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Action with Youth - HIV/AIDS and STD: A Training Manual for Young People
Section 5: Activities with youth groups
This section is designed to help you:
- select and organize with your youth group
HIV/AIDS health promotion activities that increase knowledge, explore values and
attitudes, and build skills; and
- prepare your youth group to organize an HIV/AIDS health
promotion project in their
community.
Activities’ overview
This section describes 31 activities, from which you can make a
selection to build your own health promotion programme.
All the activities use ‘learning by doing’ methods,
such as role play, brainstorming, quizzes, values voting, etc. You will find the
practical guidelines for these techniques in Appendix I.
|
Title |
Topic | |
Warm-up activities |
| |
a The name game |
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b My life story |
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c My favourite object |
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d Human knots |
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e My neighbour |
| |
f My expectations |
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Knowledge activities | |
1 Fact or myth? |
Beliefs/misbeliefs about sexual development in adolescence |
|
2 The immunity play |
The human immune system | |
3 The HIV/AIDS quiz |
General information about HIV/AIDS |
|
4 AIDS memory game |
HIV/AIDS: safe behaviour | |
5 Risky or not? |
Risks of transmission of HIV | |
6 The STD quiz |
General information on STD | |
7 What do we know about tuberculosis? |
Tuberculosis | |
8 Condoms are cool |
Information on the male and female condom | |
9 The blood donor activity |
Blood donation | |
Values/attitudes activities |
|
10 I’m proud of ... |
Self-esteem regarding personal skills and talents |
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11 Male or female, does it make a difference? |
Gender roles | |
12 Drugs and risks |
Drugs associated with the risk of HIV infection | |
13 No sex now |
Abstinence | |
14 A story with a gap |
Young people in situations of risk of HIV infection |
|
15 Mary is in love |
Values/attitudes concerning sexuality and HIV/AIDS |
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16 “Do you agree?” |
Values/attitudes concerning sexuality and HIV/AIDS |
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17 What do I have a right to? |
Human rights in the context of HIV/AIDS | |
Skills activities |
| |
18 Saying “no” |
Peer pressure in non-sexual situations | |
19 I don’t want to! |
Peer pressure in sexual relationships | |
20 Not without a condom! |
Negotiation of condom use | |
21 Condom customer |
Condom use | |
22 Instructions for use |
Condom use | |
23 Dear Aunt Maggie |
Communication – decision-making | |
24 We do care about you! |
Care for people affected with HIV/AIDS | |
25 At the market place |
Communication with the community |
Warm-up activities
In order for the AIDS activities to be enjoyable and for them to
help your group understand more about HIV/AIDS, you need to spend some time
getting to know each other better and to help people get used speaking in
groups. You may have been working with your group on other issues for some time.
However, being free to discuss intimate and sensitive subjects together means
you trust each other.
These warm-up activities, also called icebreakers, help you to
get to know your group better. In the same way as you need to warm up your
muscles before you start an exercise programme, you need to warm up your group
in order to start an AIDS-related activity.
The following warm-up activities are a little time consuming.
Select a few of them to start your programme. If you and your group haven’t
met for a while, it can be useful to introduce another warm-up before starting
the next session of your programme.
a. The name game
Method
1. Have the group sit in a circle.
Start with yourself as group leader and write your name on a large piece of
paper. You could also say what your name means or any story associated with it,
e.g., “My name is John and I was named after my father.”
2. The next person writes his/her name on the
piece of paper. He/she also adds a story associated with his/her name.
3. Each person in turn writes his/her name and
tells his/her name’s story. The paper is then attached to the wall for the
duration of the session.
Figure
Variation
You can also ask group members to tell their names and related
stories without writing them. Each person has to try to remember all the names
that went before him or her. This provides a way to do the activity without
having to write anything and may be helpful if some of your group members do not
write well.
b. My life story
Method
1. Prepare a number of drawings (one for each
participant) of a ‘story-shield’, divided into six sections, on large
pieces of paper.
2. Have the group sit in a circle and distribute
the drawings and pens.
Start with yourself as group leader and fill in the different
sections of the shield with the following information about yourself:
 your name;
the place where you were born;
your
occupation;
your favourite hobby;
your favourite music/singer; and
your favourite dish.
3. Ask the participants to fill in their shields
in the same way you did.
4. Participants hold their shield in front of them
and read out to the group what they have written on it. The shields are then
attached to the wall for the duration of the session.
c. My favourite object
Method
1. You have to prepare this exercise by asking the
participants in advance to bring to the session an object that has a special
meaning for them.
2. Have the group sit in a circle. Ask a volunteer
to show the object he/she has brought and tell the group something about it, how
he/she got it and what it means to him/her.
3. Each participant in turn shows his object and
tells its story. To close this exercise, you yourself show your favourite object
and talk about it.
d. Human knots
Method
1. Ask everybody to stand in a circle facing
towards the middle.
2. Now tell everyone to extend their arms forward
and grasp the hands of others within the circle. Tell them to be careful not to
hold the hands of the people just next to them or to grasp both hands of another
participant.
3. The goal is for the group to get the
‘knot’ untied with everyone standing together in one circle holding
hands.
Figure
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|
Sometimes this activity ends with a spontaneous expression of
happiness/satisfaction that the group was able to get the “knot”
untied. This expression can be laughing, clapping hands or making noises.
Sometimes a group has a hard time getting the knot undone. This
is not a failure. It can be a good opportunity to talk about how it feels to try
hard to do something that does not always work. The “trying” is the
important thing. By talking about why untying the knot is so hard, the group can
learn something about the way they are working together. |
e. My neighbour
Method
1. Invite participants to form groups of two,
preferably with someone they don’t know.
2. Explain that one partner will ask the other the
following questions: n What is your name? n What is your occupation? n What are
your hobbies? n What do you think you’ll learn in this AIDS training?
3. When finished the roles are reversed: the
interviewer is now the one to be interviewed with the same questions. Allow
about 10 minutes for each interview.
4. When the interviews are finished, bring the
group back together and ask each participant to introduce his/her interviewed
‘neighbour’ to the group.
5. List what participants have said they expect to
learn on a flip chart.
f. My expectations
Method
1. Each member of the group thinks about what
skills and knowledge they have about HIV/AIDS. They could write this down or
remember it. They should also think about the areas in which they don’t
know very much or in which they would like to develop new skills.
2. The group then moves into pairs and discusses
with their partner the thoughts they have had. They should take turns telling
each other rather than developing a conversation. When listening, it is
important that the listener shows that he/she is interested in what the other
person is saying and helps the speaker to think realistically about the
information he/she knows and the sort of things he/she might be able to do as
part of the group’s AIDS health promotion programme.
3. The group leader then brings the group back
together and discusses the areas that have been talked about. It is important
that no one is ridiculed for his/her ideas and that each area is talked about
seriously.
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|
The last two exercises are also useful to help you assess the
information your group has already acquired and to discuss what the specific
needs of the participants are. |
Setting the ground rules
After a few initial warm-ups, tell your group that to be able to
work well together it is important to set some ground rules.
Put the ground rules poster up in the room.
Read and discuss each rule with your group. Ask the group what
they think about each rule. Is it needed? Is it a good idea? Can everyone agree
to accept it? Are there any other rules they want to have?
As you discuss this with your group, add any extra rules that
your group thinks are important to have.
After you have all agreed on the rules, put the poster where
everyone can see it during the educational sessions. If someone breaks a rule,
gently remind that person of the rule, and point out that everyone had accepted
the rules.
Example of a ground rules poster:*
Knowledge activities
There are many ways to help young people clarify the facts about
HIV/AIDS and other STD and better understand the many related issues. This
section presents some activities you can try. The activities are useful both to
share new information and to observe what group members have already learnt.
Section 1 of this manual provides the factual information on HIV
and AIDS and will help you to answer most questions asked by group members. In
addition, for some activities, you will find a fact sheet with the essential
information on a particular issue. These sheets can be copied and handed out to
the participants.
Some questions may relate to medical information and, if
necessary, additional information can be obtained from medical personnel.
Sometimes there is no clear answer available to a particular question, and it is
better to be honest and say: “I don’t know but I’ll try to find
out” rather than guessing what is right or wrong. You can either refer the
person to an organization or service which should have the required information
or note down the question, obtain the correct information and get back to the
person concerned later on. In this context we would like to stress that
scientific terms and biological-technical details on HIV and other STD are less
important than the basic and practical information on how to avoid infection.
You may also want to share information by using videos about
HIV/AIDS. The resource list in Appendix VI includes some examples of good videos
(but first read the guidelines on the use of videos in Appendix I: Techniques
for educational activities). Preparing your own flip chart is another way to
share information.
Fact or myth?
Objective
To provide information on physical and sexual development in
adolescence
Time
90 minutes
Technique
Discussion
Materials needed
Enough copies of the quiz sheet
Enough copies of the fact sheet: Stages of the menstrual
cycle Pens
Method
1. Explain to the participants that, together, you
are going to discuss questions they may have concerning their sexual
development. Stress the fact that this is not a test for their knowledge, but
just a method to look at the many rumours about sexuality, which are sometimes
true facts, but may sometimes be false myths.
2. If the literacy level of the group is high
enough, you can copy and distribute the quiz sheet (see page 58), which
is a list with six statements, and ask the participants to circle the correct
answer.
3. An alternative is to read aloud the statements
and have the participants vote on FACT or MYTH (if you use this
alternative, however, keep in mind that some participants may be influenced by
the opinions of their peers).
4. Have a discussion about each statement. Make
sure everyone agrees with the correct answers. Give additional information if
necessary. It may be useful to distribute the fact sheet: Stages of the
menstrual cycle.
Answers and suggested comments for each statement:
|
1. A pregnancy before the age of 18
endangers a girl’s health: |
FACT |
Pre-teen and teenage girls are not fully developed. A young
girl’s pelvis is narrow which can cause complications during delivery.
Being a teenage mother puts also a girl’s mental health at
risk: adolescents are often not mentally mature enough to take all the
responsibilities of parenthood; for most girls, motherhood also means leaving
school and spoiling future opportunities for employment.
Teenage mothers also tend to have a higher-than-average rate of
premature births and low birth-weight babies, which endangers the health of the
baby.
|
2. Frequent masturbation is dangerous for
your health: |
MYTH |
Masturbation is a normal sexual activity, practised by both
sexes. Even frequent masturbation is normal and does not endanger someone’s
health. It is also practised in adulthood.
|
3. It is unhealthy for a girl to bath or
swim during her menstrual period: |
MYTH |
There is no reason why a woman should not indulge in specific
activities during her period, unless she has cramps or any discomfort. However,
she must be careful maintain good standards of personal hygiene.
|
4. When a girl has sex for the first time
she cannot become pregnant: |
MYTH |
A girl can get pregnant with any single intercourse, including
her first one!
|
5. A girl can become pregnant before she has
had her first menstrual period: |
FACT |
Because a woman’s ovaries release an egg before the
onset of her menstrual period, it is possible for a girl to get pregnant before
her first menstrual period. (See fact sheet: Stages of the menstrual cycle.)
|
6. If a girl is still a virgin after the age
of 20, she will be difficult to penetrate and it will be difficult for her to
have children: |
MYTH |
The opposite is true: when a girl has first sexual intercourse
at a very young age penetration can be very harmful.
Women are fertile, able to get pregnant, until the age of the
menopause (about the age of 50), when the monthly menstruation stops.
Quiz sheet – one copy for each participant
Fact or myth?
|
FACT |
MYTH | |
1 A pregnancy before the age of 18 endangers a
girl’s health |
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2 Frequent masturbation is dangerous for your health
|
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| |
3 It is unhealthy for a girl to bath or swim during her
menstrual period |
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4 When a girl has sex for the first time she cannot
become pregnant |
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5 A girl can become pregnant before she has had her first
menstrual period |
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6 If a girl is still a virgin after the age of 20, she
will be difficult to penetrate and it will be difficult for her to have children
|
|
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|
Stages of the menstrual cycle |
Endometrium – day 5 (lining of
the uterus)
Endometrium – day 14
Endometrium – day 19
Endometrium – day 1 (first day
of menstrual period)
The immunity play
Objective
To provide information on how the immune system works in a
healthy person and how HIV damages it
Time
60 minutes
Technique
Storytelling
Materials needed
The text for the storyteller
|
|
The group can have more fun and the play made more interesting
by getting the group to make costumes for each actor or simply by making labels
with the name(written or drawn) of each character which is stuck or pinned onto
the appropriate person. |
Method
1. Tell the participants that you are going to
perform a play on how HIV can attack our immune system. Ask for volunteers to
act the following roles:
Mary
Mary’s immune system (a group of people)
HIV
an infected boil
a storyteller
2. Give the script to the storyteller, who stands
at the side of the room and reads the story aloud.
Give instructions to the other actors in the play (the stage
directions are in brackets).
Here is the script of the play:
Storyteller:
This is the story of how a healthy immune system works and how
HIV damages the system.
(Mary comes forward and stands in the middle of the room.)
Storyteller:
Mary is protected from infections by her immune system.
(Small group of people, holding hands in a circle, surrounds
Mary.)
Storyteller:
When she gets an infection, her immune system fights it and Mary
becomes well again.
(An infected boil comes forward, Mary looks in pain. The boil
tries to break through the immune system circle, but they do not let him and he
goes away.)
Storyteller:
Mary has had sex with her boyfriend. He did not use a condom and
she felt too shy to ask him if he would. Now Mary has become infected with HIV
because her boyfriend carries the virus and they have had unprotected sex.
(HIV comes forward and starts to fight with
Mary’s immune system. HIV manages to get inside the immune system circle.
HIV hits one of the ‘immune-system’ actors who falls
down.)
