CELEBRATING LIFE

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Title: CELEBRATING LIFE
extracted text: cele.br

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Primer
manual for trainers
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MYRADA

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INTERNATOMAL SERVICES ASSOCIATION

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For further queries contact

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MYRADA
2 Service Road, Domlur Layout, Bangalore 560 071, Karnataka.
Contact: +91-(0)80 : 25352028, 25353166, 25354457.
Fax : 25350982. Web: www.myrada.org. Email : myrada@vsnl.com

INSA-lndia
5/1 Benson Cross Road, Benson Town, Bangalore 560 046
Contact: +91 - (0)80 : 23536299, 23536633
Web: insa-india.org.in
Email : insaind@airtelmail.in, insaind@gmail.com

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SACS Office

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Toll free phone helpline: 1097

For further resources
www.nacoonline.org
www.unaids.org
www.cdc.gov
www.yrshr.org:
www.youthportal.gov.in
http://yas.nic.in

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Foreword
Life has to be celebrated. Not celebrating it makes it a life led in vain, a life that is not
only joyless but even purposeless. People may choose to celebrate life in different ways,
and as long as the paths taken are within the ambit of the laws of the land and the code of
good ethics, there are no rights and wrongs. One of the things that we are made aware of
very early in life is that it is both legally and ethically wrong to act in ways that can cause hurt
to others. And so, most of us grow up knowing the boundaries that we shall not transgress in
our relationships with others, lest they cause hurt and attract legal and societal sanctions.
But what about causing hurt to oneself?
Adolescence and youth are periods of discovery that are distinctly different from
childhood and adulthood. New facets of self are discovered that have physical,
psychological and social dimensions. There is a wholly new awareness of the other, and of
the range of pressures and possibilities that can trouble as well as tantalise. There are
temptations too difficult to ignore, and peers who egg you on to 'grow up'. In all this, what
young people are never told or taught is how not to cause hurt to oneself. Between the
moralizing and rule-making parents and teachers, and the pressures of peers to break free
of morality and rules, the neo-adolescent has no one to tell him/her that ‘breaking free’
carries a cost that need not be legal or societal but that can be tremendously self-injurious.
Like exploring sexuality and ending up with HIV. It is in this context that GDC, INSA,
Myrada and TANSACS have brought out Celebrating Life, a timely and very youthful set of
three books that set out to tell young people exactly that: that responsible behaviour is a
favour to society but even more, it is a favour to oneself. The Primer Module Phase is a short
and catchy 3-hour session of exercises, dialogue and analyses that serve to whet young
appetites to know more about young adulthood, sexuality, and protection from HIV
infection. The Ten Commitments Phase explores these themes in smaller groups and in
greater detail, conducted over 10 modules of 1 hour each. The methodology is as much fun
as it is insightful, giving it the right college flavour. The Student Handbook completes the set
and is a purely private journal that can be maintained by each student. It contains plenty of
information and individual exercises, and enables each student to personalise the ten
commitments in his/her own way,
I hope that these Manuals are widely used in colleges as well as in other formal and
informal youth groups, clubs, neighbourhood groups, etc., in acknowledgement of the fact
that time is running out for us and we have to hurry now to ensure that our youth remain
healthy and have reason to celebrate life.

Aloysios P. Fernandez
Executive Director
Myrada

8!

Acknowledgements
I

Many persons were responsible for developing and putting together this manual for
youth. In particular, we would like to mention the following:

The team at International Services Association (INSA-lndia), Benson Town,
Bangalore for painstakingly working on the content of all the sections and exercises.
Red Ribbon Club (RRC) Consultant, Tamil Nadu State AIDS Control Society
(TNSACS), and his team of Regional Managers for all their inputs, suggestions and

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help in the pilot testing.
The Field Officers in Tamil Nadu and the supervisors in Belgaum who assisted in the
pilot phase.
The students and management of the colleges in Tamil Nadu and Belgaum where this
manual was pilot tested.

Centers for Disease Control & Prevention - Global AIDS Programme / India (CDC GAP/lndia), who spearheaded this venture and steered this project from inception to

finish.
The team at MYRADAfor their support and advice.

Creative Eye Advertising for their very creative and innovative ideas and excellent

design of the training manual.
Centers for Disease Control & Prevention (CDC) and PEPFAR for their financial
support to bring out this publication.

MYRADA
Bangalore

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Table of Contents

Abbreviations Used

09

Introduction

11

General Information for Friendly Advisors

15

Module Layout

21

Getting Started

23

I Enjoy College Life Responsibly

29

I Prevent STIs, HIV and AIDS

39

I Value Myself

47

I am Empowered

55

Discussion & Wrap-up

63

Glossary of Terms

66

Appendices

Appendix I

70

Appendix II

71

Appendix III

75

References

77

Abbreviations used

AIDS

Acquired Immune Deficiency Syndrome

C- Life : -

Celebrating Life

FA

Friendly Advisor

HIV

Human Immuno Deficiency Virus

ICTC

Integrated Counselling and Testing Centre

LCD

Liquid Crystal Display

NGO

Non Government Organisation

OHP

Overhead Projector

PLHA

People Living with HIV and AIDS

RRC

Red Ribbon Club

SACS

State AIDS Control Society

STIs

Sexually Transmitted Infections

VCTC : -

Voluntary Counselling &Testing Centre

WHO

World Health Organisation

C-LIFE primer 9
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Celebrating Life!
These words evoke a promise of dynamism and fervour and this is exactly what the
Celebrating Life (C-Life) programme aims to do.
C-Life channels young people's zest and curiosity towards becoming responsible youth. Youth

generally refers to a time of life that is neither childhood nor adulthood, but rather, somewhere in
between. While they are not ready to assume all the responsibilities of an adult, they are still not old
enough to understand or assimilate all the stimuli coming their way.

With around 15 million young people in India, the reproductive and sexual health decisions
young people make today not only affect their health and well being, but also that of our country and

the whole world.

C-LIFE primer 11

Today's youth are exjxjsed-to.a colossal amount of information from a kaleidoscope of sources

that one cannot keep count. Sadly, not all of it is either reliable or suitable for their level of

understanding. This leads to a misinterpretation of facts and even incorrect decisions in critical
areas of their life. This, coupled with peer pressure, takes a huge toll of the young and

inexperienced generation of our society.
The “Celebrating Life” (C-Life) education programme is designed for young persons between

the ages 15 and 25 years in educational institutions. The major areas covered in this module
include basic issues that will:
Help young people in colleges understand the changes they

experience in their growth and development.

“Celebrating
Life" (C-Life)
education
^programme is
designed for
young persons
between the
ages 15 and
I 25 years in

srduca'-r.nal
institutions.

Enable young people to recognise and analyse their leyel Qf risk

and vulnerabilities to HIV and AIDS and other related problems.
Assfstjroung people to acquire essential life skills that will
facilitate appropriate and safe decisions in their lives ahead.

Facilitate young people to make commitments to protect them
from HIV infection and celebrate life more meaningfully.

This curriculum is more than teaching young people about anatomy and the physiology of

reproduction. It encompasses development, interpersonal relationships, body image, life skills and
gender roles.

Parents, peers, schools, religion, the media, friends, and partners - all influence the way
people learn about sexuality.

It is estimated that more than half of all new HIV infections occur before the age of 25 years,

mostly through unprotected sexual intercourse. According to the experts on HIV and AIDS, many of
these new infections occur because young people do not have the knowledge or skills to protect

themselves. These modules hope to fill in this gap.
Extensive pilot testing of this module has been done in several colleges in both Tamil Nadu and

Karnataka. A unanimous feedback from the students was that all young people in India should have

the opportunity for such training.

C-LIFE primer 12

The training module is designed in two phases:
1. Primer Module phase:
This is a three-hour training curriculum for a large audience of young persons (100 students on

an average). As the name suggests, it is aimed at introducing the students to the Qdtica£stage of
development they are experiencing and how they can make appropriate, sustainable decisions

that protect them from HIV infection. The Primer Module material includes a Friendly Advisor guide
and an optional student handbook. The student handbook is intended to be a private diary for each

student, packed with both information and individual exercises.

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2. The Ten Commitments phase:
During the Ten Commitments phase, the students are encouraged to explore the subject more

deeply through a series of ten steps. Each step is referred to as a commitment they make to value,

respect and protect their minds and bodies. The ten modules are self contained, one hour units
with detailed activities and facts on the topics that were touched upon during the Primer Module
phase.

C-LIFE primer 13

Why another training module, you may ask. Aren't there enough circulating around? After
extensive research, we found that a lot of the available material is either not culturally appropriate

••

or too detailed and long. While many are very well designed and have been used successfully in

other areas, we were looking at a practical approach that could be incorporated into the regular
curriculum without compromising the quality of the programme, and not impinging on academic
obligations.
This whole curriculum has been a collaborative effort of several key players. While the content
was created and compiled by International Services Association (INSA-lndia), Bangalore, the Red

Ribbon Club teams of Tamil Nadu State AIDS Control Society (TNSACS) and MYRADA,
Karnataka, and young people in colleges were extensively involved right

from the planning, design and testing phases. Their inputs were invaluable.

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in India should
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such training.

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The CDC-GAP / India team at Chennai spearheaded this project and

steered the process from conception to this point.
It is our sincere hope that this youth-friendly curriculum will make a

positive change in the lives of the young people of India, and that their risks
to conditions such as HIV and AIDS will be minimised.

1

The curriculum has been possible due to the support from CDC-GAP /
India and PEPFAR, USA. MYRADA has been privileged to take on the

responsibility of developing this curriculum. We welcome your comments and encourage you to

use this programme wherever you can.

