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Health and Life Skills Curriculum for the Adolescent Girls Empowerment Program (AGEP)

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Health and Life Skills Curriculum for the Adolescent Girls Empowerment Program (AGEP) Population Council Knowledge Commons Poverty, Gender, and Youth Social and Behavioral Science Research (SBSR) 2013 Health and life skills curriculum for the Adolescent Girls Empowerment Program (AGEP) Population Council Follow this and additional works at: https://knowledgecommons.popcouncil.org/departments_sbsr-pgy Part of the Family, Life Course, and Society Commons, and the Gender Equity in Education Commons How does access to this work benefit ou?y Let us know! Recommended Citation Population Council. 2013. "Health and life skills curriculum for the Adolescent Girls Empowerment Program (AGEP)." Lusaka: Population Council. This Guide/Toolkit is brought to you for free and open access by the Population Council. HEALTH AND LIFE SKILLS HLS CURRICULUM The Population Council confronts critical health and development issues—from stopping the spread of HIV to improving reproductive health and ensuring that young people lead full and productive lives. Through biomedical, social science, and public health research in 50 countries, we work with our partners to deliver solutions that lead to more effective policies, programs, and technologies that improve lives around the world. Established in 1952 and headquartered in New York, the Council is a nongovernmental, nonprofit organization governed by an international board of trustees. Population Council One Dag Hammarskjold Plaza New York, NY 10017 Tel: 212-339-0500 Fax: 212-775-6092 www.popcouncil.org Email: [email protected] Email: [email protected] Population Council – Zambia Plot 3670 No. 4 Mwaleshi Road Olympia Park, Lusaka P/Bag RW 319X, Lusaka 10101, Zambia Lusaka, Zambia 10101 Tel: +260 211 295925 © 2013 The Population Council, Inc. Written permission from the Population Council is required for any reproduction or distribution of more than fifty (50) copies per year, any electronic reproduction or any major change in content. For inquiries regarding rights and permission, please contact [email protected]. Sections of this book may be reproduced, translated or adapted with minor changes to meet local needs, provided they are distributed free or at cost and not for profit and provided that any changes maintain the integrity of the book. Please inform the Population Council of plans to translate these materials into another language and provide one (1) copy of the publication. This curriculum has been adapted from several sources, which are listed in the references section. Please include the following statements on all section reproductions: Reprinted from Population Council: Life Skills and Health Curriculum for the Adolescent Girls Empowerment Program (AGEP). TABLE OF CONTENts Introduction . .1 Life Skills 112 Leadership 239 Overview of AGEP . 1. Session 1: I Have Healthy Relationships . 113. Session 1: Leadership . 240 Beneficiaries . 1. Session 2: Reasons to Delay Sex . 120 Session 2: Community Service—Putting Curriculum Structure . 2 Leadership into Action . 244 Session 3: Strategies for Delaying Sex . 124 Before the Program Begins . 4 Session 4: Passive, Assertive, Aggressive . 130 Human Rights ............................. .249 General Facilitation Tips . .4 Session 5: Drugs, Alcohol and Other Mind- Talking about Sensitive Issues . 5 Session 1: Human Rights and Children’s Rights . 250. Altering Substances . 136 Working with Parents . .6 Session 2: Sexual and Reproductive Health Session 6: Peer Pressure . 141 Rights . 256 Participatory Teaching Methods . 7 Session 3: HIV and AIDS and Human Rights . 263 Session Structure . .8 Session 7: Making Good Decisions . 146 Session 8: How to Communicate with Adults . .152 Appendixes 268 Introductory Sessions 10 Session 9: How to Communicate with a Partner . 156 Session 1: What to Expect – Part 1 . 11 Glossary of Terms 269 Session 10: Managing Stress, Anger, and Session 2: What to Expect – Part 2 . .17 Conflict . 161. Appendix A: Additional Topical Information 274 Session 3: Teamwork . 21. Session 11: Conflict Resolution and Problem The Menstrual Cycle . 274 Session 4: His and Hers (Gender Roles) . 26 Solving Skills . 168 Reproduction and Pregnancy . 276 Session 5: Communication . 32 Emergency Contraception . .278 HIV, AIDS, and STIs 174 Session 6: Self-Esteem . .38 Zambia’s Abortion Act and Regulations . .279 Session 1: HIV and AIDS . 175. Session 7: Goal Identification – The Road of Life . 42 Childbirth and Breastfeeding . 281 Session 2: Myth or Fact? . 185 Session 8: Goal Setting and Achieving . 46 Tips for Teaching about HIV and AIDS . 282 Session 3: HIV Testing and Counseling . 193 Session 9: My Relationships . 51. Background Information on HIV and AIDS . 283. Session 4: Risky Behavior . 