Storyteller:
Because HIV has managed to get inside Mary’s immune system
and kill a part of it, her system is weak and cannot fight HIV. Because the
immune system is damaged, it cannot fight off other infections.
(The rest of the immune-system actors fall on the floor.)
Storyteller:
Mary starts to get sick She now develops AIDS. She is very weak
and finally dies.
The end
3. The play can be followed by a discussion. Use
the question-and-answer information on AIDS in Section 1.
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|
The group may want to use this play in schools or community
events to show others how the virus works. Before putting on the play for an
outside audience, spend some time discussing how to answer questions from the
audience. (See also Section 6: Action with the community.) |
The HIV/AIDS quiz
Objectives
To provide accurate information on AIDS and HIV
To deal with disbeliefs and sensitive questions about AIDS and
HIV To check people’s knowledge about AIDS and HIV
|
|
You will find the basic information on this issue in Section 1.
|
Time
90 minutes
Technique
Quiz
Materials needed
1 quiz sheet per participant (see next page)
1 pen per
participant
Method
1. Clarify with your group that this quiz is not
an exam, but simply a trigger for discussing information. Make sure everybody is
relaxed.
2. Hand out the quiz sheets to the participants.
Allow 10 to 15 minutes to complete the test by indicating TRUE or FALSE or I
DON’T KNOW for each statement.
3. Option 1: Each participant fills in the
test individually.
Option 2: Divide into pairs or small groups;
these groups share their answers and come to a group decision about each
question and answer.
4. Review the answers with the whole group. For
each question, ask for a volunteer to answer. Ask the other participants if they
agree. Make sure everyone agrees which answers are the correct ones. Discuss and
give additional information if necessary. Go over the points on which there was
no agreement.
5. Ask participants how they liked this activity.
Correct answers to the HIV/AIDS quiz
|
1 False |
8 True |
15 True | |
2 True |
9 False |
16 True | |
3 True |
10 False |
17 True | |
4 False |
11 True |
18 False | |
5 True |
12 False |
19 True | |
6 False |
13 True |
20 True | |
7 False |
14 False |
|
Quiz sheet – one copy for each participant
The HIV/AIDS quiz
|
True |
False |
I don’t know | |
1 Only homosexual men, injecting drug users and
prostitutes can be infected with HIV. |
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2 An HIV-infected pregnant woman can pass the virus to
her unborn baby. |
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3 The AIDS virus attacks the body’s defence system
and makes a person vulnerable to other infections. |
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4 If you are fit and healthy you won’t become
infected with HIV. |
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5 Anal sex is the riskiest sexual practice for becoming
infected with HIV. |
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6 If you have only oral sex, you won’t become
infected with HIV. |
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7 If you are seronegative it means that you are immune to
HIV. |
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8 A baby can become infected with HIV through
breastfeeding. |
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9 You can get AIDS from toilet seats. |
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10 You cannot become infected when you have unprotected
intercourse one time only with an HIV-infected person. |
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11 When you have an STD and practise unprotected sex, you
are at greater risk of HIV infection. |
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12 Married people don’t become infected with HIV.
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13 You can be infected with HIV and not be aware of it.
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14 You can be infected with HIV from sharing drinking
glasses. |
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15 Only a blood test can tell if you are infected. |
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16 HIV is not spread through coughing or sneezing. |
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17 Condom use reduces the risk of HIV infection. |
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18 Women who use the birth-control pill cannot become
infected with HIV. |
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19 You cannot get HIV infection from giving blood with
sterile syringes. |
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20 Outside the body, the HIV virus cannot survive. |
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|
AIDS “memory game”
Objective
To provide a relaxed way for the group to increase their
awareness of a specific aspect of HIV/AIDS information
|
|
This game/technique can be used to share information on many
different themes related to HIV/AIDS. This sample uses the theme ‘HIV
isn’t spread by...’. You can easily adapt the game to themes you
consider more relevant to the needs of your group. For additional tips on how to
select pictures for this type of activity, see Pictures and photographs, under
Techniques for educational activities (Appendix I). |
Time
45 – 60 minutes
Technique
Pictures and photographs
Materials needed
Two sets of pictures (see preparation)
Preparation
You need to prepare two sets of pictures on small cards related
to the theme you have chosen. Try to find pictures from magazines or newspapers.
Cut and paste the pictures onto small cards. Of course you can draw pictures on
the cards yourself. For example, for the theme ‘HIV isn’t spread
by...’, you might find pictures of people hugging, shaking hands, swimming,
eating or being bitten by mosquitoes. You need to find or draw two pictures for
each activity. Examples of drawings are shown on the right.
Figure
Method
1. Place the cards you have prepared face down on
the table. For a group of 12 people you will need at least 15 sets of pictures.
Remember each set has two cards with the same picture, or as closely alike as
possible. Place the cards in equal rows.
2. Explain to the participants that the purpose of
the game is to match as many cards as they can.
3. One after the other, each participant turns two
cards face up. If the cards are the same or have the same message, the person
takes the cards from their place and keeps them. If they are different, the
person turns the cards back over in their original places.
4. As the participants take turns, they try to
remember where the matching cards are placed.
5. When all the cards are picked up, the
participants count their pile to see who has the most pairs of cards.
6. Now you can ask each player to describe the
pictures they have collected and how their pictures relate to the theme. For
example, if the theme is ‘HIV isn’t spread by...’, the group can
discuss each picture and decide if the actions or situations in the picture
could result in getting infected with HIV. If your group is literate, you or a
participant could make a list on a flip chart, big piece of paper or blackboard
of ways to avoid getting infected with HIV. This discussion also gives the group
leader a chance to answer questions and clarify information.
Risky or not?
Objective
To provide accurate information on how HIV is transmitted
|
|
You will find the basic information on this issue in Section 1.
|
Time
90 minutes
Technique
Discussion
Materials needed
A set of statement cards (see below)
Four cards on which is written: HIGH RISK, LOW RISK, NO RISK,
RISK DEPENDS ON...
Preparation
Before you start, you will need to prepare a set of statement
cards. You will need at least one card for each person. Ideas for the statements
should come from your findings in the focus-group discussions, so that this
activity helps give your group exactly the information they need and clarifies
their concerns. Photographs or illustrations drawn by participants can be used
instead of written statements.
Suggestions for statement cards
|
Kissing on cheeks |
Sleeping in the same room as |
|
n Having an injection at a local |
someone living with AIDS | |
pharmacist’s or clinic |
Being tattooed | |
Oral sex |
Anal sex | |
Having sex within marriage |
Hugging someone who is infected |
|
Having a blood transfusion |
with HIV | |
Using someone else’s toothbrush
|
Being bitten by bedbugs | |
Swimming in a pond |
Using a public latrine | |
Caring for someone living with AIDS |
Having sex with a drug user |
|
Being bitten by a mosquito |
Witchcraft |
|
Having many sexual partners |
Group circumcision | |
Having your ears pierced |
Tongue kissing |
|
|
The suggestions for the statement cards may or may not be
suitable for your culture or your group. It is important that the statements be
relevant to the group’s information needs and the youth members’
lives. Select those statements that are appropriate for your group or create
your own cards. |
Method
1. Ask the group to imagine or draw a
‘line of risk’ on the floor. Label one end of the line with the HIGH
RISK card and the other end with the NO RISK card. Place the LOW RISK card
somewhere in the middle. Decide with the group a place for the RISK DEPENDS
ON... card.
