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Organising state level children consultation module march 2014


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This is a training module for facilitators to organise State level children consultation with their participation and present their concerns to stakeholders

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Organising state level children consultation module march 2014

  1. 1. qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopasd fghjklzxcvbnmqwertyuiopasdfghjklzx cvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfg hjklzxcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfg hjklzxcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfg hjklzxcvbnmrtyuiopasdfghjklzxcvbn mqwertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyuiopas STATE LEVEL CONSULTATION Adolescents living with and affected by HIV 3/1/2014 Prepared by Jeyapaul Sunder Singh, Buds of Christ for UNICEF and PWN+
  2. 2. 2 Page | 2 This module is developed by Jeyapaul Sunder Singh, Buds of Christ for PWN+ and UNICEF, India to organise State Level Consultation for Adolescents living with HIV and affected by HIV and AIDS in six target states. State level consultations were organised from September to December 2013 in 5 states; Tamilnadu, Maharashtra, Manipur, Nagaland and Uttar Pradesh.
  3. 3. 3 Page | 3 Facilitator Module for State levelFacilitator Module for State levelFacilitator Module for State levelFacilitator Module for State level Consultation for Adolescents livingConsultation for Adolescents livingConsultation for Adolescents livingConsultation for Adolescents living with or affected by HIV and AIDSwith or affected by HIV and AIDSwith or affected by HIV and AIDSwith or affected by HIV and AIDS Background: The consultation module has been prepared to facilitate that the voices of adolescents living with and affected by HIV and AIDS are heard and are represented to the various stakeholders. The consultation also encouraged the involvement of women living with HIV as facilitators and training on the module was organised for the selected women prior to every state consultation. The module has been developed to fulfill the following Objectives: To provide active and meaningful participation of adolescents in finding solutions to their needs along with Govt officials in the implementation of 12th five year plan To highlight the needs and concerns faced by adolescents living with and affected by HIV To empower and enable adolescents living with and affected by HIV to effectively present their recommendations in the implementation of 12th five year plan.
  4. 4. 4 Page | 4 DAY 1 SESSION 1: Welcome and Introduction TIME: 9:30 TO 10:00 OBJECTIVE: To enable participants understand the purpose of the consultation and their role in the consultation PROCESS A formal welcome to the participants will be made by the board member of Positive women Network. The purpose of the consultation and the expected roles of the participants will be presented through a power point by the key representative. Representatives from State UNICEF office can share the purpose and importance of having this kind of consultations. SESSION 2: Getting to know one another TIME: 10:00-11:15 SESSION OUTCOME: Participants will • know each other better • Built trust among each other and enabling environment set by framing ground rules PROCESS 1. Name Game and Setting Ground Rules using Balls This is an introductory exercise to help the participants remember the names of each other better. First each participant will express their name aloud and this will until all in the group have expressed their name. Then the facilitator will start the activity by throwing the ball at the person opposite to him/her and calling out the participant’s name. For e.g facilitator will call out the person, Rani and throw the ball to Rani. Then Rani should throw the ball to the person opposite to her in the circle by calling out the name. This will continue until all the names in the group are called out. The ball should move around the group and return back to the facilitator. Once all the group members have received and thrown the balls, now the facilitator will introduce by saying, that some more balls will be thrown now, but each one should throw the ball only to the same person that they threw the previous round. Rules need to be strictly followed to enable success of this ball game. As there will be many who will be missing out the ball, some would no throw to the same person that they threw the previous time. Thus the facilitator says that success of any activity depends on following the rules laid in the activity. Similarly success of this consultation is entirely based on following what has been said here and actively participating and contributing to the overall success of the consultation.
