HLS HEALTH AND LIFE SKILLS CURRICULUM
HLSHEALTH AND LIFE SKILLSCURRICULUM
The Population Council confronts critical health and development issues—from stopping the spread of HIV toimproving 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 leadto more effective policies, programs, and technologies that improve lives around the world. Established in 1952 andheadquartered in New York, the Council is a nongovernmental, nonprofit organization governed by an internationalboard of trustees.Population CouncilOne Dag Hammarskjold PlazaNew York, NY 10017Tel: 212-339-0500Fax: 212-775-6092www.popcouncil.orgEmail: publications@popcouncil.orgEmail: agep@popcouncil.orgPopulation Council – ZambiaPlot 3670 No. 4 Mwaleshi RoadOlympia Park, LusakaP/Bag RW 319X, Lusaka 10101, ZambiaLusaka, Zambia 10101Tel: 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 publications@popcouncil.org.Sections of this book may be reproduced, translated or adapted with minor changes to meet local needs, providedthey are distributed free or at cost and not for profit and provided that any changes maintain the integrity of thebook. Please inform the Population Council of plans to translate these materials into another language and provideone (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 EmpowermentProgram (AGEP).
Table of Contents239Life SkillsOverview of AGEP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Session 1: I Have Healthy Relationships. . . . . . . . . . . . 113Session 1: Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . 240Beneficiaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Session 2: Reasons to Delay Sex . . . . . . . . . . . . . . . . . 120Session 2: Community Service—PuttingLeadership into Action. . . . . . . . . . . . . . . 244Curriculum Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Before the Program Begins. . . . . . . . . . . . . . . . . . . . . . . . 4General Facilitation Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . 4Talking about Sensitive Issues. . . . . . . . . . . . . . . . . . . . . . 5Working with Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Participatory Teaching Methods. . . . . . . . . . . . . . . . . . . . 7Session Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Introductory Sessions10Session 1: What to Expect – Part 1. . . . . . . . . . . . . . . . . . 11Session 2: What to Expect – Part 2. . . . . . . . . . . . . . . . 17Session 3: Teamwork. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Session 4: His and Hers (Gender Roles). . . . . . . . . . . . 26Session 5: Communication. . . . . . . . . . . . . . . . . . . . . . . . 32112LeadershipIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Session 3: Strategies for Delaying Sex . . . . . . . . . . . . 124Session 4: Passive, Assertive, Aggressive. . . . . . . . . . 130Human Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249Session 5: Drugs, Alcohol and Other MindAltering Substances. . . . . . . . . . . . . . . . . . 136Session 1: Human Rights and Children’s Rights. . . . 250Session 6: Peer Pressure . . . . . . . . . . . . . . . . . . . . . . . . 141Session 2: Sexual and Reproductive HealthRights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256Session 7: Making Good Decisions. . . . . . . . . . . . . . . . 146Session 3: HIV and AIDS and Human Rights. . . . . . 263Session 8: How to Communicate with Adults. . . . . . 152Appendixes268Glossary of Terms269Appendix A: Additional Topical Information274Session 9: How to Communicate with a Partner. . . . 156Session 10: Managing Stress, Anger, andConflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Session 11: Conflict Resolution and ProblemSolving Skills. . . . . . . . . . . . . . . . . . . . . . . . 168Session 6: Self-Esteem. . . . . . . . . . . . . . . . . . . . . . . . . . . 38HIV, AIDS, and STIs174Session 7: Goal Identification – The Road of Life. . . . . 42Session 1: HIV and AIDS. . . . . . . . . . . . . . . . . . . . . . . . . 175Session 8: Goal Setting and Achieving. . . . . . . . . . . . 