Teaching Youth about Reproductive Health and HIV/AIDS

Transcription

1 Famiy Life Education: Teaching Youth about Reproductive Heath and HIV/AIDS from a Christian Perspective

2 In Juy 2011, FHI became FHI 360. FHI 360 is a nonprofit human deveopment organization dedicated to improving ives in asting ways by advancing integrated, ocay driven soutions. Our staff incudes experts in heath, education, nutrition, environment, economic deveopment, civi society, gender, youth, research and technoogy creating a unique mix of capabiities to address today s interreated deveopment chaenges. FHI 360 serves more than 60 countries, a 50 U.S. states and a U.S. territories. Visit us at

3 Famiy Life Education: Teaching Youth about Reproductive Heath and HIV/AIDS from a Christian Perspective Famiy Heath Internationa

4 Famiy Life Education: Teaching Youth about Reproductive Heath and HIV/AIDS from a Christian Perspective was deveoped by Famiy Heath Internationa (FHI)/YouthNet. Simiar manuas for aduts from a Christian and Musim perspective are aso avaiabe. Writer: Jane Schueer, FHI/YouthNet Technica Assistance: Ed Scho and Hay Maher, FHI/YouthNet Editor: Wiiam Finger, FHI/YouthNet Design, Layout, and Copyediting: Karen Dickerson, FHI YouthNet is a five-year program funded by the U.S. Agency for Internationa Deveopment (USAID) to improve reproductive heath and prevent HIV among young peope. The YouthNet team is ed by FHI and incudes CARE USA and RTI Internationa. This pubication is funded through the USAID Cooperative Agreement with FHI for YouthNet, No. GPH-A The information contained in the pubication does not necessariy refect FHI or USAID poicies by Famiy Heath Internationa ISBN: Famiy Heath Internationa, YouthNet Program 2101 Wison Bouevard, Suite 700 Arington, VA USA (teephone) (fax)

5 Contents Acknowedgments 6 Introduction 7 Session 1. Getting Started 13 Step 1. Wecome and Refection 14 Step 2. Introduction to the CFLE-Y Program 14 Step 3. Let s Introduce Ourseves 15 Step 4. Setting Ground Rues 15 Step 5. Let s Get to Know Each Other More 16 Step 6. What Are My Expectations? 16 Step 7. What We Wi Learn from the CFLE-Y Program 17 Step 8. Circe Sits Down 18 Step 9. Take-Home Messages 18 Step 10. Cosing 18 Session 2. Who Am I? 19 Step 1. Wecome and Refection 20 Step 2. My Unique Sef 21 Step 3. Introduction to Sef-esteem 21 Step 4. Vauing Me 23 Step 5. Making Decisions for Mysef 23 Step 6. Do Looks Reay Matter? 24 Step 7. Consequences of Poor Sef-esteem 26 Step 8. Probem-Soving with a Partner 26 Step 9. Tips for Good Sef-esteem 27 Step 10. Take-Home Messages 27 Step 11. Cosing 28 Session 3. What Are My Vaues? 29 Step 1. Wecome and Refection 0 Step 2. Introduction to Vaues 0 Step 3. What Am I For and Against? 1 Step 4. Famiy Vaues 2 Step 5. Vote with My Feet Step 6. Linking Vaues to Behavior 4 Step 7. Take-Home Messages 6 Step 8. Cosing 6 Session 4. Buiding Heathy Reationships 37 Step 1. Wecome and Refection 8 Step 2. Hands and Feet Pushover 8 Step 3. Introduction to ReationSHIPS 9 Step 4. Assessing Reationships 40 Step 5. Who Makes a Good Friend? 41 Step 6. Choosing the Right Partner 42 Step 7. Take-Home Messages 44 Step 8. Cosing 44

6 Session 5. My Changing Body 45 Step 1. Wecome and Refection 45 Step 2. Mirror Me 46 Step 3. My Changing Body What Is Puberty? 47 Step 4. Body Mapping My Physica Changes 47 Step 5. Emotiona and Socia Changes 50 Step 6. More about the Femae Body 51 Step 7. More about the Mae Body 53 Step 8. Taking about Puberty 54 Step 9. Sex versus Gender 55 Step 10. Take-Home Messages 56 Step 11. Cosing 57 Session 6. Sex and Sexuaity 59 Step 1. Wecome and Refection 59 Step 2. Seat Exchange 60 Step 3. Understanding Ourseves Even More 60 Step 4. Taking More about Sexua Activity 62 Step 5. Why Wait to Have Sex? 63 Step 6. Take-Home Messages 64 Step 7. Cosing 65 Session 7. Communicating and Making Decisions 67 Step 1. Wecome and Refection 68 Step 2. Mudded Messages 68 Step 3. How We Communicate 69 Step 4. Let s Communicate 70 Step 5. What Does It Mean to Say No? 71 Step 6. Saying No and Meaning It 72 Step 7. Using Deay Tactics 76 Step 8. Human Knot 78 Step 9. Making Decisions 78 Step 10. Take-Home Messages 80 Step 11. Cosing 81 Session 8. Saying No to Sex 83 Step 1. Wecome and Refection 84 Step 2. Spider s Web 84 Step 3. My Dreams 85 Step 4. What Is Abstinence? 86 Step 5. The Story of Joseph 87 Step 6. The Story of David 88 Step 7. A Sea of Mixed Messages 89 Step 8. How to Say No and Mean It 89 Step 9. Having an Abstinence Strategy 92 Step 10. Take-Home Messages 93 Step 11. Cosing 93 4 Christian Famiy Life Education: Teaching Youth

