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Life Skills Manual - Peace Corps

Peer education | empowering girls | communication Skills | decision-making Skills | thinking Skills | relationship Skills | emotion management Skills | the life Skills program | assertiveness | building a bridge | exchanging stories | role models | peer education | decision-making Skills | the life Skills program | thinking Skills | relationship Skills | emotion management Skills | assertiveneLife Skills ManualPeace CorpsInformation Collection and ExchangePublication No. M0063 Information Collection and ExchangeThe Peace Corps Information Collection and Exchange (ICE), a unit of the Office of Overseas Programming and Training Support (OPATS), makes available the strategies and technologies developed by Peace Corps Volunteers, their co-workers, and their counterparts to development organizations and workers who might find them useful.

Life Skills Manual, and Ruth Mota, African Health Specialist, the author of the “Facing Facts about HIV/AIDS and STDs” section. Additional thanks are due the development team: Judee Blohm and Lani Havens for editing, and Therese Wingate for illustrations and graphic design. Finally, we appreciate the ideas and photographs shared by Volun-

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Transcription of Life Skills Manual - Peace Corps

1 Peer education | empowering girls | communication Skills | decision-making Skills | thinking Skills | relationship Skills | emotion management Skills | the life Skills program | assertiveness | building a bridge | exchanging stories | role models | peer education | decision-making Skills | the life Skills program | thinking Skills | relationship Skills | emotion management Skills | assertiveneLife Skills ManualPeace CorpsInformation Collection and ExchangePublication No. M0063 Information Collection and ExchangeThe Peace Corps Information Collection and Exchange (ICE), a unit of the Office of Overseas Programming and Training Support (OPATS), makes available the strategies and technologies developed by Peace Corps Volunteers, their co-workers, and their counterparts to development organizations and workers who might find them useful.

2 ICE works with Peace Corps technical and training specialists to identify and develop information of all kinds to support Volunteers and overseas staff. ICE also collects and disseminates training guides, curricula, lesson plans, project reports, manuals, and other Peace Corps -generated materials developed in the field. Some materials are reprinted as is ; others provide a source of field-based information for the production of manuals or for research in particular program areas. Materials that you submit to ICE become part of the Peace Corps larger contribution to publication was produced by Peace Corps OPATS. It is distributed through the ICE unit. For further information about ICE materials (periodicals, books, videos, etc.) and information services, or for additional copies of this Manual , please contact ICE and refer to the ICE catalog number that appears on the CorpsOffice of Overseas Programming and Training SupportInformation Collection and Exchange1111 20th Street, NW, Sixth FloorWashington, DC 20526 Tel: : Dewey Decimal Classification (DDC) Number: your experience!

3 Add your experience to the ICE Resource Center. Send your materials to us so we can share them with other development workers. Your technical insights serve as the basis for the generation of ICE materials, reprints, and training materials. They also ensure that ICE is providing the most up-to-date innovative problem-solving techniques and information available to you and your fellow development Skills ManuaLPeace Corps2001 Information Collection and Exchange Publication No. M0063 Reprinted _____Life Skills ManuaL2 Peace corPScontentS contentSAcknowledgments ..5 Part I: The Life Skills Program Background and Introduction ..7 Welcome to the Life Skills Program! ..9 Lessons Learned ..15 Sample Schedules ..22 Session 1: The Bridge Model: How Do We Build a Bridge From Information to Behavior Change?

4 27 Session 2: Identifying the Missing Life Skill ..36 Part II: Peer Education ..39 Peer Educators ..41 Session 1: Dealing With Problems in Groups ..45 Session 2: Support for Responsible Behavior ..49 Part III: Facing Facts about HIV/AIDS and Facts about HIV/AIDS and STDs ..55 Session 1: Facts and Myths about HIV/AIDS ..57 Session 2: The Immune System ..62 Session 3: How HIV is Transmitted ..68 Session 4: The Relationship of STDs and 5: Women and HIV/AIDS ..77 Session 6: HIV Prevention ..83 Session 7: Disease Progression and Positive Behaviors ..88 Session 8: Cure or Treatment? ..93 Session 9: HIV/AIDS and Human Rights ..98 Session 10: HIV/AIDS and Behavior Change ..104 Part IV: Communication Skills ..109 Session 1: Communication Puzzle ..111 Session 2: Assertiveness: Attack and Avoid.