2. Have the group sit in a circle and give out the
statement cards to each person. Explain that in all cases which involve
person-to-person contact, one person may be HIV-infected.
3. Invite everyone to take turns in reading out
what is on their card and to place it where they think it belongs on the line of
risk that you have drawn. Ask them to tell the group why they have put it there.
Remind them that they can place the cards in the RISK DEPENDS ON... space.
Anyone can challenge them with more information and suggestions
about where the card ought to go. The person placing the card can change his/her
mind and move the card or leave it where it is. Then, the next person takes a
turn, and so on until all the cards are laid out.
4. Identify cards about which there is no
disagreement. Put these on one side. Then discuss the cards about which there
are questions or disagreements. Try to reach a consensus in the group. Provide
the necessary factual information to help the group make decisions about each
risk activity.
5. Go around the circle and ask the participants
what is the most important thing he/she has learned. Review the most important
points.
|
|
It may be helpful at the end of the exercise to list the
activities under each risk category. Discuss with the group if there are any
issues or questions they would like to explore further. This may help you decide
what other activities the group needs. |
Suggested answers
HIGH RISK
Anal sex. Anal sex is a very risky activity for
transmitting HIV since the lining of the anus tears and can bleed, providing a
way for semen to get into the blood quickly. The only way to reduce this risk is
by using condoms and if possible special, thicker condoms. (See Appendix III:
Condoms and safer sex.)
Having many sexual partners. Having sex with many
partners increases the risk of becoming infected with HIV. However, it is not
just a question of how many partners you have. Any one act of unprotected
intercourse (sex without a condom) with a person who is infected with HIV could
result in your becoming infected. (This is a good opportunity to go over the
information on safer sex.)
Having sex with a drug user. If a person uses drugs by
injection and does not use a clean needle or syringe every time but borrows
other people’s, then he/she is at high risk of getting infected with HIV.
Having sex with someone who behaves in this way is also very risky. Using drugs
or alcohol in any form affects your judgement, so you are more likely to engage
in unsafe sex and put yourself at risk of infection when under their influence.
Group circumcision. Many societies circumcise young
people in groups. When instruments are not sterilized between each use, they
could pass on HIV.
LOW RISK
Having your ears pierced. If sterile procedures and
disposable needles are used there is no risk. However, if everyone in a group is
having his/her ears pierced and is using the same needle, then group members are
subject to a certain risk. Being tattooed is a practice that also requires that
sterile instruments be used every time.
Using someone else’s toothbrush. A practice that
should be avoided because of general risk of minor infections being passed from
mouth to mouth. No known cases of AIDS have been passed in this way but it is
possible to catch hepatitis-B which is also a very serious disease.
Tongue kissing. Tongue kissing, or kissing each other
with open mouths, could carry a risk only if there were an exchange of blood
from an HIV-positive person to his/her partner. Bleeding might occur because of
damage caused to the skin or mucous membrane around the mouth. Saliva does not
contain HIV in sufficient quantities to be infectious.
NO RISK
Using a public latrine. The virus is not passed on by
urine or faeces. HIV has been found in these body fluids but not in a sufficient
concentration to spread the virus.
Swimming in a pond. HIV is very fragile outside the body.
Water dilutes the virus so it wouldn’t be concentrated enough to infect you
even if it could find a way into the body.
Kissing on cheeks. Again there is no way for the virus to
get into your body.
Caring for someone living with AIDS. There is no risk if
you follow good hygiene practices. Make sure any cuts on your hands are covered;
wrap up and burn any dressings soaked with blood; wash soiled linen with hot
water and soap and dry them in the sun. The person you are caring for deserves
all the care and attention that anyone might expect to receive.
Being bitten by a mosquito (that has bitten someone who is
infected with HIV).
If HIV were transmitted by mosquitoes or head lice, we’d
expect to see infection in children which could not be explained in any other
way. Infection in children is only seen when they have been infected in their
mother’s womb, through breast milk, through blood products or sex. HIV
cannot be spread through insect bites.
Sleeping in the same room as someone living with AIDS. No
risk, unless the person is suffering from open TB, in which case there would be
a risk of being infected with TB and not with HIV. People living with AIDS can
often feel isolated and lonely, so it may be important for them to feel someone
is happy to share a room with them.
Hugging someone who is infected with HIV. No risk. It is
important to show that you care. There is no route of infection for the virus in
hugging.
Witchcraft. AIDS is caused by a virus, not by ill-wishing
or other such activities.
RISK DEPENDS ON...
Having sex within marriage. This behaviour is only
without risk if both partners are uninfected and if there is mutual fidelity
between them. In some societies where polygamy is practised, it is
important that all partners within the marriage remain mutually faithful.
Having a blood transfusion. In most industrialized
countries the risk of acquiring HIV infection from a blood transfusion is
extremely low. However, in the developing world, donated blood is not always
screened for HIV and the blood you receive by transfusion may contain HIV. So
the activity could carry a high risk. (You should decide on where this card goes
depending on your local situation.)
Oral sex. This is a difficult area as we are not sure yet
if oral sex carries any great risk, especially if the man doesn’t
ejaculate in his partner’s mouth. Oral sex should never be practised
if either partner has bleeding gums or mouth ulcers, because other infections
like herpes could be passed on.
Having an injection at a local clinic or pharmacist’s.
This carries no risk if the injection is carried out with a sterile needle
every time. Small amounts of blood tend to remain in used needles and if the
blood contains HIV, you could be infected this way.
The STD quiz
Objectives
To provide accurate information on STD
To deal with
disbeliefs and sensitive questions about STD
To check people’s knowledge
about STD
|
|
The fact sheet on page 74 gives you basic information about STD.
|
Time
60 minutes
Technique
Quiz
Materials needed
Blackboard or a flip chart and pen
For method A: the list with questions and correct answers (see
page 72) For method B: 1 quiz sheet per participant
Method A
1. Make sure everybody is relaxed.
Tell the group that this is not an exam, but a method to increase everybody's
knowledge about STD. Explain the rules of the game to the group.
2. Divide the group into two teams: A and B.
3. Ask Team A the first question. If no one in
Team A can give the correct answer, then Team B gets a chance to answer that
same question.
Ask Team B the second question. If no one in Team B can give the
correct answer, then Team A gets a chance to answer.
4. Follow the same procedure for questions 3 to
16, with each team getting a chance to answer first each alternate question.
5. Note one point for a correct answer in two
columns (Team A and Team B).