Dr. Maya Mascarenhas
MYRADA, Bangalore

C-LIFE primer 14

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General Information for Friendly Advisors

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General Information for Friendly Advisors

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Profile of a FriendlyAdvisor
The C-Life curriculum needs a facilitator who leads_and moderates every section. A meaningful
title is given to this person - the FriendlyAdvisor.

‘Friendly,’ because the person in this role requires a friendly approach to the youth and ‘Advisor’
because this person must think through the process of youth behaviour, and help them in making
responsible and healthy choices.

Who can fit into this role? Anyone who can lead, moderate and facilitate. It is important for the
FA to have gone through a standardised training programme conducted by the State AIDS Control
Society or a similarly competent organisation,’so that he / she can answer most of the questions
that might arise during the programme. The FA could be a professor, NSS Programme Officer, an
NGO personnel ora student peer educator.

C-LIFE primer 16
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General Tips for the Friendly Advisor (FA)
I.The FA must

understand the period of adolescence, encourage the youth to bloom in full, without
forgetting their responsibilities encourage open discussion on sexuality in the classroom
possess a commitment to reach out to young people with correct information on HIV
be confident, and at the same time, take note that the topic is not rushed through

manage time critically

understand the cultural ethos of the region and make efforts to avoid cultural or religious
differences
2. The FA must read the training module, familiarise with the activities and practice the use of verbal
and non-verbal communication skills.

3. While discussing something that is considered sensitive (for example, on masturbation), in a
class of mixed group of girls and boys, be conscious of yourfacial expressions.
4. Sex and sexuality is a sensitive topic and it is safe to approach this with scientific rigor rather than
creating a protracted debate on ‘debatable’ issues.

5. The FA must be non-judgmental especially while discussing sex and sexuality. For example, if

you are discussing about gender and sexual orientation, do not use words such as ‘detestable’
or‘unnatural love’, etc.
6. Discuss in detail the myths and misconceptions associated with each topic and explain how

these myths and misconceptions become the source of problem for the youth.

7. If an active discussion diverts the topic, FA should bring them back skillfully to focus. The FA
could say, ‘What you are discussing is very important. However, let’s continue with the module

and you may find the answer later or we will set apart a time for this discussion outside the time
frame ofthis curriculum. ’

C-LIFE primer 17

Specific instructions to FAs on the C-Life Primer
The C-Life Primer, which requires three hours, is an abridged version of the 10-hour curriculum.

In six sessions, the Primer covers the most essential lessons such as the five-dimensional

development during the time of youth, vulnerability to STI, HIV and AIDS, self esteem and an
introspection of their self worth.
The FA must reach the venue in advance and ensure that the volunteers are positioned for

distributing hand-outs.

In case of non-availability of LCD or power failure, the FA must be prepared to show the

important charts.
A public address system may be very useful when addressing more than 100 students.
Load the video documentary Amma’ before the session starts so that it is ready to play without

any delay.
Keep the handouts readily stacked or handed over to volunteers before the session begins.
It will always be useful to have a record of the questions that are not mentioned in the FAQ

section of this manual.
It is assumed that the FA is familiar with the college, the professors associated with RRC and the

locality. It is always better to visit the college and meet the authorities before the programme.
Methods and Materials

The Primer Module is prepared on the basis that college-going students require adult learning
methodologies for meaningful behaviour change. The methods in the Primer Module are

interactive and fun based. Experiential learning games are used in the Primer Module. Detailed
steps for using each method are explained.

The Primer Module also includes exact words a Friendly Advisor could use. Tips for the
Friendly Advisor are included in each stage as found appropriate. Being an adult learning Primer
Module, the Friendly Advisor is encouraged to draw from the exercise points to link with in the

following sections used. Tips for drawing points are included in the Primer Module.
Most of the activities in the Primer Module are group based. However, there is one section

entitled 7, Me and My Body’, which requires the students to introspect and participate. The Friendly
Advisor is required to be skilled in using both group and individualised deep private exercises

within the Three hours as indicated.
Materials required are indicated for each section. As much as is possible, the Primer
Module encourages the use of available materials in a college setting.

C-LIFE primer 18

There are nine handouts which need to be duplicated and distributed to each student at

times indicated in the Primer Module. The FA is expected to keep these ready prior to
beginning the session. The details of the nine handouts are given below.

The nine handouts are:

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Hp1

‘Back to Basics’ ‘A tear
away sheet
‘Back to Basics’ ‘B’ flip
side of tear away sheet

Give as they
enter

Each
student

Identify college-going
student’s baseline
knowledge before and
after the Primer

Hp2

Celebrating Life
Overview

2 minutes
later

Each
student

Introduce the C-Life
Programme

Hp3

Pledge*

5 minutes
later

Each
student

Increased student
participation levels in
C-Life Programme

Hp4

Incomplete Story

15 minutes
later

For
FA

Non-threatening way to
get students to identify
changes they experience

or
Hp5

Incomplete Situations

Hp6

Feelings Sheet*

25 minutes
later

Each
student

Internalise changes
experienced in
adolescence

Hp7

I, Me and My Body*

1 hour and
15 minutes
later

Each
student

Internalise how much
students value their
bodies

Hp8

Tear-away Feedback
and Enrollment Form

2 hours and
45 minutes
later

Each
student

Enroll in the C-Life
intensive programme

Hp9

Basic Facts on STIs, HIV As they leave
and AIDS*

Each
student

Share basic C-Life
programme, HIV and AIDS
with others.

* Do not distribute these handouts if the C-Life student’s handbook is given.

C-LIFE primer 19

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Follow-up and evaluation

Planning and implementing follow-up activities enables students to retain what they have

learnt. The Primer Module does not include activities in the follow-up period, apart from the 10

Commitments for C-Life. Exhibitions, plays, poster competitions, debate competitions related to
any aspect of the Primer Module could be taken on as a follow-up activity. These activities could
differ from college to college. Friendly Advisors could keep a note of each activity of colleges and
convey this information to the RRC Field Officers or Regional Managers for use in the RRC
Newsletter brought out quarterly.

Formore information contact
The nearest State AIDS Control/Prevention Society

INSA-lndia, 5/1 Benson Cross Road, Benson Town, Bangalore 560 046
Email:insaind@airtelmail.in , insaind@gmail.com
MYRADA, 2 Service Road, Domlur Layout, Bangalore 560 071
Email: myrada@vsnl.com

C-LIFE primer 20

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Module Layout

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laterials required A

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Complete Back to Basics

‘Back to Basics’ forms

Section 1
Getting started

Student's Handbook
(optional)

15 minutes

Sign their pledge

OHP slides p1 & p2

Section 2
I enjoy college
life responsibly

Section 3
I Prevent STIs,
HIV and AIDS

Describe the components of
C-Life programme

Describe the five dimensions
of adolescents
OHP slides p4 to p6

15 minutes

Differentiate between HIV
infection and AIDS

OHP slides p7 to p10
Video documentary
on ‘Amma'

Respond to situations related
to social interactions and inter
personal relationships

45 minutes
List down ways to prevent
STI and HIV infection

Develop positive self image

Section 4
I value myself

7, Me and My body’
exercise sheet

Section 5
I am empowered

Situation cards

Section 6
Discussion and
wrapup

Enrolment for
Ten Commitments
programme

20 minutes

30 minutes
OHP slides p11 to p15

Understand their vulnerability
to STI, HIV and AIDS

Describe ways for setting
boundaries

Enrollment form

Frequently Asked
Questions with answers

Question box
Pamphlet on
HIV and AIDS

Clarify their doubts
45 minutes.

Enroll in Ten Commitments
programme

C-LIFE primer 21

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Notes

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C-LIFE primer 22

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Getting Startec
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Getting Started
For effective facilitation, it is important to build a quick rapport with the
students. The Getting Started section begins rapport building. In this

section, the Friendly Advisor (FA) will introduce the Celebrating Life
(C-Life) programme to the students. During this section, the students will
complete the ‘Back to Basics’ forms and sign their pledge.

At the end of 15 minutes, students will

objective

Complete the ‘Back to Basics’ handout.

Be able to describe the components of the C-Life programme.
Sign their pledge either in their handbooks or ‘Back to Basics’handout.

15 minutes

‘Back to Basics’ handout, Student's Handbook (if being used),
OHP slides p1 and p2

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C-LIFE primer 24

TIPS

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Smile please, be confident ,

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Process

Step 1: (5 minutes) Introduction

Introduce yourself and welcome the group. Promise them that the next
three hours will be filled with lots of activities and that you would be happy if
they all participated actively. Then explain that the name of the programme

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is called Celebrating Life (in short called C-Life); and that it has two

phases. The general phase is the Primer Module, which they are currently
attending, and the intensive phase is the Ten Commitments Programme,
which is for those who are interested.
Distribute the ‘Back to Basics’ handout with the help of the Red Ribbon
Club members / volunteers. Instruct the students to tick only one option

against the 15 statements as soon as they can. This activity should not take
more than 5 minutes. (A sample of the ‘Back to Basics’ handout is given

pants do not \
ponder over each
question to .
express the
socially correct
■ answer, x

on the next page). While they complete the form, students may consult with
each other. Do not insist on ‘no talking’ from them. This is not an
examination.
Use this time to re-check if all the materials are in place and the video
documentary ‘Amma’ is loaded and ready to use. After 5 minutes, ask
students to keep the handout aside and introduce Step 2.

C-LIFE primer 25

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Take photocopies of the ‘Back to Basics'handout as required.

Handout Hp1

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NAME OF THE COLLEGE

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DATE

______
S.No.

Place a tick mark in the appropriate column alongside the
statements given below:

1.