7 Session 9. Pregnancy Prevention 95 Step 1. Wecome and Refection 95 Step 2. How Does a Woman Become Pregnant? 96 Step 3. What Is Famiy Panning? 98 Step 4. Take-Home Messages 101 Step 5. Cosing 101 Session 10. Sexuay Transmitted Infections and HIV/AIDS 103 Step 1. Wecome and Refection 104 Step 2. The Basics of STIs 104 Step 3. Understanding HIV/AIDS 107 Step 4. How Fast Can HIV Spread? 108 Step 5. Fact versus Myth 110 Step 6. The ABCs of Prevention 112 Step 7. More about Mother-to-Chid Transmission 113 Step 8. Getting Tested and Treated for HIV 114 Step 9. The Stigmatized and Stigmatizer 117 Step 10. Living with HIV/AIDS in Your Community 118 Step 11. Take-Home Messages 120 Step 12. Cosing 121 Session 11. Defending Mysef from Danger 123 Step 1. Wecome and Refection 124 Step 2. Jumbing the Senses 124 Step 3. Acoho and Drugs 125 Step 4. Community Mapping 126 Step 5. The Lesson of Lot s Daughters 127 Step 6. What Woud You Say? 128 Step 7. Why Peope Abuse Acoho and Drugs 128 Step 8. Defining Sexua Vioence and Abuse 129 Step 9. Good Touch, Bad Touch 130 Step 10. Protecting Mysef from Sexua Vioence and Abuse 131 Step 11. Take-Home Messages 132 Step 12. Cosing 132 Session 12. Bringing It A Together 133 Step 1. Wecome and Refection 133 Step 2. CFLE-Y Review 134 Step 3. Cosing 142 Step 4. Farewe Party 142 References 143 5

8 Acknowedgments Famiy Heath Internationa (FHI)/YouthNet is committed to the idea that young peope have a right to access reproductive heath and HIV/AIDS information and services, which eads to greater understanding of their own bodies and sexuaity. FHI/YouthNet is currenty working around the word to improve the reproductive heath and HIV prevention behaviors of youth ages 10 to 24. The manua aims to empower youth to avoid the consequences of unpanned pregnancy, sexuay transmitted infections, and HIV/AIDS. Specificay, this curricuum is designed to assist Christian faith-based institutions in preparing young peope to gain the knowedge, attitudes, and skis they need to understand their reproductive heath and make heathy and responsibe sexua decisions. Whie the manua refects and buids on the work of other youth curricua, FHI/ YouthNet is particuary indebted to the work of severa faith-based institutions in Namibia who provided the inspiration for the creation of this too to support young peope in the Christian community: Change of Life Stye (COLS) Project, the Evangeica Lutheran Church in Namibia (ELCIN), and the German Evangeica Lutheran Church (GELC). They graciousy aowed us to draw on the two curricua that they have deveoped over the past three years, with support from FHI/ YouthNet and the U.S. Agency for Internationa Deveopment (USAID)/Namibia. In 2004 and 2005, fied-testing of various sections of this manua took pace in Namibia as part of activities with COLS, ELCIN, and GELC. FHI/YouthNet greaty appreciates the many adut faciitators and young peope in the Oshana, Khomas, and Erongo regions of Namibia who participated in the fied-testing. We are especiay gratefu to the staff of FHI/Namibia: Rose de Buysscher, Taimi Amaambo, Brian Goercke, and Lucy Steinitz. Their support of this goba pubication and technica assistance with eary drafts were invauabe. FHI/YouthNet is thankfu for the energy and dedication of those staff invoved in providing a technica review of the manua: Wiiam Finger, JoAnn Lewis, Hay Maher, and Ed Scho. Their feedback and vauabe comments heped to strengthen the curricuum. We are aso gratefu to USAID for its generous support and funding of this project and for the important guidance and insight they provided in the deveopment of the manua. In particuar, the authors wish to acknowedge Ann Lion and Mahua Manda, FHI/YouthNet s Cognizant Technica Officer and Reproductive Heath Technica Advisor, respectivey, for their review of the fina product. Many thanks go to Karen Dickerson of FHI for her work in copyediting the manua and creating its graphic design. We are gratefu for her commitment and vision and for the great care and high eve of professionaism with which she carried the project through to its fina stage. Finay, our deepest gratitude goes to the faciitators who wi use this manua in their work with young peope. We hope our efforts wi assist them to have an immediate and ong-asting impact on the reproductive heath and we-being of youth wordwide. 6 Christian Famiy Life Education: Teaching Youth

