Consejería de Sanidad
CANAL DE ISABEL II
Three month curriculum plan
MAKING AN ACTION PLAN
When creating a Life Skills Education Program, a key step is to develop an action plan. The plan describes the target audience, arranges logistics, sets a core curriculum and plans staff time and work responsibilities. Ensuring continuity of staff is strongly recommended since children need stability in their often unpredictable and constantly changing lives. The checklist presented below will help in creating a time and work plan:
1. Define the target audience according to their age, sex, literacy level, and the needs of the children (determined through previous exercises such as Focus Group Discussion, 3 P Matrix and other methods);
2. Link the Life Skills Education Program with other existing programs at the NGO. Review and establish connections with other health, education, and livelihood programs within the NGO; involve staff from these programs in life skills planning;
Month Three Session Activity
1. Communication We speak with our bodies Mixed messages
2. Coping with emotions Feelings that hurt Managing anger: firecracker 3. Coping with emotions Feelings that hurt Blow up the balloon 4. Coping with emotions Feelings that hurt A drop in the bucket
Month Two Session Activity
1. Relationships Conflict and negotiation Who is right? Who is wrong? 2. Communication Effective communication Status and power
3. Communication Effective communication I & U using I feel statements 4. Getting to know each other I am special I love myself
Month One Session Activity
1. Getting Started Introduction Mime an interest 2. Getting Started Rules and expectations Making Ground Rules 3. Getting started Trust and support Trust me
3. Arrange Logistics:
• The scheduled time for the sessions depends on the availability of the children, such as afternoons or summer vacations; • Determine the length of the sessions; does
45 minutes or an hour seem well suited to the age and ability of the children attending the program?
• How many children should attend the program? • What is the best venue—a drop-in center,
under a tree, etc?
• How often should the sessions be held? 4. Training requirements for the staff: How will
capacity be transferred from one level to another? 5. What monitoring and supervision will the staff
need; who will provide the supervision, and when will these sessions take place?
6. What are the resources needed for the Life Skills Education Program—staff, materials, and money?
7. Is any translation required for handouts or materials to be used?
8. How will the program link up with other trainings in the training calendar? 9. Who will document the sessions and the
experiences of the children?
10. How will behavioral change communication (BCC) and material development take place using the program’s active learning methods? Who will supervise? Who will assist?
Life Skills Education Program planners must also be aware of creating appropriate session plans for different groups of children. In the case of mobile populations such as street children, the challenge is in providing core life skills as quickly and as effectively as possible. On the other hand, in stable populations, the challenge is to ensure that children do not lose interest by providing a large number of varied and innovative activities.
From Program Experience:
In 2004 and 2005, TOT life skills workshops were conducted in Hyderabad and Delhi for partner organizations. An action plan format for Life Skills Education Programs evolved after preparing the curriculum. Participants felt there was a need for two action plans: one for preparatory activities and another for LSE sessions.
I. Preparatory Activity Action Plan
Activity Audience Time Line Staff Responsibility
The preparatory activities were implemented when the newly trained facilitators returned to their NGO. All agreed that the facilitators need to gain field experience before they began capacity building activities for others in their organizations. The action plan consisted of at least 10 sessions to be conducted by the newly trained facilitator.
II. LSE Activity Action Plan Number of session Place/ village Age group No. of children Girls/boys Date/ Time Support Resources Required Documentation
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ORGANIZATIONAL SUPPORT STRUCTURES
Organizational Values
Life skills help children learn about democratic co-existence, making safe and healthy choices and having a positive lifestyle. The organization that implements a Life Skills Education Program must mirror these values, and should espouse the following principles:
• Participatory decision making; • Sharing and listening;
• Respect for staff; • Rights of children;
• Maintaining confidentiality; • Building capacities of its staff; • Transparent communication; • Fair and just management of conflict; • Developing positive links in the
community; and
• Keeping safety of children as an overriding principle.
Experience from the field
The life skills facilitator approaches children very differently. Facilitators from other programs have a different understanding of children and the approach conflicts with what we do in the Life Skills Education Program. Others need training too. (Facilitator, CHES Chennai )
I sensitized everyone – from top to bottom. The changes from the life skills sessions are huge and affect our whole CAA program. It is not just one part in the program. (Facilitator, PCI Delhi)
CONFIDENTIALITY
One of the ground rules that must be established relate to confidentiality. Training sessions are set up to be supportive. Children will discuss personal matters, and their right to decide about disclosure must be respected. This information is not to be shared or talked about outside the training center.
