participants of this link of emotions and communication. Explain that this activity will illustrate how different

uses of our voices and bodies can communicate many different things to people.

Show how you can say the phrase ìOh! Henry!î with many different emotionsó

with anger, with joy, with fear, with laughter. Going around the circle, each

participant will say the phrase ìOh! Henry!î using different body language,

tones of voice, and facial expressions to communicate different emotions. This

exercise can be very lively. Have fun with it!

After everyone has participated once or twice, list on a flip chart or on the board

the different emotions that were expressed in the exercise. Some of the emotions

mentioned might be as follows:

sadness anger fear grief

anxiety joy love passion

pain confusion depression rage

jealousy annoyance misery regret

guilt disappointment happiness laughter

II. Managing Emotions Gallery Walk (1 hour)

Spend a few moments discussing how some of the emotions listed might translate into risky behavior.

Some of these emotions, such as joy or happiness, may be better to express

openly than others. Which emotions does this culture teach us to control or

manage? Place a check next to those emotions that are considered culturally

inappropriate to show as adults. How can learning to manage emotions help to

reduce risk behavior?

It is not easy to learn to ìmanageî extremely strong emotions such as anger,

passion, sexual feelings, or jealousy, but it is very important that we develop

strategies to do so. Many of us already have strategies that we use to manage
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Part VI

our emotions. If you are feeling very angry and want to hit someone, what do

you do to control this feeling? If you are feeling sexual and want to be with

someone, what can you do? We will now take a few moments to share techniques for managing our emotions.

Fill in the blanks left on the flip charts with the emotions participants indicate

need to be ìmanaged.î Then place them around the room (taped to the wallóor

if that is not possibleóon tables or benches). You will have different flip charts

all over the room that read like these examples:

ìHow do you manage your anger?î

ìHow do you manage your grief?î

ìHow do you manage your sexual feelings or passion?î

Only use those emotions that the group chose as important to learn to manage.

For about 15 or 20 minutes, all participants should move throughout the room

and write on the flip charts what their strategies are for managing the emotions

listed. An example of one of the completed flip charts might be:

How Do I Manage My Anger?

• Count to 10.

• Walk away and come back to the situation later.

• Stop and analyze why I am really angry.

• Think about the situation from the perspective of the other person.

• Pray or meditate.

• Think of a funny story.

• Try to communicate and resolve the situation peacefully.

After all ideas have been exhausted, the participants should take a ìgallery walkî

of the flip chartsówalking to and reading each of them in turn, learning the

perspectives offered on managing emotions. After the gallery walk, have all

participants sit down and process the exercise. What were some of the best

ideas? Were any ideas unrealistic? Do any of them take practice?

Evaluation (10 minutes)

At the end of the session, ask participants to stand and state the emotion that

they are most committed to learning to control, along with two to three strategies that they will attempt to use to control those feelings.

The ìOh! Henry!î exercise was adapted and reprinted with permission of Alice Welbourn and

ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and

Relationship Skills, pp. 118ñ119. © Alice Welbourn and G & A Williams 1995
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RELATIONSHIP SKILLS SESSIONS

Session 3:

PEER PRESSURE ROLE PLAYS

Overview

The idea behind Peer Pressure Role Plays is to create situations that a young

person might actually face and allow the group to process the best way to handle

these situations. When creating your role play scenarios, it is best for you to

explore with your community the most common risk situations a young person

might face in your area. Develop the role plays from these situations.

Time

Approximately 2 hours (but can be longer or shorter depending on the size of

the group and the number of role plays chosen)

Objectives

By the end of the session, participants will be able to:

1. Describe common situations faced by young people.

2. List several strategies for dealing with peer pressure.

3. Identify the strategies they are most comfortable with.

Materials

Various props for the role plays such as empty bottles, radios with tape players,

cloth or clothes, and others.

Handout: Peer Pressure Scenarios (each numbered statement is a separate card)
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Part VI

Delivery

I. Introduction (15 minutes)

Introduce the topic by referring to the Bridge Model (Session 1 in Part I), to the

Best Response Game (Session 1 in Part VI), or to the Responding to Persuasion (Sessions 5 and 6 in Part IV) sessions. You may wish to highlight peer

pressure as one of the most powerful issues in the life of anyone, especially a

young person. It is important to think about and practice approaches to peer

pressure when attempting to develop the skills necessary to lead a healthy, positive life.

II. Role Plays (1 hour, 30 minutes)

Divide the group into small groups and give each a role play card. The groups

should meet and talk about the peer pressure situation and come up with a realistic reaction or response for the problem. The group should then create a role

play showing the situation and how the young person resists peer pressure. After each role play, process the situation and responses with the entire group.

Was it realistic? Would the resistance demonstrated actually work in the situation? Is this a common situation in our communities? And so on.

Trainer note: Emphasize that the solution should be realistic. Often, when

adults do this activity, the solutions seem to be easyóthe character ìjust says

noî or preaches the right way to live and everyone accepts it. When young

people do the role play, it is seldom that simple. The reason peer pressure is so

powerful is that young people want to ìfit in.î They care what other people

their own age feel and think about them. The exercise is most valuable if the

small groups develop some realistic strategies to help themselves out of these

situations without making them ìlose faceî or become ostracized by their

friends. When doing this exercise with young people in your community, note

the strategies that they use, as these may be the most effective ones available

to them.

Evaluation (15 minutes)

Before the end of the session, you may wish to go around the room and ask the

participants to state one specific strategy that they would be comfortable using.

This may help you to gauge how likely it is for participants to use these strategies for their own situations.
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PARTICIPANT HANDOUT

(EACH NUMBERED STATEMENT IS A SEPARATE CARD)

PEER PRESSURE SCENARIOS

1. A boyfriend and his girlfriend are together. They have been dating for two years, and they plan to be

married in one month. Up to now, they have avoided having sex. But today, the boyfriend really

starts pressuring the girlfriend for sex. He says that, since they will be married soon, they should

ìpractice.î He also uses other lines to try to convince her. Perform a role play showing this situation

and how the girlfriend can respond to this peer pressure.

2. A group of secondary school students are at a dance. They are dancing and having a really good

time together. One of the students takes out some alcohol from under his or her jacket. He or she

starts drinking and tries to get the others to drink, too. He or she says that there is more to drink

outside and tries to pressure others to join him or her in drinking. Some of the students agree. Show

how the other(s) could handle this pressure situation.

3. Some friends are chatting outside. One of their friends comes up to them and joins them. After a few

minutes, this person takes out some marijuana and lights it up. He or she asks the others to join him

or her. They all resist for awhile, but then some of the group also smoke. One refuses to smoke.

Now, the group pressures this person to join them. Show what the person should do to resist this

peer pressure.

4. A group of friends are hanging out near the market. They are talking about how bored they are.

They really wish they had something to do. One of them suggests that they go to the grocery store

and steal some chocolate. Some of the friends agreeóexcited to do something on this boring day!

As the group walks to the store, one of them is really afraid and does not want to participate in

stealing from the store. Create a role play showing what this person might do to resist the peer

pressure.

5. A group of young men are talking about women at the secondary school. Most of them say they have

had sex, and they are teasing one about the fact that he has not. Create a role play showing how this

boy could handle this situation assertively.
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Part VI

RELATIONSHIP SKILLS SESSIONS

Session 4:

WHAT IS LOVE?

Overview

It can be helpful to spend some time in Life Skills sessions talking about the

whole idea of love and relationships. Questions like, ìWhat is love?î and ìWhat

qualities would I look for in a partner or husband or wife?î can help a young

person to visualize what they want, so they can avoid unhealthy relationships.

Time

1 hour, 30 minutes

Objectives

By the end of the session, participants will be able to:

1. Define the term ìlove.î

2. Describe the differences between love for a family member, a friend, or a

partner.

3. List the qualities they expect from family, friends, and a partner.

4. List their own responsibilities in love relationships with family, friends,

and partners.

Materials

Paper and pens

Delivery

I. Introduction (10 minutes)

You might introduce the topic by referring to some of the sessions on goals,

hopes, and dreams. Many have the dream that they will find a good partner

with which to share their lives. We will be exploring these hopes in this session.
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Ask participants to give you a word or words that mean ìlove.î Is everyone

agreed upon these words or expressions? Do these words or expressions apply

to the love someone has for their partner alone, or can they be used to describe

feelings between brother and sister, and so forth? If other words or expressions

are used to describe relationships, other than for a partner alone, ask everyone

to agree on those, also.

II. Love Between Friends or Family Members

(20 minutes)

Ask everyone to divide into pairs. (You may find that singleñsex pairs will work

best for this exercise.)

Ask each pair to describe to each other three qualities that they show to a close

brother, or sister, or friend whom they particularly love; and then three qualities

that they expect from the same brother, sister, or friend who loves them.

Call everyone back to the larger group and ask participants to share their thoughts

and ideas. If there is general agreement, move on. If not, encourage participants

to discuss the different views further in the large group.

III. Love Between Partners [Husbands and

Wives or Boyfriends and Girlfriends]

(25 minutes)

Next, ask each pair to take turns describing to each other three qualities which

they would show to a partner whom they love; and three qualities which they

expect from a partner who loves them.

Again, call everyone back to the full circle. Ask them to share their ideas. If

there are some clear differences in the qualities of love described between partners and those described for sisters, brothers, or friends, point these out to participants. Ask them to define these differences more clearly. Encourage them to

try to explain why these differences exist.

In this culture, does love equal sex? Does love equal marriage? If love does not

equal marriage, what, at least, are the minimum levels of respect which they

think each member of the couple should show each other?

IV. Qualities I Want in a ìLoveî or ìRomanticî

Relationship (25 minutes)

Lastly, have the pairs meet once again. This time, they should each list five

qualities that they would look for in a relationship. What would their ideal partner be like? Encourage them to list exactly what they would most want in a

boyfriend or girlfriend or in a husband or wife.

In the larger group, ask the participants to share their ideas about the qualities

of an ideal relationship.
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It can be helpful at the end for you to ask:

1. Are any of the members of the group currently in a relationship? Do these

partners meet all of the qualities that you wish for in a relationship? (It is

not necessary for the group to actually answer these questions. This is just

ìfood for thought.î)

2. Is this the person you want to spend the rest of your life with? What will be

the consequences of that?

3. Would it be more helpful for you to wait a few years to make sure that you

stay with the type of person that you have described as having qualities you

admire?

Encourage these young people to think about their relationships objectively. It

is easy for a teenager to get ìstarryñeyedî about a relationship, and act as if it

is perfect. Use your questions to probe a bit deeper and at least leave the young

people with the idea that other options might be out there that would match what

they want better. It is safer to avoid early pregnancy, early sexual involvement,

and so forth, until they are quite sure and ready to make the decision that this

person is the ìonly oneî and will meet their needs for a lifetime.

Trainer note: Sometimes, especially for girls, the very idea of having personal

needs, and certainly, of having these needs met, is a new concept. Spending

this entire session reinforcing that can be very powerful in terms of selfñesteem. Make it clear to the girls that they have options, too, that relationships

are their choice too, and so forth.

Evaluation (10 minutes)

Ask the participants to write on a sheet of paper that will be kept anonymous:

1. Are they seeing anyone in a relationship now?

2. If so, does the person they are seeing meet all of the qualities they are looking for?

3. Is this the person they want to be with for the rest of their life? If not, are

they protecting themselves to make sure that they will not be ìtrappedî into

a situation for the rest of their lives (early pregnancy, infection with HIV,

and so forth)?

