The Main Thread Lafa Handbook Anna Chu Chu Schindele


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The Main Thread Lafa Handbook Anna Chu Chu Schindele

  1. 1. The Main Thread - hanbook on sexuality and personal relationships among young people <ul><li>A methodology material from Lafa, The Stockholm County Aids prevention Programme </li></ul><ul><li>The handbook is aimed for teachers, health-care workers, youth club leaders, peer educators; or anyone who wants to work on issues concerning sexuality and personal relationships </li></ul><ul><li>Its objective is to promote sexual health and prevent sexually transmitted infections and unwanted pregnancies among young people in the age of 13-19 years old </li></ul>
  2. 4. 1. Planning the work <ul><li>Theoretical perspectives: </li></ul><ul><li>The conditions you need to put in place for yourself and your work </li></ul><ul><li>The importance of putting into words the aim of the teaching </li></ul><ul><li>A clear objective might help to specify the targets for the teaching and to facilitate evaluation and reflection </li></ul><ul><li>Not to standardise but normalise, be personal but not private </li></ul><ul><li>The methods in this section include: </li></ul><ul><li>“ Learning about Life at Tibble High School” </li></ul><ul><li>“ Sexuality and personal relationships – year 9 studies at Fittja School” </li></ul><ul><li>“ Henriksdal Youth Club – Love Week ” </li></ul>
  3. 6. 2. Self-esteem <ul><li>Theoretical perspective: </li></ul><ul><li>Enhance young people’s abilities to express them selves </li></ul><ul><li>What do we actually mean? What do we want young people to learn? Do we adults have good self-esteem? </li></ul><ul><li>Self-esteem can grow in sexual relations, and sometimes it involves love – but not always </li></ul><ul><li>Wordless communication between two bodies allows flirtation, randiness, and desire to grow </li></ul><ul><li>The methods in this section include: </li></ul><ul><li>Feeling excluded </li></ul><ul><li>Being seen through photography </li></ul><ul><li>Poem writing exercise </li></ul>
  4. 8. 3. Infatuation, couples and sexuality <ul><li>Theoretical perspective: </li></ul><ul><li>Sexual perspective becomes clear at puberty, and young people can start to differentiate between sexual actions and non-sexual actions </li></ul><ul><li>Adults’ reactions change and are characterised much more by anxiety and negative expectations </li></ul><ul><li>“ Too early” or “too late”? </li></ul><ul><li>Gathering sexual experience takes place at a pace which young people themselves consider themselves to be ready for. </li></ul><ul><li>The methods in this section include: </li></ul><ul><li>Write about someone you admire </li></ul><ul><li>Contact ads </li></ul><ul><li>Discussion in small groups on friendship, sex and love </li></ul><ul><li>Gender roles </li></ul>
  5. 10. 4. Sexuality and contraceptives <ul><li>Theoretical perspective: </li></ul><ul><li>Talk about the position of sexuality in the lives of young people. Talk about lust </li></ul><ul><li>“ Sexualising” contraceptives is a way for discussing the contexts in which these should actually be used </li></ul><ul><li>Be credible - have an understanding of the difficulties with using contraceptives and protection against infection, taking into account randiness, fear of losing the erection (boys), vaginal dryness as a potential side-effect of some contraceptives (girls) </li></ul><ul><li>The methods in this section include: </li></ul><ul><li>Using fiction in work on sexuality and personal relationships </li></ul><ul><li>Sexuality – deciding on what words to use </li></ul><ul><li>What if my mate… – working with homosexuality in schools </li></ul><ul><li>Talking to young women </li></ul><ul><li>Talking to young men </li></ul><ul><li>Making a condom poster </li></ul>
  6. 12. 5. Ethics <ul><li>Theoretical perspective: </li></ul><ul><li>Respecting one another’s varying standpoints on value issues </li></ul><ul><li>… In a culture which encounters other cultures, or in a family which encounters other families, a gang of mates that encounters other gang… </li></ul><ul><li>The importance of discussion and dialogue </li></ul><ul><li>Develop our own internal compass </li></ul><ul><li>The methods in this section include: </li></ul><ul><li>Ethical issues </li></ul><ul><li>Infidelity – four-corner exercise </li></ul><ul><li>HIV-positive student at school </li></ul>
  7. 14. 6. The downside of sexuality <ul><li>Theoretical perspective: </li></ul><ul><li>Giving young people access to what they want to be concerned about rather than what they ought to be concerned about. </li></ul><ul><li>Risky behaviour – what is that? </li></ul><ul><li>Discussing contraception with young people includes to constantly asking yourself: Who am I talking to? How do they live? </li></ul><ul><li>To provide clear and correct information </li></ul><ul><li>Give information on where they can go to get tested and receive one-on-one advice </li></ul><ul><li>The methods in this section include: </li></ul><ul><li>Prejudices with regard to HIV </li></ul><ul><li>Value clarification exercise on HIV </li></ul><ul><li>Letterbox </li></ul><ul><li>Unwanted pregnancy </li></ul>
  8. 16. 7. Value clarification exercises <ul><li>Theoretical perspective: </li></ul><ul><li>A way to persuade young people to talk openly about self-esteem, love and sexuality </li></ul><ul><li>Make each and every individual aware of their own thoughts and feelings and the thoughts and feelings of others. </li></ul><ul><li>Participants are also given the opportunity to work on their attitudes and values; a point which can enhance inconsistency between words and action </li></ul><ul><li>The methods in this section include: </li></ul><ul><li>Hot Seat </li></ul><ul><li>Four-corner exercises </li></ul><ul><li>Dilemmas </li></ul><ul><li>Yes-No-Maybe </li></ul><ul><li>Standing in a Line </li></ul>
  9. 18. <ul><li>A section which includes texts for in-depth study. The texts here relate to topics which you might find useful to study in greater detail. </li></ul><ul><li>Deal with homosexuality and bisexuality, pornography, sexual assault and how to work with young people from different cultures </li></ul>8. Texts for in-depth study
  10. 19. Thank you! Download your own copy: