LIFE SKILLS MATERIALS
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- LIFE SKILLS MATERIALS
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ABSTRACT
FOR
PAPER
TO
BE
PRESENTED
IN
FIRST
INTERNATIONAL MEDICAL SOCIOLOGY CONFERENCE , CHENNAI.
Presented as Free paper under the sub-theme on Access and Equity
in Health Care.
•
•
Prahlad A (Social Scientist),
Dr. Thelma Narayan
(Coordinator)
Community Health Cell, Koramangala, Bangalore
Various partners at community estate and national level tn both
government and voluntary sectors have been active partners in
implementing this programme. We acknowledge their relentless
support in ensuring successful implementation of this programme.
TITLE OF THE PAPER:
Uniqueness of Women’s Health and Empowerment Training
programme in Karnataka
hi our country, it is well known fact that all Maternal and Child Health
programmes (by whatever name they are called) have targeted
communities for population control as their primary objective.
All women and child packages initiated by either Government or
Internationally funded agencies clearly show that Family Planning is the
major component. All these activities are individual based, top down
programme, controlled by one department without any inter
departmental coordination.
The activities of the present Reproductive and Child Health (RCH) are
also predominantly family planning oriented and hardly different from
earlier programmes (Maternal and Child Health, Child Survival and Safe
Motherhood, etc) with the empowerment component completely missed
out. This has led to situation where women’s overall development is
ignored and her role as productive member of the community has been
overlooked.
Given this background Women’s Health and Empowerment Training
programme is one such effort that provided more viable, realistic
and comprehensive alternative.
Objectives of the programme:
1. Increase women's self confidence/ Self esteem, so that they can
handle their own problems and play a major role in the family and
community,
2. create pressure on existing Government facilities, particularly health
facilities to provide better services.
3. utilize a Multi -Sectored approach, and
*
3
4. develop a comprehensive manual for different level-state, district
and community .
Unlike the Reproductive and Child Health (RCH) programme, the
Women’s Health and Empowerment Training (WHET) programme lays
emphasis on the overall development of women and treats women as a
partner and not as a client. This is vital for the sustainability of the
programme even after funding ceases. This programme was developed
after detailed discussions between NGOs (working both at grass root level
and state level) and Ministry Of Health & Family Welfare, Government of
India. Thus stakeholder interest was established. Experiences in this
project for the last two years have shown that women collectively have
taken a lot of initiatives at the community level in their respective Self
Help Groups which has not happened in RCH projects, because it is still
controlled by the department and the community has not owned the
programme. Moreover, a cascade approach was used where in the
trainers who were trained in turn trained other grass root workers and
thus through multiplier effect a larger number of women could be
reached. Women’s Health or Development programmes should always
concentrate on partner’s strength and not on their vulnerability.
Women’s Health and Empowerment Training programme is one such
innovative attempt viewing women in totality in relation to their position
in society and not just as reproductive elements.
Our experience in the project has shown that if the project has to be
sustained it needs to be empowennent-oriented and enabling-based and
not providing and client-based. For sustainable programmes we need
partners and not participants.
Key words: Empowerment, Partner and Multiplier Effects
Background:
The lower socio economic status of women has been a major cause of
concern for all people involved in development activities all over the
world. This has had a serious impact on the overall health status of
women especially in the tribal and rural districts. This problem has been
result of lack of information among the community about the various
factors affecting the health situation of rural areas and more particularly
of women. Women are denied of decision-making powers in the
community and in their families. Lack of resource stops them from
accessing
the better services. Poor access to early diagnosis and
treatment has also added to the various problems women are facing at
the community level. This has been the practical experience of all
activists, government and voluntary agencies involved in women
development activities. Given this background Government of India with
financial support from WHO- SEARO initiated the Women’s health
empowerment training program in 1998, through a collaborative
partnership with NGO’s in 15 states.
Aim of the programme: 7b address important physical and emotional
health problems faced by women and more particularly by poor and
marginalized women of the society based on a gender perspective. This
was keeping in mind that mental and social aspects of health are on
equal terms with physical health.
Major objectives of the programme # Enhance women’s capacities to
handle their own and families health problems by generating a certain
level of self-sufficiency and self confidence - this programme focused on
the strengths of the women rather than, vulnerability. This was expected
to reduce the community’s, more particularly women’s dependence on
the services, which hitherto have not been responsive or sensitive to their
needs. # Create pressure on the government facilities to deliver the
services much better, by raising women’s awareness - by creating
awareness, the message was spread to entire community who were
expected to act collectively against the poor services as they are the
rightful partners to demand the better services.
# Use multi sectoral approach - this approach was used to break barrier
of any one-department responsibility of the entire women’s health and
development, and comprehensive approach to women’s health and
development. # To develop a comprehensive training manual- which can
cater to the needs of the community and provide correct and complete
information on the women’s health and development. English manual
was translated into Kannada to cater the needs of State level and District
level functionaries also.
Components
of programme: included
issues like importance of
education, health issues related to adolescent girls, gender and self
esteem, priority health problems , government health services and
programmes role of panchayat members in enhancing the women’s
overall status in the community, mental health issues of women, violence
against women etc. This proved to be very comprehensive though may
not be complete. This programme has tried to cover both health and
empowerment issues of women fairly largely.
Approach: The approach used for the implementation of the programme
was
II Multi sectored (involving four major line departments in the
Government working directly or indirectly for women’s Development Rural Development and Panchayat Raj, Health, Education and Women and
Child Development),
^Bottom Upparticipatory training package . methodology for
implementation of the programme was decided through interface between
Government and NGO partner which were responsible for the
implementation and, # Partnership based- active, interactive partnership
between Government, Implementing NGOs and Women’s Organization
was established during this programme. This was expected to sustain the
programme and could lead community ownership of the programme after
funding ceases.
Accountability of the entire programme was to the community as the
women community leader were involved during the training and after the
training when they were expected to do the follow up they were consulted
for the first hand information from them.
Community Role was more as an active partner and not as a mere
recipient of the benefits of the programme. The people were also involved
in the programme as the key change agents for the women’s overall
development. As women were involved in this programme from the very
initial stages the community has been in a position to understand this
programme better. This type of involvement in the programme by the
women members of the community has led to inbuilt sustainability
strategies and better role for the community members in the programme.
Methodology involved in the programme was of “ Training of Trainers”
from the grass root NGOs, Mahila Samakhya and department of health
and family welfare. In Ibis process, 25 Master Trainers were trained in 5
districts (Chamarajanagar, Bangalore-Rural, Bidar, Bellary and Koppal
districts) These trainers in turn shared the information with a minimum
of 144 women leaders in each district with a few action points identified
by Women Community Leaders who belonged to Self Help Groups in
their respective villages. There was expected be a spread cffrel from
sangha leaders to sangha members and through them to the community
. Total number of women trained under this programme were over 1000
exceeding the expected number of 750. These women were involved in
this programme as the contact person for the programme. Since these
women belong to the same village and are the members of the Self Help
Groups their credibility is already established as women leaders. The
success of the entire programme was based on the cascading effect
through which information about Women’s Health is passed onto the
entire community.
Steps Followed:
While taking action Women Community Leaders
followed particular pattern of dealing with the issue which they want to
take action on . This was after they were given information about the
Women’s health issues. # Proper understanding of the issue- This was
necessary as the women need to have correct information about the issue
they want to deal as a part of the empowerment process.
# Community Mobilization was a very important step in improving the life
for the community and in this case for the women’s cause. As is the case
in the past and also believed in this programme , collective action by
community will have better results than individual efforts. Therefore
community organization activity was also important part of the
programme. # Action: As a part of the programme a few communities also
initiated some action through this type of collectivities
FACETS OF EMPOWERMENT COVERED AS A PART OF THE
PROGRAMME
Psycho logica I:
Individual identity and self image are very important for
the person to develop as a total, self reliant personality,
rather than depending on some one else for the survival.
Creating space: Woman requires opportunities to share her
suggestions as a member of the family and community at
large. She should also have her voice heard for any relevant
issue related to her , her family and her community .
Acquiring Knowledge and power: Through training and
involvement in the programme she was given the right
knowledge.
Cultural:
Redefining Gender “ Rules and Norms
Breaking gender
stereotype of men and women’s roles in the family and
society. Bringing up the children in a way, which doesn’t fit
into the conventional status attached to these genders was
also attempted.
Challenging evil cultural practices: Evil practices like
Devadasi- slave to god ( religious prostitution) were
challenged.
Social:
-
Social leadership in community action: Women’s
capabilities as a leader and bringing out the innate qualities
of women were also attempted
Entitlement rights- The rights for which they arc
constitutionally entitled and their demand for these rights
were also covered as part of the programme.
Social inclusion- Identifying women’s skills as productive
members of the society were identified and were shared in
the right perspective with the women leaders
- Productive assets - In the assets of the family woman has
a role to play and she is a productive member of the family
and the community.
Collective identity Importance of collectivity and group
responsibility were also covered as a part of the programme.
Establishing own organizations- This activity was carried
out to strengthen new leadership and existing organization
in the community and through them developing the
community was also covered as a part of the programme
Organizational leaderships-women were encouraged Io take
the leadership roles in the formal and informal organizations
as a part of the programme.
Political:
- Participation in Panchayat Raj System: Women were
encouraged to participate in the Panchayat system (Local Governance) as
this gives a lot of power politically to women . By doing this women can
become decision makers and elected leader at the village level.
i
Case studies:
1. Anti -Alcoholism campaign In Chamarajanagar district: In Ibis
incidence, village women from Hanur, tiny village in this district shared
that they arc having lot of problems due to alcoholic husbands. This
inlormation they shared when they were participating in the training
program. As a response, women were told that they have to act
collectively to stop this menace. Women tried collectively and stopped
Arrack( Local Toddy) supply for more than 90 days. But even more
influential and powerful excise lobby defeated their efforts. However,
women felt that if they had got more support from other groups and few
NGOs they were in a position to exert more pressure on the Government
to control alcohol supply in the village.
2. Political Empowerment and Assertiveness in Bangalore-Rural
district: In this incidence 2 women from Kanakapura district tried to
contest in the Grama Panchayat elections. Their husbands opposed this
and they were thwarted from contesting the elections. But women
confronted their husbands through sangha and finally after lot of
deliberations and discussions they were able to convince their husbands
about their interest in contesting the elections and finally contested in
the election. One women from Chamarajanagar district got elected to
gram panchayat .
Strengths and Weaknesses of the programme as identified by the
partner NGOs:
In the process of strengthening the programme for the long term
purposes feed back was taken from the grass root partners about the
programme. Few of the strengths and weaknesses identified by the
partners and the external evaluator are as follows.
I
Among the major Strengths identified were : Comprehensivecommunity members and grass root NGO partners felt this programme
was more comprehensive than any other women and child health
programmes as it covered both health and empowerment factors equally.
Multi Sectoral- This programme as part of regular activity tried to bring
in the support of line department working directly or indirectly for
women’s health and development. This helped in all the departments
releasing their staff for training programmes, giving the instructions to
their grass root workers to participate in this programme etc.
Inbuilt sustainability- this programme had built in the sustainability of
the programme by involving the women community leaders in the
- process of identifying the issues related to their health and development.
Among the major weaknesses identified
There was no inbuilt treatment service (like in RCH) as a support to the
some of the issues covered under this programme.
Retention and recall of inputs to the women community leaders was very
low.
Better communication skills required by master trainers for effective
communication in the community.
Both master trainers and women community leaders felt that they
needed more support and follow up from the state level.
Low participation from government in identifying and sending trainers.
Spread effect in the community from the Sangha leaders and members
was very less visible.
References:
Reports of Women’s Health and Empowerment training programme
Report of programme implementations
Reports of training programme (both state level and community level)
I
WOMEN'S HEALTH TRAINING PROGRAMME
(A WHO assisted programme of the Ministry of Health and Eamtlv » cffarc)
AN ASSESSMENT OF THE PROGRAMME IN IG1R\A TAKA
ZJ-ZS* February. 2001
bv
KAMESH If ARI JANDHYALA
2
WOMEN'S HEALTH TRAINING PROGRAMME: AN ASSESSMENT OF THE
PROGRAMME IN KARNATAKA1
(A WHO sjKjiisored Programme of the Afinislry of Health and baniily Welfare)
Introduction
The Women's Health Training programme of the Ministry of Health and Family Welfare
sponsored by WHO is an effort to empower rural poor women to address the broader issues of
health and to encourage informed health seeking behaviour and better access to health care
facilities. The strategy developed was to train two women as health activists at the village level
who would then catalyse other women to organise around issues of health, leading to some
action at personal and community levels This was to be achieved through a cascade model of
training
Assessments of the implementation of the training programme has been undertaken to get a
clearer idea of the processes followed and the women’s perception of the training as this would
provide some directions for further consolidation and future course of action
This assessment has been undertaken in the State of Karnataka The cfforl in this process has
been to gain a direct feedback through interactions with trainers, participating NGOs and finally
with the women themselves at the village level. Some reports have also been perused. Field visits
were made to Mahila Samakhya project area in Bellary and to field areas of Belaku and Sandeep
Seva Nilaya in Bangalore rural area.
Evaluation schedule
23.2.01
24.2.01
Preliminary meeting with Dr Thelma Narayan. Director,CHC and Dr Revathy
Narayanan and Amrutha, Mahila Samakhya at Bangalore
Field visit to Bellary
• Interaction with Father Pinto, Director, Bellary Diocese Development Society
• Field visit to Mahila Samakhya Bellary project area1. Cluster meeting at Ujjaini. Kudligi Taluka
2. Visit to Hunsikatte village, Kudligi Taluka
1 1 would like to tliank CHC. Mahila Saniakhva. Sandeep Seva Nilaya. Belaku being warm and open in sharing their
opinions/ information and especially the women in (he project areas in Bellary and Bangaloie nnal who have been a
source of tremendous inspiration to me at a personal level. A special thanks to CHC for facilitating the assessment.
3
25.2.01
Field visit to MS Bellary project area1. Cluster meeting at Yellapuram
26.2.01
Discussion with trainers ate Bangalore
Observation of 1st level training of 2nd Phase of the programme
Perusal of documents
27.2.01
Field visit to Belaku project. Kanakpura. Bangalore rural area1. Interaction with Padmakka at Halsar village
2. Interaction with SHG group at Kadahalli village
28.2.01
Field visit to Sandeep Seva Nilaya, Nelamangala, Bangalore rural area-
1.
2.
Interaction with SHG group at Banaswadi village
Interaction with SI IG at Jakkasandra village
THE PROGRAMME IN KARNATAKA
The nodal agency for the programme in Karnataka is the Community Health Ceil (CHC), an
NGO working on issues of community and public health
CHC participated in the initial
discussions when the project was being formulated at the Ministry level and also in the
preparation of some parts of the manuals
Mahila Samakhva Karnataka had already been
identified as one of the major partners in implementation of the programme 10 NGOs including
Mahila Samakhya were identified for implementing the programme in the districts of Bangalore
Rural, Chamarajnagar, Bidar, Koppal and Bellary.
Brief Profile of Nodal NGO and partner NGOs visited
•
Community Health Cell (CHC) is the lead NGO in Karnataka. CHC has been working
primarily in the areas of Community and Public Health issues CHC sees participation in this
training programme as having given a fillip to their work on women's health and evolving a
working relationship with government
partnership with the government
This is the first time that CHC has worked in
4
•
Sandeep Seva Nilaya was set up in 1993 arJ has been working in the Nelamangala taluka.
Bangalore rural area.. Staring with leprosy relief work, the organisation has moved onto
Women’s empowerment programmes of organising women's Sell-Help Groups. As on date
there are 78 SHGs with a membership of arcund 500 women Participation in this programme
has given a scope to widen their work in the area of health
•
The Bclaku Trust was set up in July 1995 with the aim of carrying out research and
providing services in the field of health, as well as in related areas such as education, income
generation, micro-credit and provision of amenities. The main focus of the organisation is
poor and marginalized households, with an emphasis on women's and children's health.
Belaku research projects and studies include impact of rural women's work on children's
health and well being; the effects of health beliefs and practices on obstetric morbidity;
impact of nutritional counseling on infant feeding practices and growth faltering. This
training programme enabled Belaku to develop strategies for community outreach work
•
Mahila Sainakhya, Karnataka is part of the Mahila Samakhya programme of Department of
Education, Ministry of Human Resource development The basic strategy of the programme
is to set in motion processes that would strengthen women's self esteem and confidence,
enable women's learning and empowerment The basic strategy to achieve this is to organise
rural poor women into collectives or sanghas MS Karnataka has been working on women’s
health issues with a primary focus on herbal medicine. The WHO training programme came
at a critical juncture when MS was developing a broader holistic health strategy.
Feedback about the manuals collected by CHC from partner NGOs
•
•
Manual was useful and easily understood
Add more games, role plays, skits etc
For improvement add topics on disability, mental health, issues of local health problems, post
pactum depression, women and alcoholism, breast cancer
Make language more simple
More information on women and empowerment Add case studies
•
•
More information on community organisation and communication skills would be useful
Most information though known, training made it more systematic
•
•
•
5
The TRAINING PROGRAMME
As envisaged in the project the training was done at 3 levels:
• TOT at State level
• District level Training
• Village level training of women
TOT at State level
The stated objectives of the TOT were as follows:
1.
2.
3.
4.
5.
To explicitly understand the di (Terences in society and its cfFccts on womens health in society
To understand clearly the implications of women s health and their empowerment
To enable trainers to transfer the knowledge on health, through training of women in groups
To develop skills of communication with women on issues related to improvement of health
To create awareness in women on their health status on an individual basis and to promote an atmosphere of
group learning and sharing
6. To understand the need to train women and through them to reach other women in sociclv to develop positive
health
7. To learn and develop simple home remedies by women for the community and the family.
8. To understand various government schemes and services available in order to promote their accessibility to
women
9. To understand and develop skills for formation of groups
10. To realise the influence of gender understanding on women's health situation.
Some key decisions were taken regarding the TOT. The approach was to take a constructive and
non-confrontationist approach to health. An important dimension of the training was to view
women as individuals and not merely as participants or as-deliverers of a programme. The
attempt was not only to give information but also to develop an awareness of the positive
dimensions of health and to enable women to act on health related issues
In an effort to bring in a variety of perspectives and methodologies, trainers for the TOT were
drawn from a number of organisations like CHC, Mahila Samakhya, Vimochana, IPP-VI1I
project, Institute of Social Studies Trust. Directorate of Health and Family Welfare Services,
Food and Nutrition Department ( List appended)
2
-
Pi
L The TOT was done m^phases in October arrd.November 1999. 27 participants representing 10
organisations had agreed to attend both phases of the TOT. Among these, there was only 1governrnent health personnel, an ANM from Kankapura who works in close coordination with
Belaku, one of the participating.NGOs Out ci the 27 expected participants, 23 attended the first
and second phases of training.
/e
9-'^
lu.-s
.Ve-—
•• fl.
6
During the training an assessment of the participants own understanding of health was done and
an effort made to build on this knowledge. Both phases of training were designed to use
participative methodolgies.
Exercises on self-reflection, personal growth, spiritual reflection,
games, role-plays, songs and cultural programmes enabled the participants in several ways.
Yoga and exercises were included. For many the training provided an opportunity to strengthen
their individual knowledge and understanding of health and women's empowerment, various
schemes available, the social underpinnings of women’s health and finally exploring strategies of
taking this forward at the village level. At a personal level the TOT enabled the master trainers to
become articulate, confident about talking and discussing sensitive issues of sexuality and
STD/HIV related issues, and initiating processes at group formation at the village level
Concurrent review of TOT
CHC had commissioned a concurrent review of the two phases of the TOT to gain an insight into
identifying areas that needed to be strengthened
The concurrent review was done by Ms.
Vinalini . A detailed report of the trainings has been prepared.
TRAINING OF DISTRICT LEVEL TRAINERS
Two of the three NGOs visited conducted training at the district level for all their staff In the
case of MS, all the field and office staff including the male staff of the Bellary district office was
given an encapsulated insight into the whole training programme and its contents. Except in the
case of Belaku, none of the other two managed to bring in any government personnel either as
trainers or as participants at the district level training
The number of district level trainers varies In the case of MS one Resource person, one Junior
Resource person and 2 sahayoginis plus thg sahyoginis from whose cluster the women are
trained formed the core team
In the village level trainings , however, some government personnel like the ANMs, local
doctors from the area, CHC doctors were invited to handle some topics It is not clear what
orientation if any was given to these resource persons Except for the CHC doctors who were
part of the State level TOT, the others came in only at the field lex el
7
TRAINING OF WOMEN AT VILLAGE LEVEL
Among the organisations visited, the number of women trained was as follows
• Belaku-24
• Sandeep Seva Nilayam-24
• Mahila Samakhya, Bellary- 72
Selection process
1. Hnk^ e
WOme" t0 be tra"led '^ough the anganwadis with which they had already a
2. Sandeep Seva Nilayam selected women trainees from among its SHG members
3. The criteria used by MS was i
membership in the sangha and those who were traditional birth
attendants and already undergone some ltraining in herbal medicines MS had already
identified 2 women in each sangha to be health
committee members as part of its efforts to
make sanghas strong and sustainable. In MS the majority of women who attended the
training were Dais
In the case of Belaku and Sandeep Seva Nilaya all the women attended the 7 day training given
in 2 phases. In the case of Mahila Samakhya around 80% attended both phases of the training.
In the training of village women the participatory method was faithfully adhered to Some
sample village level training schedules are appended in the annexures
FEEDBACK FROM I HE FIELD
Given below is a summaryof.the feedback received in interactions at the field level from all the
are lis7<l• ra yVcrv1,nluseful
'y anand
'1 increased
in individual s
Changes in personal lives
Comniuniiy lev cl action
understanding on health issues
• Better understanding of superstitions
•
Clear understanding of impact of nutrition on
women s health
Madcjhcm^niore articulate and confident
•
Now cal whcn~hungn and do not wail for the
men
Gained the strength to bring about change
•
Gamed the confidence to talk to otlicrs on health
matters and alcoholism
Being in a sangha has helped
•
Ser oral nomen reponed tli.;: :he? now ensure that
c\ on meal includes some vegetable or other
csp grcccns
• feel thc\ can inlliiciicc decisions on gills ni.irriagc
Gamed the courage mbcjiiobi le
[ •
I
Gixen applical
tmns to the panchawit for cleaning
drams in the \ illage and the area around the
drinking water areas
Applications gixen lor construction of toilets
flminc in thr. « .
I.
! •
luluka. the s.mrrha
8
stopped the village coinniuniiv from using the
school compound for toilet purposes
•
111 effects of child marriage being discussed. In
Rampur village. Bcllary 7 sangha women stopped
die marriage of a 12 year old girl
The Dais who came for the training especially in (he
Mahila SamakJiva project area reported the following
•
In the H Vecrapura cluster the Dais with the help of
the sahayogini has started maintaining a record of
Anlc/post natal care
•
•
•
•
I
•
pregnant nomen, births, herbal medicines used and
a list of women undergoing family planning
operations
Clearer understanding of (he need for hygienic
conditions and sterilisation
Advising pregnant women to cat better food and
also (he eating of papaya
Few days before the due dale, dais advising the
woman and her family to clean die place where the
dciixery is (o take place
Encouraging breast feeding within half an horn
birth ( earlier this would start 3 days after birth
After delixen xcgclablcs and more waler being
gixen Earlier only limited waler used to be gixen in
the belief that (he stomach would gel distended
The Dais were all \en happx with (he use of plastic
models used (o explain the female anatomv. ((he model
costs around Rs !()()) They fell (hat it enabled (hem (o
have a clearer understanding of (he whole menstrual and
!
i
i
; Sterilisation
hiv/aids
conception process Flic) suggested that even village
group be given one such model that the\ could use in
discussing these issues with other women and
adolescents
Tire discussion on HIV has increased awareness on
sterilisation of needles Sterilisation of needles is
widely reported Ensuring Hint ANMs sterilise mid
------ lakinS lllc,r °"n disposable needles Io hospitals
W omen nrc clear about the causes for HIV. While
they arc not fully cognisant about the magnitude of
the problem, thy are aware that it is a killer disease.
i he field interactions in Bcllan highlighted the
high incidence In the two cluster meetings al
L'ljaini and 'i cllapnmm. women reported 3 eases in
Rampur. 1 in Hunsikatte. 2 in Vecrapura. 3 in
'rellapuram and 2 in Kalakamba villages. Most have
died ( men mid women) and a few of the women are
m various singes ol A IDs ha\ ing contracted (he
'inis from (heir husbands
During (he field \isi(. discussions were held with
(he cllapuram sangha women on win i( was
ncccssan for the w hole community to be made
aware of (his dreaded disease The sangha decided
to approach (he panchawil and wilh (he help of MS
—a village lex cl meeting on HIV/AIDS and
•
Nutrition
Exercise
White discharge
Personal hygiene
_ __________________ _________ __________________
9
_______ ensure that the young people of the village attend
•
Women reported that in sangha meetings thev keep
a check on whether women arc eating w hatever
vegetables are in season. Mudamma of Ycllapurain
never used to eat vegetables. She now docs after the
______ discussions on nutrition______
• This had a good impact. Several reported that
whenever the group meets the do some stretching
and dhyana exercises. A few women in Ujiaini
cluster Bcllary reported that they do 15 mins of
exercise cv cry dav
•
All the women were quite eager and curious about
the impact of exercise on their health For most,
however, the lack of privacy was a deterrent Some
--------- r_cPorlcd that the men laughed and heckled them
•
All the women met during the field visits felt that
the discussions on white discharge were most useful
since this is a common problem They claim to have i
a clearer understanding of idcnlifv ing the symptoms I
______ f°r "Inch medical help should be sought
!
"omen reponed Uiat they all now wash the
menstrual cloth and bathe regularly during
|
menstruation. Earlier thev did not change the sari
for three days They arc also advising the voting
I
_____ uomcn in their families
!
Trained uomcn enable nomen s groiips to be formed in |
some eases
•
Women from Nagcnhalli Milage in Kudligi laluka.
Bell.in reported that their discussions on health
"hilc at noth in the field evoked the interest of
i
nomen norking in the neighbouring Milage fields
Nagcnhalli sangha nas im ned to Beladas i and
Bcnckanhalli v illagcs and thev formed sanghas of
22 and 9 nomen rcspectivclv around the issues of
health
•
Venkatamma of Buhalli v iHuge stalled a SHG of It)
n omen after the training in her v illage
i
•
In Kadanhalli village after the training an SHG of 9 !
young nomen nas started. Thev were given training
in making handmade paper and arc ninmng a
successful unit
•
MS sanghas have reported that the number of
nomen coming to sangha meetings has gone up
y"1'111C lllcrc:lsc in discussions on health
All the groups and nomen met reported that after the
tno phases of training, information nas shared with
other nomen and sangha members if there was one. The
Malnla Sam.-ikhva groups have .ill been given a copv of
the village level modules and some other material as
ncll In some cases the health agenda is kept alive '
through discussion and leading of nialcnal given
•
In Ranipui v illage. Bellary. a glr| u|l0 |1;ls sllldjcd
upto BA rends out pan of the manual penodicallv to
the sangha nomen Other sanghas follow a similar
pattern
•
Other outcomes
Sliaring mechanisms
10
Ensured that \oung girls in the family maintain
personal hxgicne during mcnstmation
• Discussed with other women how to deal with
problems like w hite discharge and w hen to seek
medical help
• Encouraging all in the group to eat seasonal
vegetables and to eat a full share of food
• Some women have taught others exercises to
_______ reduce back pains_______
Not many women remembered specifically much on (lie
discussions on gender discrimination. Generally they felt
that girls and boys should be treated alike And gi\cn
equal sliarc of food
• In kadanluilli village. Rukmini and Nagamani. two
young women who liad attended the (minings talked
about gender bias in society, an important aspect
(hey recalled of (he (raining They talked at length
of alcoholism and the consequent \ iolcncc that
women face in the household They also talked of
mental stress and tension that women experience.
Tlie hand paper making unit of which they arc
members they felt provided them some respite from
tension and gave solace since they arc able to draw
support from others in the group When one of their
members faced some problems with her husband the
group intervened and counseled both the husband
and wife. The main concent is what to do about
alcoholism. Bclaku the organisation working with
(hem is also exploring strategies lo enable the
women to cope and address the issues of alcoholism
______ and violence________
All the NGOs had incorporated a component on herbal
medicine This is an area of great interest
Sandeep Seva Nilava had added a component on herbal
medicine in their training
• in Jakkasandra \ illagc. Nelcniangala taluk, the SI IG
of 17 women prepares balms for headaches, cracked
feel, pimples etc. several of the members arc young
women and arc enthusiastic about the balms for
cracked feet and pimples.
• Some of the older women not com inccd of the new
practices being promoted like drinking waler, eating
vegetables, brcasl feeding immediately after
delivery'
• Posilive response from women espcciallv of the
sangha/SHG
• The larger community/panchayat is either unaware
of ‘‘he training w omen have undergone or arc
hikewarm in their reactions
• Periodic (mining both as a refresher as well as lo
consolidate what they have learnt
•
more information on anatomy
•
Infertility and what causes it What can be done
l_r___More information on H1V/A1DS and what can be
•
Gender discrimination and violence against w omen
Herbal medicine
Reactions of the community
Needs identified by (he women
11
done
Some more pictorial material
How to work with thcpanchaxat
Case srudv L
From Learning to Action
Hunsikatte village, Kudligi taluka, Bellary
Maiiilz Samakhya has been working in Hunsikatte village for the past three years. A small sangha of 12
womx has been formed in this village. As in other villages the sangha has a health committee of 2
women. Rachamma. health committee member and a dai herself attended the two phases of training
organised bv Mahila Samakhya. The membership in the sangha had dropped after a sangha member lost
in the panchayat elections.
Rachzmnia is a win. energetic woman with a sharp memory and tremendous confidence. In the field
intcrzcaons she was one of the few who could vixidly recall almost all that had been discussed in the
trainings. Her sangha did not. however, remember all she told them Some things were remembered were
the ill effects of alcohol, the need for better nutrition and clean surroundings.
After die trainings, the sangha was \ery proud of the work the\ had done under the leadership of
Rachamma and iramma. a devadasi also a sangha member A word about Iramma would not be out of
place After having participated in the national lex cl Sanghamitra workshop organised by Mahila
Samakhya at Delhi. Iramma came determined to change her life. Her first act was to cut off the long
tresses a characteristic symbol of a devadasi. She gives strong vocal and physical support to Rachamma
and the sangha.
After the trainings, the sangha reported that they had mobilised men of their homes to stop arrack jeeps
from plying in the village. They have managed to do this for the past 6 months Iramma who is
functionally literate has written down the name of all those who helped in stopping the jeep
In February of this year, all the sangha women got together and first cleared all the nibble, trash around
the azgar.wadi. As they said “ children’s health is important”. They then cleaned all the drains of the
village, cleaning them and ensuring that there is a free flow of water The areas around the three drinking
water handpumps were also cleaned. They negotiated with the panchayat to lay stones in front of houses
where there was usually waterlogging. They have many plans for the future- getting toilets constructed,
housing sanctioned, a dhobi ghat built to prevent drinking water areas t:.:ing polluted and starting a
collective economic activity by setting up a masala grinding unit
Discussions with the village youth and others in the village on the da\ of the field \isit elicited their
pcrccphons. Every one felt that the sangha was working for the common good health of the village When
asked why they did not participate in the cleaning activities, everyone said thev were not invited The
sangha responded that it did not occur to them This perhaps is indicative of the need for enabling the
woman's sanghas to reach out and bring in the participation of the village communitv espcciallv in
activities that affect all people in the village.
12
Case study II
Changes in a woman’s life: the case of Padmakka of Halsur village, Kanakannra
Taluka, Bangalore Rural
Padmakka . one of the women trained by Beiaku. is a middle aged Dalit of Halsur
x niage Married with 4 children. Padma works in her own fields Having studies upto
Mass
she has some basic knowledge of numeracy and can read and write a little.
Ms. Jayanthy. the local ANM who is in
in close touch with Belaku. the NGO, told Padma
about the training and brought her to the? training programme Padma attended the 7 day
training given in 2 phases by Beiaku
For the Padma, the training has been a cardir’.al influence on her life As she put it, “ 1
have gotten over my fear of going out and talking to people 1 have become confident
and strong . She is enthusiastic in relating al! that transpired in the training. She
remembers almost all the topics raised in the training. At home she ensures that all
members of the household wash their hands after using the toilet. Earlier she ate after
ah the men but now she eats along with them and “eats well”.
After the training, she began to talk to some of her friends and neighbours on health
issues. Alcoholism is a major problem in the village Padma is now confident enough to
; jam to men of the village as well She says she does not preach that they stop drinking
■ out tries to convince them to provide for the family. At a personal level she supports
arm counsels whose husbands drink She advises people to take their own disposable
neeures when they go to the doctor to avoid infections of all kinds
i
As earlier indicated the biggest change post training was on Padma herself She
IIbecame articulate and keen to play a leadership role She was enthused to learn tailoring
C*
r*-v*
1
r* i
through a government training programme rfor SC/STs
-------- s. A member of the Weaver's
j Association at Satnur, she took the decision
110 stand for the Presidentship of the
I Association. Beiaku gave
------ moral support and encouraged her to realise her ambition
Padma is now: President of the Satnur Weavers Association, which has a membership of
j
a
300.
Padma is now trying to revive an old sangha in 1
her village around an economic activity
Sne sees this as the fora where the health issues could be further discussed and
---—
I some
action planned
13
ASSESSMENT OF THE IMPACT OF THE PROGRAMME
The brief field interactions at the field level and with key trainers and organisational heads
indicate that this programme has had a positive impact at different levels- at organisational,
individual and collective levels.
•
Generally the partnership between a nodal agency andother NGOs has been seen in a
positive light. All the partners felt that they have been
allowed to retain their individual
flavour in the implementation of the programme By
and large the management and
coordination of the programme has been smooth except in the case of Bellarw where the
programme was to be implemented by Mahila Samakhva and the Bellary Diocese
Development Society, each having to train 72 women I he cooidmation and communication
between MS and BDDS was problematic Though BDDS had hosted the second phase of the
TOT and generally been very supportive during the training, in the implementation of the
programme several problems surfaced between MS and BDDS A major problem seems to
have been that money was routed through MS to BDDS and in this process differences on
accounting, reporting and monitoring procedures cropped up leading to a total impasse.
BDDS felt that they have a vast experience in the field of health and MS did not accord them
due respect and recognition Both MS and BDDS feel that they are not in the wrong. CHC
interceded to resolve the problem but it remained unresolved
•
For all the participating organisations, this training programme has enabled a holistic
understanding and consolidation of their work in the area of women's health
•
For CIIC this has been the first experience of working with government Further involvement
m this programme has given sharper focus and push to CHC's work on women's health The
perspectives and experiences of this training programme has informed the formulation of the
state level health policy through the participation of CHC in the Taskforce set up to draft the
State health policy. Belaku and Mahila Samakhya have also participated in the discussions
preparatory to the formulation of the policy
In the case of Belaku that has so far been essentially a research organisation it provided an
opportunity to develop a community out reach strategy and to initiate processes for groun
formation.
5
H
SanidieeiP SCVa Nlla-va.tliat had a|ready begun initiatives to work with women, this programme
enabled a strengthening of the health component that had so far been confined to health
messages and some awareness work The beginning made is being earned I'orwaid through
monthly interactions with SHG leaders and members on health
•
For Mahla Samakhya. this programme came at an opportune time when the 01 mmisation wis
trying to evolve a broad health strategy and trying to move awax liom a pommy locus on
leibal medicine^ Though the programme was limited to training of only 144 women in
i ar, Kopal and Bellary, the participating NGOs have extended the trainim- packane and the
experiences of the programme to other MS districts as well. This training has been uiven to
health committee members of 40 sanghas in Raichur, 75 in Gulbarga, and to all die 186
sanghas in Bijapur. A one day health mela was organised in Mysore. A five day trainimj was
organised at the State level for the MS health committee members
Al! the trainers one interacted with felt that participation in this prouranime has made
a
tremendous difference to them personally No: only only has it enhanced their knowledge on
issues of women s health, but also enabled them to look at all aspects of health throGuh a
gender lens. Givmg training to others has developed their confidence and communication
SKI 11S
•
At the village level, the women are very positive and feel that this t.aimne should be
extended to many more women Women recalled issues that they had expellenced
themselves or what had been introduced through an experiential method The key seems to
be to evoke a connection to one's life experience; or thiough demonstiation For e n
Yoga/exercise through demonstration and an integral part of training; Nutrition through
demonstration; RCH part of a woman’s life experience—these are sharply etched in their
memories and have been translated into some action at the individual and collective level. In
the case of MS since sanghas are already engaged in collective action there is some effort at
interacting with the w ider community on health issues
ISSUES OF CONCERN ,’lND SUGGESTIONS
• fe
z “z:
zz
along „„h the older da.s Tins would also ensure passing on of knowledge and ,l>e crea ™
of a next generation of birth attendants.
“
oieauon
dose to thmr'lT’ bCen ,earnt 'T15 t0
3 genera' Pr°blem Wo,llen ^membered what was
I
’fe S ^xPerience- F°r instance all the dais were clear on RCH and ante/post
natal care an area they were primarily interested in Younger women were more sharply
a |7 d' tSrin'”''T'the
d'Spar't,I" " appears ,hnt 100 much has been packed into
a . du.y training, m the process the general health issues have been uiven shortshrift in the
been'1^ f 1 T V'llage
Sustain"^ the Earning process has been difficult It would have
dZ f“ ,r“T
'atI been al'°Ci“'tl for Lesher sessions in between to consoMate
Ite earntng or at least a system in place for the trained women in a district or -sen a, sn e
level to meet and share experiences
e
Given the problems with recall, transmission of learnings to other women in the villmie also
is only partial. There are other problems with the manner of transmission as well While the
women were taken through a pardopatory and experiential mode of learning they in turn are
tint
H 7'1 a""c 115 Pr°CeSS a‘ tl,C V’llagC 'eVel F'(’ln "’Cir
H >s clear
del vddr
V °f tra,,’lng !’aS l,ad a ^rcat lmPac’ 1111 "hat they internalised Omte
dearly this area needs the sustained support and input from the concerned NGOs
■5
15
•
Follow up has generally been weak and ad hoc A record ot how many women have actually
attended all 7 days of the training is not available with all the organisations It was not clear
how the post training sharing at the village level was monitored Since Main la Samakhya has
field level workers for every cluster of 10 villages, follow-up at the village level was
possible. Some simple reporting formats (pictorial/visual) could be developed for the women
to maintain a record of how they as individuals or as a collective are applying the knowledge
gained. As indicated earlier in the MS areas the dais are maintaining record
•
Reaching out to women in the village and action at the community level is weak Community
level action is dependent on the presence of strong local level groups Not all the
organisations have experience of mobilising and empowering groups Some like MS have
experience of organising strong women's sanghas This is a\omponent that needs greater
attention It must be remembered that forming an SHG in itself does not mean that a\liong
empowered group is formed. SHGs tend to confine themselves to economic activities The
organising NGO needs to provide sustained inputs on gender and social issues, if these are to
function as gender sensitive and empowered groups capable of addressing gender issues
•
Interaction with community and panchayat needs further visualisation to enable action This
is a problem not only for the women at the village level but also for some of the NGOs
themselves
Even where groups exist there is a need for enabling something like an action
plan The women are foxed after a point as to what and how to go about doinu things
•
There is an urgent need to add a component on adolescent girls health
•
Linkages with government have not been established as anticipated There is a need for a
more concerted action at different levels. Even though the response at higher levels is
positive and proactive, this has not trickled down to the district levels The training teams did
not include government personnel as originally envisaged In some cases at district levels
they came in as resource persons to talk about specific topics There was no sustained
involvement. In the second phase of the programme CHC has involved the Government from
he very begmnmg and got letters issued by the Secretary- Health to all districts, in the hope
that this would facilitate greater government involvement This is a positive trend in that it
establishes the government s commitments to the programme, something that was not as
cisHrly established in the first training programme
*+**************** Jit**'«t***1jtJit*JjtJitA)(eAAjjCA
kJ H - 1-V
*
Abstract for paper to be presented in UNFPA exploratory workshop
Date: 7th December 2002
Place : United nations Conference Hall, New Delhi.
•
•
Prahlad A, Social Scientist,
Dr. Thelma Narayan, Coordinator
Community Health Cell, Koramangala, Bangalore
Various partners at community ,state and national level in both qouernment and
voluntary sectors have been active partners in implementing this programme. We
acknoiuledge their relentless support in ensuring success fii I im piemen tat [on^o/'
this programme.
TITLE OF THE PAPER:
Uniqueness of Women’s Health and Empowerment Training programme in
Karnataka
In our country, it is well known fact that all Maternal and Child Health
programmes (by whatever name they are called) have targeted communities for
population control as their primary objective. All women and child packages
initiated by either Government or Internationally funded agencies clearly show
that Family Planning is the major component. All these activities are individual
based, top down programme, controlled by one department without any inter
departmental coordination.
The activities of the present Reproductive and Child Health (RCH) are also
predominantly family planning oriented and hardly different from earlier
programmes (Maternal and Child Health, Child Survival and Safe Motherhood,
etc) with the empowerment component completely missed out. 'Phis has led to
situation where women’s overall development is ignored and her role as
productive member of the Community has been overlooked.
Given this background Women’s Health and Empowerment Training
programme is one such effort that provided more viable, realistic and
comprehensive alternative.
Objectives of the WHET programme:
1. Increase women’s self confidence/ Self esteem, so that they can handle
their own problems and play a major role in the family and community,
2. create pressure on existing Government facilities, particularly health
facilities to provide better services.
3. utilize a Multi -Sectoral approach, and
4. develop a comprehensive manual for different levels-state, district levels
and community .
Unlike the Reproductive and Child Health (RCH) programme, the Women’s
Health and Empowerment Training (WHET) programme lays emphasis on the
overall development of women and considers women as a partner and not as a
client. This is vital for the sustainability of the programme even after funding
<>
I
ceases. This programme was developed after detailed discussions between
NGOs (working both at grass root level and state level) and Ministry Of Health
Family Welfare, Government of India. Thus stakeholder interest was
established. Experiences in this project for the last two years have shown that
women collectively have taken a lot of initiatives at the community level in their
respective Self Help Groups which has not happened in ROH projects, because
it is still controlled by the department and the community has not owned the
programme. Moreover, a cascade approach was used where in the trainers who
were trained in turn trained other grass root workers and thus through
multiplier effect a larger number of women could be reached. Women’s Health
or Development programmes should always concentrate on partner’s strength
and not on their vulnerability. Women’s Health and Empowerment Training
programme is one such innovative attempt viewing women i'n totality in relation
Io Ihrii position in society and not just ns reproductive elements.
Our experience in the project has shown that if the project has to be sustained
it needs to be empowennent-oriented and enabling-based and not providing and
client-based. For sustainable programmes we need partners and not
participants.
Key words: Empowerment, Partner and Multiplier Effects
Background: The lower socio economic status of women has been a major cause ol
concern lor all people involved in development activities all over the world. I his has had
a serious impact on the overall health status of women especially in the tribal and iuhiI
districts. I his problem has been resull of hick o/ infm nnitioii among Ihc eommunily about
the various faclors affecting the health situation of rural areas and mote pat liculai ly of
women. Women ate denied decisionmaking powers in the community and in their
families. Lack of resource slops them from accessing the better services. Poor access to
earlv diagnosis and treatment has also added to the various problems women arc facing
at (he community level. This has been the practical experience of all activists,
government and voluntary agencies involved in women development activities. Given
this background Government of India with financial support from WHO SI'ARO
initiated the Women’s health empowerment training program in 1998, through a
collaborative partnership with NGO’s in 15 states.
Ahn of the programme: 7b address important physical and emotional health
problems faced by women and more particularly by poor and marginalized
women of the society based on a gender perspective. This was keeping in mind
that mental and social aspects of health arc on equal terms with physical
health.
Major objectives of the programme a) Enhance women's capacities to handle
their own and Jamilics health problems by generating a certain lend of self
so IJiri('ii('y ami self confidence this programme focused on the strengths of the
women rnlliei
limn, vi I Inei nhilil v
This was expec l(‘d Io rediieo the
(•ommuiiitv’s. more partioularly women's dependenof* on the services, which
hitherto have not been responsive or sensitive to their needs, b) ('i(.,ate pressure
on the government facilities to deliver the services much better, by raising
luomun’s aivarcncss by creating awareness, the message was spread to entire
community who were expected to act collectively against the poor services as
they are the rightful partners to demand the better services.c) Use multi sectoral
approach - this approach was used to break barrier of any one department
responsibility of the entire women’s health and development, and
comprehensive approach to women’s health and development, d) Develop a
comprehensive training manual- which can cater to the needs of the community
and provide correct and complete information on the women’s health and
development. English manual was translated into Kannada Io cater Io the
needs of State level and District level functionaries also.
Components of programme: included issues like importance of education,
health issues related to adolescent girls, gender and self esteem, priority health
problems , government health services and programmes role of panchayat
members in enhancing the women’s overall status in the community, mental
health issues of women, violence against women etc. This proved to be very
comprehensive though may not be complete. This programme has tried to cover
both health and empowerment issues of women fairly largely.
Approach: The approach used for the implementation of the programme was
a) Multi sectoral (involving four major line departments in the Government
working directly or indirectly for women’s Development - Rural Development and
Panchayat Raj, Health, Education and Women and Child Development),
b) Bottom Up- participatory training package methodology for implementation of
the programme was decided through interface between Government and NGO
partner which were responsible for the implementation and, c) Partnership
based- active, interactive partnership between Government, Implementing
NGOs and Women’s Organization was established during this programme. This
was expected to sustain the programme and could lead community ownership
of the programme after funding ceases^
Accountability of the entire programme was to the community as the women
community leaders were involved during the training and after the training
when they were expected .to do the follow up they were consulted for the first
hand information from them.
Community Role was more as an active partner and not as a mere recipient of
the benefits of the programme. The people were also involved in the programme
as the key change agents for the women’s overall development. As women were
involved in this programme from the very initial stages the community has
been in a position to understand this programme better. 'I'his
'Ibis type ol
involvement in I he'programme by the women members of the (oimminilv has
led Io inbuilt sustainability strategics and belter role for the community
members in the programme.
Methodology involved in the programme was of “Training of Trainers” from
the grass root NGOs, Mahila Samakhya and department of health and family
welfare. In this process, 25 Master Trainers were trained in 5 .districts
(Chamarajanagar, Bangalore-Rural, Bidar, Bellary and Koppal districts) These
trainers in turn shared the information with a minimum of 144 women leaders
in each dislrict with a few action points identified by Women Community
Leaders who belonged to Self Help Groups in their respective villages. There was
expected be a spread effect from sangha leaders to sangha members and
through them to the community . Total number of women trained under this
programme were over 1000 exceeding the expected number of 750. These
women were involved in this programme as the contact person for the
programme. Since these women belong to the same village and arc the members
of the Self Help Groups their credibility is already established as women
leaders. The success of the entire programme was based on the cascading effect
through which information about Women’s Health is passed on to the entire
community.
Steps Followed: While taking action Women Community Leaders followed
particular pattern of dealing with the issue which they want Io lake at lion on .
This was afler they were given information about lhe Womens hcalih issues, a)
Proper understanding oj the issue- This was necessary as the women need to
have correct information about the issue they want to deal as a part of the
empowerment process, b) Community Mobilization was a very important step in
improving the life for the community and in this case for the women’s cause.
As is the case in the past and also believed in this programme, collective action
by community will have better results than individual efforts. Therefore
community organization activity was also important part of the programme, c)
Action: As a part of the programme a few communities also initiated some
action through this type of collectivities
SOME CNCEPTUAL FACETS OF EMPOWERMENT OPERATIONALISED AS A
PART OF THE PROGRAMME
Psychological:
Individual identity and self image are very important for the
person to develop as a total, self reliant personality, rather than
depending on some one else for the survival.
Creating space: Woman requires opportunities to share her
suggestions as a member of the family and community at large.
She should also have her voice heard for any relevant issue related
to her, her family and her community.
Acquiring Knowledge and power: Through training and
involvement in the programme she was acquired the right
knowledge.
Cu Itural:
Redefining Gender “ Rules and Norms
Breaking gender
stereotype of men and women’s roles in the family and society.
Bringing up the children in a way, which doesn’t fit into the
iijuvcnlloiml HtiUiiw altai hcd to tlmse gendcih won iiIho illIrmplrd
Challenging evil cultural practices: Evil practices like Devadasi
slave to god ( religious prostitution) were challenged.
Social:
Social leadership in community action: Women’s capabilities as
a leader and bringing out the innate qualities of women were also
attempted
Entitlement rights- The rights for which they are constilu.lionally
entillcd and their demand for these rights were also covered as
part of I he programme.
Social inclusion- Identifying women’s skills as product ivc
members of the society were identified and were shared in I he righl
perspective with the women leaders
- Productive assets - In the assets of the family woman lias a role
to play and she is a productive member of the family and I lie
community.
Organizational:
Collective identity- Importance of collectivity and group
responsibility were also covered as a part of the programme.
Establishing own organizations- This activity was carried out to
strengthen new leadership and existing organization in the
community and through them developing the community was also
covered as a part of the programme
Organizational leaderships-women were encouraged io lake the
leadership roles in the formal and informal organizations as a part
of the programme.
Political: - Participation in Panchayat Raj System: Women were encouraged
to participate in the Panchayat system (Local Governance) as this gives a lot of
power politically to women . By doing this women can become decision makers
and elected leader at the village level.
Case studies:
1.
Anti -Alcoholism campaign in Chamarajanagar district:
In (his incidence, village women from llanur, tiny village' in this district
shared that they arc having lol of problems due Io alcoholic husbands.
This information they shared when they were participating in the
training program. As a response, women were told (hat they have to at I
collectively to stop this menace. Women tried collectively and slopped
Arrack) Local Toddy) supply for more than 90 days. But even more
influential and powerful excise lobby defeated their efforts. However,
women felt that if they had got more support from other groups and a
few NGOs they were in a position to exert more pressure on the
Government to control alcohol supply in the village.
2.
Political Empowerment and Assertiveness in Bangalore-Rural
district:
In these incidence 2 women from Kanakapura district tried to contest in
the Grama Panchayat elections. Their husbands opposed this and they
were being thwarted from contesting the elections. But women
confronted their husbands through sangha and finally after lot of
deliberations and discussions they were able to convince their husbands
about their interest in contesting the elections and finally contested in
the election. One woman (Master Trainer ) from Chamarajanagar district
got elected to gram panchayat .
Strengths and Weaknesses of the programme as identified by the partner
NGOs: In the process of strengthening the programme for the long term
purposes feed back was taken from the grass root partners about the
programme. Few of the strengths and weaknesses identified by the partners
and the external evaluator are as follows.
Among the major Strengths identified were: Comprehensive- community
members and grass root NGO partners felt this programme was more
comprehensive than any other women and child health programmes as it
covered both health and empowerment factors equally.
Multi Sectoral- This programme as part of regular activity tried to bring in the
support of line department working directly or indirectly for women’s health and
development. This roped in till the departments releasing their staff for training
programmes, giving the instructions to their grass root workers to participate in
this programme etc.
Inbuilt sustainability- this programme had built in the sustainability of the
programme by involving the women community leaders in the process of
identifying the issues related to their health and development.
Among the major weaknesses identified
There was no inbuilt treatment service (like in KCll) as a support to
the some of the issues covered under this programme.
Retention and recall of inputs to the women community leaders was
very low.
Better communication skills required by master trainers for effective
communication in the community.
Both master trainers and women community leaders felt that they
needed more support and follow up from the state level.
Low participation from government in identifying and sending
trainers.
Spread effect in the community from the Sangha leaders and
members was very less visible.
Learning experiences from the project:
I. Placing women’s health and Empowerna’iil in (iovcrnuicnt,
Voluntary and Private sector is very important and requires
immediate attention.
2. Broadening of RCH toWomen’s Health and Empowerment is
possible and meaningfid.
3. Trickle down effect from community leaders to other community
members needs to be followed up.
4. involvement of NGOs right from the inception helps in getting
broader understanding of issues.
i
5. Involvement of adolescent group as community leaders would he
of more help.
6. On going follow up is very necessary.
7. Issues dealt in the project require support from Government
health service.
Suggestions :
1. Profile of the trainers and community leaders needs to be
2.
3.
4.
5.
maintained. This helps in identifying the participants
according to their age and capacity.
Panchayat members can be trained as community leaders
in health.
Their needs require support from government service for
problems solving.
Follow up needs to be more regular.
Issues of Alcoholism and Mental Health require more
support.
References:
Reports of Women’s Health and Empowerment training programme
Report of programme implementations
Reports of training programme (both state level and community level)
4
WM- IV 1
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Useful Addresses and National Ct
NATIONAL YOUTH COUNCIL OF IRELAND
3, Montague St.
Dubl.n 2
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- EA LLOPMENT EDUCATION FOR YOUTH
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'
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0’
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f
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Acknowledgements
Written and compiled by
Conall O'Caoimh
the club.
the
'ho hold
Advised by
Melissa Butcher, Nuala Doherty, Deirdre Farrell, Ann Leahy, Eileen
Punch, Mary O'Sullivan, Liam Wegimont and Ruth Whittaker
has
Special Thanks for advice and pilotting to
Patricia Cullen and William Pegg (Co-Operation North); Youthnet,
Belfast; Martin Collins and Fran McVeigh (Dublin Travellers' Education
•cific
and Development Croup); Marrian Tannan (Harmony); Paul Corry and
's good
ener must
Anthony Newsome (APIC and the Lesbian and Gay Youth Forum);
ir own
Adrienne Collins (VSI); Barry Robinson (Dublin Union of Jewish
Sean O'Fearail (Feachtas); Carry Quinn (Irish Refugee Council);
Students); Vietnamese Irish Association; Deirdre Morrisey (Women's
International League of Peace and Freedom); Phil Mullen (Irish Black
and Migrant Women); the Scottish Development Education Centre
ortant to
y. The
and the Irish Wheelchair Association.
Published jointly by
The National Youth Campaign Against Racism, An’ -Semitism,
fe of the
Xenophobia and Intolerance; National Youth Council of Ireland (NYCl)
volves, pay
and Development Education for Youth (DEFY), 1995.
What more
Translations to Irish by
Sean O'Fearail
.o feel
re equal (eg
getting to
■ity which
usion; the
Layout and Design by
RED DOG GRAPHICS
Illustrations by
Aiden Kenny
Photography by
Ruth Najda
jane McDonald
Tommy Clancy
Funding
\
The National Youth Campaign Against Racism, Anti-Semitism,
1 Q
Xenophobia and Intolerance is supported by the Youth Affairs
/ o-
Section of the Department of Educatfon, and this pack is funded by
the National Council for Development Education (NCDE).
ISBN No: 0 95 03011 91
Table of Contents
ittinq
pt’.;
jn for
re
Reform.
?ring the
through
jne and
level, on
rail.
^mentally
^gin?
rence?
e in ways
and
>rmed by
Beforn the activities we aim to help the
youth leader prepare him or herself for
working on issues of prejudice. This
section offers some hints, points out
some hitches and explains some tern
To be able to accept difference we
need to feel secure in our own identity.
'Belonging and Difference' first
strengthens the young person's sense
of belonging, and then leads them to
cherish the uniqueness of others with
whom they may have had little positive
contact.
Introduction
j
Foreword - President Mary Robinson
Leader Skills and Attitudes
3
4
How Racism Happens + Glossary of Terms
6
BELONGING + DIFFERENCE
In 'Understanding Racism in Ireland'
the young person is put in touch with
their own experiences of being
excluded, so as to develop solidarity
with marginalised groups. Then they
are lead to explore how they
themselves and their communities can
exclude local minorities.
Creeting Difference
7
Energiser
Where do I Belong?
8
Personal Identity
Nomadism
9
Travellers
Understanding Unionism
11
Northern Ireland
UNDERSTANDING RACISM IN IRELAND
Label People - Not Jars
13
Various
The Exclusion Game
14
Racism
Survey of Local Attitudes
IS
Meditation
17
Prejudice
Racism
A Class of Distinction
18
C 'jss
Cead Mile Failte
19
Xenophobia
A Charter of Minority Riqhts
21
Vanous
Let's Discriminate Discretely
Travelling Poker
23
Vo nous
2S
Travellers
The Debt of Racism
27
Racism
28
Various
29
Youth
land.
i to.
bland
ht and
'justice Issues' looks at how
discrimination and racism happen in
Ireland. It aims to build the young
person's social awareness and ability to
analyse causes of unequal treatment of
groups in society.
o
der to
JUSTICE ISSUES
ability,
u to the
In section 4 on 'Change we aim to
develop the young person's
participation in bringing about a
greater acceptance of difference
in Ireland.
o
CHANGE/ACTION
Change: It's a Personal Journey
leaders,
Design an Anti-Racist Youth Club
Design a Traveller Site
?nce.
can
all
different
all
e q u a I
*
30
Travellers
Advertising Difference
31
Media
Women against Racism
32
Anti-Racism
Prepare to Meet a Minority
33
Various
Acknowledgements
Useful Addresses
34
Irish Version / Leagan Gaeilge
Back
oreword
MESSAGE FROM PRESIDENT ROBINSON. UACHTARAN NA hEIREANN
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The publication •
an education resource pack on racism for youth groups in Ireland is both practical
and imaginative. The valuing of difference and the cultivation of attitudes of tolerance and respect for
other cahures are qualities that help to ease tensions within and between communities and the
promotion of these values at an early age is important.
I he Council of Europe Youth Campaign against Racism, Anti-Semitism, Xenophobia and Intolerance
deserves our wholehearted support. We are only too aware, from developments within our island of
Ireland and elsewhere throughout the world, of the terrible suffering that can result from the hatred
and intolerance that too often fester in communities. The corollary is that the elimination of racism
and intolerance would relieve humankind of many of the causes of the sufFering in the world today.
1 congratulate the Council of Europe Youth Campaign on their commitment to the elimination of
racism and intolerance and I wish them every success.
MARY ROBINSON
PRESIDENT
3
1
Leader Skills & Attitudes
• We are all afraid of difference. \Ne all hold prejudice. None of us can claim to be frc
of
prejudice. What makes it OK for us as leaders to educate young people away from prejudice, is that we
firstly be aware of and acknowledge our own predjudice and that we attempt to recognise our own biases.
•
Awareness is the first step: awareness of our attitudes and of the values handed on to us in home, school,
and society. There is bias in how we feel and in the opinions we hold. From there it can creep into our
actions and man iest itself as discrimination. We can't change all of that immediately. But if we are aware of
it we are in a better place to educate young people.
•
Change away from attitudes of prejudice is a personal journey: for this, the leader must attend to the heart
and spirit of the person. Change away from structures of discrimination and racism is a political process: for
F
5
this, the leader will need to develop social and political awareness among young people.
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To counter racism both personal and political levels of youth work are essential.
•
Trying to change racist attitudes is no easy task. Sometimes it may even run the risk of reinforcing existing
prejudices. There is need for you, the leader, to prepare well. As important as preparing the activities is
preparing your own openness. It is helpful for leaders to hold a session for themselves before raising these
issues with your youth-group. Young people will be quick to spot your prejudices and to point them out to
you. Probably the best lesson you can give is not to deny or explain it away, but to say 'yes, you're right, we
all have prejudice, and I need to grow out of this one'. We can also pick up new predjudices as we move
through life, so it is an on-going journey of learning.
•
Rejection of 'out-groups’ is a stage in adolescent development. But it is a stage to be out-grown. Share with
your leaders your own personal story of what experiences you had that brought change to some of your
own attitudes of prejudice. Listen to their stories. This will help you appreciate the personal journey along
which you are accompanying the young people.
Could we end up
reinforcing prejudice?
This may happen by
•
The leader being unaware of many of his or her
own prejudices;
Some learning methods being used that bring up
prejudice without leading towards healthier attitudes and
behaviour;
• Examining only one level of prejudice, leaving out e.g. personal,
institutional or cultural levels;
• Just talking about predjudice;
• Forgetting the global perspective: making statements about human life
which ignore the majority of the world - i.e. those in the developing world;
• Racist statements or jokes going unquestioned by peers.
How can I avoid
reinforcing
prejudice?
•
Be aware of your own prejudice and open to having
your attitudes questioned.
•
•
Start with an awareness session for the leaders.
Be clear on the aim of each session. Don't fuzz it with other
aims.
Make sure to include discussion sessions as well as the fun of the games.
Peer education is your greatest ally. Instead of pointing out predjudiced statements,
ask the group "What do others think about that?"
Don't threaten a person's sei ^e of security. That can entrench attitudes.
Remember that reinforcing positive attitudes is more effective than
negating negative ones.
Assure members that they don't have to become like the other’, they only need to
respect the other's difference.
Clarify the terms for yourself (see Explaining the Terms, Page 6).
•
•
•
•
•
•
-___
-
__
How will members
of minorities
within my youth
group feel?
•
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Remember the global and the historical
view, how racism serves to keep the rich
rich, and the poor poor.
A lot depends on the leaders'and the individual's own comfort in dealing with difference.
•
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•
•
•
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Some possible considerations:
Run activities on other issues of prejudice before focusing on the minority
issue pertinent to your own group.
Don't patronise the individual.
Discuss the session with the individual beforehand.
Invite a visitor from that minority group to speak to the club.
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Some young people may feel their religion requires them to hold certain groups
in disdain. Respect the young person's beliefs. Help them discover in the core of
their own religion how such sayings as "Do not judge and you will not be
judged"call them away from discrimination against people whom they may not
Remember, some young people may have particularly acute experiences of being
discriminated against. You will need to judge what exercises are appropriate to
your group. You will also need to assess your own ability to handle strong
feelings and to know when to call on the skills of others.
Remember Hippocrates' statement: "Above all, let us do no harm".
Co beyond the activities given here. Invite guests. Co out and visit different
groups. Once-off encounters may provide the club with an interesting evening.
The 'feel-good' factor is high. However, the effect which such evenings have by
themselves is slight. They are a good beginning. Nourish the once-off encounter
so it grows into a programme of meetings or joint action. Maybe work towards a
youth exchange.
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How Racism Happens
<5
ALL JOINED BY FEAR OF DIFFERENCE
a
►
In every-day life we often look at the facts of a situation subjectively. If I make a mistake, it was because of the situation. If
the other person makes a mistake, it was his/her fault.
►
In stereotypes we collect evidence to support our beliefs. If we see people who don't fit our stereotypes, we don't
question our stereotype but say they are an exception. We need stereotypes to be able to function well in everyday life.
►
Unrecognised stereotypes can get loaded with negative values leading us to form attitudes which pre-judge people:
She's one of 'them', 'that shower' so she must be stupid, lazy, dishonest.
►
So we can very soon end up carrying out actions of discrimination.
She belongs to that group, so she couldn't be reliable, so I won't give the job to her.
►
That way we don't notice when laws or businesses or schools treat those groups unequally, their reasons seem fair
enough. This confirms our stereotypes again.
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► That's how racism works. It's all based on fear of difference which is used by some people for economic and political
gain.
Explaining the Terms •
Stereotypes are generalisations which give to incli \ iduals the reputation of a group.
Prejudice is an attitude, usually negative, towards a group.
Discrimination is action based on prejudice. This action may be carried out by individuals, or through institutions
such as youth clubs* or laws.
Racism is the belief that some people are inferior because they are born into a certain ethnic, racial or cultural group.
This belief leads to attitudes of prejudice and actions of discrimination. It reinforces relationships of unequal power.
Sectarianism is prejudice or discrimination based on religious difference.
Bigot: is a person who is ven' strongly prejudiced.
Ethnicity is about cultural identity.
Anti-Semitism is racism against Jewish people.
Xenophobia is distrust of foreigners.
Homophobia is the fear of and discrimination against lesbians and gay men.
Ageism is prejudice based on ige difference.
Nomadism is a way of life, based on earning a livelihood in a manner that requires moving the place of one’s home
periodically.
Sexism is discrimination based on gender difference.
s
Greeting Difference
Aim
To have fun while cherishing
deference and getting to know
each other. •
; IS®
Time
20 minutes
What to do...
•
Give each person a role description which describes how people in different
countries greet each other
• The participants move around the room meeting people. They greet each
other in both their own and in the other's customary fashion.
Ages
• Then, without using words, they communicate to the other person one
All
thing that they like doing. The other shows they have understood by
repeating the mime. They then gesture farewell according to their custom
Materials
Copies of the role descriptions.
I
and go on to greet more people.
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Role Plays
Rub noses
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A peck on both cheeks
i French
Dutch/Swiss
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Three pecks on alternating cheeks
i Irish/British
Shake hands
i Brazilian men
Shake right hand, while patting the
i
other man on the shoulder
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i Russian
Hug warmly
i Indian
Place hands together and bow
i
Parts
of
South
Africa
Slap
on each hand and bump each hip
i
i Some Afro-Americans Give me 5 Brother/Sister’
i Tanzanian
Shake hands 3 times, 1st and 3rd Irish style,
i
2nd as at the beginning of arm wrestling.
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• Invite the members to add on any others they know of.
Energiser
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Where Do I Belong?
% Aim ■
fero3evelop tfiifpartlcipants'
^iense of belonging, in order to ;
enable them to accept.
'■fx
■
Time
What to do...
•
Lead them to name as many as possible: family, clubs, left-handed, settled,
nationality, religion, gender, music taste, nomadic, sports play^rs/supporter,
I
50 minutes
habits, disability, hobbies, etc. Write the groups on a chart. To ensure that
there is competition for bidding, and that it does not take all day, put e.g.
Ages
United or Everton fans together as football fans.
An -
•
Chart, imitation money.
V-X.
Each person decides for themselves which of the groups to which they
belong, is most important to them.
Materials
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Ask the participants to name the different groups to which they belong.
•
Explain that there will now be an auction at which they each have £1,000
to bid for whichever group they want to belong to.
X
•
Select an auctioneer who will lead the game with spirit, and an assistant to
gather the money as people buy. Each person is now given £1,000 of
imitation money with which to bid at the auction. Each of the groups listed
can only be sold to one person. There may be some left-over groups to
which no one wishes to belong - e.g. snorers.
70^ First: let people explain why they bid so high for a
particular belonging-group, and why that group is
—II
a Ct
so imdisappointment
Portant t0 themat-Let
them ta,k about the
not being able to buy e.g.
‘family’. The buyer of each group is asked what
that group adds to society and what would Ireland be missing if
that kind of group (e.g. swimming clubs) were banned.
Second: Some people were worked-up about bidding for a
group that meant little to other people? How did that difference
seem?
Thirdly: As a further option, make collages or paintings of the
groups to which the members are proud of belonging.
QFlI !
P^nonal-ld^ntit^-] belonci^H^^^'ce' ~BI
Nomadism
What to do...
That young people appreciate
♦410 t/allaA
the value of the nomadic
of life abroad and in fgpia
Time
25 minutes
•
Form two groups. One group examines the Fact Sheet on the Kazakh
people, the other on Travellers. Each group discusses what they imagine
these people's lives are like.
- i
•
After a few minutes, collect the fact sheets, and give each person a copy of
the grid sheet. They are to move among members of the other small group
Ages
trading information about the other nomadic people. They can only ask one
12 and up
question of each person. They then move on. First to fill their sheet is the
winner.
Materials
Copies of the fact sheet for
each group. Copies of t|ie grid
for each participant /
•
Then discuss what surprised them about this group of people. What
similarities are there between the two nomadic peoples? What more would
they like to learn about them?
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Fact Sheet 1
The Kazakhs
i
i The Kazakh peonle of north-west China are nomads. That means they earn their living in a way that
i requires moving their home regularly. The Kazakhs are pastors of horses, sheep and cattle. They move their
i
ome into the high mountains in summer following the grass lands. In winter they move their tents down
i to lower land where it is warmer and they can sell their animals at markets. Their homes are called yurts
i and are bu.lt like tents that can fold up, and be lifted by the oxen. When the grass in one place is eaten
i they move on agam. Some of their foods are popular in Ireland - such as shish-kebabs. There are about half
i
i a million Kazakhs in China, most of them are part of the Muslim religion. The government of China has
i tried to force these people to settle in villages. But they say they don't want to settle because for centuries
i their way of life has involved moving.
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Fact Sheet 2
The Travellers
The Travellers of Ireland are from a inomadic
- •background.
•
That means that many Travellers earn their living
in a way that requires moving their home frequently. Many Travellers
.
> are traders. Traditionally they moved
from one <country
------ - *town to the next trading horses and providing skills such as pot-mending and blade
sharpening. Travellers brought to the small towns services which
k.
.
,
-------------------------- were not available in the countryside.
Many towns had a field that was traditionally used for the Travellers to halt in, but there are fewer of these
now Farmers no longer use horses so much. Therefore Travellers began to trade other things - scrap
?rPPt^' t0°IS and °ther cornmodities and t0 m°ve around the bigger towns. Some carry out
th . hL'C lnV° VeS movin9 fr°m place to place, e.g. tarmacing. Many live in one place for the winter - so
trailers tT
^k00' ’
SUmmer m0Ve ar0Und t0 fairS for tradin9' Travellers call their homes
maior v Ire r T!
rL
13090396
'Cant'
are ab0Ut 22'500 Travellers in lreland- The
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Sno succeed
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a ternUve form f
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9°Vemment of ,reland has tried t0 9^ Travellers to settle in houses. This policy
90vemment has gradually come to accept that halting sites can be a valid
.“eTHr''""'Ther'
b"'' ‘
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’“p-" °f
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Travellers
t
!------------
j Name
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Name
j Name
What is the name ot your nomadic peope?
One thing you like about your way of life?
Why do you move?
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3
8
What do you trade?
■f
Name
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What is the main religion among your people?
Do you have a right to choose to keep travelling?
Name
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What animals do you trade mostly?
j Name
II-----I
What is the name of your language?
Name
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What do you not like about being a nomad?
Name
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What is a nomad?
____ [
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How many people are there in your nomadic group?
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What are your homes called?
Name
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Understanding Unionism
I3 Aim
* 1
What to do...
/ That yogng people understand ii
what it means to Unionists to .<0
be Unionist
‘ ?
Part One
Hmk \ I. i jSiil
60 minutes
Ages
14 and up
Materials
Invite five people to practice acting or reading the following sketch and
•
t
then to play it out for the whole group.
V//
Billy
Hi Mum, lzm home.
Mum
Go inside and tell your Granny how Sunday School went.
Billy
It wasn't so bad as usual. I learned why we're different from Catholics.
/
Dad
You're damn right we are.
Mum
And how's that Billy? - not that your Dad would know.
Billy
I can't remember the big words. It goes back nearly 500 years to the
Cranny
Our people said the Church needed changes. So the Pope told us to
Dad
Where are you off to now lad?
Billy
George is here. We're going collecting wood for the 11th of July
George
Only one week left.
Cranny
Not on a Sunday boys. Thou shalt keep holy the Sabbath.
Copies of the role-plays for
each group.
/
/
Re-form-ers.
Note
Unionists in Northern Ireland are not
an oppresed group. However, many
people in Ireland carry much
predjudice against Unionists. To
contribute to peace, tnis activity aims
to address that nredludice through
information ana empathy (putting
oneseL in the shoes of another).
Any identity is a thing of the heart,
not mainly of the head - Nationalist
or Unionist alike. To reach the aim of
this activity avoid discussion of
solutions and 'who is right'.
Seek instead to understand why
people see situations differently. What
hopes and what fears might be inside
others, and ourselves?
leave. But we keep our belief in Jesus Christ.
bonfire.
(Dad gives a wink).
Mum
You know I don't like you going down there son, you'll end up in
Dad
Ah’ Let the lad go. We work hard all year and it's our time to celebrate
another fight.
who we are.
Billy
Mum
Can I wear your sash Dad?
No he can't. I don't want him wearing it out on the street. He's too
young.
Dad
Here, just try it on for a moment. That says we take care of this land for
the Queen, and she will take care of us. We are Loyal to the British
Crown, and the Crown is loyal to us.
Cranny
My father swore his life to be loyal to that when he signed the Ulster
Covenant with his very blood in 1912.
Billy
Looks well! Eh, George? Is Robert not here yet? He's usually on time.
George
No, he's still up practising the flute tunes because he was allowed join
!
in the band for the 12th of July march. Listen...you can hear the drums
• from here.
Granny
Mum
You lads would fall over if you tried to lift one of those big drums.
If you're back home on time you can help putting up the Union Jack
and the red, white and blue bunting for the front of the house.
* Briefly ask the members what did the play show are i.important parts ofthe Unionist identity.
The Information for Leaders will be a guide to you in this.
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Northern Ireland
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Part Two
1
•
Form small groups. Each group has 10 minutes to prepare one of the following role plays which they will then
perform for the whole group.
•
Then discuss: What did it feel like to play the role of a Unionist? Why was it easy or hard? What did you learn
about Unionism that seemed new or different from how you saw it before? Inside a Unionist, what is most
important to who they are?
•
Ask the group for suggestions on what can be done to reduce this predjudice in Ireland.
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Role Plays
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i A Unionist family are watching the news as the IRA cease-fire of 1994 is announced. Maybe the Dad could be a
i member of the Orange Order, the mother in a peace group, the daughter is fed up with the situation in
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Northern Ireland and is soon due to move to London. The son is a strong Linfield FC fan.
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i Gordon Wilson was a Unionist and was hofding his daughter's hand when she died after an IRA bomb. When
i the journalists later asked him for comment he said that as a Christian he forgave the bombers. Later the
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i Taoiseach invited him to be a member of the Senate in Dublin. Prepare a sketch showing this and the responses
i of other people around him.
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i A Unionist Youth Club from Belfast are visiting a club in Galway on a Youth Exchange. Show how they discover
i that their stereotypes of each other don't fit the reality.
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i A young couple wish to get married. He Is a Catholic from Tipperary, she's a Unionist from Portadown. Her
i family have difficulties with this. The neighbours would not welcome him, nor could he be let into the family
i business. All her brothers are in the Orange Order. They worry about fights at the wedding, intimidation from
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i neighbours, that she will be converted to Catholicism, and th-n there's the up bringing of the children...
i Prepare the sketch.
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Informatypn for Leaders
There are many types of Unionism. In the heart of the Unionist identity are four central elements:
Loyalism. Unionists will be loyal to Britain, and the Crown will be loyal to them in return,
come what may. This two-way loyalty guarantees that Northern Ireland stays part of the
United Kingdom. This is not a national identity with the land, but a two-way (semi-feudal)
bond between the people and the Queen or King.
Protestantism. Unionists are Protesters against the Catholic church, rooted in the
Reformation. So even if the individual does not believe the Gospels, they are against the
control of the Catholic church over society.
Orangism. The symbols of pride in who they are. The sash, the Union jack, the Ulster flag,
the colours, drums, parades, banners, bonfires, songs, flute.
The Protestant Work Ethic. You work hard and honestly. You are loyal to your boss, sober
and punctual. Your house and garden look well. Do not work on Sunday.
I
Label Jars - Not People
% Aim :
1 What to do...
\
To become aware of the
prejudices wc- all hold, iand
___
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where
where they
they cpme
cpme fro^
fram1«. that yg
they are based on a
knowledge of other people-,
•
Ask four participants to be a Traveller, a Unionist, a person from Kilkenny,
and a Black Irish person. These go to each corner of the room with a poster
sheet marked with their title. Other titles may be used, e.g. Jewish,
Vietnamese, Cay, Disabled, Unemployed, etc, as suited to your group.
Time
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35 minutes
^0
Ages
•
‘X:/
12 and up
The words and phrases on the list below are written in large letters on slips
of paper. Each member of the group is given a number of slips.
Working in pairs, the young people are invited to get rid of their words or
phrases, labelling the 4 volunteers as they are commonly labelled in Ireland.
They may need to persuade the person to accept certain words. As the four
Materials
volunteers accept slips they stick them to their poster sheet. They may
4 Poster Sheets, 4 Prit-Stkks,
Slips of paper with the adjectives
written as below.
choose to refuse certain words or phrases.
•
After a few minutes, so as to finish, the leader now allows the participants to
"dump" labels on the volunteers. These are also stuck to the poster sheet,
but separately from those which the person freely accepted.
* Note
Discussion
It is suggested that the Meditation or
Where do I Belong activity be played
before this activity to create a healthy
learning environment in the group.
In the full group examine the charts one at a time. First, let the person say why they
accepted certain labels and refused others. Also what did it feel like to have certain
words dumped on them? Second, the other members discuss whether Travellers,
Unionists etc are actually how the posters would suggest? Then discuss what the
posters are saying: are all people equal? Let the young people challenge each other.
Discuss whether members of the group ever met with, visited the home of, received
into their home, danced with, etc, members of these groups? Where do our images
and our information come from?
Alternative
Write the words on sticky labels, the participants stick these onto the volunteers as they
are commonly labelled in Ireland.
HAPPY
STUPID
JOYFUL HOPEFUL
DRUNKEN
GENEROUS
MUSICAL
IMPRESSIVE
POOR
KIND
CREATIVE
OPTIMISTIC
BULLY
LOYAL
BORING
GOOD LISTENER
SENSITIVE
RUTHLESS
BAD- LISTENER
STRONG
CRUEL
RICH
PESSIMIST
GOOD-LOOKING
ENERGETIC
GREEDY
UNSUREOF SELF
SEXY
• You may add other suitable phrases.
'tjojn 2
0^1 VARIOUS |
1
k- -■
BOASTFUL
AGGRESSIVE
SELFISH
FUNNY
RUDE
OUTGOING
MEAN
HARD-WORKING
MORAL
COPY-CATS
CAREFREE
PITIFUL
BACKWARD
LOVING
INTELLIGENT
STRANGE
LIBERAL
HUMBLE
BOSSY
LAZY
COLD
SLY
OLDFASHIONED
DIFFERENT
WARM
BEAUTIFUL
PEACE-LOVING
The Exclusion Game
What to do...
Aim (
T
<
.Thatyounghave a safe
experience of Inclusion and
domination, ip 'order
understand and feel ln sQOdarit- ^
wltfi other people, l
•
each person: Red for one group. Green for another. Blue for the third.
Round 1. The Greens have all the power and are given chairs to sit down
comfortably. They may be treated to a glass of minerals or some chocolate.
Time > i
They order the Reds to stand together with their noses touching one wall.
30 minutes
They may not look round or talk. They are totally excluded from the activity.
V
Ages
Meanwhile the Greens give orders to the Blues, eg. Hop on one leg, do 10
press-ups, make animal noises, count backwards in Irish.
All ages
T
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Materials
3
Divide the young people into three groups. Place a dot on the lorehead of
The Blues must do what the Greens tell them, (within the bounds of safety).
/
•
Sheets of sticky dots in Ijhiiree
different colours.
\ufc./
Round 2. After a few minutes stop and change the roles round - bringing
the Reds away from the wall and instead serving the Blues, etc.
•
Round 3. Hold a third round so that each group has experienced exclusion,
domination and privilege.
* Note
•
Alternatively, do not play rounds two and three. This will leave stronger feelings to
fuel the discussion. Only play it this way if you consider your group are mature
This is a simulation game. It involves
playing a game that gives young
people an experience of power, of
being controlled, and of being
excluded. This part causes strong
feelings. Essential to the learning is
the debriefing where each person has
the opportunity to speak about their
feelings during the game.
enough to be able for the strong feelings, especially among the excluded.
•
Debrief-give
veryone a chance to talk about what happened in the game, what
they felt at each stage in the game, and what they wanted to do. Focus on how
people felt: left-out, angry, powerful.....
Now explain clearly that the group is leaving the game behind to focus on what the
game can teach us about real life.
Further Activities
•
Now ask does this really happen in Ireland? What groups in Ireland experience
exclusion frequently? Select a couple of the groups named and let the members
The Refugee Simulation Game brings
draw up a hst of the ways it happens. Is this fair? From their own feelings in the
young people to experience the
game, how do they imagine people who are excluded from society feel?
hazardous situation of refugees
seeking entry to EU countries
Alternative
including Ireland. It is available from
the Irish Refugee Council and DEFY.
The Flat game explores prejudice held
by the participants by looking at who
thpy would most or least wish to have
live as their neighbour.
Alio available at DEFY.
Divide the whole group into groups of about 5 people. The
members take it in turn to give instructions which all the
others in that small group must obey (within the bounds of
safety). Then hold the
/
debrief and discussion
b
as above.
RACISM
Sprtinn 7
UNDERSTANDING RACISM IN IRELAND
!
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Survey of Local Attitudes
t■■ Aim
• * ■i t
What to do...
That young people ;
• become aware of prejudice
and discrimination i<i their
community,
'
•
• distinguish between prejudice ?
and discrimination. . ?•«'.
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Variable
■6
Invite the young people to carry out a survey of attitudes and opinions in
their community.
•
One third run the survey asking questions about Travellers, as on the form.
Another third ask the questions about Black people, and the third group ask
about Nationalists/Unionists. Change the survey form accordingly.
-
-f
Time
•
•
The young people decide:
Ages
how many people they want to interview so as to get a good sample of the
14 and upwards
community;
Materials
how many interviews each person will do;
how to question a mixture of adults and young people;
Copies of the survey form.
by when the forms are to be filled and brought back to the ciub.
• In the club practice how to fill out the questionnaire. Then go
elsewhere to carry out the interviews with other people.
Back at the Club
• On large sheets bring together the results of all the
questionnaires.
• Hold a discussion on the results.