Pages 193ñ195 adapted and reprinted with permission of Alice Welbourn and ACTIONAID

from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship

Skills, pp. 56ñ61. © Alice Welbourn and G & A Williams 1995
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RELATIONSHIP SKILLS SESSIONS

Session 5:

SELFñESTEEM BUILDING: DO WE HAVE

SELFñESTEEM?

Overview

Fundamental to the development and effective use of life skills is the concept

that young people have an understanding of their own worth. Building selfñ

esteem is an integral part of all life skills sessions, but it may be worthwhile to

spend a few sessions actually talking about ìself worth,î ìselfñesteem,î or ìselfñ

image.î

Time

1 hour, 10 minutes

Objectives

By the end of the session, participants will be able to:

1. Define the term ìselfñesteem.î

2. Describe the link between selfñesteem, assertive behavior, and good decisionñmaking.

3. List qualities that they most admire about themselves.

4. List areas in which they would like to improve.

Materials

Flip charts or board

Markers or chalk

Paper and pens or pencils
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Delivery

I. What is Selfñesteem? Where Does it Come

From? (30 minutes)

In Exchanging Stories (Session 3 in Part V) we looked at the type of person we

want to be. In working to develop ourselves into that ìperson we admire,î it can

be helpful for us to have an understanding about how we assess ourselves right

now. This session is a first step in understanding our feelings about ourselves.

Brainstorm a meaning for the term, ìselfñesteem.î What does it mean? List the

answers on the flip chart or board. Possible answers might include:

• How you see yourself

• Believing that you are worth a lot

• Personal strength, and so on

Next, refer to the Bridge Model and to the situation with Lucy. Did Lucy have

selfñesteem? Why or why not? Would selfñesteem have helped her make a different decision regarding her boyfriend? Spend some time drawing out the link

between selfñesteem and good decisionñmaking, communication, and thinking

skills.

Ask the participants where they think selfñesteem comes from. Discuss the possible sources of selfñesteem and jot them down on the flip chart or board. Ideas

might include:

• How your parents raise you or treat you

• Belief in God (He canít make poor materials, and so on)

• Image of girls or boys in the community

• Treatment by brothers, sisters, other family members

• Personal reflection on our lives, and so on

II. Who Am I? (20 minutes)

Take a moment to begin to look at your own image. What are the most important

parts of you? How do you see yourself?

Invite participants to write 10 sentences that start with the words, ìI amÖî

Examples might be ìI am an intelligent young woman.î Or ìI am a really good

friend to others.î Emphasize that this exercise will not be collected but is for

their personal use only.

Next, suggest that participants put a check mark next to the things they like

about themselves. Put a question mark next to the things you want to change.
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In looking at their own lists, would participants say that they have good selfñ

esteem, or that maybe they need to work on developing their self image a bit

more? (Participants do not need to actually answer this question.)

Evaluation (5 minutes)

You might suggest a homework or journal assignment of some kind to evaluate

the understanding of the concepts in this session. For example, you might ask

participants to write a short essay on their own selfñesteem, and include ideas

regarding where that selfñimage might have come from. Before making such an

assignment, get permission from the participants to read their essays or journal

entries, if you wish to collect and review them.

Pages 196ñ198 adapted and reprinted with permission of UNICEF Harare from Think About

It! An AIDS Action Programme for SchoolsóForm 3, pp. 20ñ21. © UNICEF Harare 1995
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RELATIONSHIP SKILLS SESSIONS

Session 6:

SELFñESTEEM BUILDING:

ìA PAT ON THE BACKî

Overview

This is a short, fun, ìfeel goodî activity to raise selfñesteem and build team

spirit. It is conducted most successfully with a group that has been together for

awhile and know each other well. You might use it during the selfñesteem sessions or at any time for a ìpickñmeñupî and a group bonding experience.

Time

30 to 45 minutes

Objectives

By the end of the session, participants will be able to:

1. Identify the strengths of others in the group.

2. List qualities others admire in them.

Materials

One sheet of paper (cardboard works best) for each person

One marker or pen for each person

Tape

Pins, clothespins, or paper clips

Delivery (30 to 45 minutes)

Give one sheet of paper, a pen, and something to attach the paper (tape, pin,

paper clip, clothespin) to each participant.
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Talk a little bit about the group. Explain that we have all made an impression on

each other in one way or another. We all have some positive things that we

would like to say to each other, but sometimes we forget to tell each other the

good things. This exercise gives us an opportunity to share with each other the

impressions we have of each other and have some fun at the same time.

Trainer note: It is important to stress that we are focusing on positive things

and good things to avoid having anyone writing negative things on the cards.

Instruct the participants to write their names on an upper corner of their papers

and to make some symbol that represents them in the center. They could trace

their hand, draw a star, heart, or sunóanything that represents them. Next, they

should attach their papers to their backs.

Think about the different people in the room. What positive words would you

use to describe each person? What happy message would you like to give to

different people in the room? Tell the participants that when you say, ìGo!î they

should move around and write one (or two) word(s) on each otherís papers.

When most seem to have finished, say, ìStop!î and let the participants remove

their papers from their backs. There should be a great deal of joy and laughter

as people see the positive feelings others have for them!

You can make this session longer and more powerful by having the participants

stand up, one by one, and read out what their cards say about them. For example, ìMy name is ________, and I am beautiful, powerful, smart, dynamic,

strong, a true leader.î This can be a powerful reinforcement to selfñesteem, as

the participants actually ìownî the statements by reading them aloud and sharing them with the group.
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RELATIONSHIP SKILLS SESSIONS

Session 7:

WHAT ARE GENDER ROLES?

óGENDER CARDS EXERCISE

Overview

This is a good exercise to use as an introduction to the topic of gender. It helps

clarify the meaning of the term ìgender rolesî and also provides a forum to

begin to discuss issues of gender in the community and culture.

Time

1 hour, 30 minutes, to 2 hours

Objectives

By the end of the session, participants will be able to:

1. Define the term ìgender roles.î

2. Describe the difference between ìsexî and ìgender roles.î

3. List some of the gender roles expected of men and women in this community.

4. Describe challenges to current gender roles and ways that they might be

changing in this community.

Materials

Flip chart or board

Markers or chalk

Tape

Large cards: ìFemaleî and ìMaleî

Small Gender Cards (one word or phrase per card): at least one card per participant
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Suggested Descriptive Words for Gender Cards

leadership decisionñmaking pregnancy serving others

education authority money fetching water

building a house power work chopping firewood

intelligence cooking pregnancy raising children

family decisions love violence powerless or helpless

weak sports beauty driving a vehicle

stealing active in church doctor sweeping

wants sex religion control digging graves

asks for sex strength nurse caring for the sick

Trainer Note: It is imperative that you only use descriptive words that make

sense in your local community. Be sure to adapt the above list to local language and culture.

Preparation

Put tape on the back of each card.

Clear a space along the wall for the exercise. Form any chairs in a semiñcircle

around the blank wall.

Delivery

I. Gender Roles (up to 1 hour)

The way you approach this exercise will vary depending on participants. Some

will be quite aware of the difference between ìgender rolesî and ìsex.î Others

will not understand the word ìgenderî at all. In many communities, the phrase

ìgender issuesî is tossed around whenever the idea of female empowerment is

discussed, but many do not understand the concept.

Sometimes it is helpful to begin by explaining that you are about to do an exercise to discuss the idea of the term ìgender rolesî and how someoneís gender

roles are different from his or her sex. Ask one of the participants to tell you his

or her ìsex.î ìMaleî or ìFemaleî should be the answer. Now see if the person

can tell you some of his or her gender roles. Spend only a moment or two on this

and then move into the exercise.

Tape the cards ìFemaleî and ìMaleî to the blank wall, about three feet apart.

Explain to the group that you are going to hand out one card for each participant. They should not look at their cards, but keep them face down or pressed
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against them. When you say, ìGo!î all participants should read their cards and

immediately put the card on the wall where it belongs. Give no further instructions. Remember to emphasize that all of the people should respond quickly and

place their cards on the wall the minute you say, ìGo!î

Trainer note: Speed is a very important concern in this exercise. You want to

get the personís first reactionóbefore they have a chance to think about what

you might want them to say. They should react with their natural feelings, and

they should do it fast!

When all the cards have been placed and the participants have returned to their

seats, ask the group to take a look at where the cards have been placed. It may

look something like this:

 Female Male

housework marriage strength

pregnancy sexual intercourse makes decisions

raising children religion education

serving guests leadership

Trainer note: Depending on the group, you will have very different responses

here. In some communities, you might find that very traditional roles are assigned to each, and that no one thinks to put any of the ideas in the middle.

Other groups may have been exposed to these ideas before and will have a

more balanced idea with many in the middle. Some groups will want to ìoutsmartî you and put traditional female roles under the male category. You should

really be prepared to ìthink on your feetî during this exercise. Where the

words are placed will tell you a great deal about your participantsí thinking

on gender issues. This will help you gauge how to approach the gender discussion that follows.

Ask the group if everyone agrees on the placement of the cards. Allow the exercise to spark debate among the participants regarding how the culture views

certain activities in terms of gender. You may wish to move cardñbyñcard through

the exercise, asking the opinions of all participants and possibly moving a card

if the entire group agrees to do so.

The discussion about gender can take a great deal of time and be very controversial if people are willing to open up and share how they feel about their

cultureís approach to gender. Allow the discussion to be as free as possibleó

guiding it only to keep people from becoming disrespectful or violating any of

the groupís ground rules.

II. ìGender Rolesî versus ìSexî

(up to 1 hour)

When the discussion has reached an appropriate stage, take all of the cards

(except ìFemaleî and ìMaleî) off of the wall. Tell the group that they are going
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to do the same exercise again, but this time they should place the card under the

type of person who is physically able or biologically capable of whatever is

written on the card. Make sure that the participants understand that you are now

talking about natural, physical capabilities. Is a man, a woman, or both able to

do, or be, what is written on the card?

Hand out one card to each person and again say, ìGo!î The group should tape

the cards to the wall again. This time, they may look something like this:

Female Male

pregnancy marriage strength

education

leadership

Again, process the placement of the cards. What is the difference from the first

time? Do any cards still need to be moved?

Based on the exercise, ask the group to process the ideas of ìsexî and ìgender

roles.î What is the difference between these two ideas? Ask one woman what

her ìsexî is. She should say ìfemaleî to which you could reply, ìRight! Your

sex is whether you are a male or a female. It is the biological, physical fact of

being born a boy or a girl.î Write the definition of ìsexî on the board or flip

chart.

Now, ask the group what ìgender rolesî mean. If no one can tell you, refer to the

first exercise and where the people placed the roles. What made the people place

certain roles under ìMaleî and other roles under ìFemale?î Assist the group in

making a definition of ìgenderîósomething like ìthe roles of a person based on

their sexî or ìwhat society or a culture expects from you based on whether you

are male or female.î You want them to realize that gender is determined by

cultureóit is how the community wants you to behave and think based on whether

you are a man or a woman. For example, a girl from one country and a girl from

another country have the same sex, but their gender roles are probably different

because they were raised in different cultures.