6. When all questions have been asked, add up the
final score. Congratulate the 'winners' as well as the 'losers' for their active
participation.
7. Review the questions and answers with the whole
group. Make sure everyone agrees which answers are the correct ones. Give
additional information if necessary.
8. Ask participants how they liked this
activity.
Method A
|
QUESTIONS |
ANSWERS | |
1 What does S T D stand for? |
Sexually transmitted diseases. | |
2 Give a correct description of 'sexually transmitted
diseases'. |
Infections (diseases) that are passed on by sexual intercourse
and intimate body contact. | |
3 What's another name for sexually transmitted diseases?
|
Venereal diseases. | |
4 Name four sexually transmitted diseases. |
For example: chlamydia, gonorrhoea, syphilis, herpes, HIV/AIDS,
genital warts. | |
5 Are all STD curable? |
NO, most are curable, but there are exceptions such as herpes
and HIV/AIDS. | |
6 Do you know straightaway that you have an STD? |
NOT ALWAYS! You may have an STD but may have no symptoms for a
long time (e.g., chlamydia for both sexes, gonorrhoea for women). |
|
7 Give three possible symptoms of an STD. |
Burning sensation when urinating. A drip from the penis.
Discharge. Blister, ulcer or swelling on/around the genitals. Warts around
penis, vagina, anus. | |
8 Why are some STD dangerous? |
If not detected and treated, the infection can spread and can,
for example, cause sterility in women. Syphilis can lead to death. The presence
of an STD also facilitates HIV transmission. | |
9 Is AIDS an STD? |
YES, when the virus is transmitted by sexual intercourse. |
|
10 Name the two most effective ways to protect yourself
from an STD infection. |
Abstinence. Correct condom use. |
|
11 What is the first thing to do when your doctor tells
you that you have an STD? |
Inform your partner(s) and encourage him/her to go and see a
doctor as well. | |
12 Your doctor prescribed you medicine to be taken for 10
days. After five days the symptoms have disappeared. Can you stop taking
medicine? |
NO. Some STD germs are hard to kill and the medicine must,
therefore, be taken until the disease is completely cured. |
|
13 Why are people who have an STD more vulnerable to HIV
infection(the virus that causes AIDS)? |
Many STD cause sores (openings on the skin in around the
genitals). These sores make it easier for HIV to enter the body. | |
14 Can pregnant women who have an STD pass this infection
to her baby? |
YES, children born to infected mothers can become infected with
an STD during delivery. The HIV virus can also be passed on to a baby through
breastfeeding. | |
15 TRUE or FALSE? When you have an STD and you take
medicine, you can have sex with your partner. |
FALSE! You can infect your partner during treatment as well.
Therefore, it is important not to have sex before you are completely cured.
| |
16 TRUE or FALSE? The birth-control pill also protects a
woman from being infected with STD. |
FALSE! Birth-control pills do not prevent STD. The use of
condoms is the only method that can prevent pregnancy and STD. |
Method B
For this alternative method, follow the same instructions as for
the HIV/AIDS quiz (see page 62). You need to copy the quiz sheet for the
participants.
Correct answers to the STD quiz
|
1 True |
8 False | |
2 False |
9 True | |
3 True |
10 True | |
4 False |
11 True | |
5 True |
12 True | |
6 False |
13 False | |
7 True |
14 False |
Quiz sheet – one copy for each participant
STD quiz
(Method B)
|
True |
False |
I don’t know | |
1 You can be infected with an STD without realizing it.
|
|
|
|
|
2 You can buy medicine from the pharmacist (chemist) to
treat STD without going to the doctor. |
|
|
| |
3 If a woman has an STD which is not treated correctly,
she may have difficulties having children later on. |
|
|
| |
4 If you are very careful to follow strict personal
hygiene, you cannot be infected with an STD. |
|
|
| |
5 STD are a great danger to young people. |
|
|
|
|
6 As soon as the symptoms of an STD have disappeared, you
can stop taking the medicine. |
|
|
| |
7 A condom protects you against STD infection. |
|
|
|
|
8 Herpes is one of the STD that can be cured. |
|
|
|
|
9 You can get vaccinated against hepatitis-B. |
|
|
|
|
10 If you have an STD and you are taking medicine
prescribed by your doctor, your partner should be treated as well. |
|
|
|
|
11 A person who has an STD is more liable to get infected
with HIV. |
|
|
| |
12 A woman may have gonorrhoea ('drip') and have no
symptoms. |
|
|
| |
13 Women who take the birth-control pill are not at risk
from being infected with STD. |
|
|
| |
14 Men who have an STD infection can be cured by having
sex with a virgin. |
|
|
|
Fact sheet
Sexually transmitted diseases (STD)
Sexually transmitted diseases
are infections passed on by intimate body contact and by sexual intercourse.
They are caused by different tiny organisms/germs (bacteria, viruses and
protozoa).
People (especially women) may sometimes
have an STD but have no symptoms for a long time! Therefore, it is always
important to inform your partner that you have an STD and to encourage him/her
to see a doctor.
Most STD can be cured if treated
correctly. Some STD germs are hard to kill and the medicine prescribed by a
doctor must, therefore, be taken until the disease is completely cured. A
follow-up visit to the doctor or clinic is important.
It is important not to have sex before
the treatment of an STD is completed.
Most STD do not cause serious problems if
they are detected and treated early. If this is not the case, the infection may
spread and cause serious complications such as sterility.
Most STD in pregnant women can infect
their babies in the womb or during delivery and can cause serious illnesses.
Some STD, such as herpes or AIDS, cannot
be cured. It is possible to treat the symptoms, but not cure the disease.
The best way of protecting yourself
against STD is to use a condom when having sex.
Signs of STD
Women
Unusual discharge or smell
from the vagina
Pain in the area between the lower
abdomen (also called the belly or tummy) and sex organs
Burning or itching around the vagina
Bleeding from the vagina which is not a
menstrual period n Pain deep inside the vagina when having sex
Men
A drip or discharge from the
penis
Both men and women
Sores, bumps or blisters near
sex organs or mouth
Burning and pain when urinating or
defecating
Fevers, chills and aches – like the
flu
Swelling in the area around the sex
organs
STD and young people
Increasingly, STD are a serious problem among young people. In
many countries, STD infections mostly affect people aged between 15 and 29. In
the USA, for example, every year 3 million adolescents contract a sexually
transmitted disease, a clear indicator of unsafe sex. In developing countries,
STD infection rates are often even higher.
However, services for prevention and care for STD are frequently
neither accessible to nor appropriate for young people. It is essential,
therefore, that young people are recognized as an important target group for STD
prevention and care programmes.
The relationship between STD and HIV/AIDS
The presence of another STD
can facilitate the transmission of HIV. Many STD cause sores, which are openings
on the skin in and around the genitals. These sores make it easier for the AIDS
virus to get into the body. (See also Section 1: Information about HIV/AIDS, How
does a person become infected with HIV?) Thus, early diagnosis and effective
treatment of STD are an important strategy for preventing HIV transmission.