It is normal to feel intense mood swings during college life.

2.

In males, the hormone responsible for sexual maturity is
called testosterone.

3.

In the female, the hormones leading to sexual maturity are called
oestrogen and progesterone.

4.

For maintaining healthy relationships when two people are in love, it is advisable
for them to meet in a public place in groups rather than alone.

5.

Our boundaries are violated when someone tries to control our
feelings, attitudes, behaviour and choices.

6.

Most sexually transmitted infections are curable with
standardised treatment.

7.

Avoiding sex (abstinence) is the safest way for preventing HIV &
Sexually Transmitted Infections (STIs) through the sexual route.

8.

Oral contraceptives like Mala-D prevent sexual transmission of
HIV infection.

9.

It is easy to recognise a person living with HIV infection.

10.

In India, all the people who are infected with HIV know their
HIV status.

11.

Sexuality is a natural part of the self.

12.

Putting drugs into a person's drink so that it is easier to have sex
with him/her is a form of sexual violence.

13.

Both men and women have a right to enjoy and control
sexual behaviour.

14.

Critical thinking is a skill that helps one to consider the pros and cons
of a situation.**

15.

Being assertive means making it very clear to others that you refuse to do what
they say without hurting their integrity and losing their friendship.**

* The key for the Back to Basics is given in Appendix I.
C-LIFE primer 26

True

False

Don’t
know

** Life Skills explanations are given in Appendix III

Step 2: (5 minutes)
Introduce the C-Life programme by using the OHP slide p1 below.

Handout Hp2
(OHPp1)

C-Life Overview

I

Understand the special time of

Believe that you are a precious and

adolescence.

unique being.

Gain knowledge on HIV and AIDS and

Begin sharing with your friends on how to

Sexually Transmitted Infections (STIs).

be responsible and make safe choices
about preventing HIV infection.

Recognise your possible vulnerability to
HIV infection.

Make healthy decisions to set your own

boundaries nowand beyond college life.
Understand the relationship between
media, gender, culture and their

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influences on your vulnerability to HIV
infection.

Step 3: (3 minutes)

After introduction, collect the completed Back to Basics forms from the students
and ask volunteers to distribute the Pledge Handout (Hp3) or ask the students to open

page----- . Explain to each student that the C-Life programme is designed to work only
if they want it to. One way to enable the C-Life programme to work for them is to make

a Pledge. Request one of the students to read out the Pledge aloud.

1

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1 Request one of the students :

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to read out
the Pledge aloud.

C-LIFE primer 27

Handout Hp2

PLEDGE *

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(OHP p2)

Participate honestly and frankly in
discussions.

Respect friends who share views that
are different from mine.

Share my doubts and fears.

Allow others also to participate.

Agree to disagree if that is what the
situation demands.

Solve puzzles and fun sheets from
the handbook.

Listen attentively and learn from the
programme.

Make time to participate in the
Celebrating Life Ten Commitment
programme.

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’Internalise the values of the
■

programme for making healthy
choices.

3

Step 4: (2 minutes)
Encourage them to sign their books in order to keep this pledge. Without losing much time
move to Section 2. Explain to the students that you will now begin with the main part of the
programme.

Suggestions for the FriendlyAdvisor:
Spend some time going through the exercises; become familiar with the concepts.

9

Time yourself as you practise yourpresentation and exercise so that it will fit into the time
mentioned.

Be clear in your tone of voice; modulate words and stress on important points as marked
.

■

■■.

Inyourbook.
Pledge: Pledge is the set of ground rules for the entire programme. Both students and the FAs are expected
to keep their pledge throughout the programme. As a sign of agreement all students will sign the Pledge
sheet in their student handbook or sheet.

C-LIFE primer 28

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I Enjoy College Life Responsibly
Understanding Adolescence

____

I Enjoy College Life Responsibly
Understanding Adolescence
Adolescence is a crucial period when an individual undergoes
simultaneous changes in five dimensions of their lives. These five
dimensions are their intellectual, physical, social, emotional and spiritual
dimensions. This section covers the five dimensions of adolescence and
gives each student an opportunity to explore each dimension through
actual situations and activities. It begins with using an ‘Incomplete Story’or
‘Incomplete Situation’ through which the five dimensions are explained
creatively. The section then links the story or situation to the experiences of
each college going student attending the Primer.

At the end of 15 minutes, students will
Describe why youth is a critical and unique stage of life.
Share their experiences of various changes such as mood swings,

changing body shapes and physical attractions.
Consider how they would respond to situations related to social
interactions and interpersonal relationships.

15 minutes.

atenals

Handout Hp4, Handout Hp5, Feelings Sheet & OHP slides p3 to p6.

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C-LIFE primer 30

TIPS

Divide the existing
bi-ide the exiting
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Process:
Use Exercise p2.1 or p2.2. Both require interactions from the students. While the first follows

a story line, the second describes a particular situation. You should be able to measure the
students' interest and decide which exercise would be more appropriate. If they are laid back and
passive, use the ‘Incomplete Story’. If they are active, use the ‘Incomplete Situations’.

Exercise p2.1 “Incomplete Story.” (Use Exercisep2.1 orp2.2)

Step 1: (1 minute)

Take out your Handout Hp4 - the ‘Incomplete Story’(or use the OHP p3).
Step 2: (5 minutes)

H

Read the following incomplete story, pausing where there are blanks.

‘Incomplete Story

Invite students from one of the groups to answer in turns. Choose one of the

I

answers and continue the story. Keep getting ideas from different groups as

^Incomplete Story"
isbheofthe
stret^iesto bnfig^
ouithe'stptibb^
emotional anrxfl
^ociai feelings,
attitude and' (
^communication^
style. By doings

you go along. Believe that the feelings expressed by the students during
the development of the story are normal. On completing ‘Incomplete Story’
continue with step 3 on page 34.

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Repeat their comments before
moving ahead.
Use of story telling tone helps. •
Please do not be judgemental or
critical of their choices.

C-LIFE primer 31

'

.

i - ;

■..

OHP p3

THE INCOMPLETE STORY

The college boy’s name is
He is
years old.
He is studying in. The college girl’s name is
. She is
;

\

years old a

A

On a Sunday his friends arrange a picnic to a tourist
spot. (The boy) desperately wants to ask

(the girl) to come with
wonders how she’d react if he asked, and thinks about

ways to convince her to come along with him.
He does not know what to do. Then he considers seeking advice on how to ask her.
He knows that if he asks his father his reaction would be

and if he asks his mother, her reaction would be

. He considers asking

for advice.

his

He asks and SHE SAYS YES!

The day of the picnic arrives, the friends meet, and get ready to leave. She arrives
later. She would have liked to inform her loved ones of where she was going and with
whom. She considers telling her mother and thinks that her reaction would

or her father whose reaction would be, or her

be

'
lecturer who would say “Finally, she
tells. During the journey, which was more than two hours long, they
talk about
. Their friends notice that they never stopped talking
to each other. The boys tease him saying.

When they start crossing a stream, he offers his hand to help her across. When their
hands touch he feels
and she
feels.’. The journey back home after the picnic
was
They finally reach her home. No one is on the street when they

\

arrive. At night her thoughts of him are. His
.The next
thoughts of her are
dav

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: .

■

Hik
C-LIFE primer 32

Alternative Method Exercise p2.2 ‘Incomplete Situations’
(Use this exercise ifyou have not used exercise p2.1)
Step 1: (1 minute)

Call 2 to 3 volunteers from each group
Step 2: (5 minutes)
Read situation 1 given below and ask the volunteers to react to the situation. Ask the rest of the

class to respond to these kinds of situations.
Step 3: (5 minutes)

Appreciate them and read situation 2 to the second group and ask the volunteers to react to the
situation. Ask the rest of the class to respond to these kinds of situations.

Situation 1

OHP p4

When the classes got over in the evening, Muthu and his
friends left for the volleyball court for the evening games. Muthu
JFI

suddenly realised that he had left his record book on his desk, so he
decided to go back to get it. He told his friends that he would join
them soon.
But, Muthu did not turn up, even after 15 minutes. His friends

got curious and went in search of him and they found him chatting with their

classmate - a girl.
If you were Muthu's friend, what would your reaction be after seeing

this?

C-LIFE primer 33

Situation 2

OHP p5

When Sushma went to participate in an intercollegiate singing
competition, she saw a boy from another college who had performed

i.

excellently. She was attracted to him. She started to fantasise that they
would go home together in the same bus. When Sushma went to the water
point to drink water, she heard a male voice from behind saying, “Excuse

Me” and she finds, to her surprise, that it was the same boy. He said,

“Hello! I am Suresh from the Boys’ college. I heard your singing now and
congratulations for the excellent performance. Which college are you from?”

What do you think Sushma's reaction would be ?
Ask the students to list out their various responses while you put them up on the

board.

Step 3: (3 minutes) Feelings Sheet
After completion of the story / situations appreciate them for their active participation. Relate
the story / situations by asking the following questions. When you ask the questions use names of
the boy and girl from the ‘Incomplete story/situations’.

Are these feelings normal during college time?

Why did they have these feelings?
Do we feel only this way? Or do we have otherfeelings too ?
What are the otherfeelings we have?

Write some of their responses on the white board.
Distribute Handout Hp4 or ask them to open page
in their handbook to go through
the feelings sheet. Give them three minutes to do this. Read out some of the sentences in between.
Remind them that you are not going to collect their sheets. Encourage them to be honest as the
exercise is for them only.

C-LIFE primer 34

J

L

You can expect groups to either be very quiet or very active during this exercise. If they are

quiet, pause after the 4th point and say,
It is okay not to say YES loud. Relate the questions to yourself and keep your answer to

yourself. It is important that you are truthful to yourself. Then continue the list. Pause after each
point, and continue.