Discuss briefly how gender impacts our life skills. Do girls communicate differently than boys in this country? Are girls able to make decisions as much as

boys? How are relationships different for boys and girls? Consequences? Until

the next time that the group meets, participants should think about these issues

and their possible effects on life skills.

Evaluation

Careful attention to the discussion will give you some idea about the understanding of the differences between ìsexî and ìgender roles.î Changes in attitudes about these issues may not happen at this point, as this may be the beginning of the thought process around these issues.

This session was adapted from a ìgender cardsî session modeled at the Peace Corps/Malawi

workshop ìPromoting Sexual Health,î held in Lilongwe, Malawi, in July 1996.
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RELATIONSHIP SKILLS SESSIONS

Session 8:

GENDER PICTURE CODES AND ROLE PLAYS

Overview

This session will help the group delve deeper into the issues of gender roles

currently at work in their culture. It is a good followñup to Gender Cards

(Session 7 in Part VI). By directing attention to everyday situations often taken

for granted, participants are challenged to make some meaning out of these

roles, including the possible benefits or consequences of them.

Time

2 hours or more, depending on the size of the group

Objectives

By the end of the session, participants will be able to:

1. Describe some of the gender roles at work in their community.

2. Describe some of the consequences of these gender roles, especially in terms

of the decisionñmaking power of women and girls.

3. Identify possible alternatives to traditional gender roles.

Materials

Various props for role plays

Handout: Gender Picture Codes

Tape

Preparation

The examples provided at the end of this session are merely intended to clarify

the types of picture codes that might be useful. You should create picture codes

appropriate to your local area before conducting this session.
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Work with your counterparts or colleagues to develop picture codes appropriate

to your community. The information you collected during your needs assessment should be helpful in pinpointing the major gender issues at work in the

area.

Choose the number of role plays you will use depending on the number of participants and the time allotted.

We have found it is useful to add at least one ìpositiveî gender situation when

doing this session, rather than dwelling solely on negative situations. It can be

very powerful to see a more balanced gender reality in practice in the role play.

One way to accomplish this is to have role plays done twice, the second time

with more balanced gender roles.

Delivery

I. Role Plays (1 hour, 45 minutes)

Remind the group of some of the issues regarding gender that were raised both

in the Bridge Model and the last session on ìgender cards.î Now that we have

discussed some of the key ìgender rolesî in our community, we can begin to

look at some of the consequences of these gender roles in our everyday lives.

Split the participants into mixed groups with both males and females. Give each

group one of the Gender Picture Codes. The groups should:

1. Look at the picture. Identify the gender issues at work in the picture. Discuss the situation in the picture. What are the differences in the roles of men

and women in the scenes? What might be some of the consequences of these

roles? What is positive about them? For whom? Negative? For whom?

2. Develop a role play based on the situation depicted in the picture. Act out

exactly what is appearing in the picture. The group should basically bring

the image to life. (They should not offer solutions, but merely show exactly

what is happening in the picture.)

3. Each group should perform its role play for the entire group. After each role

play, lead a discussion on the gender issues portrayed in the role play. Hold

up the picture code for the entire group to see after the role play has been

processed. Deal with any issues not covered by the drama.

4. If desired, have groups replay their role play showing more balanced gender

roles.

It might be a good idea to see the more ìbalancedî role plays last so you can

summarize by discussing the benefits of the situation now that both genders are

sharing equally in responsibilities and respect.
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Evaluation (15 minutes)

This session often brings up powerful feelings for participants because deeply

held beliefs are being discussed and critiqued. This may be a good opportunity

to solicit a written reaction to the session from the participants so that you can

see how the ideas have been generally received by the group. This request can

be as simple as asking participants to respond to one question, such as ìWhat

did you think of the ideas discussed in todayís session?î or ìHow do you feel

about critically evaluating these cultural issues with the group?î or something

along those lines. Or, it can be more contextual, such as ìState one aspect of

culture that probably needs to change for people to live healthier lives, and state

one aspect of culture that we should definitely keep. Explain.î

When reading the responses, it might help to keep in mind that people may be

writing their strong feelings, and that this is only the beginning of a longer

process of challenging ideas and critically thinking about culture.

The ìGender Picture Codeî session was modeled at the Peace Corps/Malawi workshop ìPromoting Sexual Health,î held in Lilongwe, Malawi, in July 1996.
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PARTICIPANT HANDOUT

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GENDER PICTURE CODESóEXAMPLE
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PARTICIPANT HANDOUT

PAGE 2 OF 3

GENDER PICTURE CODESóEXAMPLE
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PARTICIPANT HANDOUT

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GENDER PICTURE CODESóEXAMPLE
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Session 9:

GENDER AND CULTURE:

IDEAL IMAGES AND PERSONAL DESTROYERS

Overview

Another good gender exercise, this session helps to explore cultural perceptions of the ideal man and the ideal woman, and how these ideal images may

put pressure on people to live up to unrealistic or unwanted roles.

Time

1 hour, 30 minutes

Objectives

By the end of the session, participants will be able to:

1. List the ìideal imagesî the society has for those of their own age and

gender.

2. Identify the ways in which those stereotypes can be limiting or used to

pressure a person into behaving a certain way.

Materials

Flip charts or paper

Markers or pens

Preparation

Before this session, ask participants to bring some examples of short songs,

short stories, or proverbs that pertain to the issue of gender roles.
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Delivery

I. Introduction (20 minutes)

Refer back to previous sessions regarding life skills and gender roles and explain to the participants that we are about to explore how different people in our

society are expected to behave.

Ask participants to share some examples of their short songs, short stories, or

proverbs. Ask five or six people to tell them or sing them to the rest of the

group. See if you can make some links between the content of the stories, songs,

and proverbs and the images of what men and women are expected to be in this

culture.

II. Ideal Images (20 minutes)

After a few general examples, ask participants to break into groups and to focus

particularly on the ideal image in their society for their own age and gender.

Your groups should be sameñsex and sameñage groups. Note that from now on,

the discussion will focus only on their own age and gender.

• If you are working with young women, ask them to describe what a young

woman is expected to say and do or not say and not do.

• If you are working with older men, ask them to describe what an older man

is expected to say and do or not say and not do, and so on.

After about 10 minutes of small group discussion, ask the participants to reñ

form into the large circle and share with the whole group their ideas on the

perfect young woman, older man, and so on.

III. Realistic Images (20 minutes)

Next, ask the participants to go back into their small groups and discuss how

easy they find it to live up to the expectations that their society has for them.

After about 10 minutes, ask the groups to reñform a large circle and share with

the whole group what their real experiences are as they try to live up to societyís

expectations for them.

IV. Personal Destroyers (20 minutes)

The idea of this exercise is to help people appreciate that we all have ideal

images of how we are supposed to behave and that there is always a gap between our images and reality. We all find our images hard to live up to at times.

It can often be reassuring to realize this and to appreciate that we all have times

when we feel like this.

Sometimes, ideal images can actually be personal destroyers. For instance, if

people believe that ìa womanís place is in the home,î this can be used as an

excuse to take girls out of school early. Similarly, the belief that ìreal men drink
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Part VI

10 bottles of beer a nightî can result in a man drinking far more than he feels

happy with, or than is good for him. Encourage participants to think about this

and to make their own comments about the way some of the examples they have

already mentioned can be personal destroyers for them.

Trainer note: Please emphasize to your group that this exercise is not intended

to remind them of how they should behave! Instead, it is intended to help us

recognize how difficult and limiting some of the labels which our societies put

on us are for us to live up to. If your group finds it a bit hard to think of

examples to begin with, below are some suggestions. Do not impose these ideas

on your group; they should come up with their own descriptions of their lives.

But you could say that in other communities, people have described differences between their ideal and their real lives in this way, and ask the group to

relate this to how they are living in their own community.

Young Men

Image: head of family, breadwinners, deserves respect

Reality: many responsibilities, too many mouths to feed, limited income

Young Women

Image: polite, submissive, hardñworking, undemanding, obeys father or husband, many children.

Reality: too many children, no money to spend, no personal freedom, abused

Trainer note: Again, talk only about the experiences of the peer group you are

working with. For example, if you are working with younger women, talk only

about what it is like to be a younger woman in this community.

Evaluation (10 minutes)

Ask the participants to state one ideal image that they would personally want to

continue to strive for, and one personal destroyer that is unhealthy and that they

would wish to avoid.

Pages 211ñ213 adapted and reprinted with permission of Alice Welbourn and ACTIONAID

from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship

Skills, pp. 46ñ47. © Alice Welbourn and G & A Williams 1995
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RELATIONSHIP SKILLS SESSIONS

Session 10:

WHOSE RIGHTS AND WHOíS RIGHT:

A LOOK AT BRIDE PRICE

Overview

A cultural issue that can have a strong impact on the lives of some women and

their ability to use life skills is the practice of paying bride price. In some patriarchal areas, the families of a man pay a price (in cows, for example) for the

right to marry a woman. Sometimes, this payment allows a husband to exercise

absolute control over his wife, giving her little power to make decisions for

herself, even to the detriment of her health. This session offers an interesting

and controversial exercise to examine the issue of bride price.

Bride price is certainly not an issue in every community. If bride price does not

exist in your area, be sure to omit this session from your life skills program.

Time

1 hour, 30 minutes to 2 hours

Objectives

By the end of the session, participants will be able to:

1. Identify many different perspectives on bride price.

2. Identify some of the problems or consequences of the bride price system.

Materials

Various props for role plays

Handout: The Drama
PART VI: RELATIONSHIP SKILLS

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Part VI

Preparation

Prepare the drama beforehand with nine participants as actors. Encourage them

to be as creative and realistic as possible. They should use everything they know

about how their community feels about bride price in playing their roles. Arrange the room into a court scene before the session begins.

Delivery

I. The Drama (30 to 45 minutes)

Begin by introducing the concept of bride price and its potential impact on life

skills, such as the ability of a wife to make decisions and communicate assertively. Explain that the entire group is about to serve as judges in a court case.

They should listen to all of the arguments carefully because they are the judges

in the Community Court, and they will be polled for their judgments at the end

of the testimonies.

Present the drama.

II. The Debate (50 minutes)

After the drama is finished, have the three members who served as court officials poll the group to decide on the judgment. They can do it any way they

likeóby taking a vote on slips of paper or just by raising hands. The majority

wins. After getting this judgment, the court officials should announce the judgment to the group.

After the judgment has been announced, have all of those who supported the

judgment sit on one side of the room. All of those opposing it should sit on the

other side. Facilitate a debate between the two sides to discuss this important

and timely issue.

Evaluation (10 minutes)

After the debate is finished, you may wish to poll the group again to see if

anyoneís opinions have changed based on the ideas put forward in the debate.

This session was modeled at the Peace Corps/Malawi workshop ìPromoting Sexual Healthî

held in Lilongwe, Malawi, in July 1996.
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PAGE 1 OF 1

THE DRAMA

A 30ñyearñold married woman with two children has approached the Community Court in her area for

permission to divorce her husband to whom she has been married for six years. The grounds for the

divorce are that her husband is a womanñchaser who has multiple sexual partners. Ever since she has

discovered the kind of man she married, she has refused to have sex with him. He, in turn, has begun to

hit her and abuse her in other ways, because, as he argues, he has paid bride price for her; therefore, she

has no right to deny him anything. She is his property!

