Beruflich Dokumente
Kultur Dokumente
TABLE OF CONTENTS
FOREWORD ................................................................................................................................................... 1
GENDER VIGNETTE............................................................................................................................................... 5
AM I ASSERTIVE? ................................................................................................................................................ 12
VALUES VOTING................................................................................................................................................. 42
VISUALIZATION ................................................................................................................................................. 88
FOREWORD
Teenage should be a time of creativity, intellectual
and emotional growth, joy in dreaming and
pursuing ones future, in exploring the world, and
looking at the many possibilities in life. It should be
a time of fun, love, laughter and adventures,
developing ones potential, empowering oneself for
happiness and success in life. However, this is
hardly the case as many teenagers are facing
hardship, including depression as they try to keep
up with a fast and competitive pace in life.
Teens in Guyana live in, and try to make sense of a
society in which misinformation, misconceptions
and myths about sexuality have contributed to a
high rate of domestic and sexual violence, teenage
pregnancy, homophobia, relationship and family
crisis, and suicide. Many parents are ill equipped for
their roles and often resort to violence as the
primary means of maintaining control over their
children. This often leads to devastating
consequences, such as low self-esteem, anger, risky
sexual behaviour and violence, and suicide. There is
a dire need for interventions to dispel the dark
clouds of doom and violence, and for facilities to
support healing of persons, relationships and
families.
The Guyana Responsible Parenthood Association
(GRPA) is seeking to address some of the critical
issues facing adolescents, youth and families.
Through its Youth Advocacy Movement, it reaches
out to youth from 14 to 25 years of age and
provides safe and refreshing spaces, and support,
including education and counseling. In 2015 the
organisation launched a Choices project which aims
to enhance the quality of sexual and reproductive
health of adolescents and youth, to advocate for
related rights, and to enable youth to take
leadership in addressing these issues.
A significant aspect of the Choices project was the
launching of the #bodyboss Campaign with the
tagline:
#mybody#myrights#myrules.
The
#bodyboss
Campaign
promotes
positive
reinforcement of adolescents and youth to be in
control of their lives and not to be swayed by
negative and evil forces which lead to risky
behaviour. It includes sessions to build a strong
and healthy sense of self, caring their bodies,
enriching their minds and making wise decisions.
Becoming a teen should be a time of family
celebration but often turns out to be one of great
pain, struggle and grief. It is essential for parents
and other family members to understand that their
teen needs to feel loved and cared for and to have a
sense of belonging to circles of family and friends.
Teens need to be equipped with Comprehensive
Sexuality Education (CSE) which will enable them to
make wise choices and to avoid risky sexual
behavior.
This manual is a CSE resource which aims at
enabling adolescents and youth to become their
#bodybosses. It is a toolkit for teenagers, youth,
teachers,
parents,
social
workers
and
community/faith based organisations to work with
adolescents and youth. The manual provides
information on the changes that that a teen faces as
he/she is transitioning into adulthood, recognising
that many adolescents can be vulnerable to
coercion, abuse, unintended pregnancy, and
sexually transmitted infections, including HIV. It
takes into consideration that the teen may also be
bearing burdens of poverty, violence, family
dysfunction, substance abuse, bullying, peer
pressure, and depression, among others.
The GRPA expresses its deep appreciation to the
International Planned Parenthood Federation (IPPF)
for its financial contribution, to Red Thread for
developing the manual and to Dr Amrita Singh and
the #bodyboss team who participated in this
development.
The workshops to be conducted on these topics will be age appropriate for adolescents, aged 9 19 years.
Who am I
Puberty, Reproductive health, Body Image, Sexual Orientation, Gender Identity
ADOLESCENT SEXUAL AND REPRODUCTIVE HEALTH
Agenda:
opening activity, icebreaker or discussion (15
minutes)
common adolescent health concerns (30
minutes)
Session objectives:
Identify and describe the SRH concerns of
adolescents.
Develop the skills to talk about reproductive and
sexual health issues with adolescents.
ITS THE TRUTH: THE FACTS ABOUT PERSONAL SEXUAL AND REPRODUCTIVE
HEALTH CARE FOR ADOLESCENT FEMALES
Handout
It is common for adolescent females to:
be at a different stage of physical development from peers of the same age
have one breast slightly larger or differently shaped
have breast swelling and tenderness just before their periods
have cramps before and/or during their periods
have nipples that turn in instead of sticking out or hair around the nipples
have some natural, healthy, genital odour
have genital hair of a different colour from hair on other parts of their bodies
have a regular menstrual cycle length between 21 and 40 days
have irregular periods
have wetness in the vaginal area when sexually aroused
masturbate occasionally, frequently, or not at all (with no resulting physical harm)
have varying amounts of clear to cloudy discharge from the vagina, as part of their monthly cycle or with
antibiotics, birth control pills, or pregnancy
have their hymens stretched during routine physical activities like gymnastics (therefore not a clue to
virginity)
have labia, breast, nipples of various sizes, shapes, skin tones.
It is uncommon but possible for adolescent females to get
cysts in the breast
breast cancer
cervical or uterine cancer
ovarian cysts (sac or cavity of abnormal character containing fluid which may occur in the ovaries)
uterine fibroids (non-cancerous tumour of muscular and fibrous tissues which may develop in the wall of the
uterus)
Signs of possible problems for adolescent females include:
Pain:
general pelvic pain
pain, burning and/or itching while urinating
pain during intercourse
Change in menstrual cycle:
suddenly irregular periods
unusually late period
unusual cramps
cramps with no period
Change in body:
more frequent urination
lump, growth or a sore on genitals
3
Body Image
Materials: Discarded popular magazines for
clipping; scissors and glue; newsprint (two sheets
for each group of four or five) and markers; masking
tape
Make a list on one piece of newsprint of the personal body parts people often do not like. Label your
list either "Men do not like..." or 'Women do not like..."
Using two or three magazines, find pictures of attractive members of your sex. Make a collage on the
other piece of newsprint,using those pictures or your own drawings. Add words or phrases to
describe an attractive member of your own sex.
When you have finished your collage, tape both the list and the collage side by side on one of the
walls.
Allow about 20 minutes for groups to work together, then get everyone's attention. Ask teens to walk
around the room so they can read the lists and look at the collages.
Have everyone take their seats. Make summarizing comments and ask thoughtful questions about
what you see on the lists and collages. (For example, if several female lists include hair, point that
out: "I notice that several groups of young women listed 'hair' as one thing women often do not like
about their bodies. And I see lots of long, blonde wavy hair in the collages.
What does that say about women with short, dark, straight or tightly curled hair? Can they still be
attractive? Why is long, blonde hair seen as attractive by so many women?")
Discussion Points:
1.
2.
3.
4.
Are women or men generally more satisfied with their bodies? Why?
Where do we get our ideas about what is attractive?
Do opinions about other people's bodies affect them?
Do other people's opinions influence how attractive or appealing we feel? Whose opinions
influence us the most? (If the response is the opposite sex, be sure to clarify that not everyone is
romantically interested in someone of the opposite sex.)
5. Are there parts of our bodies we can change? Which ones? (Circle some of those parts on the
lists.)
6. What about parts we cannot change? How do those body parts affect our humor, or intelligence
or friendliness? Do those parts of our bodies actually affect our ability to love another person or
to be loved? What about being a good student, worker or parent?
7. What things can teens do to feel better about their body image? (Answers: Support each other,
pay less attention to media images, talk to a counselor.)
Altering bodies
INSTRUCTIONS
1
1 hour or more
Directions:
1. Tell participants to think back and remember the person they were at a particular age in
their childhood (You, the trainer, select the age range depending upon your focus for this activity.) Invite
participants to think about how they saw themselves physically, the way they looked, dressed, felt, and what
they were typically doing.
2. Ask participants to quickly draw a picture of themselves as young people of this age. They may attempt to
make a life-like drawing or do a cartoon figure with symbols. As they draw ask participants to reflect on their
perceptions of their bodies at this age.
3. Invite participants to form small groups with about four to five people each. In the small group they may
share their drawings and briefly describe how they perceived themselves at the specified age.
4. Give each small group a poster-size piece of paper. The members of each group will make one collage that
illustrates how children (or adolescents) of this age are portrayed in the media today. Tell participants to think
about how youth are portrayed in magazines, on television, on the radio, in popular songs, on commercials and
billboards (e.g., smoking is appealing, fancy cars and alcohol attract pretty girls, sexually active partners seldom
get STIs on television, etc.) The collage should reflect what people this age look like now in the media, how they
dress, how they appear to feel, their expression of sexuality, and what they are typically doing.
5. Ask a representative from each group to present their collage. They will describe the images portrayed by
the media and compare this to the original pictures of how the members of the group remembered
themselves at this age. They may then tape the poster along with the individual drawings to the wall.
6. In the large group summarize the key themes that emerge.
Compare the image participants had of themselves with the images of young adults they see in the media
today. The following are possible discussion questions.
How could the way the media portrays youth influence how a young person might feel about her or his
body?
How might a persons image of her or his body influence how well the person follows self-care
practices?
How is sex used to sell products, entertain viewers, etc?
What other social pressures encourage young people to engage in risky behaviors?
How can you help young people develop and maintain a positive body image?
How would you address social pressures on sexual behavior when working with young people?
Wrap-up
The media typically portrays a romanticized or sensational image of peoples lives. The amount of sex and
violence is often exaggerated and unrealistic.
The media can influence how young people think and act. They may worry about what is normal or wish they
were different than the way they are. They may be more inclined to follow behaviors (e.g., smoking,
unprotected sex, fast and reckless driving, etc.) that put their health at risk.
Helping children and adolescents value, appreciate, and take care of their bodies is an important part of
reproductive health awareness for youth.
Evaluation
During the small group discussion and class presentation participants describe how the image
they have of themselves in their youth compares with the way young people are portrayed in their community
and the media today. In the large group they list how cultural norms and media might influence a persons
perception of his or her own body, self-esteem, and expression of sexuality, and self-care practices. During the
classroom discussion the trainer will assess participant awareness of these issues.
Note to Trainers
This activity can be easily modified and used with
adolescents or children who will soon be adolescents. Ask
the young people to draw a picture of how they see
themselves today and then make a collage of the way young
people their age are portrayed in the media. Then, ask them
to reflect on how these media images might affect their
perceptions about themselves and what they consider to be
normal and desirable. Invite young people to critique the
media and its potential impact on them. Ask the young
people to think of ways to deal with this and other social
pressures on their lives.
Important Terms
Empowerment
Gender
Those characteristics of men and women that are socially determined in contrast to
those that are biologically determined.
Gender bias
The tendency to make decisions or take actions based on preconceived notions of ability
according to gender.
Gender blind
Recognizing that life choices can be made by individuals despite rules of society.
Handout
Gender Discrimination Prejudicial treatment of an individual based on a gender stereotype. This may also be
referred to as sexism or sexual discrimination.
Gender equality
The same status, rights, and responsibilities accorded to women and men.
Gender equity
The quality of being fair and right: a stage in the process of achieving gender equality.
Gender relations
The ways in which a culture or society defines the rights, responsibilities, and identities
of men and women in relation to one another.
Gender roles
The responsibilities assigned to boys and girls, and men and women by society. These
roles are not determined by biological differences.
Gender sensitive
Being aware of the differences between the needs, roles, responsibilities, and
constraints of men and women.