■“

SI. No : Feelings Sheet
1
2
3

(Please place a tick mark alongside each of the questions
if it applies to you)

OHP p6

Do you feel you are not a child?
Do you feel you are not an adult?
Do you feel that you want to take decisions based on what you believe?
(Not to go by what your lecturers or parents tell you)

4

Do you feel that what you do or say is correct?

T

Do you want to strive for what you want to accomplish in the future?

6
7

Do you feel as if others are observing you? (Self conscious)
Do you keep evaluating and comparing your self with others “better” than you?
Do you get moody sometimes?

8“

9

Do you feel deeply sad at times and extremely happy at other times?

To

Do you feel strong sexual urges?

11

Do you feel like you want to commit suicide sometimes?

12

Do you feel attracted to or fall “in love” with different people at different times?

13

Do you feel pressurised by your parents or friends to do or behave in a particular way?

14

Do you feel stressed quite often?

15

Do you feel that there is no one who can answer your deep and real
personal questions?

Step 4: (4 minutes)
After students complete their “Feelings Sheet”, initiate the discussion by asking...
Are these feelings normal? Expect them to say yes and no. And then say

Students in college like (use the names of the boy and girl in the ‘Incomplete Story’....), and

like you - are neither children nor adults. Like others in the age group between 15 and 25 years, you
are in a special developmental phase in life. College time is a period all people go through and it is a
bridge between adolescence and adulthood.

C-LIFE primer 35

Now why are we talking of this phase? (Pause very briefly). It is because this is the only time

that we go through different changes in our social, physical, emotional, intellectual and spiritual life
simultaneously.

For example, this is phase we are more concerned about our physical

appearance. Isn’t that so? Socially, how are we changing? This is the time we tend to distance from

our family and form new relationships with the same or opposite sex, we will have sexual fantasies,
we tend to take risks and show a sense of bravado.
This is the time we think “what is important to me should be important to

others”! We ask questions like

“Why am I being controlled?” “Let me

do what I want to do. You don’t worry about me!” Intellectually, during this

phase one becomes more logical and abstract in thinking. Yet a question
often asked is.... How do I concentrate on my studies?, Even when I want to

study I can’t do that, I get distracted. And spiritually this is the time for a
personal search asking “is there a God, really?” Or “Where is God really?”

These rapid changes in our thinking, emotions, experiences,
expectations, intellect and physical appearance can be overwhelming.

This is a time we can be vulnerable and need to protect ourselves from
different challenges, including diseases such as Sexually Transmitted
Infections (STI), HIV infection and AIDS.

HI
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C-LIFE primer 36

■

How are we vulnerable? Explain adolescent vulnerability through a case study from
your field experience. An example of a case study is given below.

-

■';

Arun is a member of a national HIV positive network and is the General
Secretary for a foundation. He is currently working to complete his M. A.

degree. He had completed his school in the year 2000 and got
admission in a college. After starting college, he began to make new
friends and got caught up in the new environment. Swept up by peer

I

pressure, he felt compelled to become sexually active with a few girls.

All this peer pressure also led him to fail three subjects in second year,
at which point, he was forced to discontinue his education. He also found he had HIV
infection.
Receiving an opportunity to work as a teacher in a school he became motivated to take his
exams. He successfully passed his B.A degree, but couldn’t continue his further studies
due to various illnesses.

After narrating the case study continue by asking the following questions
Do our friends influence us, that could make us vulnerable.
Do we have the courage to say NO to our friends?
Do we knowhow to manage ourchanging emotions?

If not, then these things can make us vulnerable to HIV infection. Is there anyplace where we can
get advice on how to manage our love life safely?
Ifouransweris 'No', then that makes us vulnerable.
Now perhaps, we can discuss how to make our lives less vulnerable. But first, let's get to know
about STI, HIV/AIDS.
Step 5:

The students may be busy discussing about the story or case study. Do not encourage
questions at this point and quickly move to section 3.

C-LIFE primer 37

I

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I Prevent STI, HIV and AIDS
The Basic Facts

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I Prevent STI, HIV / AIDS
The Basic Facts

HIV / AIDS challenge both the scientific and non-scientific community to

respond to its control. However, prevention remains the most effective
remedy overall. The purpose of this section is to provide the basic facts
about STI, HIV / AIDS. They will also get an opportunity to clear some of
their doubts and misconceptions. Basic knowledge of the cause, spread

and prevention of HIV/AIDS, STIs is covered using interactive methods to

encourage students to retain learning. At the end of this section, a video

i

documentary Amma’is screened to highlight how anybody and everybody

is at risk for HIV infection.

By the end of 45 minutes, students will be able to:

Differentiate between HIV infection and AIDS.
Describe ways by which HIV is spread and not spread.
List down ways by which STIs and HIV are prevented.

Understand the need to seek counselling, testing and medical
assistance/treatment if they have had unsafe sex or suspect an STI.

45 minutes.
OHP slides p7 to p10, the short film ‘Ammaf.

..

.

C-LIFE primer 40

.

Process

Exercise p3.1: True or False

Stepl: (20 minutes)
There are set of five statements given. Read out the statement one after the other and ask the

students to raise their hands or (stand up) if they think the statements you read out are true. Then
read out the following statements:
1. AIDS is a hereditary disease
Pause, look at the students whose hands are down and say

Those ofyou who did not put your hands up are correct.

AIDS stands forAcquired Immune Deficiency Syndrome and it is not hereditary. AIDS is caused by
a virus, which lives only in human beings. This virus is called Human Immunodeficiency Virus. The
virus destroys our immune power and so other germs can enter and attack our body. HIV opens

gates for other dangerous germs to enter the body. When HIV enters a person's body, then we say
that the person is living with HIV infection. HIV infection leads to a stage called AIDS, when one
suffers with one or many infections. HIV is not genetically transferred to another person. AIDS is
not a hereditary disease.
Show the OHP slide p7, which shows the difference between HIV and AIDS.

Difference between HIV infection and AIDS
!

(OHP p7)

IVInfectio
A person looks normal and feels
healthy.

-’Can work and earn.
Can look after the family.

Leads to AIDS.

Looks ill.
Experiences different
infections such as TB,

pneumonia, fungal

infections, continuous fever,
diarrhoea, etc.

“■Can last 6-20 years.
•

-

J
C-LIFE primer 41

2. Insect bites like a mosquito bite can spread HIV.
Pause, then say:

Those of you who did not put your hands up are correct. HIV cannot be transmitted through

mosquito bites. The HIV does not live in the saliva of the mosquito and dies immediately.
Therefore, when the mosquito bites a person living with HIV infection and then bites another

person, he / she will not get infected with the HIV. Also, remember the name: Human
Immunodeficiency virus - it only lives in human beings. HIV cannot live in any other species, not
even mosquitoes.
Show the OHP slide p8, which shows how HIV spreads and does not spread.

HIV is not spread by

Transfusion of HIV-infected blood

^Hugging.

and blood products.

‘T insect bites.
1':.

'

•

You can get HIV only through (OHP p8)

.■

'

^ Sharing utensils.

Unsterilised needles.
Unprotected sex (anal, vaginal or

Swimming in the same pool.
^ Coughing and sneezing.

Shaking hands, sitting next to each other.

oral) with opposite or same sex
partners who are infected with HIV.
An infected mother to her unborn or

■

s’ Using same toilets

new born child.

...
- Shanng same room, clothes etc.

3. All people living with HIV infection will look sick and thin

Pause, then say:
Those ofyou who did not put your hands up are right.

You have learnt the difference between HIV/AIDS. A person infected with HIV can look normal
and healthy for 6 to 10 years or even more. They can continue to lead an active and productive life
without exhibiting any outward sign of the illness. However, they can infect others with HIV if they

are not careful.

C-LIFE primer 42

The only way to know that someone has HIV infection is through a blood test. This blood test
will search for HIV antibodies in the blood. Any adult who has these antibodies is considered HIV
positive. But remember, it takes around 9-12 weeks after you are infected with the HIV virus before

the antibodies can be detected in the blood. This is called the window period. Therefore, one
should repeat the blood test (if it comes negative the first time) after three months to be doubly sure
that there is no HIV

4. Sex with a virgin will cure HIV.

Pause, and then go on:
Those of you who put your hands up are wrong. It is definitely not true. It is unfortunate that some
people have such beliefs. Sex with an uninfected virgin does not cure an HIV-infected person. STI

stands for Sexually Transmitted Infections. As its name says STIs are transmitted mainly through
sexual contact. In fact that virgin may get infected with HIV.
Show OHP slide p9, which shows common symptoms of STIs.

Common symptoms of STI in men and women are:

71

(OHP p9)

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WOM

Ulcers, sores, warts near the penis.

Ulcers, sores, warts near the vagina.

Ulcers around the mouth or anus for

Ulcers around the mouth or anus for
those who practice oral or anal sex.

those who’ practice oral or anal sex.

Discharge from the urethra.
Burning sensation while passing urine.

Discharge from the vagina or
specifically cervical discharge in
women.
May complain of burning sensation
while passing urine.

Swelling in the groin.

& Swelling of scrotum.

Swelling in the vagina.

& Tenderness in genital region.

Chronic lower abdominal pain.
Backache.

■

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Continue by saying,
If any of the symptoms exist it is important for the person and sexual partners to seek medical
attention immediately Most STIs are curable with standardised treatment.