46Session 2: Myth or Fact? . . . . . . . . . . . . . . . . . . . . . . . . 185Session 9: My Relationships. . . . . . . . . . . . . . . . . . . . . . . 51Session 3: HIV Testing and Counseling. . . . . . . . . . . . 193The Menstrual Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . 274Reproduction and Pregnancy. . . . . . . . . . . . . . . . . . . . 276Emergency Contraception. . . . . . . . . . . . . . . . . . . . . . . 278Zambia’s Abortion Act and Regulations. . . . . . . . . . . 279Childbirth and Breastfeeding . . . . . . . . . . . . . . . . . . . . 281Tips for Teaching about HIV and AIDS. . . . . . . . . . . . 282Background Information on HIV and AIDS. . . . . . . . 283Session 4: Risky Behavior . . . . . . . . . . . . . . . . . . . . . . . 198Frequently Asked Questions About HIV and AIDS. . 284Session 5: The Relationship of STIs and HIVand AIDS. . . . . . . . . . . . . . . . . . . . . . . . . . . 203HIV and AIDS and Human Rights. . . . . . . . . . . . . . . . 286Session 3: How Does Pregnancy Happen, Anyway?. . 66Session 6: Stigma and Discrimination inHIV-Positive People. . . . . . . . . . . . . . . . . . . 210Appendix B: Participatory FacilitationResourcesSession 4: Preventing Unintended Pregnancy(Contraceptives). . . . . . . . . . . . . . . . . . . . . . . 75Gender and Gender-Based ViolenceSession 5: Reproductive Myths. . . . . . . . . . . . . . . . . . . . 83Session 1: Sexual Exploitation. . . . . . . . . . . . . . . . . . . . 216Session 6: Sexual Desire. . . . . . . . . . . . . . . . . . . . . . . . . . 89Session 7: Unsafe Abortion. . . . . . . . . . . . . . . . . . . . . . . 93Session 2: How to Report and Avoid Casesof Sexual Violence. . . . . . . . . . . . . . . . . . . . 223Session 8: Abortion and Stigma. . . . . . . . . . . . . . . . . . 100Session 3: Rape and Gender Violence. . . . . . . . . . . . . 228Session 9: Maternal Mortality . . . . . . . . . . . . . . . . . . . . 106Session 4: Preventing Unwanted Advances. . . . . . . . 235Reproductive Health55Session 1: Life Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Session 2: My Body Is Changing – Am I Normal?. . . . 60215288Trust-Building Activities. . . . . . . . . . . . . . . . . . . . . . . . 288Group Formation Activities. . . . . . . . . . . . . . . . . . . . . 295Icebreaker Activities (from The InternationalHIV/AIDs Alliance)297References305
AcknowledgmentsThis manual was adapted by Averie Baird, Bwalya Mushiki, CassandraBurke, Deogratias Chileshe, Diana Bulanda, Karen Austrian, Natalie JacksonHachonda, and Pamela Nyirenda.Technical input was provided by Abigail Tuchili, Alice L. Bwalya, AndrewSaka, Andrew Tandeo, Benjamin Mwape, Chanda Katongo, Chikonde Ngwira,Chinyama Augustine, Diana B. Shalala, Diana Macauley, Eugenia Temba,Febby Imbula, Francis Kapapa, Gershom B.M. Banda, Hamaundu Hachonda,Izek Jere, Josephine T. Mukandawire, Kamanda Mwelwa, Mara Hildebrand,Martin Chidwayi, Michelle Hunsberger, Misheck Mwanza, Mwenda Mweetwa,Mwenya C. Mabuku, Nambula Kachumi, Nelson Banda, Precious Njamba,Richard Mwape, Shadrick Kaputa, Sue Gibbons, Yvonne Haching’anju, andZigeville Ndlovu.We would like to acknowledge several organizations whose materialshave been adapted or used in this curriculum including: ElizabethGlaser Pediatric AIDS Foundation, Exhale, The Guttmacher Institute,International HIV and AIDS Alliance, International Alliance for YouthSports, International Labor Organization (ILO), International Sexualityand HIV Curriculum Working Group, Ipas, Johns Hopkins BloombergSchool of Public Health/Center for Communication Programs, JointUnited Nations Program on HIV/AIDS (UNAIDS), Margaret Sanger CentreInternational, Mexican Institute for Research of Family and Population(IMIFAP), Mobilizing Access to Maternal Health Services in Zamba(MAMaZ), Motivational Centre for Africa’s Transformation (MoCAT),National Institutes of Health (NIH), One Love Southern Africa Campaign,Peace Corps, Project Concern International, Population Council, Programfor Appropriate Technology in Health (PATH), Queensland HealthAustralia, Sustainability