Sex
The biological differentiation of boys and girls, and of men and women.
A working
definition of
gender
People are born female or male, but learn to be girls and boys who grow into women
and men. They are taught what the appropriate behavior and attitudes, roles, and
activities are for them, and how they should relate to other people. This learned
behavior is what makes up gender identity and determines gender roles.
Gender Vignette
Time
5 to 15 minutes
Preparation
Make a copy of the vignette in
step 1 to read aloud or make individual copies for
each participant. Make a copy of Important
Terms on page 10 for each participant.
Objectives:
By the end of the activity, participants
will be able to
Describe assumptions they make about who performs
what tasks and roles in our society
Tell how perceptions about gender may influence the
way a provider interacts with clients and the way
services are provided
Directions
1. Start the session with the
following vignette.
A child and his father were in a serious car accident. The father, a surgeon, was killed immediately. The child was
rushed to the hospital and aided by the emergency room staff. The child needed immediate surgery and was
transferred to the operating room. The surgeon looked down at the child and said, I cannot operate on this
child; he is my son.
-
Alternative Vignette
The following is another vignette that could be used in place of the vignette described in Step 1. You could also
create your own story that reflects local beliefs regarding gender and work roles.
A farmer planted 20 acres of wheat using good seed and planted it at the appropriate time. Care of the land was
very neglected over the next 3 months as the farmer chatted with friends, played card games, and lost both time
and money at the dog races.
The farmers small daughter cried out, With my father sick and disabled, how can you neglect me so?
-
Review the handout Important Terms on page 10. Distribute a copy of these gender-related terms to
participants for their future reference.
Wrap-up
In our exploration of gender issues, it is important that we try to identify our own biases, many of which we may
not be aware.
What are some cultural beliefs about women (or men, girls, and boys) at your work settings (clinic, school,
community center, etc.) that influence which gender gets more attention, who gets a greater share of resources,
and who is accorded respect at first contact? Summarize the main points.
Evaluation
During class discussion participants describe their own gender assumptions and tell how their
perceptions about gender may influence their interactions with clients or community members and how they
provide services. The trainer notes the number of participants who determine the correct answer for the story.
Note to Trainers
This introductory activity is intended to set the stage for
further discussion of gender. We often feel that gender bias
is something other people have. This activity is intended to
show how common and often subconscious our own biases
are.
30 to 45 minutes
Preparation
Make enough copies of the
handout Gender Awareness Game for all
participants. This handout will be given out at the
end of the activity.
Directions
1. Ask if participants know the
difference between gender and sex. Elicit their
opinions.
How does gender affect how a person can act regarding: Smoking? Initiating sex? Seeking family planning?
Going to the clinic when sick with the flu? Seeking preventive health care?
Wrap-up
By examining the statements in the handout, the differences between gender and biological issues becomes
clearer.
Harmful gender beliefs and practices can contribute to social injustice and discriminatory health care practices.
Evaluation
Participants define the terms gender and sex during class discussion.
Their ability to correctly identify the terms will be determined by the number of correct responses made to
the list of sentences read by the trainer. This can also be measured by including a few questions, similar to
those on the handout, on a pretest and posttest.
Handout
Self Esteem
discussion starter: exploring what helps us feel good about ourselves.
1) Have a word with yourself
Materials: Large sheet of paper/flipchart; small sheets
of paper; felt-tip/marker pens; pens; 45
minutes.
Instead of feeling miserable because someone has told you something horrible about yourself, turn it
around and tell yourself that you are happy with yourself and that is all that matters.
Negative example: "My dad says he thinks I am a no-hoper."
10
Positive example: I feel okay about myself and that is all that matters."
Negative example: "I'm never going to get a girlfriend with these spots on my face."
Positive example:
Variations
Rather than using the negative self-talk statements provided, participants could write their
own, together with how to turn them into positive statements.
Participants could read out their answers in pairs with one giving the negative self-talk and the
other giving the positive.
11
Am I assertive?
Materials: Felt-tip/marker pens; pens;
photocopies of the Being assertive cards (see
below); photocopies of the 10 rules of
assertiveness questionnaire (below); 40 : 50
minutes.
When all the situations have been acted out ask each pair to fill in their 'assertiveness rules' by ticking
the boxes against the rules they feel they need to improve on, or
against those they feel they act on already.
Ask questions to encourage a discussion on the advantages of using
Have
they been in situations where they have used aggression or
sure that the participants
passivity and not had a favourable outcome?
understand what is meant by
these behaviours and
If they had been assertive would they have had a better result?
emphasize that the most
Variations : Ask participants to make up their own situations in
productive behaviour is
which they have to be assertive.
assertiveness. By acting out the
situations in this activity they
Participants could all watch one particular TV soap or chat show
will learn how to be more
and look out for signs of aggression,
assertive without being
aggressive or passive.
passivity or assertiveness.
Discussion points
In the discussion, explain that assertiveness means:
12
13
10 Rules of assertiveness.
In becoming more assertive a person develops an awareness of not only what they say but also how they say
it.
will be
2. Say what you want clearly and be specific. "I'll meet you at 2pm by the
postoffice", rather than "I'll see you in town sometime tomorrow afternoon".
3. Emphasise what you say by how you say it. If something! is serious: Look serious.
If you are laughing when you say something serious the other person often doesn't
know what to believe.
4.
Don't let yourself get side-tracked. Say what you want and if necessary repeat
yourself. Don't allow the other person to change the subject or bully you into
changing your mind.
5. Listen to the other person. Like you, they have the right to their own opinion.
6. Aim for a win/win situation. Being assertive isn't about getting your own way all
the time. A compromise that works equally well for both parties is much better.
7. Keep good eye contact. If you can look directly at the other person it conveys
honesty and assertion. Looking away signifies passivity.
8. Good upright posture also shows assertiveness. Standing or sitting slouched or
huddled up does not convey good self esteem or assertiveness.
9. Don't turn statements into questions by adding "don't you think?" on the end. This
shows that you are unsure and seeking reassurance. If it is your opinion, own it
and tell them "I think..."
10. Think about the words you use. 'I can't', 'I have to', and 'I imagine' are all passive
words. Use 'I won't', 'I choose to' and 'I know' instead. These are much more
assertive words and show that you have good self esteem.
14
I need to
I already
Improve
do
Preparation
Prior to conducting this
activity review information on self-esteem,
including the tools for trainers Reproductive
Health Awareness and Self-Esteem for Children.
Reflect on the role of self-esteem and self-care
practices for children in the participants
community. You will need large pieces of paper
and colorful marking pens for this activity. You may
also wish to copy the handout Self-esteem and
Reproductive Health Awareness.
DEFINE SELF-ESTEEM
DESCRIBE HOW GENDER STEREOTYPES CAN
INFLUENCE A PERSONS SELF-ESTEEM
LIST CHARACTERISTICS OF YOUNG PEOPLE WITH
STRONG SELF-ESTEEM
DESCRIBE HOW PARENTS AND PROVIDERS CAN
HELP CHILDREN AND YOUNG ADULTS DEVELOP
AND STRENGTHEN THEIR SELF-ESTEEM
Directions
1. Invite participants to define self-esteem in
their own words. Describe the four elements of self-esteem. See the tools for trainers for more
information on the concept. Distribute the handout Self-esteem and Reproductive Health
Awareness, if appropriate.
2. Invite participants to form small groups of four to five participants. Ask all participants to think about
children or adolescents of a particular age range. Tell half of the small groups to focus on boys and
the other half to focus on girls.
3. In the small group ask participants to consider the four elements of self- esteem and discuss the
answers to the questions below.
What are the characteristics of a child or adolescent of this age who has strong self-esteem?
What is this child like? How does he or she feel on a regular basis?
How might a persons self-esteem be associated with his or her ability to adopt self-care
practices?
4. Ask a representative of each group to present a summary of their discussion to the large group. Compare
the gender perspective of the groups that discussed girls with the groups that discussed boys of the
same age range.
5. Brainstorm ways that parents and providers can help children and young adults develop and
strengthen their self-esteem. Record responses and conclusions on large pieces of paper.
Wrap-up
15
Each person is unique and special, just the way he or she is. However, some young
people may not feel that way on a regular basis.
Having strong self-esteem may help some young people avoid some of the
Evaluation
During the small group discussion and presentation, participants define self-esteem,
describe how gender stereotypes can influence a persons self- esteem, and list characteristics of young people
with strong self-esteem. In the large group they list how parents and providers can help children and young
adults develop and strengthen their self-esteem. Participant ability to do this will be assessed by the trainer
during the classroom discussion.
16
Elements of SelfEsteem
Sense of Connection:
Ability to relate
effectively and
comfortably to people,
places, and things
children good
communication skills.
Sense of
Uniqueness:
Respect for ones
own special
characteristics
Elements of SelfEsteem
Sense of Power:
Ability to have control
over ones own life
Characteristics of
Self-Esteem in Children
Self-esteem is confidence and satisfaction with oneself. Young people with strong self- esteem feel
satisfaction even when they are not doing something to make themselves feel good. Self-esteem
has to do with the way people generally feel about themselves. According to Bean (1992), people with
strong self-esteem often have the following feelings in many different circumstances and with a great
deal of intensity
Gender stereotypes can have a negative influence on a persons self-esteem. For example, if the family
or culture places a high value on strong, aggressive, and tough males, then a physically small and shy
boy may develop a low regard for his own special and unique characteristics. If a highly intelligent girl is
told that boys do not like smart girls she may decide not to study, or may leave school at an early age,
to relate more comfortably to those around her.
Children and young adults with strong self-esteem may be more empowered to advocate for their
own reproductive health needs and to follow healthy practices. In a recent study in Peru (Magnani et
al., 1999), youth of both sexes who felt important to or connected with their families were less likely
to have sex. In the same study, high self-esteem was an indication of delayed sexual activity among
girls, although for boys the effects of self- esteem were mixed. Parents and providers can learn
techniques for working with young people in ways that support the development of strong selfesteem.
19
Gender Debate
Time
30 - 50 minutes
Preparation
Write the following two
statements in large letters on large pieces of
paper.
Objective
By the end of this exercise,
participants will be able to describe the benefits and
disadvantages of having assigned gender roles within
their own society
20
Invite each group to defend their statement to the rest of the class. Following these two presentations,
discuss issues that arise. Possible discussion questions follow.
If we did not have clearly assigned gender roles, would our society be disorganized and unmanageable?
Would we have difficulty knowing what to expect from people?
Would children have less care? Would quality of education suffer?
How might society, organizations, and families be structured for more equitable gender roles?
Wrap-up
Summarize key points and close the activity with the following.
Gender is not a dirty word. Gender values and beliefs serve to help us organize our understanding of our
society. However, some gender values and beliefs can be limiting or unjust.
It is important to analyze our own society and our personal values regarding gender with the goal of
eliminating those values that are unfair or unjust.
The value we place on women and men or boys and girls affects how much we are willing to pay for their
health care, whether we immunize them, take them for care promptly when ill, offer the same nutritious
diet, value their reproductive role, etc.
Evaluation
Participants describe the benefits and disadvantages of having assigned gender roles during
the small group presentations and class discussion. This can also be measured on a pretest and posttest.
21
20 to 30 minutes
Preparation
Make sufficient copies of the
handouts Male Sentence Completion and Female
Sentence Completion so all participants have a
copy of both. This handout can also be given as a
homework assignment.