Roles:

You will need three members of the community court. One of them will listen to the case. The others

will serve as bailiffs or moderators. The other people taking part in the case are:

The Wife, who argues that she has a right to look after her own health and that is why she wants to

divorce her husband. She is afraid that if she has sex with him she will catch an incurable disease.

The Husband, who argues that because he paid bride price for his wife she has no right to refuse to

have sex with him. Whatever he does away from home is not his wifeís business.

The Wifeís Mother, who supports her daughterís stand.

The Wifeís Eldest Brother, who refuses to take his sister back. He wants her to remain married to her

husband because he does not wish to give back the cows.

The Wifeís Other Brother, who is against her divorce and who argues that a good wife is one who

knows her place in the home and who does not argue with her husband.

The Husbandís Father, who argues that his son should allow the divorce to go through because his wife

is ìtroublesome and unruly.î

The whole group will act as members of the community who are attending the Community Court. The

three court officials will allow each of the actors to speak. From the evidence they hear and the arguments put forward, the whole group will make their final judgment.

Trainer Note: Encourage the actors to choose names for their characters.
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Part VII

PART VII:

BRINGING IT ALL TOGETHER
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 219

Part VII

BRINGING IT ALL TOGETHER SESSION

FORUM THEATER

Overview

The technique called Forum Theater is one of the most useful methods to use in

teaching life skills. It is an effective and powerful way to practice and evaluate

all of the life skills you presented earlierócommunication, decisionñmaking,

and relationship skills.

Time

2 hours (less or more depending on the number of situations you choose to do)

Objectives

By the end of the session, participants will be able to:

1. Identify strategies for managing emotions and communicating assertively.

2. Demonstrate effective thinking, decisionñmaking, communication, and relationship skills.

Materials

Assorted props for role plays

Handouts: Forum Theater Scenarios

Preparation

Select the situations you will use. Samples are offered here, but create other

situations as needed depending on what your goals are for specific sessions.

Before the session, prepare selected participants to perform the role plays. You

may want to watch them rehearse the situations once to make sure the ideas are

coming through clearly.
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Delivery

I. Introduction (5ñ10 minutes)

Introduce the session by summarizing the many different life skills that you

have learned and reviewed as a group. Refer to the Bridge Model and to specific sessions on good communication, decisionñmaking skills, relationship skills,

and so on. Explain that the Forum Theater technique is a way to ìbring it all

togetherîóa way to review, reinforce, and practice the many skills you have

learned.

II. The First Role Play (20ñ30 minutes)

Explain that a role play will be performed. They should watch and think about

the problems raised in the situation. Which life skills are missing or are not

being used well? Which emotions are out of control? How can the interaction

among the characters be improved?

After the role play, briefly process the scenario with the group. Discuss the life

skills that were missing or compromised. Discuss any outñofñcontrol emotions.

You may wish to introduce the idea of critical points. These are ìpoints of no

return,î beyond which the situation changes completely. Examples of critical

points might include someone throwing a punch, someone saying something very

offensive, and so forth. Ask the group to identify any critical points in the role

play just watched. What were they?

III. The Interactive Role Play (20ñ30 minutes)

Explain that the role play will be repeated as it was the first timeóonly this

time, every member of the audience will have a chance to improve the situation.

Whenever a character in the role play is using bad judgment, communicating

poorly, allowing an emotion to get the better of him or her, or a life skill is not

being usedómembers of the audience are invited to clap. (Demonstrate by clapping twice quickly.) When the actors hear a clap, they will freeze. The person

who clapped should then stand up and replace one of the characters. The new

person should simply tell the appropriate actor to sit down and begin to act in

the role play. The new person should improve the situation as best as he or she

canóusing better communication or an alternative behavior. If another critical

point comes in the role play, another member of the audience should clap, replace someone, and replay or continue the scene. This can go on and on and on.

Many different people can step in for one character. Gender does not matteróa

man can step in for a woman or a woman for a man.

The technique continues until every member of the audience is completely satisfied that the new role play represents a better response to the situation, making

maximum use of positive life skills. Be sure to spend some time processing the

various approaches to settling the situation so that participants can explore the

many strategies that can be used to resolve unhealthy moments.
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Part VII

You can continue with this technique for many different scenarios.

Trainer note: This technique is most fun when all members of the audience

participate actively. So encourage everyone not to be shy, but to join in the

action! One way to encourage audience participation and to keep the session

moving smoothly, is to have the entire group count down ì5-4-3-2-1-ACTION!î

whenever someone has stepped in to replace one of the actors.

Evaluation

Forum Theater is an effective way to evaluate to what extent participants have

internalized the skills that we have worked on in other sessions. Observing the

responses to these situations and the strategies used by different participants

will provide you with important information. You will see the progress that has

been made and indicate some new directions for learning that might be pursued.

Variations

In Other Life Skills Sessions

You can use this technique effectively with any of the other role play scenarios

in this book and for any of the topicsófrom communication to decisionñmaking

to relationship skills.

Forum Theater was modeled at the Peace Corps/Malawi workshop ìPromoting Sexual Health,î

held in Lilongwe, Malawi, in July 1996.
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PARTICIPANT HANDOUT

PAGE 1 OF 2

FORUM THEATER SCENARIOS

Scenario Number 1: The Jealous Girlfriend

Characters: Lorna, a student and Austinís girlfriend

Austin, a student and Lornaís boyfriend

Angela, a student and female classmate of both

In the first scene, Lorna and Austin meet and make it clear to the audience that they are boyfriend and

girlfriend. They are at schoolóperhaps just leaving a classóand they are expressing their love for each

other. Make it light and funny! The two finally agree to meet somewhere later, and Lorna rushes off to

help her mother.

But Lorna doesnít really go very far. She walks away from the main action, but the audience should be

able to see heróshe is able to see all of the action about to take place, but she cannot hear what Austin

and Angela will say.

With Lorna in the distance looking on, Angela walks up and has a perfectly innocent conversation with

Austin. They talk about something completely safeóa teacher, or a test, or a football match, the food in

the dining hallóanything innocent and casual for two schoolmates to discuss. In the background, Lorna

is looking angry and jealous. Finally, Angela brushes aside something on Austinís faceóinnocently

enough: she sees something on his face, brushes it off, and then says goodbye and walks off. This

touching has Lorna really upset.

Lorna rushes back up to Austin in an absolute rage. She is screaming at him, accusing him of having

another girlfriend, refusing to let him speak or explain. Finally, Austin gets angry too and screams back

at Lorna. They storm away from each other in anger.

Next, Lorna spots Angela in the distance. She angrily confronts Angela, threatening her and accusing

her of stealing her boyfriend. At first, Angela just acts confused and surprised, but as Lorna gets more

and more offensive, Angela finally starts to fight back verbally.

Stop the role play when the girls are about to fight physically.
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Part VII

PARTICIPANT HANDOUT

PAGE 2 OF 2

FORUM THEATER SCENARIOS

Scenario Number 2: The Controlling Parents

Characters: The father

The mother

Their 16ñyearñold son

The father and mother speak to each other roughly, and they treat their son very cruelly as well. They try

to control his every movementóthey tell him how to dress, when to eat, who to be friends with, when to

sitóthey are always ordering him about. Nothing he ever does is good enough for them, and they are

always criticizing him. Through it all, he tries to be a good sonóhe acts as respectfully as he can and

perseveres no matter what they say to him.

One day, the son is very excited as he comes to his parents. He is the star player on the football team,

and his team is about to go to the championship match. After he tells his parents how excited he is to

help lead his team to victory, his father and mother tell him that he cannot go to the match. They are

having guests, and they expect him to serve those guests. They forbid him to attend the match. This is

the final blowóthe son goes crazyóyelling, throwing things, reacting violentlyóhe almost comes to

blows with his own father!

Stop the role play after the son has this explosion of temper.

Trainer Note: Remind your actors to choose appropriate names for their characters.

ìThe Controlling Parentsî role play was adapted and reprinted with permission of UNICEF Harare from Think About It!

An AIDS Action Programme for Schools, Form 3, p. 9. © UNICEF Harare 1995
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APPENDICES
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Appendices

Appendix I:

WARMñUPS AND ENERGIZERS

We have found it very effective to use warmñups and energizers throughout the

program to keep the sessions lively and fun. Warmñups serve two basic purposes:

1. They can serve as a metaphorical introduction to the topic of the session.

You can choose a warmñup that evokes some of the issues you will be exploring in the dayís session. The general categories noted to the right of

titles will help to guide you if you are looking for a specific topic.

2. They can simply be lively exercises to bring the energy back into the group

when they are feeling tired or too serious.

There are fun warm-ups, games, and energizers in every culture, so spend some

time adding local favorites to the ones listed below, and do not use those that do

not seem appropriate for your community. After the first few sessions, consider

having peer educators or other participants lead the warmñups and come up

with creative new ones on their own!

Rhythm Clap ÖÖÖÖÖÖÖÖÖÖÖÖ Introduction

Start off a rhythmic clap by clapping your hands, slapping your thighs, snapping your fingers, etc., in time to an introductory statement, such as ìMy nameî

óclap, clapóìis Kathyîósnap, snapóìI liveîóclap, clapóìin Mzimbaîó

slap, slap.î Go around the circle in this way until all participants have introduced themselves.

ìEverybody WithÖî ÖÖÖÖÖÖÖÖ Introduction

Form a circle of chairsóone less chair than the number of participants. (If there

are 18 participants, you need 17 chairs.) Appoint a volunteer who stands in the

center of the circle of chairs. That person calls out, ìEverybody with Ö î For

example, ìEverybody with black shoesî or ìEverybody who ate bread this morningî or ìEverybody who has a pencil.î Then everyone who fits the description

stands up and switches chairs as quickly as possible. They cannot stand up and

sit back down in the same chair, and they cannot sit in the chair next to them.

They should stand and run to a chair across the room. The volunteer tries to sit,

too. Whoever is left standing should be the next to call out ìEverybody with Öî
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This is a great first warmñup and ìget to know youî game! (A variation of

this game is called ìFruit Salad.î Assign everyone the name of a fruitó

mangoes, papaya, apples. Call out the names of the fruits to make people

switch places. When you call ìFruit Salad!,î everyone has to switch places.)

ìFruit Saladî variation reprinted with permission of Alice Welbourn and ACTIONAID

from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, p. 58. © Alice Welbourn and G & A Williams 1995

Life Boat ÖÖÖÖÖÖÖÖÖÖÖÖTeamñBuilding

Have all participants move around a specific area. Tell them to imagine they

are floating in a great sea. They need to form life boats to survive. One

facilitator will call out a numberóì6!î Participants must form strong groups

of six to keep from drowning in the ìsea.î If the group is formed with less or

more than six, the whole group ìdrownsî and must stand to the side while

the game continues. The one or two people remaining when everyone else is

out are the winners.

The Longest Line ÖÖÖÖÖÖÖ TeamñBuilding,

Using Available Resources and Talents

Take participants outside where they can have a large area to work. Split

them into two teams (or more if the group is large). Explain that they are to

create a long line on the ground or floor, using whatever they currently have

on their bodies. They are not permitted to get additional things, but whatever they haveótissue, watches, clothing, shoesócan be used to make the

line longer and longer. Their goal is to have a longer line than the other

teams. (If people are really creative, they will use everything possible and

then lie down on the ground themselves to make the line longer!) The team

with the longest line is the winner. After the warmñup, discuss how the

exercise relates to teamñbuilding or to real life.