  5. 5. 5 Page | 5 The facilitator then can ask someone in the group to list the ground rules to be followed in the consultation process. 2. Identifying similarities: This activity encourages young people to interact with each other and find more about one another • All the participants are asked to stand in a circle • Then facilitator will ask the participants to pair up with anybody they want to know more in the circle and identify three similarities, which can range from hobbies, likes, dislikes, food, color etc. The facilitator instructs the participants that each pair will be given two minutes and then at the word of CHANGE, they have to move to another person. • Facilitator should instruct the group that they have to remember the person and the similarity they have, as they need to share at the end of the activity • This will continue, until each person identifies at least 3 different persons and identify the similarities they have found in each of the three persons. This may be confusing for few adolescents, but with encouragement it can help the group know about each other better. At the end, the facilitator will ask each participant to share the similarities they found in the group members. 3. Team building games: This is to build the team strength. This is important to divide the group according to the age group. 13-15 years and 16-18 years is ideal. Divide them into 4 groups and organize team building games- Examples can be- • Throwing balls into the basket • Passing the ball with your over your head or between your legs • Forming the longest line using things of the group members. • Filling a bowl with dhal using a straw Any two games can be organized to mingle with each other very well and build as a team 4. Hopes and fears This is a good way to step back from the content of the process and allow participants to Share any worries or misconceptions they might have brought with them. • Participants are divided into small groups of 4-6 people and each group is given a piece of paper. • Each group is asked to write down any fears or concerns that they may have had before coming. This should be done quickly (5 minutes). Each group is then asked to report back to the group. • The facilitator then has the opportunity to empathize and reassure the participants and give any relevant information about the process that may previously have been unclear. • The facilitator can then ask the question ‘What can I/We do to reduce your Concerns’.
  6. 6. 6 Page | 6 • This may lead onto a discussion of ground rules. The list of ground rules is written on a chart and pasted on the wall. TEA BREAK – 11:15 to 11:30 SESSION 3: our role in the consultation TIME: 11:30-1:15 SESSION OUTCOME: Participants will • understand their role in the consultation • Realize that personal experiences of the young people are the strong backbone of the consultation. PROCESS Activity 1: Revising the objectives of the consultation • Divide them into three groups and ask them to write the objectives of the consultation as understood by them in their own local language and how do they see their roles/participation in this training. • Emphasize that their role and experiences are very crucial in the consultation. Activity 2: Visualization/ River of life exercise: • A visualization exercise will be present to the group, helping them to visualize the situation in line with their own life. • Divide the participants into smaller group of 5 and 6 members in each group. • Give 5 cards to each participant The facilitator starts the exercise asking all the participants to close their eyes. Allow few seconds to observe all of them have closed their eyes and then tell them to take three deep breath. Tell the participants in very soft tone to feel the breath and then tell them to think as the facilitator leads them. I awake from bed, the sun-rays fall on my eyes, but still I want to sleep, but I hear a voice saying wake–up it’s 7 am already, you are already late. With much hesitation I get up from bed. The person offers me a tea and then I do the routine tasks for the day. As I was eating my breakfast, they came and kept a big tablet and asked me to take it after food. I was hesitant, but the person told me; to be strong I should take it, I took it with very strong feelings. This was when I was 9 years old. Then I went to school, I sometimes feel faintish and sometimes had vomiting sensation, but I did not understand why, but went along with my lessons in school and enjoyed being there with my friends. After school hours I came back from school, I had my dinner and took the tablet.
  7. 7. 7 Page | 7 This went on as a routine until I was 13 years old, when I realized what was affecting me. This was the day when I learnt I had an infection for which there was no cure and the person who is taking care of me told that I need not worry, as the tablets I take will keep me healthy. Though it was good to hear, I found it difficult to take it when I had learnt that I have to live with an infection life-long for which there was no cure. Slowly this feeling started affecting me, I started becoming so conscious of the status. When I wake up I sometimes when I think about my condition, it makes me feel…… When I have to swallow my tablet in the morning, I feel….. When I go to school……when I think about my status I feel……. When I play with my friends and sometimes wanted to share this secret which keeps me away from them, I feel……. When In science class my teacher talks on the subject of HIV, I feel When my friends talk about relationships and future partners, I feel….. When people in my neighborhood talk about HIV, I feel……… Now that I am here, I feel……… My fears, My feelings, My future, My questions, My life • Allow few sec, and then tell the participants to slowly open their eyes; take deep breaths and ask them to express 5 strong issues that come to their mind because of their condition. Ask them to pen it down in the 5 cards that have been kept in front of them. • Collect the cards within the smaller group. • Give each group a chart, with the following heading, the group facilitator have to ask the members to share the past challenges they faced in life and how did they overcome that through the various support they accessed. Then in their own group, the participants can list down the expressions under the following tabulated form; Past challenges and fears Coping mechanisms and the support systems 1. 2. 3. 4. 5. This can then be presented by the group members to the larger group. An ice-breaker can be done to help group relieve from the rigorous brain work.
  8. 8. 8 Page | 8 Knot Game –This game can be used to help participants understand that currently our situations and experiences may look like we are knotted, but now supporting each other, we can try to unwind ourselves and also be a support to others. LUNCH BREAK – 1:00 to 2:00 SESSION 4: Free listing of Pressing issues using Scenarios TIME: 2:00 TO 3:30 SESSION OUTCOME: Participants will • Document the positive and challenging experiences of adolescents in various programme areas and services (health care setting, education, community, neighborhood, friends and relatives) PROCESS 1. Scenario cards 2. Group work (4-5 groups) Scenario cards 1. My name is Ramu and I am 15 years old and HIV positive. I have been told my CD4 is low and have to start my treatment immediately. Where should I go and how will they help me with the treatment process? (ART Center) 2. My name is Seetha. I am 17 years old and living with HIV. I am living with my grandparents. I am currently on ART treatment. I dropped out of school, because I could not perform well in my academics. Now my grandparents who do not understand anything about HIV wants me to get married and do not want the bride-groom family to know about my HIV status. I also liked the groom very much, so if I need to get more information about this and make wise decision, do you know where should I go? (ART Counseling - SRH) 3. My name is Rani and I am studying 9th standard .As I am living with my widowed mother and my mother is not able to manage the family with the income she earns. She wants me to stop studying and go along with her to work, so that my younger sister and brother are looked fine. Is there a possibility for me to do my studies, without burdening my family? Friends if you know can you help me in this. (Incentives to Girls for Secondary Education) 4. My name is Meena, and I am 14 years old. I notice some physical changes in my body, like hair growth under my arms, breast development etc. I have also attained puberty and I get my monthly periods, but not very regular. My mother tells me to use cloth, but I have discomfort using it. But because we do not have much money, my family cannot afford buying napkins. Is there any support I can get to know why these changes happen to me? Is it normal for girls like me? (ARSH Clinic – NRHM)
  9. 9. 9 Page | 9 5. My name is Suresh. I could not clear my 10th exams and re-attempt was a failure. I want to study further, but I find it very difficult to study the current syllabus pattern and have no hopes that I could clear my 10th exams. I am not able to go for work, because I am physically weak. Is there any option or support for me friends? (Open Schools – NCVT) 6. My name is Rita, I am 15 years old. I trust you will help me out of this situation. My mother’s brother touches in places I do not like, especially in my private areas. I find it very difficult and sometimes when I think I feel ashamed. I am scared to share it to my mother as I know she will not believe what I say. My uncle also threatens me not to say to my mother. Is there any help I can get, do you know where I should approach on this matter? (Child line – ICPS) 7. Hi my name is Sakthi. I am 16 years old .My friend told me that HIV is an infection that can spread through casual touch and can easily identify a person by his/her appearance. I know that HIV does not spread like that, but it would be hard for me to share the fact as I have not shared my affected status. How can I clarify my friend within school where we can get clear and right information about HIV and AIDS? (AEP – School AIDS Awareness) 8. My name is Rosy. My parents have both died of HIV and AIDS. I am looked after by my grandmother. She is very good but restricts me going out with my friends. My friends tell me that this is the age to enjoy and should stop listening to my grandmother and do what I like. I have a deep respect for my grandmother, so I do not want to do anything that will hurt her, at the same time I do not want to let go of my friends. Is there any special programme or classes that will help me handle such situations. I also want to know how to set goals for life? Do you know of those sessions, is it handled in school, can you guide me on this? (SABLA – Life Skills) The larger group will go back to their smaller groups. Each group will be provided with two to three scenario cards to write and share their positive and negative experiences in each scenario in a given chart Scenario 1: Positive Experiences Negative Experiences Once the smaller groups complete these experiences listing on the chart.