Directions
1. The following activity helps men
and women learn about the pressures placed on
them by their culture to adopt certain attitudes. It
also helps them identity some of the origins of their attitudes regarding the opposite sex and reproductive
health.
Distribute the handout Male Sentence Completion to the men and the handout Female Sentence
Completion to the women. Ask participants to answer quickly with the first answer that occurs to them.
Depending on time available, pose several key sentences and obtain selected answers from the group. For
example, ask what the answers were to Women seek medical care more often because ?
Answers might include the following:
Women are responsible for taking children and elderly parents in for care.
Women become sick more often and need more treatment.
Women seek care more oftenif they would just wait it out a while, the problem would disappear.
Women are neurotic.
Womens bodies require more health maintenance at certain ages.
Women dont seek care more often.
Ask the group which answers are biologically versus culturally based. Further discuss gender issues by
asking the following questions.
Are the attitudes we are expressing about ourselves positive or not?
What must we do to help people feel more positive about who they are?
How can we help people achieve better reproductive health?
After debriefing the participants, hand out the opposite sexs questionnaire so that all participants have the
questions for both males and females.
22
Wrap-up
First, we evaluated gender issues universally. Then, we evaluated them through our own culture and society.
Now, we are evaluating them through our own personal values. By completing the open-ended questions on
the handout, we explore our own belief system and then examine how this system fits within societys views,
may or may not promote individual growth, and how it may affect health practices, particularly reproductive
health issues.
We, as men and women, have different values. We, as individuals, have different views of the world and
different values.
To understand the differences in perception we have as individuals, good interpersonal communication is
essential.
It is important to review our beliefs and values from time to time to reduce gender discrimination and promote
equity, including money spent on reproductive health care, access to services, quality of services provided, etc.
Evaluation
During class discussion participants describe how their personal gender attitudes and beliefs
may influence the interactions they have with clients. On a self-assessment questionnaire, participants may
document whether they have experienced increased awareness of their own values regarding gender roles.
23
Handout
Male Sentence Completion
_____________________________________________________
Boys cannot
_______________________________________________________________________
___________________________________________
________________________________________________________________
_____________________________________________
___________________________________________________________________________________________
If I could do it all over again, I would be born a ______________
because _______________________
__________________________________________________________________________________________
Women seek medical care more often because ___________________________________________________
__________________________________________________________________________________________
If I could have only one child, I would like to have a ________________ because _______________________
__________________________________________________________________________________________
When men go to a family planning clinic _________________________________________________________
___________________________________________________________________________________________
If a 25-year-old man has four children
__________________________________________________________
___________________________________________________________________________________________
A man can protect his reproductive health by
___________________________________________________
___________________________________________________________________________________________
25
Handout
Female Sentence Completion
___________________________________________________
____________________________________________________________________________________
A woman would reject another woman if __________________________________________________
_____________________________________________________________________________________
A woman would be praised by her parents if she _____________________________________________
_____________________________________________________________________________________
Girls cannot
________________________________________________________________________
_____________________________________________________________________________________
The parents of a girl let her
___________________________________________________________
_____________________________________________________________________________________
Teachers expect girls to treat boys like ____________________________________________________
_____________________________________________________________________________________
The health of women versus that of men is generally
_______________________________________
_____________________________________________________________________________________
Womens bodies are better able to
____________________________________________________
_____________________________________________________________________________________
Women are fortunate in expressing their sexuality in that
________________________________
_____________________________________________________________________________________
Men really want women to
___________________________________________________________
_____________________________________________________________________________________
Women do not like
26
_________________________________________________________________
_____________________________________________________________________________________
Women generally live longer than men do because
_______________________________________
_____________________________________________________________________________________
If I could do it all over again I would be born a ____________
because _________________________
_____________________________________________________________________________________
Women seek medical care more often because ______________________________________________
_____________________________________________________________________________________
If I could have only one child, I would like to have a __________ because _________________________
_____________________________________________________________________________________
When women are having their menstrual bleeding they should ________________________________
_____________________________________________________________________________________
If a 25-year-old woman has four children
_____________________________________________
_____________________________________________________________________________________
A woman can protect her reproductive health by
_______________________________________
_____________________________________________________________________________________
Note to Trainers
We continue evaluating gender issues first universally, then through
ones own culture and society, and now through ones own personal
values. By completing the open ended questions on the handout,
participants explore their own belief system and examine how this
system fits within societys views, may or may not promote
individual growth, and how it may impact on health practices,
particularly reproductive health issues.
27
Introduction to Sexuality
Materials: Board and chalk and newsprint and markers
Time: 15-20 minutes
Planning Notes:.
Expect some laughing, teasing and acting out
behavior when you introduce the topic of
sexuality. Young people are not used to
discussing sexuality in a structured setting.
They may be uncomfortable and behave
inappropriately at times.
PURPOSE:
TO INTRODUCE THE CONCEPT OF
SEXUALITY AND PROVIDE AN OPPORTUNITY TO
IDENTIFY MESSAGES ABOUT SEXUALITY
Explain that in the next sessions, the group will explore definitions of and messages about
sexuality. Acknowledge that it is normal for some teens to feel a little embarrassed or
uncomfortable. Point out that in our society, although we hear about sexuality all the time
in music, television programs and movies, people often do not have serious discussions
about the subject
2.
Write the word "sexuality'' on the board or newsprint Ask for definitions and write
the responses on the board or newsprint Avoid clarifying what sexuality is or is not
3.
Tell the teens they will work in groups to spend a few minutes thinking about what they
have heard about sexuality.
4.
5.
Clarify that it is okay to list whatever they have heard. There are no right or wrong answers
in this activity.
6. Have teens count off by three. Form groups in three different areas of the room.
28
7.
Give each group a marker and newsprint Assign "parents," "friends" or "media" to
each group. Tell teens they have five minutes to brainstorm, as discussed in Step 4.
Circulate and give suggestions to help groups start (For example, parents might say,
"Sex should wait for marriage;" friends might say,"Everyone is having sex;" a
common media message is,-''You'llbe sexier if you-use our product")
8.
9.
After five minutes, ask each group to post the newsprint and share its list of messages.
Discussion Points:
29
1.
How are the messages from parents, friends and the media similar? Different? Why do you
think that is so?
2.
3.
Can you think of any sexuality messages you have heard from other sources, such as
religious teaching, romantic partners or health teachers?
4.
If you were a parent, what is the most important sexuality message you would give your
child?
5.
Which of these messages might make a person feel uncomfortable talking or learning about
sexuality?
6.
Are there messages you think are incorrect and that you want more information about?
Planning Notes: Review the Leader's Resource, Circles of Sexuality, and draw a large version of it on newsprint
or the board.
Procedure:
1. Explain that when many people see the words "sex" or "sexuality," they most often think of sexual
intercourse. Others also think of other kinds of physical sexual activities. Tell the group that sexuality is
much more than sexual feelings or sexual intercourse. It is an important part of who every person is. It
includes all the feelings, thoughts, and behaviors of being female or male, being attracted and attractive
to others, and being in love, as well as being in relationships that include sexual intimacy and physical
sexual activity.
2. Write sexuality on the board and draw a box around the letters s-e-x. Point out that s, e,and x are only
three of the letters in the word sexuality.
3. Display the five circles of sexuality and give each teen a handout. Explain that this way of looking at
human sexuality breaks it down into five different components: sensuality,intimacy, identity, behavior
and reproduction, and sexualization. Everything related to human sexuality will fit in one of these circles.
4. Beginning with the circle labeled sensuality, explain each circle briefly. Take five minutes to read the
definition of the circle aloud, point out its elements, and ask for examples of behaviors that would fit in
the circle. Write the examples in the circle and ask participants to write them on their handouts.
Continue with each circle until you have explained each component of sexuality.
5. Ask if anyone has any questions. Then conclude the activity using the discussion questions below.
Discussion Questions:
1.
2.
3.
4.
5.
30
Which of the five sexuality circles feels most familiar? Least familiar? Why do
you think that is so?
Is there any part of these five circles that you never before thought of
as sexual? Please explain.
Which circle is most important for teens to know about? Least important?
Why?
Which circle would you feel interested in discussing with your parent(s)?
Which circle would you feel interested in talking about with someone you are
dating?
FACILITATORS RESOURCE
Circles of Sexuality
SENSUALITY
Awareness, acceptance of and comfort with one's own
body; physiological and psychological enjoyment of
one's own body and the bodies of others
SEXUALIZATION
Body /image
INTIMACY
Rape
Caring
Incest
Sharing
Sexual Harassment
Withholding Sex
Risk Taking
Seduction - Flirting
Vulnerability
Factual Information
Bias
Gender Identity
Intercourse
Gender Role
Sexual
Sexual Reproductive
Orientation
Loving/Liking
SEXUAL IDENTITY
The development of a
sense of who one is
sexually, including a sense
of maleness and
femaleness.
Body image - whether we feel attractive and proud of our own bodies and the way they
function influences many aspects of our lives. Adolescents often choose media
personalities as the standard for how they should look, so they are likely to be
disappointed by what they see in the mirror. They may be especially dissatisfied
when the mainstream media does not portray positively, or at all, their types of
skin, hair, eyes, body sizes or other physical characteristics.
Experiencing pleasure and release from sexual tension - sensuality allows us to experience
pleasure when we or others touch certain parts of our bodies. As the culmination of
the sexual response cycle, males and females can experience orgasm when they
masturbate or have a sexual experience with a partner.
Satisfying skin hunger- our need to be touched and held by others in loving, caring ways
is often referred to as skin hunger. Adolescents typically receive Jess touch from
family members than do young children. Therefore, many teens satisfy their skin
hunger through close physical contact with a peer. Sexual intercourse may result
from a teen's need to be held,rather than from sexual desire.
Feeling physical attraction for another person - the center of sensuality and attraction
to others is not in the genitals, but in the brain, the most important "sex organ."
The unexplained mechanism responsible for sexual attraction rests here.
Fantasy- the brain also gives us the capacity to have fantasies about sexual behaviors and
experiences. Adolescents often need help understanding that the sexual fantasies
they experience are normal, but do not have to be acted upon.
Circle 2:
32
SEXUAL INTIMACY is the ability and need to be emotionally close to another human being and
have that closeness returned.
Sharing intimacy is what makes personal relationships rich. While sensuality is about physical
closeness, intimacy focuses on emotional closeness. Several aspects of intimacy include:
Liking or loving another person -having emotional attachments or connections to others is
a manifestation of intimacy.
Emotional risk-taking- to have true intimacy with others, a person must open up and share
feelings and personal information. We take a risk when we share our thoughts and
emotions with others,but it is not possible to be really close to another person without
being honest and open with them.
As sexual beings, we can have intimacy with or without having sexual intercourse. In a full and
mature romantic relationship between two people, the expression of sexuality often includes
both intimacy and intercourse. Unfortunately,intimacy established through caring and good
communication is not always a part of adolescents' sexual experiences.
Circle 3:
SEXUAL IDENTITY is a person's understanding of who she or he is sexually, including the sense of
being male or female.
Sexual identity can be thought of as three interlocking pieces that, together,affect how
each person sees herself or himself. Each "piece" of sexual identity is important:
Gender identity- knowing whether you are male or female. Most young children determine
their gender by age two. Gender role -knowing what it means to be male or female, or what a
man
or woman can or cannot do because of their gender. Some things are determined by the way
male and female bodies are built. For example,only women menstruate and only men
produce sperm. Other things are culturally determined. In our culture only women wear
dresses to work, but in other cultures,men wear skirt-like outfits everywhere.