The predominant mode of transmission of
HIV and other STD is sexual. Therefore, many of the measures for preventing
sexual transmission of HIV and STD are the same. The target audiences for these
interventions are also the same.
It is essential that programmes for prevention and care of STD
are closely coordinated with HIV/AIDS programmes.
Some common STD
Chlamydia
A very common infection caused by a bacterium. There are often
no symptoms. If they do occur they include a discharge or burning sensation when
urinating.
If chlamydia is not treated, the infection may spread causing
inflammation in the womb and sterility.
Treatment: Antibiotics.
Gonorrhoea
Often called the drip. Symptoms occur three to five days after
infection. In men, it causes a yellow discharge and pain on urination. Women may
also have a discharge, but both women and men may have no symptoms at all. The
disease may therefore be passed on without the carrier’s knowledge.
If the infection is not detected and treated, then it will
spread and may cause sterility. Children born to infected mothers can become
infected during delivery.
Treatment: Antibiotics.
Herpes
Caused by a virus. Herpes lives in the nerve-root endings and,
once infected, a person is infected for life. The first attack after infection
is often the most painful. Small blisters occur around the site of infection
– the mouth or the genitals – about two to 20 days after infection.
The blisters may be accompanied by a high fever, general aches and pains, and
swollen glands. The blisters burst after about two to four days and eventually
heal. Attacks occur about three or four times a year for many years but
gradually decrease in intensity.
Treatment: There is no cure for herpes. The symptoms can be
reduced by bathing the blisters in warm salty water and by taking painkillers.
To avoid spreading the infection, patients should avoid touching their eyes
without first washing their hands.
Hepatitis-B
Caused by a virus. You can get hepatitis-B through direct
contact with the blood or body fluid of an infected person. As with HIV, you can
become infected by having sex or sharing needles with a person infected with
hepatitis-B, and a baby can get the virus from its infected mother during
childbirth. Hepatitis-B is not spread through food or water or by casual
contact. The symptoms are fever, fatigue and jaundice. Sometimes there are no
symptoms. The infection causes liver inflammation. When not treated, the patient
can develop a chronic disease or liver cancer, which can lead to death.
Treatment: There is no cure for hepatitis-B; this is why
prevention is so important. A highly effective vaccine is available.
Genital warts
Warts which appear on or around the penis, vagina or anus. They
are caused by a virus (human papilloma virus) and are very easily spread during
sex. They are easy to see if they appear on the outside of the body, but
difficult to detect if they are inside a woman’s vagina or on her
cervix.
Treatment: A wart-removing preparation is applied to each wart.
Syphilis
A small, painless ulcer on the genitals that eventually
disappears. A few months later, a red rash may occur over the body. Untreated,
the infection can cause joint pain, hair loss and liver inflammation. Syphilis
may then affect the nervous system, the heart and the bones. The final stage of
syphilis may lead to insanity, paralysis and death. The unborn child of
an infected mother can be infected as well.
Treatment: Antibiotics.
HIV/AIDS
For information on HIV/AIDS, see Section 1 of this manual.
What do we know about tuberculosis?
Objectives
Increase knowledge on tuberculosis (TB) and its relation with
AIDS Encourage a caring attitude towards people suffering from TB
|
|
You will find basic information on the TB fact sheet (see page
79). If your group is literate, copy and distribute it to participants. |
Time
60 minutes
Technique
Brainstorming Group discussion
Materials needed
Flip chart and pen
If the group is literate: a copy of the TB fact sheet for each
participant.
Method
1. Let the group know you are going to
talk about ‘tuberculosis of the lungs’ (pulmonary TB).
2. Brainstorm – “What is
TB?”
|
|
TB is an infectious disease spread through the air. The most
common symptom is a cough with sputum (spit) production which has lasted for
three weeks or more. |
3. Ask the group if they know any of
the symptoms that may indicate a person is suffering with TB.
4. List their replies – you may want to write
two lists, one for correct and another for incorrect answers.
5. Discuss the responses with your group. Remember
to emphasize the fact that some of these signs can be symptoms of other diseases
and only a doctor can confirm if a person has TB.
6. Go on to ask the group if they know how TB is
treated. Explain the importance of continuing treatment for six or eight months
without interruption.
|
|
The illness can be cured if correct treatment is given and the
full course of TB drugs is taken for six to eight months. |
7. Present the following scenario and
have a group discussion:
Seng, John and Kyam work in the same factory.
Seng and John are aware that Kyam has contracted HIV. Lately they have been
worried about their friend as he has not been looking well and is coughing a
lot. John encourages Kyam to go to the health centre.
Days later, Kyam has still not returned to work and John
tells Seng that Kyam is ill with TB. Seng suggests that they should visit Kyam
at home to see if they can help. John refuses for fear of infection. Seng
decides to visit his friend anyway. Seng goes to Kyam’s home, offers to
help his family and sees what he can do for his friend.
Points for discussion:
Why did John refuse to go and visit Kyam?
Do you think that John would have gone to
visit Kyam if he knew more about
HIV and TB?
How could Seng reassure John about
Kyam’s ill health?
How can Seng support Kyam and his
family?
8. Close the activity by letting the
group ask any further questions and clarify points that they were unsure
of.
Fact sheet
Tuberculosis
What is tuberculosis?
Tuberculosis (TB) is an infectious disease caused by a germ
called Mycobacterium tuberculosis. This germ can invade any part of our body and
cause disease. However, it mostly invades our lungs causing TB of the lungs
(pulmonary TB).
When a person with TB of the lungs coughs, he/she spreads the
germ into the air where other people, particularly those in close contact with
the infected person, may inhale it. Only one person in ten infected by the germ
actually develops active TB. A healthy immune system usually keeps the infection
under control, so the germ remains dormant and does not multiply further,
causing active TB to develop. However, if someone’s immune system becomes
weaker or fails, dormant infections can reactivate and the disease will develop.
If a person has the above symptoms, he/she may have TB. Other
diseases may also cause these symptoms so it is important that a sputum (spit)
examination is carried out by a doctor. Sometimes a chest x-ray is needed.
Those diagnosed with active TB of the lungs are infectious to
people they are in close contact with. However, the correct treatment will stop
the disease from being infectious and cure TB if a full course of TB drugs is
taken. This means the drugs must be taken for six or eight months, according to
the treatment that has been prescribed, without interruption. If treatment is
interrupted, the germ will develop resistance to the TB drugs and become very
difficult to treat.
Why is there an increase of TB in many countries? What has
TB to do with AIDS?
HIV destroys the immune system, weakening its response to other
germs and viruses. When someone has a dormant TB infection and his or her immune
system weakens, the germ starts to multiply, resulting in active TB. Therefore,
those with HIV are at greater risk of developing active TB.