C-LIFE primer 43

5. All people with HIV will die in 6 months.

Pause, then say:

This is the biggest myth of all. In fact, people are living with HIV longer today than ever before. First
of all, without any treatment, it takes around ten years for a person to get AIDS after getting
infected. Now, with medicines such as ART and other special care, HIV positive persons or
Persons Living with HIV/ AIDS (PLHAs, as they are known as) are living a healthy and productive
life for as long as 10 years or more.
Step 2: (5 minutes)

Project the OHP slide p10 which shows the national and international statistics of HIV/AIDS

and say The slide shows the current global situation.

National and International statistics of HIV / AIDS
: -

(OHP p10)

-'
- Globally around 39 million people are living with HIV/AIDS.
& The total number that have been infected since the beginning is around 60 million
(21 million have died).
& The maximum amount of infections is in South Africa.
■

India has atound 3 million estimated HIV positive adults and children (2007 data).
Only 10% of these people know that they are infected because they have been
tested. Others do not knowtheirstatus.

. .
& The situation in some places of our country is alarming; there are around 163

districts which have high number of people living with HIV/AIDS.

i ■■

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While there are currently around 39 million people with HIV AIDS, the total number that have

been infected since the beginning is around 60 million (21 million have died). The maximum
amount ofinfections is in South Africa.

India has around 3 million estimated HIV positive adults and children (2007 data) Only
10% of these people know that they are infected because they have been tested. Others
do not know their status.

C-LIFE primer 44
SC

The situation in some places of our country is alarming; there are around 163 districts which
have high number ofpeople living with HIV/AIDS.
Let us look at our district and find out where we are.

B ••

I

>

Project the district statistics.
Now ask ‘"Who is at risk for HIV infection?”

Contact your State AIDS
Control Society to get
district statistics of
HIV7 AIDS

Write their responses on a white board and if they say, “Anybody is at risk” appreciate them
otherwise stress that “anybody is at risk for HIV infection” and say let's take a true life example of

Saroja (name changed for protecting confidentiality) that highlights this point.

EE

CAS

Saroja is 19 years old and was born and brought up in a joint family

with her parents and siblings. Since finding out about her HIV+
status, Saroja has been living with her grandmother.

In 1999, when she was in eighth standard, she got infected with

tuberculosis. On asking, the doctor found out she had four blood transfusions when she
was young. The doctor suspects that she received HIV+ blood and hence she was infected
with the virus.

After she found out her positive status, she received counselling from a Voluntary

Counselling and Testing Centre (VCTC) counsellor. This psychological support helped her
tremendously in coping with the many problems that she faced. She was forced to

discontinue her education, and due to family issues she had to move away from home and
live with her grandmother.

Saroja was always very interested in her studies and struggled to finish her PUC. When
her close friends found out about her positive status, they stopped talking to her. She was

very upset and depressed. Later with regular counselling, she became more courageous
and started to accept her positive status.

Saroja is not the only person vulnerable for HIV infection. Let's look at a short film ‘Amma’
that highlights how any of us could be at risk for HIV infection.

C-LIFE primer 45

Step 3: (15 minutes)

Screen the short film, ‘Amma’. While they are watching the film, go around to the back of the class
so that they get a chance to see clearly. Also you can observe reactions from the group.

Step 4: (2 minutes)
Once the film ends, give them 30 seconds to reflect. Some of them may get very emotional. Accept
their crying. Do not tease. Be sensitive. It could be useful to say at this point, ‘Amma could be

anyone of us”. Then, tell them that any questions they have will be clarified at the end of the
section.

Step 5: (less than a minute)
Now you are ready to go on to the next section. Conclude by saying,

B
Amma was a person like us. She got HIV infection. All are at risk for getting HIV. Most people who
are infected do not even know they are infected until they get tested for HIV 99% of people living

;X;'

with HIV infection in India are unaware that they are living with HIV infection. Let us look at our
vulnerability to HIV infection. Let us begin with an exercise in which you will need your pens.

II

1fl

It is important to get them ,
back into the activity mode, gEj
and the next section will V
do just that.
v

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C-LIFE primer 46

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I Value Myself
Understanding Self Esteem

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I Value Myself
Understanding Self Esteem

Developing a positive self-image is a key factor that reduces vulnerabilities
to risky situations. This section focuses on getting the students to value their

physical body, mental personality, and emotional self. The exercises
included are powerful tools to drive home the message “YOU are precious”.
The section concludes by highlighting that valuing body and self in totality

empowers a person to make responsible, healthy choices for Celebrating
Life.

Section

By the end of 20 minutes, students will be able to:

Understand the meaning of a positive self image

Realise the link between self-image and vulnerability to risky situations

and HIV.

20 minutes.

Handout Hp7 - 7, Me and My body’.

C-LIFE primer 48

Process:

Step1:(1 minute)
Distribute Handout HpZ or ask the students to turn to page
the 7, Me and My body’ exercise is given and say

of their handbook where

Before we learn about how to prevent HIV infection, let's do an exercise. You need your pens
for this exercise. I am going to call out a word that describes a part of the body or a personality trait.
As soon as I call out the word, I want you to e valuate that part ofyour body or that personality trait of

yours by marking the appropriate column against that word in your handout/handbook.
Remember, I want you to evaluate your body, not mine! Noram I going to evaluate your body or
personality. You do not have to hand over the sheets, nor will I ask you what you have marked. This
exercise is foryou only.

Give some time for the students to open their book. Be clear and audible when you are doing
the exercise.

|r

■

i

Don't be embarassed
when you call out the

1I

body parts

I

• ...

C-LIFE primer 49

Step 2: (5 minutes)

Given below is Handout Hp7 with tips for FA to follow while reading.
Begin calling out the following body parts and personality traits

Handout Hp7

Hair
(Pause check if they are
marking then continue)
2

Face (eyes, nose, ears)
(Ask them if you can go faster)

3

Hand
(Go faster)

4

Skin (complexion and colour)

5

Figure (height weight and shape)

6

Stomach

7

Waist

8

Chest for men and
breasts for women

9

Penis for men and vagina for women
(Keep you expression blank even
if you feel embarrassed)

10

Thighs

11

Courage

12

Intelligence

13

Commitment

14

Responsiblity

15

Confidence
Total

C-LIFE primer 50

Step 3: (5 minutes)
Once everyone has finished, use the following questions to stimulate discussions and link the
exercise to the lives of young people.
Discussion questions:

Q1. What did you feel when you were doing the exercise?
The possible answers could be - very interesting, yes, we have never thought about it, shy, what
others will think about me, etc.

Q2. Did you find some body parts or personality traits, which you took for granted and did
not know where to mark?
The possible answers could be yes or no.

Q3. Did you find it difficult to give excellent to some of the body parts or personality traits ?
The possible answers could be yes or no.

Step 4: (5 minutes)
Ask them to total up each column. Then ask

“How many of you have marked excellent for all body parts and personality traits mentioned”. Ask
them to raise their hands and say
“Why is it that many of us were not able to mark excellent or beautiful for all the body parts and

personality traits?”Pause, wait for any response then say
We often compare ourselves with movie stars, Miss Universe or Mr. World because they are

recognised as beautiful or handsome, but remember that is only outward beauty. True beauty is
inside. The real YOU. It is who YOU are!”
There may be many reasons why we distance from our SELF. This distancing process begins
from early childhood.

For example: You may have observed a nine-month-old baby touching his/her genitals. The
baby does not differentiate the body parts as the adults do. In reality the baby is in the process of
discovering the body.

C-LIFE primer 51
•

But you would have seen the father or mother spanking the baby for touching the genitals and

then immediately covering that area with clothes or diapers! Some would also say “SHAME
SHAME”. This small child may start thinking that this part of its body is not beautiful. From then
onwards the child starts to identify the “good and bad” according to society, and distances self from
the “bad”.
In truth, our genitals are the organs in the body that give us pleasure and through which a new
life is born. Pause and then say

Have you seen a three-year-old going to play school? You may have also seen them begin

writing before they are six years old? Sometimes parents, teachers or other elders say, “Hurry up,
lazy child! Is this how you write? Look at this letter? It looks like it is going to heaven! How many
times have I told you to write straight and neatly?”and so on!
In truth, writing is an exercise that needs fine muscle coordination of the hand, which a child

i

only develops slowly around the age of 6. But, if pushed earlier, the child may not be able to write
correctly, and is wrongly labelled by adults.

This is the time the child may start comparing himself/herself with others, and develops a
negative self-image.
Even now you maybe hearing your friends or near and dear ones say
“What kind of a boy you are... boys don't cry!”

“You must be a tom-boy to want to climb trees”.
“Such a terribly long nose you have!”
“Betterto cover your ugly face with a beard!”

These phrases may push us to behave in a certain way, which is far from our real self. (Pause
and then stress)
"You are Beautiful!”

Look at the beauty and goodness within you. Everything in nature is unique and beautiful.
Why do we find it difficult to agree with that?
Every part of our body is made BEAUTIFUL.
Take your hands, for example, and think of what it does for you. It can pick up things, feel hot/cold
sensations, can sense pain, can give pleasure, and coordinate with your eyes, brain and muscles.

It is much more efficient and fascinating than that latest model mobile phone we desire for!! Take
every part of your body. It is precious! More precious than the most precious material thing you
own.

C-LIFE primer 52

I

Learn to respect your body and yourself- that means the physical self through fitness and good

nutrition, and your emotional self through understanding yourthoughts and feelings.

You could use the following case study to highlight the relationship between perception of
one's body as precious and decreased vulnerability to HIV infection.

£ASE STUDY -

IliSilii

A good friend of Swathi had told her that she would look beautiful if she was
a little fatter. Swathi was often called “skinny” by her friends. One day her
best friend told her, “I have a good figure because I have sex regularly. Why
■>

don't you?” Swathi didn't believe this. Her friends continued, “Look at
brides. They are so skinny. But after marriage see how they put on weight!