There are many "rules" about what men and women can/should do that have nothing to do
with the way their bodies are built This aspect of sexuality is especially important for young
adolescents to understand, since peer and parent pressures to be "macho" or "feminine"
increase at this age. Both boys and girls need help sorting out how perceptions about gender
roles affect whether they are encouraged or discouraged to make certain choices regarding
relationships, leisure activities, education and careers.
Sexual orientation- whether a person's primary attraction is to people of the same gender
(homosexuality), the other gender (heterosexuality) or both genders (bisexuality).
Heterosexual, gay,lesbian and bisexual youth can all experience same-gender sexual activity
around puberty. Such behavior, including sex play with same-gender peers, crushes on
same-gender adults or sexual fantasies about people of the same gender are normal for
pre-teens and young teens and are not necessarily related to sexual orientation.
Because of negative social messages, young adolescents who are experiencing sexual
attraction to, and romantic feelings for, someone of their own gender may need support
from adults who can help teens clarify their feelings and accept their sexuality.
Circle 4:
REPRODUCTION and SEXUAL HEALTH are the capacity to reproduce and the behaviors and
attitudes that make sexual relationships healthy, physically and emotionally.
Specific aspects of sexual behavior and reproduction that belong in this circle include:
Factual information about reproduction is necessary to understand how male and female
reproductive systems work and how conception occurs. Adolescents typically have
inadequate information about their own or their partners' bodies. They need the
information that is essential for making informed decisions about sexual behavior and
health.
Feelings and attitudes are wide-ranging when it comes to sexual behavior and reproduction,
especially health-related topics such as sexually transmitted diseases (including HIV infection)
and the use contraception, abortion and so on. Talking about these issues can increase
adolescents' self-awareness and empower them to make healthy decisions about their sexual
behavior.
Sexual intercourse is one of the most common human behaviors, capable of producing
sexual pleasure and/or pregnancy. In programs for young adolescents, discussion of sexual
intercourse is often limited to male-female vaginalintercourse,but all young people need
information about the three types of intercourse people commonly engage in - oral, anal
and vaginal.
Contraceptive information describes all available contraceptive methods, how they work,
where to obtain them, their effectiveness and side effects.The use of latex condoms for
disease prevention must be stressed. Even if young peoplare not currently engaging in
sexual intercourse, they will in the future. They must know how to prevent pregnancy
and/or disease.
Circle 5:
SEXUALIZATION is using sex or sexuality to influence,manipulateor control other people. Often
called the 41Shadow'' side of our sexuality, sexualization spans behaviors that range from
harmlessly manipulative to sadistically violent and illegal. Behaviors include flirting, seduction,
withholding sex from a partner to "punish" the partner or to get something you want, sexual
harassment (a supervisor demands sex for promotions or raises), sexual abuse and rape. Teens
need to know that no one should exploit them sexually.They need to practice skills to avoid or
fight against unhealthy sexualization should it occur in their lives.
34
Handout
35
37
Session objectives:
Define and explore personal values about relationships
and sexuality.
Demonstrate the range of sexual values among
individuals.
Understand how sexual values influence decision
making.
38
Procedure:
Write a definition of personal values - things or qualities
a person thinks are important on the flipchart.
Write a definition of democratic values agreed upon principles or concepts that are promoted in Guyanese
society on the flipchart.
Ask participants to give some examples of personal values (ex: loyalty, intelligence, dedication, attractiveness,
etc.) and democratic values (ex: fairness, equality, justice, respect for others, etc.) Note: there may be some
overlap between personal and democratic values.
Ask participants to discuss where they learn their personal and democratic values (ex: family, media, religion,
friends).
Point out that, since we all learn our values from different sources, different people will have different values.
In a democratic society, people respect everybodys right to have his/her own values. However, to live
together in a free and fair society, we use basic democratic values like equality, justice, responsibility and
respect as guidelines for how our society is organized and how people treat each other.
Ask participants to give examples of how democratic values such as honesty, equality, respect and
responsibility apply to sexuality and interpersonal relationships. Following are some examples:
being honest about your feelings (eg: not deceiving a person about your feelings to get something from them)
having an equal relationship (eg: giving each person in a relationship an equal say in decisions about the
relationship, including sexual behaviour)
respecting the rights of others (ex: treating everybody with equal fairness whether they are male, female, gay,
lesbian, heterosexual, bisexual etc.; respecting the right of a partner to say no to sex)
taking responsibility for myself and others (eg: always using condoms if I have sex)
Conclude the discussion by suggesting that participants can keep these ideas about personal values and
democratic values in mind as the group moves on to explore choices, relationships and behaviour related to
sexuality and sexual health
39
VALUES AUCTION
Time: 30 minutes
Materials: Values for Auction list, play money,
flipchart, markers, index cards
Objective:
Participants will prioritize their values.
Procedure:
Before the session write the list of Values for
Auction on the flipchart.
Introduce Values for Auction by explaining that you have a list of values that are important to some people.
Read the values you have posted on the flipchart and ask participants to add others.
Explain the auction process. Give each participant $300 in play money. Tell the group you are going to auction
off the values on the list. Give the following instructions:
Use your money to buy the values most important to you.
You must bid at least $20 or a multiple of $20 for each bid.
Once you have spent your $300, you are out of the auction.
Open the bidding. Award each value to the highest bidder by giving her/him the index card with the value
written on it. Record the amount paid for each value on the flipchart. After the auction, identify the values
that received the highest bids.
Lead a discussion, using the following questions as a guide:
How did you decide which values to bid on?
What value did you really want that you were not able to buy? Point out that
in the real world, people can have any values they want because values are not for sale.
What were the top five values?
Which values seemed less important?
Which of these values would you want to pass on to your children? What process
would you use to teach your children your values?
How were your values communicated to you as a child?
Conclude by pointing out how understanding our values and whats important to us is an
integral part of decision making and fostering healthy behaviour.
40
41
VALUES VOTING
Structure:
Time:
35 minutes
Materials:
Objective:
Participants will explore their values
regarding relationships and sexuality.
Procedure: Post the three signs around the room leaving enough space for participants to gather beneath
them.
Choose six to eight of the statements from the Values Statements list.
Explain the exercise is designed to explore personal values, and give the following directions:
I will read several statements to you, one at a time. Most of the statements are about relationships, dating
and sexual behaviour.
Go and stand under the sign that represents your response to the statement: AGREE, NEUTRAL, DISAGREE.
When everyone is standing where they want to be, Ill ask volunteers to explain their positions.
Note: If participants are all standing under one sign, explore the position that is not expressed.
If necessary, give some of the beliefs from that point of view. Tell participants that they can
benefit from being exposed to all points of view and will be better prepared to respond when
someone challenges their values.
Read the first statement and ask everyone to take a position under a sign. Ask volunteers to explain why they
have chosen to stand where they are. Congratulate those willing to stand alone.
When the first statement has been fully discussed, go on to the next one. Pacing is important. Dont drag out
the discussion; make sure most points of view have been heard.
End with these discussion questions:
How easy was it to vote on these values?
Which statements were the hardest for you? Why?
If your parents or partner voted on these statements, would their votes be similar to, or different from,
those of this group?
What happens when your values are different from those of your client?
What is one thing you learned about your own values from this activity?
What did you learn about the values in this group?
Conclude by pointing out how understanding our values, even when they differ from the majority, is an
integral part of decision making and fostering healthy behaviour. As health counsellors, it is important for us
to be aware of our values and how they may affect us in our role.
42
Values Statements
1. Most young people, 13 or younger, are too young to date.
2. Women who dress in sexy or provocative clothing are asking to be sexually harassed.
3. Gay, lesbian and bisexual teenagers should be allowed to take their same-sex partners to school
dances and other social functions.
4. Its okay for two people of different races to date.
5. Using birth control is primarily the responsibility of the woman in a relationship.
6. Men only need to use condoms when theyre having sex with someone who has had many sexual
partners.
7. It is irresponsible for a person to have sex without using protection from pregnancy and STIs.
8. Having sex with someone you dont really care about is wrong.
9. A girl who carries condoms in her purse is probably easy.
10. Choosing not to have sex is the best choice for teenagers.
11. Adolescents are too young to decide how to deal with pregnancy on their own.
12. Teenagers are too young to be good parents.
13. There should be more restrictions on sexual images, language and soliciting on the Internet.
14. Women who continue to have multiple abortions are irresponsible.
43
DURATION:
Steps 12: 15 minutes (may be assigned
as homework the day before Step 3)
Steps 37: 40 minutes
MATERIALS:
INSTRUCTIONS
Explain that these quotes are from prominent
people around the world. Have students read the quotes aloud, one at a
time. Do not discuss the quotes at this time.
Board + chalk
Women are not dying because of diseases we cannot treat, they are dying because societies have
yetto make the decision that their lives areworth saving.
TO PREPARE:
Live so that when other people think of fairness and respect, they think of you.
Be fair with others, but then keep after them until theyrefairwithyou.
Fairness puts the twinkle in the stars.
In our hearts and in our laws, we must treat all our people with fairness and dignity, regardless
of their race, gender, age, political beliefs, or religion.
44
DURATION:
TO PREPARE:
MATERIALS:
Board+chalk; at least one
her sheet: the Universal
Declaration of human
rights.
the values reflected in human rights, such as equality and nondiscrimination. review the Universal Declaration of human rights, and be
sure that you understand the meaning of each right.
INSTRUCTIONS
You will be settling a new island that has everything necessary for sustaining human life. No one has
ever lived there, so no laws and no history exist.
You must draw up a list of ten human rights that will automatically apply to every person on this
island.
None of you knows what your position, gender, ethnicity/race, class, or sexual orientation will be. You
have ten minutes to write your list.
Have each group present its list. Compile a unified group list that includes all of the rights mentioned.
Introduce the Universal Declaration of Human Rights (UDHR). Explain that it is a list of rights for
everyone in the world. Ask each person to read one Article aloud. After reading the last of the articles,
ask if anyone has a question about any of them.
Ask students to return to their small groups for ten minutes to consider:
What are some of the similarities between our list and the UDHR list?
Which rights from the Universal Declaration did we fail to include?
Do we want to add any more rights to our list? Were any rights on the group list not included in the
Universal Declaration?
Bring the groups back together and review their responses to the questions under Step 4. Ask how
important is it to have a universally agreed-upon list of human rights that apply to every person.
Homework: Interview two adults, asking them
What does the term human rights mean to you? Can you give me at least one example of a human
rights issue you have heard about? Write down what issue the person talked to you about, what you
learned, and something that you think might be done to address the issue.
45
Handout
When children are born, they are free, and each should be treated in the same way. They have
reason and conscience and should act toward one another in a friendly manner.
ARTICLE2:
ARTICLE3:
You have the right to live and to live in freedom and safety.
ARTICLE4:
Nobody has the right to treat you as his or her slave, and you should not make anyone your
slave.
ARTICLE5:
ARTICLE 6:
ARTICLE7:
You should be legally protected in the same way everywhere and in the same way everyone else is
protected.
The law is the same for everyone; it should be applied in the same way to all.
ARTICLE8:
You should be able to ask for legal help when the rights your country grants you are not respected.