1. What words/stereotypes were used most to
describe each group?
2. Does the group consider that there are
attitudes of prejudice in the community?
3. Does the group consider that there is much
discriminatory action in Ireland against each of the
groups considered in tTie survey?
Taking it a bit further:
The group could prepare the results as a report and
get it covered in the local newspaper/radio.
Contact the local minority group movements in your
region and let them have a copy of the report and
ask their opinions.
I Section 2
UNDERSTANDING RACISM IN IRELAND '
1
Predjudice
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LOCAL SURVEY FORM
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’ Prejudice
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1. What s your main feeling when you meet a
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2. When you think of a.............
what are the words you would use to describe him or her?
List the first 4 words/phrases:
3. Have you ever had a conversation with one of these people?
Have you ever had one of these people inside your home?
Have you ever been inside the home of one of these people?
Do you have one of these people as a friend?
Where does your information about these people come from?
Yes
No
Yes
No
Yes
No
Yes
No
Neutral
Negative
Yes
No
i Discrimination
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Do you think the newspapers'/TV's
coverage of these people is
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Do you think the Government's treatment
of these people is
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What kind of picture of these people do schools give?
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Would you welcome these people to live in this area?
Positive
In what way?
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Don't Know
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Meditation
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t
t;
^That young people- L,ecome
3WAFP
rtf their
♦heir own | 9g|ings of
aware of
prejudice and dlscu
would prefer
to act.J
pi
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What to do...
•
First explain to the group that everybody carries some prejudices. No one is
to be blamed for holding bias. It is a life long task to overcome them. The
important part is to be aware of our prejudice so as not to act with
Time
discrimination, (see Leader Skills, p4).
20 minutes
•
way, with enough space around them. It is best to have feet flat on the
*
Ages
floor, the back straight and legs or arms not crossed.
V /
AU ages
Play the background music softly. Invite the young people to sit in a relaxed
•
Materials
I
Invite the young people to close their eyes. Then slowly, pausing between
sentences, read out the meditation.
I
Background music without lyrics.
* Note
For this exercise to reach its double
aim, it is important that there be a
'.oirit of acceptance of where people
are at. There is little value in baldly
exposing people's prejudices. That
will only entrench attitudes.
c
“You are walking by yourself in a street, looking in shop windows. Feel the
sun on your face. You enter a clothes shop. Browse for a rninute. As you go
to leave the shop there is a person your own age manoeuvring their
wheelchair up the step. What is your impulse? What is your feeling? The
steps are too steep and the person with disability seems stuck. What do you
want to do? Can you do that?
From there you go out onto the street again. You get onto a bus. As
the bus travels you look out at the sunny day. The seat beside you is vacant.
I At the next stop a skinhead gets on and sits beside you. What feelings have
1 you? What would you like to know about their life? He or she asks you
directions and you notice their refined accent. Are you surprised?
That evening you are at a disco with your friends. Near you there are
are aa
group of Travellers dancing. Do any of your friends make comments? How
do you feel? After a while one of the Travellers comes over to you and asks
you for a dance. Will you accept or not? What would your friends think
and how will you handle that?
Leaving the disco you trip on a step and get a bad knock and cut on
your forehead, and are quite dazed. You need to go to hospital. At the
hospital, how do you feel? You are waiting a while in a cubicle. Then a
doctor comes jn. The doctor is black. What worries have you? How will
you handle them?”
i
• In small groups the members discuss what they noticed their feelings were, and how they
think they would f^w^them. Would they beisappy to act on the basis of these
^‘•tHi^or would theyprefg/: to octdifferentlyrjVhat makes it difficult to act differently?
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bf!
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-SectiQii2
UNDERSTANDINC MqS^
Racism
I
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A Class of Distinction
What to do...
i
Aim z U
;i*niat young peop'e explore the
“Usue of ciass.discrimlnation in.•
jmlahd.
•
pupil from a middle class family, a pupil from an unemployed family, a
Time
30 minutes
member of the Parents' Fund-raising Committee and a teacher. The Leader
may need to help people in'o assuming their roles well. This group is to
"
Ages
14 and up
)
Form groups of 5 people each. They assume the roles of School Principal, a
Materials
A copy of the Pupils List fur each
5 players.
olaverv
/
choose pupils for Prefect and Vice-Prefect.
•
Give each group a copy of the Brief and the Pupils List.
• After 15 minutes the groups report and compare their choices. What were
the participants feeling in their roles?
•
Discuss: In what ways does class matter in Ireland? Today who benefits from
this, and who loses? What could our school or club do to reduce class
difference?
Brief
The school is non fee-paying, and draws pupils from a variety of backgrounds. The number of pupils in the school has been
dropping in recent years. The Principal wants to improve the reputation of the school and attract more pupils from the
wealthy part of the area instead of them going to a nearby fee-paying school. Your group must appoint a Prefect and Vice Prefect from the Pupils List.
The functions of the prefects are:
to represent pupils' concerns to the Principal,
to represent the school at inter-school events,
to organise a fund-raising event to extend the sports' hall,
to give a speech at the Debs night,
to feature in an article in the local newspaper; the article would include family background, etc.
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The Pupils List
Sinead is from the flats, she has a strong accent. Both her parents are unemployed. She would oe a popular
choice among pupils. She wants to develop the role of the prefect to include organising a school disco each
term. Some people see her as a bit of a trouble-maker. She is way behind in her studies.
Tom wants to get a school magazine going. He lives in the posh estate and his dad is editor of the local
newspaper. He is not a popular candidate because he boasts so much.
Fiona is capable, but does not always see things through to completion. Her dad is the local bank manager,
and the Principal would like him to be a member of the Parents' Fund-raising committee.
Delrdre has all that you could hope for in a prefect, but as her single mum recently lost her job, Deirdre may
have to drop-out after Christmas to earn money to help keep her family.
Seamus is a good speaker, capable, and well-liked. He hopes to be a mechanic. He says if he's made prefect,
in his Debs speech he will call for the funds raised to go not to the sports' hall extension, but to the local
training centre for kids who have left the school early.
Not many Travellers get to 6th Year, but Bernard has done it. He's popular with the other pupils.
Dermot won an award in the Young Scientist of the Year competition. His dad is president of the Past-Pupils'
Union and presenter of a TV chat show. However, he's not very interested in the post of prefect.
CLASS
ection
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Cead Mile Fdilte
What to do...
J:'
Aim
That young people Cc nsider the
range of special ne<
immigrant groupi
Part One
Time
•
Read the case study of the Vietnamese refugees in Ireland.
45 minutes
•
Discuss with the group what was lacking in the welcome made by Ireland
for these people.
Ages
15 plus
Materials
Copies of the case study.
I
Case Study
I
| In 1979 Ireland welcomed Vi
ietnamese refugees, known as ‘The Boat
I People’, but our welcome
i
proved to be lacking something. There was
I little recognition of the refug
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special needs, their different languages
| and religions.
1
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I An elderly couple who came to Ireland in search of a peaceful lifev ouid
said
|
| The dream has gone horribly wrong.’ Every window of their hoi.lt,
me had |
I been smashed; the door had been kicked in; coal bags stolen from the
I
! back shed; rubbish dumped in the back garden and graffiti scrawled
I
| around the property.
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I
I would have to learn English, change our customs in order to get on.
I
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I are on the dole’.
I
I Some Irish people are strongly prejudiced against Vietnamese living in
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I
| Vietnamese are often rudely slagged.
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I The Minister responsible at the time of the resettlement of the
I
( Vietnamese refugees has said in October 1995 that he had then been
I
I unaware of the refugees’ need for post-:-torture counselling. Other areas }
I were also overlooked.
} The Government gave rhe families council houses in different towns
!
I * ..w ^.wTviiaincin gave me rammes council
I• around
back
________
.
. the country,
• but most moved
-----------*
Dublin. This was because !
- I they had little contact with other Vietnamese
and111
could not often
__________
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Peak their language or practice their religii
religion.
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Part Two
Divide the group in two. One group is give
the oroline
I
9rOUP iS 9iven the first 5et Of instru^ons, the second group is given the other If
•
t1”
•• Then ~ch
each group makes
?M"9
In the full group see were the same standards afforded to each nationality.
-f ' ; "
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%
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LSection 3
IUSTICE ISSUES
Xenophobia [
"" q“'S“0"‘ “
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Croup 1 Task Sheet
Imagine the Irish Government has decided to receive 500 refugees from Rwanda into Ireland. Your group are
to appoint a Resettlement Committee to make the arrangements for their welcome and next 7 years support
in Ireland.
You must decide
1. Who will be on the Resettlement Committee?
2. Who will it consult?
3. What special needs will the refugees have in relation to:
where they will live
welfare benefits
household set-up costs
health
language
preservation of their identity
work
contact with each other
education
religious practice
4. What will need to be done so that the local community(ies) are welcoming on the long-term?
5. What does your plan suggest be done immediately and in year four?
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Imagine there has been a nuclear catastrophe at Sellafield, and Ireland must be totally abandoned. Vietnam
has decided to receive 500 Irish refugees. Your group are the Vietnamese Resettlement Committee to make
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tho
...........
... welcome and next
. T
the arrangements .for
tneir
7 years support.
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You must decide
1. Who will be on the Resettlemen’ Committee?
2. Who will it consult?
3. What special needs will the refugees have in relation to:
4.
5.
where they will live
welfare benefits
household set-up costs
health
language
preservation of their identity
work
contact with each other
education
religious practice
What will need to be done so that the local community(ies) are welcoming?
What does your plan suggest be done immediately and in year four?
'-'P
Note to the Leader
Be ready to suggest that the Resettiling Committees include representatives from the
refugees, and others who have had experience of being refugees some years ago (e.g.
Vietnamese living in Ireland or people from former-Yugoslavia), as well as local
community people. Encourage the young people to ensure that a full part in Irish life is
being offered to the Rwandans, and likewise to the Irish in Vietnam.
—I-
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Croup 2 Task Sheet
'
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A Charter of Minority Rights
What to do...
Aim
That young people bfe aware
that some groups in society
need extra protectioc
ion |o ensure (
their equal rights; Ij
V •■
Time
Part 1
Explain to the group that to a person who is called 'disabled', they' are
*
simolv
simply themsplvps
themselves with
with all
all thpir
their ahilitio?
abilities. It
It it
is the
the anv/irnnmnnf
environment and .other
•
7Q minutes
people's attitudes which dis-enables them.
Help the young people to focus on the abilities of people with disabilities by
Ages
trying out some of the following from the game “You Haven't Lived Until
13 Plus
You Have...... ”
4^
Materials
- Transferred from one chair to another without putting a leg
on the ground;
- Tried to write, open/close buttons, tie shoe laces with your
thumbs taped to the palms of your hands;
- Tried to stand up from a sitting position on the floor, while
keeping one leg straight and using only one arm to help;
Tried cutting a slice of bread or peeling a potato using only
one hand;
- Experienced eating your dinner by being fed by someone else
during which time you cannot speak to them;
- Tried eating your dinner using only one hand, (next time use
only the other hand).
From: “disAbility is Everyone's Issue”, Irish Wheelchair Association.
Roll of sticky-tape, poster sheets,
markers, a copy of the ^barter
of Disabled Rights for each
group.
/
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•
Now brainstorm on what people with the above disabilities can do! What
•
Using the personalities list below, name the person and their fame. Ask the
positions in society could they hold as well as anyone else?
group to name what disability the star has.
Star
Abilities
Disability
Cher
ACTRESS/SINCER
dyslexia
Tom Cruise
ACTOR
dyslexia
Proinsias de Rossa
MINISTER FOR SOCIAL WELFARE
speech impediment
Beethoven
COMPOSER
deaf
Peter Townsend
SINGER WITH THE WHO
deaf
Alan Kernaghan
REP. OF IRELAND FOOTBALLER
diabetes
Dudley Moore
ACTOR
club-foot
Peter Falk
ACTOR
visual impediment
Brian Crowley
MEP
wheelchair user
Stevie Wonder
SINGER
blind
Van Gogh
ARTIST
one ear
Various
Part 2
s
Form small groups and give each group a copy of the " Charter of the Rights of People with Disabilities"
disabilities
|7'"ty.ACtlOn- N°rther" 'reland- For each °f
disabilities might need extra protection of that right.
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by
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10 rights, the group discbss why people with
1
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P
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‘People with disabilities live segregated, ofien restricted lives as a result of
societys attitudes to andperceptions ofdisability''.
1. The right to decide for him or herself.
2. The right to have his or her sexuality and relationships respected.
3. The right to marry and have children.
4. The right to communication and information in a suitable medium.
5. The right to equality of opportunity.
6. The right to education suited to his or her needs.
7. The right to personal mobility and access.
8. The right to suitable housing.
9. The right to training and employment.
10. The right to take part in the political process.
e
l
Part 3
•
Ask the group to brainstorm on what rights they themselves have
•
Explain that certain groups within society have extra protection of their rights because they are either smaller
outbv th" mOre >
placed socZ
I
•
abK' 69 Children' d'’Sabled 6tC- BeCaUSe theSe 9r°UpS are minorities they of*n get left
7’"
eqUa'
SPeCia'
“ t0
a"
Now ask the participants to name groups living in Ireland who experience discrimination and who need to
have extra protection of their rights. These may include Vietnamese, members of minority religions Travellers
peop e with disabi ty lesbians and gays, both communities in Northern Ireland, Chinese, elderly people black
people living in Ireland, etc.
•
t
7
oiacK
Divide into small groups. Each sub-group
now selects one of the groups which suffers discrimination in Ireland
and has 15 minutes to prepare a C
‘
Charter of 10 Rights specific to that group. They may list, draw or paint the
rights. They should make sure that the minority live fully in their personal lives, and that they
can take part in
society, in work and in politics.
'
each riabht9r0UtP 77^ ' k
t0
Wh°le 9r°UP and eXplainS wh* that min°rity would need
right protected. Do the others consider these as suitable protection for minority rights? Why?
Further Information
^UPP°a"d r«ources are available from APIC, CARE, Irish Wheelchair Society,
-
is criminate Discretely
Aim
What to do...
v,
‘
To raise young people's
awareness of the many subtle
ways in which our sod|
discriminates through
institutions.
.
•
Form groups of about 4-5 people. Each group is to represent a particular
institution in Irish society: Family, Education, Media, Politicians, the Legal
system, Church, Unions, Youth Clubs, Pubs and Discos, etc.
!
Time
ROUND 1
45 minutes
•
Call out one group who have been discriminated against in Irish society,
eg, Travellers, Cays, Black People, Refugees, the Unemployed or a religious
Ages
minority. The small groups have 5 minutes to think up devious ways that
14 Plus
their institution could possibly discriminate against such people, without
Materials
/
breaking the law.
Paper and pen for each group,
(paints optional).
•
After 5 minutes each of the institutions reports on what ways it thought up.
•
Appoint a Scorekeeper and award points. The sub-groups take turns to
report one item at a time. Award 2 points per item, 3 for extra subtlety; no
points for something already said by another group. As a group reports
each answer, one other group may 'rob' one of the points by quickly giving
* Note
a way of countering that type of discrimination. Whichever group gains
most points leads.
So that young people become aware
of their own partSsinminating
unintentionally, it is important to
include the Family among tne
institutions treated.
ROUND 2
•
The members get up and move to the next institution. The leader calls
another minority for the institutions to 'pick on' and to defend. Again report
and give point. It is important that the young people also think of ways of
countering the discriminations suggested.
ROUND 3
•
Continue for a third and fourth round according to the time and energy of
the group. Whichever group has gained most points wins.
•
If time allows invite the young people to act out or paint situations of these
forms of discrimination taking place, and of the counter measures.
!
Do many of these ways of discrimination actually happen? Should they be
i
allowed to continue? Is there anything we can do locally to change these? eg,
have a positive Traveller poster on the wall, gather facts and get publicity for
.hem...Brainstorm together.
ALTERNATIVELY
Call out examples of discrimination from the Examples for the Leader (on page
24) or others you are aware of, and award points for the gi -up which proposes
the best way of stopping that discrimination.
Taking it Further
Invite a member of a group which is discriminated against to speak to
the club about their own experience, and how things could change.
ection 3
JUSTICE ISSUES
FT——----- ---------
i
Various
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Wbi’e the following do involve generalisations, they are a guide for you as to how discrimination could
actually happen in Ireland. Their purpose here is to help the leader stimulate the imagination of
participants to understand the subtlety of discrimination and the need for measures to counter
discrimination.
Education:
We won't make our schools welcoming places for them to be in. We won't employ them. They won’t
be shown in the school books, nor will pupils be taught about their special identity. Everyone must
be the same, act the same, dress the same, learn the same things. We will put them in separate
schools, or separate classes, separate playgrounds. There will be nowhere else for them to go during
religion class.
Banks and Insurance Companies.
We will delay their applications, charge extra premiums, not understand their accents, ask extra
questions, require AIDS tests and that they sign a form declaring their sexual identity, require a fixed
address. The door at the top of the wheelchair ramp will be locked to keep the heat in.
Family:
We will keep our children away from them. We will keep them away from our home. If our brother or
sister dates with one, or plans to marry one, they won't have our support. We will call them crude
names and tell jokes about them. We will blame them for trouble and crime in the area.
Churches.
We'll call for charity towards them, not justice. We'll make it hard for them to attend or teach in our
t
schools. We won't train our ministers about their special needs. We won't let them use our premises
for meetings. We won't include them in groups we praise. We'll cough or 'em' before referring to
them. We will be quiet when they are attacked. We will not fit hearing-aid loop systems or hav«
wheelchair ramps in our churches.
Politicians:
We will make it difficult for them to qualify for grants. We will raise other issues before theirs. We
won't legislate to protect their rights. We will not intervene on their behalf or accept invitations to
their meetings. If any of us is one of them they had better hide it.
Media:
We won't interview them or employ them or show photos of them doing good things. We'll spell
their names incorrectly. We'll throw in the bin any press releases from their organisation. We'll show
the charity of others towards them, but not their work for themselves. We won't publish articles
standing up for them or broadcast programmes showing their uniqueness or their abilities and
achievements. We won't let them make programmes.
The Police System:
We will respond quicker to calls from other groups. We will always wear our hat talking to them. We
will stop them on the street and ask where they are going. We will be fussy when they fill in forms.
We will check their cars over - lights and tyres, the works. They don't make very strong witnesses in
court.
24
n 70
Travojjinq
What to do...
• Aim ‘
That young people gain
information about and analyse
the causes of oppression of
Travellers in Ireland.
•
9c
G
Form groups of about 5 people to ZY\\
play a game of cards similar to
VxaS
25s’
Time
•
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40 minutes
Ages
After the game it may be appropriate SI
to play ‘Design a Travellers’ Halting
V
Site’z or to consider inviting a visitor
\
from a Travellers' group to visit your club.
14 Plus
Materials
Rules of the game
vtx! IL
A copy of the cards cut out for
each group of five people.
Shuffle the deck. Deal out the cards, 5 for each player.
\' 1
'
Each player examines their cards and decides which cards in their hand gives the
strongest cause that contributes most to Travellers being oppressed in Ireland
Each person then plays their strongest card, reading it out. The group discuss and
dec.de which person has put forward the strongest reason. The person to win this round
*N0te
keeps the played cards by her/his side and gains 5 points. First to reach 25 wins the
game.
The cards deliberately do not include
issues which might reinforce prejudice
against Travellers.
After the second round the members may choose to give back one or two cards and
receive different ones from the deck.
PI - ''PIT Gl. F TRAVELLERS
CHARITY. Bl NOTJUSTICE.
PEOPLE SAY ‘TR.AVELLERS
HAVE ARK TIT TO A SITE.
BUT NOT IN OUR AREA’.
TRAVELLERS ARE OFTEN THE
FIRST TO BE BLAMED WHEN
SOMETHING GOES WRONG.
PARENTS KEEP THEIR CHILDREN
AWAY FROM TRA\ ELLERS.
PEOPLE WON’T ACCEPT
TR/WELLERS LIVING
NEAR THEM.
SCHOOLS TEACH US
NOTHING GOOD ABOUT
TRAVELLERS.
PEOPLE ONLY SEE: WHAT
SUITS THEIR STEREOTYPE.
THE PRESS AND TV SHOW
ONLY NEGATIVE ASPECTS OF
TRAVELLER LIVING.
IT IS CONSIDERED OK TO
CALL TRAVELLERS BY
CRUDE NAMES.
•
TRAVELLER INTELLIGENCE AND
ABILITIES ARE UNDERVALUED.
[
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PEOPLE ADMIRE GYPSIES IN
OTHER COUNTRIES. BUT SCORN
travellers here.
STATE SERVICES LIKE HOUSING
ARE ONLY GEARED TO SETTLED
PEOPLE’S WAYS.
—~- —--—-— -
TRAVELLERS ARE TREATED
AS 3RD CLASS CITIZEN’S.
AFTER W'O.MEN.
YOUTH GROLT- I REEZE IF A
TRAVELLER TRIES TO JOIN'.
F.
-
___________ i
TRAVELLERS’ CONTRIBUTION
TO THE ECONOMY IS NOT
RECOGNISED.
THE ESB WON’T CONNECT
UP TRAVELLER TRAILERS
I
(CARAVANS).
I
PEOPLE DO NOT HAVE AN
OPEN MIN'D TO TRAVELLERS.
LOVE THY NEIGHBOURSO LONG AS HF. OR
SHE IS SETTLED.
i Section 3
JUSTICEISSUES
■
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Travellers i
i
POLITICIANS GIVE IN TO
PRESSURE FROM
SI I I LED VO I ERS.
I RAVI.I.I.I RS ARI. Dll I I RI.N I’.
MANY OF UH PI.OPI I WHO
ARE KIND FO TIII M
RARI LVCAI.L FOR
I RAVF.I I I RS’ RICH I S.
POLITICIANS SPEAK AGAINST
TRAVELLERS.
MANY TRAVELLERS ARI
CAUGiri IN A ROVER IT I RA''
TRAVELLERS IIAVE I.IMI I El)
CONTROL OVI-:R I HEIR OWN
DEVELOPMENT.
LOCAL COUNCILS SPEND
MONEY KEEPING 1 RAVELLF.RS OUT.
INSHAD OF GIVING THEM
SOMEWHERE GOOD 10 HAL E.
SE EI LED PEOPLE LI KF.
EVERYBODY TOBE
THE SAME.
TRAVELI I RS ARE l.XCLUDED
FROM EH E WEALTH
OF OUR COUN I RY.
TRAVELLERS’ WORK
IS NOT VALUED.
TRAVELLERS’ CONFIDENCE
I IAS BEEN KNOCKED
TIME AND TIME AGAIN.
PEOPLE CRITICISE
TRAVELLERS IF THEY
ARE POOR AND CRITICISE
TRAVELLERS IF THEY
ARE DOING WELL.
YOUNG PEOPLE ARE TAUGHT
TO FEAR TRAVELLERS.
TRAVELLERS ARE NEVER
SHOWN IN SCHOOL BOOKS.
TRAVELLERS ARE NOT ALLOWED
ACCESS TO RUNNING WATER.
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SCHOOLS DON’T TEACH
THINGS THAT TRAVELLERS
CAN IDENTIFY WITH.
d
SCHOOLS DON’T HAVE TRAVELLER
POSTERS ON THEIR WALLS.
!
!
EMPLOYERS WON’T EMPLOY
TRAVELLERS.
THE BIN SERVICE DOES NOT
CALL TO TRAVELLERS’ DOORS.
INSURANCE COMPANIES WON’T
EASILY INSURE TRAVELLER
CARS OR HOMES (TRAILERS).
•
;
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CANT. THE TRAVELLER LANGUAGE
IS NOT TAUGHT IN ANY
SCHOOL IN IRELAND.
TRAVELLER CULTURE IS
I NDERMINED.
PEOPLE TAR ALL TRAVELLERS
WITH THE SAME BRUSH.
THERE ARE FEW CENTRES WHICH
PROMOTE TRAVELLER WAYS AND
RIGHTS.
TRAVELLERS’ CONTRIBUTION TO
RECYCLING AND THE
ENVIRONMENT IS NOT
RECOGNISED.
TRAVELLERS ARE VICTIMS OF
RACIAL VIOLENCE.
GREAT PLANS ARE DRAWN
UP. BUT FEW POLITICIANS
STAND BY THEM.
TRAVELLERS ARE GIVEN LITTLE
REASON TO HAVE CONFIDENCE
IN THE IRISH GOVERNMENT.
I WOULD SAY‘NO THANKS’
IF A TRAVELLER ASKI D
ME FOR A DANCE AT
A DISCO.
WHEN A TRAVELLER CALLS
[ TO OUR DOOR. I HATE ANSWERING.
IT’S STILL OK FOR DISCOS
AND PUBS TO SAY‘NO
TRAVELLERS HERE’.
SETTLED PEOPLE DON’T KNOW
ENOUGH ABOUT TRAVELLERS.
SETTLED PEOPLE ARE AFRAID OF
TRAVELLERS.
!
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TRAVELLERS HAVE LESS ACCESS TO
‘EQUAL OPPORTUNITIES’.
■
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MY FAMILY WOULD NOT WANT ME ' TRAVELLERS HAVE A DIFFERENT WAY
DATING A TRAVELLER.
i
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Ur LI rr
THAN SE 1’1 LED PEOPLE.
J
I WOULD SLAG MY FRIEND li
HE OR SHE DATED A TRAVELLER.
TRAVELLERS ARE DISCRIMINATED
AGAINST ON EVERY SIDE.
Handy Hint: Enlarge the cards on a photocopier and cut along the dotted lines.
26*
The Debt of Racism
Aim
What to do...
That young peep’? understand
that racism cau^s and maintains
Part One
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F°rm three 5013,1 9rouPs to drawcartpoH>ns or match-stick pictures. The first group draws
picturesofa slave and master three Hundredyears^go; the second group draws an
i
Time
;
40 minutes
1 I
African and a white coloniser one hundred yea(>^gcJthe‘thfrdtaroup draws an African
today growing cocoa for chocolate and theowner Ja chocolate factory in Europe. The
Ages
cartoons should show the work, the houses of the people, etc.
15 Plus
The small groups present their pictures to the who^group and explain what wy the
\
rich looked on the poor in each case, what atti^d'es they had; vyAat'language was used
Materials
t0 describe them and what effect this systeryj fiad on the development of Afn a.
f
Poster sheets, crayon's or
markers, copies of the
statements, cut In slips. ;
Part Two
>7
a
5
-' ’ ‘
E*
Give a copy of the statements to each small group. Each group ranks the statements,
starting with the one with which they mosj: agree, to {he one they least support
—-i
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j •Third World countries
J
Handout
owe money to Europe and the USA. They borrowed it. They squandered it. They must
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•The First World treated th_
ie Thkd World as slaves. That's how they got rich. Really the
First World should
. owe money to the Third World,
not the other way round.
•It's a free wor d. The big multi-national companies go to the Third World and trade. If people don't like itz
VI IV.
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* discrimination bv thp hin mmnanioe Sr
Brazil as they do to workers in Germany.
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•The Europeans baptised slaves. Having saved their black
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they don't have to work for the big companies at the going wage.
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pay it back.
»»-—».9..».
. ..
souls, whites had the right to use their work as they
wished.
’It was only because they had guns that Europ.
« managed to destroy so many cultures
and civilisations in
the rest of the world. It had no i
regard for these people's rights and freedom
• Many Third World countries are in a
{
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»go
tb.,.a„d
hwtthem
h.mta
X
go there
and S
show
how
to i “TXa™°,9°^
I■ ’X'?
•
•--v
aciiui
inira
“n.di. <uu
“ io
“me
,he ™'
d world,
w”w- but“I k“ - • •”» “<■» <-» « V*.
'
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What is needed is not handouts, but fair trade. Th.
but equals
’
............... ",e peop,e of the Th,rd Wor,d shou,d not have to be beggars, J
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rOnkin9S
°n ° mOSter
°nd the rankln9S C°mpored- Dl“u“ wh°ls 11
In the last few years there has been growing racism against the Muslim world. One example of this was when the American media
whT'
t d hT Z
Okl°h°m°
in
' - ^wn to beaZ^^Z
I
^planted the bomb. What economic and political reasons might the First Worid have for building up prejudice against Muslims
In Ireland who would lose power
oower and lose money if discrimination against the various groups changed?
27
v. •
Section 3
justice issues
Racism
\
g Personal Journey
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What to do...
Aim
To begin the process of personal
change away from attitudes of
prejudice.
•
The young people stand-up with plenty of space between them. The leader
calls out, one at a time, some or all of the groups listed against whom
prejudice is held.
Time
30 minutes
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First the young people mime what feeling they would not want to have
Ages
towards this group.
All ages
Secondly they mime what feeling they would want to have towards
people of that identity.
Materials
Tape or CD Player and music.
Travellers, Black people, People with disability, Muslims,
Unionists, Poor people. Settled people. Old people,
Refugees, Gays and Lesbians, Nationalists, jews. Foreigners,
etc.
* Note
This activity uses movement and not
words so as to help change within the
person.
•
Sitting on the floor, invite a few people to say what experiences they have
had that have brought them to change their attitude of prejudice towards
any of the groups mentioned. Let the stories bring out how change from
prejudice is a slow process, and a personal journey.
The group choose a song they know about prejudice or one of the songs
listed. They design and perform a dance rhythm to express the movement
away from attitudes of prejudice towards cherishing difference.
Up Against The Wall
Pink Floyd
Freedom
George Michael
Ebony and Ivory
Stevie Wonder/Paul McCartney
We all Stand Together
Paul McCartney
Seven Seconds
Nenah Cherry/Youssu N'Dour
Move Along, Get Along
Black or White
Bo
3 <7
Christy Moore
Michael Jackson
Sunday Bloody Sunday
Father and Son
Scatman's World
U2
Boyzone
Scatman John
% •
//
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Various
Section 4 i 23
CHANGE/ACTION
Design an Anti-Racist Youth Club
Zum Club Oige Fnth-Chinfoch
What to do...
Aim
That young people think about
ways in which their own club
can ensure it is anti-racist.
Form groups of about 5 people. Half of the groups are to design a youth club
that discriminates against people who are considered different. The other half
time
design a club which is open to people with diverse identities. Give a copy of
40 minutes
the Instruction Sheet to each group.
'•
Ages
Bi
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14 and up
Materials
A copy of the instructions for
each group. Poster sheets.
Markers
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For the Leader
Some possible ways of excluding
difference include inflexible rules
about living at a fixed address or in
a particular estate, attending
certain school or church uniform,
hair style, literacy, cost of
membership, doing expensive
activities. Irish citizenship,
authoritarian rules, leaders make
all decisions, non-dernocratic, use
of titles for leaders, etc.
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Instructidn Sheet
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Your group has 20 minutes to design the rules for a youth club which
is/is not open to people of different identities.
Draw up a list of measures which cover:
1. What are the aims of the club
2. Who can/can't join. How can we make sure they don't get in/ are invited in
3. What activities the club will/won't engage in
4. What discussions will/will not take place
5. What visitors shall/shall not be invited
6. What kinds of places the club will/won't visit
7. What is the role of the leaders, and how are they to relate to the members
8. How decisions are made, and by whom
9. What is the process if someone breaks a rule
10. A name for the club
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The group should try to be as subtle as possible in the rules it makes, so as to
disguise its discrimination. When making up the rules keep in mind how to avoid or
include Travellers, people who are not white, and people with different attitudes to your
own about Northern Ireland.
Discussion
Are there some ways in which our
•
club is unintentionally closed to
The groups report back to the full group, contrasting the racist and anti-racist
clubs. To get energy going, maybe award a prize for creativity, subtlety and
difference? Wh... can we do as a
thoroughness. Allow space and time for people to constructively comment on and
club to make sure we ?'e actively
question the groups' feed-back.
anti-discriminatory7
r
Ba choir don ghrupa rialacha
diste a chumadh, ionas nach
bhfeicfidh daoine go bhfuil/nach
bhfuil siad cim'och.
Dean iarrauit an lucht
tairteal/lucht siul, daoine gorma,
agus daoine le tuairimi faoin
tuaisceart nach naontaionn tu
leo, a mhealladh isteach sa chlub
nd a choinneail amach on gclub.
29
' Section 4
CHA^p/ACTlON
Treoracha
i
i
i Ta fiche (20) noimead ag an ngrupa Ic rialacha a leagan sibs do club oige
i ionas go mbeidh/nach mbeidh se cimbch.
i
i Abair;
i 1. Cad iad aidhmeanna an chlub?
i 2. Ce is feidir bheith ina ball, ce nach mbeidh ina ball; Conas cinntiu go
i
dtiocfaidh/nach dtiocfaidh siad.
i 3. Cad iad na himeachtai a dheanfar/nach ndeanfar sa chlub.
i 4. Ceard a pleifear/ceard nach bpleifear.
i 5. Ce hiad na cuairteoin a iarrfar/nach niarrfar isteach sa chlub.
i 6. Cen ait a rachaidh/nach rachaidh an club ar chuairt.
i 7. Cen obair a bheidh ag na cinniri? Cen ceangal a bheidh acu leis na baill?
i 8. Conas a dheanfar cinnf? Ce dheanfaidh na cinni?
i 9. Cad a tharldidh ma bhriseann duine ceann de na rialacha?
i 10. Cad e ainm an Chlub?
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Design a Traveller Halting Site
Dearcdh Stad Cearbhan don lucht siul.
What to do...
Alm
. JhM young people consider
T’frh&t facilities a Travellers'll'
halting site should include.
Time
4
•
•
'
,-
Form groups of three or four people. Select judges. *
Each group is given a copy of the Task Sheet. The g. oups plan out their
scheme, firstly on small sheets and then on the large sheets of paper. They
I
could also draw or paint their planned sites. The designs may be judged anc
1 Hour
winners named.
Ages
All ages
While the designs are being prepared the judges should set out the criteria
**
for judging, eg, how many points are available for each aspect? Also, what
questions will they ask the groups as they present their sites?
Materials
fl
Paper, coloured pens, rulers,
copies of the task sheet, paints
optional.
■ 'w
* Note
The results of a competition "The
President Robinson Awards For The
Design Of Travellers'
Accommodation " are available in a
book from Pavee Point, Dublin, and
from Travellers' resource centres
throughout the country.
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Task Sheet
In July 1995 the High Court ruled that Travellers have a right to equal quality
accommodation. Facilities at temporary halting sites should not be any less than
those provided in permanent housing.
However, this is not the case.
You have 30 minutes to design a Travellers' Halting Site which will include
facilities for: trailers (caravans); cooking; bathrooms/showers; water; waste
collection; fire-hose; electricity; children; teenagers; TV; telephone; meetings;
work and scrap storage; animals; public lighting and caretaker's building.
You should also consider beauty, creativity, location near shops, schools, etc,
blending with the local environment.
Later you will present and explain your design to the whole group.
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Carta Oibre
| I Mi luil 1995, duirt an Cuirt Uachiarach go bhfuil se de cheart ag an Lucht Siul
S
stadarna cearabhan cearta bheith ar fail doibh. Ba choir go mbeadh leictreachas, uisce, I
I seomra folctha is leithreas ag gach stad, mar a bhionn i dteach.
’
’ |
Are Travellers usually
involved in planning their
i
homes? Who should be
involved in deciding where
Traveller sites are located?
Alternative
This activity may be taken on as
a project by the club or by some
I Ta daichead noimead agaibh le Stad Cearabhan
i a dhearadh, ait a bheidh:
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• Suiomh dos na cearabhain
• Seomraf folctha
• leictreachas
• Paistf is Deagoirf
• Teilifisean
• Seomra cruinnithe
• Ait oibre is ait le hearrai a
choimead ann
• Spas do ainmhithe
• Solas Poiblf
• Teach do oibn deisiuchan
9° maith/ bheith in aice ,e siopai is scoileanna, agus dul leis an [
* tim^ aT
| t.mpeallachta.Uul,
j
I Beidh oraibh an dearadh a
a chur
chur ii lathair
lathair don
don ghrupa
ghrupa iomlan.
iomlan. -■
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members of the club. A model
could be produced. You are
likely to find that Travellers in
your area will be very happy to
help the members know what
they would like in the design.
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Fact Box
Travellers live in various forms of
accommodation:
•
•
•
•
•
Side of the road
Council transient sites
Permanent halting sites
Group housing
Standard housing
Travellers
Section 41 30
CHANCE/AOION
r
faertising Umrenee
What to do...
Aim
That young people identify with
the world of, and appreciate the
value of, different identfef^
groups.
•
Form small groups. Give a copy of the instruction sheet to each group; Let
each group prepare an advertising campaign for a different group who
suffer discrimination in Ireland.
Time
•
40 minutes
The samll groups present their advertising campaigns. Discuss which
campaigns would be successful in leading people to identify with the
minority group, with pride not pity. How did they do this?
Ages
All ages
Instruction Sheet
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Materials
Poster sheets. Markers or Paints.
| Your group is an iadvertising
'
agency which has been hired by a minority group in
I Irish society. You have 25 minutes to desigijn an advertising campaign that will
| persuade the public of:
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positive aspects of that group
and their way of life;
............
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-a TV ad
- the validity of that group's claims for equal rights.
I Your campaign should include :
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- a poster
- a poster
* a Radio ad.
J Your campaign should promote pride in the group, not pity.
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Treoracha
| Is comhlucht fograiochta sibh. Ta grupa mionlach ag iarraidh oraibh fogra a
| dheanamh ionas go bhfeiefidh gach duine in Eirinn;
|
Cad ta go maith faoin ngrupa sin;
I - gur choir go mbeadh cothrom na feinne ag an ngrupa sin.
I Caithfidh sibh postaer, fogra teilifise, agus fogra raidio a chumadh. Ba choir don fogra
I muinin agus brod an mhionlaigh a thaispedint.
Follow up Activity
J
A campaign, entitled 'The Complete
L
Picture' is being run to ensure that
advertisers in Ireland show proper
representation of people in developing
countries. Further information is
available through the Anti-Racism
Coalition (01-6620866), and
Comhlamh (01-4783490).
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Section 4
31 I
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CHANCE/ACHON
Media
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©
A3m t n
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J barriers of
,onw
young women.
a bond as
What to do...
Part 1
w < w ■■'
iTime
•
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Form small groups. Each group has 5 minutes to prepare a 2 minute sketch
1 Hour
showing one of the following situations:
Croup
1. Travelling women chatting while fetching water and carrying it to their
Young Women
trailers (caravans).
2. A woman from Northern Ireland whose child had been killed during the
Ages
years of violence.
14 and up
3. A Jewish girl being told by her parents she cannot enter the centre of the
Materials
4. A Lesbian having to hide her identity and cope on her debs night.
Synagogue.
5. An Irish girl who is black with a boy who wants to know what it's like to
Poster Sheets, markers.
kiss a black girl.
6. A young woman with a physical disability finding that shops have no
clothes suitable for her.
•
The groups then present their sketches to each other.
Part 2
Place on the wall poster sheets with a picture of, or a title M. slim Women, Traveller
Women, Women with Disabilities, lewish Women, Unionist Women, Lesbians, etc.
The young women move together from chart to chart. They write up names which
are used in common to describe both themselves and the women on each poster.
Be ready for strong language, and don't censor it.
•
Now ask the young women to write up or draw what barriers both they and the
women in the posters face in common.
Part 3
•
Return to the small groups to discuss the following:
Name at least 4 things which both you and the women you acted out need to
change for things to be fair; What strengths do both you and they have in common
to achieve this?
In the full group, hear reports. Invite the young women to say how it felt to take
part in this exercise. Consider as a group: Would we like to invite a woman from one
of these minority groups to visit us?
4-
W:0 ?.4 j 32
~AntTRacism tKfTTVi
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repare to Meet a Minority
Aim
What to do
.
That the group prepare itself
before hosting a meetir^yvith
,
1. Stereotypes
people who hold a different - •
identity.
•<
Each young person carrys out the 'Local Survey' pl 6 on one other member of the club.
Time
proposed visitors are held in the club. Do not focus attention on individuals who hold
Bring together the results. From the survey results, discuss what stereotypes of the
60 minutes
’A--"''
way-out views. Keep these results for evaluating and comparing after the visit has
happened.
Ages
2.
14 and up
Listening
Each person is to find a partner with whom they know they disagree on a specific
Materials
Copies of the Local Survey, pl6,
Pens, Poster sheets, markers.
Optional: Magazines for collage.
subject, eg favourite football team/ music group. While one person says what's good
about that team/singer the other must remain completely silent. Then the listener must
summarise to the speaker's satisfaction what has been said, before giving their own
. :<r •
view. Swap partners and now the speakers practice listening.
3.
Own Identity
Individ1 ially, or in small groups, prepare a list/drawing/collage of what is important to
■★Note
who you are. If done in groups, not everyone needs to have the same identity. The
It /| suggested that the lea^z.s spend
some
together • unining their
own prc/udices and questions in
relation to the visiting group. The
benefits of a single encounter are
quite limited. It should be seen as the
first of a series of meetings, possibly
leading to exchange visits.
drawings are shown to the group with some elements explained.