OneñLegged Peer Educator ÖÖ TeamñBuilding

Ask for one volunteer. That volunteer is the ìOneñLegged Peer Educatorî

or the ìOneñLegged AIDS Educator.î He or she cannot do all the work

alone to educate people on behavior change; so, he or she must build a team

of educators to help. The volunteer hops on one foot and tries to catch the

others. The group is running away from him or her within the boundary that

you have set. When the ìOneñLegged Educatorî touches someone, that person must join arms and also hop on one foot to try to catch the others.

Continue until all are caught by the team. Once a team gets started, nothing

can stop it!

The Falling Blanket ÖÖÖÖÖÖ TeamñBuilding

You will need a large blanket for this warmñup. Split the group into two

teams. Two people must hold the blanket tightlyóone on each side. Have

each team gather on opposite sides of the blanket. The team should make
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sure they cannot be seen by the team on the other side of the blanket. Each

team should place one team member in front of the groupóthe person should

be crouching just behind the blanket. The two people holding the blanket

should make sure that there is one person on each side of the blanket before

counting, ì1ñ2ñ3!î and dropping the blanket. The two people should stand

up and try to call out the name of the person opposite them quickly! Whoever correctly identifies the person on the other side of the blanket ìwins.î

The loser has to cross over the blanket and join the other team. Continue

until one team is filled with people and the other team is empty.

Spider Web ÖÖÖÖ Leadership, Commitment,

 Teamwork

Participants stand close to each other in small circlesóabout five or six

people. The participants take the hands of the people in the circle. They

cannot take the hand of the person next to them, and they must be sure to

have the hands of two different people. They then try to untangle themselvesóto return to a continuous circle again without letting go of anyoneís

hands. After all groups have successfully untangled, process the exercise.

Did any leaders direct the rest of the group? What was the process? Did

anyone give up? Why? What made the group finally succeed?

Sitting on Knees ÖÖÖÖÖÖ Teamwork, Trust,

Cooperation

Ask everyone to stand closely in a circle, you included. Then everyone should

turn to his or her right, so that each person in the circle is facing the back of

someone else. Ask all to put both hands on the shoulders of the person in

front of them. Explain that you are going to call out, ì1, 2, 3, SIT!î, and

that everyone should call it out slowly with you. On the word ìsitî everyone

should carefully sit down on the lap of the person behind him or her, still

holding on to the shoulders of the person in front of them.

This exercise really works, is fun, and creates a good feeling among everyone. But take care that everyone is able physically to do the exercise. If your

group is really brave, you can all try to shuffle around in the circle together

while holding on to one anotherís shoulders. Afterwards, ask participants

how they felt doing this. Did they think they were going to be able to do it?

How does this relate to real life experience? (Note: Use your judgment on

whether it would be appropriate for your group to do this exerciseósitting

on each otherís laps would not be advisable for some groups.)

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A

Training Package on HIV/AIDS, Communication and Relationship Skills, p. 63. © Alice

Welbourn and G & A Williams 1995

String Spider Web ÖÖÖÖÖ Teamwork, Support

You will need a ball of string to do this exercise. Ask everyone to sit or

stand in a circle. Produce a big ball of string. Hold on to the end of the
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230 PEACE CORPS

string, then roll or toss it across to someone sitting or standing opposite you,

saying something positive about him or her as you send it. Keep holding on to

your end, tightly. Ask the recipient to hold on to the string so that it makes a

taut line between you. Then ask him or her to send the ball back across the

circle to someone else, saying something positive about him or her as he or

she rolls or tosses it. Everyone continues with this procedure, until the circle

is full of taut lines crissñcrossing the circle. Each person should be holding

tightly to a bit of string. The ball of string should finally be sent back to you

so that you hold the beginning and the end of the string. Next ask everyone to

look at how the string connects you all, like a spiderís web. You are all dependent on one another to keep this web firm and supportive. If anyone were to

take his or her hand away from the web, that part of it would collapse. Ask

people to suggest how this spiderís web exercise relates to our real lives.

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A

Training Package on HIV/AIDS, Communication and Relationship Skills, pp. 102ñ103. ©

Alice Welbourn and G & A Williams 1995

Trust Circles ÖÖÖÖ Teamwork, Trust, Support

Ask all participants to stand together in a small, tight circle in the middle of

the room. (If you have many participants, make small circles of about six

people each.) Each participant in turn should stand in the middle of the circle

and then close his or her eyes or put on a blindfold. He or she then falls

backwards, sideways, or forwardókeeping eyes closedóand will be caught

in the safety of the arms of the other participants. Each participant needs to

have a few turns at this before someone else goes in the middle of the circle. It

can feel quite scary at first but should be perfectly safe provided the group

works together. At the end of the exercise ask participants what such an exercise teaches us about each other.

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A

Training Package on HIV/AIDS, Communication and Relationship Skills, pp. 184ñ185. ©

Alice Welbourn and G & A Williams 1995

Cross the Circle ÖÖÖ Trust, Cooperation, Risk

Ask participants to form a big circle, facing inward. Each participant identifies someone standing opposite him or her. When you say, ìGo!,î each participant must close his or her eyes, walk across the circle and stand in the

place of the person opposite him or her. All participants do this at the same

time, and they must not peek! People get very confused but sort themselves

out eventually. Afterwards, ask participants how they felt doing this with their

eyes shut. How does the exercise relate to real life experiences?

Human Wall ÖÖÖÖÖÖÖ Teamwork, Strength

Use this one with young people onlyóit is a bit rough for older folks! Form

two teams. One team should make a ìhuman wallî óa wall of people that

cannot be broken. When the facilitator calls, ìGo!î, the other team will rush

the wall and try to break through. Then switch sides and let the other team

form a ìhuman wall.î
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Tugs of War and Peace ÖÖÖÖÖÖÖÖ Teamwork

You will need a length of strong rope for this exercise. Divide the group into two

teams. Ask these two teams to stand up and hold opposite ends of a long strong

rope. Mark a line across the middle of your training area, over which each team

must try to pull the other. When you say, ì1, 2, 3, Go!î the teams should start

pulling against each other. Let them go on until one team has ended up falling

over the dividing line. Next, ask everyone to sit in a circle. Now tie the same

strong rope in a large circle and hand it to the participants so that they are

sitting around the edge of it. Ask all the participants to pull together on the rope

so that they can all stand up. Ask participants to explain what this exercise

means to them. The idea is to show how, instead of people pulling on opposite

ends as in a tug of war, where only one team winsówe can approach situations

in a winñwin way so that everyone benefits and feels good about the result.

True, the tug of war might feel more fun for the victorsóbut how do the losers

feel?

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, pp. 150ñ151. © Alice

Welbourn and G & A Williams 1995

The Straight Line ÖÖÖÖÖ Trust, Team Support

Provide a blindfold or scarf. Invite a volunteer to come forward and walk slowly

in a straight line across the meeting area. Put the blindfold on him or her and

turn him or her around several times before he or she sets off in a straight line

across the meeting areaóto reach an agreed point on the opposite side. Instruct

the rest of the group to keep completely silent, giving no encouragement or

guidance at all. They should also not touch him or her. When the blindfolded

person reaches the other side, ask him or her to take off the blindfold. Compare

how close he or she is to where he or she intended to reach. Ask him or her how

he or she felt about having no comments from the others. Ask him or her to

replace the blindfold and repeat the exercise, this time with the verbal encouragement of the others. They should still not touch him or her. Then finally, you

can ask the volunteer to repeat the exercise with the participants using their

hands to guide the blindfolded person and talking to him or her. Process the

differences in how it felt during each stage. Emphasize how safe someone can

feel with the support and guidance of others. This is a great exercise to use

when discussing issues of People Living with HIV/AIDS.

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, pp. 33ñ34. © Alice

Welbourn and G & A Williams 1995

The Yert CircleÖÖTeamñBuilding, Trust, Support

There must be an even number of participants. Assign a name to each, alternating namesósuch as, ìMilk, Water, Milk, Water.î Everyone should link arms all

the way up to the elbow. When you say, ìMilk,î all of the ìMilksî should lean

into the circle, while all the ìWatersî should lean out. Notice how this tension

keeps the group supported. Switch now, saying, ìWater.î All ìWatersî lean into
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the circle, while all ìMilksî lean out. You can continue doing this smoothly, to

show how change and tension can still be very positive for the team.

Whoís the Leader? Ö Leadership or Thinking Skills

Ask the group to stand in a circle. Ask for one volunteer and send that person

out of the room. The people in the circle should secretly choose a person to be

the ìleader.î The ìleaderî should start an action such as clapping hands, dancing, or stomping feet. The action should change every 15 seconds or so. The

other members of the circle should follow the leaderís movements, without looking

directly at the leader and giving him or her away. The volunteer is brought back

into the room while these actions are taking place. The volunteer has three chances

to guess who the ìleaderî is.

Follow the Leader Ö Leadership or Peer Pressure

Ask participants to stand in a circle. The leader stands inside the circle, starts to

run on the inside of the circle, and calls out, ìFollow! Follow! Follow! ì to

which the group replies ìFollow! Follow! Follow!î as they run on the outside of

the circle. The leader repeats, ìFollow! Follow! Follow!î The group repeats,

ìFollow! Follow! Follow!î Leader: ìFollow the leader.î Group: ìFollow the

leader.î Now the leader starts to do some other action such as dancing, jumping,

sitting, or singing, and says, ìI dance! I dance! I dance!î (or ìI jump! I jump! I

jump!) The group responds by mimicking everything the leader does. The leader

continues with ìFollow! Follow! Follow!î and the entire process until everyone

is exhausted.

MotherñChild Trust Call ÖÖ Communication, Trust

Ask the participants to divide into pairs. The pairs should select one person to

be the ìmotherî and one to be the ìchild.î Each pair should also choose an

animal. The ìmotherî should make the sound that the animal makes so the child

will know the motherís voice. Now separate the groupsóall mothers on one

side of the room and all children on the other side. Children must close their

eyes. Mothers will make the animal sound while moving about the room. With

their eyes closed, the children must try to find and touch their mothers.

Body Language ÖÖÖÖÖÖ Communication Skills

Divide group into pairs. Each pair should think of a discussion that one of them

has had with their spouse, a friend, or anyone that developed into an argument.

The pair should first establish the two characters and their relationship. They

should then reñenact the argument between them in mime, only using their bodies and faces, with no words. Give the pair a few minutes to work on this. Then

ask everyone to return to the larger group. Pick out two pairs whose scenes

looked particularly clear. Ask the first pair to reñenact its scene in the middle of

the circle. Ask members of the audience to tell the story the pair is acting out.

Point out how easy it can be for us to know what is going on in general through
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what we do with our bodies. Repeat with the second pair. Point out other types

of body language between people, such as eye contact, distance between people,

and positions. Finish by suggesting that participants think, over the next few

days and weeks, about the ways they use their own bodies to say things to one

another. Encourage them to think how they might use their bodies differently in

different contexts to convey different messages to people.