ARTICLE9:
Nobody has the right to put you in prison, to keep you there, or to send you away from your
country unjustly or without a good reason.
ARTICLE 10:
If you must go on trial, the trial should be conducted in public. The people who try you should not
let themselves be influenced by others.
ARTICLE 11:
You should be considered innocent until you are proved guilty. If you are accused of a crime, you
should always have the right to defend yourself. Nobody has the right to condemn you or punish
you for something you have not done.
ARTICLE 12:
You have the right to ask to be protected if someone tries to harm your good name, enter your
house, open your mail, or bother you or your family without a good reason.
ARTICLE 13:
You have the right to come and go as you wish within your country. You have the right to leave
your country to go to another one; and you should be able to return to your country if you
want.
46
ARTICLE 14:
If someone hurts you, you have the right to seek asylum (safe haven) in another country. You may
lose this right if you have committed a serious violation of human rights.
ARTICLE 15:
You have the right to belong to a country, and nobody can prevent you, without a good reason,
from belonging to another country if you wish.
ARTICLE 16:
As soon as a person is legally entitled to do so, he or she has the right to marry and have a family.
Neither the color of your skin, nor the country you come from, nor your religion should be
impediments to doing this. Men and women have the same rights when they are married and
also when they are separated. Nobody should force a person to marry. The government of your
country should protect your family and its members.
ARTICLE 17:
You have the right to own things, and nobody has the right to take these from you without a good
reason.
ARTICLE 18:
You have the right to profess your religion freely, to change it, and to practice it on your own or
with others.
ARTICLE 19:
You have the right to think what you want and to say what you like, and nobody should forbid
you from doing so. You have a right to share your ideas with anyone including people from
any other country.
ARTICLE 20:
You have the right to organize peaceful meetings or to take part in meetings in a
peaceful way. No one has the right to force you to belong to a group.
ARTICLE 21:
You have the same right as anyone else to take part in your countrys political affairs. You may
do this by belonging to the government yourself or by choosing politicians who have the same
ideas as you do. Governments should be elected regularly, and voting should be secret. You
should be allowed to vote, and all votes should be counted equally.
ARTICLE 22: The society in which you live should help you to develop and to make the most of all the
advantages (culture, work, social welfare) that are offered to you and to everyone in your
country.
ARTICLE 23:
ARTICLE 24:
ARTICLE 25:
47
You have the right to work, to be free to choose your work, and to receive a salary that allows
you to live and support your family. If a man and a woman do the same work, they should
get the same pay. All people who work have the right to join together to protect and defend
their interests.
Workdays should not be very long, because everyone has the right to rest and should be
able to take regular paid holidays.
You have the right to have whatever you need so that you and your family do not become ill;
do not go hungry; have clothes and a house; and receive help if you are out of work, if you are
ill, if you are old, if your wife or husband is dead, or if you are unable to earn a living for any
other reason that you cannot help. Both a mother who is going to have a baby and her baby
should get special help. Every child has the same rights as every other child, whether or not
its mother is married.
ARTICLE26:
You have the right to go to school; everyone should be able to go to school. Primary schooling should
be free. You should be able to learn a profession or skill or continue your studies as far as you wish. At
school, you should be able to develop all your talents. You should be taught to get along with others,
whatever their race, religion, or background. Your parents have the right to choose how and what you
are taught at school.
ARTICLE 27:
You have the right to share in your communitys arts and sciences, and in any good they do. Your works
as an artist, a writer, or a scientist should be protected, and you should be able to benefit from them.
ARTICLE28:
To ensure that your rights are respected, an order must be established that can protect them.
This order should be local and worldwide.
ARTICLE29:
You have duties toward your community. The law should guarantee your human rights. It should
allow everyone to respect others and to be respected.
ARTICLE 30:
No society and no human being in any part of the world should act in such a way as to destroy the
rights that are listed here.
48
INSTRUCTIONS
1
From the list entitled Groups that tend to have unequal power in society, read the first example (rich
people and poor people).
4 Go through the rest of the list, entering their responses in each column. (For ethnic, racial, and religious groups you may wish to mention the name of the specific groups in your area.)
Ask:
49
Look at the list of groups that tend to have more privilege in society. Can you find a group in
this list that you identify with personally? Do you agree that this group generally enjoys more
power in the society? Write a few sentences describing an experience you had or heard about
that illustrates this power difference. [Allow35 minutesfor students to write.]
Look at the list of groups that often have fewer privileges. See if you also identify personally
with any of these groups. Do you agree that the group you chose tends to have fewer
privileges? Write a paragraph describing an experience you had or heard about that
illustrates this power difference. [Allow 35 minutes for students to write.]
Raise your hand if you found that you identified with at least one group on each list. Do
most of us know what it is like to enjoy greater privilege AND to have less privilege?
Ask for a few volunteers to read their anecdotes about being in a group with less power or privilege.
(Do not pressure anyone to read.)
Discuss as follows (take 12 responses per question):
What do you notice about the treatment that people in less privileged groups receive?
[Probe for: those without power are often discriminated against or oppressed.]
What emotions can this treatment lead to among people with less power? [List these emotions
on theboard.Be sure they are emotion words,not descriptions of what happened.]
Who can complete the same equality sentence for another pair of groups? Try to use different
words or even develop another idea. [Repeat for several pairs, as time allows.]
Who remembers the first article of the Universal Declaration of Human Rights? [Note: It
is the right to equality. Write the first article on the board: All human beings are born free and equal in
dignity and rights. They are endowed with reason and conscience and should act toward one another in a
spirit of brotherhood.]
Close with discussion of the following question (or simply encourage students to ponder the question as
they leave class):
What must happen for everyone to enjoy equality andthe right todignity?
Homework: Respond in writing to the question:
What might you be able to do in your own daily life to promote greater equality and acknowledge each persons
dignity?
50
DURATION:
MATERIALS:
Board+chalk; a copy of each case study that you will use. You may want to put Part one on one side of the paper and
Part two on the other side.
TO PREPARE:
This activity should be presented after students have been introduced to the idea of sexual and reproductive rights.
Select three case studies from the next page, or use cases from your country. Write Step 2 questions on the board
ahead of time.
INSTRUCTIONS
1
Today we are going to discuss true stories about sexual and reproductive rights. Ask a volunteer to
read aloud Part One of Alicjas story. Read Part One of the story only.
After Part One has been read, ask students to write responses to the following questions in their notebooks.
Read the questions aloud from the board:
3
4
For each question, ask one or two volunteers to read their answers and then ask for comments.
Have the original reader read Part Two (What Happened?). Then discuss:
Repeat these steps for each case study in your lesson. (Allow ten minutes per case.)
After completing all of the case studies, conclude the lesson by asking:
51
Do you know of similar cases that have happened here? Which rights were violated?
Have you heard of any other kinds of sexual rights violations in our country or in other
places?
What must be done to stop such violations?
What conclusion can we draw about the relationship between human rights and our
intimate, romantic, and sexual lives? [Ask for ideas, write the conclusion on the board.]
Handout
Alicia
Part One: Alicias Story: When Alicia, a Polish woman
with vision problems since childhood, became
pregnant, she was advised by numerous doctors that
her pregnancy and delivery posed the risk of
irreversible eye damage. By law, Poland allows
women to have abortions when their health is in
danger. However, the doctors refused to issue Alicia a
certificate authorizing an abortion, so she was left
with no choice but to carry her pregnancy to term.
Amina
Part One: Aminas Story: Amina was a divorced
Nigerian mother of three. After she had been
dating Mohammed for 11 months, he asked her
to have sex with him, promising to marry her. She
agreed and became pregnant. Mohammed,
however, did not marry her, and she gave birth to
a baby daughter out of wedlock. She was charged
with adultery under religious law. Mohammed
swore that he was not the father and was allowed
to go free, but Amina was convicted of adultery
and sentenced to death by stoning. She appealed
but the verdict was upheld. Her execution was
deferred for two years so that she could nurse her
baby.
Part Two: What Happened to Amina? Following
another appeal, Amina was acquitted and the
verdict of death by stoning was revoked. The judges
agreed that she had not had sufficient opportunity
to defend her case. The government denies that
she had been condemned to be stoned to death.
She has since remarried.
Lakshmi
Part One: Lakshmis Story: Lakshmi, a young girl from Nepal, was forced into marriage at the age of 12 and was
exploited at her husbands house. Unable to bear her situation, she escaped and returned to her parents
home, but her parents forced her to go back to her marital home. On the way, I managed to escape, and a
kind lady helped me, Lakshmi said. She said her sister was working for a factory in another part of Nepal and
I could join and all that needed to be done was to sell the clothes from the factory. On the way, Lakshmi was
drugged and taken to India. Lakshmi said, It was then that I learned that I was sold for 15,000 Indian rupees. I
was beaten when I refused to be a sex worker. For one year I was trapped in the brothel. Later the police
raided the brothel and I was rescued and sent back to Nepal. By then I was 14 years old.
Part Two: What Happened to Lakshmi? Upon Lakshmis return her parents refused to accept her. She
later married but has tested positive for HIV. Whether she contracted the virus when she was forced into sex
work or after marrying is not clear.
52
Fatima
Part One: Fatimas Story: Fatima, an 11-year-old West
African girl, overheard her parents discussing her
circumcision. She was frightened because she
remembered how her elder sister had returned from
the ceremony in pain and miserable. She thought
also about her best friend, who had been in and out
of the local clinic with severe infections caused by her
circumcision. She did not want to experience what
she saw the other young girls around her go through,
and she begged her parents not to force her to be
circumcised. They were reluctant to listen to their
daughter because they believed she would be
unmarriageable if she were not circumcised, and they
did not think the choice should be made by someone
so young and inexperienced. Fatimas sister, however,
had heard of an organization in town that worked to
educate local families about the dangers and health
risks of female genital mutilation (FGM). She asked a
member from the organization to her familys hut to
speak with her parents about Fatimas situation.
Part Two: What Happened to Fatima: The aid worker
convinced Fatimas parents that circumcision was
dangerous to their young daughters health and that
there were other ways to mark the important rite of
her passage into womanhood. Today Fatima is happily
married and grateful that her parents were so openminded. She works for the same organization that
helped her avoid FGM, educating girls in school about
how to talk to their parents about circumcision.
53
Handout
Matthew
Part One: Matthews Story: Matthew was a
homosexual university student in the United
States. One night, two young men pretended to be
gay and offered him a ride home from a bar.
Matthew went with them and they took him to a
remote area, robbed him, tied him to a fence, beat
him brutally with a gun, and tortured him. They
left him there to die. Matthew was found 18 hours
later, still tied to the fence, by a cyclist, who first
thought that he was a scarecrow. Matthew was still
alive, but in a coma.
54
55
Aims
Group
10-24 years. Mixed males and females.
It may be best to separate boys and girls
and then bring them together to share
their ideas.
Activity
Time 1 hour
Key facts
Many young people have sex
56
10
11
Why are you thinking of having
sex with this person?
If you do have sex, what will be
your reasons for doing it?
Do you want to have sex with this
person? Does he or she make you
feel sexy? How do you know this?
Have you talked with this person
about having sex?
Will you be able to have sex in a
private place and have enough time
to enjoy it?
Are you high from drinking alcohol
or using drugs?
If so, would you still want to have
57
12
13
14
NO
Aims
Key facts
Abstinence means not having sexual intercourse. Sexual
intercourse is when a man puts his penis in a womans
vagina or into the anus.