4.
The Visitor's Identity
The whole group brainstorms on what they already know about the way of life of the
visiting group. List at least five positive things which the visitors way of life involves, pay
particular attention to elements which are not involved in your own identity. What more
would we like to know about the visitors' way of life and identity?
5.
Plan the Visit
When the visitors arrive how might they be feeling? What would help them to feel
relaxed? What can be done to make it a two-way exchange of people who are equal (eg *?.->' *>-
seating)? Ideally the session would include: 1, Welcome; 2, Ice-breakers and getting to
know you; 3, A joint activity in which all can take part as equals; 4, An activity which
addresses the interests of the guests; 5, Discussion; 6, Evaluation and Conclusion; the
guests should be involved in co-leading the evening.
6.
Plan to Evaluate after the Visit
Evaluation is essential so that members register for
^e^er
themselves their new insights and
V
understandings.This could be done by re
^6-
doing the 'Local Survey' as suggested at
stage I above and comparing the
\
difference in responses before and
after the visit.
Z3
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Section 4
CHANCE/ACTION Various
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A Screemag omi biscussion £uim
The South Asian Masculinities Films Project
The South Asian MascwIiuities^Wms Project
®nn(a] ©ta§§D@ffl (MdEb
Preface
The Masculinities Films Project is intended to increase and extend the impact of SCF's and UNICEF’s
country programmes in tackling the problems of increasing HIV/AIDS and violence against girls. The
completed films will be used within those programmes to present boys and girls with alternative male role
models to dominant paradigms, which are violent towards women and girls and where these behaviours are
accepted as tlie norm.
In south Asia much of the violence against women and girls, especially domestic violence; springs from the
operation of patriarchy. Yet strategics for tackling this generally focuses on the agencies of women. Since
men are perpetrators of violence it is imperative that men’s rotes and responsibility shoutdbe put in focus.
There have however been very few attempts to involve men and to build on “ positive deviancy” of some of
the men in a wide range of communities and groups. Nothing td our knowledge specifically addresses boys,
adolescents and young men about their masculinities. These films attempt to do just this.
The primary target audience for these films is adolescents within the age group of thirteen tetwenty years,
particularly boys, in formal and informal settings in urban, semi-urban and rural areas.
The secondary^ target audience is the general public that is interested in gender issues related to men and
masculinities and would benefit from viewing/using the films as a teaching/leaming tool.
The films can be used within existing programmes to present to young people, particularly boys, with
alternative male role models to dominant paradigms, which are violent towards women and girls and where
this behaviour often is accepted as the norm. They can be screened widely in carefully' planned interactive
screenings with young people in a variety of settings: through schools. SCF and UNICEF partners/projecls.
NGOs. INGOs. government educational departments, and interested others.
Introduction
Relationships between sy stems of knowledge and behaviours have been highlighted because of issues
pertaining to AIDS, sexuality, and gender. Young people are especially vulnerable to this. The origin of
scholarship on gender started with the family and moved into the area of feminism. However, there has
been a lack of either appropriate paradigms or suitable materials to generate thinking and orientation
especially focusing on the process on how systems of knowledge develop of which socialisation
experiences is an important dimension. The entrenched patriarchal family, societal, and institutional
practices in South Asia have lead to a situation where gender discrimination and violence against women is
exceedingly liigh. with severe oppression of girls and women. The focus of the masculinity films is to
explore how this entrenched sucraiisation experience can be affected through films with the films
constituting a persuasive discursive source in the absence of such possibilities in schools and families.
A second and related objective is to also to develop independent definitions of masculinity' as opposed to
derived definitions based on feminist perspectives, legitimate as those are.
There is a constantly recurring notion that real manhood is different from simple anatomical mateness.
Malcncss is not a neutral condition that comes out spontaneously through biological maturation but a rather
precarious or artificial state that must be won ar alt odds: Thefearthar accompanies these msecuritieypartly
derives from a gendered system that assigns power and status to males. To say that men are thus insecure
does not in any' way condone coercive conduct but it helps us understand the phenomenon and suggests
possible interventions.
While men hold more power compared to women it is also true that men have power over other men and
this is where it is important to examine the politics of domination and the maimer in which this perpetuates
patriarchy.
The methodologies used by various organisations and groups to address critical social issues like violence
against women focus on sexuality; abuse or violence directly' and didactically. This has not been seen to
A
and Discussion Guide
The South Asian Masculinities Films Project
ultended il”fsict- Tllis fs
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2
*“ boys and girls, construction of knowledge andtlie manner in
tSIJSc3^011^0"6!40^ °ffer thC degree °f COmfOrt t0 interaalise gender sensitive orientation
This has been the problem faced by most people dcalingjivith young indivirinals
The greatest success, has been with the programmes that offer scope for sensitive reflection using a
roles, to gender, to patriarchy and biases, to attractions and conflicts, to abuse, violence, HIV/AIDS etc
1115 is a convement method of facilitation. This formed the basis of the project. The guiding principle is
that if tlie films could be made to address experiences andprocesses related to mascufiiuties this would
provide a platform to initiate a discourse with young people on the larger concerns that face us’
;
Screening and Facilitation Notes:
The discussion guide is intended for use with the four films, ft has a generic
section that applies to all films-and is like a pre screening dialogue; This section is
intended to tap immediate reactions to the notion of gender, masculinities, power
violence etc. There are separate discussion guides, for each film, which help to
initiate dialogue on specific issues raised m each film. There is a last section
which gives methods by which impact evaluation can be done through group
interviews or individual written / verbaL narratives. The use of the guide as a
whole is to maximise young viewer’s connections to and questioning of their own
experience as a gendered being.
package nexibirme
S,,8geS‘ed SCreening aJtc™artveS. A facilitator may however, use the
• The four films can be shown over a two-month period once every two weeks.
• T¥y can be shown m a 120 minutes session where the screening wilh be
followed by discussion based on the guide
Two more sessions can be held with the group a month and a three-month after the
ourth film is screened and discussed. These two sessions can involve group
discussions as well as written narratives to tap content retained and changes fhat'have
occurred and sustained after seeing the films.
Alternately all four films can be shown in a one day workshop, with the discussions.
Ine impact evaluations can be done after one/three months
• The films can also be seen as stand-alone films or in different combinations The idea
is to show them to a wider audience, so that it leads to questioning the entrenched
patriarchal family, societal and institutional-practices in South Asia.
Tips for the Facilitator:
TJe.
are n°t intended to be message films instead they bring out diverse issues
related to masculinity in particular and gender in general.
’
SiSvteeS‘^fed l,!'a aci“ta,<lr in,rod“cinSthe senesis and scope of (Ms
Egh
fi'm “reen,nS C“ be
.he »»»
A Screening and Discussion Suide^
The South Asian Masculinities Films Frojeel
3j
The facilitator should see the films priorto screening them to the larger audience (In
case they haven’t seen them so far)
• The facilitator should be aware that some young people might find issues in some
films direct and disconcerting (For example; where protagonists of the films speak of
sex/sexualities). In such a situation the facilitator shoulcfbe alert to consensus
comfort levels and respond suitably to avoid a potential bottleneck.
• There is no typical sequence for screening the films in the package. We have seen that
“ When Four Friends Meer and “Yeh hui Na Mardon Wait Boat (Now That’s More
Like A Man) work well when used in combination. Similarly “Listen to the Wind”
and “Amader Chhelera (Our Boys) ” work well together. The facilitator can use the
package in different combinations depending on the audience and the context of their
work.
• It is preferable that the film is played at a stretch without breaks? However, during the
discussion the facilitator can ‘replay’ certain parts of the film, which the participants
may wish to refer to again.
• Since these are videotapes (VHS copies) and wilt therefore be viewed on a television
set, the facilitator may wish to work with a medium size group. Example. 20-50
viewers. For groups larger than this, screen projection is necessary. This may be done
by using video screen projector, if available.
• Though for each film many post screening discussion points are given, the facilitator
may use his/her discretion to select appropriate/all points for the discussion
depending on the context. However, care must be taken to ensure that the context of
power differences and the unacceptability of violence and aggression as behaviour
and resolution modes are discussed.
• The issues raised by these films need not be focused only on masculinity and gender
but can also be extended to provoke discussion on aspects like child rights, safe
environment for girls and boys, violence against women, sexuality, HIV/AIDS, power
•
’
Thn P0®* screening discussion points do not follow a standard format mainly to bring
m flexibility in the discussion.
S
The facilitator should use a multiple group discussion techniques like, open and
aetivP ikt
questionks’ observation, verbal and non-verbal communication especially
etc
ening’ Paraphrasing recording also attempting closures where appropriate,
• J'eiXp£rt,c,B’”s
’
the Mia,Or bri”S ”
md say? This
eswi*
Prives
A Scrzzning and Discussion Guide
The South Asian Masculinities Films Prejeet-
4n
Pre Screening Discussion
Before the film/nims are shown, the group/parlicipants need to connect to the intent of the project as well
as each other points of view. The facilitator must ensure that this discussion is intended as a starter to set
the tone for the screening and further discussions hence, participants’ responses are to be shared as their
point of view and not to be criticised.
Starters:
•
•
•
•
•
•
•
•
What do you understand by term sex and gender?
What are typical gender roles played by girls/ boys/man/women?
How does socialisation effect gender roles?
What do you understand by stereotypes?
What is masculinity and femininity?
What is gender equality?
What do you understand by the terms power and control? What is power relation?
Why do people aggress on others?
If a facilitator is working with a young group orthe^facilitator her/himself is an
adolescent, these questions need to framed and raised in a simpler way.
Simpler Starters:
• What is the biological/physical difference between boys and girls?
• What are the emotional and behavioural differences between girls and boys?
• Are boys and girls brought up differently by their families? If ‘yes’ what are these
differences?
• How are boys and girls expected to behave or present themselves?
• What does it means to be girlish or manly?
• Are boys and girls treated as equals?
• Who dominates in a boy girl relationship or girl boy relationship?
A Screwing and Discussion Guide
The South Asian Masculinities Films Project
•
Are boys more aggressive than girls? Why?
A Scrtxning and Discussion Guids
The South Asian Masculinities Films Project
6
Fiim -uWhen Four Friends Meet...”
(<^en Four Friends Meet... ” directed by Rahul Roy of India. Four bovs share with the camenr their
secrets, sex and girls; youthful dreams and failures; frustrations and triumphs. The four friends residents of
angirpun. a working class colony m Delhi, are trying to make their living in an environment which is
““ “
i”14 “le J“bs “ “
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Post Screening Discussion
What are some of the roles performed by boys during childhood?
What are their aspirations in life, their dreams, concerns about keeping pace etc
Where do boys and girls meet?
The boys mention things like, “When a girt says NO, she means -YES” or “GoocTgirls
will say nothing if teased while the bad girls will object”. Where do such ideas come
from; Are the boys insensitive for thinking like this or Are they victims of their own
conditioning? How can such beliefs change?
• What are some of the changinggender roles portrayedm the film?
• What do they mean by good and bad work for women? What are their beliefs
attached to working women?
• How have they released tensions? What are the consequences?
• What are their parent’s expectations/disappointments/concems?
How is anger expressed and addressed? What provokes people to become aggressive9
Why do men feel aggressive towards women?
• What is their understanding of sex, sexuality and where do they learn it from9
• They speak of performance anxiety, desire. Is sexuality only about desire and
performance9 One boy also speaks of sexual exploitation of a mentally ill woman and
says that it is wrong to exploit somebody who is not in her senses. Are there any
circumstances at all in which one has the right to aggress?
• The boys seem to be influenced-by images-in films. How do films influence our
attitudes and behaviours?
• What kind of men control women?
One boy starts crying at the end. Another says that he cries only in the solitude of the
gentle
f°r b°yS t0
f° feel anxious’t0 exPerience confusion, jo be
•
•
•
•
•
What are the various forms of power relations portrayed in the film?
Film - ((Yeh hui Na Mardon Wall Baal
(Now thafs more Like A Man) ”
of piasXar?h: S' 5T
nat ’f More L,ke A
" directed hy Fa^d
and Mazhar
and imi^d r
1
S UP°n
C,ichdS and prOvidcS
for constructing moi. real
■ gZ Se oFSr WOmen
fOrm Urmen ttaraglr WOTdS- A sroup of cluWren Ptarendiessly -
A Screwing and Discussion Guide
llie South Asian Masculinities Films Project
Post Screening Discussion
•
•
•
•
•
The primary aim of the film is to start a debate among the audiences, whether among
themselves of within their minds. We believe that in the beginning there should be a
question asked and one should look for the answer themselves, instead of being
offered the solutions on a plate.
The film deals with popular expectations, perceptions and paradigms regarding the
role of males, young and old, in the Pakistani society. Although all the interviewees .
are women, what they are saying is the voice of the popular culture and not a
gendered voice.
We believe that just like girls are conditioned to fulfil certain roles, so are men? and
both roles are equally harmful for the society and relations between its members.
However, it is harder to see this in the case of men because of the generally accepted
notion that men are in the most desired for position in a society. We need to challenge
this, as the price for this position is a heavy one i.e. a numbing of one’s emotional and
sensitive self, for example.
The film touches on issues relating to the ‘ideal man’, honour, security, money
earning, roles, physical appearances and media generated expectations.
we hope that the some of the following debates will be stirred upon watching the
film:
1. What is Uonour/‘Ghairat’? How necessary is it? What if a man is not
Honourable/‘Ghairat Mand’? Who expects men to be Honourable? What could be the
consequences if we were to live without the concept of Honour?
2. How is IIonour/‘Ghairat’ different from Security and Protection? Whose duty is to
provide security and protection the family? Why?
3. Why are the gender roles divided as they are right now? What are the detriments of
these roles? Why is it not considered good that women are working? How can things
be different? What’s wrong with men doing the household chores? What would
happen if they did?
4. What part do physical looks play in our relationships? Why our demands what they
are? Do they really matter? What pressures is felt to fulfil these demands? What are
we made to feel when we can’t or don’t come up to the mark?
5. Are men and women equal in every way? If not, can they be? Or should they be?
How is it possible?
7
A Screening and Discussion Guide
The South Asian Masculinities Films Project
8
Film - “Listen to the Wind“
“Listen to the IVind^ by Tsering Rhitar and Kesang Tseten of Nepal is the only fiction film among the four.
A Sherpa boy in the high mountains of Nepal is different. An old nomad with deteriorating eyesight who
wishes to see the rare Raima Metok flower before he dies is his best friend. In the- face of mounting
obstacles al his new school - bullying classmales, diminishing chances of securing a much-needed
scholarship and the threat of expulsion from school, can he realise his friend’s advice to Listen to the Wind
to find his own answer?
Post Screening Discussion
This is a fictional story about a mountain boy who is different. His best friend is an old nomad with
deteriorating eyesight with the wish to see the rare Raima Metok flower. In the face of mounting obstacles bullying classmates, diminishing chances of securing a much -needed scholarship and of being expelled
from his new school, can he realise his friend's advice - Listen to the Wind - and find his own answers?
Points for discussion
1. How is Dawa different?
He likes flowers, is introverted, has a best friend who’s an old nomad - a marginal
person like himself. Unlike most boys of that age, he is less worried about
conforming, is not afraid of the image of being “friends” with an old coot, a person
outside the main.
2. Are the three boys really bad?
No, they’re us: everybody. We are scared of difference in others. It questions who we
are.
The relationship between the boys: The First Boy is tough, but he later crumbles (or
does he?). He doesn’t want to destroy the nomad’s garden. Maybe that is because the
nomad turns out to be his uncle, which suggests that it often takes a personal situation
(like the nomad being his uncle) for him to change his tune: he needs a
catalyst for his “good” side to emerge.
The Third Boy is a figure of ridicule because of his exaggerated wish to be what he
isn’t - ie. tough. He is driven to prove himself and takes over (the tyrant in the weak).
But we know his action to be a cover for his vulnerability, which he regards as
weakness. Nobody is totally bad, but the not-so-bad behavior veils the seeds
of what we perpetuate in society.
3. Is the principal bad or ignorant?
Again, he is like everone. He shares the same mainstream assumptions in responding
to someone like Dawa.
4. What is the nature of the nomad’s relationship with Dawa?
He is affectionate, though gruff, jovial, and most of all, he is sympathetic to Dawa as
only a marginal person might be toward another. He turns his prayerbeads but time
A Scrgamm
9
discussion Guide
The South Asian Masculinities Films Project
T”
with his friend is important. He is Buddhist, but seeing skeptical and isn’t dogmatic
(“Lamas are never around when you need them, can’t say prayers all day,” etc.), thus
perhaps better attuned to particular truths. He being a a nomad who never grew
anything and wants to do that in his old age might stand for his “softness,” his
vulnerability, the wish to grow being to nurture a friendship.
5. How does the nomad show his vulnerability?
When Dawa is to go to a new school, he is sad he will miss him. He expresses his
wish to see the kalma metok before he goes blind. When he embraces Dawa at the
end, he is happy, but we know Dawa still has things to face: the principal, not getting
a scholarship, the three boys. So the old nomad is not a Lama, not
omniscient, etc.; he is gruff but affectionate, wants to see a flower, wants to grow
things...
Other points:
The nomad’s advice (spoken like a marginal) is listen to the wind, not to conventional established icons or
truths: Listen to yourself. Dawa tries several times, but he only succeeds at the end. He defies the bullies,
takes action for himself - takes the flower to the nomad, for instance. At the very end, he is sad because he
must face the music - the pnncipal. the bullying boys, his parents: but he rises to the occasion. He forgives
the Third Boy. Finally, someone else joins liiiu - in listening to the wind.
As you say, it is about exploring identity in the face of gendered (social) pressure. My hope is that the
terrain of the rugged and stunning mountains, the rugged and wicked and irrasciblc old nomad who is going
blind and wants to se a delicate alpine flower, the quiet boy who has to take all this shit, the importance of
your own truth, particularly in the backdrop of a religious (Buddhist) terrain—all these contribute little by
little to evoking the theme, and sy mpathy for the character and his values (thus, the aim to nudgcbehavioral
change at least for the duration and affect of the film).
The film’s intent is not to show one person as a perfect model of a new kind of masculinity, but, rather, to
show the face of masculinity as we encounter it in a general level of experience, a well as show possible
threads of being otherwise, end...
Ro
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A Screening and Discussion Guide
The South Asian Masculinities Films Project
Film - “Amader Chhekra (Our Boys)”
"Amader Chhelera (Our Boys)" directed by’ Manzarc Hassin of Bangladesh. Winds of change arc
sweeping through the country. The West is irresistible, and the East refuses to disappear. In these confusing
times boys from a pop group and a ypung_artist, all from the newly emerging middle class families of
Dhaka, open their lives to the director. Duties and obligations, women and desire, confusion and
contradictions, the boys can feel the wind but do not really know which way it blows.
Post Screening Discussion
•
•
•
•
•
•
The film has two parallel stories. One of ar young; artist and the other of an upcoming
music band. In both stories, issues of making an impression, people’s expectations,
‘western’ influences, etc. are depicted. What de you feet about the unsure, nervous
image an artist? What do you feel about love, expressiveness, and understanding, as a
narrated in the two stories?
There is reference to conscious and subconscious and quality of manhood. Does
manhood mean being successful, looking after women and family? The boys speak
about the pressure to be a certain way, how are they reminded of their responsibilities
and so on. What is the role of man?
Being a man, being manly, being manlier than others, having a good physique, being
aggressive, achieving, are these the indicators of masculinity? Is there a difference
between interests like painting, versus interests like being part of a successful music
group? How does the young artist differ from the other boys?
What kind of attitudes do the band members and the young artist have towards
women?
What does it mean for all o£them to_be bonra^male?
People’s expectations, confirming to an image, uncertainties about the future
compounded by competition and jealousies compel people to think and act in certain
ways. How can one respond to this in a less aggressive and more sensitive way?
Measuring Impact
Ideally, the impact evaluation should be carried out after a time gap so as to confirm the sustenance of the
impact. However, with some contexts and facilitators this may not be possible because the programme is a
one shot event. In this case the impact assessment can be carried out at the end of the day. Tills discussion
is also intended to effect some closure in young people’s minds about what they are taking back with them?
What they have learnt or unlearnt? How they have changed? How they have understood themselves better?
What they feel about the issues raised in the films? How they will conduct themselves in future? What they
might do as interventionist? And so on.
This evaluation can be conducted as a group discussion and/or the participants can be invited to narrate
their experiences in verbal or written form. Here arc some of the key’ questions that will help tap impact.
•
•
What are the images, characters, scenes, dialogues, statements that struck you most in
the film/s? Why?
"
What did you like or find useful about the film/s?
•
Did you identify with any character or issue in the film/s?
A Screening
Discussion Guids
The South Asian Masculinities Firms Project
•
•
•
•
•
•
What have you learnt and unlearnt and how have you changed about what you
consider masculine? Are there specific behaviours that you can now say need not be
consistent with masculinity?
Have there being any real life observations concerning you, your family^ your friends
and your neighbourhood, which you are able to see from a different perspective?
What do you feel about emotions?
Name some ways in which you can help reduce aggression in society especially
aggression towards women?
How would you now define masculinity?
Describe some ways in which you might effect a change in your self,, your attitudes,
behaviours and relationships based on your experience of the films and the
discussions?
Annexure: Linking Issues
• Child Rights
• Safe Environment for Children
• Violence Against Women
• Gender and Sexuality
• HIV/AIDS
• Education
11
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OOH - < S-- 3
1HE INTERFACE BETWEEN EDUCATION AND BEI-AVIOUR - A
A CASE FOR
SKILLS TRAINING IN SCHOOLS (DEVELOPMENTS IN INDIA)
I
. '’ rE
Dr. Shekhar Seshafri
Addl. Professoi
Department of Psych’ ’try
NIMHANS, Bangaloie.
!
***
INTRODUCTION:
P
I
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the status of educational praxis in schools in India.
The
Committee came out with a report entitled ’Learning without
urden .
This report linked school drop outs with the burden ^of
The report also highlighted the didactic
non-comprehension.
in
syllabus
and class room praxis of social reality.
rejection m
round the same time the fact that behaviour being more and more
implicated as the source of health problems got highlighted
because of information and data on AIDS. I'
Many people, especially
children experienced the gap between school'and
— — —---I out of school
reality.
The question asked in educational circles was this
education for what? I'
It was realised that mainstream schools
— -.
are
inadequate in providing an 'education for life'.
Schools d.d not
life',
attend to tne world of f^elines,
feelings, ideas and moral dilemmas that
occupies children's co: cious and unconscious energies
and
effects their capacity to learn.
There were additional features in c
contemporary reality which
highlighted the importance of education in
'a determining children's
choices.
These included the media boom, a
near total
a near
total absence
absence of
discourse either at homes or in schools with the
result
that
the
children did not have the necessary skills to transact day to day
realities m an effective way. Some of the contemporary concerns
include sexuality,
behaviour
abuse, AIDS,
risk behaviours,
choices,
gender,
conflict resolution,
aggression etc.
Where
e ucation does not provide the basis for understanding gender,
sexuality, or conflicts,• children take behavioural options
J
which
may constitute risks for themselv
"’
s or
others thereby giving rise
to health morbidity.
LIFE SKILLS:
l)
i
B
In
a
scenario
where
experiencing,
exploring
experimenting in various domains is an active process for and
the
youth, the
t
relationship between behaviour and health assumes
assumes all
all
the more importance,
Phis automatically leads to an examin ation
of systems.of knowledge and behaviour
--- choices
------ ; because underlying
30
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these choices are the issues of sexualicy and gender with young
people b^ing especially vulnerable. This spurred an urgent:
1 ook
not just at • adolescent behaviours/sexaality but
adolescent
education as a whole. A strong case was made then for the
inclusion of the life skills training in schools and colleges to
empower adolescents in making informed choices in the face of
complex
life situations.
Thus there are many issues
in
contemporary reality which concern people working with children
and life skills can be applied to all these issues. Life skills
are abilities to adaptive and positive behaviour that enable US
to deal effectively with the demands and challenges of every day
life. The World Health Organization defines life skills as
- Decision making (assessing options and vhat effects different
decisions may have)
- Problem solving (unresolved problems can cause tension)
- Creative thinking (consequences of both action and non actionm,
looking beyond direct experience)
- Critical thinking (factors that influence attitudes and
behaviour)
- Effective communication (to express not only opinions and
desires but also needs and fears)
- Interpeersona1 skills (to develop and nurture supportive
networks, to be able to end relationships constructively)
- Self awareness (recognition of our self- positives and
negatives)
- Empathy (understanding unfamiliar situations and diversity,
being nurturant and tolerant)
- Coping with Emotions and Stress.
The World Health Organization has a manual for such a
programme in schools. The principle behind this is that teaching
such skills in relation to every day life could form the basis of
healthy interaction and behaviour.
THE INITIATIVES AND THE DIFFICULTIES:
abov» ■
The concerns expressed abov«spawned a whole
programmes from different sectors and organisatgions
special or specific elements. These include:
I
The NCERT
(National Council of Education,
Training) initiatives on adolescent education;
set
of
covering
Research
and
- The DSERT (Karnataka Government, State Department of Education,
Research and Training) initiative of gender sensitisation in
schools;
?
Government
(both state and central,
health
sectors) initiatives on sex education, AIDS.
and
education
i <
NGO initiatives on family life education, non-violence
communal harmony,conflict resolution etc.
and
These different initiatives were all to be transacted by the
31
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same teacner who threw up her/his hands asking how much they were
expected to do and how was it :o be done anyway?
Training of
teachers was • \ ther too conceptual or too micro-skill based
thereby either missing the method or the abstractions involved.
i
is
Several issues come up at this stage.
The process of
awareness building for the youth requires an understanding of the
conceptual category (sexuality, gender, class, race etc.) on
on the
part of both youth and their preceptors. This means that one must
understand its relations within society, its construction,
the
construction of knowledge, domains of public discourse and
practices.
This transformation of attitudes, to be stable and
empowering,
can occur only if the youth develop an awaren* ss of
class, race, caste and other cleavages that create inequities and
obstaclej to healthy change. Gender and sexuality are special
issues because they cut across all different social cleavages.
J?
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and
it: would lead us to reflect on the ways
and means by which all sectors that deal with youth
(such as
schools and colleges) can act as counter socialisers in sex role
ihile^^he la® Krishna1Kumar Says in What is worth teaching?,
le the largei social ethos offer stereotyped models of men's
and women s roles, the school must insist that adults working in
it will not act in stereotyped or stereotyping ways; if in the
world outside the school knowledge about sex is taboo, in school
such knowledge must be accessible;
if cinema and television cash
in on conservative images of women and men, the school...'
Most teachers experience great discomfort when it- comes
____
to
discussions on gander, let alone sexuality.
So window methods
are required to facilitate the process
]
of awareness building •in
youth
and to calibrate comfort levels.,
Thus
discussing
experiences in general provides a window to life
s Lils,
discussing
life skills provides
a window to
- - conflicts
-------and
problems;
discussing cor: licts in general provides a window to
specific issues of gender constj ction/practices/stereotyping;
discussing gender provides a window./ to sexuality and so'
so on.
Most orogrammes are now aiming to use this framework as it has a
flow and application that is much easier, Many innovative and
creative methods (group learning, t
’
theatre-in-educat
ion etc.)
are
used as teaching methods to transact the content elaborated
earlier.
Where sexuality is concerned, why did this process take SO
long?. There are elements in the i.
___
nature
of sexuality itself which
explain this. Sexuality is constructed as a personal, piivate
[______ and
intimate experience, r
'
Understandable
as this is, notions that it
must operate only in the context of marriage,
procreation
cross <gender relationships give rise to limited understanding and
of
the phenomena. Conversely if one examines the basic
—Lj message of
most HIV prevention programmes, these have been
unelaborated
warnings to refrain from sex <except in monogamous relationships
and to practice protected sex in other circumstances
--- .
Such a
stratgegy under estimates the difficulties young people have
in
following .risk reduction recommendations.
This is
because
32
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suf f ic i • - nt attention is not paid to factors that surround and
form tl'-~* context of human sexual behaviour such as relatndness,
love, a iect ion , situations of attraction, cultural practices and
so on.
To summarise the position of a r.eacher and the institution
he or she works within, keeping the initiatives and diff iculties
described above in mind :
1I1
What is the sense and experience of a teacher of the larger
location of any of the concerns included in the initiatives,
For
example,
what is a teacher's understanding of a phenomenon 1 i ke
child juxual abuse. Some teachers are not even convinced that
this exists. Some know that it does but find it too complex and
distressing to deal with. Teachers have similar locations vis-avis other concerns as well.
If a training has to be effected it
has to equip teachers with a clarity on the conceptual categories
as well as focus on specific/problem areas. Then there is the
teachers personal location. How can a teacher be expected for
instance to do gender sensitisation in classes if she is a victim
of domestic violence herself or if he is a- perpetrator? If a
teacher transcends these locations, there is still the issue of
whether such programmes for children have space and legitimacy
within the school system. Such programmes need to have a position
of significance .for them to be effective. They cannot be
relegated
to an extra curricular position.
In the face of so
many different initiatives, a life skills programme in schools
also needs to be clear with regards to the coverage and content.
Then there is the issue of syllabus development and message
caliberation.
Then there are micro skills.
Finally, there are-the important issues of evaluating the impact of such programmes
and the ability ^f the teacher to handle any fall out.
i
When one examines the initiatives taken so far it becomes
clear that some focus only on giving teachers knowledge about
conceptual categories, some focus only on specific areas (such as
HIV AIDS). More imports •ly none of the initiatives were built
into a larger programme aevelopment in schools.
(j
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THE THEATRE-IN EDUCATION PROGRAMME:
II
The author has been involved in an advisory capacity with an
organisation committed to enhancing the quality of educationi for
particularly
marginalised
children.
This organisation
is
interested in micro level experimental innovations that could
impact the formal government school system so as to have
sustainable and replicable impact.
In trying to• develop a
programme of government schools, the organisation de* ided that
process oriented theatre would be the most appropriate to start
with because it attends to the following :
I
1.
Model a process of creative pedagogy where creativity,
play
and reflection are intrinsic
2 . Enhance language and self-esteem
Life sklills
Address the area of 'life skills education'.
3.
33
1 •/ emphasis on problem solving,
creative and critical
thinking, which would '‘nhance learning in all other aroar:.
4. Life skills could link up to contemporary, urgent issues such
as gender and sexuality
5. A theatre/]ife skills curriculum could provide opportunities
opportunities
for social, moi al, emotional and physical development.
f
The most conducive environment for this intervention was worked
out by approaching the State Govt, education department directly
to
identify
receptive schools.The commisioner
of
Publis
Instruct .on wasalso approached to identify,select and forge
independent links with school:; in the vicinity of the initiating
organ!zation.One education block was selected and
r achers
identified for the f
’
first
stage programme.An initial two day
workshop followed by 4 review meetings; were held covering -
V
:!
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* a creative,reflective,playful process with the teachers that
they
would later
replicate
with children.
, ,
t
.
---- --------introduction to life skills,theatre exercises and contemporary
concerns through role plays,process documentation.
* working out of a session by sc ssion
’
' including a scheme
agenda
for one academic year and lateral application/process
appiication/process evaluation
by children.
The programme now is finalized for actual application in schools
without the need for resource persons or additional funding.lt
reflects on the one hand the workability of a relationship
between NGO and goverment sectors where the ]programme development
takes cognizance of enabling mechanisms ;such as giving the
urogramme a position of official and personal significance.On the
other hand,it also reflects the practical utility of using life
skills ♦-v--,,
training as a generic
, theatre asas a a teaching
generic framework
framework,theatre
method
and a broad content coverage that
reflects
most
contemporary concerns h’M is therfore easier tc transact in a
classroom situation.
S
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“It is not just what we pay attention to that will constitute the self; it
matters also how we do so.”
“Schools need to lay special stress on individual discovery, on first
hand experience, and on opportunities for creative work ...
Knowledge does not fall into neatly separate compartments and ...
work and play are not opposite but complementary.”
“Children learn best when they are so deeply involved as to be
creative, since all children are creative before shades of the prison
house begin to close in, it is best to make as much use as possible
of this faculty while there is time.”
\
TABLE CF CONTENTS
THE DIARY OF AN ANONYMOUS CHILD
A SPACE FOR ME?
PROLOGUE
5
5
7
OPENING THE DOOR
LOOKING BEYOND THE THRESHOLD: A CAUTION
7
8
CHAPTER I THE ARTS, THEATRE, AND EDUCATION
. 11
THE ARTS AND SOCIETY: A PERSPECTIVE
A CASE FOR ARTS EDUCATION
THEATER AND EDUCATION
CHAPTER H TWO WHEELS ROLLING: THE INTERPLAY OF LIFE SKILLS AND THEATER
11
12
14
INTRODUCTION
LIFE SKILLS DEFINED
Life Skill Categories................................................................................................................................
LIFE SKILLS AND THEATER
CHAPTER HI THE WAY IN: THE STRUCTURE AND DYNAMICS OF A THEATER SESSION
17
18
18
21
INTRODUCTION
THE SCAFFOLD; THE STRUCTURE OF A THEATER SESSION..
The Personal Structure
The Session Related Structure
THE INNER PLAY: THE DYNAMICS OF A THEATRE SESSION
Notes to the Teacher
CONCLUSION.....................................................................................
17
23
23
24
24
31
36
36
41
CHAPTER IV STANDING INSIDE: APPLYING THEATER EXERCISES TO TEACH LIFE SKILLS.... 43
INTRODUCTION
Life Skills Learning Methods
CONCLUSION
CHAPTER V LOGISTICS OF THE TIE PROCESS.
43
43
48
1. NOTES CONVERSION
2. PROGRAM EXECUTION IN THE SCHOOLS
49
49
51
51
51
51
52
3. DIARY
4. HOME ASSIGNMENTS
5. SUMMARY STATEMENT
6. WORKSHOP FEEDBACK
CONCLUSION
49
CHAPTER VI CONCLUSION.
APPENDIX A
WARM-UP EXERCISES
MID-SESSION
CLOSURE
APPENDIX B SAMPLE LESSON
WARM-UP EXAMPLE
54
54
64
76
80
80
MID-SESSION EXAMPLE
CLOSURE EXAMPLE
APPENDIX C LIFE SKILLS LESSON TITLES.
DRUG ABUSE RESISTANCE EDUCATION
..............
ALCOHOL AND DRUG PREVENTION
LIFE SKILLS AND POSITIVE PREVENTION PROGRAM
82
86
.... 88
88
88
89
-A-
n------f
THE DIARY OF AN ANONYMOUS CHILD
A SPACE FOR ME?
I am sitting in class waiting nervously on a cold, wet day. The bell has just rung. I feel a
deep fear somewhere in the pit of my stomach. She is late.
For a moment my mind turns outward, beyond the forty-five desks, beyond the rows of
anxious faces like mine, beyond the closed windows. Outside, it is raining. I try to
concentrate my mind on the rain patter, to somehow soothe-myself, but then I hear
footsteps in the hallway. Quickly, I sit up as straight as I can, make myself look as pleasant
and inconspicuous as possible.
I sit in the third row. There is nothing special about my row. There is nothing special about
me.
I wish that I was special though. Then I could do magic and make myself invisible
during her period whenever I wanted to. I know she wouldn't even miss me. When she
looked over the class I would just become invisible and she wouldn't find me or remember
that I was there.
When things calmed down I would become visible again. This way, I could protect my ear.
We say our "good morning miss" in an obedient chorus. We have a test today. I hate tests. I
am never good enough in tests. "You can do better everyone says." I wish the sky would fall
on their heads the next time they say that. Then they would leave me alone while they
worried about how to get the sky off their heads.
Then they would know how I feel everyday.
She looks disdainfully at us. "Remember what I have told you. No talking and no copying". I
am trying very hard to know her mood. I am trying hard to read her voice. I am trying hard to
know whether it will be a bad day.
She has red things in her hair that always make her look angry. She never smiles at me
because I’m not one of the clever ones.
n------S
She continues: "And leave two finger space between every word you write". My stomach
knots up. I don't like the sound of that. It is her favorite command. I still don't fully
understand it. But I do what she says.
The rain pours outside. I am beginning to feel very cold. We begin the test. I measure the
space carefully between every word. Two fingers-word-two-fingers-word-two fingers-word. I
hear a sound that makes me shiver. I pretend to drop my eraser and lean over to pick it up.
Where is she? Over in the far comer, at the back. I am safe for now.
I bend even more closely over the paper. I use my left hand to measure the two finger
space while I write. It is shaking a little, but that is normal. It is a funny sort of rhythm.
For a moment my mind wonders if the rain drops too measure where they will fall. Rain drop
1 says to the next one "Now look here, that down there is my space. So you just move over
or I'll be very angry. Rain drop 2 says "Just you try. That space is reserved for me. And it
always has been. So you go and water some other place." This is getting interesting....
Now as they come down they are jostling one another like we do in our school bus. "I’ll
report you to the sky master" says raindrop 1. "Sky master likes me better" says raindrop 2.
Thwack. The moment I feared hits me on the side of my face. Her fingers take hold of my
ear. "Standup" she said. "What have I repeatedly told you. Two finger space between
every word. And still you don't listen." My ear is like plasticine in her hand. She twists it this
way and that like it belongs to her. I can feel my ear burning. I let out a sound as I feel the
pain.
She seems to tower over me like a monster as I wait for more to come.
She slaps me hard in the face. I can feel each of her fingers on my face. As quick as her
attention is on me, the next moment someone else’s ears in the next row go red from her
twisting hands. I sit down and continue writing.
On a cold day her hand felt warm on my skin. For that I am thankful.
PROLOGUE
OPENING THE DOOR
History in its many teachings has repeatedly demonstrated one noxious fact. This is the
human tendency to create a rigid code concerning rituals or teachings. Although the
codification results in a body of knowledge, its dogmatic aspect doesn't benefit either
present or future generations. Instead of being an enriching antidote for the challenging
questions of a particular time, codified past traditions can become distorted and oppressive.
Once these beliefs are distorted, they often obscure the strength and value of innovation.
Moreover, they stifle new avenues of innovation.
Such is the case with our education system at present Despite, decades of "self-rule" we
have largely adapted an education system that was passed on by the British. The system is
largely colorless, practices regimentation, and does little to enhance creativity or genuinely
sensitive preparation for the challenges of life. Sadly, the prime facet of childhood-that of
creative exploration is often buried beyond redemption in our schools.
Innovation is also discouraged in favor of the glories of disciplined uniformity. Today, we
concern ourselves with how our children can achieve the best results and get ahead in a
competitive world. Yet this attitude is at least partially the cause for the immobility of the
system. The obsession with marks and competition ensures that the system transforms
minds that are naturally vibrant and colorful into rote memorizing, fact spewing automatons.
The educational system specializes in producing linear thinkers with very little training in
innovation of the lateral thinking kind. It is pertinent to quote, with an acknowledgment of
the words being a roughly accurate rendering, the thoughts of one multinational here. He
said: 'The Indians we select do what they are instructed to do. They are hard working and
motivated. But, they have very little ability to independently innovate. It's the education
system here that must cause this lack of creativity and individual vision.”
This may be a hard truth to digest or even begin to recognize, particularly for many parents
whose concern is promising jqb opportunities for their children. Yet, behind^ the-gloss and
the glitter of globalization and the influx of multinationals, of the new expansions, mergers,
n—7
and choice of goods to appetize our needs, there is a gnawing reality. Many of the old ways
and traditions that have been slowly fading in the face of the noise and clamor of the new
age, are now in accelerated decline. This crucial fact is being neglected by all those
entranced by the multinational boom.
The system of education has been the same over the last many years, but there were some
sustaining values and past wisdom that nourished student's lives in the not so distant past.
With this container no longer balancing the vacuum in the educational equation, there are
few hardy beliefs that can be supportive of young people growing up now. So we must face
the question: Do we want our children to grow up empty with the only doctrine they know-
that of compensatory self-interest that leaves them perennially hungry?
This question needs urgent consideration by educationists of all hues, but especially those
in the mainstream. This manual intends to awaken some untried possibilities for those who
spend their lives teaching students. It provides some tools for individuals who recognize the
need to open new doors for themselves as instructors. In particular, it attempts to suggest a
method-theater-that could be helpful in teaching skills useful for students in everyday life.
LOOKING BEYOND THE THRESHOLD: A CAUTION
New approaches are vulnerable to the deadly attitudinal toxins of incomprehension,
disregard, fear, or mechanical application. As with any technique, theater can assist
teachers and students alike in making the learning process more inspiring. Still, a dogmatic
orientation from an instructor can equally deaden even the most exhilarating of theater
methods.
It is typical, as detailed in the previous section, for manuals and handbooks to become rigid
parameters with emphasis on following the exact letter rather than the spirit. That can be
the start of a painfully compulsive cycle whose end is the burial of the core principles that
give life to a venture. Some safeguards to preventing such an occurrence are therefore in
order here.