198 Reproductive Health 55 Frequently Asked Questions About HIV and AIDS . 284 Session 5: The Relationship of STIs and HIV Session 1: Life Cycle . 56 HIV and AIDS and Human Rights . 286. and AIDS . 203 Session 2: My Body Is Changing – Am I Normal? . 60. Session 6: Stigma and Discrimination in Appendix B: Participatory Facilitation Session 3: How Does Pregnancy Happen, Anyway? . 66 HIV-Positive People . 210 Resources 288 Session 4: Preventing Unintended Pregnancy Trust-Building Activities . 288. (Contraceptives) . .75 Gender and Gender-Based Violence 215 Group Formation Activities . 295. Session 5: Reproductive Myths . 83 Session 1: Sexual Exploitation . 216 Icebreaker Activities (from The International Session 6: Sexual Desire . 89 Session 2: How to Report and Avoid Cases HIV/AIDs Alliance) 297 Session 7: Unsafe Abortion . 93 of Sexual Violence . 223 References 305 Session 8: Abortion and Stigma . 100 Session 3: Rape and Gender Violence . .228 . Session 9: Maternal Mortality . 106 Session 4: Preventing Unwanted Advances . 235 ACKNOWLEDGMENts This manual was adapted by Averie Baird, Bwalya Mushiki, Cassandra We would like to acknowledge several organizations whose materials Burke, Deogratias Chileshe, Diana Bulanda, Karen Austrian, Natalie Jackson have been adapted or used in this curriculum including: Elizabeth Hachonda, and Pamela Nyirenda . Glaser Pediatric AIDS Foundation, Exhale, The Guttmacher Institute, International HIV and AIDS Alliance, International Alliance for Youth Technical input was provided by Abigail Tuchili, Alice L . Bwalya, Andrew Sports, International Labor Organization (ILO), International Sexuality Saka, Andrew Tandeo, Benjamin Mwape, Chanda Katongo, Chikonde Ngwira, and HIV Curriculum Working Group, Ipas, Johns Hopkins Bloomberg Chinyama Augustine, Diana B . Shalala, Diana Macauley, Eugenia Temba, School of Public Health/Center for Communication Programs, Joint Febby Imbula, Francis Kapapa, Gershom B .M . Banda, Hamaundu Hachonda, United Nations Program on HIV/AIDS (UNAIDS), Margaret Sanger Centre Izek Jere, Josephine T . Mukandawire, Kamanda Mwelwa, Mara Hildebrand, International, Mexican Institute for Research of Family and Population Martin Chidwayi, Michelle Hunsberger, Misheck Mwanza, Mwenda Mweetwa, (IMIFAP), Mobilizing Access to Maternal Health Services in Zamba Mwenya C . Mabuku, Nambula Kachumi, Nelson Banda, Precious Njamba, (MAMaZ), Motivational Centre for Africa’s Transformation (MoCAT), Richard Mwape, Shadrick Kaputa, Sue Gibbons, Yvonne Haching’anju, and National Institutes of Health (NIH), One Love Southern Africa Campaign, Zigeville Ndlovu . Peace Corps, Project Concern International, Population Council, Program for Appropriate Technology in Health (PATH), Queensland Health Australia, Sustainability Through Economic Strengthening Prevention an Support for Orphans and Vulnerable Children, Youth and Other Vulnerable Populations (STEPS OVC/Consortium) Zambia, United Nations Children’s Fund (UNICEF), United Nations High Commissioner for Refugees (UNHCR), United Nations Population Fund (UNFPA), United States Agency for International Development (USAID), World Health Organization (WHO), and World Young Women’s Christian Association (YWCA) . A citation for the materials used from these organizations can be found in the footnotes at the beginning of each session and a complete reference is located in the “References” section at the end of this document . ii INTRODUCTION Zambian girls are faced with social isolation, economic vulnerability, and lack The objectives of including this curriculum in AGEP are to: of appropriate health information and services—factors that prevent a healthy • Increase adolescent girls’ knowledge of reproductive health and sexuality; transition from girlhood into womanhood . They are faced with high rates of gender-based violence and unsafe sex—increasing their risk for unwanted • Reinforce and promote attitudes and behaviors that will lead to a better quality pregnancy, HIV infection, and school dropout . This leads to a lack of economic of life for adolescent girls; and resources and income-generating options, and a general lack of agency in • Instill skills among adolescents to enable them to overcome the challenges shaping their lives . The root cause of these vulnerabilities is largely determined of growing up and becoming responsible adults . These skills include by girls’ weak social, health, and economic assets . communication skills, decision-making, assertiveness, setting goals, and resisting peer pressure . The Adolescent Girls Empowerment Program (AGEP) aims to build these assets as an interconnected approach towards mitigating girls’ vulnerabilities . The Population Council and partners have piloted and implemented a social, BENEFICIARIES health, and economic asset-building program for vulnerable adolescent girls in AGEP participants are girls who
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