9 Introduction Why a Faith-based Curricuum for Youth? The church has ong been a safe environment that organizes and sponsors activities for young peope. Christian institutions are paces where mora vaues are formed and strengthened, sef-esteem is cutivated, and ife s essons are taught using the Bibe. In the pubic heath fied, research has found that a connection to reigion is a protective factor for youth in terms of heathy behaviors in the future. Youth often go to church and expect direction and eadership from aduts. Yet, many Christian communities ack training curricua or other resources to guide and teach youth about reproductive heath and HIV/AIDS. To address the needs of faith-based organizations to reach youth with effective reproductive heath and HIV/AIDS training materias, FHI/YouthNet has produced Famiy Life Education: Teaching Youth about Reproductive Heath and HIV/AIDS from a Christian Perspective. This manua has two purposes: 1) to educate youth about reproductive heath and HIV/AIDS issues; and 2) to provide adut faciitators with an evidence-based training resource that heps them to communicate more effectivey with youth about these issues, within the context of shared faith. The manua is intended to encourage open discussion about sexuaity, reproductive heath, and HIV/AIDS within a faith-based environment. It provides a forum for youth to carify Christian vaues about reproductive heath and HIV/AIDS prevention, care, and treatment, whie providing accurate technica information on these topics. It is not designed to promote reigion. Source for Bibe Passages Because discussing sexuaity with young peope is taboo in many communities, incuding faith communities, the manua incudes many Bibe passages as a way to frame discussions in anguage that is comfortabe to Christians. The Bibe passages are optiona and may hep youth and adut faciitators refect on chaenging issues. They are not A Bibe passages used in this manua are from the New Internationa Version Bibe, competed in 1978 and revised in This transation was competed by more than 100 schoars working from the best avaiabe Hebrew, Aramaic, and Greek texts. It is widey accepted for its carity and ease of reading. put forward as evidence of a particuar point of view or pubic heath information. Bibe passages have different meanings to different readers and shoud be used as one method of refecting on the materia presented in this curricuum. The manua is intended for use by any church or organization wanting to buid the knowedge, attitudes, and skis of young peope reated to reproductive heath and HIV/AIDS. Appropriate participants for the training program are youth ages 10 to 16. Potentia adut faciitators incude pastors, priests, deacons, nuns, reigious teachers, youth eaders, choir eaders, and parents. 7

10 Christian-based organizations are encouraged to sponsor the use of this manua as a way to hep meet the needs of young peope in their communities. Impementation of this curricuum has the potentia to hep youth maintain or positivey change their reproductive heath and HIV prevention behaviors, seek more services, deveop positive attitudes, and improve sef-esteem. The manua may aso hep to stimuate diaogue in the communities in which it is used. Structure of the Manua The manua contains 12 sessions. Each session is devoted to a particuar topic: Session 1. Getting Started Session 2. Who Am I? Session 3. What Are My Vaues? Session 4. Buiding Heathy Reationships Session 5. My Changing Body Session 6. Sex and Sexuaity Session 7. Communicating and Making Decisions Session 8. Saying No to Sex Session 9. Pregnancy Prevention Session 10. Sexuay Transmitted Infections and HIV/AIDS Session 11. Defending Mysef from Danger Session 12. Bringing It A Together Each session contains: Purpose of the Session Brief expanation of the overa goa of the session. Session Time Schedue to guide the ength of the session. Depending on the number of Note: The sessions vary in ength. Be aware of this fact as you pan the amount of time for each participants and other factors, meeting some sessions may need to be divided the time needed for each activity into two parts. coud vary. Most sessions shoud take between two to four hours to compete. It is important to work at the pace of the participants. Objectives Specific skis and abiities the participants wi gain from the session. Materias Items that need to be gathered before the session. Before You Begin Directions for what to do before starting the session. Steps Separate activities that comprise the session and shoud be foowed in order. Instructions are provided for each step. The number of steps for each session varies. However, every session incudes a Wecome and Refection, Take-Home Messages (points to review with the participants at the end of the session), and Cosing. Notes Specia notes for the faciitator on how to present certain steps. 8 Christian Famiy Life Education: Teaching Youth

11 Preparing for the Sessions Depending on the time avaiabe, the best way for the manua to be taught is over a series of weeks. Ideay, participants wi meet once or twice per week over the course of two to four months. Each session shoud be foowed in consecutive order, but the amount of time between each session can vary based on program needs. Some of the materia discussed in this manua is sensitive, and participants wi ikey want privacy. Where you choose to hod the sessions is critica. If possibe, seect a quiet, safe pace where the participants wi not be viewed, overheard, or interrupted by outsiders. Use a room that: Hods 20 to 30 participants Has chairs for each participant and tabes or desks on which to write Has space for participants to move around Has was on which to post fip chart paper Has a stand or pace on which to write or post fip charts Try to ensure that the sessions are hed at a ocation convenient to participants homes. We strongy encourage providing snacks and drinks to motivate the participants and keep their energy eves high. Before each session, prepare the specific materias, fip charts, and photocopies isted at the beginning of each session. As you prepare to impement the curricuum, remember that the materia was deveoped for a goba audience. It is intended to be adapted as needed and as appropriate to the oca environment, cutura context, and specific needs of youth. You may aso choose to transate some parts into a oca anguage. Faciitation Tips and Techniques Taking with young peope about the process of growing up takes courage. In many societies, peope are taught not to discuss subjects such as sex, sexuaity, and reproductive heath. But, not taking about them can ead to more myths and misinformation. To make this program a success, you need to overcome any fears or discomforts you may have about discussing sex, sexuaity, the human body, reproductive heath, and HIV/AIDS. Doing so wi contribute toward creating an atmosphere of openness and trust for participants. Much of the manua consists of invoving participants in the foowing kinds of activities: brainstorming, argegroup discussions, roe-pays, sma-group exercises, stories, and games. Before beginning to work with this manua, you shoud prepare yoursef. Beow are some recommendations to hep you successfuy impement this course: Identify and understand the beiefs and vaues of youth participants and yoursef. Do you remember how it fet to be a young person? Do you remember what it was ike to earn about sex and sexuaity? Think about what participants must be feeing as they grow up. Pay attention 9