A significant attitude to keep in mind at the outset is equality. All individuals in a session are
co-participants with the elimination of hierarchy. In this scheme, the facilitator acts as a
guide who offers direction and support to the unfolding theater process. By doing so, the
n—8
students can feel free to learn about themselves without being distracted by the need for
approval or disapproval from the teacher.
Flexibility in the conduct of the theater sessions is a crucial aspect of keeping the energy of
the group at an enthusiastic level. Although an instructor may have a fixed lesson plan, s/he
needs to be able to adapt it given what is going on in the group in the moment. The
decision on shifting a lesson plan is a combination of the teacheris assessment and' the
direct request of the group.
An emphasis on process rather than product is also crucial to the sustainability of the
group's participation, and to that of the TIE process as a whole. It is important that a sense
of enjoyment as an end in itself rather than "results" gets conveyed to the group.
The teacher needs to ensure that the atmosphere consistently fosters many different
questions. Theater sessions are ideal fodder for the curious mind to ponder various issues.
The stress is on inviting spontaneous questions whenever they come up, without any
stigmatizing response directed to the questioner.
The instructor needs to be clear what their own (developed or formative attitude) is to the
role of art and particularly theater in an educational context. If, as expected, the user of the
handbook is trying the theater techniques out, s/he he needs to maintain an open mind.
Premature devaluing or minimizing the significance or utility of the theater techniques while
using them to teach social attitudes or life skills will most likely result in diluting the impact of
the communique.
Finally, everyone may not align with the approach outlined here. However others will
hopefully be able to adapt the exercises to suit their comfort level and the constraints of the
environment Not being able to use the techniques or initial discomfort while using them,
does not mean the user has failed. In this sense, a slow start is better than none at all. In
any case, time, patience, and persistence will stand all those who try this new method out in
good stead.
Like steps on a ladder, each movement forward is an achievement for which the facilitators
must give themselves adequate appreciation. This self-appreciation is important, for no one
else might provide much reinforcement in the beginning. So, self acknowledgment from
within can help counter the conceivable early feeling of loneliness in this process.
Those who do experiment, will find this manual providing a guideline for transacting many
issues of contemporary concern. Such concerns include violence,
gender, behavioral options, risk taking, sexuality, aids, etc. The manual gives a sense to the
reader of how these crucial issues can be tackled using theater as the basic teaching
method. Neither theater or this manual are a complete panacea for the issue of teaching life
skills in schools. However, by describing some of the rationale and methods of theater, a
powerful option has been provided here to teach life skills in schools.
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CHAPTER I THE ARTS, THEATRE. AND EDUCATION
THE ARTS AND SOCIETY: A PERSPECTIVE
Indian society is like a multi-layered landscape with communities in varying states of rural to
urban transition. The arts manifest themselves and are perceived differently in different
communities.
In traditional, rural societies, the arts are often a means of livelihood. The village potter
creates objects that meet the functional as well as the ritual needs of his people. Melas,
jathas and festivals provide an occasion for folk arts, music, dance and theater to be
practiced and performed. These celebrations bring together the young and old.
Whether they are practiced in the household or on the street, folk arts have a social
function as well. The reenactment of a familiar narrative with reinterpretation and the
questioning of values allows the arts-as well as society-to be reflexive and dynamic while
maintaining a cultural referent with the past.
On the other hand, in urban society the arts are accorded a low priority. Urban settings are
charactenzed by a fragmentation of community life. In these settings, there is a divide
between the professional practioner of art and the community at large. This, along with the
low status of art in the cities, ensures that artistic endeavors remain distant from the
everyday life of people. Certainly, dance, drama, or music, to name a few artistic fields, do
not have a large scale social or inspirational function in city life.
Art then becomes the purview of the few who practice it or those people privileged to view it
in galleries, museums, and theaters. In such settings where art is less integral to a way of
life, children have fewer opportunities to experience or create everyday art, or to interact
with artists. At home, they learn to focus on grades and ultimately career choices. In school
they learn to emphasize not only grades, but also logical, rational and verbal ways of
understanding.
In this schema there is little opportunity to either appreciate the arts as a powerful form of
learning, or integrate the values that artistic fields have to offer. Certainly in schools, the
arts are given short shrift in a curriculum already perceived to be over-burdened. The
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courses in school strongly favor and foster rational intelligence. Moreover, schools operate
on providing extrinsic rewards, that are marks and examination-oriented.
The emphasis on the textbook approach, however, makes mainstream schools inadequate
in providing an "education for life". Schools are unable to attend to the world of feelings,
ideas, or moral dilemmas that occupy children's conscious and unconscious energies and
affect their capacity to learn. There is thus a vast gap between school and the realities and
issues of the out-of-school world. This leads to a sense of disconnection, and alienation.
In contrast to the enforced rote memorization of the textbook, the prerequisite for genuinely
good learning is deep engagement. Such a depth of immersion "is derived from intrinsic
pleasure that is free of external inducements. Hence, if an alternative education is to
manifest, school children need to be offered opportunities for greater engagement and
reflection.
The arts offer such possibilities in abundance. Even though the arts receive low priority in
public funding or as a career choice, they offer significant benefits in an educational
context. The arts offer a more complete experience that includes a nourishment of values
and skills under-emphasized by the education system.
A CASE FOR ARTS EDUCATION
In the educational context, most teaching follows a drearily set pattern, which becomes
equally deadening for both the teacher and the taught. An instructor mechanically instructs
the students in the "how" and "what" through a one way dialogue. Facts are imparted, like
an endless production line with no volitional takers. Fear watches over the bent heads with
a stony smile to coerce with unnamed consequences.
The listeners sit passively, their hands furiously busy taking notes, their ears nervously
straining to avoid missing the information. Chairs encompass their bodies, while their
essential human feelings are seen as unimportant, even problematic. Discipline and rigidity
are the track on which this teaching train runs to the end of the chapter, course,
examination, or other destination.
Teaching in this way is an inorganic process because only the mind is involved along with
some peripheral muscles. Simultaneously, the whole of who one is beyond the mental
aspect-the physical and emotional components of oneself-withers away through neglect.
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Consequently, a fragmented learning is derived here. And such fragmented learning is itself
dissociated from life beyond the classroom, that involves all aspects of oneself.
Schooling therefore perpetuates a fundamental view of education that the transacted
curriculum reflects. Education is a "passive" process rather than an "active" one. In addition,
the child is a receiver of facts laid down by the textbook, rather than a person who
constructs and generates knowledge in collaboration with the teacher.
One way to create an alternative to such a restrictive process is to engage in experiential
learning. Here the emphasis is on learning by doing. Joint participation in which all
experience, feel, think, and learn together replaces the hierarchy of the teacher and the
taught. The teacher becomes an element of the whole, a co-leamer who uses his or her
skills to give structure. And s/he creates a sense of freedom within that structure. Each
person can then experience and interpret the activity for themselves.
In this way, experiential learning can expand the restrictive preconceptions of roles and the
behaviors expected of those roles. The learning by doing method can enrich and
simultaneously enliven those who encounter the approach. Thus, any sequence of activities
in an educational context that incorporates experiential learning, can offer a stimulating
substitute for bookish learning.
Artistic modalities offer many avenues for experiential learning. Artistic responses inherently
call for engagement and reflection-the prerequisites for joyful learning. In addition, the arts
enrich a child's repertoire of expression. Along with language and mathematics, pictures,
gestures and sound patterns give a child a richer, subtler and more colorful palette with
which to understand and describe the world. A curriculum that embraces the arts is also
generally
a more democratic one, as it
acknowledges the paradigm of multiple
intelligences.
Artistic expression draws on the energies of mind, body and spirit that are necessary for
the well-being of children. Traditional classroom practices do not nurture the body and spirit,
leading to an aridity and uni-dimensionality of children's experience. On the other hand, the
arts encourage deliberation and more personally formed responses. By helping children
respond to a rapidly changing world in fresh and diverse ways, the arts can make education
contemporary and meaningful.
15
Theater is one of the artistic modalities that offers a progression of such actively meaningful
experiences. This artistic field is especially strong in encouraging self-awareness and
learning about life. The relevance of theater to education is discussed below next.
THEATER AND EDUCATION
Theater is a relatively unused but powerful medium in the educational context that’offers
several crucial benefits. For instance, theater affords a kind of role "neutrality" because it
can move beyond narrow expectations of the relationship between the teacher, the taught,
and learning. Through theater learning can become a greater function of one's experience
regardless of the external role one has of "teacher" and "student"?These roles can be freely
interchanged amongst all the participants while learning to connect with the inner "teacheri
and inner "student" in parallel.
In other words, theater can help free one from the hierarchical, fragmenting dichotomy of
one person being the student and someone else being the teacher. Theater-in-education
thus helps one feel and see our own, and other people’s creative potential through the lens
of learning from, and teaching, oneself and others simultaneously.
The central focus of theater is to allow people direct contact with any number of human
experiences. For this reason, theater increases the possibilities for a teacher to facilitate an
exposure to issues of everyday life. The theater format allows for creative teaching in which
children feel a sense of pleasure, engagement, and motivation while learning. Experiential
exercises, discussions of pertinent issues, and brainstorming for ideas or solutions, involve
the children in a two-way process with the teacher. This process values their opinions, while
simultaneously incorporating a sense of fun, meaningfuiness and a connection to real-life.
Further, in a conventional classroom situation, there is a premium on the ’’right" answer.
However, theater in the hands of a sensitive educator can allow an experience of education
wherein there is no right or wrong answer. Theater can teach the value of subjective
experience that varies from person to person. Participants can learn that their unique
experience matters, and that this is more important than the narrow confines of comparison
with others.
Theater also allows for language development. Activities using theater methods in a
classroom extend the idea of literacy to the meaningful and expressive use of language.
Drama allows for play with language, metaphor, humor, the backward and forward
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movement of ideas, story writing and storytelling. The drama narrative, drawing on both fact
and feeling, can be woven around any issue or curricular theme. Speech and dramatization
can teach students to read and write. In an improvisation for example, participants learn to
speak spontaneously. As a follow up they can do a write up exploring their feelings and
thoughts about the role play they did.
Schools rarely allow for the processes of critical or divergent thinking. Children do not
critique, analyze or discuss the textbook. Nor do they consider happenings in the larger
world. They don’t play with a variety of associations and ideas, which is the hallmark of
divergent thinking. Drama, on the other hand, allows for discussion, for looking at an idea in
different ways. Drama based activities also allow for reflection, for-looking inward after an
exercise, and learning about oneself or others.
Another advantage of theater is that it is a collaborative activity which is unlike most
classroom experiences. Conflicts arise, and have to be resolved. Choices are made and
values or attitudes are developed. The conventional classroom teaches a student to think
only of his or her grades and performance. In contrast, the theater situation focuses on
social and moral values issues such as co-existing with someone else's needs and
opinions. Traditional schooling simply does not allow the student-student interactions or
personal teacher-student interaction that is necessary for such inner development to occur.
The school system, with its preoccupation with bookish knowledge, inundates students with
facts, while leaving them empty in the area of emotional development. Theater in contrast,
replaces narrow rote learning and the forced intake of numerous irrelevant facts. The
modality allows for learning derived from personal thoughts, feelings, ideas and questions
generated by each person's own experience in the moment. Simultaneously, theater
creates a non-threatening time and space where personal fears and feelings can be
expressed. As a multi-media activity, theater allows a child to express through word or
image, sound or movement, in a medium of his or her choice.
The choice of varied expression also means that a student has a chance to get positive
feedback from a greater rather than smaller, range of activities. A student who has at least
received appreciation in some realm, is likely to deal with criticism and negative feedback in
another area more effectively. In turn, a confident and secure student is likely to be a more
adventurous and better learner across disciplines.
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Moreover, theater taps into a resource that is essential for many facets of life. Theater
elicits and encourages creativity, a topic or experience rarely dealt with in schools, because
it is suppressed in favor of mental conformity. In theater every moment is potentially
creative because something new has the chance to emerge all the time. The exposure to a
creative state of being can be expansive, besides equipping students with the tools to make
the best use of the resources at hand in any given situation.
Finally, theater adds a non-formal component to the "P.T." regimen in schools that again
rarely recognize the creativity of the body. Students can learn about movement and the
capacity of their body to take on different postures. Or they can experience the flexibility of
their bodies and the limits of its ability to twist, tum, and stretch. Physical activities such as
those existing in theater, de-emphasize the competitive spirit inherent in sports, and give
students a chance to get more comfortable with their bodies.
In summary, theater exercises can strongly augment the existing curriculum in schools. The
activities in theater combine practical education about various life issues, along with an
immediate practice of what has been learnt from session to session. Such practice leads to
the development of certain important skills essential for one's everyday fife.
Abilities developed through theater include decision making, critical thinking, and affective
communication. These qualities are amongst the varied skills one needs to adapt to, and
grow from, one’s life circumstances. Such qualities along with seven other skills have been
grouped under the term life skills. A discussion of life skills, and the specific relevance of
theater in teaching these abilities, follows in the next chapter.
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CHAPTER II WO WHEELS ROLLING: THE INTERPLAY OF LIFE SKILLS
AND THEATER
INTRODUCTION
The first arena of learning for a child is the home, then subsequently school. These two
pillars provide the child a basic way of orienting to the world at large.
crucial aspect of this
orientation is a term called "psychosocial competence". This is a person's ability to have a
constructive relationship with the varied challenges and pressures that life throws at them.
Psychosocial competence enables an individual to keep a sense of equilibrium when they
face the requirements of life. It is the ability to have a sense of mental well-being while
relating with others, the culture and the general environment. Psychosocial competence
acts as a mediator between the individual and the demands of his or her larger socio
cultural surroundings. The feeling of psychosocial competence enables more coping
resources. Simultaneously, it increases the sense of adequacy the person experiences in
their personal or social dealings.
Thus, psychosocial competence helps people have an overall feeling of health. It gives
them
the
capacity
to
mediate
the
stresses
and
pressures
of
life
effectively.
Correspondingly, a person becomes vulnerable to experiencing certain difficulties when
s/he lacks a feeling of psychosocial competence. Such an individual may then feel
distressed while attempting to maintain or enhance his or her sense of inner physical,
social, or mental harmony.
Given the above context, learning psychosocial competence can make a significant
contribution to the quality of people's lives. Such learning needs to begin happening early in
each person's life. Ideally, the home should not be the only place in which a person begins
to have a sense of psychosocial competence. The school environment too can make a
significant contribution in this area.
For school going children and adolescents, life skill learning represents the specific vehicle
by which they can gain a feeling of psychosocial competence. A syllabus that has a life
skills component enables students to have better coping mechanisms and a greater sense
9. COPING WITH EMOTIONS: This life skill involves the ability to recognize and respond to
one's own or other people's emotions in conformity with the situation. Coping with emotions
requires an awareness of the ways in which emotions affect behavior. Intense emotions that
are not managed properly are invariably acted out which has adverse consequences on
oneself and others;
10. COPING WITH STRESS: Coping with stress requires a recognition of the sources and
impact of stress. Further, it involves being able to take corrective follow-up action to reduce
or minimize stress in one's everyday life. This may require that one controls stress by
making lifestyle changes or by learning techniques of relaxation so that health problems
don't arise.
It is important for educators to familiarize themselves with each life skill process. Equally
pertinent is a knowledge of how these abilities complement one another. Complementary
life skills fall into 5 main areas. These are:
•
decision making-problem solving;
•
creative thinking-critical thinking;
•
communication-interpersonal relationships;
•
self-awareness-empathy; and
•
coping with emotions-coping with stress.
Whether one considers life skills individually or in an interrelated form, they are necessary
precursors of health and well-being. Their applicability stretches across varied cultures and
social conditions within a country. Given the rapid changes in the social fabric across
national borders, these life skills are particularly cntical now in enabling the health and well
being of young people.
One of the central issues today is that young people have expectations, values and life
avenues that differ from the generation their parents grew up in. The difference has
resulted in a social void because the experiences of both generations do not map to one
another. However, teaching young individuals various life skills can be an antidote to the
confusion and trials of growing up in a socio-cultural vacuum. This is especially significant
presently in India given that the traditional repositories of adaptive values and skills are
being systematically eroded.
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Any teaching modality in this context, must equally be able to override regional or
environmental differences. Theater, is one such modality. It is a powerful mechanism for
teaching life skills because its validity spans social settings and circumstances.
LIFE SKILLS AND THEATER
The effectiveness of theater as a means of teaching life skills, is its ability to engage people
in non-threatening, participatory activities. In the beginning, no one has to perform or
behave in isolation. Initial exercises warm people up to theater processes while generating
spontaneity, playfulness, and an increasing sense of group comfort. Engagement in
activities that everyone does together emphasizes emotional safety, self-expression, and
freedom from vulnerability.
As the participants engage in various theater exercises, they practice different life-skills
such as decision making, problem solving, interpersonal relationship, creative thinking, etc.
Alongside, the participants gain an opportunity to develop and practice a sense of
connection, trust, and affiliation with others in the group. Group cohesiveness and the
development of trust represent a foundation for a more in depth exploration of specific life
skill issues. The deeper inquiry happens through another theater technique: scene-work
and role-play.
Scene-work and role playing allow the participants to replay life issues that they are dealing
with. In successive sessions, scene-work and role play also evoke personal qualities as well
as knowledge, abilities, attitudes, and values. As these attributes gain expression they
simultaneously help to create a new awareness of various life skills. The value of theater
here is that it allows a hands-on experience of the various life skills. At the same time,
theater exercises help the development of these essential everyday capabilities.
Schools underestimate the value of play (and playing with others non- competitively) as a
medium of in-depth life skill learning. In contrast, theater'emphasizes the value of play.
Further, through the creation of a playful atmosphere, theater nullifies tension and anxiety.
The medium does so by allowing the expression and reenactment of fears, unmet needs,
weaknesses, life stressors, unexpressed emotions, etc. In the process each participant can
access and harness their own life skills in a unique way.
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In the context of theater-in-education, theater activities can help teachers become more
intimate with individual ways of harnessing their own life skills. They can then translate their
awareness into teaching various life skills to their students using theater.
A wide spectrum of theater exercises exist to teach and leam various life skills (see
Appendix A). The application of various theater activities is dependent on the facilitator's
lesson plan, the needs of the group, and what is going on between the facilitator and the
participants during a session. These issues are discussed at some length in the next
chapter.
n— Zl
CHAPTER III THE WAY IN: THE STRUCTURE AND DYNAMICS OF A
theater SESSION
INTRODUCTION
Any theater session has a specific framework within which there is an active interplay of
various personal and session related structural factors. The personal constituent of a
session consists of two elements. On the one hand is the teacher whose personality is a
key determinant of what takes place in a theater activity and how the exercise continues.
On the other hand, is the self of the participants who also can determine what happens in a
drama sequence. The interaction of these two personal components takes place in a time
bound setting in which various theater games and techniques act as the via media.
The theater activities occur in a phased manner that can be pre-planned, spontaneous, or a
combination of planning and spontaneity. The stages of a theater session generally adhere
to a three part configuration. First a warm-up is conducted. The mid-session stage of the
activity follows. This is often the central or core aspect of the class. Finally, there is the
closure phase of the exercises that brings a sense of conclusion to the session
When the personal and session related structural elements combine in the stages of a
theater activity, certain characteristics result. These qualities constitute the dynamics of a
theater session. The dynamic within the phases of a theater class consists of factors such
as the energy level and participation of the grbup. It also relates to the sense of continuity
between exercises and the degree of spontaneity and imagination evoked. Further, the
amount of resistance expressed by the group to engaging in the activity is another example
of a session dynamic. The quick, momentary, or ongoing jostling of these elements
amongst one another, gives the session its emotional and psychological character, its color
and verve.
From the perspective laid out above, one can infer that the structure of a session acts as a
foundation on which the dynamic facets interact. Understanding these interdependent,
pivotal elements in a theater session is the key to their effective application.
THE SCAFFOLD: THE STRUCTURE OF A THEATER SESSION
One of the meanings of the word "scaffold" is a raised, supportive framework. The most
commonly used scaffold is in the construction or repair of a house. This meaning is
pertinent here because each theater session involves a temporary interaction between
people. The nature of this connection may vary from situation to situation. Thus teaching
styles and participant responses combine with the feasibility of the techniques used to fulfill
the group’s needs. The nature of the group or institutional requirements may further
determine the pursuit of specific session goals. Ultimately though, at the end of an activity,
or through a sequence of activities, an instructor can help support and "build" in the
participants an inner "house" of a life experience. Such experience can provide a source of
knowledge, safety and refuge in the future.
The Personal Structure
THE FACILITATOR
The teacher's role in a theater session is like any other educational forum. Ideally, s/he
acts as a guide whose primary role is to co-create an enriching experience for the
participants. The self of the facilitator is thus one key facet around which a drama activity
shapes itself. His or her sensitivity, attitudes, and beliefs can significantly shape what
happens in a session. Other crucial teacher related pivots in a session are his or her
moods, ways of communicating and responding, mental and emotional leanings, and
sense of imagination. The self of the instructor determines whether learning through
theater becomes a joyous, freeing discovery. Or whether like most education, the
instruction becomes rigid, insensitive, and disconnected from the needs of the
participants.
Many approaches to defining the self exist. One idea of self views it as an internal
centralizing structure that gives one a sense of order and purpose. For the specific
purposes of this manual, the most useful view of self has emphasized the self-in-relation
aspect. In this view,
the development of the self is both internally constructed and
simultaneously shaped through interactions with significant others (Surrey, 1991), The
self takes the form of an ongoing system of interaction with people and this sense of self
can shift based on internal or external, relational circumstances. Hence, from a relational
point of view one's sense of self can be enhanced by a good interaction with someone
(■
else. Alternatively, one's sense of self can feel undermined by an unpleasant encounter
with another person.
Using this notion of a "we-self" as a basis, it is important that a teacher is internally
sensitive to his or her own feelings and thoughts. Simultaneously, s/he needs to be
keenly aware of the needs and issues of the participants. The sensitive facilitator has the
delicate task of allowing the expression of the social-emotional needs of the group. S/he
also needs to meet the session goals (such as learning about a particular life skill) by
keeping the immediate task or lesson in focus.
This is easier said than done. The traditional model of instruction is hierarchical and
emotionally distant. The model is also close fisted around sharing power. Those who
teach in this way do not see the teaching process as a learning opportunity for
themselves. They do not consider themselves as students who need to keep learning
even as they continue to teach others. Instead, both theater and education are replete
with directors and teachers respectively, who (at least while instructing) combine a
primarily authoritarian self along with close control of the processes they have charge off.
Far from encouraging self-awareness, creativity and the individual gifts of their wards,
this self creates fear, doubt, intimidation, and a narrow uniformity in the ways of being
and doing. S/he monitors the activity closely in case any one strays from the stated
directive. Those who make the error of not following the instruction find themselves at
the receiving end of emotional and psychological penalties.
This type of teacher self engages in a constant critical, negating, squashing dialogue.
Those vulnerable minds and feelings at the receiving end of this compression,
experience a constant sense of mental and emotional dependence. Equally, they feel a
tenuous sense of self esteem and self-confidence. Nowhere in this layout is the desire to
impart".... an education that ...[is] joyful, creative, and thoroughly practical" (Allen, p. 17).
Nor does this scheme seek to stimulate a sense of enthusiasm and self motivated
learning.
There is, however, a need to conceive and present alternatives to such a self. In a
theater situation, there is greater potential for a different kind of instructor-self to exist.
This is primarily because the element of play infuses the games and exercises used in
drama. Theater games encourage adults to play which is often an enlivening process for
grown ups. This is especially so for those adults whose childhood has been locked in
some dusty attic inside. Playing and being playful is infectious, relaxing, and enlivening
for adults. The experience of being steeped in the consdousness of play can loosen up
even those facilitators whose history has caused them to be rigid, pressured, or
discouraging of the creativity of their students.
To be able to "play”, the most crucial personal ingredient for the teacher is that s/he
actively draw on his/her inner child self while conducting a theater session. This is not
necessarily a complicated process except if the teacher resists what is coming from
within. The reactivated memory of thinking, feeling, and being like a child now awed, now
curious and questioning, now spontaneous and transparent, is often a yearning
presence in adults. Digging deeply enough to touch this aspect can bring this self to the
surface to energize, enliven, and give inspiration. When this happens s/he radiates this
connection towards the participants, who taking this cue themselves, feel freed to do
likewise. This requires that the facilitator be able to switch back and forth between playful
"child" and "adult" modes as often as required.
Encouraging playfulness and being comfortable with play is only one element of the
instructors needed inner repertoire when using theater. Drama stimulates the imagination
and fosters discussion. The teacher-self needs to support a genuine airing of views of
the participants, allow for awkward questions, and give them permission to unfold their
individual attitudes. For instance, the attention-getter, the natural leader, the shy or less
expressive participant, etc., all need a different way of being dealt with. This requires an
appreciation of, and sensitivity to, the diversity of "individual needs, interests... [and]
prejudices" (Allen, p. 84). Embedded in these endeavors is the ability to listen, respond,
or guide questions into the arena of stimulating discussion.
The facilitator is thus someone who is responsible for establishing a feeling of motivation
to be creative in the group. The desire to be creative is in turn dependent on a feeling of
trust and emotional security. The teacher fosters trust and emotional security through his
or her attitude of acceptance and affection. An atmosphere of understanding also
encourages creativity. In addition, when the participants sense an openness to new
possibilities during the session, this acts to enhance creativity. In particular, these
possibilities deal with the realm of ideas, feelings and behaviors demonstrated in the
theater exercises.
&
Another important element of creativity is constructive feedback. An excessively critical
approach from the facilitator can easily squelch nascent creativity. However, the teacher
can support the participants in dealing with constructive criticism by appreciatively
acknowledging what worked in the previous activity.
Vulnerable minds and emotions
need to know what they did well before being told what needs improvement. Such
approval generates confidence. It allows the subsequent discussion of what needs
modification, enhancement, or correction to land on firm ground. This latter portion of
feedback is an excellent avenue for the teacher to evoke critical thinking skills through
discussion. However, s/he needs to be a model who guides the discussion in a way that
doesn't degenerate into demeaning or attacking comments that can shatter the self-
esteem of the participants.
Once the facilitator taps the inner wellspring of creative inspiration, his or her next task is
to encourage enthusiastic self-discovery and self-motivated learning consistently.
Theater processes release creativity. Self-discovery and learning based on individual
interest derive significant inspiration from such a release. The teacher has to do little else
than be strongly affirmative at this time. The creative process is like a hidden pool inside
each person. Whenever the facilitator is open to the calling and wisdom of this pool, the
class itself will become a fecund playground of deep, yet practical learning.
To hear the inner pool's message the teacher requires an attitude of receptivity. To be
receptive to themselves or another person, the facilitator needs to have a sense of
physical and mental readiness for the session. Physical and mental readiness for the
session can also help the teacher put aside his or her personal life issues (within the
limits of human capability). The more prepared the facilitator is for the session, the
greater his or her ability to focus the session towards an experience of the now. Through
this initiative the theater class can become a refuge, a temporary haven for all concerned
from the rigorous demands of the world outside.
An attitude of benevolent observation is an additional aid to the teachers attitudinal
repertoire. By watching the participants and listening to them, s/he can get a very good
idea of their interests and current concerns. Direct questions and communication can
also help uncover their leanings towards this activity or another.
Overall, the facilitator needs to be like a container during the session. Like a vessel, s/he
provides a literal and psychic space. Within such a space, the depths of the individual
”—27
when he becomes a man; and that the value of the subjects taught is not in their intrinsic
interest but in the moral and intellectual training they give. (p. 20)
Shocking as this quotation might be, one need only to look around to see how insidiously
pervasive this attitude is towards children. The view of them as a threat who need control
and suppression to maintain stability is a popular one in schools. Education is not only a
means of cultivating their "animal" natures, but also "stuffing" them with knowledge to
keep them busy. In this orientation noise, or play that looks disorganized is feared as a
sign of anarchy. "Permissive" education, such as that proposed in this manual, breeds
chaos or provides proof of already existing disorder, according to this view. Progressive
or informal education is thus confused with what is permissive.
In contrast, if children or older participants are seen as individuals with more
spontaneous abilities and expressions open to them than those available to adults
generally, a different approach emerges. Curiosity, exploration, and imitation-mimicry
come naturally to young participants. The inner world here is most often vibrantly alive,
questioning of everything, and willing to experiment with the new and unknown.
Assimilation happens along with adjustment and recall of experiences, particularly when
the experience itself has pleasant associations rather than fearful ones.
Repetition of positive experiences is a strong motivation for younger and older children.
So much so that the same games and themes can be very satisfying for long periods of
time. Equally boredom and new learning may be a constant source of "What do I do
next?" for the facilitator. When this happens there is no game playing and hiding of
feelings as in adults. The inner world here is generally free of the sophisticated veneers
of adulthood that have learnt to hide what one truly feels.
Thus, a child's access to feelings is immediate unless blocked by socialization.
Manipulation, boredom, irritation, anger, jealousy, frustration, confusion, fear, happiness,
joy, hope, wonder all come easily to the surface. When handled skillfully, these readily
expressed feelings bring a sense of relief to the young participants. They are generally
able to express and move on, unless significantly hurt or overwhelmed by a life situation
that they cannot understand.
Power and authority willfully exerted without the cooperation of these participants will
also elicit resistance. The forms of this can vary from an unwillingness to settle down, to
*,
and collective channels of group expression can be nourished. Generosity and patient
helpfulness are additional personal attitudes for the teacher in a session. Further key
attributes are openness, awareness, respect, active listening and enjoyment of the
process. As long as these invaluable attitudes are present, the teacher can create a
clear avenue of creative expression for the group, while ensuring a feeling of life in the
session.
THE PARTICIPANTS
The second personal element of a theater activity is the self or selves of the participants.
Their ways of feeling and being also can orient which way the session goes. Their
enthusiasm can infuse a dull class or conservative instructor with an uplifting momentum- a momentum that is personally enriching and conducive to the growth of all concerned.
On the other hand, their passivity or timidity can either encourage an activity progression
only instituted by the teacher, or require an infusion of constant energy that drains the
facilitator.
In the educational context, different age groups present their own specific requirements
and varied needs. Regardless of the variations in age, physical capability, or range and
depth of mental and emotional expression, participants in a theater session undertake to
reveal far more of themselves than in everyday life. Vulnerability and creativity go hand
in hand, as do trust and confidence. However, the traditional model of education in India
has made a mission of negating, and even crushing these precious qualities.
In a sense, this model seems to follow the Victorian notion subconsciously that saw
children as irrational by nature. Therefore, according to this notion, the best way to rule
them is through fear. Further, this notion envisages education as a kind of power
struggle, whose "higher'' goal is to redeem the souls of the children by subduing their
wills. This view holds that children are intrinsically evil and education is their redemption
(Allen, p.20).
Steward and McCann (1967) quoted in Allen add:
The whole approach to education ... has been called classical-Chhstian and it rests on
four main propositions: that the child is evil by nature; that childhood is a preparation for
adult life; that education must therefore consist of that which will be useful to the child
"—23
just mechanically doing what has been told without including any of their natural
inventiveness. Resistance also manifests itself as a feeling that the energy has become
very heavy in the room.
On the other hand, if the teacher exists in a state of genuine democracy with the group a
different feeling emerges. When the participants feel they have a genuine say on what
happens or doesn’t happen in the session, a rich fantasy life reveals itself. Their fantasy
life is most forthcoming when they know that the teacher respects their opinions. This
inner life of rich imaginativeness needs an ally that is trustworthy. Participants will often
have a sense of watchfulness, as they assess the bonafides of the instructor. If the
appraisal results in a sense that the teacher is a co-partner, then the theater session can
offer fertile avenues for inventiveness from the group.
An important aspect of the young personalities is that their creativity can look like much
unstructured chaos. But the very activity that looks disordered and confused, has an
inner order that, if observed carefully, clearly emerges. The young person’s inner world
may be a jumble of stimuli, but equally there is an inherent capacity to find a pathway
that makes sense to them. Allen says: "The natural anxiety and motivation of a child, ...
is to employ the capacities with which we have been bom to master the environment, not
to kick it over, and these natural capacities involve the transformation of chaotic and
uncomprehended experiences into forms of expression that satisfy the child’s inner
schema" (p. 44). A facilitator who joins and gently guides the group towards this inherent
inner structure is likely to elicit significant cooperation. The child or young adult will, on
the other hand, vociferously resist any attempt at imposition of an external sense of
order.
The resistance most often emanates from the young group’s natural state of mind. This
is a state of mind that revels in free association, juxtaposition of elements of experience,
formation of unusual assumptions and hypotheses, new images and imaginative word
play. A facilitator will meet with group opposition because the imposition of external order
blocks the flow of the participant's connection between inner and outer reality. This is a
rhythm and search for meaning that they understand and need. Creative expression and
imaginative play are the bridge by which inner reality is tested in the outside world. The
results of the test are then conveyed inward.
n---- 30
Thus, life is "tested" in the guise of creative exploration. Unnecessary rules that are not
in touch with such testing, cause a disturbance to the sensitive search of the child or
young adult to find his or her own sense of order.
Creative activities in themselves are also a cause of great expansion in the developing
experiences of the child or young adult. They also provide a forum for integration of
diverse life experiences and varied inner identities. The young child or young adult's self
is not as synthesized as that of a full-grown person. So, activities such as theater that
allow unusual self-expression can act like a glue, binding and strengthening the links
between the various sub-personalities within the young person. These encounters can
be very self-affirmative, since they provide reassurance to the young person that their
world is valid and is a source of learning and discovery.
In conclusion, one might consider the young participant as strong yet soft, dependent yet
independent, knowing yet searching, and clear yet confused. His or her inner realm is a
place that needs a gentle approach, that avoids insensitive violations. S/he needs to feel
safe and nurtured, guided yet not dominated in a theater session. Above all, the young
participants need to feel that they too can teach the facilitator; they need to feel that the
latter is willing to leam from them. Instead of being just a learner or follower, this sense
of external validation can make their self-esteem develop immensely. Ultimately, with a
little thoughtful assistance, the group can receive much from a theater session that
nourishes the fertility within them.
The Session Related Structure
The session related context of a theater session consists of the facilitator using various
theater exercises in the session that involve the group as a whole. These exercises are
generally introduced in a phased manner . As mentioned earlier in this chapter, there are
three broad phases comprising a theater session: Warm-up; Mid-Session; and Closure
(please refer to Appendix A for examples of exercises done in each phase). Each category
listed has a unique function in the overall scheme of a particular class using theater. These
sub-sections of a theater activity are not at all always distinct from one another. But they do
form an interlocking framework that may vary in duration and importance given the overall
agenda of the session.
°“31
WAPM-UP
The warm-up phase of a theater activity is like the initial stretching of one's muscles
before exercise. The exercises here create a sense of preparation for the rest of the
session (see Appendix A for examples). This phase acts as the beginning of the session.
For some this stage acts as a way of activating feelings, thoughts, and action that are
lying dormant. For others, warm-up activities may serve to reduce the level of excitability,
or inner chaos by offering a calming structure. In any case, the warm-up phase is geared
to centering the group for what is to come.
Apart from orienting the participants to the session, the theater.warm-up allows them to
gain a sense of emotional safety and security. Most warm-ups involve the whole group
and thus minimize potential feelings of self-consciousness since there are no "watchers".
By minimizing the sense of vulnerability and exposure, the warm-up also encourages the
beginnings of trust, while simultaneously evoking a range of emotional and physical
expression. The central idea here is to tap the imagination of the participants
continuously. All latent dimensions of their experience are then free to be express
themselves.
The warm-up phase also gears the participant's will to engage strongly in the session.
Motivation generated in this phase becomes a crucial basis for the cooperation and
interest of the group regarding the rest of the session. The activation of a strong desire
to participate fully in the session in turn, is a basis for accessing the creative juices
within. The warm-up phase has many ways of evoking a creative state of mind. Some
session beginnings involve a physical warm-up that lays emphasis on muscular
relaxation, focusing of attention, and observation through sensory awareness. This kind
of beginning is generally apt when the energy level of the group needs to be raised to
encourage self-expression.
Other warm-ups lay stress on mental imagery. Participants are asked to remember and
visualize various aspects of their life. For instance they may recall how they get to
school. Or they may remember the kind of things that are located on the street on which
they live, etc. These warm-ups generally aim to calm down the group and contain their
energy. This is especially so if the group’s energy is very scattered in the beginning.
Another option is the verbal warm-up wherein the group vocalizes feelings, sounds or
images. Ideally though, a good warm-up will simultaneously tap the physical, vocal and
n—31
imaginative dimensions of the group's experience. A good warm-up facilitates the
involvement of non-logical and intuitive elements of experience. At the same time the
warm-up promotes a collective orientation towards initial exploration, discovery, and risk-
taking. While collectively engaging the group, the warm-up also helps the members
connect with one another. Group interaction is thus a key element of this phase.
Perhaps the most important element released through an effective warm-up is
spontaneity. The experience of spontaneity happens when the unrehearsed and
unplanned parts of the group experience emerge amidst fun, laughter, and a feeling of
surprise about new personal capabilities. For spontaneity to emerge the warm-up needs
to have an optimum level of challenge that excites the participants without overwhelming
them with anxiety.
For this reason, most warm-ups minimize complexity, both in their instructions and their
actual execution, so that all in the group can follow the progression easily. Warm-ups
that are easy, allow everyone to get a positive reinforcement in their participation. More
complex subsequent exercises then have a better groundwork of confidence and self-
esteem to land on.
In conclusion, the warm-up phase acts as a prelude to the rest of the session. Like an
arrow pointing a direction, this stage guides the group towards the next phase. The
description of this next step, known as mid-session, follows below.
MID-SESSION
The mid-session phase of a theater activity, is the central element of the ehtire time the
facilitator and participants spend together. In this phase, the activity takes on a stronger
theatrical shape through role play and scene work (see Appendix A for examples). The
direct enactment of scenes through participants taking on a variety of roles deepens the
session. Feelings and issues evoked during the warm-up now have a chance to be
dramatized. Dormant aspects of the person can be evoked along with emotions that
haven’t had a chance to be expressed in everyday life. Life dilemmas and questions are
also spoken about in the guise of scenes, even as new elements of the self are
experienced and revealed.
The mid-session phase thus often provides, through the medium of dramatic scenes, a
replaying of life without the "real life" consequences associated with this expression. This
n---- 33
is because scene work allows for a distance from real life that creates a safe container
for the dramatic expression. Such safe expression is immensely freeing, because the
mid-session phase allows participants to confront elements of themselves or their life
within this safe context of dramatization. Further, the mid-session stage, allows the group
to take on aspects that they wish for, or to express suppressed qualities within them. In
addition, mid-session activity allows the trying out of alternative solutions to real life
issues. Practicing these new, untried options in the middle phase of a theater activity,
allows people to prepare for their life afresh.
Mid-session activity is usually highly collaborative although the degree of collaboration
varies. Some scenes involve small sub-groups of three, four, or five members each.
Other dramatizations may involve dyads, or at times the entire group. Regardless of the
specific scenes involved, the mid-session phase offers a rich platform for new ideas,
brain storming, discussion, observation, and self-reflection. The ideal mid-session allows
participants a sense of liberation through applying this platform towards role expansion.
Thus, known roles expand along with the encouragement to enhance the group
members self-expression.
The mid-session phase of a theater activity is often the time when new insight and
inspiration occurs for various group members. If the group has already spent some time
together, the facilitator can guide the group towards understanding of life issues or
patterns, rather than simply a replaying of these. In a mid-session phase of some depth,
the degree of self-discovery, recognition of a life issue or issues, and a changing of old
patterns that have guided the person, can all occur simultaneously. Creativity, as in
responding to a known life dilemma in a constructive but different manner is therefore
also a significant aspect of the mid-session phase.
Evidently, the mid-session phase of a theater session can often involve much mental and
emotional expenditure of energy. Some kind of process that allows the group a chance
to prepare for a transition back to everyday reality is therefore required. This process,
known as the "closure” phase of the session, is described next.
CLOSURE
The closure phase of a theater session (see Appendix A for examples) has several
broad functions. Landy says: "In many ways closure is an opening up, another part of the
journey toward authentic existence that points toward the future, incorporates the past,
and validates the present level of feeling” (p.120). Generally in this phase, the group is
physically re-unified to emphasize the feeling of connection and affinity amongst the
participants. Most often a sitting or standing circle is formed to conduct the closure, and
some form of giving and receiving occurs between the group members.
The circle itself signifies a physical completion. Mental, physical, and emotional
completion is the central purpose of the closure phase. For instance after a particularly
"active” session, closure may introduce a sense of quiet and calm. It acts as a means of
bringing back the group to the moment in which they will reenter the reality of life beyond
the session. Such a closure can also facilitate a sense of release and provide a holding
space for the group to assimilate their experience.