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, p. 38. © Alice Welbourn

and G & A Williams 1995

Pass the Picture ÖÖÖÖ Communication Skills or

Perceptions

This is another good warmñup to illustrate different peopleís perceptions of

what they hear. Ask for five volunteers to leave the training area for a few

minutes. Bring out a piece of flip chart paper (or plain paper) and ask the remaining people to agree on a picture, and two or three people to draw it. The

picture could include, for example, a house, animals, a tree, and so forth. They

should not make it too complicated. Then hide the picture and ask someone to

call the five volunteers back to the group. One volunteer is then shown the picture for about a minute. This volunteer must then describe the picture in words

to the second volunteer, who in turn describes it to the third volunteer, and so

on. When the fifth volunteer has heard a description of the picture, he or she

should be handed a new piece of paper and some markers or pencils. He or she

should then try to draw the picture as he or she understands it to look from the

description. He or she should receive no help from the rest of the group! When

he or she is finished, compare it with the original picture. There should be some

interesting differences. Thank the five volunteers. Point out that it is often much

harder than we suppose for us all to understand things in the same way.

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, pp. 66ñ67. © Alice

Welbourn and G & A Williams 1995

Rumors, Telephone ÖÖÖÖÖÖÖ Communication

Ask everyone to stand in a circle or a line. Think of a phrase to whisper beforehand, such as, ìHow many people like to work in the garden?î or ìI wish I could

walk to the river.î or any other line. Whisper this line quietly to the person to

your right. This person whispers it to the person to his or her right and so on all

the way around the circle. Each person should only whisper what he or she

heard, and he or she is not allowed to ask for the phrase to be repeated. Finally,

when the phrase has been whispered all around the circle, the person to your left

should be the final one to receive it. Ask him or her to say it out loud. Then

announce to the group what you originally said. The original phrase is usually

very different from the final product! Discuss how this relates to communication skills.
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234 PEACE CORPS

Listening Pairs ÖÖÖÖÖÖ Communication Skills

Divide participants into pairs. One should describe to the other an event in his

or her life which made him or her feel very happy. The listener should say nothing but just concentrate hard on hearing what is being said. After a couple of

minutes, you ask the listeners to stop listening. At this stage, the speaker should

continue to describe his or her happy experience, but the listener should stop

listening completely. He or she could yawn, look elsewhere, turn around, or

whistle. The important thing is that he or she should no longer listen although

the speaker will continue telling the story. After a couple of minutes, yell ìStop!î

At this stage, the speaker and listener should change roles and do the exercise

again. Ask participants how they felt as speakers telling their story to a willing,

interested listener compared with telling it to a bad listener. Process the exercise.

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, p. 37. © Alice Welbourn

and G & A Williams 1995

Folding Paper Game ÖÖÖ Communication Skills

 or Perceptions

You will need sheets of paper for this game, one for each participant. Ask every

participant to close his or her eyes. Make them promise to keep their eyes shut!

Hand each participant a sheet of paper. Then ask participants to do the following: Fold their paper in half. Tear off the bottom rightñhand corner of the paper.

Then fold the paper in half again. Next tear off the lower leftñhand corner.

Remind them not to peek! Now ask them to open their eyes and unfold their

pieces of paper, displaying them to the other participants. They should be torn

in many different ways. Ask participants what this exercise can show us. One

point is to show everyone how even simple instructions can mean very different

things to different people. We often think we are saying something clearly to

someone, only to discover later that what we meant, and what they understood,

are quite different. Everyone followed the instructions correctly, but the results

were different. (This can also be a great introduction to a condom demonstration.)

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, pp. 90ñ91. © Alice

Welbourn and G & A Williams 1995

Fixed Positions Ö Ö ÖÖ Different Perspectives

on Life

This exercise encourages participants to realize that our perspectives on things

are based on who we are and our own personal experiences. Ask participants to

stand in a circle. Ask one volunteer to stand in the middle. Ask him or her to

stand still, facing the same way through the questions and answers which are to

follow. Explain to all participants that you are going to ask some questions. Ask

everyone to answer at all times according to what they can actually see from

their own position, not what they know is there. Ask someone standing in front
APPENDICES

 235

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of the volunteer: ìHow many eyes has he or she got?î Ask someone standing

behind the volunteer the same question. Ask someone standing directly to the

side of the volunteer the same question. Then place someone else in the middle.

Choose another part of the body, such as the arms. Go through the same questions with three different people. Finally, ask one participant to walk around the

whole circle, looking at the volunteer and perceiving him or her from all angles.

Ask the walker to give a running commentary on what he or she is seeing and

how his or her vision of the volunteer changes. After everyone sits down, ask

participants to consider how our perspective on a situation shapes our understanding of it. How can we give ourselves a more complete picture more of the

time? In what way can we relate this exercise to our everyday experience?

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, p. 45. © Alice Welbourn

and G & A Williams 1995

Shout, Whisper, Sing! ÖÖÖÖÖÖ Communication

Ask participants to stand in a circle. Explain that you are going to call out

someoneís name as you cross the circle towards that person. He or she should

then move from his or her position in the circle to the place where you were

standing. Then, that person should call out someone elseís name who should

then move, and so on. When your name gets called again, continue with the

game, but this time, whisper the name of the person you choose next and ask

everyone else to whisper too when it is their turn. Finally, when your name is

called again, say that this time the name of the next person must be sung out.

Continue until everyone has had a chance.

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, p. 128. © Alice Welbourn

and G & A Williams 1995

Iím Going on a Trip ÖÖÖ Support, Just Plain Fun!

Ask the participants to stand in a circle. Start by saying, ìIím going on a trip

and Iím taking a hug.î Hug the person to your right. He or she then has to say,

ìIím going on a trip and Iím taking a hug and a pat on the back.î He or she then

has to give the next person a hug and a pat on the back. Go on around the circle

until everyone has had a turn with each person repeating what was said and

done before and adding one new action to the list. If someone forgets the sequence, encourage the others to help him or her do it right. (If you are working

with a group in which touching is not a good idea, do the same exercise as a

simple memory game, such as, ìIím going on a trip and Iím taking an orange.î

ìIím going on a trip and Iím taking an orange and a chair.î ìIím going on a trip

and Iím taking an orange, a chair, and an audiotape.î)

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, p. 178. © Alice Welbourn

and G & A Williams 1995
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236 PEACE CORPS

Hand Push ÖÖÖÖÖÖÖÖÖÖ Conflict Resolution,

Relationship Skills, Assertiveness

Ask participants to form two lines, facing each other. Each participant touches

palms with the participant facing him or her in the other line. Call one line ìLine

Oneî and the other ìLine Two.î Ask all the participants in Line One to start

pushing against the person in Line Two, using only their palms. People in Line

Two can respond in any way they like. After 30 seconds or so, ask everyone to

stop and to change roles. This time Line Two members should push against Line

One members, and Line One members can respond as they choose. After another 30 seconds or so, ask everyone to sit down in a big circle. Ask people how

they felt doing this exercise. Did they respond by pushing back or by giving in,

or what? How does this relate to their real life experiences of conflict?

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, p. 134. © Alice Welbourn

and G & A Williams 1995

Meat! Meat! Meat! ÖÖÖÖÖÖÖÖ Just Plain Fun!

Ask participants to stand in a circle. One person calls out, ìMeat! Meat! Meat!î

The group responds ìMeat!î Again the volunteer says ìMeat! Meat! Meat!î

and the group says ìMeat!î The volunteer then lists types of meat that can be

eaten, such as ìchickenî or ìgoat.î If it can be eaten, the group must jump and

say ìMeat!î If it cannot be eaten the group must stay still. Whoever fails to

jump on a ìMeat!î or jumps when the animal cannot be eaten must move to the

center and call the next round.

Fire on the Mountain ÖÖÖÖÖÖÖ Just Plain Fun!

Ask participants to stand in two circlesóa small one inside a larger one. Every

person in the inner circle should have one person behind him or her. There must

be an equal number of participants. You stand in the center of the circles. The

outer circle should then start running around the outside of the inner circle while

you say, ìFire on the mountain!î They respond, ìFire!î You say, ìFire on the

mountain.î They say, ìFire!î You continue on and on until you say ìPut it out!î

and jump in front of one of the members of the inner circle. Each of the participants from the outer circle then also tries to get in front of a member of the inner

circle. One person will be left without a place, and that person moves to the

center and begins the game again.

BananañBananañCoconut ÖÖÖÖ Just Plain Fun!

Ask participants to sit or stand in a circle. One volunteer walks behind the

chairs and touches the participants on the head while saying, ìBanana,î ìBanana,î ìBanana,î on and on and on. When the volunteer finally touches someone and says, ìCoconut!î, that person must chase the volunteer around the circle.

The volunteer tries to get into the empty spot before being caught. Whoever is

left standing outside the circle leads the next round.
APPENDICES

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Appendices

Musical Chairs ÖÖÖÖÖÖÖÖÖÖ Just Plain Fun!

You will need a radio or some tapes for this warmñup. Place a set of chairs in a

line. Put another set of chairs directly behind those with their backs touching the

first set of chairs. There should be one less chair than participants. The participants must dance around and around the chairs. When the music stops, they

must quickly sit. Whoever is left standing is out. Remove one chair and start

again. Whoever is left at the end is the winner. (This game is great fun if you

vary the types of music on the tapes, and have everyone dance appropriately to

each type of music as it plays.)

WateróLandóSky ÖÖÖÖÖÖÖÖ Just Plain Fun!

Take chalk and draw three long lines down the center of the room. Mark ìWaterî on the first line, ìLandî on the middle line, and ìSkyî on the third line. All

participants should stand on the Water line. The caller cries out Water, Land, or

Sky repeatedly, and the participants are supposed to hop from one line to the

other. Any participant who fails to hop, hops to the wrong line, falls, or wavers,

is out. The participant who remains in the game the longest wins.

Keep On! ÖÖÖÖÖÖÖÖÖÖÖÖÖ Just Plain Fun!

Ask participants to form a circle. One volunteer is chosen to go outside the

room. The circle of participants chooses a small item to hide from the volunteer.

The entire group starts to sing, ìKeep On! Keep On! Keep On! Keep On!î (to

the tune of Auld Lang Syne or another tune well known to the group). The

volunteer comes back into the room and starts to move around. If he or she is

very far from the hidden thing, the singing gets louder. If he or she is very close

to the hidden thing, the singing gets slower and softer. Continue singing until the

volunteer finds the hidden object.

HandñinñHand ÖÖ Closing or Evaluation Exercise

Everyone stands in a tight circle. Ask the first person to your left to put his or

her right outstretched arm into the middle of the circle and say what he or she

has found difficult about the session, and then add something he or she has

found good about the session. Ask him or her to use these phrases: ìI didnít like

it when Öî, followed by, ìI did like it when Öî. Ask the person to your left to

repeat this, placing his or her hand on top of the hand already in the middle, and

also saying one difficult and one good thing about the session. Continue around

until all of the participants have their right hands placed in a tower on top of one

another in the circle. Finish by saying that this tower of hands can represent our

strength together as a group.

Reprinted with permission of Alice Welbourn and ACTIONAID from Stepping Stones: A Training Package on HIV/AIDS, Communication and Relationship Skills, pp. 40ñ41. ©Alice

Welbourn and G & A Williams 1995
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238 PEACE CORPS

Appendix II:

QUICK BREAKS!

Fun Bag

Cut up small papers and write different words, actions, people on the papers.