12 to your own beiefs and vaues. Doing so wi make you a much more effective faciitator. Create a nonjudgmenta environment where participants vaues are respected. Accept a participants comments and questions. Let them know that their concerns and opinions are vaid and worthwhie. Be enthusiastic. Hep young peope deveop positive and heathy attitudes about sex, sexuaity, the human body, reproductive heath, and HIV/AIDS by setting the tone of the earning experience. Maintain a positive approach to the norma process of growing up. No matter how objective aduts are trying to be, youth notice negative feeings and attitudes. How something is presented is often more powerfu than what is said. Aways be prepared. Before each session, read a the session steps and content. This wi hep you to prepare for any questions about a particuar topic. Do not be afraid to say that you do not know something, and offer to find out. Hep to make participants fee comfortabe. Avoid causing anyone potentia embarrassment. Do not make participants answer a question that they fee uncomfortabe answering. Ask the participants to share their own experiences, exampes, and testimonies as much as possibe. Check with participants throughout the sessions to ensure understanding. Be fexibe in your faciitation. Keep to the schedue but adjust as needed. Be wiing to incorporate unpanned but highy vauabe discussions, which may require that other activities are shortened. Provide opportunities for participants to ask questions anonymousy. For some participants, this is the easiest way to express their concerns. One way to do this is to give participants time to write down questions and deposit them in a Question Box. Then answer the questions ater for the entire group. Identify resource persons. If you are not comfortabe faciitating a particuar topic, or fee you do not have adequate information, invite a guest speaker to the session. Exampes incude a doctor, nurse, HIV-positive person, recovering drug or acoho addict, or pastor from your church. Boys and Girs: Together or Separate? A of the sessions are designed to maximize the participation of boys and girs together. However, some of the topics in this manua can be difficut to discuss, such as Session 5. My Changing Body. Separating boys and girs for such sessions may enabe them to fee more comfortabe taking about their specific questions and concerns. After reading this manua, you might beieve that boys and girs shoud be separated in some or a of the other sessions. In many cutures, girs and boys, and men and women, traditionay do not tak about sexuaity and reproductive heath issues with each other. In such settings, both boy and girs wi ikey be embarrassed to speak or participate in the activities together. Therefore, you may decide to conduct the sessions with girs and boys separatey. 10 Christian Famiy Life Education: Teaching Youth

13 Promoting participation shoud be your first priority. Whether this means separating boys and girs for the whoe or part of the manua is your decision and shoud be based on the cuture and society in which you are eading this program. Keeping the Community Informed Keeping parents, community members, and other stakehoders informed about the program from start to finish is essentia. Describing how the program began and what the goas of the program are wi hep them to better understand what is taught and what messages young peope are receiving. It is critica that aduts and youth in the community aso understand that providing young peope with age-appropriate, factua information within the context of their faith and vaues wi hep to buid heathier reationships and stronger famiies in the future. Referring Participants for Further Hep Boys and girs often have questions or concerns that they might not want to share during the sessions. There are many peope who can act as counseors or advisors to youth: heath providers, teachers, reigious eaders, community eaders, schoo principas, and reatives. Throughout the course, it is important to stress that participants shoud contact you or other aduts whom they trust to discuss any of the information presented in the manua. You shoud aso mention existing oca referra systems that address issues or concerns that participants raise. 11

14 12 Christian Famiy Life Education: Teaching Youth

15 Session 1. Getting Started 2 hours 10 mins. Purpose of the Session The purpose of this session is to hep the participants fee comfortabe with each other and begin to form a group identity for the youth program that is based on the curricuum, Famiy Life Education: Teaching Youth about Reproductive Heath and HIV/AIDS from a Christian Perspective, aso caed the CFLE-Y program. Objectives By the end of the session, participants wi be abe to: Identify the names of feow participants Briefy describe the CFLE-Y program Name at east three ground rues List their expectations for the CFLE-Y program Materias Fip chart stand and paper Markers Tape Bank sheets of writing paper Pens or pencis Prepared fip chart for Step 7 (page 17) Bibe (for reference) Before You Begin Carefuy read a content for the session. Read each step of the session. Think about how you wi present each step and what materias you wi need. Identify which steps wi need to be prepared in advance and compete the necessary tasks. Review any additiona information that wi hep you to better prepare for the session. Check oca resources for materias reated to this session that coud be distributed to youth be proactive! Session 1 13

16 Step 1. Wecome and Refection (5 minutes) 1 Wecome the participants and thank them for coming. Let them know that you are so happy that they have come to the session. 2 Te the participants that you wi begin with a passage from the Bibe: As the Father has oved me, so have I oved you. Now remain in my ove. If you obey my commands, you wi remain in my ove, just as I have obeyed my Father s commands and remain in his ove. I have tod you this so that my joy may be in you and that your joy may be compete. My command is this: Love each other as I have oved you. John 15: Ask the participants what this passage is about and what it intends to teach us. After hearing a few responses, expain that the passage tes us that we shoud accept and ove each other just Note: Remember, this is your first contact with the youth, so you wi want to make the best impression possibe. Be enthusiastic about the program. If you are passionate and excited, the participants wi be eager to earn and return for the foowing sessions. Positive energy is key! as God oves and accepts us. To do this, we need to get to know each other and begin trusting each other. This wi be the focus of Session 1. 4 Open the session with a short song or refection. Step 2. Introduction to the CFLE-Y Program (5 minutes) 1 Expain to the participants that the CFLE-Y program is a Christian ife skis program for young peope between ages 8 to 16 years. 2 Expain that each session has specific take-home messages for the participants. Let them know that during the next severa sessions, they wi go through the entire CFLE-Y program, and after they have competed a of the sessions, they wi have the knowedge and skis needed to become responsibe young peope. Emphasize to the participants that it is important that they not miss any session, if possibe. Encourage the participants to come to every session, and, assure them that if they do, they wi earn a ot and have fun. Describe to the participants how the CFLE-Y program wi teach them important skis for taking good care of themseves. It wi aso hep them to become confident in taking to other peope (such as friends, famiy, teachers, and schoomates) about their thoughts, opinions, vaues, and feeings. It wi teach them about important topics, such as reationships, puberty, sexuaity, communication, decision-making, pregnancy prevention, HIV/AIDS, and abstinence. Let the participants know that during the program, they wi have many opportunities to pay games, sing songs, draw pictures, earn about the Bibe, hear good stories, and much, much more! 14 Christian Famiy Life Education: Teaching Youth