Through Economic Strengthening Preventionan Support for Orphans and Vulnerable Children, Youth and OtherVulnerable Populations (STEPS OVC/Consortium) Zambia, UnitedNations Children’s Fund (UNICEF), United Nations High Commissionerfor Refugees (UNHCR), United Nations Population Fund (UNFPA), UnitedStates Agency for International Development (USAID), World HealthOrganization (WHO), and World Young Women’s Christian Association(YWCA). A citation for the materials used from these organizationscan be found in the footnotes at the beginning of each session and acomplete reference is located in the “References” section at the end ofthis document.ii
IntroductionZambian girls are faced with social isolation, economic vulnerability, and lackof appropriate health information and services—factors that prevent a healthytransition from girlhood into womanhood. They are faced with high rates ofgender-based violence and unsafe sex—increasing their risk for unwantedpregnancy, HIV infection, and school dropout. This leads to a lack of economicresources and income-generating options, and a general lack of agency inshaping their lives. The root cause of these vulnerabilities is largely determinedby girls’ weak social, health, and economic assets.The Adolescent Girls Empowerment Program (AGEP) aims to build theseassets as an interconnected approach towards mitigating girls’ vulnerabilities.The Population Council and partners have piloted and implemented a social,health, and economic asset-building program for vulnerable adolescent girls inZambia. Girls joined groups of 25–30 girls, which meet once a week under theguidance of a female mentor. In weekly group meetings, girls are provided withtraining on health and life skills () and financial education ( FE ) and giventhe opportunity to interact to build strong relationships with other girls in theircommunity.Overview of AGEPThe overall goal of AGEP is to facilitate the building of social, health, andeconomic assets in a safe and fun learning environment. Participants areequipped with life skills and knowledge to help maintain happy and healthylifestyles, and be empowered with the confidence to assert their rights andprotect themselves from harm and threats.The ‘safe spaces’ component is at the core of AGEP. The girls groups, towhich each girl belongs, are meant to provide a safe and supportive learningenvironment. Regular and reliable girls’ group meetings, under the guidance ofa female mentor from the same community, are critical in building social assetsfor vulnerable girls—including friendships, self-esteem, trusting relationships withadults, social support, etc.The objectives of including this curriculum in AGEP are to: Increase adolescent girls’ knowledge of reproductive health and sexuality; Reinforce and promote attitudes and behaviors that will lead to a better qualityof life for adolescent girls; and Instill skills among adolescents to enable them to overcome the challengesof growing up and becoming responsible adults. These skills includecommunication skills, decision-making, assertiveness, setting goals, andresisting peer pressure.BeneficiariesAGEP participants are girls who are 10–19-years-old from vulnerablebackgrounds. While some girls may be in school, the program is not meant totarget in-school girls, nor are the groups meant to meet in school or be seenas school clubs. Special recruitment is done to ensure that out-of-school girls,young mothers, married girls, domestic workers, disabled girls, HIV-positive girls,and other profiles of vulnerable girls are included.Group structureEach group meets once a week in a time and location that is deemed appropriateby the girls, the community, and the mentor. Groups meet in various locationsthroughout the community and the meetings last between 1-2 hours.Meeting functionsThe meetings serve two functions. The first is for the mentor to facilitate a shorttraining session. The traini
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
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