It is sex that makes one put on weight easily.” Swathi wondered. She
wanted to look beautiful.

What do you think Swathi did? Wait for their responses and then say
Had Swathi believed she was unique and precious, she would not have indulged in

unsafe sex. The power to make choices is based on your self worth.
Respecting our body prevents us from getting into risky situations and behaviours such as
intravenous drug use, drinking alcohol, indulging in premarital sex, etc. This is how our
personality or characteristics is shaped.
If we want to prevent HIV infection, first and foremost we must value our bodies as
precious. It is only then we will be able to measure the right and wrong things, it is only then

we will have the courage to say 'NO' to certain things when required. For example, if your
friends motivate you to indulge in risky behaviours, You will be able to say 'NO' because
you have a positive self image and you value your body as precious and unique. Give

yourself time to believe this. You are unique and precious.

Now ask students to make a heart on a paper or ask them to take page

on their

handbook and say
I want you to put your fingerprint in the heart when you go home. No one in the world has a

fingerprint like yours. You are that unique. Believe it now and always.
Pause for 1 minute. Then explain that you are going to help them learn skills that will

teach them to avoid risky situations and go to section 5.
C-LIFE primer 53

w

I am Empowered
Safe Decisions for HIV Prevention

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I am Empowered
Safe Decisions for HIV Prevention

Practical skills for setting boundaries and getting to know their rights are
among the first steps to equipping young people for HIV prevention. In this

section, the students will learn the ways of setting boundaries, as well as
discuss certain sexual rights that are important in reducing their

vulnerability to risky situations. The section uses role play situations to

highlight key information on setting boundaries and sexual rights.

By the end of 30 minutes, students will be able to:
Describe the ways of setting boundaries to prevent HIV infection.
Determine sexual rights.

30 minutes.

Situation 1 and 2 sheets, OHP slides p11 to p15.

Illi

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TIPS

Divide the existing class
into two groups.

1

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C-LIFE primer 56

Process:
Step 1: (1 minute)

Project OHP slide p11 and read situation 1 to the first group.

SITUATION 1

(OHP p11)

Raja and Rani love each other. They have been “going steady”
for a year. They have decided that they will not have sex before
marriage. One day, Raja invited Rani to his house when his

parents were not there.
How can Raja and Rani keep their relationship within their limits

s

■

and abstain from sex.

f
Step 2: (10 minutes)
Invite Group 1 to respond to the situation. Record their responses on the white board or chart paper.
Appreciate their responses and then say

It is normal to feel attractions like Rani and Raja. During college time, we feel closer to our friends
than to ourparents or lecturers. But how are we going to maintain healthy relationships?
There are certain life skills that can help us to become a stronger person. Show OHP p 12 and then

say we will learn about these 10 life skills in the ten-commitments programme.

(OHP pl2)

Life Skills
Empathy

Critical Thinking

Problem Solving

Management of Stress

Interpersonal Relationship

Awareness of Self

Communication

Decision Making

Creative Thinking

Emotions Management

-

I
Now let us see some points on maintaining healthy relationship.
Project OHP slide p13 and read out the points on it or ask the students to open page
handbook and read about “Promoting Safe Relationships”.

in your

C-LIFE primer 57

Promoting Safe Relationships

(OHPp13)

Have a wide circle of friends, which will help you understand both male and
female friends better.

It is important to understand the attitudes and thoughts a person has about
males and females. Does a boy think of a female as a “chick” or “item” and a girl

think of a male as a “hunk” or a “hulk?” Both these attitudes are negative and

you may be treated as a “thing” rather than a “unique, precious person”.
When you think you are in love with someone...

Identify if the person you “love” has both self-respect and respect for you. If this
is lacking, then it is better to avoid getting into a serious relationship.

Being “in love” does not mean that it will always continue forever. Do not

assume that every relationship ends in marriage. At this age, even when you
feel you are in love, keep your limits and just be friendly. The hormones in your

body make you feel strongly attracted to the other person. By the next month

I

you may be “in love” with somebody else. Remember - you are an adolescent.
This is normal!
If the person you love says things like, “Only if you do, (kiss me, come to a

movie with me, write records or do my homework for me) I will know for sure that
you love me”. These conditions are not part of real love. It may lead to abuse.
You do not need to do what you do not want to do, even if the person you “love”

asks you to. If this is happening with yourfriends (Raja and Rani) caution them.

Meet in groups rather than meeting alone. A public place is safer than a private
place because there are limited chances of abuse when you are in a crowd
rather than being alone with the other person.

C-LIFE primer 58
JL_

Conclude by saying, “These are some tips to maintain safe and healthy relationship. You can
brainstorm with your friends about this and you can add some more tips to the list. ”

Step 3: (1 minute)

Now let's look at another example:
Read the Situation 2 given below to group 2.

(OHP p14)

SITUATION 2

Anuja thought she was a very lucky girl when Aman, the ’man of
7
I

her dreams', asked her to go with him for a movie. His gang of

friends was joining too and he wanted them to know that he
liked Anuja. He behaved courteously and Anuja was happy.

The next day he took her to a picnic. Once again, he looked
after her and saw to her every need. At night Anuja couldn't stop

thinking of him. One day Aman took Anuja to a restaurant and then to his house.

No one was around. There he offered her some snacks and drinks. He then put on
some music and asked her to dance. They danced and Anuja liked it. He then
kissed her. She liked that too. He then started undressing her. Anuja stopped him

saying, “No”. Aman had sex with her saying he had spent so much on her.
Though she said “No”, he had sex with her.

i

C-LIFE primer 59
ssr- •-

Step 4: (10 minutes)

Invite group 2 to share what they would do if they were in such a situation.
After their sharing, continue by saying:
How many ofyou think that Aman raped An uja? (Pause, ask them to raise their hands)
How many ofyou think it is not rape”? and then ask (Pause, ask them to raise their hands)

Why do you think it is not a rape ?
(Pause, repeat their answers)
These are some of the answers you may get:
Anuja went out with Aman. She willingly went to his house. She should not have gone. She
should not have encouraged him by dancing with him. She should not have allowed him to kiss her.

She liked the kissing. She asked for it (sex). She should have said no firmly. Some women say No

when they mean Yes.
Then continue:

Do you think Anuja should have been the one to control the relationship? Did Aman have any
responsibility towards controlling where the relationship was going ?
(Say it slowly and clearly)

THE FACT IS THATAMAN DID RAPE ANUJA.

Any non-consensual sex is rape. The right to control sexual relationships is both Aman's and

Anuja's. The right to enjoy sexual relationships is again both theirs. This is very important to

understand and is known as your sexual right.
Let us look at the World Health Organization's definition ofsexual health.

Project OHP slide p15.

C-LIFE primer 60

Sexual Health

(OHPp15)

Sexual health is
The ability to enjoy and control sexual behaviour in accordance with social and
personal ethics.
Freedom from fear, shame, guilt, false beliefs and other psychological factors
inhibiting sexual response and impairing sexual relationships.

Freedom from organic disorders, disease and deficiencies that interfere with
sexual and reproductive functions.

We need to learn not just how to safely enjoy sexual behaviour, but also how to control sexual
behaviour - enough to STOP the act of sex at any point, if there is a verbal or non-verbal STOP
expressed. While we have the right to enjoy sex, we also have the responsibility to accept 'NO'if a

verbal or non-verbal sign of stop is expressed. (Clarify and then either stop or go ahead).
Consensual sexual relationships between adults, can be intensely pleasurable, especially when it
is safe. In most countries, non-consensual sex even within marriage is considered as rape. This is
not the case in India. With sexual rights come sexual responsibilities.

The right to enjoy comes hand in hand with the right to decide

To become pregnant or not.
To protect our seif from HIV infections or an STI.
Whether or not to be abused.

We may often not even recognise that abuse is happening. It may have become quite normal in our

life. Pause and confirm that all have understood these points.
Step 5: (2 minutes)
Sum up as follows:
What all have we discussed today? (Pause and repeat some of their answers)

Adolescence, relationships, sexual rights, physical changes, self-image.

All of us in college are going through adolescence and this is a special time. Changes are
happening in our bodies and we can now recognise them.

Now, tell them that you have time to discuss any issues or clarify and questions they may have. Go
onto the next section.

C-LIFE primer 61

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Discussion and Wrap-up

This section is dedicated for the students to clarify
their doubts.

By the end of 45 minutes, students will be able to:
Clear their doubts directly and indirectly about adolescence, HIV, STI and
AIDS, self and vulnerability, sexual rights and responsibilities.

45 minutes.

Si
Frequently Asked Questions, with the answer sheet.
Question box, Enrollment forms.

C-LIFE primer 64

I

Step 1: (1 minute)
Invite the participants to ask questions. Remember to answer the questions you are sure
of. Feel free to tell the students that the answers to some questions will be placed on the

notice board over the weekend or in the follow-up meeting, if you are not sure of an answer.

You need not answer questions that are personally related to you and your behaviour.

Remember to align your answers to motivate them to enroll for the ‘Ten Commitments
Programme’ for C-Life. Encourage students to drop the questions they find difficult to ask

openly into the Question Box. Also take questions out of the Question Box and answer them.

Step 2: (30 minutes)
i:

Motivate the students to ask questions or encourage them to write the questions on

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strips of paper and pass it on too. If the students feel that the question and discussion

t

session should be separate for boys and girls, then do it separately.