17 Step 3. Let s Introduce Ourseves (15 minutes) 1 Expain to the participants that they wi now have an opportunity to get to know each other better. Some of the participants may have met before, whie others may not. This session wi hep them to tak, share, augh, and earn together in a positive, happy environment. Expain that one way to begin this process is for the participants to share names and te the group something about themseves. Go around the room, and ask each participant to say his or her name and something they ike to do for fun. For exampe, a participant might say: My name is John, and I ike to spend time with my famiy watching teevision; or My name is Mary, and I ike to study science in schoo. The faciitator shoud start this exercise. Note: As participants say their names, be sure to write them down in your attendance record. Aso, some young peope may be too shy to speak up now or to speak at a. Do not force them to tak, as they may need additiona time to get acquainted with everyone. Hep them to reax by standing near them and asking them their name and what they ike to do for fun. Encourage them to join the session. 2 After a participants have spoken, ask them to move around the room and shake hands with five other participants whom they have never met. Aow the group a few minutes to make contact with each other, and make sure that no one is eft out. Step 4. Setting Ground Rues (25 minutes) 1 To make the best of the time together and to work in harmony, te the participants that they need to set some rues for how they wi interact with each other. Ask the participants to sit in a circe. Then, ask them to ca out rues that they woud ike the group to foow. As each rue is caed out, write it down on the fip chart paper. Be sure to add any important rues that the participants may not mention, but aways ask the participants if it is okay for you to add a rue. 2 Beow are sampe ground rues that shoud be isted on the fip chart paper: Do not tak when someone ese is taking. Be kind and friendy to each other. Keep anything shared here confidentia; do not discuss persona information outside the group. Respect and support each other. Do not augh at someone when they tak. Vaue a ideas and opinions equay, whether expressed by boys or girs. Listen to what others have to say. Note: Be sure to keep a copy of the Ground Rues fip chart for future use. At the beginning of each session, genty remind the participants about the rues to which they have agreed in order to make each session as fun and participatory as possibe. Session 1 15

18 Accept that questions may be asked at any time and that there is no such thing as a stupid question. If you want to speak, raise your hand and wait to be caed upon. 3 After the rues have been written down, read them out oud so that everyone is cear about what they mean. Then, ask the participants if they agree with a of the ground rues and to show agreement by raising their hands. Te participants that you wi post these rues at each session so that everyone can remember them. Step 5. Let s Get to Know Each Other More (30 minutes) 1 Remind the participants that today s session is about getting to know each other better. Thus, the purpose of the next game is to hep the participants remember names, earn more about each other, and begin to fee as part of the group. 2 Divide the participants into pairs. If there is an odd number of participants, the faciitator can be someone s partner. When everyone has a partner, te the group that each person shoud think of a number between one and four. Then, ask each participant to introduce himsef or hersef to the partner and te the number they chose. Next, te the participants that they have to te their partners the same number of things about themseves as the number they chose. For exampe, if someone picks the number three, she or he must te the partner three things about themseves (such as age, number of brothers or sisters, favorite pace in the word, favorite food, favorite schoo subject, favorite sport, etc.). Provide sheets of paper and pens or pencis to the participants who wish to write answers down. 3 After about five to 10 minutes, ask everyone to rejoin as a group. Have each participant introduce his or her partner to the group and share what was earned about that partner. Step 6. What Are My Expectations? (20 minutes) 1 Ask the participants why they came to this session. How did they earn about it was it through a parent, brother, sister, friend, or pastor? After taking a few responses, ask them what they thought woud happen when they first entered the room? Did they have any expectations? Did they have any worries or fears? Ask the participants to share what they hope to get from the CFLE-Y program. Go around the room so that everyone has a chance to share one expectation. Be sure to stress that there are no wrong answers. Write responses on fip chart paper and be sure not to make any comments about the expectations as you hear them. 16 Christian Famiy Life Education: Teaching Youth

19 2 After everyone has had a chance to speak, go through the ist with the participants and identify any expectations that wi be met by the CFLE-Y program by putting a check mark next to that expectation with a marker. For those that wi not be met, expain why not. The objectives for the whoe CFLE-Y program are isted in Step 7, which wi assist you with this activity. Step 7. What We Wi Learn from the CFLE-Y Program (10 minutes) 1 Expain to the participants that they wi earn many new things during the CFLE-Y program. These incude the topics isted beow, which shoud be written on fip chart paper ahead of time: How to tak more openy with your friends, famiy, teachers, pastors, schoomates, etc. How to accept yoursef and be proud of who you are How to identify and discuss your persona vaues, famiy vaues, and reigious vaues with others How to deveop positive reationships How to find good friends and avoid peope who might have a bad infuence on you How to communicate confidenty and say no to peer pressure and offers you do not want How your body works and how to take care of yoursef How to avoid becoming pregnant What sexuay transmitted infections (STIs) and HIV/AIDS are and how to avoid getting these diseases How to hep and support peope who are infected and affected by HIV/AIDS What acoho and drug abuse are, their consequences, and how to avoid these dangers What sexua vioence and abuse are and how to avoid them How to protect yoursef and abstain from sex 2 Expain to the participants that the CFLE-Y program has 12 sessions which wi cover the above topics. Te them that every time you meet, you wi do a fu or haf-session. 3 At the end of this activity, ask the participants if they have any questions or concerns reated to the CFLE-Y program. 4 Stress to the participants that in order for them to earn about a of these topics, it is important that they attend every session. Session 1 17