  10. 10. 10 Page | 10 A quick role play can be done by each group enacting their experiences of the one scenario card (can be video recorded and note down the dialogues presented to understand deeper real issues). While the presentations are made for all the scenarios smaller group. The charts will be pasted on the wall. The second group will further add on the experiences for the scenario under the same headings and this follows for all the groups. The experiences from adolescents for each scenario will be done every 2 minutes which will be done by a facilitator at the call CHANGE, so that other group member’s ideas are brought out on the charts. TEA BREAK: 3:30 to 3:45 SESSION 5: Govt Department Services for Adolescents – A presentation TIME: 3:45 TO 4:30 SESSION OUTCOME: Participants will • Participants gain an understanding on the Various programmes and services • Experiences are clubbed together to specific areas or programs (ex. Health Dept, ministry of women and child ,NRHM, SACS etc) PROCESS 1. A power point presentation is made by a lead facilitator and questions are asked if they have any clarification. 2. A simplified version on the various programmes and schemes are given to the adolescents. SESSION 6: Matching issues to the schemes and programmes TIME: 4:30 TO 6:00 SESSION OUTCOME: Participants will • Match the issues together to specific areas or programs (ex. Health Dept, ministry of women and child, NRHM, SACS etc) • Gaps are identified and Needs of adolescents are listed PROCESS Divide the groups according to the programmes and departments that provide the services. make it as two walls for each department For Example STATE AIDS CONTROL SOCIETY
  11. 11. 11 Page | 11 Thank you Your kind attention please Access to free ARV drugs - (has motivated me to live positively)(this is to be taken from the positive experiences scenario cards made by children) Child/adolescent friendly treatment counseling is not focused specifically for us (sometimes I am casual on treatment particularly during my adolescent stage) CD 4 Testing Facility (expression of a child on this taken from scenario cards) Ask the participants, to list down the successes/benefits (can be shown in different colour) and the negative they have received on one side of the wall. Flip charts for each program areas.
  12. 12. 12 Page | 12 DAY 2 Recap of the previous day followed by few energizers SESSION 7: Converting emerging issues to Dream Tree TIME: 9:30 TO 11:00 SESSION OUTCOME: Participants will • Emerging issues that have been unaddressed in the existing programmes are presented PROCESS Emerging issues: If there are other issues and concerns that are unaddressed and could not be matched with any programmes from the scenario experiences and from 5 concerns and fear cards; Make a separate chart as emerging issues and display it as dream tree exercise Trunk: Unaddressed issues Leaves: Recommendations for each issues TEA BREAK - 11:00-11:15 SESSION 8: Displaying the work and rehearsing for Advocacy Event TIME: 11:15 TO 1:00 SESSION OUTCOME: Participants will • Be informed and well rehearsed on how to present their issues to relevant department officials PROCESS • Presentation styles by each group are decided and rehearsed for the Advocacy event • PowerPoint presentation on emerging core issues and recommendations are prepared and an adolescent is prepared to share to the stakeholders • Setting up the display of work done by adolescents LUNCH BREAK – 1:00 to 2:00 SESSION 9: Advocacy Event with State Govt officials TIME: 3:00 TO 5:00 SESSION OUTCOME: Participants will • present their issues to relevant department officials
  13. 13. 13 Page | 13 • Govt officials and other stakeholders will respond to their issues • Govt officials commit on certain policy level and program level changes • Follow up action plan and pointers are prepared PROCESS 1. Presentation of the 2 day state consultation process to participants and guests 2. Presentation by groups (Group presentation) 3. Responses from Govt Officials 4. Vote of Thanks followed by HIGH TEA GROUP PHOTO SESSION