The TB infection also progresses faster in people who have HIV,
as the body’s immune system is unable to fight the TB germ. As a
consequence, in the coming years we can expect a significant increase of
infectious TB cases.
It is clear that the HIV/AIDS epidemic has given new life to an
old enemy!
It is important that TB is diagnosed as soon as signs and
symptoms are identified so that treatment can be started immediately. Treatment
will work just as effectively on someone who has HIV as on a person who does not
have the virus.
How can you help people who have TB?
Recognize the signs and
symptoms of TB and if you suspect someone may have contracted the disease, take
them to the health centre so a diagnosis can be made and treatment can begin.
Those diagnosed with TB need a lot of
support to make sure they continue to take their TB drugs for the full course of
treatment (six to eight months) even when they are feeling well.
Help support their family.
Do not be afraid to care for and support someone who has TB. The
TB treatment will cure the disease and prevent the spread of TB.
|
|
Remember: It is important that people with TB get nutritious
food and enough rest, and take their medicine correctly and punctually. These
are all things that you can help with. |
Condoms are cool
Objectives
To provide information on condoms (male and female)
To clear
up or dispel misconceptions about condoms
To get young people to feel
comfortable about using condoms
|
|
This information activity could be an introduction to activity
22, ‘Instructions for use’, that you will find on page 114. You will
find basic information on male and female condoms and how to use them in
Appendix IV. At the end of the description of this activity, you will find some
common questions about condoms which might come up in your group discussions.
|
Time
45 minutes
Materials needed
A male condom for each participant
Some condom boxes of
different brands
Two to four female condoms
A tube of water-based
lubricant (if available locally)
A bell or whistle
Large pieces of
paper, marker pens and tape
A large bowl filled with water
A flip
chart
A copy of the illustration on condom use
Preparation
Prepare three ‘work stations’ in different corners of
the room. There should be enough room around each work station for groups to
move freely. Place the written instructions on three sheets of paper and tape
them to the wall near the materials.
Station 1
Materials: Enough condoms for each participant, a bucket
filled with water
Written instructions:
Open one condom and put a
little water in it.
Does the condom leak or does it
hold water?
Does it break easily when wet?
Unroll the condom on two fingers of a volunteer.
Touch the condom. Can the fingers be felt through the condom?
How thick does the condom seem?
Station 2
Materials: Some condom boxes of different brands, a tube
of lubricant
Written instructions:
How many different brands of
condoms are here?
Are there other brands that you know?
How much do condoms cost?
What can you see on the label or on the
box? What does it tell us about the condoms?
(This question is about
pre-lubrication and the date of manufacture.)
Describe the wrapper of the condom.
What is the tube of lubricant for?
Name at least two places where condoms
can be obtained in your community.
Figure
Station 3
Materials: A few female condoms, a number of copies of
the instructions for use of female condoms
Written instructions:
Open a package and read
attentively the instructions on how to use the female condom.
What differences can you see between
using a male condom and using a female condom?
What are the advantages of the female
condom?
Who, in your opinion, are the main target
groups for the female condom?
What are the disadvantages of the female
condom?
Method
1. Inform the participants about the purpose of
this activity, i.e., to collect as much information as possible about condoms.
Tell them that the next step will be to learn how to use a condom.
2. Divide the participants into three small
groups. Each group is assigned to one ‘work station’. Instruct
participants that each group will get seven minutes to work at each station.
They must read the instructions carefully. Everyone will have a chance to try
everything. A whistle or bell will go off when the time is over. They must then
move on to another station.
3. When everyone has finished, collect the condoms
(unless you have enough samples and participants are allowed to keep them) and
have the group gather together for a discussion.
4. Ask one participant from each group to report
on the information they discovered in station 1. Note on the flip chart. Correct
inaccurate information as you go along.
5. Proceed in the same way for stations 2 and 3.
6. Conclude with a discussion on: n How did you
feel during this exercise? Why? n Why don’t people know much about condoms?
n Are condoms easily available in your community? n How could you spread the
information you have learnt today to others?
7. Ask some participants what they have learnt
from this exercise.
|
|
This activity needs space and time and can be noisy. You may
visit the groups during the exercise, but intervene only if clarification is
needed or if you feel the group needs encouragement because members seem
inhibited or embarrassed. Allow participants to play with a condom, to be
‘silly’ with it – this can offer a valuable release of anxiety
and embarrassment. The main focus of this exercise is to learn in an atmosphere
of fun. Be prepared to have to answer some of the following questions. |
|
|
Some common questions about condoms:
Do condoms come in
different sizes?
Usually one size fits all.
Can a condom tear?
Yes, so you must be careful with your fingernails, especially
when opening the package.
What do you do when the condom tears
during sex?
This is less likely to happen if the condom is of good
quality. However, it does occasionally happen. The best thing to do is to
withdraw the penis immediately and put on a new condom.
Can a condom slip off during
intercourse?
Yes, but not if you have put it on properly.
Can a woman put a condom on a man?
Yes, women often do this – it can be part of the
introduction to sexual inter- course.
Should you always use a lubricant with
a condom?
Lubrication helps to avoid tearing. Most condoms are already
lubricated. If not,
use a water-based lubricant – never use Vaseline or
vegetable oil, as they can damage the condom.
Do condoms reduce sensation?
Nowadays, condoms are very thin and at the same time very
strong. They hardly reduce sensation.
Can a condom be used a second
time?
No, a condom should be used once only and then thrown
away. |
The blood donor activity
Objectives
To provide information on HIV transmission and blood donation
To talk about the kind of worries and anxieties people may have
in relation to blood donation To think about and plan activities in relation to
blood donation
|
You will find basic information on this issue in Section 1, and
in Appendix V: Guidelines for AIDS and first aid. |
Time
60 minutes
Technique
Brainstorming
Materials needed
A flip chart and pens, or blackboard and chalk
Method
1. Choose one (or more) of the following scenarios
to discuss with your group and read it aloud to the whole group.
2. Ask participants to brainstorm on this
scenario, thinking about the misinformation it contains. Write the ideas on a
flip chart.
3. Organize the contents of the flip chart,
identifying areas where information needs to be corrected.
4. Work out with your group a plan of action,
which might help to clear up these areas of misinformation.
5. For example: n The group may choose to run an
information session in the blood donation centre. n They may decide to go as a
group to donate blood to show the community that it is safe to do so when the
equipment for giving blood is sterile.