Alternatively, a review and discussion of the session is conducted, so that the
participants leave with a sense of emotional integration. This is particularly so in the case
where a fresh understanding has emerged from the mid-session exercise. A further
function of the closure is to provide a feeling of solidity in the present reality, especially
when the session has involved elements of fantasy. In this sense, the closure phase
allows participants to let go of the roles they played and become grounded in the "here
and now” reality through self-reflection, new insights, or new conclusions.
The closure phase in theater acts to support the experiences people had in the session
by acknowledging their validity. Such support is often reassuring for the group and acts
as a reinforcement to their feelings of trust for the next session. Not only the group, but
equally the facilitator gains a sense of perspective and balance through the closure
phase of a session. The teacher can leave with a minimum of
unnecessary pre
occupations with what did or didn't happen in the session. Closure therefore helps the
facilitator reenter his or her own life.
In summary, the closure phase deals with the past, present, and future (Landy, 1986).
Review and reflection deal with the past, while feelings and perceptions expressed or
shared in the present, bring the focus to the experience of the group in the "now". The
future aspect of closure is about the transition for teacher and participants alike to the
reality beyond the session. Landy (1986) says: "In expressing fear or hope during closure
... [the teacher and participants] ... alike, prepare to make the sometimes difficult
transition from the charged, focused reality of the ... [theater] session to the more diffuse
reality of the everyday'' (p. 119).
n---- 35
The personality of the facilitator and the participants and their connection during the
above phases forms an important basis for the direction a theater session takes.
However, there is another significant element to the way a theater activity develops.
Each time the participants and teacher meet, a unique connection occurs between them.
Their connection is defined by several specific elements which makes one theater
session differ vastly from the other. This interplay of distinctive elements within the
session forms the psychological or dynamic shape of the session, and is discussed next.
THE INNER PLAY: THE DYNAMICS OF A THEATRE SESSION
This section gives the reader an understanding of the inner elements of a theatre session.
An understanding of these facets is crucial for the teacher because they can help him or her
shape the session in one way or another. Each session, has its own signature that might be
smooth, slow, energized, low in energy, resistive, etc. Greater familiarity and recognition of
this signature can ease the facilitators task significantly, and make his or her leadership
more effective.
Notes to the Teacher
The first element a teacher conducting a theater session needs to think about is their
personal leadership style. Some leaders are more laid back than others. Some are content
to guide the session by continually eliciting ideas from the participants and then directing
the flow of these ideas. Others actively suggest and strongly institute their own thoughts.
Placement by the teacher of their own style preferences is important because it provides
them a sense of self-awareness about their strengths and weaknesses. This placement is
helpful both in the overall context of the theater sessions planned, and in defining how the
facilitator approaches the group before each successive session.
Whatever the teacher's style of leadership, the best approach is a flexible one, that
incorporates both more and less directive facilitation. Such an approach gears itself to
adapting to the varied situations that occur in a theater session. It also aids the facilitator in
dealing with groups of different types, whose needs will generally vary. Thus some
circumstances and groups will need a more active form of facilitation. Other situations will
need more room for the group to make their own decisions with the teacher playing a more
minimalist role.
n—36
The next aspect that affects the dynamics of a theater session is the lesson plan. The
lesson plan, which involves deciding the rough sequence of exercises in the session, is
itself a function of the overall goals of the particular session or sequence of sessions being
conducted. It is generally helpful to define these goals in advance, although there needs to
be a prior mental acceptance of the fact that a session may go in a completely different
direction. In this case, other goals not focused on may be fulfilled, and this needs to have
the facilitator’s concurrence. Drama is by its nature a kind of free-play. The less attachment
there is to the exact goals or aims, the better it is for the session.
Another defining element that comprises the dynamics of a session relates to importance of
flexibility mentioned above. This is the degree of psychological closeness or distance
between the teacher and the participants. This dynamic deals with whether the facilitator is
in harmony with the needs and desires of the group, or whether s/he partially or fully
ignores their requirements. The former quality ensures a greater degree of closeness
between the teacher and the participants. On the other hand, the latter quality is most likely
to create distance between the group and the facilitator.
Closeness and distance in the session can result from subtle yet telling interactions
between the teacher and the group. For instance, the facilitator elicits a group consensus.
However, subsequently the facilitator decides something completely different for the group
rather than being guided by the outcome of the consensus. This kind of situation happens
not infrequently and results in a loss of motivation to participate, which in tum distances the
group from the teacher. Or, the teacher doesn't make eye contact with all in the group, but
favors some more than others. Alternatively, s/he doesn't listen to everyone's suggestions
but responds to the one's who are most articulate. This too is a common source of distance.
Those looked at, or listened to, feel boosted (the teacher is after all a source of selfesteem), while those ignored feel a loss of confidence.
One of the elements that increases proximity and reduces distance in a theater session is
joining. Joining can be as simple as the leader participating in all the activities of the group
rather than staying aloof. Or, the facilitator mirrors the emotional needs of the group by
bringing the activity in line with the needs of the group. In addition, s/he indicates a sense of
understanding and empathy for the emotions or dilemmas expressed by the group. Joining
can be physical, such as mirroring the body language of the participants. In other cases, it
can be verbal such as speaking in a gentle tone after a moving scene has been enacted.
n--- 37
A facet related to joining with the group is beginning where the group is. The facilitator
needs to be alert to the verbal and non-verbal cues of the group so that s/he can respond
appropriately to their needs. Each session or session portion is a kind of beginning with its
own reguirements. In each case, beginning where the group is creates a bridge for the
teacher to take the next step in consonance with the group. This facet of the session
dynamic needs to be balanced with the leader’s active creation of an affirmative space. The
balance implies a willingness to follow the group's lead or initiative in the beginning. Such
willingness acts as a crucial communication to the group. It tells the participants that the
facilitator is connected with the reality with which they entered the session, or the reality of
their feelings before the next session segment.
A facet strongly related to joining and beginning where the group is, is polling the group.
This involves a consistent calling on the group by the teacher, to make suggestions, elicit
responses, or even come up with solutions. Through polling the group the facilitator can
gear the session to satisfy needs more closely. Or s/he can decide, on the basis of the
feedback received to stop an activity, modify it, or take the session in a new direction.
Polling the group enhances their feeling that the teacher is in consonance with their needs,
that s/he is taking them into confidence and listening to them.
Polling the group is in itself closely related to another key session guality. This is the
dynamic of choice points within the session. Choice points are central to the direction an
activity takes in a theater session. The facilitator may decide for example, to speed up an
activity going too slowly by incorporating a new element into it. Or, s/he may cut an activity
(that is disturbing to the group) short. Alternatively, activities that are being enjoyed by the
group can be allowed to run longer, based in the immediate choice made by the teacher,
even though some other activity was scheduled next.
Further, the facilitator may decide to hold a discussion before a role play, or vice-versa
again depending on the feeling s/he gets from the group. Effective situation based choices
in a theater activity are a significant contribution to the overall effectiveness of the session.
The next element that defines the dynamics of a theater session is the degree of activity
structure. Early in the seguence of theater sessions, the facilitator may choose to
incorporate games and exercises whose structure s/he lays down clearly. The laying of
clear, solid guidelines by the teacher in the activity, provide a sense of safety and security
for the group. Simple exercises, that hold the group's attention, and allow for a feeling of
"—38
success and achievement, are ideal for the initial stages of the session or sequence of
sessions. Such a higher degree of structure, can help release spontaneity, create positive
group interaction, decrease anxiety, and increase the sense of trust in the theater process.
Later, as the group cohesiveness and trust increases, the teacher can relax the amount of
pre-defined structure in the activity, thus allowing more group initiative. Trust is in fact a
central element of the connection between the facilitator and the participants. It is
something that the teacher needs to earn from the group through his or her attitude of care
and concern. Building trust is often a process that requires some consistent effort on the
facilitator's part. When the teacher indicates acceptance of the group through attitude and
behavior, as well as a genuine consideration of their feelings^ s/he enhances the
participant's trust.
Once the facilitator builds this level of trust s/he must maintain it at the same frequency as
far as possible. Variations or contradictions in the consistency of the leader's attitude and
behavior towards the group generally affect the degree of trust that they repose in the
teacher. This in turn, affects the flow of activities in the session. Session flow, another
significant element of the dynamics involved in a theater activity, is not only dependent on
trust, but also on the session structure.
Thus the dynamic of session structure, as discussed above, is closely linked to the degree
of flow that occurs in a session. Flow is a state of being experienced when an activity is
done for its own sake, and its intrinsic rewards. In a state of flow, the activity has a smooth,
successive nature, and the sense of impediments or blocks feel minimized for the
participants. A session that lacks flow, on the other hand, can feel heavy, or "bumpy". For
flow to be enhanced the facilitator needs to build the session in a way that any exercises
done initially are liked conceptually and experientially to the ones that come later.
Hence, an exercise in which the group forms a circle, is followed by another activity that
also has the group stand in a circle. Or for instance, the trust exercise known as "blind lead
walk" is best followed by scene work and/ or a discussion. The discussion or scenework can
deal with the experiences of trust breaking down or being built up in the participant's
experience. Or the exercise known as "mirroring" is best followed, for example, by the
exercise known as "emotional greetings". In all these cases, the same format or concept,
that is a circle, trust or mirroring is experientially carried into the next exercise. The next
exercise in both cases does vary from the one preceding it, but the variation is not so
significant that the group has to make a large jump.
Such minimizing of transitions between one exercise and the next, is really the key to
maintaining flow in a session. Interconnections between the exercises, that build on the
abilities developed so far in the session by the group, can significantly assist the session
dynamic. Flow supports the session dynamic by maintaining attention and eliciting absorbed
involvement; creating a sense of harmony with the activity that temporarily erases external
concerns; compressing the sense of elapsed time; releasing spontaneity and creativity;
minimizing resistance; and allowing for a sense of integration and completion at the end of
a session.
Several important session dynamics have been mentioned above which result from good
flow in the session. One of these is the release of spontaneity and creativity in the activity.
Spontaneity/ creativity is about a new approach to things or a different view of the known
reality that expands one's consciousness. The channel between inner impulses and
external stimuli becomes open, and new clues, insights, and ideas emerge easily and
continuously. Spontaneity/ creativity is thus a type of inner opening, that generates energy,
and gives the group an uplifted feeling.
Flow in a session also affects resistance as a dynamic. Resistance has to do with the forces
within the group that oppose the session process. Fear of change, anger or resentment
towards the facilitator, or anxiety about new experiences are some of the ways in which
resistance plays out in a session. Resistance creates and maintains a stasis in the activity.
The facilitator most often has to expend a lot more energy than usual to overcome this
opposition. Resistance is often overcome when the facilitator directly dialogues with the
participants about what is in the way. In the process, s/he works out a constructive group
consensus to remove the impediments.
When the facilitator is able to minimize resistance and enhance flow, a significant dynamic
occurs. The group gains a feeling of integration/ synthesis during the session. Integration or
synthesis is a feeling inside a person that gives him or her a sense of balance and
harmony. Inner contradictions are far less palpably experienced even as the person feels
more unified or whole. Opposing aspects within the person are reconciled. Thoughts and
feelings exist in an inner equilibnum as result of personal integration achieved during the
n.
-40
session. Such synthesis in the context of a group allows for a greater feeling of aliveness
and optimism. It allows members to accept the possibilities by their lives.
Integration or synthesis experienced by the participants within the activity, are in themselves
related to one of the most significant potential results of a theater session: personal
transformation. In the process of a personal transformation in a theater session, the
participants may gain, lose, or modify aspects of their self. Durable new insights about
oneself or the world are deepened through personal transformation in the session. New
behaviors practiced, and new ways of thinking and feeling are also key elements of
transformation experienced by the participants.
Support for this process by the facilitator, is perhaps the most significant aspect of the
session dynamics. All the other dynamics discussed above lead to the support, through
theater, of personal transformation. The teacher needs to assist the often radical and long
lasting changes of consciousness that are part of a theater session. To do this s/he needs
to believe that such transformation is a possibility in any given session, and recognize and
nurture its development in the life of the group.
CONCLUSION
The previous discussion has broadly covered the crucial aspects of a theater session. Both
the elements described—structure and dynamics—are equally crucial in the context of a
theater session. Without structure, the action of a theater activity becomes direction-less.
And without a sense of dealing with the dynamics of a session, the activity can equally
become mechanical, boring and repetitious. Too much structure leads to a loss of
spontaneity. Too little, to a sense of chaos. Likewise too many unattended session
dynamics can negatively affect the personal and session related structures of the activity.
Both facets therefore need skilled handling on the part of the facilitator, so that the overall
balance of the session is maintained.
Harmony between structure and dynamics in a class using theater will ensure the
effectiveness of the exercises, and afford the facilitator and participants a rich learning
experience.
This chapter dealt with a theoretical summary of several significant components of a theater
session. Theory in itself is only a part of the learning process. To ensure a complete
balance in the reader's understanding of the subject matter, some sense of the material’s
41
application needs to be conveyed. The next chapter discusses various ways in which
theater experiences can be translated into life skills lessons.
'’—42-
CHAPTER IV STANDING INSIDE: APPLYING THEATER EXERCISES TO
TEACH LIFE SKILLS
INTRODUCTION
Several techniques are useful in teaching life skills. These methods, which are described
below, are also an integral part of the natural process and progression of a theater activity.
Each approach, when utilized effectively, can be a complete conveyer of one or more life
skill/s. For a good balance in the session, the techniques considered below need to be
interspersed within the session. The principle of flow described in the previous chapter can
guide the placement of the methods.
For instance, a discussion in which the partners discuss what they learnt from the exercise
can follow an exercise in which the group splits into dyads. Alternatively, an exercise in
which the group is sub-divided into four or five groupings of five people each can be
followed by a role play using the same sub-groups. Dyad discussion and role play can be
succeeded by a discussion involving the whole group. A similar rationale can be followed for
all the techniques briefly discussed below.
Following the discussion of various methods to teach life skills, the reader can refer to the
sample lesson in Appendix B. (The lesson describes a life skills lesson through the use of a
set of theater exercises in various phases of a session.)
Life Skills Learning Methods
This section outlines five methods used in theater processes that are excellent ways of
teaching life skills. While the description of necessity follows a certain order, one shouldn't
attach any significance to the exact sequence described here. Depending on the session
plan or in-the-moment eventualities, any of the methods described below could precede or
follow the other techniques.
ROLE PLAY
Role Play is the center piece of life skills learning. In this technique, situations derived
from fiction or the actual life of the participants, are enacted by the members of the
group. An example of a fiction based role play is friends meeting at a park. An example
of a real life role play is a situation facing group members in their families. Role play
--^43
simulates actual reality without the attached consequences if the situation was really
taking place in real life. It is a modality in which people impersonate real or fictional
people and situations. As the impersonation continues, both the role players and the
audience can gain a sense of identification and empathy with what they are experiencing
through the role play.
Role play allows a tremendous amount of flexibility in allowing people to try out various
aspects of the same situation repeatedly. An analogy would be the facility allowed by an
audio recorder to rewind and fast forward a tape. Similarly role play allows the group to
look at and even heal past situations, consider the present from a different angle, and
practice for the future. Most often, in each of these scenarios finding the optimal
approach to dealing with a problem is a primary focus of role play. Solutions can be tried
out through role play situations that closely approximate the life of the participants.
A significant benefit of using be technique is that the action of a scene can be paused,
unlike real life where events follow one another. When the facilitator or group pauses a
scene temporararily, the audience participates by giving feedback about what they
observe. They can brainstorm suggestions or engage in a discussion of the strategies to
use in resolving the issues raised by the situation. Following the feedback or discussion,
the scene can incorporate crucial elements of the audience or role player responses.
These responses can act as refinements or they can serve to redefine the role play
completely. In either case, role play allows great flexibility, because the scene goes on
with the new suggestions. Participants are thus able to experience the pros and cons of
various alternatives to a problem or dilemma.
Since role play allows the group such flexibility in shaping and reshaping the reality of
their life, it is arguably the most important avenue to teach life skills. New life skills can
actually be practiced in varied situations to create a greater understanding of their
application. Alternatively, issues and conflicts that have hampered the participants can
be simulated along with the inclusion of new life skills learnt to augment the fund of
solutions available to the group.
In essence, the technique of role play allows the observation and practice of new life
skills in a protected setting. Role play allows more experimentation with alternatives. In
particular, role play creates avenues for emotional release or emotional resolution while
simultaneously giving people a chance to practice the life skill of coping with their
n.
"44
emotions. The minimization of real life restrictions, can also allow people to grasp and
internalize other life skills more fully. Role play is like a rehearsal for life-it acts as a
preparation for what lies ahead. It strengthens the capacities of people and enables
them to meet the demands of reality with a more secure grasp of various life skills.
BRAINSTORMING
Brainstorming is another powerful method to teach life skills. This is a technique in which
any issue or topic can be explored in the moment through ideas, suggestions,
momentary images, phrases, or word associations. Any area of the group interest can be
investigated by eliciting brief, spontaneous responses from the members. Brainstorming
depends on the successive waves of ideas generated by people. Ideas may or may not
be related, but there is a sense in brainstorming of one suggestion emerging on the
heels of the other. No particular order may emerge immediately and none needs to be
imposed in the moment. Further, any person may speak up and make a suggestion.
Brainstorming thus doesn't follow a
systematic turn-taking sequence in which each
person gives their responses’one by one.
Instead, those inspired to speak just give their suggestions. All suggestions given so far
are then listed clearly so that everyone present can see the progression of ideas.
Brainstorming at its best is a democratic process. No idea is discounted or criticized as
unworkable. On the other hand, each person is given the opportunity to experience their
ideas as valuable. Bereft of criticism, brainstorming encourages each person to release
their mental inhibitions and genuinely participate. This is especially so for those people
who are shy or withdrawn, whose fear of approbation can inhibit their speaking up.
Brainstorming is an excellent method for the facilitator to quickly assess the degree and
depth of the group's learning. It allows the teacher to ascertain how much of the lesson
has been understood and internalized by the class. The method thus functions both as a
mechanism of feedback and of assessment for direction of the oncoming lesson. Areas
of confusion can be clarified so that the rest of the class remains an effective forum to
teach the particular topic in question.
Brainstorming is invaluable in exploring any life skill in depth. A real or imagined situation
viewed in a role play can be dissected using the particular life skill that is the focus of the
class. For instance, interpersonal relationship skills can be the topic for brainstorming
after witnessing a role play in which one person is mediating between two others who
"—#5
have had a fight about something. Alternatively, after brainstorming about empathy, a
role play involving the use of this life skill in a real or imagined life situation can be
enacted. In either case, much rich material can emerge from the ideas spontaneously
suggested by the group.
PROCESS GROUP LEARNING
In process group learning a simple role play is enacted such as an argument between
two friends. After a very brief enactment, the facilitator asks the group several questions
such as the nature of the problem; the sequence of events observed by the group; the
feelings evoked by the characters or situation; and what was liked or disliked about the
situation and characters. Other questions that can be asked include the reasons why the
scene mattered to the audience; the options presented by the situation; the specific ways
in which the conflict can be resolved; and the practical learning derived from viewing the
situation and answering the above questions.
Process group learning may be seen as a very specific form of brainstorming. Like the
technique of brainstorming, the group responds spontaneously to each of the questions
asked. Answers follow one after the other, and each person's response can successively
add to rest of the group's information or learning. Process group learning is an excellent
hands on way of utilizing life skills such as problem solving, creative and critical thinking,
and effective communication. In addition, other life skills listed previously in the manual
can also be explored through process group learning.
GROUP DISCUSSION
Group discussion is yet another method of creating a forum for life skills learning. In this
technique the facilitator can simply open a topic or idea up for discussion. The topic to be
discussed may be generated by a role play or a piece of writing done by a group
member, a newspaper article, or a passage from a book. In each case, the facilitator
elicits ideas or thoughts from the group and sets up an interchange of views. In group
discussion, people get a chance to express their ideas, opinions, and feelings about the
issue at hand in some detail.
Group discussion is an ideal follow up to role play, brainstorming, and process group
learning. It creates an outlet for the group to take a close, detailed look at an issue or life
skill that these techniques have briefly explored, and really flesh it out. On the other
n~ 46
hand, in many cases group discussion can serve as a precursor to a role play by
allowing a forum for an exchange of information and a highlighting of the key issues
involved. An enactment then follows in which the issue's main implications are allowed a
simulated expression, after which another group discussion can occur. Here, the
technique can function to engage the group in verbal discovery of the intricacies or depth
of an issue.
As a technique of verbal learning, group discussion thus serves as an important adjunct
in a theater session to examine any life skill. It promotes insight and a cognitive
understanding of issues surrounding the varied life skills.
DYAD WORK
Dyad work is a technique that offers an alternative to all the techniques summarized
above. Often, early in a sequence of theater sessions, the prospect of facing a large
group can feel intimidating to various group members. Even later, a feeling of
nervousness and anxiety can still occur amongst the participants when the session
requires openness, vulnerability, or self-revelation. In either case, dyad work serves to
lessen the weight of fear or shyness by allowing the participants to be more open with
just one other person initially.
Dyad work involves pairing up with another group member and doing a role play, or
engaging with them to brainstorm or discuss an issue. The method offers group
members the opportunity to familiarize themselves with just one other person first. Dyad
work generally places less demands on most people. As opposed to group interaction,
fewer inner resources are required to interact with one other person and share difficult
feelings, issues, or concerns with this person. Dyad work therefore offers participants a
feeling of safety and can serve to enhance the degree of trust or sharing each person is
capable of.
Interjecting theater exercises that require dyad work can thus serve as a prelude to more
in-depth or self-revelatory role play and discussion in the group. Dyad work allows
participants an experience that minimizes their sense of exposure and can boost
confidence. It provides a stable foundation on which people can subsequently build on to
transact a similar experience in the larger group. This is especially so in the case of life
skills learning where a role play or discussion between two people can allow both greater
47
freedom and a sense of security. They can feel a sense of flexibility to explore a life skill
closely before sharing their experience with the group.
CONCLUSION
In conclusion, the methos listed above are powerful ways of teaching life skills in a theater
session. Through these methods, any theme introduced in a particular session can be
explored for a sizable time such as three months. Thus a theme such as violence can be
the focus of the sessions so that there is a sense of both thematic continuity and some
deeper experiencing of that theme. The in-depth exploration of a theme also facilitates a
sense of integration and closure around the experience of that theme.
In addition, the facilitator can transact several themes in the course of one year. Over a
year's period the group can therefore gain an experience of exploring a variety of
contemporary themes. For a complete learning experience the teacher needs to ensure
maximum coverage of relevant themes. For the specific title of themes the reader needs to
refer to Appendix C.
Having broadly explored the use of several methods to teach life skills, some practical
issues need to be considered. These issues are discussed in the next chapter.
-—^8
CHAPTER V LOGISTICS OF THE TIE PROCESS
In the context of an initial pilot program to teach life skills in schools through theatre the
practical logistics of its execution underlie its long term efficacy. These logistics are detailed
below in a step wise form.
1. NOTES CONVERSION
It is very important that the teachers convert their notes from their workshop experience or
any other training program they go through into a BOOK or FILE that has a separate
sanctity. Separate sheets and slips of paper tend to get lost, and with their loss, valuable
experiential data becomes inaccessible.
2. PROGRAM EXECUTION IN THE SCHOOLS
(a) Location
What is the exact location? Is it a room or other space?
(b) Official Sanction
Explaining the potential benefits of the program either verbally or through a written
proposal to the higher authorities would smoothen the process of setting up the TIE
process in the schools.
(c) Time/ Frequency
Prior to beginning the program, setting the duration and frequency of the TIE sessions
would give a framework for doing the program. For instance, initially the sessions could
be weekly and for 30-40 minutes each. Later, as skill and confidence in theater
processes increase for the teachers, the frequency and duration of the sessions could
correspondingly be increased.
(d) Content of the Session/s
Lesson Plan:
An important component of the program is for the teachers to have a clear lesson
plan. Knowing the content of a session or sequence of sessions in advance would
again provide a backbone to the process. Each session begins with a warm-up and
can then go on to dealing with a life skill or life skills. Weeks or months can be spent
in focusing on a particular life skill before moving onto tackling the next one.
The operative attitude needed here is flexibility so that what emerges in a particular
session guides what happens in the next one. This is much preferable to a rigid
adherence to the exact form of the lesson plan. Flexibility in following the lesson plan
will allow follow-through on unfinished material from a previous session. Flexibility
allows expansion of themes, issues, or ideas, and resolution if there hasn’t been the
time to have closure in the past class.
Discussion of the process
Some questions that can be asked of the children during the session to facilitate
brainstorming, learning etc. are
•
What was the problem?
•
What happened?
•
What did you feel about the situation and characters?
•
What did you like?
•
What are the options?
•
Why does it matter?
How can the situation be resolved? and
Now what next?
Relaxation/ closure:
Each session should end with a closure exercise such as "passing the hand squeeze"
or other relaxation exercise. A clear closure to the session is important because it
clearly demarcates the end of the class from other activities that the children may
subsequently engage in. This demarcation allows for psychic integration of the
experiences in the session.
n-----
3. DIARY
A diary is a crucial aspect of the personal follow-up of each session. This is a detailed write
up of what happened during the lesson. A diary can provide valuable guidelines on what to
do next, how to do it, what’s working or not working about the lesson, which children need
more attention, which issues need more fleshing out etc.
4. HOME ASSIGNMENTS
A corresponding follow-up for the children participating in the program would be to give
home assignments to them. They can be asked to maintain a diary in which they jot down
their responses to the life skills they have learnt about. They can. also note what they
observe in or around the home with regard to the life skill they are dealing with in the class.
The diary will ensure continuity with the class lesson. However, it is important that the
teacher doesn't evaluate the diary responses for marks or grade. The motivation to write the
diary needs to come through the energy generated in the class lesson and not from external
pressure.
5. SUMMARY STATEMENT
A statement summarizing the teacher’s observations of the TIE process rounds off the
program implementation in the schools. This statement would include a response to the
following points
•
Level of implementation in the particular school;
•
The school’s perception of the program;
•
The ease of implementation;
•
The level of child learning; and
•
Any perceptions or responses about the functioning of the children after the
program.
6. WORKSHOP FEEDBACK
The final portion of the Theatre-in-Education training consists of the teacher's feedback
about the sessions. The feedback can be in response to the following questions-
n—51
•
What was most enjoyable and why?;
•
What was least enjoyable and why?;
•
What information or knowledge did the teachers takeaway from the
•
session?;
•
What does the teachers action plan consist of?; and
•
What further training do the teachers need?
CONCLUSION
The logistics briefly described above are an integral component of the TIE process. Regular
follow-up, as detailed by the procedures above, will ensure an ongoing reference source
that can be helpful throughout the process.
CHAPTER VS CONCLUSION
The previous chapters have laid out a series of ideas and practices that outline ways in
which theater can be used to teach life skills. Like any undertaking the manual represents a
journey of sorts. As in any journey new doors may have been opened for some readers.
Other readers may still find cause for scepticism. The feeling of scepticism, if evoked is
quite natural since what is on paper can never accurately represent the vigor and vitality of
a live theater session. Further, a person sceptical of the methods outlined here may point
out that theater is artificial and unreal. In part this criticism is true.
Yet, any one who has been to a theater performance may remember the sound of collective
laughter or their own emotional reactions to a scene or play. The person may remember
empathizing with a character on stage, or agreeing with a philosophy or point of view
expressed in the play. These reactions underscore the fact that often theater acts to
educate, inform, and enrich rather than simply entertain. Education, information, life
enrichment, and entertainment are precisely some of the positive contributions that theater
can make in today’s schools.
The true test for the sceptical or otherwise resistant reader is therefore a visit to the local
theater, dance or music performance. Some color and vivacity, some energetic activity
might be in evidence there. It is these elements that this project is attempting to introduce
in our schools. This write-up is thus like an invitation to a new type of experience. The
invitation promises much, and only those who accept it can know the true value of the
experience that lies beyond.
In summary, the aim here has been to set up an adjunct method in schools that can equip
students with skills to deal with everyday issues. Theater cannot substitute for all elements
of the school curriculum, nor is that the intention of this manual. However, the field can
certainly augment the methods of learning available to students today. One hopes the
handbook inspires not just those who are concerned about the state of education today, but
also others who are curious and open to experimenting a little.
The number of people willing to use theater or other arts in schools, can make a significant
difference. It is the difference between knowing the ceaseless confusion, fear, and anxiety
of our children, and seeing instead the light of aliveness and hope in their eyes.
”—53
APPENDIX A
There are many games and exercises used in a theater session. Readers of this manual will
find several examples listed below. The list of exercises written below is not comprehensive.
Instead the Appendix provides a sampling of activities that fall into three categories: warm
up; mid-session; and closure. For more detailed theoretical descriptions of these three
phases, please refer to Chapter III.
WARM-UP EXERCISES
This section deals with the initial phase of a theater session. As mentioned in Chapter III,
the exercises detailed here act to energize the group mentally and physically. These
exercises act as a springboard that provides a stimulating initiation into the session.
[a] Walk-Freeze sequence
This is usually an excellent way to begin a session. The participants begin by walking as
they usually would in everyday life. As they walk around the room the facilitator asks
them to become aware of themselves. In particular, s/he guides them to focus on how
they are feeling, what they are thinking, and so on.
The instructions also guide them to be aware of any empty space in the room and
immediately fill up that space. Filling up the empty space while walking encourages
people to create their own rhythm, instead of following where the group goes and
bunching up with others.
Soon the facilitator asks people to increase the pace of their walking. S/he calls “faster”
and then again after a few seconds “faster". This sequence continues till the teacher
calls out "run". At this point everyone begins to run in the space, taking care not to bump
into one another.
When everyone has run for a few seconds, the teacher suddenly calls “freeze”. At this
point everyone needs to be absolutely still. A moment or two later, the participants are
instructed to run again and then freeze. Or they can be instructed to walk briskly and
then freeze.
This can be repeated two or three times. The “freeze” command can be right after
movement or a little delayed. Similarly, the “unfreeze/ move again” command can be
54
immediately after a “freeze” has been called or when a few seconds have elapsed.
Varying the timing of the “freeze-run/ walk briskly” command is recommended because it
sets up an unpredictable rhythm. This in turn, releases a lot of energy for the group.
Variation 1
Non-directional walking that is backwards, sideways to the left and right respectively is
added to the normal forward walking. Non-directional walking is best done after a
normal walking rhythm has been set up first. The same instructions apply as for the
pacing and freeze sequences of normal walking.
Variation 2
No pattern walking is a warm-up that again is best done after normal walking has
been initiated. In this exercise participants must walk randomly without establishing
any particular pattern such as for example just forwards or backwards. They may walk
in a circle, then a straight line, then backwards, then sideways, followed by a square,
etc. They need to walk in a way that breaks a particular walk sequence as soon as it
is set up. As before “freeze” and “unfreeze/ move” may be called by the teacher at
any time.
Variation 3
Participants are asked to imagine that there is a weight on their back and walk leaning
forward. Next they are asked to imagine that there is a weight on their stomach and to
walk leaning backward. Finally, they can be asked to lean sideways to the left or right,
again imagining that there is a weight on the right or left of their body (the opposite
side). In each case a “freeze” can be called so that the group really gets a sense of
what carrying a weight on a part of their body feels like when they are still.
If appropriate for the level of the group, the instruction can be to imagine an emotional
weight in the same areas of the body instead of a physical weight Or the choice of
either can be left to each person.
Variation 4
The group is asked to imagine walking through substances such as water, mud,
stone, syrup etc. (Regional or culturally specific substances will evoke a stronger
associative response.) “Freeze” may be called at any time during each of the
substance walks to heighten the experience of being in a particular substance.
«----55
Variation 5
The group is asked to walk while making eye contact with others and generally
increasing their awareness of people in the group.
Variation 6
Feelings such as happiness, joy, stress, anxiety, pain, anger etc. are introduced. The
group is asked to walk really experiencing and verbally-physically expressing these
feelings to another.
Variation 7: Self-awareness walks
First the group members are asked to begin walking normally, and to gain an
awareness of their normal style of walking. They can focus on the way their arms
move at their side or the way they transfer of their body weight as they move forward.
They can also focus on the rhythm set up by their feet as they or walk or on their
breath.
Next, the group members are asked to walk taking up lots of space, and afterwards
very little space. If appropriate, people can be asked to think of taking up too little and
too much space in a psychological sense as well. In both cases, they are asked to
note any differences in how they feel. For instance, does taking too much space feel
better or worse than taking up too little space.
Further, as they walk, they can be asked to remember feelings such as joy that are
generally expansive, followed by feelings of sadness, which
generally feel
constrictive. Again the object here is to gain a sense of how they feel internally while
they experience these feelings.
Variation 8
Each person is instructed to imagine that there is a string attached to a part of their
body such as the head, shoulders, jaw, chest, stomach etc. They are asked to walk
with that part of their body leading them. For instance when they are asked to lead
with their jaw, it can be prominently thrust out. Each time, people are asked to greet
each other with “hello” or “namaste” as they pass by. The outlandishness of this
exercise again causes a great deal of comic release and sense of fun.
o------56
As a next step, the facilitator tells the group that s/he will not be calling out instructions
about which part of the body to lead with. Instead the group is free to choose and
randomly use the various parts of the body called out earlier to lead with.
Variation 9: Walk of life
In the walk of life people are asked to imagine they are in various life situations such
as in a crowded bus station pushing their way through the crowd. Or they are asked to
walk like some person they know. Alternatively, they are asked to imagine that they
are, for example, searching for a watch they have lost while walking home.
[b] Freeze
The group is instructed to move around the room as they like. At any time the teacher
can say “Freeze” and the group has to go completely still. People can only move again
after the teacher says so. A freeze, unfreeze rhythm can be set up as above, with the
instructor timing the commands unpredictably so that movement and stillness are sudden
interruptions of one another.
Variation 1
Set up a rhythm as above. Those who move after the freeze command are out. Or
those who don’t move after the unfreeze command are out. This is a musical chairs
version of freeze because soon there are more people out than not. However, it isn't
necessary to continue the exercise till there are only two people left. After some
people are out, the facilitator can continue with some other activity.
Variation 2
As the group moves around the room, the facilitator calls out a number instead of
freeze. In response, the participants have to form a group of that number of people.
The ones who are left out or cannot form a group are out.
Variation 3
The teacher instructs the group to move about in any particular way. The participants
can thus be asked to move like an animal (a lion), type of person (a policeman), or
thing (a car). “Freeze” is then called out.
r>---- 37
Variation 4
The facilitator instructs the group to move like anything that starts with an alphabet
they call out, like “g’ could be goat, god, giri. The teacherthen calls “Freeze”.
[c] Group Interaction
”.
Group interaction based exercises are often a good follow up to a walk-freeze beginning
to a session. However, they are also, in themselves, a good individual beginning to the
class.
Fast-Speed Handshake
j
This is a good way to end one phase of a walk-freeze sequence. Each person in the
group is instructed to greet other people while walking, say their name, and shake
hands. Soon they are asked to increase their pace of handshake. (This can also be
initiated by the leader simply increasing his/ her speed. The group generally follows
the facilitators lead.) The faster the exercise is done the more fun it is because many
more people can be met. At some point, if appropriate, participants can be instructed
to say their name and use both their hands to simultaneously shake hands with two
people.
Variation 1
After a certain speed of handshakes has been attained, the leader calls “freeze”
when the group has ended up in a small cluster. This is often a good prelude to the
exercise “Categorical Grouping”.
Variation 2
Instead of fast speed handshakes between group members, different levels of
pacing can be introduced, including slow-motion handshakes.
Categorical Grouping
People are instructed to form quick, temporary groups based on the categories
called out by the leader. For instance, the leader may shout to the group to find
others in the room whose first letter in their first name is the same as their own.
The participants mingle about shouting their first name-first letter till everyone has
formed the appropriate clusters. Then each person in each group says their name
aloud. If the group members are new to one another this is a good way for the
group to get more familiar with each other's names.
Examples of other categories are: same astrological sign, position in birth order
(i.e. first, second, third bom child in the family), moods being experienced
presently, what feeling the participants want to leave the session with and which
parts of the body are feeling most energy at the moment.
Party with Secret Roles
The facilitator places several slips of paper on the floor. Each slip has a role written
on it such as ‘Observeri, ‘Trouble-maker’, ‘Peace-maker’, ‘Distracter’, ‘Avoided etc.
Each person picks up one of these slips and is instructed to imagine that s/he is at
a party playing the role written on the piece of paper. Everyone in the group is also
told to have as much interaction with one another as possible. In addition, people
are told to try their best to keep their “role” focus, and not let it slip because of any
distractions. When the “party” ends, the group sits down and guesses which
participant was playing which role.
fd] Observation and Concentration
A variety of theater exercises encourage a strong sense of focused observation. These
are often preceded by a group interaction based exercise or two, because these allow
the group time to warm up to comfortably interacting with one another.
Three Changes
Participants pair up and the entire group is asked to stand in two rows. Each member
of the dyad faces their partner. One row of people is designated to observe the
appearance of their dyadic partner. Then the “observing” row turns their back to the
“observed” row of people, while the latter make three changes to what they are
wearing.
For example, taking off a watch that was being worn, removing a bangle, rolling a
sleeve up or down etc. The “observers” are then instructed to turn and one by one
each person identifies which three aspects their respective partners have changed.
Following the identification, the roles are reversed.
Variation 1
Instead of only modifying their appearance on their own, participants in one row
are allowed to freely exchange rings, glasses, watches, bindis, necklaces, belts,
etc. The observation proceeds as before. Observations can be of what has
r,-----
changed for each partner, or of what has been exchanged between people in .one
row. Then, the roles are reversed.
Variation 2
Both groups simultaneously change three things. Each row turns its’ back on the
other one as the changes are made. The rows and turn and both participants
simultaneously identify the three changes.
Variation 3
More than three changes can also be made depending on the capacity of the
group to focus.
Variation 4
Instead of only having one turn each to make changes and guess, several rounds
can happen. The level of changes can become more subtle, thus increasing the
level of challenge.
Guess Who’s Guilty
The group is divided in half and the members stand or sit in two rows facing one
another. One sub-group is designated as the "police detectives". They are asked to
observe the other sub-group closely and try to identify who the guilty one is in the
lineup of “suspects”.
After the teacher designates the subgroup roles s/he asks all the participants to
close their eyes and taps one person at random in the “suspects” subgroup.
Although the rest of the row is innocent, everyone including the guilty person is
asked to behave in a normal way while imagining what it would be like to be in this
role and situation.
Next, each member in the detectives subgroup makes their guess, outlining why
they think a particular person in the other row is guilty. The suspects subgroup is
asked to stay silent and neutral while this process is going.
In other words, even though only one person has been tapped, everyone in the
suspects sub-group must maintain the suspense by continuing to behave normally
even if they have been identified as the "guilty person".
— 60
When all the detectives have reported their guesses, the person who had been
tapped earlier is asked to step forward. If a lot of participants chose someone else,
they can be asked why they didn’t suspect the real guilty person. Conversely,
those who guessed correctly are asked why they didn’t suspect other people. After
this the roles are reversed with the detectives becoming the suspects, and vice
versa.
Variation 1
Instead of solely observing the other subgroup, the detectives are allowed to
question the people they suspect.
Variation 2
Each person in the suspects subgroup is asked to imagine or remember a
situation in which they were actually guilty of something. They remain aware of
this event while being observed by the detectives.
Guess Who’s Missing
This is best done in a fairly large group in which people are unfamiliar with one
another. Everyone closes their eyes. The facilitator taps one person on their
shoulder, who leaves the room. The rest of the people open their eyes and
identify who they think is missing. This can be repeated a few times.
Kartik Says
The facilitator gives various instructions. The participants do them only if the
instruction is prefixed by "Kartik says’. If they do something the teacher tells
them and it is not prefixed by “Kartik says” they are out. For example, if the
teacher says "Kartik says jump” the participants should jump. However if s/he
only says “jump” they should ignore the instruction.
Who Started the Motion
One person leaves the room while the others stand in a circle and choose a
leader. The “leader” starts a motion which s/he continues and changes which
the others copy as closely as possible. The person who left the room returns
and tries to guess who is initiating the motion.
61
The leader can change movements as many time a s/he wishes but remains
careful about not getting caught while making the changes. If the person
guessing finds who out who the leader is, the latter leaves the room and a new
leader is chosen. Alternatively, anyone can volunteer to leave the room once
the “leader” has been “caught”. If the person who left the room is unable to
guess correctly after several tries the leader can identify himself/ herself. As
above, a volunteer can leave the room and the game continues.
The Opposite
In this verbal game, one person is 'if and sits in the centre. S/he is asked
questions which have to be answered in the opposite. The only responses
allowed are “yes” or “no". For example, the participant in the centre (a boy) is
asked “Are you a boy”. He has to respond “no” or he is out, and someone else
sits in the centre.