Good points about saying No to sex
We can wait to have sex in a loving relationship
with someone we trust.
If we wait until we are ready, our rst sex will be better
because we will be prepared and can enjoy it in a
good way.
We will not be in danger of being forced, badly
treated or used.
Saying No to sex is the only 100% safe way of
protecting ourselves from
pregnancy and STIs, including HIV and HIV reinfection.
Condoms are around 90% safe if used correctly and
every time you have sex. They can sometimes break
and no contraceptive is 100% safe. If we say No to
sex, we will not have any worries about these
problems.
If we value sex as something to only be done in
marriage (or with a person whom you plan to marry),
we will feel happy with ourselves for keeping to our
values.
If our friends and parents value sex as something to do
only in marriage, they will think we are good people.
We may have more time and energy for education
and skills training.
58
59
Listen to me. I
said No. I do not
want to. I feel
happy to talk and
cuddle, but if this
is not OK with you,
Im going home.
What do boys feel, think and do when a girl refuses to have sex with
them?
Ask the group to do some role-plays to show how an ideal girl or boy
should behave.
Ask:
What are the consequences of these ideas about ideal boys and
girls?
How would we like to change things?
How can males and females communicate more clearly with each
other about what they want?
60
Activity
Activity
How are boys and girls expected to behave?
61
Helping ourselves
Group All groups
Time 1 hour
Activity
Warm up
1 Go around the circle asking people to nish the
two sentences below one at a time:
Aims
To talk about one way that people have found to cope
safely with their sexual feelings.
To talk about our feelings and beliefs about
masturbation.
To learn correct information about masturbation.
To feel OK about masturbation as a way to stay safe from
pregnancy, STIs, including HIV and HIV reinfection.
Key facts
As our bodies change, we may start to have sexual
feelings towards other people and in our own bodies.
Certain parts of our bodies can become very exciting to
touch, especially the private parts. For boys, this area is
the penis and testicles. For girls, it is the area around the
opening to the vagina, especially the clitoris.
Some people enjoy rubbing these areas in a certain way.
If they do this for a while, they may reach a moment
when it is very exciting and reach or have an orgasm.
The penis and vagina often produce uids during
masturbation. Semen comes out of the penis and vaginal
uid comes out of the vagina. This is normal.
.
62
3.
4.
5.
6.
Session Objectives:
Learn the various types of sexually transmitted
infections (STI).
63
Structure:
small group
Time:
20 minutes
Materials:
64
1.
Copy individual questions from the STI Questions handout onto the
flipchart and tape sheets up at different points in the room.
2.
Divide your group into smaller working groups (less than six).
Distribute one handout per group. Each will work on a
different question.
3.
4.
Bring groups back to the larger group and have the reporters from
each group share their groups responses with everyone. The activity
leader can review the responses instead of a reporter. Provide
additional information as necessary (following the answer key).You
can also ask groups if they have anything to add to the responses.
5.
Conclude by pointing out that the best ways for people to protect
themselves from STI is to abstain from intercourse, engage in lower
risk sexual activities or, if having intercourse, use condoms every
time.
65
1.
2.
3.
4.
5.
Handout
ANSWER KEY
Chlamydia
Gonorrhoea
HIV/AIDS (Human Immunodeficiency Virus/Acquired
Immune Deficiency Syndrome)
Herpes (one strain of this virus causes cold sores on and around the mouth)
Hepatitis B
Syphilis
66
Get tested (the test for Chlamydia and Gonorrhoea, for example, is
a simple, non- invasive urine test).
pain in testicles
67
Choose not to have sex the only choice that is 100 per cent effective.
Use condoms every time you have sex. They can be used
with water-based lubricant but must be used correctly.
STI QUIZ
Objective:
Structure:
individual
Time:
20 minutes
Materials:
Procedure:
This quiz can be done out loud in a group or written out individually.
Answer key
1.
2.
3.
Once you have had a STI and have been cured, you cant get it again. FALSE
4.
HIV is mainly present in semen, blood, vaginal secretions and breast milk. TRUE
5.
6.
A pregnant woman who has a STI can pass the disease on to her baby. TRUE
7.
Most STIs go away without treatment, if people wait long enough. FALSE
8.
9.
68
STI QUIZ
True or False?
Handout
1.
2.
3.
Once you have had a STI and have been cured, you cant get it again.
4.
HIV is mainly present in semen, blood, vaginal secretions and breast milk.
5.
6.
A pregnant woman who has a STI can pass the disease on to her baby.
7.
8.
9.
14. What advice would you give someone who thought s/he might have a STI?
Short answer
69
Objective:
Participants will describe STI
symptoms and consequences.
Structure:
small group
Time:
25 minutes
Materials:
1.
70
2.
3.
ANSWER KEY
STI CASE STUDIES
Chris and Pat
1.
herpes
2.
3.
1.
2.
3.
Shane has likely been infected. Condom use is not always helpful in
preventing transmission. Condoms provide some protection but
they do not protect all of the skin that touches during intimate
contact. Having warts removed will decrease the virus particles on
the skin. Laura should get regular pap smears.
Greg
1.
gonorrhoea or Chlamydia
2.
antibiotics
3.
Karen
71
1.
2.
3.
A.
Handout
B.
2.
3.
4.
Laura and Shane have dated throughout high school. They love and care for each
other very much. One evening, Laura told Shane that she had an abnormal pap test
and may have HPV.
C.
1.
2.
3.
4.
Greg
D.
1.
2.
3.
4.
Karen
Karen had a crush on someone she worked with at her part-time job. They
dated a couple of times and then one night they had intercourse. A few weeks
later, after a full gynecological examination by her doctor, Karen found out she
had chlamydia.
72
1.
2.
3.
4.
Structure:
Time:
35 minutes
Materials:
Objective:
Participants will identify
attitudes and values in relation to
common behaviours or characteristics of
people at risk for HIV/AIDS.
Procedure:
1.
Explain this exercise explores the range of values and attitudes about HIV/AIDS that exist in
any group. It helps improve understanding about why people hold the attitudes and values
that they do.
2.
Post the four signs around the room. Explain to participants that you will read three value
statements and after each statement you would like them to circle the word that reflects their
degree of agreement or disagreement with the statement. Participants should be
spontaneous and honest in their responses. Instruct participants not to put their names on
the sheets or share their responses with anyone else.
3.
Read the following statements out loud giving participants a moment to record their answers:
a.
It is hard for me to understand why people who know how HIV is spread continue to
risk infection.
b.
c.
4.
Collect and redistribute all the sheets. It can be helpful to collect sheets from half the group,
hold that set of papers aside, collect the second half and then reverse the sets for
redistribution.
5.
Instruct participants to move to the area where the opinion poll placard matches the
response recorded by #1 on the sheet they are now holding. Tell participants that they are
going to present the rationale for the opinion position they are now holding as though it were
their own opinion. For the duration of this portion of the exercise each person has to act as
though the opinions on the sheet are what they really believe. Suggest that no one needs to
say This is not what I really believe, but... since everyone knows that the person speaking is
not holding their own opinion sheet.
6.
Restate the opinion and have participants talk with the other participants in that area to
rationalize this view. Have them take turns very briefly expressing their rationale for the
opinion to the rest of the group. Do not allow debate, challenge or discussion between the
different areas. Do not express your own opinions at any time.
7.
If participants are struggling to come up with responses, you may want to state one or two
yourself. Avoid sarcasm, ridicule or exaggeration. Refer to some of the sample rationales
below as needed:
a. It is hard for me to understand why people who know how HIV is spread
73
Agree: When condoms are used properly and consistently, they offer a high
level of protection against infection. Id better feel that way; after all, its the
message Im always giving clients.
Disagree: Im not willing to take the risk of having intercourse with an infected
person no matter what.
8.
When all three statements have been discussed, ask participants to return to their seats. Debrief the
activity by asking:
feel to be in the minority if, for example, they were the only one of the group
to initially agree or disagree with a statement?
74
Handout
1.
2.
Agree
Disagree
Strongly Disagree
Disagree
Strongly Disagree
Strongly Agree
Agree
3.
I would personally trust a condom to protect me in sexual
intercourse with a person I know is infected with HIV.
Strongly Agree
75
Agree
Disagree
Strongly Disagree
Structure:
Time:
30 minutes
Materials:
Objective:
Participants will
discuss the risk levels of
various sexual activities, and
problem solve how these
activities can be made safer.
Procedure:
76
1.
Draw a stoplight on the flipchart with the red light representing high risk,
the yellow light representing low risk and the green light representing
negligible or no risk. Distribute cards or post-it notes with different sexual
activities written on them to participants. Have participants stick their notes
onto the flipchart according to what the level of risk is to transmit HIV
through this activity.
2.
Example of sexual activities and correct risk level (Note: do not correct any
wrong answers until after the activity is complete):
High risk
Low risk
High risk
Low risk
Low risk
Low risk
Negligible risk
mutual masturbation
No risk
kissing
No risk
hugging
No risk
3.
Once participants have placed their notes on the flipchart, go through each
activity and have the group explain what the activity means. Discuss whether
it is a high, low or no-risk activity and why. Ask participants to identify ways to
make each activity safer.
4.
Note: Remind the group that some STIs other than HIV, can be spread
by activities that are low risk for HIV transmission. For example, while
oral sex is lower risk for HIV than unprotected anal or vaginal sex, the
risk for other STIs is high.
Agenda:
opening activity, icebreaker or discussion (10
minutes)
tree of oppression (15 minutes)
labels: definitions and terms (30 minutes)
Objectives:
Recognize the nature of oppression.
Recognize definitions, terms and labels that influence
responses to diversity.
Examine ethnic, racial, social and cultural identity and the
similarities and/or differences in experiences based on
that identity.
Identify underlying fears and ignorance behind
discrimination.
Examine methods of dealing with discrimination.
77
TREE OF OPPRESSION
Procedure: Before you begin, draw the diagram below (with the words) on a flipchart. (See handout for a
representation)
Tree of oppression
Fruit: pain/violence
Branches: discrimination/oppression
Soil: fear/ignorance
Roots: power/domination
Distribute handout: Tree of Oppression. Explain that the roots of oppression are power and domination. The
soil in which oppression flourishes is fear and ignorance. The branches are the different forms of oppression and
discrimination. The fruit of this tree is pain and violence.
Have participants work with a partner and come up with some examples for each of the four parts of the tree.
Ask participants to think of a couple of examples of power who is oppressing who and why? Name some forms
of discrimination and write them near the branches. Think about some effects of discrimination and write
examples beside the fruit. Think about fear and ignorance. What issues are people afraid of that make them
discriminate?
After groups have had an opportunity to work on their handouts and discuss, ask for a pair of volunteers to
come up to the flipchart and talk about examples they came up with for the branches the forms of oppression.
Have participants write the key words on to the flipchart as they present. Have other pairs come up and present
their examples for the three other areas and discuss.
Say: Different forms of oppression are distinct, as reflected by their positions on different branches, and yet
they are fed by the same soil, share common roots and have similar results.
78
Handout
Fruit: pain/violence
Branches:
discrimination/oppression
Soil: fear/ignorance
Roots: power/domination
79
Distribute handouts: Definitions and Terms and Labels. Divide participants into groups of four. Have groups look
through the handout: Labels and divide the words into positive names and negative labels. Groups can add
words to the list if they wish. While dividing up the list, have participants think about and note why they find
some terms to be negative or offensive and why they think the positive ones are OK. Give groups 15 minutes to
work.