Step 3: (10 minutes)

Remind students to take out their ‘Back to Basics’ handout and fill out the second page
now or distribute new sheet of ‘Back to Basics’ and encourage students to quickly complete
the forms once again. Tell them that you will give them the correct answers at the end. Tell

them that they have five minutes to complete the form. Collect the ‘Back to Basics’ handout

with the help of the volunteers. Call out the correct answers using Appendix I.
Step 4: (4 minutes)

Wind up and thank them by saying

Thank you for being so participative. We hope you will attend the next programme the
‘Ten Commitments Programme'. Each commitment will discuss all the issues covered

today and in more detail. I hope this session was fun and informative. Please talk to your

friends and family about what you learnt today. The more you know the better for your health
and future. These are the programmes that will give you power to see how you can celebrate

your life in a happy and safe way
Those of you who would be interested in enrolling for the ‘Ten Commitments
Programme’please meet the volunteers outside and sign up. We shall let you know when
your programme will begin. If you have gained something special today, then share it with
your friends. Get them to experience what you have experienced. Get them to enroll in the
‘Ten Commitments Programme’too. An enrollment form will be placed on the notice board

too. But you, do so now.

Once again, thank you. Your sharing and participation convinced me of how unique and

precious each one ofyou is.
C-LIFE primer 65
■

GLOSSARY OF TERMS

An acquired collection of symptoms and diseases, which signal
that one’s immune system has been damaged or suppressed
by HIV infection.

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A period of psychological and social transition between childhood and
adulthood.

A particular type of defence cell in our body.
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The area between the abdomen and the thigh.
Transfer of characteristics from parent to offspring through their
genes. 4

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A chemical substance carried by blood to specific cells or tissues
to stimulate them into action.

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The virus that causes AIDS.
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A place where comprehensive HIV related services are offered under National
AIDS Control Programme such as Voluntary Testing & Counselling,
management of STIs & other Opportunistic Infections, management of
HIV +ve pregnant women, etc.

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A system in the body that fights and kills bacteria, viruses and foreign
cells.
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Intercourse

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Masturbation <

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Gentle rubbing of the genitals by oneself or with another individual
(mutual masturbation) to release sexual tension and derive sexual
pleasure.

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Insertion of the erect penis into the vagina or anus in the act of sex

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The first menstrual period or the first menstrual bleeding

False or non-existent belief

Hormone responsible for the physical changes and sexual maturity in
females
The climax of sexual excitement experienced as intensely pleasurable
sensations centered in the genitals

C-LIFE primer 66

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Male sexual organ or part of the external male genitalia

The phase in a human beings life process by which a child's body
becomes an adult body capable of reproduction. This person
undergoes simultaneous changes in their physical, emotional, spiritual,
social and intellectual dimensions.
Any kind of non consensual sexual intercourse committed with or without
physical force or with a threat or with emotional blackmail

The pouch of skin containing the testicles in males
The voluntary decision notto engage in sexual relations of any kind

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Age/stage when an organism can reproduce. In humans, the process of
maturing sexually is termed puberty

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Sexual practices which, minimises the exchange of blood, semen and
vaginal fluids during sexual intercourse
Infections usually passed from person to person by sexual contact.

Sexual organs in males that produce sperm
Hormone responsible for the physical changes or sexual maturity in
males.

The duct (tube) by which urine is transported from the bladder out of
the body
A place that offers both pre and post test counselling along with
voluntary testing for HIV

- 3
-

A muscular tube leading from the vulva to the cervix in women

Vi
ulnera

A person who has never had sexual intercourse

At risk or prone to risk.
The external genital organs of the female

C-LIFE primer 67

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APPENDIX 1
NAME OF THE COLLEGE

DATE

Place a tick mark in the appropriate column alongside the
statements given below:

True

False

Don’t
Know

It is normal to feel intense mood swings during college life.
In males, the hormone responsible for sexual maturity is
called testosterone.
In the female, the hormones leading to sexual maturity are called
oestrogen and progesterone.

For maintaining healthy relationships when two people are in
love, it is advisable for them to meet in a public place in groups
rather than alone.
__ _
Our boundaries are violated when someone tries to control our
feelings, attitudes, behaviour and choices.
Most sexually transmitted infections are curable with
standardised treatment.

Avoiding sex (abstinence) is the safest way for preventing HIV &
sexually transmitted infections (STIs) through the sexual route.
Oral contraceptives like Mala-D prevent sexual transmission of
HIV infection.

It is easy to recognise a person living with HIV infection.
In India, all the people who are infected with HIV know their
HIV status.
Sexuality is a natural part of the self.

Putting drugs into a person's drink so that it is easier to have sex
with him/her is a form of sexual violence.

Both men and women have a right to enjoy and control
sexual behaviour. _______________________________
Critical thinking is a skill that helps one to consider the
pros and cons of a situation.
Being assertive means making it very clear to others that you
refuse to do what they say without hurting their integrity and
losing their friendship.

C-LIFE primer 70

■

APPENDIX II
Frequently Asked Questions:
Is there a chance fora blood donor to be infected with HIV while donating blood?

When you donate blood, there is NO risk of HIV transmission. Blood is removed from donor's body
not injected. Remember that HIV cannot infect you unless infected blood enters your body. Donate
blood but make sure you insist on disposable/sterilized needles while doing so.

After sexual contact if a person washes his/her genitals with some antibiotic
chemicals, willhe/she contract HIV or STI?

Washing of genitals with Dettol, Savlon, lime water/ soap, vinegar will not stop transmission of HIV,
STI and pregnancy.
What is white discharge? How can it be prevented?

This is a very common concern among menstruating women. Vaginal discharge is very common
and varies during menstrual cycle. Changes that may signal a problem include an increase in the
amount of discharge, a change in the colour or smell of the discharge, and irritation, itchiness or
burning in or around your vagina. A discharge that's stained with blood when you're not having your
period could also be a sign of a problem. If you have any of these signs, you should talk to your
doctor.

Sometimes a normal vaginal discharge can irritate the skin. This is due to the moisture against the
skin. You can prevent skin irritation in the vaginal area, especially when it's hot and humid outside,
by wearing cotton underwear and avoiding clothes like tight jeans, tight nylon orterri cotton panties

that don't let your skin breathe. It is also important to keep your body clean by bathing on a regular
basis. You don't need to do anything special to keep this part of your body clean. Just soap and
water does the trick.

White discharge may also be a sign of anaemia. Hence it is advisable to follow a balanced diet

I get periods only once in two or three months. Is that a problem?

Most women will have cycles that are around 28 days. If a girl always gets her periods either less
than once in 20 days or only after 45 days she should go to a doctor for a check up.
During periods I feel giddy, vomiting sensation, stomach ache and there is body pain. Is
this natural?

Women can experience a variety of sensations before, during or after their menses. Common
complaints include backache, pain in the inner thighs, bloating, nausea, diarrhoea, constipation,
C-LIFE primer 71

headaches, breast tenderness, irritability, and other mood changes. Cramps is one of the most

common uncomfortable sensations women may have during menstruation.
Some tips to overcome cramps and other sensations:
Increase exercise. This will improve blood and oxygen circulation throughout the body,

including the pelvis.
Eat lots of fresh vegetables, whole grains (especially if you experience constipation or
indigestion), nuts, seeds and fruit.

Avoid caffeine. It constricts blood vessels and increases tension.
Drink ginger root tea (especially if you experience fatigue).

Breathe deeply, relax, notice where you hold tension in your body and let it go.
I have been masturbating since I was young. Will it create a problem in future?
Masturbation is the self-stimulation of the sex organs, most often to the point of orgasm. Sixty to
ninety percent of adolescent boys and 40 percent of girls masturbate. Although people's attitudes
about masturbation differ widely, there is no evidence that masturbation is in any way physically,
psychologically, or emotionally harmful. For many young people, masturbation is an opportunity
for private sexual exploration before deciding to engage in sexual activity with another person. It is

also considered the safest form of sex in the prevention of sexually transmitted diseases, including
Human Immunodeficiency Virus (HIV).
During masturbation there is discharge of sperms. Does that fluid contain WBC? If yes

then will I loose my resistance power?
This is a myth. White Blood Cells (WBC) are present in blood and not in semen. There are other

misconceptions similar to this. For example if you masturbate you will lose 60 drops of blood,
sperms are the pure form of blood, etc. all are untrue.

How can I tell if I'm infected with HIV? What are the symptoms?
The only way to know if you are infected is to be tested for HIV infection. You cannot rely on

symptoms to know whether or not you are infected. Many people who are infected with HIV do not

have any symptoms at all for 10 years or more. A simple blood test at a VCTC will tell if you have
HIV infection or not.

C-LIFE primer 72

Why are injecting drugs a risk for HIV?
At the start of every intravenous injection, blood is introduced into the needle and syringe. HIV can

be found in the blood of a person infected with the virus. The reuse of a blood-contaminated needle
or syringe by another drug injector (sometimes called "direct syringe sharing") carries a high risk of

HIV transmission because infected blood can be injected directly into the bloodstream.

Sharing drug equipment (or "works") can be a risk for spreading HIV. Infected blood can be

introduced into drug solutions by using blood-contaminated syringes to prepare drugs; reusing
water; reusing bottle caps, spoons, or other containers ("spoons" and "cookers") used to dissolve
drugs in water and to heat drug solutions; or reusing small pieces of cotton or cigarette filters
("cottons") used to filter out particles that could block the needle.

"Street sellers" of syringes may repackage used syringes and sell them as sterile syringes. For this
reason, people who continue to inject drugs should obtain syringes from reliable sources of sterile
syringes, such as pharmacies.
It is important to know that sharing a needle or syringe for any use, including skin popping and

injecting steroids, can put one at risk for HIV and other blood-borne infections.