Banana
Another verbal game in which one person sits in the circle as ‘it’. In response to
every question asked, s/he has to give the answer "banana". For example, if the
question is “What’s on your head?" the answer has to be “banana”, or the
person is out and someone else takes over.
fe] Mirroring
Partner Mirror
In pairs one person is asked to begin making any kind of action or movement which is
exactly copied or “mirrored” by their partner. Emphasis is placed on the leader doing
the action slowly so that s/he and the person mirroring can really gain a close
coordination in their actions. Both people need to maintain close eye contact in order
to maintain synchronicity. After a little while, the roles are reversed.
Variation 1: Flow Mirroring
After taking turns mirroring, the pairs are instructed to keep switching
between
leading and following as they mirror one another. This requires concentration and
sensitivity to subtle shifts that each person might make. No verbal communication
is made between the partners. The signal to now lead, or follow, and lead again
n----- gi
becomes a matter of intuition and following the cues of one’s own, or the other
person’s, body.
Variation 2: Face Mirroring
As before, one person leads and the other follows. But the mirroring is restricted to
making various facial expressions. After a short while, the roles are reversed.
Variation 3: Voice Mirroring
In pairs, people take turns to make loud or soft sounds, speak words in a staccato
or smooth manner etc., which their partner copies.
Variation 4: Voice and Body Mirroring
Both the voice and body are used during the mirroring. One person leads and the
other follows till the roles are reversed. This exercise often leads to a lot of
emotional expression and enjoyment.
Instructions can be given to heighten
particular expressions or to magnify certain movements during the exercise.
Variation 5: Mirroring Feelings
In the course of a non-verbal mirroring sequence, the facilitator introduces certain
emotions. One person begins to express these feelings, while the other person
copies them as closely as possible. The roles are then reversed. The same
procedure can be followed in a verbal mirroring interplay. Feelings can be
suggested and the participants can take turns in using their body and voice to
express these feelings which are copied by their partner.
Group Circle Mirror
The entire group stands in a circle. Generally the exercise works best if the
facilitator volunteers to begin it. S/he simultaneously does a sound and movement,
which is closely copied by the rest of the group. The person leading the group can
repeat this two or three times, while varying the volume, expressiveness, and
range of his/ her actions. Everyone needs to mirror all those variations as closely
as possible.
After the facilitator’s tum, the person next to them initiates a sound and movement,
which is again copied by everyone else. The exercise proceeds in this way till all
the participants have had a tum to lead the group.
n-----
Variation 1: Pass the Mime
The group stands in a circle. One person mimes (copies) something. The
person next to him/ her has to respond by repeating this mimed action
as
exactly as possible. Then this second person mimes something new which is
copied by the person adjacent to him/ her. The exercise proceeds till everyone
in the circle has had a turn.
Variation 2: Pass the Sound and Movement
The group stands in a circle as before. One person (generally the group leader)
does a sound and a movement which is mirrored only by the person next to the
facilitator. Again this mirroring can be done two or three times while the rest of
the group watches.
Subsequently, the individual who was responding to the group leaders actions,
turns to the person standing adjacent to them and does something completely
different two or three times. Again, the adjacent person mirrors them no matter
how outlandish the action, before turning to their neighbour with a different
sound and movement The activity continues in this way till all people in the
circle have had a chance.
Variation 3: Group Free Form Mirror
One person in the group is selected as the leader. S/ he moves around the
room (instead of staying in the group circle) while doing varied movements
accompanied by words or sounds. The rest of the group copies this person
exactly. After some time, someone else takes over and is copied by the group.
MID-SESSION
This section deals with the core or middle phase of a theater activity which takes place after
the warm-up period of the session. In this phase, the theater exercises help the group
explore deeper issues and themes. More developed theater enactments can also occur
here along with discussion and feedback.
[a] Trust
In pairs one person is asked to close their eyes as the other person leads them around
the room. After a while the pair reverses and the person with the eyes closed before
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open their eyes and leads the former leader who closes his/ her eyes. If the exercise is
introduced to a group already familiar with one another, blindfolds can be used instead of
asking people to close their eyes. However if the group members are becoming familiar
with each other, blindfolds can be threatening or anxiety provoking. In this case it is
preferable to have people simply close their eyes.
Variation 1
Both people in each pair are instructed to close their eyes. (Or if people in the group
have some familiarity with one another each is blindfolded.) Both make sounds
through which they have to find one another.
The Bridge Lean
In pairs, both people stretch out their arms with palms upright. Each leans on the
other through their outstretched palms which form the point of contact. The pairs
begin by standing two-three feet apart. Gradually, in steps each pair is instructed to
move backwards while still leaning on the other person till the maximum possible
extent.
It is important to remind the participants that the aim of the exercise is to fully support
the other person and ensure that they don’t fall. Once the maximum comfortable
“stretch” has been reached the dyads are instructed to move back to their positions at
the start of the exercise. This process can be repeated three or four times.
The Trust Fall
One person stands behind their partner who has his/ her back turned. The latter is
instructed to relax, close his/her eyes and slowly fall backwards. The "faller” must
keep his/ her feet firmly planted on the ground as they sway backwards. The person
standing behind, arms outstretched, gently catches their partner as they fall. The
“catcher” must assume a physical posture in which, feet solidly planted on the ground,
they stand with one foot behind the other and with bent knees. This can be repeated
a few times depending on response and comfort level of the group. Next the roles of
“faller” and “catcher” are reversed and the same procedure is repeated.
Variation 1
The same exercise as above but done with three people. One person (the
“catcher’) stands in front of the ’’faller" while the other person (the second
r>------65
"catcher") places themselves behind the "faller”. The person in the middle then
falls backward and forwards respectively and is caught by the other two in turn.
Variation 2
One person stands inside a circle made by the group with eyes closed and relaxed
body. S/he then falls backwards and forwards in any direction. The group supports
the person and then gently pushes him/her towards the centre with just enough
force to direct the central person’s fall towards another area of the circle. Then the
person in the centre is replaced by someone else in the circle.
Variation 3 (for Circle Fail)
In situations in which the group has a high level of intimacy, the central person
utters sounds, or self-affirmative words as they fall. These sounds or words are
repeated by the group. As above, after some time another person takes the central
position.
[b] Emotional Expression
Exercises that introduce participants to playfully and interactively express or dramatize
their feelings to one another are very useful in energizing a session. They are also an
excellent launch pad for role playing and scene work.
Back to Back Emotional Greetings
Partners stand a few feet apart facing away from one another. The group leader calls
out a feeling, or attitudes such as happiness or sadness. In response, each person
turns and greets their partner with the emotion called out. People can be encouraged
to have a brief conversation incorporating the emotion called out.
After a few seconds, the leader instructs the pairs to go back to their original
positions, facing away from one another. Then another emotion is called out and the
exercise proceeds as before with both partners having a brief conversation
expressing this new feeling. The activity works best when it is fast paced and the
greetings themselves run for a few seconds at a time, especially if the participants are
getting to know one another.
n—66
Group Sentence Greetings
i
;
All the participants mingle in the room repeating a line which expresses a particular
feeling as they meet one another. The sentence can be suggested by the group
members themselves. This gives them the chance to speak feelings that may actually
be going on for them in the moment. The sentences don’t have to be long and can be
restricted to words such as “I’m hopeful” or “I’m scared”, or “I’m calm” and so on.
Three or four sentences can be elicited and three or four rounds of greetings can take •
place. In each round only one phrase is repeated as the group intermingles.
Tug of War
This activity is an apt prelude for the next exercise. In pairs, everyone engages in a
tug of war for one or two rounds. The back and forth nature of the tug of war is very
similar to the verbal interchange of the next exercise.
Sentence Tags
A good prelude to this exercise is for people in dyads to conduct a physical tug of war
with their partner. Sentence tags consist of a pair of opposing lines such as “Yes I
can—No you can’t”. In dyads, each person chooses one portion of the tag. So, one
partner would choose to say “Yes I can” and the other person would respond “No you
can’t”. The pairs are allowed to move about freely having a “walking” conversation , or
stand still while continuously repeating only their portion of the tag.
After some time, based on the energy of the group’s response to the exercise, the
roles are reversed. That is, each participant now responds by speaking the tag their
partner was repeating before. From the example above, the first person would now
say “No you can’t” repeatedly to which their counterpart responds “Yes I can”. Another
sentence tag can be done in the same way after this.
Examples of other sentence tags are: “Yes—No”; “You can’t make me—I can”; “You’re
wrong—I’m right”; “Stop it—I won’t”; “I have to go—Please stay”; “Please leave—I
won’t”; “You have to—I don’t want to”; “You’re ready—No I’m not”; and “You know it—
No I don’t”.
Variation 1: The Emotional Continuum
The pairs speak their respective tags at first a normal level of just getting the
communication across. Then each person speaks and responds at a medium level
0^67
of expressiveness. Finally, the pairs repeat their portion of the tag at the most
extreme level of expression that they are capable off. The facilitator can guide the
group through these levels two or three times in succession.
Then, the group can practice going up and down the continuum on their own. So,
they may begin softly, then build up to a loud pitch, and then come down to a
medium level. Or they may begin at a high level of expression, come down to a
medium level, and go back up to a high level. In this way the participants get an
idea of the range and depth of emotional expression. It ajso informs them about
their own emotional tendencies and comfort level with different feelings.
[c] Improvisation
A core element of theater is the spontaneous dialogue or action that takes place without
prior planning. Improvisation exercises are excellent launch pads for group discussions,
brain storming, journal writing, or drawing.
They evoke questions about
life issues
raised by a particular situation which has just been improvised.
Dyad Story Telling
In pairs, the group is instructed to verbally create a fictional story that has a clear
beginning, middle, and end. The first person in the dyad begins a story about the first
topic or event that comes to mind (e.g. ’’one day I was walking down the street when I
saw”....). The other person simply listens. After a short time, the first person stops
speaking (particularly if they can't think of anything else to say) and the partner
continues the same story. Again, when the second person feels they have run out of
ideas, they can hand back their continuation of the same story to the first person, who
again develops it further. The activity continues this way till each dyad ends their
story. Depending on time and the energy of the group, the facilitator can let the
exercise run for about 5-6 minutes.
Variation 1
After each pair completes their story in the previous exercise, they join with another
dyad. Each dyad now retells their own respective stories as the other dyad listens
(e.g. first person in first dyad begins with "one day I was walking down the road
when I saw...", followed by second person's continuation of this story, and so on).
When the first pair ends its story, the second dyad begins to tell their own story,
—63
while the first dyad listens. The object of the exercise is to enjoy the variations in
the story as now told to the other dyad, rather than replicate it exactly from the
previous exercise.
Variation 2
At the end of the dyad story telling activity, each dyad joins with another one, and
the four people create a new story. Each person takes turns furthering this new
story, (after the first volunteer begins it). After some rounds of the story being
continued by all four people the activity can be ended by any of the four people.
Improvising with Properties
A few common objects are collected such as a bottle, rope, bag, shoes etc., and
placed in the centre of the group circle. Each member of the group has to go to the
centre and use any one of the objects, as anything but what they are. For example a
bottle can’t be used as a bottle but can be used as a stick, or comb, or rope.
Moving the Object
The participants are divided into sub-groups. Each sub-group decides to move an
object together such as a bus, piece of luggage etc. Sounds and dialogue are
permitted as the participants improvise moving things to the end of the room, up a
flight of ’’stairs", onto a train, or any imaginative variation they choose.
Being moved by the Object
As above, the sub-groups improvise a situation in which they agree on an object that
is going to move them such as a tree, train, etc. Each person in the improvisation ’
attempts to really experience how it feels to be moved by an object. The facilitator
needs to encourage the group to let their imagination help them feel the object as it
moves them.
Filling the object
In sub-groups of three or more, the participants decide on an activity in which
containers are filled, emptied, and then re-filled again. For example filling a large
bucket, putting fruit in a big box, or packing clothes in a trunk. The focus here is on
experiencing the variations in weight between full and empty objects.
The Continuous Activity
One person volunteers to begin an activity (such as painting a wall, cooking etc.), in
the centre of a circle. Next, another group member enters (having already chosen a
specific role) and begins to interact with the first person. The former has to accept
whatever role the second person comes in with and play along.
For instance, if the person begins by painting a wall, the second person can enter and
say "lets go for a brake—its' lunch time. The first person accepts the other participant
as a co-worker and they begin to go to the dhaba. Other group members keep
entering (for instance as dhaba staff, or other customers) till everyone is in the scene.
The facilitator needs to allow for a certain amount of chaos here. In exchange this
activity can release a lot of energy and excitement.
Variation 1
The first person defines a character and begins to enact his/ her role (e.g. a
classical singer). A second person enters with a defined role (e.g. an audience
member at the concert) and begins to interact with the first one. Both allow a scene
to develop till the first person leaves. The second participant briefly carries on
playing the role of an audience member alone (s/he can also immediately change
the role to something completely different e.g. commuter on a bus). Now, a third
person enters (say as a bus conductor) and begins to interact with the second
person, etc. The entire exercise continues in this way till the last person completes
it by playing a role alone for a few moments.
Variation 2: Follow the Leader
As in the activity above, the first person defines his/ her role spontaneously and
enacts this alone for a short time. Next s/he points to a person in the group who
joins the former in their pre-defined activity. The object here is for the second
individual's role to fit into the first person's role play. Thus when a second person
enters the scene, their role is defined by the first person.
For instance, the first person can play a doctor, then point to someone and say "it's
your turn for the injection". The person pointed to now comes in and plays a
patient. After the first person leaves, the second person can change their role (e.g.
become a teacher). As s/he plays this new role, a third person is pointed to with the
sentence '' Did you finish your homework?" The person pointed to joins the scene
"— 70
by playing a student. The exercise continues in this way till everyone has had a
tum.
The Interview
The participants sit in a circle around one person who is in the centre. The central
person is designated as the interviewee, while the surrounding group members are
his/ her interviewers. The “interviewers” ask this person questions that s/he answers.,
This is a good way for people to get to know one another in a group. The exercise can
also be incorporated into a subsequent role play such as a job search situation.
Variation 1
The person sitting in the centre of the circle pretends to be someone else. The
group asks him/ her questions to which s/he responds in accordance with the
nature of the role. For instance, the person in the centre plays the role of a
politician and responds to all questions like a politician would.
Occupational Mime
As a group all the participants have to simultaneously show or mime actions which
suggest occupations. Again, this exercise is a good precursor to role playing and
character building.
Waiting for the bus
The group is formed into pairs. With no prior preparation each pair uses the
designated space to enact waiting for a bus. The scene can be verbal or non-verbal,
interactive or non-interactive depending on the choices made by the twosome on the
spot. The facilitator can help end the scene by announcing the arrival of the bus.
Then the next pair enacts the same situation.
Variation 1: Approaching the bus stop
This exercise is best done in small groups of 8-10 slightly older participants. Also,
since the exercise requires individual acting with no prior planning, it is best
introduced after the group has warmed up to various interactive theater processes.
Each group member spontaneously acts out a situation in which s/he approaches
the bus stop as a person of a certain age. The choice of age is left to the person
themselves. The facilitator needs to emphasize spontaneity by simply setting up
the location of the scene and asking for the first volunteer.
After a short enactment the facilitator announces the arrival of the bus. The
volunteer continues to play his/her age as s/he gets into the "bus" and "rides" off.
Then the next person approaches the bus stop as a person of a certain age, and
so on.
Variation 2: Waiting at the bus stop
This activity is more advanced and would work best if done after the previous two
exercises. Or it can be introduced after several weeks of group meetings in which
the participants have indicated their ability to handle more and more subtle or
complex material. Each person quietly "waits" for a bus at an imaginary bus stop
while sitting on a bench. Again the emphasis is on playing a certain age. However,
this time the participant cannot move from the bench till the bus arrives. This
exercise develops subtlety of both facial and bodily expression.
(d) Role Characterizations & Scene Work
Role playing is a central aspect of a theater session. Examples of role charactenzations
and scene work can involve a variety of life situations such as present, historical or future
events in the group member's lives, dealing with immediately relevant social or political
issues, enacting feelings and emotions, place based scenes etc. For role play and scene
work to happen several aspects need to be defined, namely:
•
Who are you? (what are the roles for each person);
•
What are you doing? (what is the nature of the action in the scene);
•
Why are you doing what you are doing? (provides the motivation for the
scene.
Where are you? (the geographic location of the scene); and
•
How is the situation resolved? (a response to this question defines the
way the scene ends).
7Z
Using these five guidelines, many of the exercises described above can be used to
generate roles and situations which can then be enacted. Some roles and situations are
described below.
For instance, after the trust exercises the group can be sub-divided. Each sub-group can
then be asked to recreate a situation in their lives in which a sense of trust was
compromised or broken.
Further after a sentence tag exercise such as "Yes I can-No you can’t" two dyads (four
people) can join together and define a situation and roles. The situation of an older and
younger sibling arguing for example, can begin with this sentence .tag. The other two
people can play the role of parents, aunts, grandparents etc. depending on the
imagination and expressive needs of the group.
In addition, after practicing the emotional continuum exercise, the sub-groups can be
asked to enact a situation of their choice (or be given a specific suggestion). The theme
of this situation can be the low, medium, and high intensity of people's feelings in the
scene.
Another role play can result from the dyad story telling activity. In groups of four, each,
the story of either dyad (or the story created by all four people) can be enacted in a role
play.
Some other specific exercises are also listed below.
Restaurant Scenes
Participants are divided into sub-groups of 4-5 people each. Each set of people is
asked to plan a restaurant scene. If the theater process is in early the stages, and the
group seems unsure about roles, the facilitator can lay out roles for everyone such as
waiter, customer, manager, etc. Everyone is given 5-7 (or more) minutes to plan a
scene and show it to rest of the group. Each sub-group is required to show a conflict
in the scene as they role play it.
Restaurant or similar scenes are relatively simple to enact and serve to enhance the
groups confidence level about role play. Also because they take place in "public
places" they tend to de-emphasize intense emotions which creates a sense of safety
for the group’s enactments. The technique is therefore best used in the early phases
of the group's development
/>— 7d
Variation 1
’
Instead of letting everyone plan the scene in their own way, the facilitator can
instruct the group that the conflict in the scene has to be between the customers.
This focuses the scenes and allows the potential for more complex role play
interactions.
The Letter/ Telephone
In sub-groups of four or five people, a letter or telephone is the centre piece of any
situation the sub-group wants to create. The scene can begin with the arrival of a
letter, or if the social context is appropriate the ringing of’a telephone. The scene
progresses with one or another of these beginnings as a necessary requirement of
the role play.
Variation 1: Breaking the News
In a scene between two people, the nature of their role connection to each other is
established (e.g. brother and sister, husband and wife etc.) before the role play.
Next one person chooses or is instructed to give the other a fresh piece of
information in the role play.
In order to heighten the dramatic impact, the
participant hearing the news is not told what the news will be prior to the scene
beginning. This role play variation should only be used in groups where the level of
cohesiveness and trust is at an advanced level.
Audience Suggestions
As a role play progresses, the audience is free to call out their suggestions which then
have to be incorporated into the scene. For instance, in a situation with four people,
the audience can suggest a particular emotion such as anger. The four participants
immediately have to switch to enacting anger in their role play. As other emotions
such as sadness, or joy are called out, each time the actors have to incorporate those
feelings into their activity. The audience can be specifically instructed to call out
feelings that they think underlie the interaction. This helps the emotional expression of
the scene.
Family Roles
The entire group is divided into sub-groups of 4-5 people each. Each person selects a
role to play and the sub-group decides the relationships between all the four roles.
The sub-groups plan a scene for 5-10 minutes, which is then shown to the rest of the
group. After each role play the facilitator can engage the group in a brief discussion
about the roles the four people played, the nature of the relationships and feelings
expressed, and how the role-players felt about their roles and what happened in the
scene portrayed.
Variation 1
As in the exercise above, the group is divided into sub-groups of 4-5 people each.
But this time, the facilitator gives everyone a choice of 4-5 roles. For example the
designated roles could be mediator, observer, distracter, blamer, and attention
getter. The four or five people in each sub-group can only choose from these
designated roles. Again, some time is given for the preparation of scenes which
are then shown sequentially to the rest of the group. After each scene the teacher
can then facilitate a discussion.
The Court Trial
The group is divided into sub-sets of 6-7 people each. The sub-groups are instructed
to plan a court scene with a judge, witnesses, lawyers etc. and a specific case to be
tried. The case itself can be relevant to the immediate experiences of the group
members, or be a fictional recreation of events. After some planning, each group
presents their scene to the others. This exercise can generate a lot of excitement,
provoke discussion, and raise questions about fundamental issues such as decision
making, responsibility, the nature of authority, right and wrong etc.
Variation 1
Rather than breaking the group up into sub-groups, the entire group is enlisted to
be in the court scene. In this case, the facilitator takes a more active role in helping
to decide the roles, and also in planning the scene.
The Ideal Fantasy Place
In this activity, first sub-groups of 4-5 people are formed. Each sub-group has to
jointly come up with a situation in which their ideal fantasy place is enacted. The ideal
can focus on people's behavior, the way feelings are experienced and expressed
interpersonally, the way people interact with one another, the kind of social, political,
or educational system prevalent etc. This exercise offers a group burdened by the
pressures of the outside world a respite from their concerns. The activity can end with
"—75
a discussion of how they can incorporate some of the qualities of the fantasy places
enacted into their everyday life.
CLOSURE
This section represents the last portion of a theater session. It occurs after the middle
phase of the theater activity and lays emphasis on bringing a sense of completion to the
participants experience. Closure allows the group integration. It acts to provide an end point that demarcates the end of the session from the reality of people's lives afterwards. At
the end of the closure activity the group disperses.
All the exercises described here take place in a circle, unless otherwise specified.
Verbal Closure
At the end of the group the facilitator asks each person to briefly verbalize their feelings,
or thoughts on what happened in the session. The time is set aside for listening rather
than discussion which can take place in the next session. After everyone has spoken,
the group can either disperse, or do a version of hand squeezes described below.
Variation 1
Prior to each person's feedback about the session, if appropriate, everyone can join
hands and then speak. This variation is appropnate when the group members feel
some degree of closeness and comfort amongst one another.
Passing the Hand Squeeze
The group sits in a circle and joins hands. The facilitator instructs each person to receive
a hand squeeze on for example their right side, and then squeeze the hand of the
person to their left. The facilitator can then begin the process by squeezing the hand of
the person sitting to his/her right (could be the left side too). The hand squeeze can then
go around the group 3-4 times at the same speed.
Variation 1
Instead of maintaining the same speed, the facilitator can vary how fast the hand
squeeze goes around the circle. For instance, the facilitator can instruct the second
and third rounds to be progressively faster, the fourth round to be really fast and the
fifth and sixth rounds to be progressively slower, while the seventh round is again
„— 7z5
normal in its pacing. The speed increase is appropriate when the session has
released some amount of energy and excitement for the group.
On the other hand if deep emotions or experiences have come up in the session, then
the hand squeeze can be especially slow, affectionate, and supportive for 2-3 rounds.
Variation 2: The Shoulder Squeeze
Instead of doing a hand squeeze, each person places their hands on the shoulders of
the persons on either side of them. As above when one of their shoulders is
squeezed, they pass on the shoulder squeeze to the shoulder of the person next to
them.
Variation 3: Huddle Hand Squeeze
This exercise is more appropriate for groups that have achieved a reasonably strong
degree of emotional closeness. After performing a round or two of the normal hand
squeeze as detailed above, the group forms a seated huddle. Each person then
reaches out and takes the hand of someone else who is not seated next to them. This
results in interesting configurations of joined hands. Now a hand squeeze sequence is
started for 2-3 rounds. After this, the group can return to a normal circle and then
disperse.
Variation 4: The Double Direction Squeeze
This exercise is only appropriate for groups that have a good sense of orientation and
ability to deal with more complex tasks. For other groups it may prove confusing and
therefore counter productive.
Instead of a hand squeeze passed only from left to right, the facilitator initiates a
squeeze from right to left as well. It is important that the reverse direction is only
introduced after one direction has been clearly established. Both directions now
function which can release a lot of surprise and humor in the group. The facilitator can
then end with one clear direction established again so that the group leaves with
some sense of coherence.
Variation 5: Adding Words
In this exercise, as the participants pass on a hand squeeze to their left or right, they
also say a word that embodies their feelings or experiences in the session. It can also
r>------77
represent an intention to take with them into their lives, or express an appreciation of
the group.
The Foot Tap
This exercise is again more appropriate when there has been a lighter tone to the
group's prior activities in the session. The group sits in a circle with everyone's feet in
contact. Next, in progression everyone taps the foot of the person to the right or left of
them. This can go on for 3-4 rounds or more if the group has energy for it.
Transforming the Object
Each person is instructed to mime an object in their hands and then pass it onto the next
person who receives it as is. (The object can be a comb, a flower, a book, or an
imaginative creation of the person.) Then, the second person transforms the first
person's object into something else. After briefly defining its size, shape etc. the second
person gives the "object" to the person next to them, etc. If people feel like it they can
also add sounds or words to their creations while they are giving or receiving the object.
Variation 1: Passing the Substance
In this activity, all people pass an imaginary substance around the group. The
substance remains the same from person to person. The substance is given one
quality such as hot, cold, sticky, heavy etc. and everyone in the circle experiences the
object with that particular quality. In the next round another object with another quality
is passed from person to person. This can go on for a few rounds depending on the
energy and response of the group.
Variation 2: Transforming the Real Object
A real object such as a cap, bottle, stick etc. is passed around the group and each
person has to use the object in a different way. For example, one person may use a
bottle to drink from, another to put a letter in and cast it to sea, a third to put a flower
in it etc. A given object can be passed around the circle twice, or a second object can
be introduced for round two.
Passing a Facial Expression
This exercise is more appropriately used when the energy of the session has been quite
high and extroverted. One person in a circle makes a facial expression which s/he then
"— 78
passes on to the person next to them. The other person tries to mimic the expression as
closely as possible. Then this person passes the same expression to the person next to
them. The basic focus here is for everyone to mimic the face of the person who first
initiated the expression. After the last person in the circle mimics this initial expression,
another round begins with someone else making a new face. This face is again copied in
turn by everyone else.
Variation 1
One person in the circle begins by making a face. The person next to them first copies
this face and then transforms what they received into another expression of their own.
This new expression is passed onto the person adjacent who'copies it and then
creates an original expression, etc. The activity continues till everyone has had a tum.
Pass the Gift in Mime
In a circle each person creates a gift in mime form and ’’gives" this to the person
adjacent. The latter receives the offering and then creates a new one which is then
handed to the next person, and so on. The gifts can be either material objects, or human
qualities such as courage, or feelings such as calmness.
The Machine
This activity could be used either when the session has been quite upbeat, or when a
session seems to have had a low amount of participation and energy. A person in the
group begins to create, in sound/ word and movement, an aspect of a machine. A
second person joins the first one and adds another complementary sound and
movement. The process continues in this way till everyone in the group is part of the
machine. Once everyone is part of the machine, the facilitator can let the activity
continue for a few minutes.
The Emotional Machine
In this activity everyone in the group jointly creates a machine that expresses particular
emotions. The exercise can allow a safe venting of unprocessed emotions in the group.
This is particularly relevant for those groups or people that are uncomfortable talking
about their feelings at the end of a session but are willing to express them in some other
form.
¥ ‘
Group Poem
Group poem is best used to end those sessions in which much introspection has
occurred, or in those situations where deeper feelings have been released. One person
writes a line of an original poem on a piece of paper. This section of the piece of paper is
then folded up and passed to the adjacent person. The latter writes another original line,
folds the section they wrote on, and passes it to the next group member etc. At the end
of the circle the completed poem can be read out aloud by a group member or the
facilitator. After the reading, the group can also come up with a title for the poem.
APPENDIX B SAMPLE LESSON
The following material describes a sample lesson plan. Each part of the example deals with
a particular life skill in the warm-up, mid-session, and closure phase of a theater session.
The lesson is only one in a sequence of possible sessions that can spend several months
focusing on a particular life skill and a particular issue.
WARM-UP EXAMPLE
The following example considers how a life skill such as self-awareness is integrated into a
warm-up. The warm-up detailed here could go on for about ten minutes. Please note that
the instructions given below are broadly applicable in a range of situations. The reader
needs to adapt the spoken language and other contents according to his or her particular
situation.
The group can begin with the self-awareness walking exercise. Initially, the instructor can
say "Before I begin today’s session I want to remind the group that if anyone doesn't
understand my instructions, they should not hesitate to ask me. All questions are welcome
because I want you to get the best out of today's session. What is our motto today?"
Various people respond: "Enjoyment; Learning; fun; friendship."
The instructor takes all these suggestions and says: "Okay our motto for today is enjoyable
learning while having fun and making friends. If that sounds right lets hear the motto from
everyone. Everyone repeats the motto. Then the session goes on.
(This is an example of building trust through joining with the group. By offering the
participants encouragement to ask questions, the teacher has reduced the sense of
hierarchy and distance that separates teacher's and students. In addition, s/he has
encouraged the group's participation immediately by asking them for suggestions about the
session motto.)
"Today's session is about the ways in which we understand and know ourselves. For
instance, a simple way to learn about ourselves is to focus on how we walk. Begin by
walking around the space as if you were walking to the bus stop or market. Focus on
walking normally without exaggeration. Keep your focus on the way your arms move, the
length of your strides and the way your body transfers its weight forward, ”
At this point the facilitator pauses for a moment or two as the group gets into the rhythm of
walking. Then s/he continues: "Now begin to focus on your breath. Keep your focus on
yourself rather than on what other people are doing. Do you walk confidently or diffidently?
Do you walk slowly or quickly? Is your weight evenly distributed when you walk or do you
tend to lean more to one side or the other when you walk? Do you walk lightly or heavily?
Do you tend to look ahead or more downwards as you walk?"
Other questions that generate self -awareness of one's walking style may also be asked as
appropriate. Now the facilitator introduces another dimension to develop self-awareness:
"Now walk taking up too little space. What does this feel like? Do you feel constricted or
insecure while walking like this. Do you feel like walking more quickly or slowly when you
walk taking up very little space. Does this feel more like your normal walk or does this feel
abnormal? What feelings or moods do you associate with this kind of walk?"
After the group spends a little time walking like this they can be instructed to return to their
normal walk: "Now let go of this walk and return to your normal style of walking How does it
feel to walk normally again? Is it a relief or were you quite comfortable taking up very little
space while walking?" This sequence of normal to constricted walks can be repeated again,
if appropriate. Otherwise the facilitator can go into the next section of the warm-up.
The group now goes into walking in a way that takes up a lot of space: "Begin walking now
as if the entire space was yours. Use up the entire space-really expand your body and your
arms to take up all the space you can. The aim here is to have an expanded walk without
bumping into anyone else. Are you comfortable walking like this, or are you uncomfortable
r>----- el
now? Do you like this feeling of expansion or do you dislike this? What feelings and moods
do you associate with this walk?"
After a brief while, the group returns to a normal walking pattern: "Return to walking
normally again. Do you like returning to your normal walk or do you prefer the earlier walk?
How do you feel now as you walk?" Depending on the level of group energy the facilitator
can ask the group to repeat the seguence of normal to expansive walks another time.
Alternatively, s/he can move onto the mid-session phase of the theater activity.
MID-SESSION EXAMPLE
The example given below continues an exploration of self-awareness as a life skill. There
are several options that are applicable to a middle phase that continues from the previous
section. The group can divide into sub-groups or dyads and have a discussion about selfawareness. (These two options are more applicable, in all cases, within a group that has
formed some interpersonal bonds and has developed some sense of trust.)
Each person in the group can also write or draw their impressions of what they experienced
in the previous exercise. (In this case they would write or draw their impressions of the self-
awareness walking activity.) Another option is to focus on a particular aspect of self
awareness such as feelings that a person has or their sense of trust. These aspects can be
explored through the exercise emotional greetings and blind lead walk, respectively.
All these options serve as strong avenues of learning when combined with a subseguent
group discussion of self-awareness. A group discussion that directly follows the self-
awareness walking activity, is itself, a final option for the next phase of the mid-session.
With some groups, a circle discussion immediately after the self-awareness walk can be
helpful in continuing the session smoothly. For instance, younger children will generally
have a greater sense of focus in a circle discussion. They can be distractible in smaller
groups or dyads. In most situations, older children can, however, maintain their focus in a
smaller group, or dyad.
Whether the group discussion occurs before or after the other options, the focus in each
case is identical. The brainstorming and collective feedback focuses on what each
participant leamt about themselves through the previous activity (e.g. self-awareness
walking).
— 82.
Say for example the facilitator decides to poll the group for the best way to continue the
session. The mid-session phase would then continue in the following manner:
'Take a moment and find your own space. Let go of the self-awareness walk and just stand
where you are." After a pause the facilitator continues: "Now we are going to begin
understanding what self-awareness means through a discussion. Here are some options of
what we can do. We can either have a discussion in a circle, or we can form smaller groups
or form pairs. We can also do another exercise on self-awareness. Tell me what you would
like to do."
(Here, the teacher has opened the process to the group without overburdening them with
too many confusing choices. The four choices give the group a sense of enough structure.
Fewer instructions and clear choices thus allow for clarity and create confidence in the
group through the clarity of what the options are.
However, there are no strict rules about fewer choices. Depending on the group's ability to
deal with complexity, more choices can be provided too. On the other hand, in a group that
is confused or disoriented, choice-making itself may be anxiety-provoking. In such cases,
the facilitator needs to build up the confidence of the group by allowing them to feel
comfortable with the theater activities for some length of time. The facilitator can then
introduce simple choices that allow such groups a voice in how the session proceeds.)
Let's say that the group chooses to have a discussion in a circle format in this case. The
facilitator now proceeds by asking the following questions: "Lets all sit down. We are now
going to discuss what you understood about self-awareness from the previous exercise.
Lets share what feelings, moods, ideas, or associations we had in response to the previous
exercise. The idea here is for everyone to respect other people's ideas as being equally
important as one's own. So let's make an effort to listen to the person who is speaking and
not interrupt them before they are finished".
(Here again, the teacher has laid down a clear structure that can guide the group in its next
activity. There is both a sense of freedom and of limits in these instructions. Children are
free to speak, and at the same time they need to express themselves in ways that do not
hinder other people's ideas. Activity structure that encourages free expression along with
some limits can reduce confusion and increase security for children.
”—83
Children will also appreciate a sense of freedom that has some boundaries more than the
imposition of purely rigid limits. If the instructions sound like a litany of only what can't be
done, they will resist the teacher by testing precisely to what extent they can do what is
forbidden. Much of the teacher's efforts are then focused on a power struggle that is far less
productive than facilitating a collaborative exploration of life skills.)
Once the discussion begins, the teacher can let ideas and impressions that the group has
about self awareness emerge. Depending on the situation, s/he can make notes or write the
principal ideas on a blackboard. A key aspect of the discussion is to summarize the ideas
that have emerged so far, at some regular intervals. This gives the participants a sense that
the facilitator values their ideas. It also gives the group a thread of continuity to hold onto as
the discussion continues.
A second aspect of the discussion, can subsequently focus on exploring what ideas or
knowledge the group has about specific life situations in which self-awareness can be used:
"So far you have suggested many good ideas about your experience of self-awareness.
What I have heard so far is ...." (The facilitator summarizes the feedback.). "Now lets focus
on how you can use self awareness in your life. Can you think of any situations in which self
awareness can be used in your lives?"
(Apart from the summary of ideas, a key aspect of this response from the teacher is the
affirmation of the group's ideas. This encourages the group to continue participating
constructively.)
Suppose, for example, a series of real life situations emerge that describe the participants
experience of self-awareness in their lives. This is an excellent platform to move into the
next portion of the mid-session phase: role play and scene-work. Typically the initial ideas
for role play and scene-work are formed in discussions such as those described above.
These activities offer an excellent tool for the group to deepen their understanding of self-
awareness and practice its use in their everyday life.
The facilitator continues: "All of you have described very interesting examples of how you
view self awareness in your life. Now let us set up some situations in which you can
understand how to use self-awareness in your lives. Lets form some sub-groups.”
(How the groups are divided depends on the nature of the group and the immediate
situation. If the group is distracted, the teacher can himself or herself actively and randomly
divide the group into smaller sections. (Pointing to one section of the class - "The four of
you are one in group" , and you four are in another group, etc.) This also applies to groups
in which the teacher wants certain antagonistic participants to be in different group rather
than be together.
On the other hand, the teacher can allow a focused group to choose their own sub-groups.
Early in the session series, this allows members to bond through their natural affiliation for
one another. The choice can increase security and allow for smoother role play planning
because the participants are dealing with others whom they are familiar with.
Another option is to give the group some responsibility in the choice-making process by
repeatedly counting in a circle from 1-4/5/6 (depending on the total number in the group).
Here each person says a number depending on their order in the circle. After everyone has
a number, the ones in the circle get together, as do the two's in the circle, and so on.
When the sub-groups are formed the facilitator says: "Now each group needs to create a
drama scene. A drama scene is a make-believe situation in which we play make-believe
roles. Sometimes these make-believe roles and situations are very real though. Is everyone
following me so far?"
(Here the facilitator is introducing role play to the participants. So, pausing and checking if
the group is following the instructions is a good choice. If there is any confusion, it can be
clarified at this point before moving on.)
The teacher continues 'Try to form a clear beginning, middle, and end to the scene. You
need to decide what role each person is going to play and where the situation is going to
take place. Is it at home, in school, in a park or elsewhere? You also need to decide what
the situation is about. Finally, you need to decide why this situation has happened and how
you are going to end the scene.
I will be coming and assisting each group to set up its
scene wherever needed. But if you have any difficulty before that just call out to me. You
have about ten minutes to decide your scene. If you need more time tell me".
(The facilitator has set out the requirements of the situation which involves collaboration
and decision making in the sub-groups. While allowing for autonomy, the teacher has also
clearly indicated his or her willingness to assist any one who needs help. This acts to
encourage the group to make independent decisions while still providing a sense of security
that the facilitator is available to clear up confusion or difficulty in the decision process.
n— 85
Clear time limits are generally also helpful because they establish boundaries for the
exercise and help to maintain focus. Depending on the group situation, flexibility in the limit
set for time can be appropriate. Groups that tend to loose focus, or where the participants
are unable to cooperate, may need to have less flexible time limits.)
Next, the teacher allows time for the roles to be created and assists or clarifies confusion
wherever necessary. Then one by one the role plays can be enacted. The facilitator needs
to initiate appreciation of each scene by calling for applause from the group. Applause
raises self-esteem and creates confidence about future participation.
In addition, depending on the group, feedback of each scene cart follow each enactment.
On the other hand, feedback about each enactment can follow after all the scenes are
complete. The choice depends on how much attention the participants are capable of. If
they are less attentive, brief feedback may need to occur after every scene. If their attention
span and retention is at a good level, feedback can happen after all the scenes are
complete.
Once the role play process is complete, the teacher culminates the session with the final
phase of the activity.
CLOSURE EXAMPLE
It is time for the session to close. The type of closure exercise depends on the energy of the
group, the nature of the activity just before, and the overall session goals. In the closure
phase, the facilitator can first initiate a brief discussion of the main aspects that emerged in
the role plays. This discussion can help to summarize what or how much the participants
now understand about self-awareness.
The group can end with this discussion. Alternatively, the teacher can choose another
closure exercise from Appendix A. Lets say the teacher chooses to maintain a thread of
more introspective continuity at the end of the group. S/he decides, for this reason, to
initiate a slow hand squeeze after the brief verbal discussion:
Lets slowly do an exercise called passing the hand squeeze. I am going to squeeze the
hand of the person to my right. Then they are going to squeeze the hand of the person next
to them, and so on. As you receive the squeeze and pass it onto the next person, keep your
focus on how the squeeze feels to you. Do you feel surprised when you receive it? Do you
26
like the way your hand is squeezed? Do you like receiving the squeeze more than giving it
to the person next to you?”
Other questions may be asked as needed. Once two or three rounds of the hand squeeze
exercise have occurred, the session ends. For younger children, the facilitator can also end
by having the group applaud itself. This creates a feeling of self-appreciation and energy
that the participants can take into their lives immediately after the session.
APPENDIX C LIFE SKILLS LESSON TITLES
DRUG ABUSE RESISTANCE EDUCATION
1.
Personal Safety Practice
2.
Drug Use and Misuse
3.
Consequences
4.
Resisting Pressures to Use Drugs
5.
6.
Resistance Techniques
7.
Assertiveness: A Response Style
Managing Stress Without Taking Drugs
8.
Building Self-Esteem
9. Media Influences on Drug Use
10. Decision Making and Risk Taking
11. Alternatives to Drug Use
12. Role Modeling
13. Forming a Support System
14. Resisting Gang Pressure
15. Drug Abuse Resistance Education Summary
16. Taking a Stand
17. Culmination
ALCOHOL AND DRUG PREVENTION
This program can be conducted in a sequence of 9 weeks each for three terms.