20 Step 8. Circe Sits Down (10 minutes) 1 Ask the group to stand cosey in a circe. Get everyone to turn to their right so they face the back of the person in front of them. Then, ask participants to put both of their hands on the shouders of the person in front of them. Ask everyone to count 1, 2, 3 together, foowed by the word sit. When the word sit is spoken, everyone shoud sit down carefuy on the ap of the person behind them. If the group is very coordinated, they might even be abe to shuffe (wak) a itte way whie in this position. If necessary, the group can do the exercise two or three times. 2 After competing the activity, ask the participants what they earned from the exercise. Expain to the participants that the purpose of the exercise was to buid trust among the group and hep the participants fee more comfortabe with each other. It aso showed the importance of cooperating with one other. Step 9. Take-Home Messages (5 minutes) 1 Cose the session by stressing the foowing: For the CFLE-Y program to succeed, participants need to get to know each other and begin to trust each other. This wi hep make the CFLE-Y program a success. It is important not to judge peope. We shoud accept and ove one another just as God oves us a. The CFLE-Y program wi give participants the knowedge and skis needed to become responsibe boys and girs. The CFLE-Y program is an opportunity to have fun to pay games, sing songs, draw pictures, earn about the Bibe, hear good stories, and much, much more! It is important that participants try to attend every session, if possibe. 2 Before ending, ask if the participants have any questions about what was discussed. Carify and answer any questions or concerns that may arise. Step 10. Cosing (5 minutes) 1 Share with the participants how excited you are about the CFLE-Y program, and thank them for coming. Te them you hope they are ooking forward to the next session! Ask the participants to share with others what they have earned today. 2 Remember to invite the participants to the next session and give the pace and time. 3 End the session with a short song or refection. 18 Christian Famiy Life Education: Teaching Youth

21 Session 2. Who Am I? 3 hours 50 mins. Purpose of the Session The purpose of this session is to hep the participants understand the factors that infuence sef-esteem and how sef-esteem affects decision-making. Objectives By the end of this session, participants wi be abe to: Define sef-esteem Describe signs and feeings of good and poor sef-esteem Expain how sef-esteem reates to behavior and decision-making Expain how good sef-esteem heps protect one s body, mind, and spirit Demonstrate how to sove probems or chaenges reating to sef-esteem List three tips for improving sef-esteem Materias Fip chart stand and paper Markers Tape Box and mirror (pace the mirror inside the box before the session starts, and have it at the front of the room for Step 1) Prepared fip chart for Step 3 (page 21) Bank sheets of writing paper Pens or pencis Copies of roe-pays for Steps 5 and 6, given to four vounteers before the session in order for them to practice their parts (pages 23 25) Index cards (or sma pieces of paper) with Tips for Good Sef-esteem written on them (page 27) Bibe (for reference) Before You Begin Carefuy read a content for the session. Read each step of the session. Think about how you wi present each step and what materias you wi need. Identify which steps wi need to be prepared in advance and compete the necessary tasks. Review any additiona information that wi hep you to better prepare for the session. Session 2 19

22 Check oca resources for materias reated to this session that coud be distributed to youth be proactive! Step 1. Wecome and Refection (10 minutes) 1 Wecome the participants and thank them for coming. Let them know that you are so happy that they have come to the session. 2 Ask if there are any new peope joining for the first time. If so, ask them to introduce themseves and give them a specia wecome. Te them you are gad they have joined the group. 3 Expain to the participants that today you wi be taking about Note: Check your attendance record from the previous session to determine whether there are new something very specia. But, you cannot te them about this very specia participants. If so, ask the new participants for their names and be sure to write them in the record. thing it is something they must discover for themseves. Te them that if they ook inside the box at the front of the room, they wi find what you are taking about. Ask the participants to stand in a straight ine. Then, ask each participant to come to the front, one by one, and ook into the box to see the specia thing you are taking about. Ask them to return to their seats and remain sient. After everyone has returned to their seats, write on the fip chart: YOU are somebody specia. Expain to the participants that each one of them is created in God s image. 4 Te the participants that you wi begin with a passage from the Bibe: Just as each of us has one body with many members, and these members do not a have the same function, so in Christ we who are many form one body, and each member beongs to a the others. We have different gifts, according to the grace given us. If a man s gift is prophesying, et him use it in proportion to his faith. If it is serving, et him serve; if it is teaching, et him teach; if it is encouraging, et him encourage; if it is contributing to the needs of others, et him give generousy; if it is eadership, et him govern diigenty; if it is showing mercy, et him do it cheerfuy. Love must be sincere. Hate what is evi; cing to what is good. Be devoted to one another in brothery ove. Honor one another above yourseves. Romans 12: Ask the participants what this passage is about and what it intends to teach us. After hearing a few responses, expain that the passage tes us that we are a unique individuas who have been given specia gifts and taents. We are a made in the image of God, and each one of us is important to Him. It is our job to ove ourseves and others. This wi be the focus of Session 2. 6 Open the session with a short song or refection. 20 Christian Famiy Life Education: Teaching Youth