6. Review what everybody has learned.
|
The scenarios are suggestions only. If you choose to include
questions about blood donations in your focus-group discussions, you may decide
to gather information locally and use this to develop your own scenario. The
scenarios could be written as role plays, with each member of the group taking
part. The plays could be followed by a discussion about why the situation
occurred and what young people can do to correct inaccurate information. |
Scenarios
|
Scenario 1
A child is run down by a motor car and needs blood. A group of
young people are asked to donate, but they are afraid that if they give blood
they will get infected with HIV |
|
Scenario 2
A regular donor is very pleased when his test for HIV is
negative, although he has had unprotected sexual intercourse with many
girlfriends. He feels he must be immune to the virus and decides to continue to
give blood regularly although he will not give up his (unprotected) sexual
relationships with his girlfriends |
|
Scenario 3
A young woman is about to give blood. She has had a number of
sexual partners, but does not feel she is at risk because she is not a
prostitute. |
|
Scenario 4
A group of young men are about to give blood despite the fact
that they had unprotected sex with bar girls the week before. They think that if
their blood is infected it will be detected by the laboratory |
|
Scenario 5
A young man is coming to give blood. He disregards the
pre-donation questionnaire because he recently became very religious, so feels
he could not possibly be infected with HIV. Besides, he has never felt healthier
in his life. |
Values/attitudes activities
“I am proud of...”
Objective
To help young people develop feelings of self-esteem
Time
60 minutes
Materials needed
1 questionnaire per participant (see next page)
Method
1. Introduce the activity with a short discussion
on how people look at themselves in different ways.
2. Next, ask the participants to fill in a small
questionnaire. Highlight the fact that they should do this spontaneously and be
very honest with themselves. As an example, you might first give your own
answers to the questions.
3. Allow five minutes to fill in the
questionnaire.
4. Ask a first volunteer to read his/her answers.
The group then makes their own comments. Often, friends will mention additional
qualities or skills to the list.
5. After several volunteers have read their
answers, try to come to the following conclusions:
Each of us has good qualities or special talents or
skills, but we are not always aware of them.
Often, people behave in ways that match their opinions of
themselves. For example, if you don’t have much confidence in yourself, you
will not accept the challenge of a difficult task. But if you are aware of the
real qualities you have, you will feel self-confident and stronger and taking
decisions will be easier.
|
This activity requires a good group atmosphere. |
Questionnaire sheet – one copy for each
participant
Questionnaire “I’m proud of...”
|
QUESTIONS |
ANSWERS | |
1. Can you think of a task that was not at all easy, and
that you were able to carry out successfully? |
| |
2. Can you think of something you have made by hand
yourself and that you are very proud of? |
| |
3. You usually have a good feeling when someone else
appreciates what you do. Can you give an example of something you did that was
highly appreciated by someone else? |
| |
4. What aspect of your character do you like most? |
| |
5. Can you think of a decision you made for yourself
which was not easy? |
|
Male or female, does it make a difference?
Objective
To explore gender roles and their influence on behaviour and
relationships
Time
45 minutes
Technique
Group discussion
Materials needed
4 large pieces of chart paper Pens
Method
1. Divide the participants in four equal groups.
Each group gets a large piece of paper and pens. Each group has a different
task:
Group 1 is asked to make a list of all the
advantages of being a girl/woman.
Group 2 is asked to make a list of all the disadvantages of
being a girl/woman.
Group 3 is asked to make a list of all the advantages of being
a boy/man.
Group 4 is asked to make a list of all the disadvantages of
being a boy/man.
2. One participant of each group reports on the
findings of his/her group. The group may react.
3. Ask the participants to think of how these
gender roles apply to their own lives, their relationships and their
expectations for the future.
4. To close the activity ask the participants to
think of what they can do to change the gender roles they don’t like.
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This activity offers an opportunity to discuss traditional
gender roles: the behaviour, responsibilities and rights of men and women, in
relationships, at home, at work, in society, etc. In mixed groups (boy/girl)
especially, you can expect animated discussions on this issue! |
Drugs and risks
Objectives
To raise awareness of the consequences of drug use
To raise awareness of the risk of HIV infection related to drug
use
Time
60 minutes
Technique
Brainstorming Case study Group discussion
Materials needed
Flip chart and pen
Method
1. Tell the group you are going to hold a
brainstorming session on drugs, and they should discuss together the drugs they
think young people are exposed to and may be using. List the reactions on a flip
chart. Even if tobacco and alcohol are not mentioned by the group, add them to
the flip chart.
2. Ask participants which are, in their opinion,
the drugs that present a high risk for HIV infection.
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The expected answer to this question is drugs that are injected
present unacceptably high risks. Discuss why. If necessary, give additional
information on the transmission of the virus through sharing infected needles
and syringes. (See Section 1.) Also make the point that alcohol and other drugs
can affect your judgement, making you more likely to have sex or share needles.
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3. If you have not planned activity 23, Dear Aunt
Maggie, in your programme, you may now use letter 3 of that activity as a case
study for this activity (see p. 118).
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A young man reports
Last Saturday, I went out dancing in town. I felt
very sad because my girlfriend is dating someone else. At the dance, I had too
much to drink. Then a guy offered me a new drug, injected straight into your
veins. He persuaded me to try it saying that it relieves tension but is not
addictive. I shared his needle to inject the drug... Now I am terrified I might
have AIDS. |
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Read the text aloud and discuss this case, by asking questions
such as:
Which drugs did this young man use?
First alcohol, then a drug which had to be
injected
Why did he inject drugs?
To forget about his sorrow n He was under pressure
from another guy
Can you think of other reasons why people start to use
drugs?
Pressure from commercials/ads (alcohol, tobacco)
Influence of role models (for example, film stars who smoke,
drink alcohol, etc.)
Curiosity (a typical attitude in youngsters)
To relax (alcohol, tranquilizers)
To avoid physical pain or psychological problems (narcotics,
such as heroin, morphine, opium)
To stimulate, to make you energetic (caffeine, cocaine, speed,
amphetamines)
To reinforce physical power (for example, sportsmen who use
steroids)
What could be the consequences of drug injection for the
young man in this case?
Infection with HIV
Addiction, if he uses the
drug repeatedly
4. Ask participants to think of five good reasons
for not using drugs.
Sample of reactions:
I want to be responsible for what I do
It is
bad for my health
It is illegal
There are other ways to relax and have a
good time
There are better ways to solve problems
I want to avoid any
risk connected with HIV infection
5. Ask participants what they have learnt and
review the most important points (for example, drugs can keep someone from
thinking clearly and can push people to irresponsible and risky behaviour;
sharing drug-injection equipment presents a very high risk of getting infected
with HIV).
No sex now
Objective
To help young people consider that choosing not to be sexually
active at the present time is a viable alternative
Time
30 minutes
Technique
Brainstorming Group discussion
Materials needed
Board, pen/chalk
Method
1. Write the heading ‘No sex now’ on the
board and draw two columns, headed ‘Advantages’ and
‘Disadvantages’.
2. Ask the participants to brainstorm in small
groups on the advantages and disadvantages of deciding not to have a sexual
relationship.
3. Conclude with a discussion involving the whole
group, highlighting the main points raised in the brainstorming session.
4. At the end of the activity, ask what they have
learned. Did their responses match with what you hoped they would learn?
Sample of reactions:
|
Advantages |
Disadvantages | |
Feeling of pride and self-control |
May lose girlfriend/boyfriend | |
Sticking to one’s own morality |
Friends may make fun saying you don’t dare to have sex
| |
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