Fold up the papers and put the names of different participants on the front of the

folded paper. Put all the papers in a bag or box. Whenever the group gets bored

or needs a break, someone can shout, ìFun Bag!î and draw a paper out of the

bag. The paper should be handed to the person whose name appears on the

front. That person will stand in front of the room and act out what is written on

the paper without speaking. The other participants should guess what the person is trying to be. You can choose great Fun Bag words, actions, and so on to

match the particular type of training you are doing. (For example, if your session is on HIV/AIDS or safer sex, you can use ideas like ìputting on a condom,î

or ìsugar daddies.î) Remember to add relevant local ideas or dances to add to

the fun bag.

Sample Fun Bag Ideas

The following are some ideas you can try:

drunk man pregnant woman driver

bus operator smoking marijuana kissing

headmaster preacher proposing to a girl

CñOñCñOñNñUñT

This is a quick stretch for the group after everyone has been sitting for a long

time. Have everyone stand up and spread out. The facilitator leads the group by

using his or her body to spell the word ìCOCONUT.î The group should continue stretching and spellingófaster and faster.
APPENDICES

 239

Appendices

Appendix III:

ASSORTED IDEAS

Hereís an assorted jumble of ideas and techniques to

use with your groups:

Name Your Personality

To add a little fun to your initial introductions, have participants say their names

and then ìname their personalitiesî by using a descriptive word that starts with

the same first letter as their names. For example, Helen means ìhappyî or

ìhealthy,î Mary means ìmerryî or ìmerciful,î John means ìjokerî or ìjolly.î

This can also give you a chance to tell a bit about each of the people speaking,

such as which participants are especially outgoing and might be able to act in

the role plays.

Title ThrowñAway

This is an especially effective technique when your group consists of people

from a variety of different levels in a hierarchy or community. (For example, if

you are training headmasters/principals and teachers, or if you are training a

group of various community leaders.) The idea is for everyone to approach the

training or program from the same level. As people come into the room to begin

the training, give them name tags (small sheets of paper) and ask them to write

their names and titles on the name tags. When everyone is seated and ready to do

the introductions, make sure you begin by stressing your own name and title.

Then have everyone go around the room and give their names and titles. After

all have introduced themselves, talk a bit about the importance of feeling comfortable to speak freely, with no reservations, in a training such as this one.

Explain that often participants feel uncomfortable truly expressing their opinions because their boss might be in the room, or because some participants

might feel others are more educated than they, and so forth. Stress that it is

crucial to the success of the program for everyone to let go of their confining

titles and positions in society. They must approach the ideas and discussion as

the whole, entire human beings that they areóchurchgoers, fathers, mothers,

workers, volunteers, women, men, daughters, sonsórather than from just one

angle given to us by our titles in life. After making this speech, explain that we

are now going to free ourselves from the confines of our positions and make

ourselves more comfortable to speak our opinions. Rather dramatically tear up
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240 PEACE CORPS

your own name tag and reñintroduce yourself using just the name you want

everyone to call you. Go around the room with a trash can as participants, oneñ

byñone, tear up their name tags and tell the other participants the name they

would like to be called. Collect the torn name tags in the trash can. Reissue new

sheets of paper to serve as name tags if you like, but this time people should

write just what they want to be called.

Journals

One cannot emphasize too strongly the importance of using journals or diaries

when implementing this program. Writing daily thoughts and ideas in a journal

helps young people (and adults) develop thinking skills, manage emotions better, get to know themselves more deeply and clearly, and rely on their own counsel or advice more. Urge your group to start writing in a journal every day. You

can provide simple exercise books or you can make journals with your groupó

be creative! You may want to start out by assigning specific questions or topics

to address in the journals, but after awhile, participants will get the idea and

start to use them everyday for their own feelings. Emphasize that a journal is

private!

Camp Fires

It is a beautiful tradition in many places to gather family and friends together

over a camp fireóto share stories, ideas, dances, songs, and to pass along wisdom. If appropriate, consider adding this lively and moving tradition to your

program. Gathering together at night at a campfire can be a fun and powerful

experience for your group. In addition, young people often feel more free to ask

specific, sometimes uncomfortable questions in this atmosphere.

CandleñLighting Ceremonies

An unusual and therefore interesting activity to add a very formal air to your

program is a candleñlighting ceremony. You can use such an event to start your

program, during key moments in the program (such as awards ceremonies, milestones, etc.), or as your program is coming to an end. Here is one example of a

candleñlighting ceremony at the beginning of a program. Gather all participants

together in a circle. Give each one a candle. While holding a candle, explain that

during this program we are going to learn about ourselves, and we are also

going to learn from each other. Each of us has something special to share with

the group, and we should feel free to teach and learn from everyone in the group.

Show the members the following statement (previously written on a flip chart or

board): ìA candle loses nothing by lighting another candle.î Discuss as a group

the meaning of the quote. Turn off the lights. You will light your own candle

while summarizing the meaning of the statement. Then, turn and pass your candle

flame to the person next to you, that person will turn and pass the flame to the

next person, and so forth around the room. Continue to point out how the room

becomes illuminated (brighter) by this sharing, but that no one has lost anything
APPENDICES

 241

Appendices

by contributing his or her flames to their friends. When all candles are lit, ask if

anyone has anything more to say. Close with an appropriate speech or prayer;

then, blow out all the candles.

Question Boxes or Bulletin Boards

Sometimes participants may feel uncomfortable asking certain questions. Maybe

they fear they will sound stupid, or maybe the question is too intimate and personal. Often the question people most fear to ask is one that has a great impact

on their lives, and often it is a question shared by other members of the group.

An effective way to provide a forum for these important issues is to create a

Question Box or Bulletin Board. Simply create a small box where people can

deposit their questions. Daily or weekly, take the questions out and respond to

the questions on a sheet of paper. Hang the question and its answer on the bulletin board for everyone to read. Or, if appropriate, address the question and

answers with the group.

Invisible Theater

The technique called Invisible Theater is a very effective and exciting way to

spark a lively debate within a session. It works best on topics that most people

have the same opinion about. For example, if most people in the room believe in

gender equality, your Invisible Theater will be against gender equality. Basically, what you will do is secretly arrange the Invisible Theater with one of the

participants before the session. Instruct the person to take the exact opposite

position from everyone else once the discussion is underway. The person should

continue to disagree using very strong arguments that will clearly upset and

frustrate everyone in the group. This forces the group to justify their points

furtheróeven if they thought their points were perfectly clear before. After a

lively discussion and debate, it is best for you to ìunveilî your Invisible Theater

and make it clear that the person was only acting the part and does not really

believe what he or she was arguing.

Debates

Debates are staged, formal presentations of the arguments from two different

sides of a controversial issue. When using debating as a technique, it is most

effective if you:

• Choose a very controversial topic or one that the participants might feel

very strongly about.

• Have two or three people speak for each point of view. If possible, insist

that participants take the opposite side of the argument from the one they

believe themselves; this forces them to think about the topic deeply and

analyze it from all sides in order to build an effective argument. Also, it

helps them to see things from another personís perspective.
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242 PEACE CORPS

• Provide debate topics a week or so earlier than the actual debate and have

participants do some research and collect some facts for making their arguments.

• Seat participants as debating teams, facing each other or the audience. Have

one person at a time speak for a set amount of time, such as three minutes.

Make sure the participants present and defend in turns (one side and then

the other) so that everyone is forced to think and participate.

• Have judges (such as teachers or health workers) listen to the arguments

and choose a winning team. Award small prizes.

• After the debate, critique the arguments used and suggest strategies for better debating next time.

(See suggested topics below.)

Question of the Day

Before every session, write a controversial question or statement on a board or

flip chart paper in the back of the room. At free moments before, after, or during

the session, participants should go to the back of the room and write their positions or opinions on the topic on the board or flip chart. You will then post these

ideas during the next session or at the end of the session for everyone to read

and review.

(See suggested topics below.)

Debates and Question of the DayóSome

Suggested Topics

1. Condoms should be freely available in schools.

2. Times have changedósex before marriage is part of modern life.

3. If a woman performs 67 percent of the worldís working hours, why does she

receive only 10 percent of the worldís income?

4. Who should be responsible for preventing early pregnancy, STDs, and HIV/

AIDS? Why?

5. ìWe should not use condoms because they are against our culture.î Do you

agree or disagree? Why?

6. A husband says to his wife, ìWhy should I use a condom? Are you a prostitute?î What are your comments?

7. Bride price should be abolished.

8. Men make better presidents because they are natural leaders.

9. HIVñpositive people should be required by law to tell their sexual partners

they are infected.
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10. It is fine for a boy to experiment with sex before marriage, but if a girl

experiments, she is a prostitute.

11. The community should take some action to prevent HIV/AIDS.

12. Women should eat well and rest often when they are pregnant.

13. If a woman is educated, the health of her children greatly improves.

14. Only men have the right to decide when to have sex with their wives.

15. Pursuing an education is the best way for women to be independent.

16. Having more than one sexual partner gives you a fuller life.

17. Alcohol abuse leads to risky sexual behavior.

18. Using a condom will prevent you from experiencing real sexual feeling.

19. Drug use should be legalized.

20. Girls who have become pregnant should be allowed to continue their educations.

ìInvisible Theaterî and ìQuestion of the Dayî techniques were presented at the Peace Corps/

Malawi workshop ìPromoting Sexual Health,î held in Lilongwe, Malawi, in July 1996.
LIFE SKILLS MANUAL

244 PEACE CORPS

Appendix IV:

GAMES AND SESSION IDEAS

The Loss Exercise

The Loss Exercise provides a powerful framework for discussing empathy for

those experiencing grief or loss, especially those infected or affected by HIV/

AIDS.

Before introducing the topic, spend a few moments reviewing some of the issues

that you have covered up to this point. Explain that we are about to do an

exercise to help us to look at HIV/AIDS from a very personal perspective.

Ask participants to completely clear their desks of everything except a sheet of

paper and a pen or pencil. Tell them to number 1 to 5 on their papers. Explain

that you are going to read five statements, and they will respond to those statements on their papers. It is very important to emphasize that no one else in the

room will see their papersóthey will not be collected. They will not be used at

any later timeóthe papers are their own personal property.

Do this exercise slowly and seriously. Participants should feel the full impact of

this discussion. One by one, read off the statements and tell the participants to

write their responses on their papers. Reinforce that it will not be shared with

others.

1. Write down the name of the personal possession that you love the most.

Maybe it is your house, or a special item your grandmother gave you, or a

book, or anything else. What one thing that you own means the most to you?

Write that thing on #1.

2. Write down the part of your body that you are most proud of. Perhaps you

really love your eyes, or you are very proud of your hair, or you enjoy your

ears the most because they help you listen to music, or you love your voice

because it helps you to sing. Write down the one part of your body that you

are most proud of on #2.

3. Write down the name of the activity you most enjoy doing. Maybe it is

going to a religious event, or playing football, or dancing, or any other

activity. What do you most enjoy doing in the whole world? Write that activity on #3.

4. Write down one secret or very confidential thing about yourself that no

one else in the world or only one other person knows about. Every one of us

has some secret or very private thing that he or she does not want others to
APPENDICES

 245

Appendices

know about. Write that personal, private piece of information down on #4.

(Remind the group that no one will see this sheet but themselves.)

5. Lastly, write down the name of the person whose love and support means

the most to you in the world.

After everyone has finished, explain that you will now go through the list again.

As you go through each statement, they should imagine that they are living

through what you are saying.

1. Imagine that something terrible happens that causes you to lose the material

possession that you love most. Either a theft occurs or a loss of some kind

that takes this thing away from you completely. You will never again see the

thing listed on #1. Take your pen or pencil and cross out #1 now.