ETHICAL GUIDELINES15
All children’s programs should promote the rights and interests of children and young people and restore or maintain their dignity. The best interests of the child should always be put first. Selection of child representation should be based on the principle of democracy and non-discrimination. Key
considerations that must be recognized when planning work with children and adolescents are:
Children’s Participation: One of the basic
principles of the UN convention on the Rights of the Child promotes the “Right to
Participate”.Children must have the opportunity to express their views on activities that affect their welfare, and these views should be respected. Children’s rights to decide for themselves should be respected at all times, and efforts must be taken to ensure that the children understand the purpose and implications of their participation and know that they can refuse to participate. Participation should be relevant and voluntary while sufficient time and resources should be made available for quality participation. Children’s rights to confidentiality and freedom from discrimination should not be compromised by their participation. Children must understand and accept that confidentiality will be maintained when they participate.
Basic ethical principles: Strict observance of the
ethical principles of respect, beneficence, and justice is especially important when working with children and adolescents due to the implicit power
differential between the participant and the facilitator, which leaves the child or adolescent vulnerable to exploitation.
Cultural considerations: Facilitators must consult
with local advisors to make sure that the activity is culturally acceptable.
Gender: Facilitators must ensure that a gender
perspective informs the planning, implementation and analysis of activities, taking account of the role of gender inequality and power imbalance in boys’ and girls’ ability to participate and the related risks.
Considerations for especially vulnerable children: Children who are in especially vulnerable
situations (e.g., in institutional care or separated from parents) require additional safeguards to protect their welfare.
The facilitator must be aware of what cannot be discussed in the life skills training. Life skills sessions are general and broad based and teach skills for positive living. This is not the place for children to share traumatic or deep-rooted problems. Such children require personal counseling and must be referred to these services. The organization must be in a position to support counseling services or have access to an
appropriate referral resource.
CREATING A SUPPORTIVE COMMUNITY ENVIRONMENT
Sexual health and HIV/AIDS prevention programs require a supportive environment in which children can discuss their problems, misconceptions and worries. Some common arguments against discussing these issues are:
1. Talking about sex is against our culture!
The threat of HIV has created a new challenge: It is a matter of life and death. As responsible adults, we must inform and help our children protect
themselves from HIV.
2. If we talk about sex with children, we will give them ideas and make them experiment with sex.
If children have proper knowledge and are able to discuss their worries, they are more likely to delay having sex and to practice safe sex. Children are given information on abstinence and other methods of prevention such as condoms, the skills to make responsible choices and the ability to act on these choices.
3. Why should we talk to young girls and women about HIV?
Women are biologically, socially and culturally more vulnerable; young girls are even more so. In addition, inequality and economic need make it difficult for women to assert themselves, make choices and negotiate safe sex. They are also vulnerable to coercive sex or sexual violence.
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4. AIDS is a disease only for gays.
AIDS affects all of us. Men having sex with men are more vulnerable to HIV because of unprotected anal sex, but over 90 percent of all HIV infections occur through heterosexual sex, including anal sex. The issue is unprotected sex regardless of sexual orientation. More than 50 percent of all new infections are amont young people. Many of these young people may be involved in sexual activity with samex sex persons. A supportive environment is necessary for children to practice their skills, and parents, teachers, community leaders and others need to be sensitized. Their cooperation must be elicited. When the Life Skills Education Program links with people who interact with children on a daily basis, a supportive environment is created for children.
Experience from the field
We had to go from house to house to explain the activity. We had to talk to community members and panchayats (local bodies). (SFDRT, Positive
Living Project, Namakkal)
All staff, parents needs to be informed; they should not give conflicting messages. (CCDT, Mumbai) When parents heard that children were receiving information about sex and reproduction, they became concerned about ‘putting ideas’ in their children’s minds. The YWCA organized a number of parent meetings for sharing life skills sessions before being implemented with children. The sessions were of tremendous help in reducing parents’ anxieties. As a result, parents felt respected and, in fact, many became vocal supporters of the program. (YWCA, Delhi).
LINKING WITH OTHER PROGRAMS
Linking the Life Skills Education Program with other NGOs and services is essential for maximizing impact. These linkages will create a demand for many services, which must be sensitive to the needs of children and young people (See next section on
Youth Friendly Services).
From experience
The life skills sessions are directly followed by the counseling session. All counseling issues
discussed arise out of the life skills sessions in the organization. (Dancing Feet Program of CCDT) All life skills sessions have recently been linked with dance sessions already taking place in the various community centers within the project. The life skills sessions help the children to greater and more clearly express feelings and perceptions using the body. (YWCA, Delhi)
LINKING LIFE SKILLS WITH OTHER PROGRAMS
The Life Skills Education Program demands a multisectoral response to be effective. A Life Skills Education Program is best implemented within ongoing education, vocational and shelter programs. Life skills can be practically
From experience
The YWCA’s Life Skills Education Program in New Delhi created linkages for boy’s vocational training since many older boys had demanded information on alternative economic avenues.