After 15 minutes stop participants and ask them to discuss responses to the list of terms and labels. Have
participants tell the group why they reacted to some of the words on the list and how they sorted them into
positive or negative.
Distribute handout: Suggestions for Using Appropriate Language. Ask for volunteers to read out the
suggestions on the handout to the group. After the list has been read out, ask participants if they have any
questions and discuss as a group.
80
Prejudice
Handout
unreasonable feelings, opinions or attitudes, especially of a hostile nature, directed against a racial, religious or
national group
negative personal behaviour that discriminates against individuals of such a group
Bias
a mental leaning or inclination
partiality
Bigotry
holding blindly and intolerantly to a particular creed, opinion, etc.
being narrow-minded and intolerant
Discrimination
differential treatment of an individual on the basis of the individuals actual or presumed membership in or
association with some class or group of people, rather than on the basis of personal merit
differential treatment of an individual or group on the basis of:
81
LABELS
people of colour
non-whites
coloured people
developmentally disabled
Aboriginal people
Inuit people
First Nation Indians
natives
Two-spirit Eskimos
Jewish people
Jews
Hebrews
Afro-Canadians
ethnic minority Black people
black
brown
yellow
red
white
Negroes
Orientals
Caucasians
Negroid race
Mongoloid race
Caucasoid race
Anglo-Saxon
w.a.s.p.(white Anglo-Saxon Protestant)
Asians
South Asians
East Indians
mulatto
mixed-race person
bi-racial
middle-eastern person
Arab
Muslim
physically-challenged
disabled
handicapped
blind
visually-impaired
hard of hearing
deaf
hearing impaired
mentally-challenged
mentally handicapped
82
mentally retarded
developmentally delayed
natives
Two-spirit Eskimos
Handout
Jewish people
Jews
Hebrews
Afro-Canadians
ethnic minority
multicultural people
ethnics
third world people
mainstream groups
normal
world majority people
queer women of colour
lesbian
gay
homosexual
dykes
fags
queers, homos,
bisexual, transsexual
two-spirited people of the First Nation
hyphenated-Canadian (African-Canadian, ChineseCanadian, etc.)
person of (Polish, Korean, Italian, etc.) extraction
person of (Polish, Korean, Italian, etc.) heritage
Latino
Hispanic
Spanish-speaking people
Handout
Ask friends, co-workers, clients or social contacts how they want to be addressed. This is the surest way
to learn what term or phrase is appropriate.
2.
Use inclusive language (us or Guyanese) and avoid words or labels that exclude people (them,
those people).
3.
4.
5.
Use words that identify group similarities (people of colour) instead of those which are based on
differences (non-whites).
6.
Avoid paternalistic phrases (our Chinese community) and quaint but offensive terms (of the African
persuasion).
7.
83
Distribute handout: Personal Awareness Inventory. Have participants work individually and complete
the exercise on the handout. Give participants 10 minutes.
2.
Have participants discuss their responses to the exercise. Record any key points on a flipchart.
84
religion
economic group
ethnic group
racial group
nationality
other
Handout
Using the categories (or any other information you choose), write a brief identity statement: I am a...
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________________________________
Using your identity statement, briefly answer these questions:
a)
I was first aware of being (identity statement) when..
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________________________________
b)
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________________________________
c)
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________________________________
d)
Because of being (identity statement), I have experienced the following forms of discrimination...
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________________________________
85
2.
Ask participants to work with a partner and complete the exercise on the handout. Give groups 15
minutes to complete the activity. Discuss as a large group, the definitions of the problems and the challenges
to the attitudes that the groups came up with. Have pairs provide their responses to each situation. Record
any key points on a flipchart.
86
Handout
ii)
discriminatory complaint
Theyre all promiscuous. All they do is have sex. They spread disease because they have hundreds of partners.
a)
b)
c)
iii)
They stick to their own kind. They dont mix with anyone else. They keep their money to themselves and wont
speak English.
a)
b)
c)
87
VISUALIZATION
Structure:
large group
Time:
30 minutes
Materials:
Objective:
Participants will discuss and
challenge heterosexual privilege.
Procedure:
1.
2.
3.
4.
Facilitate a discussion:
5.
88
Visualization Story
It is a beautiful spring morning as you awake. You take a shower, dress and sit down
to your breakfast. You glance outside and enjoy the tulips and daffodils that are
finally starting to grow. It is a work day, but unlike any other because today, for one
day in your life, you are a heterosexual person living in a gay world-and you are the
minority.
You dont feel any different, and you wonder how your day will go. You glance at a
magazine and listen to the radio. Its almost time to go to work, but wait... a
magazine ad catches your eye. Two women models hold each other, sensuously
displaying bathrobes on sale for half price. The cartoon on the opposite page tells of
a funny mishap in a family of two men and their dog.
You listen again to the radio playing a catchy song about the love between two
women and the distance that keeps them apart. The doorbell rings and you grab
your coat.
Your carpool has arrived and its time to leave for work.
On the way to work, your friends are talking about their latest same-sex love
interests. It seems normal: no one is surprised and the conversation continues. You
would like to tell your friends about what you did this weekend and about the cute
opposite sex person that you met, but now you are kind of afraid of how your friends
will react.
When you arrive at work, you go to make yourself some coffee in the lunch room.
Around the table a group of your co-workers are laughing as a joke about
heterosexuals is shared. You leave, wishing you could have told them to shut up.
On your way to your staff meeting, a group of guys purposefully bump into you, and
they tell you they hate heterosexuals and that you had better stay out of their way.
You make your way to your meeting and take a seat. Your boss has decided to have a
team building activity. This morning everybody will be talking about how they balance
their work life with their personal relationships. Everybody is talking about their
relationships with their same sex partners. You dont feel that you can share with your
group about your heterosexual relationship and you feel like you are being forced to lie.
You look out the window as the bright spring day continues...
89
Procedure:
1.
Ask participants to share some strategies for being culturally responsive. Record key points on a
flipchart.
2.
Distribute handout: Strategies for being Culturally Responsive. Review handout with participants
while providing the information below to highlight each point.
When inter-group conflicts arise, be prepared to distinguish between what is simply a misunderstanding and
what is prejudicial. Misunderstandings are clarified by giving people insights that broaden their awareness.
This is very different from prejudice, which is often malicious and unfounded.
Challenge prejudices
Challenge prejudices by stimulating some discussion about the issue with group members. An alternate
approach is to provide them with scenarios that show different points of view.
Misunderstandings, whether they are based on linguistic, racial or cultural differences, can be damaging. For
example, a male may take the hand of an Asian woman with the intent of showing his concern for her
comfort
or well-being. However, in some communities, touching strangers (even handshakes) is considered an
unacceptable liberty. This is a case of a cultural misunderstanding; learn about cultural customs to avoid such
misunderstandings.
Acknowledge discomfort
Interact with clients in a way that is comfortable to them. Listen and watch closely for non-verbal indicators of
stress, discomfort or confusion. If you feel you have made someone feel uncomfortable, acknowledge it by
providing an appropriate apology.
Be empathetic
Put yourself in someone elses position. If someone says he/she is afraid of someone with HIV/AIDS, express
your understanding of the fear of the
disease, but deal with the misunderstanding of the routes of transmission or whatever issue is creating the
fear.
Be non-judgmental
Encourage people to express their concerns. This does not mean that you cannot challenge values or ideas
that people have. Just use a positive
approach and ask why the person feels this way; follow his/her logic and try to get the person to examine the
value.
90
Every individual combines the general characteristics and tendencies of his/ her culture with his/her own
perceptions, values, attitudes, stereotypes and prejudices. Do not generalize.
Listen to others
Intercultural communication requires two-way communication. Let people define their needs and in
response, find ways to handle their concerns.
Paraphrase and reflect on the ideas and suggestions they have raised.
Personalize your knowledge and perceptions. When you talk about your own feelings, ideas and experiences,
people may be able to identify with you and relate their personal experience with your own.
Familiarize yourself with the terms, values, traditions and belief systems of various communities with whom
you work. Find out about day-to-day aspects (food, music, customs, etc.) of cultures other than your own. Buy
publications, listen to radio or television programs and shop at businesses that are owned by other ethnic,
racial or cultural groups.
Be aware of values and assumptions that are inherent in your organization and need to be challenged. When
doing education work, ask yourself whether your educational materials (posters, brochures, videos, etc.) are
culturally diverse and are available in an understandable language that is sensitive to the values of your
audience.
Interrupt racist remarks and jokes as they happen. Challenge racism and other forms of discrimination
whenever and wherever you encounter them by pointing out the discriminatory implications of assumptions
that come up in everyday conversations with people.
91
Challenge prejudices.
Acknowledge discomfort.
Be empathetic.
Be non-judgmental.
Listen to others.
92
Handout
CHAIN COMMUNICATION
Procedure:
Say: Were going to do a brief activity about listening to get right into the topic of communication skills.
Some of you may have done this before. Id like someone to volunteer to come over here and Im going to
whisper some information very quietly so no one can hear what Im saying. I then want that person to select
someone else to come over and whisper what I told them to the next person. Then, the next person will do
the same thing with another person and so on. When were at the second last person, Id like the last person
to bring a piece of paper and pen with them and write down what they are told. Then, well compare that
information with the actual information I started with. Can I have a volunteer, please?
Whisper to the volunteer: I want you to go to the nearest grocery store and buy me some apples, pakchoy,
cheese, french fries, salt biscuits and soap.
Say OK. Id like you to select someone and whisper to them exactly what I just whispered to you.
Go around until all participants have taken a turn. Remind the last person to write down what they hear.
Ask the last person to read out what they wrote. Then, read out the list you originally whispered.
Discuss the activity briefly by asking:
Did the final list differ substantially from the initial one?
Was memory the only factor involved here or was there something else going on?
93
Objective:
Participants will identify their attitudes concerning
sexual violence.
Procedure:
1. Distribute the Is it All Right...? handout.
Explain that the questions are about rape and that respondents answered for themselves, not as
they thought their friends would.
Ask what attitudes are reflected in this handout. Responses should include:
Sexual violence is okay in certain situations.
If someone behaves in a certain way (dresses sexily, turns a partner on, doesnt pay for
expenses, or is drinking), they are perceived to be asking for it, and can be blamed for the
sexual violence that happens to them.
2. Ask how these attitudes increase sexual violence. Responses should include:
The message, Sexual violence is always wrong. is not clearly delivered if we: excuse violence
in certain situations; believe that it is to be expected; and blame the survivor for the violent
behaviour that occurred. If we make excuses and exceptions for violence, we are allowing and
supporting it.
3. Explain that you want to look at a different type of violation and at the issue of blame.
4. Have two volunteers read The Rape of Mr. Smith aloud.
5. Ask participants what the point of the story was and how it relates to sexual violence. Responses
should include:
Blaming the victim of a robbery for getting robbed is absurd. It is not absurd in our culture,
however, to blame the person who was raped for the rape, or to blame the person who was
sexually violated in other ways for the sexual violence.
6. Ask participants how we develop our attitudes about what is right and wrong behaviour. Point out
that some of the ideas of how to behave and what to expect in a relationship are hurtful and others
are helpful.