2. Imagine that an accident or other unfortunate occurrence causes you to lose

the part of your body that you are proudest of. This part of your body is

gone, and you will never have it again as long as you live. Cross out #2 now

with your pen or pencil.

3. Imagine that this same accident or unfortunate occurrence makes it impossible for you to do your favorite activity ever again. You will never again, in

your entire life, be able to do the activity you wrote on #3. Cross out #3 with

your pen or pencil now.

4. Imagine that because of all of the above situations, your secret has been

exposed. Everyone now knows what you wrote on #4. It has become public

knowledgeóeveryone in the school, town, church, mosque, and community

knows about what you wrote on #4. Circle #4 with your pen or pencil now.

5. Lastly, because of all of these changes (losing your possession, losing your

body part, not being able to do your favorite activity, and everyone knowing

your secret), the person that you love most in the world leaves you forever.

You will never again see this person that you love and who is your most

important source of support. Cross out #5 with your pen or pencil now.

Allow a few silent moments for the participants to truly feel what you have just

said. People are usually a bit upset and uncomfortable at this point. Give them

some time to think about this.

Now, ask participants to describe in one word or phrase the emotions they are

feeling. Write the words on a blank board or flip chart. Keep brainstorming

until all of the possible ideas are exhausted. Your list may include: sadness,

grief, feeling like killing myself, hopeless, alone, miserable, depressed, angry,

blaming others, no reason to continue.

Ask participants to take a look at the list that you have created. Ask them to

imagine how these feelings might relate to testing positive for HIV/AIDS. Discuss the links between this exercise and testing positive. Remind the group that

they have placed themselves in the position of a person living with HIV/AIDS

and allowed themselves to experience the very powerful emotions that such a

person might be living with every day. Discuss what this might mean for the
LIFE SKILLS MANUAL

246 PEACE CORPS

support that they could give to people living with AIDS. How can they help

someone in this situation? How would they feel if they or someone they love

were involved in this situation?

The True or False Game (or Agree or

Disagree)

The True or False Game is a technique that can be used for just about any

topic. It is a helpful technique when covering a topic for the first time because it

will help you to get an idea of the level of knowledge people currently possess

about the topic. It is also a great way to develop thinking skills, as people will

tend to debate heavily to support their position. With a new group, it will also

give you a sense of who the unspoken ìleadersî or the confident people are, as

others may watch them for clues regarding the truth of the statement. Here is

how the game is played:

1. Print the word ìTrueî in large letters on a sheet of paper. Hang the paper on

one wall.

2. Print the word ìFalseî in large letters on a separate sheet. Hang the paper

on the opposite wall.

3. Clear an open area between the two signs.

4. Ask participants to gather in the center of an open area. The facilitator

reads a statement, and the participants run to whichever sign they think is

correct. If they think the statement is true, they run to ìTrue,î if they think

it is false, they run to ìFalse.î If they are undecided, or think it can be both

true and false, they should remain in the middle.

5. Ask the participants, in turn, to explain or defend why they are at the side

they chose. It is good to ask for explanations from one side, then the other,

as groups will tend to begin a debate about the correct answer. Only after

everyone who wants to has spoken should the facilitator give the correct

answer and additional information.

6. Emphasize good communication skills and conflict resolution by suggesting

that each side ìreflect backî the points of the opposing side before stating

their own opinions.

7. Everyone comes back to the center and the game begins again with another

question.

Sample StatementsóFacts about HIV/AIDS Sessions

Below you will find a list of suggested statements for use during Facts about

HIV/AIDS sessions. For answers and explanations to these statements, refer to

Facing Facts about HIV/AIDS and STDs (Part III).

1. Someone with a sexually transmitted disease has a higher risk of becoming

HIV infected.
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2. The condom has small holes in it which HIV can pass through.

3. HIV can be spread by mosquitoes.

4. A baby born to an HIV positive mother will also get HIV.

5. You can tell that someone has HIV by looking at them.

6. It is safer to wear two condoms instead of just one.

7. By having more sex, you can ejaculate more sperms and HIV will get out of

the body.

8. Married women are less likely to catch HIV/AIDS than unmarried women.

9. If a man uses condoms for more than two years, he can become infertile.

10. A person with TB who also has weight loss is infected with HIV.

11. If a person looks healthy, then he or she does not have AIDS.

12. You may get HIV by drinking from the same glass that a person with AIDS

has used.

13. Petroleum jelly is a good lubricant to use with a condom.

14. It is safe to have sex just once without a condom.

15. You may get HIV by eating food prepared by someone who has HIV or

AIDS.

16. A person can have a negative test for HIV and still have HIV.

17. You can get HIV from a dog bite.

18. Only men can receive free condoms.

19. HIV is the virus that causes AIDS.

20. There is a new drug in America that can cure AIDS.

This game can be adapted to just about any topic. You might use the Agree or

Disagree version if you are using the technique for values clarification. Below

are a few suggested statements for values clarification. Remember that these are

opinion questions and, as such, have no ìrightî answer.

1. A woman who is HIV positive should not breastfeed her child.

2. If a person is HIV positive, he or she should never have sex.

3. AIDS is a disease that came from America.

4. People with AIDS should be encouraged to do as much as they can for

themselves.

5. Condoms are against our culture; so we should not use them.
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HIV/AIDS: The Epidemic Game

The Epidemic Game is sometimes called The Transmission Game or The Bean

Game. (It can be done with beans of different colors.)

In this version, we will use cards. Suppose there are 12 people playing the game.

Make 12 small cards: Three will have a red ìXî on the card; four will have a

ìCî on the card; the other five will have black spots.

Every participant should receive one card. They are not to look at their cards.

They should keep their cards folded in their hands. Tell the participants that

they should move around the room and greet three people. They should simply

greet them and remember who they greeted. They should not look at anyoneís

card.

After the greetings, ask everyone to sit down. Now, everyone should look at his

or her card. On a flip chart, put a red X. Ask everyone who has a red X to stand.

Inform the group that these people have HIV. Ask the group to take a good look

at the people standing. Anyone who greeted the people should also stand up.

These people are also infected. Now, tell everyone to take a good look at everyone standing. Anyone who has greeted those standing must stand up. All those

standing are infected with HIV. Continue with this a few times until just about

everyone is standing.

Put a ìCî on the flip chart. Ask if anyone has this symbol on his or her card.

Tell these people that they can sit down. Tell the group that these people have

used a condom. They are not infected. Everyone can now sit down.

Ask the group what we learn from this game. Put their answers on the flip chart.

Possible answers will be:

• HIV can be transmitted very quickly and easily.

• You cannot tell if someone has HIV.

• Using a condom can reduce your risk of HIV.

• Having contact with one person is the same as having contact with all

the partners of that person.

Ask the people with the red ìXî how they felt to discover they were HIV

positive. Ask the people with the ìCî how it felt not be infected at all and to

sit down.

Note: It is important to emphasize that this is a representative exercise. People

cannot transmit HIV by simply greeting each other. They would have had to

have sex (or other contact with bodily fluid). Also, be careful that this exercise

does not set a tone of ìblaming the victim.î

Lastly, ask the group how they could have avoided infection in this game. Possible answers will be:

• They could have refused to play (Abstinence).

• They could have insisted on seeing their partnersí cards (Testing).
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• They could have only greeted one partner (Risk ReductionóBeing Faithful).

• Remind the group that if they choose ìRisk ReductionóBeing Faithful,î they must first ensure that the person is HIV negative, by ìchecking the card.î (Testing).

VariationsóCondoms, Condoms,

Condoms!

While teaching about condoms is an important part of any behavior change

program, it is essential to include condoms as part of an overall program about

decisionñmaking, negotiation skills, and relationship skills. Therefore, you may

wish to work with your group for some time before progressing to any sessions

about condoms. There are a few ideas in different parts of this manual regarding

negotiating condom use, and all of the assertiveness, peer pressure, and persuasion sessions can be adapted with condoms in mind. In addition, here are a few

suggestions for games to play to familiarize your group with condoms and condom use.

Condom Time Bomb

This exercise is a great introduction to condoms. The game helps people get

comfortable with touching condoms in a nonñthreatening environment. Also,

the nature of the game helps to illustrate the strength of condoms.

You will need: Five to 10 condoms, slips of paper with one question about

condoms written on each slip, and some music (tape player, radio, etc.).

Before the session, write one question on a slip of paper; fold the paper very

small and put it inside one of the condoms; blow up the condom and tie it like

a balloon. Do this for however many condoms you would like in the game.

Have your participants stand in a circle. Hand one of the ìballoonsî to a participant. Explain that you will play some music. Participants should pass the ìballoonî around the circle any way they likeóhanding it to the person next to

them, batting it into the air to the next person, dancing with it, and so on. When

the music stops (when you turn it off), whoever is holding the condom balloon

must break it, take out the question, and answer it. After discussing the correct

answer, start the music and the entire process again. When the participants find

it difficult to break the condom, make sure you point out how strong it is!

Some suggested questions for the Condom Time Bomb: Time Bomb

1. Are condoms 100 percent effective?

2. How many times should you use one condom?

3. How should a condom look before it is put on?

4. Where can you find free condoms?
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Condom Demonstrations

An essential part of any session about condom use is a stepñbyñstep condom

demonstration. See HIV Prevention (Session 6 in Part III) for an example.

Condom Races

This is a fun way for participants to practice what they have learned about

using condoms. Here are two ways to do the ìraces.î

1. Form teams. Each team gets one demonstration model and a bunch of

condoms. The teams stand in line, and when you say, ìGo!î, each team must

go oneñbyñone up to the model, correctly put the condom on it, come back

to their team mates and tag the next person who also goes up and repeats the

process. When all members of one team have correctly put condoms on the

models, that team wins.

2. Another variation is to write all of the steps for putting on a condom on

individual cards. Mix up each set of cards so that they are no longer in

order, and give one set of cards to each team. When you say ìGo!î the teams

have to race each other to see which team will put the steps in order the

fastest. The team that gets all the steps in the correct order first wins the

races.

Dealing with Difficult Questions

It is helpful to spend some time during a Training of Trainers exploring the

many difficult or uncomfortable situations that may arise when discussing HIV/

AIDS and other issues. You might simply lead the group in brainstorming the

types of difficult questions that they might encounter. For example:

Hostile questions ìWhy do you always have to talk about sex?î

Questions that have ìWhere did AIDS come from?î

no answer

When you donít know ìWhat is the exact formula used to project

the answer HIV/AIDS epidemiological statistics?î

Personal questions ìDo you use condoms?î

Controversial questions ìMy pastor says condoms have holes in themóare

you saying heís lying?î

Questions that get you ìWhen will we go to lunch?î

off the topic

After listing these possibilities, work with the group to discover the best ways to

handle such situations. Examples might include:

• Repeat the question to give yourself time to think and to ensure that you

understand.
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• Open the question up to the entire group.

• To diffuse hostile or controversial questions, turn your body away from

the person and address the question to the entire group.

• Admit that you do not know the answer, offer to research it for the

group, and be sure to follow up with the correct answer.

To conclude the session, you might invite participants to come to the front of the

room and role play as facilitators. Invite other participants to ask difficult questions. Elicit feedback about how the question was handled, other possibilities,

and so on. If participants cannot think of difficult questions, have a few ready

on slips of paper for them to read out.
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