Is deep kissing a route of HIV transmission?
Deep or open-mouthed kissing is a very low risk activity in terms of HIV transmission. HIV is only

present in saliva in very minute amounts, insufficient to cause infection with HIV.
There has been only one documented case of someone becoming infected with HIV through
kissing; a result of exposure to infected blood during open-mouthed kissing. If you or your partner
have blood in your mouth, you should avoid kissing until the bleeding stops.
Can I become infected with HIV from needles on movie/cinema seats?

There have been a number of stories circulating via the Internet and e-mail, about people
becoming infected from needles left on cinema seats and in coin return slots. These rumours
appear to have no factual basis.
For HIV infection to take place in this way the needle would need to contain infected blood with a
high level of infectious virus. If a person was then pricked with an infected needle, they could
become infected, but there is still only a 0.4% chance of this happening.

Although discarded needles can transfer blood and blood-borne illnesses such as Hepatitis B,
Hepatitis C and HIV, the risk of infection taking place in this way is extremely low.

C-LIFE primer 73

How safe is oral sex?

Although it is possible to become infected with HIV through oral sex, the risk of becoming
infected in this way is much lower than the risk of infection via unprotected sexual intercourse
with a man or woman.

When giving oral sex to a man (sucking or licking a man's penis) a person could become infected
with HIV, if infected semen got into any cuts, sores or receding gums they might have in their

mouth.
Giving oral sex to a woman (licking a woman's vulva or vagina) is also considered relatively low

risk. Transmission could take place if infected sexual fluids from a woman got into the mouth of her
partner. The likelihood of infection might be increased if there is menstrual blood involved or if the

woman is infected with another sexually transmitted disease.
The likelihood of either a man or a woman becoming infected with HIV as a result of receiving

oral sex is extremely low.
I heard that one of the cafeteria workers at my college has AIDS. Should I avoid
eating food he has touched?

No, you cannot get HIV this way. There are only 4 ways in which you can get HIV
Unprotected sexual intercourse.

Using infected blood transfusion.

Sharing infected needles.
Infected pregnant mother to child.

C-LIFE primer 74
-p*1..... -<

APPENDIX III
Life Skills
The World Health Organisation has identified ten life skills essential for every individual to develop
for living a healthy life. Given below is a brief of each life skill to enable the Friendly Advisor to
answer questions on life skills briefly with college going students. The 7th Commitment of the Ten
Commitment Program deals with each life skill in detail. The life skills are:

1. Problem Solving

Every individual faces problems. A problem is an obstacle which makes it difficult to achieve a
desired goal, objective or purpose. A problem refers to a situation, condition, or issue that is yet
unresolved. Problem solving is defined as the thought and action processes involved in solving a
problem.
2. Decision Making

The cognitive process of making a choice or reaching a decision is defined as decision making.
3. Critical thinking

Critical thinking is defined as a process that challenges an individual to use reflective, reasonable,
rational thinking to gather, interpret and evaluate information in order to derive a judgment.
4. Creative thinking

Creative thinking is defined as the creation or generation of ideas, processes, experiences or
objects.
5. Communication Skills

The exchange of thoughts, messages, or information, as by speech, signals, writing, or behaviour
is communication. Communication skills refer to the combination of behaviours that serve to
convey information effectively.
6. Interpersonal Relationships

Interpersonal relationship is defined as the skill of developing and maintaining social relations

between people.
7. Empathy

Empathy is defined as the ability to identify with and understand another's situation, feelings, and
motives.

8. Self Awareness
Self awareness is the ability to define oneself as an individual who is able to interact with self and
his/her surroundings.

C-LIFE primer 75

9. Management of Stress
Management of Stress is defined as a set of techniques used to help an individual cope more
effectively with difficult situations in order to feel better emotionally, improve behavioural skills, and
often to enhance feelings of control. Management of stress is also thought to be the ability to
experience stress without the accompanying mental or physical stress response or symptoms.

10. Management of Emotions
Emotion, in its most general definition, is an intense mental state that arises autonomically in
the nervous system rather than through the conscious. Managing emotions is the capacity to
deal constructively with emotions for enabling the person to be healthy.

C-LIFE primer 76

REFERENCES
Booksand Manuals:
1. A.H.R.T.A.G. 1997. Caring With Confidence. AHRTAG, London.
2. AIDSCAP. 1997. Making Prevention Work. Family Health International, Arlington, Virginia.
3. Attavar, Kishore, Mohan, H.I., Prakash Ravindra Y.J.1998. Adolescence Sense and SensibilityNeed Assessment of Adolescent Learners with regard to Population Education. UNFPA, State
Resource Centre, Mysore.

4. Chadha, Geeta and Sonie, Subhash C., 1998. How to Understand and Help Adolescentsa FriendlierApproach, StudentAid Publications, Delhi.
5. Chauhan, Seema S. and Ralph U. Stone. October 1995. Training trainers for development.
Conducting a workshop on participatory training techniques. The CEDPATraining Manual Series
Volume I. Washington, DC, CEDPA
6. Department of Community Health, St. John’s Medical College. 1995. Quality STD Care for
Community Health Workers. APAC, Chennai.
7. Dotterweich, Kass P. and Perry, John D. 1999. Friendship Therapy. Claretian Publications,
Bangalore.
8. Dr. Bhagbanprakash {ed.}. 1994. AIDS Education for Student Youth- A Training Manual.
National Service Scheme, Department of Youth Affairs and Sports, New Delhi.
9. Dr. Khwaja, Ali. 2003. Handbook on Life Skills. Banjara Academy, Bangalore.

10. ETR Associates. 1989. Teacher training for HIV Prevention Education. Emory AIDS Training
Network. Atlanta.

11. Family Care International. 1995. Commitments to Sexual and Reproductive Health and Rights
for All. FC. I., New York.
12. Ford Foundation. 1997. Advocacy for Reproductive Health and Women’s Empowerment in
India. The Ford Foundation, New Delhi.
13. Foreman, Martin {Ed.}.1999. AIDS and Men- Taking Risks or Taking Responsibility?
The Panos Institute and Zed books, London.

14. FPAI &SECRT, 1997. Education in Human Sexuality, Asource book for educators.
15. Hubley, J. 1995. The AIDS handbook-A guide to understanding of AIDS and HIV. MacMillan
Education Ltd. London.
16. INSA India. 1998. Divine Sexuality. International Services Association. Bangalore.

17. Ipas. 2002. Training-of-trainer exercises. Chapel Hill, NC, Ipas; and Chauhan, Seema et al.
November 1998. Choose a future! Issues and options for adolescent boys. Washington, DC,
CEDPA.

C-LIFE primer 77

18. Mascarenhas, Marie Mignon. 1993. Family Life Education. Value Education. C.R.E.S.T.,
Bangalore.
19. N.C.E.R.T. 1994. AIDS education in Schools- A Training Package. National Council of
Educational Research and Training and national AIDS Control Organisation, New Delhi.
20. NACO. September 1993. Training of Counselling Trainers-a Self Learning Manual. New Delhi.

21. NACO. Knowledge is Power. Facilitators’ handbook fortraining peer educators.
22. NACO. Life skills modules

23. Perry, Cheryl L., and Sieving, Renee. 1993. Peer Involvement in Global AIDS Prevention
among Adolescents. University of Minnesota SchoolofPublic Health, Minnesota.
24. Shreedhar, Jaya and Colaco, Anthony. 1996. Broadening the Front. NGO Responses to HIV
and AIDS In India- Strategies for Hope Series. No 11. Action Aid, London in Association with The
British Council and UNDP, New Delhi.
25. The Naz Foundation {India} Trust Guide. 1996. Teaching about Sex and Sexuality. The Naz
Foundation {India}. New Delhi.
26. The Red Cross and Red Crescent Societies. 1995. An Introduction to Sexual Health. The Red
Cross and Red Crescent Societies.

27. Richard P. Barth, 2004, ETR Associates Reducing the Risk Building skills to prevent pregnancy
STD & HIV, 4th Edition
28. UNAIDS. 1999. Sexual Behavioural Change for HIV- Where have Theories Taken us?
UNAIDS, Geneva.
29. Unpublished reports and dossiers in the INSA India Documentation Centre, Benson Town,
Bangalore.

30. Voluntary Health Association of India, 2002. Towards Healthy Adolescents
31. W.H.0.1990. Action For Youth-AIDS Training Manual. League of Red Cross and Red Crescent
Societies and World Organisation of the Scout Movement. Geneva.

32. W.H.O. 1993. Counselling Skills Training in Adolescent Sexuality and Reproductive Health-A
Facilitator’s Guide. Adolescent Health Program, WHO. Geneva.
33. W.H.O. March 1992. Teaching Modules for Education in Human Sexuality. World Health
Organisation, Regional Office of the Western Pacific, Manila.
34. Welbourn, Alice. 1996. Stepping Stones. Action Aid, London.

35. WHO AIDS Series 10. 1992. School Health Education to Prevent AIDS and Sexually
Transmitted Diseases. Switzerland, WHO.

C-LIFE primer 78

Web:
1. http://www.aids-free-india.org/youth-adolescents.htm
2. http://www.cdc.gov/hiv/

3. http://gateway.nlm.nih.gov/MeetingAbstracts/102228597.html
4. http://www.heroesprojectindia.com/downloads/ltsYourSexLife.pdf

5. http://www.who.int/child-adolescent-health/
6. http://en.wikipedia.org/wiki/AIDS
7. http://www.unicef.org/india/hiv_aids.html
8. http://yas.nic.in/

9. www.youthportal.gov.in

10. www.yrshr.org

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