Prerana in Mumbai works with children of sex workers in its Life Skills Education Program. The group held meetings with stakeholders, which resulted in developing networking links with other organizations and their programs. As a result, a common forum for helping children has been established by all NGO partners working in the area.
LINKING LIFE SKILLS WITH OTHER PROGRAMS WITHIN AN ORGANIZATION
Existing programs within an organization are useful for supporting children’s needs and linking them with Life Skills Education Programs to help children better cope with their life situations. Life Skills Education Programs that function in isolation (without providing additional services) are less effective.
Families – Capacities of family members can be
strengthened so they can better deal with problems on their own without becoming dependent on the organization. As children learn new skills, families must support their changes in behavior. For children affected and infected with HIV, succession
planning and strengthening community safety nets will help to plan for their future needs. Within families, children can be helped to support each other, with special attention paid to the vulnerability of girls and women.
Shelter – Vulnerable children and children affected
with and infected by HIV require safe shelters, including drop-in centers, residential hostels or group housing for older boys and girls.
Health – Available health services need to be
reviewed to ensure that they are youth friendly, and provide easy access to STI treatment, condoms and counseling. If unavailable, health services that respond to the needs of children and young people will need to be developed.
Education – Non-formal education and other
community-based education provide alternatives to children who need to “catch up” to attend classes with their own age groups. The education curriculum needs to be flexible and supportive of Life Skills Education Programs.
Vocational Training – Older children need to be
supported in identifying the appropriate vocational skill to fit personal abilities and market demand. One example is finding a training program that offers apprenticeships for youth. Life Skills Education Programs must pay attention to helping children develop a strong work ethic.
Play – Children have a need to play under any
circumstances. Play is important for therapy, building social skills and for just plain enjoyment. Having safe places for play is critical.
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Experience from the field
The Life Skills Education Program began to create demands on other services in a very short time. Children talked to other youth about the sessions on the platforms and in the streets. As a result, older boys who had dropped out returned to the sessions. Activities on self-awareness and relationship building prompted some children to seek repatriation. Other children wanted to start non-formal education so that they could write in the life skills sessions on their own. More children now spend time at the center working on linking learning with life activities rather than loitering in the streets. Because the children interact so well in these sessions, there is a demand from the family life education classes to use the same approach. In addition, the program’s meditation exercises were so well liked that children called up the central office and demanded yoga classes. (Facilitator, PCI, Delhi)
Developing linkages with other NGOs becomes necessary as demands grow from the children.
Experience from the field
Older girls can come to the center only if they bring younger siblings that they have to look after for their parents. It is distracting, so we will need to link with Early Childhood Development services to look after these children. Older boys want to set goals so vocational training at the nearby institute will have to be strengthened. (YWCA, Delhi)
SUPPORTING NEW PROGRAMS THAT EMERGE FROM THE LIFE SKILLS EDUCATION PROGRAM
Because the Life Skills Education Program empowers and involves children and their
communities, the need for new community or peer- based initiatives may emerge. The program must be flexible to respond to these needs.
Experience from the field
We have worked for eight years in this community. It is a violent community of sex workers, pimps, and bootleggers. There were a couple of murders recently. With the Life Skills Education Program and children’s involvement, there is a greater demand for education and parents want their children to be included. How do we accommodate more children?
(Facilitator, SFDRT Pondicherry)
The children were worried that they were not able to monitor the Linking Learning to Life activities. They started a Welcome Club and sought our help. We helped them set it up and were present in the initial meetings, but now they conduct sessions on their own. They meet once a week, generally in the community, at one of the children’s homes, to review what they did in the life skills session. They keep minutes and the officers are rotated periodically. Their agenda has changed according to their needs. One of the children reports on national news, another on international and another on cricket. Other problems that children have in school are also discussed. The parents were upset initially because adolescent boys and girls attended the meetings (and that too in the evening!). So now, a parent, in rotation, is invited to attend the sessions.
Children become so comfortable that they disclose a lot of information, thoughts and emotions, and we know that we need to refer them to individual counseling. We need to do more of that. (CCDT, Mumbai, YWCA, New Delhi).
The need for a shelter home for boys arose from the children and adolescents during the life skills sessions. The organizational head took this matter seriously and tried to find donors who would be interested in establishing a children’s home for boys in the Kamatipura slum of Mumbai. (CCDT, Mumbai)
Programs related to spirituality, meditation and yoga can help strengthen the Life Skills Education Program as well. These can offer calmness and hope, especially to children who are sick. Yoga and meditation are very much a part of Indian culture, as are values of hope, caring and knowing that someone who is benevolent cares about what happens to us (regardless of religion) and looking forward to a better afterlife. Networking with faith-based organizations can help children cope with their present difficulties. NGOs offering Life Skills Education Programs must sensitize these organizations about children’s needs.
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