7. Give some examples of messages or ideas we get about how to behave and what behaviour to
expect from others that would harm a relationship. Some ideas are:
We expect that conflicts will be resolved with violence.
We are taught we dont need to talk about sexual intimacy: people should just know what their
partners want.
8. Ask participants if they can think of other behaviours to add to the list.
9. Conclude by pointing out:
Sexual violence occurs, in part, because of some of the messages in our society, about how we
are to behave and what we are to expect from each other in a relationship.
We are all susceptible to those messages. It is important to be aware of what they are, and
which ones will lead to a relationship that will be in the
best interest of both people involved.
Promoting healthy sexual relationships for young people and adults can help change some of
those messages into ones that promote relationships based on mutual respect-not
exploitation.
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Handout
IS IT ALL RIGHT...
These are the results of a survey conducted by Jacqueline Goodchilds of
the University of California, Los Angeles. She asked high school students:
Is it all right if a male holds a female down
and physically forces her to
engage in intercourse if ...
Conditions
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Females
39%
12%
36%
21%
39%
18%
39%
18%
39%
28%
54%
31%
54%
26%
51%
42%
43%
32%
`````````````````` Yes.
No.
He was armed.
Then you made a conscious decision to comply with his demands rather than resist?
Did you scream? Cry out?
Yes.
No.
Yes, of course.
Well, lets put it like this, Mr. Smith. Youve given money away in the past. In fact, you have quite
a reputation for giving your money to charity. How can we be sure that you werent trying to have
Listen, if I wanted -
your money taken from you by force?
Never mind. What time did this hold-up take place, Mr. Smith?
Just walking.
Just walking? You know that its dangerous being out on the street that late at night. W erent you
aware that you could have been held up?
I hadnt thought about it.
What were you wearing at the time, Mr. Smith? Lets see ...a suit.
An expensive suit?
Yes, a suit.
In other words, Mr. Smith, you were walking around the streets late at night in a suit that
practically advertised the fact that you might be a good target for some easy money, isnt that so? I
mean, if we didnt know better, Mr. Smith, we might even think that you were asking for this to
happen, mightnt we?
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Procedure:
1.
Depending on the size of the group, divide it into two or four equal groups.
2.
Assign one group the topic of healthy relationships and the other group unhealthy relationships.
3.
Give each group five minutes to brainstorm as many characteristics of their subject as possible.
4.
Have each group present its list, either written on the board or on taped up flipchart papers. After all
of one subject has been presented, let anyone else contribute to the list until there is a list for healthy and
another for unhealthy relationships. Leave these lists up on the walls for the rest of the session.
Sample List:
Healthy Relationships
happiness
comfort
trust
kindness
love
acceptance
affection
equality
humour
mutual respect
fun
friendship
can be yourself
laughter
no fear of partner
common interests
support
honesty
fair fights
communicate well
acceptance
faithfulness
empathy
Unhealthy Relationships
no trust
unfair fights
no respect
jealousy
lies
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abuse-emotional, physical
manipulation-mental, sexual
bad/no communication
lack of understanding
low self-esteem
no fun
power issues
fear
5.
6.
Conclude the activity by pointing out how important it is to recognize the qualities of both healthy
and unhealthy relationships. In counseling, this will help us work with our clients to develop and negotiate
satisfying and meaningful relationships.
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Before the activity begins, paste the three signs on different walls within the room.
2.
Read out one statement from the list below. Have participants walk towards the sign that describes how
they feel-agree, disagree, unsure. This activity can be modified so that seated participants hold up signs. Use
different coloured signs to make tabulating easier. Alternatively, have participants respond as though they were
teenagers.
3.
Ask them to explain why they feel this way. Try to bring up relevant points with each statement.
4.
Continue by reading another statement. They dont have to be done in any particular order, and if the
points relating to the statement have already been discussed, skip that statement and move on. Choose the
ones that are most appropriate to your group.
5.
Conclude by pointing out that young people are exposed to a lot of stereotypes and misinformation
about sex and relationships. It is important to challenge these messages to develop healthy relationships and
positive self-esteem.
Statements
1.
2.
3.
4.
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5.
6.
Its easier to have sex than to talk about it with your partner.
Why do women go one step further because they are too embarrassed to talk about it (ex: kissing to
petting)?
Why is it difficult to talk about? (Sex is considered a taboo subject-not often talked about at home,
therefore not used to talking about it).
How important are communication skills?
7.
8.
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Activity
3
Why not use contraceptives?
1
2
Is this true?
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Ask people why young people who have sex dont use
contraceptives. Make a note of the reasons given.
Divide into small groups.
3 reasons. (Do not show why young people have sex, only
4
Time 1 hour
I am responsible for this tragedy
because I sent them away without
information or condoms. From now
on I will teach young people how to
manage their sexuality safely.
Key facts
Being responsible means that others can depend on us and we are accountable for our
actions. We keep to our agreements and give our best to any job.
Taking responsibility means accepting our role in whether things go well or badly. It means
taking control of a situation rather than letting things just happen to us.
Responsibilities are linked to rights. If we have the right to decide on whether to have sex or not,
we also have the responsibility to make sure that if we do decide to have sex, we do it with the
full agreement of the other person and not harm ourselves or anyone else.
When things go wrong, we are responsible if we acknowledge our mistakes and make
amends instead of excuses and blaming.
We should not take responsibility for things that are not our fault. For example, when
children are abused, they often blame themselves, but it is never their responsibility.
We can encourage each other to act responsibly and also ask adults to take up their
responsibilities for protecting and supporting young people.
Men often expect women to take responsibility for preventing pregnancy, STIs, including HIV
and HIV reinfection, even though men tend to make the decisions about sex and wear the
condoms.
It is best if young men and women share responsibility for their behaviour and what
happens in relationships.
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Ask the characters to stay in the middle and remain in their role.
6
7
Continue the drama to show how all the characters follow the four-point plan in making things
turn out as well as possible and avoiding having the same problem again.
Ask people what they have learned from the activity. Summarise.
Four-point plan
ACKNOWLEDGE what
we have done
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Take care!
This is a sensitive topic but
young people need to have
true facts about abortion.
Aims
To learn correct information about the choices for young people with
an unplanned pregnancy.
To think about the advantages and disadvantages of all the choices,
taking into account values, health and future.
To learn about how to reduce the bad effects of teenage pregnancy
on young womens and mens health and lives.
Organise drama and community activities on unwanted pregnancy to
raise awareness of community responsibility for its prevention and
support to girls with unwanted pregnancies.
Key facts
The choices for coping with unplanned teenage pregnancy are to end the pregnancy by having an
abortion, to have the baby and get married, or look after it as a single mother or give it to a relative to
take care of.
Young women and men with unplanned pregnancies need to think carefully about the advantages and
disadvantages of these choices from the point of view of their own lives and health and those of the
baby, and their own values.
Many girls and women would not seek an abortion if they were better supported by their family, health
workers and communities. This includes:
having trusted relatives or friends to talk over their pregnancy
having information, services and enabling environments for young people to help them to make
good choices about sexual life
a reduction in stigma and discrimination against pregnant girls
opportunities to return to school after delivery or to nd work.
Abortion
People feel very strongly about abortion. Many people believe that it is a sin. However, women will
nd ways to abort even if they cannot do it safely and legally and
many girls and women are injured every year because of unsafe abortion.
Women use different methods to cause unsafe abortion, including drugs, herbs, and a certain twig
inserted into the mouth of the womb. These methods are ineffective and/or dangerous and may cause
death, infertility and serious injury.
Young women should go to a health worker at once if they have continuous bleeding, smelly liquid
coming out of the vagina, pain in the lower belly or fever and shaking after an abortion. They may need
further treatment, counselling on not having sex until they are healed and information on sexual and
reproductive health and contraception.
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Having a baby
Pregnant teenagers may decide to have the
baby. If the couple love each other, they
may get married. If not, the family should
see the man and his family and ask him to
support his partner and child.
Counsellors, peer educators and parents/
carers can help teenagers to see that
it is not the end of the world to have an
unplanned child, although it will be difcult
at rst.
Now that girls are allowed to return to
school after delivery, they should be
encouraged to continue with their
schooling.
Encourage the girls parents and the babys
father to care for the girl, give her loose
dresses, good food and not too much
work.
Help her to attend the antenatal clinic to
keep herself and the baby healthy.
Help her to deliver her baby in a health
centre or hospital in case there are any
problems, for example obstructed labour.
Help her to care for herself and her baby
after the birth.
Suggest positive choices and try to build
her self-esteem. Do not blame her.
Activity
Drama
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BIBLIOGRAPHY
The modules/lesson plans compiled in this document were taken from the following online resources:
Mobilising Communities on Young Peoples Health and Rights: an advocacy training guide, Family Care
International, 2008
Volunteer Manual and Training Curriculum for Adolescent Sexual and Reproductive Health
Counselling/Education, Healthy Child Manitoba, 2006
Reproductive Health Awareness: a wellness, self-care approach, Centre for Development and Population
Activities, 2003
Life Planning Education: A Youth Development, Advocates for Youth
Sexuality and Life-Skills, International HIV/AIDS Alliance
ReCapp: Resource Center for Adolescent Pregnancy Prevention. http://recapp.etr.org/recapp/
Its All ONE Curriculum. www.itsallone.org
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To increase the knowledge and skills of young people on sexual and reproductive health and
rights so that they can be equipped to make wise choices and to live healthy lifestyles.
To strengthen the capacity of young people to advocate and promote adolescent sexual and
reproductive health rights and to equally participate as active citizens in the society.
GRPA SERVICES
COUNSELING
Psychosocial Support GRPA believes in the importance of maintaining good mental health and well being for
individuals. A major focus of our department is the provision of psychological and social support for persons,
couples, families, etc, who require assistance. We have trained Counselors, Social Worker and Volunteers, who
provide counseling, support and empowerment services to persons through different mediums -face to face or
telephone
EDUCATION
Information and Education- We work with diverse groups to promote SRHR education to develop positive and
enabling Knowledge, Skills and Attitudes (KSAs). This is done through community awareness sessions, outreach,
and one on one or Peer Education, to enhance lives. We work closely with multiple partners and stakeholders,
including Faith Based Organizations, Guyana police Force, Health Care Providers, among others, to conduct
information and empowerment sessions with formal and non formal groups to promote awareness of SRHR.
GRPA works with youth -in and out of school-, adults, marginalized groups, Faith Based organization (FBOs),
corporations, etc, providing information around self, sexuality, family planning, Gender Based Violence (GBV),
health and other social and health issues. Much of our work serves to empower persons to access services, as
well as live full, healthy and meaningful lives.
OUTREACH
GRPA works across Guyana to promote safe and healthy lifestyles for persons. We work in different settings and
adapt our approach to meet the needs of persons and communities. We continue to conduct mobile medical
clinics and information outreaches across Guyana, working in different settings.
In our outreach activities, we usually conduct community walk about, where we meet persons on the streets and
at their homes. We also, work at public events and set up satellite tables at various locations to provide services
and information. We take the information and services to the people.
ADVOCACY
Advocacy plays a key role in determining and shaping an enabling environment where legislation, policies and
programmes address and meet the needs of citizens. GRPA works with partners and stakeholders, to influence
the decision making process within social, political, economic systems and institutions. We work at the
community, national, regional and international levels to lobby state and non state actors, to promote policies,
programmes, legislation OR initiatives that serve citizens.
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