23 Step 2. My Unique Sef (30 minutes) 1 Give participants a sheet of paper and pen or penci and ask them to draw a picture of themseves on the paper. 2 After about 15 minutes, ask for a few vounteers to share and describe their drawings with the group. Pay cose attention to how participants describes themseves it is ikey they wi tak ony about their physica characteristics. If participants do this, be sure to ask them to describe other things about themseves, such as what kind of peope they are, how they treat their famiies, how they treat their friends, how they perform in schoo, etc. 3 Then, ask a of the participants to hod up their drawings for everyone to see. Mention that when we ook at these pictures, a of them are different. The way the faces are depicted or the bodies are drawn are a distinct and specia. Remind the participants that difference is good it means we are a unique and wonderfuy made. Te the participants that because a of them are unique and specia, they shoud do a they can to protect their bodies, minds, and spirits. 4 Expain to the participants that we ive in a society that paces great importance on how peope ook on the outside. This is especiay true for young peope who are going through puberty. But the way we ook on the outside is not as important as the way we fee on the inside. How we fee about our bodies, our minds, and our spirits affects sef-esteem. Understanding sef-esteem is vita to forming heathy reationships with friends and famiy, and it is critica to making appropriate, responsibe decisions. If young peope do not understand how they fee about themseves, they may unconsciousy ook to others to boost their sef-esteem. This may ead to making poor decisions. Step 3. Introduction to Sef-esteem (30 minutes) 1 Te the participants that in today s session, they wi be taking about a very important concept caed sef-esteem. 2 Ask the participants to brainstorm together the definition of this term. Write the responses on a fip chart paper. 3 After brainstorming, provide the participants with the definition of sef-esteem, which shoud be written on fip chart paper ahead of time. Sef-esteem = How you vaue yoursef; how you fee about yoursef; what you think of yoursef; your opinion of yoursef; reates to your perception of what others (e.g., friends, famiy, teachers, pastors) think or expect of you. Expain to the participants that good sef-esteem means you have a positive opinion of your own character and abiities. If you have good sefesteem, you fee good about yoursef you ove and respect yoursef. You beieve that you are worthwhie and deserve to be oved and respected by others. Session 2 21

24 4 After ensuring that the participants understand sef-esteem, divide them into two groups. Give each group a piece of bank fip chart paper. Ask one group to write down characteristics of someone with good sef-esteem and the other group to write down characteristics of someone with poor sef-esteem. After about 10 minutes, bring the two groups back together. Ask for a vounteer from each group to share their answers with the entire group. Be sure the foowing points are covered: Characteristics of Good Sef-esteem Confident and secure ( I can attitude) Assertive Activey engaged, participates Positive attitude We-formed opinions and vaues Independent thinker and doer Abe to say no to peer pressure Beieves she or he wi succeed Characteristics of Poor Sef-esteem Sef-doubting, insecure, and vunerabe ( I can t, I m ugy, I m not smart enough ) Passive or overy aggressive Not engaged, does not participate Negative attitude Unsure of opinions and vaues; opinions and vaues based on others Easiy infuenced by what others think and do Gives in to peer pressure Beieves she or he wi fai 5 Expain to the participants that how we see ourseves often determines how we wi behave. A person with good sef-esteem who vaues himsef or hersef wi not be easiy infuenced to engage in risky behaviors. Good sef-esteem heps young peope to make the right decisions and to say no to peer pressure. When young peope have good sef-esteem, it can hep protect them against dangerous behaviors, such as smoking, drinking acoho, using drugs, or having sex before marriage. End the activity by reading the foowing passage from the Bibe: The aposte Pau wrote to Timothy, Don t et anyone ook down on you because you are young, but set an exampe for the beievers in speech, in ife, in ove, in faith and in purity. 1 Timothy 4:12 Emphasize to participants how vauabe they are, how much God cherishes them, and what God expects of them. 22 Christian Famiy Life Education: Teaching Youth

25 Step 4. Vauing Me (30 minutes) 1 Te the participants you woud ike them to think about their own sefesteem. Ask them to write on a sheet of paper three things they ike about themseves. 2 After about 10 minutes, ask participants to share one thing they ike about themseves. Appaud after each participant speaks. 3 Discuss the foowing questions: Why is it difficut to say good things about ourseves? What is the difference between acknowedging our taents and boasting? How can we accept our uniqueness and appreciate differences? Expain that it is important for everyone to remember is that each person is uniquey created in God s image. Even if there are things that we do not ike about ourseves, we are a sti oved and accepted by God. God oves us just as we are our good parts and our not-so-good parts. We are a specia beings who are worthy of His great ove. Remind the participants: So God created man in his own image, in the image of God he created him; mae and femae he created them. God saw a that he made, and it was very good. Genesis 1:27, 31 Step 5. Making Decisions for Mysef (30 minutes) 1 Introduce the participants to the next activity, which is a roe-pay between a younger brother (12 years od) and an oder sister (16 years od). Ask two pre-seected roe-payers to act out the scenario. Roe-Pay: Making My Own Decisions Brother: Sister: Brother: Sister: Brother: Sister: Brother: Can we tak? About what? About schoo. Why? What s going on? We, I m sort of in troube at schoo, and I m worried that Mom and Dad are going to find out. What do you mean you re in troube? What kind of troube? We, ast night I was caught drinking beer behind the schoo. One of my teachers saw me. I think the teacher is going to tak to Mom and Dad. (continued on next page) Session 2 23