5 117 Session 3: Assertiveness: Passive, Assertive, Aggressive ..121 Session 4: Assertiveness: Assertive Messages ..127 Session 5: Assertiveness/Peer Pressure: Responding to Persuasion Part I ..132 Session 6: Assertiveness/Peer Pressure: Responding to Persuasion Part II ..137 Part V: Decision Making Skills ..143 Session 1: Steps in Making a Good Decision ..145 Session 2: Just Between Us ..149 Session 3: Exchanging Stories Role Models ( The Person I Admire ) ..152 Session 4: Your Life Story ..156 Session 5: Your Goals ..159 Session 6: Early Pregnancy ..163 Life Skills Manual Peace corPSSession 7: Alcohol and Drug Use ..165 Session 8: Risk Behavior Testing the Waters ..169 Session 9: Delaying Sex ..174 Part VI: Relationship Skills ..181 Session 1: The Best Response 2: Oh! Henry!

6 And Managing Emotions Gallery 3: Peer Pressure Role Plays ..190 Session 4: What is Love? ..193 Session 5: Self Esteem Building: Do We Have Self Esteem? ..196 Session 6: Self Esteem Building: A Pat on the Back ..199 Session 7: What are Gender Roles? Gender Cards Exercise ..201 Session 8: Gender Picture Codes and Role Plays ..205 Session 9: Gender and Culture: Ideal Images and Personal Destroyers ..211 Session 10: Whose Rights and Who s Right: A Look at Bride Price ..214 Part VII: Bringing It All Together ..217 Forum Theater ..219 Appendices ..225 Appendix I: Warm Ups and Energizers ..227 Appendix II: Quick Breaks! ..238 Appendix III: Assorted Ideas ..239 Appendix IV: Games and Session Ideas ..244acknowLedgMentS This Life Skills Manual was compiled and adapted from materials created by the fol-lowing organizations: World Health Organization; United Nations Educational, Sci-entific and Cultural Organization (UNESCO); Alice Welbourn and ACTIONAID; the Curriculum Development Unit, Ministry of Education, Zimbabwe; and UNICEF, Harare.

7 We gratefully acknowledge the talent and skill of the authors of those Peace Corps also appreciates the work of Kathleen Callahan, who developed the Life Skills Manual , and Ruth Mota, African Health Specialist, the author of the Facing Facts about HIV/AIDS and STDs section. Additional thanks are due the development team: Judee Blohm and Lani Havens for editing, and Therese Wingate for illustrations and graphic design . Finally, we appreciate the ideas and photographs shared by Volun-teers, Counterparts, and staff throughout the world, especially Peace Corps /Malawi and Tovwirane Centre, and the efforts of all those who participated in this Skills Manual Peace corPSPart i: Background and introduction Part IPart i: the Life Skills PrograM Background and introductionLife Skills Manual Peace corPSPart i: Background and introduction Part IAre you a health worker struggling with the rising rates of Human Immuno Deficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), Sexually Transmitted Diseases (STDs), unwanted pregnancy, or maternal mortality?

8 Are you a teacher working daily with young people who face difficult decisions: determining a positive direction in life, potential unwanted pregnancy, or the issues of alcohol or drug use? Have you been providing health information for years and yet see no positive change in your community? Are you a parent, community volunteer, or concerned community leader fearful of the toll HIV/AIDS is taking on your area? Are you a young person ready to do something to help lead your friends into a brighter future? If you answered yes to any of the above questions, the Life Skills program might be for Life Skills Concept The Life Skills program is a comprehensive behavior change approach that concentrates on the development of the Skills needed for life such as com-munication, decision making, thinking, managing emotions, assertiveness, self esteem building, resisting peer pressure, and relationship Skills .

9 Addition-ally, it addresses the important related issues of empowering girls and guiding boys towards new values. The program moves beyond providing information. It addresses the development of the whole individual so that a person will have the Skills to make use of all types of information, whether it be related to HIV/AIDS, STDs, reproductive health, safe motherhood, other health issues, and other communication and decision making situations. The Life Skills approach is completely interactive, using role plays, games, puzzles, group discussions, and a variety of other innovative teaching techniques to keep the participant wholly involved in the sessions. weLcoMe to the Life Skills PrograM!Life Skills ManuaL10 Peace corPSInformation is Not EnoughAlthough it is important to provide information in the early phases of a behavior change intervention and to reinforce such knowledge periodically, information is rarely enough to motivate people to change behavior.

10 If that seems hard to imagine, just think about a behavior that you ve been trying to change over the years. Maybe it is reading more, exercising, eating a better balance of foods, or quitting smoking. Have you successfully made the change? Have you ever relapsed back into the behavior? What are some of the factors that have kept you from changing? Principles of Behavior Change and How the Life Skills Program Mirrors these PrinciplesChanging behavior is always difficult, but changing sexual behavior is espe-cially tricky. Various organizations have developed behavior change models, including the National Academy of Sciences (NAS). The seven principles listed below are based in part on the NAS of Behavior Change 1. Providing information is the logi-cal starting point in any behavior change effort.


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