26 (continued from previous page) Sister: Brother: Sister: Brother: Sister: Brother: Sister: Brother: Sister: Brother: What??? You were drinking??? Are you crazy??? You re not od enough to drink. What were you thinking? Were you by yoursef? No, I was with two friends. We, they re not reay friends, just some oder boys from schoo. Look, I didn t mean to do it! They begged me to try. They tod me that drinking beer was coo, and it tasted good. I ony had a few sips. They said no one woud see us, since it was evening. Boy, was I wrong! This is serious. You shoud not be drinking. Why are you spending time with these oder boys? Drinking is very dangerous. It can ead to even bigger probems ike drugs, or sex, or even HIV if you are not carefu. I know that. I promise I wi never do it again. I have aready decided that I am not going to hang out with those guys ever again. I even tod them that. That s good. But, you need to tak to Mom and Dad. No way! They wi ki me! Mom and Dad are going to find out anyway. I am sure the teacher wi tak to them. Okay, you are right. I wi tak to them tonight. That s good. But, I am worried about you. If this ever happens again, pease promise me that you wi say no and wak away. And if you ever need hep, pease come to me. I wi do whatever I can to hep you. I promise that I wi say no. I have earned my esson. I thought about it a ot, and drinking is a stupid thing. There are more important things in ife than that ike hanging out with my rea friends, paying footba, and going to church. 2 Discuss the foowing questions with the participants: Does the roe-pay show a common probem or concern among young peope in your community? Does the younger brother have good or poor sef-esteem? Why? Does the oder sister have good or poor sef-esteem? Why? Do you agree with the way the oder sister handed the situation? Do you think the younger brother has earned a esson? How woud you respond if this young boy were your brother? Step 6. Do Looks Reay Matter? (30 minutes) 1 Introduce the participants to the next roe-pay between two girfriends (14 years od). Ask two pre-seected roe-payers to act out the scenario. 24 Christian Famiy Life Education: Teaching Youth

27 Roe-Pay: Do Looks Reay Matter? Friend 1: I hate mysef!!! Friend 2: Why? What are you taking about? Friend 1: I am so ugy! I have a these pimpes, and ook how kinky my hair is. Friend 2: You are not ugy. Why do you say that? Friend 1: Look at me! My face and hair are a mess. And my cothes are terribe. I am so ugy. Friend 2: You are not. You are a very pretty gir, and you have nice hair. You are smart, too. Friend 1: I am ugy... especiay compared to Anna. She s beautifu, and everyone ikes her. Friend 2: What is wrong with you??? Why are you taking ike this??? Friend 1: We, it s just that Anna is so attractive, and she is the most popuar gir at schoo. A the boys ike her. Friend 2: Yes, she is popuar, but who cares? Lots of peope ike you. They think you are funny, inteigent, and friendy. Friend 1: None of those things matter. If I ook ugy on the outside, no one cares what is on the inside. I need a new face and some new cothes. Friend 2: I disagree with you! What is most important is what you think and fee in your heart and how you act. Peope notice physica appearance, but it is not the most important thing. It does not define who you are. Friend 1: I am not so sure... Friend 2: I think you need to take a REAL ook at yoursef and see what a wonderfu person you are, both inside and outside. Friend 1: We, I don t think so... 2 Discuss the foowing questions with the participants: Does the roe-pay show a common probem or concern among girs and young women in your community? Do boys and young men ever experience this kind of probem or concern? Does Friend 1 have good or poor sef-esteem? Why? Does Friend 2 have good or poor sef-esteem? Why? Do you agree with the way Friend 2 handed the situation? Do you think Friend 1 earned anything from Friend 2? How woud you respond if you had a friend who suffered from poor sef-esteem? Session 2 25

28 Step 7. Consequences of Poor Sef-esteem (20 minutes) 1 After competing the two roe-pays, faciitate a discussion with the participants about the consequences of poor sef-esteem. Ask the foowing questions: What do the two roe-pays teach us about sef-esteem? How does good sef-esteem affect our thinking and behavior? How does poor sef-esteem affect our thinking and behavior? Do young peope ever do things to hide their poor sef-esteem? If so, what kinds of things do they do? Are there consequences for these kinds of behaviors? Do young peope with poor sef-esteem give in easiy to peer pressure? Do you know someone who has good sef-esteem? Do you know someone who has poor sef-esteem? Describe them. How are these two peope simiar or different? Do they think or act differenty? What are some things you can do to improve your sef-esteem? Step 8. Probem-Soving with a Partner (30 minutes) 1 Expain to the participants that everyone has probems in their ives that may affect their sef-esteem. Sometimes, the best way to address these issues is to tak to another person about them and to probem-sove together. The next activity is going to be an opportunity to discuss a probem with another participant and brainstorm together how to sove the probem. Ask the participants to break into pairs. For about two to three minutes, one person shoud share a probem or chaenge that he or she is facing with regard to sef-esteem. Together, the pair shoud try to sove the probem or chaenge. After 10 minutes, the other person shoud share a probem or chaenge that he or she is facing with regard to sef-esteem. Together, the pair shoud try to come up with soutions for that person. Exampes of probems or chaenges the participants may be facing incude: Dissatisfaction or embarrassment with physica appearance Probems in schoo Pressure to be more popuar Fighting with a famiy member Loss of a friend Death in the famiy Pressure to smoke Pressure to drink or take drugs Pressure to have a boyfriend or girfriend Pressure to have sex 26 Christian Famiy Life Education: Teaching Youth