First Term: Me as a Special Person (9 weeks)
1.
2.
From child to adult
3.
4.
5.
Getting along with others
Communicating and listening
Making friends
6.
7.
Sustaining and surviving loss of friends
Male/ Female relationships
I am unique
8.
9.
Stress management
Coping skills
Second lerm: Me as a Social Person (9 weeks)
1.
2.
Critical Thinking Skills
Decision Making
3.
Taking responsibility for me
Negotiating skills
4.
5.
6.
7.
8.
Goal setting skills
Study skills
Study skills
Summing up
Third Term: Taking Care of Myself (9 weeks)
I.
Drugs from Good to Bad
2.
Drug use and misuse
3.
Alcohol: use and abuse
4.
Tobacco
5.
Marijuana and other illegal drugs
Assertiveness skills
6.
7.
8.
Risk Taking behavior and Characteristic of users
It is okay to be drug free
9. Taking care of myself: Resistance skills/ Assertiveness skills/ Goal setting
10. Continuation of 9
II. Commitment
LIFE SKILLS AND POSITIVE PREVENTION PROGRAM
1.
Getting started
2. Establishing rules for our group
3. Listening skills
4. Various forms of communication
5. How to start and stop conversations
6. Aggressive behavior and Assertive behavior
7.
Types of group pressure
8.
How to say "no"
9. Gaining self-confidence
10. Coping with stress
11. Coping with anger
12. Responding to criticism
13. Criticizing and praising
14. Critical thinking skills
15. Decision making skills
16. Stages of problem solving
17. Coping with conflict
18. Negotiating skills
19..|'m unique
20. Teenager: A child or an adult?
21. How to start friendships
22. Sustaining friendships
23. How to end harmful friendships
24. Relationships with members of the opposite sex
25. Relating with adults
26. What are drugs?
27. Good and bad uses of drugs
28. Drug misuse and abuse
29. Tobacco
30. Alcohol
31. Drugs and other Toxic substances
32. Behaviours of drug users
33. It's okay to be drug free
34. How to be a responsible person and say "no" to drugs.
J
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8.
How to say "no"
9.
Gaining self-confidence
10. Coping with stress
11. Coping with anger
12. Responding to criticism
13. Criticizing and praising
14. Critical thinking skills
15. Decision making skills
16. Stages of problem solving
17. Coping with conflict
18. Negotiating skills
19,.rm unique
20. Teenager: A child or an adult?
21. How to start friendships
22. Sustaining friendships
23. How to end harmful friendships
24. Relationships with members of the opposite sex
25. Relating with adults
26. What are drugs?
27. Good and bad uses of drugs
28. Drug misuse and abuse
29. Tobacco
30. Alcohol
31. Drugs and other Toxic substances
32. Behaviours of drug users
J
33. It's okay to be drug free
34. How to be a responsible person and say "no" to drugs.
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WHO/MNH/PSF/93.7A.Rev.2
Page 25
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TRAINING OF LIFE SKILLS TRAINERS
E
A'training course for life skills trainers can be developed on the basis of the workshops
provided in the document Training Workshops for the Development and Implementation
i of Life Skills Programmes (WIIO/MNH/l’SF/93.7B.Rev.l). -
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A cascade strategy for disseminating the training is used in many countries. This is
to say that people that take part in training sessions then go on to train others using the same,
or a similar, training schedule. This model is advocated in so far as trained trainers can go
on to (train other teacher trainers, and so increase the availability of training resources.
Teachers/life skills educators should go through training sessions with a trained trainer. Care
has to be taken however, to maintain the quality of the training at all levels.
.• ■O
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v The training workshops, outlined in the document WHO/MNH/PSF/93.7B.Rev.l,
are organized as four courses and cover the following workshop topics:
■WS
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Course I
.
The Nature and Purpose of Life ^Skills Education
.
The School Context for Life.Skills Education
j Implementing a National/Regional/Local Strategy for Life Skills Education
Building a Coalition for Life Skills Education
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Trained trainers could then use or adapt the training workshops as the basis for the
g training of teachers oi^ other life skills educators.
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•____ *_____v- ____ '____ _______ _
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Course n
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Why Work in Groups?
.
Key Skills in Training- Part 1
. ‘
Key Skills in Training- Part 2
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Course HI
.
Life Skills Lesson Methods and Design
Review of Resources Materials for Life Skills Education
Strategies for Developing Teaching Materials - 1
.
Strategies for Developing Teaching Materials - 2
.
Assessment and Evaluation in Life Skills Education
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Course IV
The Community Contribution to Life Skills Education
Developing Parenting Skills to Support Life Skills Education
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Training on the basis of participatory learning in groups
Active participatory learning in groups is central to life skills teaching; it is also the
basis for the training of life skills trainers.
I
From the experience gained" in the training of life skills trainers and teachers,^
indications are that training usually requires intoisive workshops, over, for e^
3 day period. There should also be opportunmes for fohow-up training sessio
— ——
During childhood and adolescence, as in adulthood, much social interaction occurs in
groups. This“can be capitalized upon, and used in a structured way to provide a situation in
which me- bers can leam, share experiences and practice skills together.
i
K
The role of the trainer is to facilitate this participatory learning of the group members,
rather than conduct lectures in a didactic style.
Participatory learning:
'11
)
I
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)
)
builds on the experience, opinions and knowledge of group members;
)
provides a creative context for exploring possibilities and defining options,
provides a source of mutual comfort and security which is important for the learning
and decision making process.
I
It is recognized that there are advantages of working in groups, with adults and with
f3
I
young people because group work:
increases participants’ perceptions of themselves and others;
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promotes co-operation rather than competition:
.
provides opportunities for group members and their trainers/teachers to recognize and
value individual skills and enhance self-esteem;
J
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enables participants to get to know each other better and extend relationships;
promotes listening and communication;
’1
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facilitates dealing with sensitive issues;
appears to promote tolerance and understanding of individuals and their needs;
)
i
encourages innovation and creativity.
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WHO/MNH/RSF/93.7A.Rev^
Page 27
(
1
3
The place and importance of participatory learning in teacher training draws some of
its influence from adult learning theory and from research into teacher in-service training,
which suggests the following:
The adult learner has accumulated a reservoir of experience that is a substantial
resource in the learning process, lite experience of the participants must be used and
built on.
~ : on their actual work practice. Even
Lecturing adult professionals has little effect
lecturing, followed by general discussion does not tend to have much influence on
practice.
There are indications that if teachers are asked to perform practical tasks during in
service' training, and if they are explicitly asked to try out new activities in their
classroom, this heightens the chance of the in-service training having an effect on
teaching methods.
The Trainer’s Guide in document' WHO/MNIWSF/gS.TB.Rev.l, provides more
background information for trainers, with examples of practical exercises and guidance
to facilitate participatory training in groups.
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WHO/MNH/PSF/93.7A.R0V.2
Page 29
PILOT TESTING/EVALUATING A LIFE SKILLS PROGRAMME AND
TRAINING
I
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Once life skills programme materials and training have been developed, a small-scale
pilot test i required, during which the life skills programme can be assessed and necessary
revisions made before the materials are produced and distributed on a larger scale.
4 I. ■
Pilot test evaluation is as important as developing the programme materials, because
once developed, if there is no evaluation, there may be little to show that the programme has
the potential to achieve what is expected of it. With limited resources available, few agencies
are going to spend time and money on a new initiative unless they have some proof of its
practical value. Also, mistakes or gaps in the materials may only be noticed when the
training schedule is actually put into practice with teachers or when the teacher’s manual is
used to guide lessons. This sort of problem can be anticipated, and prepared for from the
beginning with a plan to pilot test the materials. Furthermore, the pilot test evaluation can
serve as an example of ways in which the life skills programme can be assessed in the longer
term, and hence serve as a model for future evaluation.
•?
Evaluation tools used in the evaluation of life skills programmes include:
questionnaires given to pupils, teachers and trainers; individual and group interviews; and
assessment through observation, e.g. of the teacher conducting a life skills class.
*1
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Th< document. Life Skills Education: Planning for Research (MNH/PSF/96.2.Rev.l)
. provides further infermatfon about evaluation of a life skills programme: Programme
evaluation is described, as part of a plan for research as an integral part of life sktl1^
education, development, implementation and maintenance. The appendices to the
document provide’examples of research related to life skills education and descriptions
of instruments used in life skills programme evaluation.;
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The number and type of schools that should be included in the pilot test depends on
the overall scale of the planned implementation of the life skills programme.
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If ‘the life skills programme is destined for wide-scale implementation in a country,
during tl.c pilot test schools should be selected.to include a representetive sample of
W^nsand rurabschools/as well as ti sampte of the different types of schools (for
example: private public;, single sex schools, religion or culture based schools). To be
sure of meaningful results of the pilot test, a minimum of 8-12 schools, involving at
least 2 icachers and 50 pupils from etch school, is likely to be required.
In pilot testing a programme, the principle question will be what to evaluate. What are
the indicators of life skills programme effectiveness?
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WHO/MNH/PSF/93.7A.Rev.2
Page 30
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What to evaluate?
Evaluation questions that might be asked include process evaluation question^ and
outcome evaluation questions, examples of which are listed below.
*
]
Process evaluation questions
1
Is the programme implemented as expected?
"I
How well does the programme fit the socio-political, socio-economic and cultural
climate?
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How do teachers, trainers, and the young people themselves perceive the life skills
programme?
)
How do parents and community leaders perceive the programme?
How "user friendly", Le. easy to use, are the materials and training?
i'-i;
Are the programme contents, and the concepts behind it, understood by the users
("users” could be the trainers, teachers and students)?
What is the potential relevance of the programme to different ethnic groups in the
country?
11 •
Do participants enjoy the life skills programme?
i
Does it seem relevant to the user’s needs?
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Outcome evaluation questions
i
Does the programme achieve what it sets out to achieve?
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do the children learn life skills?
are there any indications of changes in health-related behaviour?
Ir
are their changes in indicators of mental well-being, eg. improved selfesteem and self-confidence?
Does the programme bring about other changes? Apart from the acquisition of life
skills and changes in health-related behaviour, other indicators of life skills programme
effectiveness include:
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WHO/MNH/PSF/93.7A.RGV.2
Page 31
improvements in teacher-pupil relationships;
improved academic performance;
reduction in school drop-out;
improved school-family links.
:•
Pilot test data may be compiled as a report to illustrate the value and effectiveness of
the life skills programme, and the programme’s potential. Recording the results in this way
could be important for promoting the programme, or validating it if the usefulness of life
skills education is challenged. Such a report could be distributed along with the training and
teaching manual at the phase of wider dissemination of the programme.
Evaluating/pilof testing the teacher training
i
All participants on training courses can be given an evaluation form (see the example
below). Feedback from each training course should be recorded, and future should be revised
as a result of such feedback.
!
EVALUATION SHEET
Please circle one number for each of the following questions,
somewhat
very much
1.
Did you find the workshop(s) interesting
5
4
3
2.
Did you find the workshop(s) valuable?
5
4
3
very little
2
1
2
1
'■..■'.'.■-J
Please write in your reply.
4.
'Which part of the workshop(s) did you find the most enjoyable, and why?
'.Iix
Which part of the workshop(s) did you find the least enjoyable and why?
5.
What have you learned that will be of most help to you?
6.
What additional training do you need?
3.
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WHO/MNH/PSF/93.7A.Rev.2
Pago 33
' -1
IMPLEMENTING A LIFE SKILLS PROGRAMME
Following the pilot test phase, including any necessary revisions of the training and
life skills materials, dissemination and implementation of the life skills programme can begin.
-1
‘The financial resources available for printing, distribution and training will be an
important factor in determining the rate and scale of implementation of the life skills
programme. If plans are made for wide scale implementation in a country, the rate and scale
of implementation will also be determined by the cultural, ethnic and linguistic diversity.
Programme implementation in countries with a relatively homogeneous population may be
faster and easier. Countries with greater diversity may find it necessary to sc. priorities for
making adaptations for different ethnic and linguistic populations.
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Minimum criteria for implementing a life skills programme
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Although these guidelines focus on the implementation of life skills programmes in
schools, there may be plans for use of the programme in settings other than schools. If this
is the case, or indeed if there is concern as to the appropriateness of school settings in a
particular location, it is worth considering the following minimum criteria that should be met
for life skills education to be effective, as below.
□
The teaching of life skills requires a learning environment in which a teacher/group
leader can organize active and experiential learning activities.
□
It is imponant that the teacher/group leader has had training in active and experiential
teaching methods, and in facilitating the learning of life skills. He/she should be equipped
with a teaching manual that describes life skills lessons.
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‘The life skills activities should, ideally, be led by a teacher/group leader that the group
can work with over a period of time, e.g. over a one-year period.
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The teacher/group leader should be sensitive to the capabilities and understanding of
those taking part in the life skills programme, and be able to adapt life skills lessons
accordingly.
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The life skills teaching should have continuity and sequence over time, ie. life skills
lessons should, to some extent, relate to and build upon previous lessons. One-off life skills
lessons are unlikely to be effective.
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The foctis on the school in this document partly reflects these minimum criteria, since
in most countries, the school is the setting that is most likely to meet these criteria. The most
likely person to be able to play the role of a life skills educator is a trained teacher, although
a school psychologist, social worker, or guidance counsellor could also be trained as a life
skills educator.
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Page 34
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Life skills programmes are best implemented by teachers or life skills educators that ,
have take” part in life skills education training sessions, and it may be appropriate to limit
distribution of the life skills teaching resource to teachers that have taken part in training
sessions. To this end, it may be best to deliver the-life skills programme materials to training
centres, rather than directly to schools.
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Monitoring the distribution of the life skills materials and training may be of value
as an indicator of the success of the life skills initiative, and such information may be of help
in securing future financial resources. Inventory systems are therefore useful, to gather
information on the destinations of the life skills education programme materials and training
courses, and to keep track of the scale of implementation.
)
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A dissemination strategy: Life Skills Coordinators
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The following outlines a number of guidelines regarding the use of coordinators to
facilitate the dissemination of life skills education.
1.
f
A network of coordinators at local or regional level (depending on the geography of
the country) should be set up, who would assist in the dissemination of programme
materials and training.
’
2.
Regional level coordinators would be trained as "trainers of trainers". Local level
coordinators would be trained as teacher trainers.
3.
Life skills coordinators would receive support and further training together with other
local or regional coordinators.
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Funding will be necessary for the posts of local and regional life skills coordinators.
In many countries tins has been provided by local or national governments - thus
stressing the importance of involving key senior governmental officials, in the
development of life skills education.
5.
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The experience in many countries is that the appointment of local coordinators is the
best strategy to ensure implementation and further development of life sku.s education.
There need to be people "on the ground" who will take on the day to day management
tasks, cultivate networks and offer encouragement and support. These coordinators
can offer the Training Workshops (WHO/MNH/PSF/93.7B.Rev.l) at school and local
level.
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Training in working with parents and involving the community should be offered as
part of the training of life skills coordinators.
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WHO/MNH/PSF/93.7A.Rev.2
Page 35
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MAINTENANCE OF A LIFE SKILLS PROGRAMME
4’
Once a life skills programme has been developed and implemented, the Life Skills
Development Group should ensure its longer term function in order to manage the
longer term implementation and maintenance of the programme. Otherwise, the Life
Skills Development Group should ensure that a relevant agency takes on this
responsibility.
3
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Incorporating review periods
I ? '
Systematic review of the use of the life skills programme will be an essential part of
ensuring its long term value. Even when a programme is securely in place and running well,
it will continue to require ongoing assessment and revision, to ensure that the life skills
programme continues to meet the needs of young people.
i
The information generated in a review of programme implementation should be
recorded and included in periodic progress reports.
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Follow-up training for teachers
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Follow-up training sessions should be provided, if possible, even if the programme and
training is not changed as a result of the review periods. Teachers will require follow-up
training sessions to guide them in the longer term use of the programme, and to provide them
with an opportunity for raising questions about its content and methods.
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To ensure the long term availability of the teacher training sessions, it may be helpful
to institutionalise the training, for example, by trying to make it available in teacher training
colleges.
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Ongoing funding and support of the life skills programme
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The Life Skills Coordinator in each district would be responsible for active’v
promoting the programme, and ensuring that relevant groups and agencies (local authorities,
parents’ and teachers’ groups, businesses, charities, etc.) are encouraged to provide support
and funding for the programme in the longer term. To this end, the Life Skills Coordinator
would have an overview of the life skills "network" in his/her location, and should encourage
relevant peop.. to support life skills education, for example, by inviting them to planning
meetings or by making progress reports available to them.
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WHO/MNH/PSr/QBJA.Rev.?
Page 36
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For the maintenance of a life skills programme over time, the Life Skills Coordinator
could facilitate the involvement of children and adolescents in community projects, and
projects to improve the school environment and school ’'climate" (or atmosphere) in ways that
support the objectives and ethos of life skills education. He/she could also facilitate
communication between parents and1 teachers.
Programme adaptation
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As the programme begins to be used on a wider scale, the programme is more likely
to be used by ethnic or cultural groups other than the target population for whom it was
initially designed. If this happens, the relevance of the life skills activities may be gradually
diluted and programme effectiveness reduced. As a part of programme maintenance, it is
therefore important to consider making adaptations of the programme, as necessary.
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Page 37
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APPENDIX
SAMPLE LIFE SKILLS LESSONS
AND LIFE SKILLS PROGRAMME LESSON TITLES AND SEQUENCE
The sample lessons described here are based on. lessons from life skills programmes
used in schools in various countries. They represent only a small part of programmes that
they were taken from, and the lesson.descriptions have been abbreviated, so it would not be
appropriate to copy them. They are to illustrate what life skills lessons are like, and to show
the variety of ways jn which life skills can be taught using active and exper: ntial teaching
methods.
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Thv examples of life skills programme lesson titles and sequence illustrate the ways
in which lessons have been put together to create three prevention education programmes
based on life skills.
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Challenge One: Listening more carefully and more
responsively - acknowledging the feelings and wants
that others are expressing - compassionately allowing
people to feel whatever they feel (which sets the
example for others to hear & accept my feelings, also).
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Challenge Two: Explaining my
conversational intent and inviting.
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consent by using conversational openers
such as, "Right now I would like to take a few
minutes and ask you about... [subject]." The more
important the conversation, the more important it is to
i
know & share the overall goal.
(houe'/y 3
It -
Challenge Three: Expressing myself more
clearly and more completely - giving my
listeners the information they need to
understand (mentally reconstruct) my
experiences. One good way is to use "the five I-
messages": what/how I observe, feel,
interpret/evaluate, want, and hope for.
Iron):
bad! no!
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I would IHm you
to dn it tlv'-. w.’’Y
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Challenge Four: Translating
my criticisms and complaints.
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positive results of having my request granted -- doing
this for both my own complaints and the complaints that
others bring to me.
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Challenge Five: Asking questions more
"open-endedly" and more creatively.
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"How did you like that movie?" is an open-
ended question'that invites a wide range of
ii
answers. "Did you like it?" suggests only "yes" or "no" as
answers and does not encourage discussion. (How do
you feel about this suggestion?}
t.
Challenge Six: Thanking. Expressing more
■ e,
appreciation, gratitude, encouragement and
delight. In a world full of problems, look for
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opportunities to give praise. Both at home & at
work, it is the bond of appreciation that makes
relationships strong enough to allow for problem-solving.
Challenge Seven: Making the effort...
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Making better communication an important
j part of my everyday life...
by seeing each
conversation as an opportunity to grow in
skill, awareness and compassion and turning each
opponent into a learning and problem-solving partner.
PRACTICING LISTENING SKILLS
Listening is an art, a skill, a discipline, and like other skills, it needs self-control. You must understand what is
involved in listening and develop the necessary techniques to be silent and listen. You must ignore your own
needs and concentrate attention on the person speaking. Hearing becomes listening only when you pay attention
to what is said and follow it very closely.
YOU DEMONSTRATE THAT YOU ARE LISTENING BY:
* your body language
* echoing words
* making eye contact
* nods of your head
* keeping your body open
* leaning toward the speaker
YOU LISTEN TO:
* show your support and help the other person(s) relax
* show you are accepting them, and open to them
* enable each one to speak and be heard
* be able to ask questions to clarify
* check assumptions
* clear up misperceptions
* re-state or paraphrase
* find the key points or issues
* provide the silence necessary to encourage speech
* know when to bring to closure and when to test for agreements
YOU NEED TO SHOW YOU ARE LISTENING CAREFULLY, 11 IIS IS CALLED "A I I ENDING.” AI I ENDING
SKILLS BUILD RAPPORT AND HELP PERSONS FEEL AT EASE.
* Listen without interrupting.
* Pay attention.
* Use supportive body language.
* Paraphrase facts and feelings.
YOU ALSO NEED TO PRACTICE REACTING AND RESPONDING IN POSITIVE WAYS. USING GOOD
RESPONDING SKILLS HELP PERSONS UNDERSTAND THE THINGS YOU CARE ABOUT AND HELP YOU
COLLECT INFORMATION ABOUT THE SITUATION.
* Ask clarifying questions.
* Ask probing questions.
* Restate what the other person is saying catching the essence, but trying to take out the volatile phrases or
language. This is called "laundering" language and it can reduce friction.
* Summarize facts and feelings.
* Reframe issues, focus on the interests, not positions.
* Try to always use "I" language instead of "You"Tlot: "When you do that, you make me feel..." instead say,
"When you do that I feel..."
* Try to communicate directly with the other person.
* Be forward thinking, try to focus on the future.
USE "BRAINSTORMING" TO FIND AS MANY OPTIONS OR SOLUTIONS AS POSSIBLE. THE GROUND
RULES TO BRAINSTORMING ARE THAT THE PERSONS IN THE MEETING ARE JUST THROWING OUT
IDEAS. AT THIS POINT IN TIME DO NOT ELIMINATE ANY IDEAS, THAT CAN BE DONE LATER. THE
OTHER GROUND RULE IS THAT JUST BECAUSE AN IDEA IS MENTIONED IT DOES NOT MEAN THAT
EITHER PERSON IS AGREEING TO THAT IDEA. ITS JUST AN IDEA THROWN OUT FOR PURPOSES OF
THE BRAININGSTORMING SESSION. BRAINSTORMING HELPS THE PERSON TURN GOOD IDEAS INTO A
PLAN OF ACTION.
LOOK FOR POINTS OF AGREEMENT THAT THE PERSONS HAVE IN COMMON, AND
MENTION THEM.
PAYING ATTENTION AND LISTENING
WITHOUT INTERRUPTION
ALLOWS THE OTHER PERSON TO "LET OFF SOME STEAM." BEFORE ANY SERIOUS RESOLUTIONS CAN
OCCUR, YOU NEED TO LET THE OTHER PERSON KNOW THAT YOU UNDERSTAND WHERE THEY ARE
COMING FROM AND YOU UNDERSTAND THAT THEY FEEL STRONGLY ABOU THE ISSUES YOU ARE
DISCUSSING WITH THEM. THEIR INTENSE EMOTIONS MUST BE ACKNOWLEDGED AND AFFIRMED
BEFORE SERIOUS SOLUTIONS CAN BE DISCUSSED. YOU SHOULD ENCOURAGE THE OTHER PERSON
TO "LET OFF STEAM" AND EXPLAIN THEIR CONCERNS BY USING VERBAL CUES SUCH AS:
* "I soo."
* "I understand."
* "That's a good point."
* "I can see that you feel strongly about that."
* "I can understand how you could see it like that."
THESE NONVERBAL ACTIONS ALSO SHOW THE OTHER PERSON THAT YOU HEAR WHAT THEY ARE
SAYING:
* Squarely face the other person.
* Adopt an open posture.
* Lean discreetly toward the other person, not threateningly.
* Maintain eye contact, take cues from the other person as to how much eye
contact s/he is comfortable with.
* Try to relax as you interact with the other person.
OF COURSE, FOR THE OTHER PERSON TO KNOW THAT YOU ARE LISTENING, YOU MUST MAKE A
RESPONSE. THE EFFECTIVENESS OF YOUR LISTENING WILL BE DETERMINED BY THE STYLE AND
QUALITY OF YOUR RESPONSE.
LIFE SKILLS TRAINING PROGRAMME FOR TRAINERS
18, 19, 20th March 2003
Participant's Feedback Form
[Please reflect on the course
experience]
1.
its various sessions and inputs from various resource persons and fill-in this form to help us to evaluate the
Did you like the course in Life Skills?
YES/NO
If yes, Why?
2. Tick off each session / topic in the content of its relevance and adequacy. Add additional comments or suggestions.
SI.
No.
Session
1.
Emotional management
Mr. Rohan and Team
Stress Management
Mr. Rohan and team
Useful
Not Useful
Adequate
Not Adequate
Additional
comments /
suggestions
SI.
No.
Session
3.
Self Awareness
Mr. Rohan and Team
4.
Empathy
Mr. Rohan and Tam
5.
Life Skills and Positive Prevention
Mr. Shekar Sheshadri & Team
6.
Communication Skills
Dr. Shashi Kiran
7.
Creative Thinking Skills
Dr. Shirdi Prasad Tekur
8.
Decision Making Skills
Dr. Ki shore Kumar
Useful
Not Useful
Adequate
Not Adequate
Additional
comments /
suggestions
SI.
No.
Useful
Session
9.
Critical Thinking Skills
Mr. S.J. Chander
10.
Interpersonal Relationship Skills
Mr. S.D. Rajendran
11.
Problem-solving Skills
Dr. Lakshman
Not Useful
Adequate
Not Adequate
12. Could you list out two ‘strengths’ and two ‘weaknesses’ of the course?
WEAKNESSES
STRENGTHS
1.
1.
2.
2.
13. Is the duration of the present course is sufficient?
Additional
comments /
suggestions
14. If this course is to be repeated later period, would you have any ideas / suggestions to make it more useful and relevant?
15. What medium of instruction do you prefer?
Kannada
Date :
English
Name and Signature.
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oohWHO/MNH/PSF/93.7A.Rev.2
Poge 47
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LIFE SKILL LESSON TITLES AND SEQUENCE
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The following are examples of lesson titles and sequence of life skills prosrammes
designed for the prevention of substance abuse.
Drug Abuse Resistance Education (D.A.R.E), Ohio, USA.
One lesson is presented each week throughout a grade school semester.
4 :
1.
2.
3.
4.
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5.
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8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
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Personal Safety Practice
Drug Use and Misuse
Consequences
Resiting Pressures to Use Drugs
Resistance Techniques
Building Self-Esteem
Assertiveness: A Response Style
Managing Stress Without Taking Drugs
Media Influences On Drug Use
Decision Making and Risk Taking
Alternatives To Drug Use
Role Modelling
Forming a Support System
Resisting Gang Pressure
DARE Summary
Taking A Stand
Culmination
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WHO/MNH/PSF/93.7 A Rev.2
Poge 48
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UNESCO and Government of Ghana Life Skills Alcohol and Drug Prevention
Programme (School and Youth Agency Curriculum Model), . j s ,. ;produced in consultation with Life Skills International, USA.
First Term: Me as a Special Person (9 weeks)
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1.
2.
3.
4.
5.
6.
7.
8.
9.
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I Am Unique
From Child to Adult
Getting Along With Others
Communicating and Listening
Making Friends
Sustaining and Surviving Loss of Friends
Male/Female Relationships
Stress Management
Coping Skills
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Second Term: Me as a Social Person (9 weeks)
1.
2.
3.
4.
5.
6.
7.
8.
Third Term: Taking Care of Myself (9 weeks)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
i
Critical Thinking Skills
Decision Making
Taking Responsibility for me
Negotiating Skills
Goal Setting Skills
Study Skills
Study Skills
Summing Up
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Drugs from Good to Bad
Drug Use and Misuse
Alcohol: Use and Abuse
Tobacco
j.. -x'ijuana and other Illegal Drugs
Assertiveness skills
Risk Behaviour and Characteristics of Users
Itjs Okay to be Drug Free
Taking Care of Myself Resistance Skills/Assertive skills /Goal Setting
Continuation of 9.
Commitment
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Review whether you are at risk of making faulty choices that lead you not to
look after your health and achieve a balanced activity level. Become aware
of your mortality and physical limitations. Assume responsibility for making
your life; you are less likely to allow yourself to be stressed beyond
reasonable limits.
Step 3:
Am I in touch with my underlying feelings?
Operate healthily; using your authentic feelings as a guide for your
behaviour.
Ex:
*If you feel you are a worthwhile person in your own right don’t overstrive
to meet
unrealistic expectations of others.
*Listen to your body.If you feel tired and stressed , acknowledge and act to
protect your
overall effectiveness.
Step 4:
Am I using self- talk constructively ?
Deal with daily stresses in self supporting rather than self oppressing ways ;
using coping self talk to manage stress more effectively. Talk yourself
through self stressing events in calming and coaching ways. Diminish your
frustration ; increase your effectiveness.
Step 5:
Are my personal rules and directives helping rather than harming me?
Perfectionist, mustabatory demands on your self, others and the
environment contribute to excessive stress and burnout.Work towards
functional, realistic and flexible personal rules based on preferences rather
than demands.
Ex: You have mustabatory personal rules about study, work achievement
and needing approval of others.Challenge and reformulate these
rules.Dispute dangerous pressurizer directives like “hurry up”. Give yourself
permission to live at a pace that suits you.
Step 6:
Are my perceptions accurate regarding myself and others ?
Stress is a perceived transaction between you and a stressor.
Ex:
* Avoid negative self labelling and acknowledge realistic positive attributes
to cope better with stress.
*Avoid distortion of others and prevent stress.
Eg: Ravi experiences his boss as more threatening than his behaviour to date
justifies.
In reality, Ravi has transferred his perception of a previous boss who was
difficult to his current boss who has not been difficult so far. Ravi’s over
reacting negatively to his new boss creates more distress.
Step?:
Are my attributions of cause accurate?
Realistic acknowledgement of your own contribution to problems positions
you to work on them successfully.This relieves distress in the long run. Be
realistic about the causes of your successes and failures and better your
chances to improve your performance.
Ex: Sheela inaccurately attributes her stress to her not getting a job to
partiality by the interview panel rather than acknowledging that the other
candidate was stronger.
Step 8:
Are my predictions realistic?
Prevent negative consequences of over stressing your body by adopting an
“it can happen to me” instead of an “it can’t happen to me” attitude.
Accurately predicting action consequences avoids costly mistakes and
accompanying distress.
Step 9:
Am I articulating my goals clearly and do they reflect my values?
Clear goals prevent the distress of confusion. Realistic goals protect against
over- striving. Value based goals prevent distressing inner conflicts arising
from discrepancies
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between your goals and your values. Create and enjoy a future based on well
thought through goals and values.
Step 10:
Am I using visualising to best effect?
Prevent distress by visualising realistic goals for yourself; visualising the
consequences of decisions before you make them and using visualisation to
improve relationships. Also use visualised relaxation (Take “time out” to
visualise a calm and peaceful scene).
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Life Skills end Positive Prevention Programme
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- produced in consultation with Life Skills International. USA.
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Getting Started
1.
Establishing Rules for our Group
2.
Listening Skills
;
. 3.
• ./J-4.
Various Forms of Commjuiicaiion
’ P ’ 5. : How to Start and Stop Conversations .
Aggressive Behaviour and Assertive Behaviour
• 6.
Types of Group Pressure
7.
How to Say "No"
8.
Gaining Self^confidence
T'9.
Coping with Stress
10.
Coping with Anger
11.
= '12Responding to Criticism
Criticising and Praising
13.
CridcdThinbng Skills
.
14.
Decision Making Skills
. "15.
-ns. Stages of ProblemJLoIving
■‘WCoping with Conflict
i
W Negotiating Skills
I’m Unique
19.
■ 20., Teenager A Child or an Adult?
ll.' How to Start Friendships
22. . Sustaining Friendships
How fo End Harmful Friendships
23.
Relationships with Members of the Opposite Sex
24/
25.. Relating with Adults
What are Drugs?
i 26.
i-'C r:i7. Good and Bad Uses of Drugs
: h^8.: Drug Misuse and Abuse
Tobacco
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30. Alcohol;
Drugs and Other Toxic Substances
31.
Behaviours of Drug Users
' 32.
It’s Okay to be Drug Free
n
33.
How
to
be
a
Responsible
Person
and
Say
"No"
to Drugs.
34.
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Life Skill 1
t
Problem solving
Like death and taxes, problems are a big equalizer. Everyone has problems. Some are
better at making choices that prevent problems and help manage problems.
Many of us are stuck with problems. We want to and have tried to problem solve but
problems persist. Use of thinking skills prevents some problems,overcomes others and
helps us to live more comfortably with unavoidable and relatively permanent life
problems.
Decision making and problem management overlap.
You have a choice about how to cope with problems, whatever their origins.
Problem management styles.
a.
o
Q
People have characteristic problem management styles.
Problem management skills are somewhat different than decision making skills.
Some features of decision making styles are relevant to problem management.
Ex: rational approach, connecting with deeper feelings.
Problem prevention
Proverbs in everyday.use regarding problem solving.
Ex: an ounce of prevention is worth a pound of cure,
a stitch in time saves nine.
Stay on the straight and narrow
Home Truths
Problem solvers see themselves as being less predisposed to problems.
They good thinking skills in everyday life.
A confident person is less prone to being threatened by imaginary rather than real
difficulties. Commitment to effective thinking helps lead a life that minimises occurrence
of unneccesary problems. Problem solvers anticipate specific problems by heeding early
warning systems that detect risk of making a self-oppressing contribution that will either
create or worsen a problem on the horizon.
The table below is a problem prevention and solving checklist:
When you wish either to prevent or solve a problem you can help yourself by asking
some or all of the following questions.
1. Am I engaging in steps of effective problem solving?
2. Am I owning responsibility for the authorship of my life?
3. Am 1 in touch with my underlying feelings9
2
4. Am I using self talk constructively,
5. Are my personal rules and directives helping rather than harming me'..9’
6. Are my perceptions accurate regarding myself and others?
7. Are my attributions of cause accurate9
8. Are my predictions realistic?
9. Am 1 articulating my goals clearly and do they reflect my values9
10. Am 1 using visualising to best effect?
The negative consequences of not problem solving are immense.
Ex: family breakup,heart attack.
Step 1:
Am I engaging in steps of effective problem solving?
The steps are best illustrated in relation to a specific problem- excessive stress/distress.
Assume your goal is to have an optimal level of stress where you feel sufficiently
challenged but not overwhelmed by demands made by youself, others and the
environment. No one has total control on stress levels. Consequently, choose the stress
and activity level that works best for you to cope effectively with stress.
You see distress as a potential problem you want to avoid or contain. You have a relative
who suffers stress related ailments like high BP and heart attack. Therefore, you decide
prevention is better than cure.
Problem prevention facilitates engaging in the steps of effective problem solving.
Step 2:
Am I owning responsibility for the authorship of my life ?
Review whether you are at risk of making faulty choices that lead you not to look after
your health and achieve a balanced activity level. Become aware of your mortality and
physical limitations. Assume responsibility for making your life; you are less likely to
allow yourself to be stressed beyond reasonable limits.
Step 3:
Am I in touch with my underlying feelings?
Operate healthily; using your authentic feelings as a guide for your behaviour.
Ex:
*If you feel you are a worthwhile person in your own right don’t overstrive to meet
unrealistic expectations of others.
^Listen to your body.If you feel tired and stressed , acknowledge and act to protect your
overall effectiveness.
Step 4:
Am I using self- talk constructively ?
Deal with daily stresses in self supporting rather than self oppressing ways ; using coping
self talk to manage stress more effectively. Talk yourself through self stressing events in
calming and coaching ways. Diminish your frustration ; increase your effectiveness.
Step 5:
Are my personal rules and directives helping rather than harming me?
Perfectionist, mustabatory demands on your self others and the environment contribute
to excessive stress and burnout.Work towards functional, realistic and flexible personal
rules based on preferences rather than demands.
Ex: You have mustabatory personal rules about study, work achievement and needing
approval of others.Challenge and reformulate these rules. Dispute dangerous pressurizer
directives like “hurry up”. Give yourself permission to live at a pace that suits you.
Step 6:
Are my perceptions accurate regarding myself and others ?
Stress is a perceived transaction between you and a stressor.
Ex:
* Avoid negative self labelling and acknowledge realistic positive attributes to cope better
with stress.
*Avoid distortion of others and prevent stress.
Eg: Ravi experiences his boss as more threatening than his behaviour to date justifies.
In reality , Ravi has transferred his perception of a previous boss who was difficult to his
current boss who has not been difficult so far. Ravi’s over reacting negatively to his new
boss creates more distress.
Step7:
Are my attributions of cause accurate?
Realistic acknowledgement of your own contribution to problems positions you to work
on them successfully.This relieves distress in the long run. Be realistic about the causes
of your successes and failures and better your chances to improve your performance.
Ex: Sheela inaccurately attributes her stress to her not getting a job to partiality by the
interview panel rather than acknowledging that the other candidate was stronger.
Step 8:
Are my predictions realistic?
Prevent negative consequences of over stressing your body by adopting an “it can happen
to me” instead of an “it can’t happen to me” attitude.
Accurately predicting action consequences avoids costly mistakes and accompanying
distress.
Step 9:
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Am I articulating my goals clearly and do they reflect my values?
Clear goals prevent the distress of confusion. Realistic goals protect against over
striving. Value based goals prevent distressing inner conflicts arising from discrepancies
between your goals and your values. Create and enjoy a future based on well thought
through goals and values.
Step 10:
Am I using visualising to best effect9
Prevent distress by visualising realistic goals for yourself; visualising the consequences
of decisions before you make them and using visualisation to improve relationships. Also
use visualised relaxation (Take “time out” to visualise a calm and peaceful scene).
Problem prevention and superior functioning:
Focus on living effectively rather than remeding psychological pain.
Live effectively; managing problems and preventing them.
Superior human functioning means making “smart” thinking choices. Effective people
are good information processors.They realistically self discipline themselves to think
effectively, and create much happiness and avoid much misery for themselves , their
families and others.
Exercise:
Start putting your insights into problem prevention & solving into practice now.
CASIE:
A FIVE STEP PROBLEM SOLVING FRAMEWORK
Problem solving effectively involves many of the same decision making skills with some
important differences in the areas of assessing and defining problems.
The five steps of CASIE are as follows:
C Confront your problem.
A Assess and define your problem.
S Set goals and plan.
1 Implement your plan.
E Evaluate the consequences of implementation.
CASIE is intended to provide a framework for the processes of problem solving. It is not
intended to be a straitjacket, but to be used flexibly. It can be used with varying degrees
of formality and rigour depending on how difficult and important your problem is.
5
STEP 1.
Confront your problem.
•
•
•
Orientation. Refers to your problem solving attitude-the degree to which you
think problems are a normal part of life; the best approach to problems is to try to
cope ; it is important to identify problems before or as they arise rather than when
full-blown.; a “stop....think...what are my choices? approach.
Ownership. Acknowledge you have a problem though it may be convenient to
deny problems or dilute their significance. Acknowledging means -admitting you
were wrong; confronting the need for change ; developing new and better skills;
assuming for thinking,feeling and acting rather than choosing to blame others for
your problems.
Clearing a space. Find a physical environment free from distractions. Find a
psychological space to give the problem the time and emotional energy it
deserves.
STEP 2:
Assess and define your problem.
Consider the following statements:
I am unhappy
I am shy.
I can’t control my anger.
My marriage is in trouble.
I get tense and nervous about exams.
I have a heart problem.
My parents order me around all the time.
All these statements are descriptive. None give clues on how to work for change.
Problem assessment entails detective work of searching for what you do or fail to do in
acquiring thinking skills weakness and sustaining your problems.
Assessment helps move from a descriptive statement to working problem definition.
Working problem definition specifies the acquired thinking (“what others have done for
me”) skills weakness; sustaining thinking (“what 1 do for myself’)weakness and action
skills weakness.
Describing problems:
Problems are described to develop a fuller understanding & explain the problem and its
persistence, by asking yourself questions that elicit specific information about the
problem.
Elaborate initial problem description by asking a series of “how” questions.
•
•
•
•
How would I like to be?
How long has the problem been going on?
How severe is it?
How important is it?
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•
•
•
•
•
How do I feel in relation to it?
How do I think in relation to it?
How do I act in relation to it?
How have I attempted to cope with it so far?
How is my behaviour helping or harming me?
Systematically focus on your thoughts and actions to answer these how questions.
The three methods below help you to become more aware of your thoughts in relation to
a problem.
•
Thought listing.
List all thoughts about the problem.
Add to the list daily until you identify most important thoughts in relation to the
problem.
•
ABC Analysis
The ABC framework identifies thoughts, feelings and actions in relation to the
Problem. The framework is:
A The problem situation (or activating event).
B Your thoughts and visual images about A.
C How you felt and acted in relation to A.
Be specific when describing your thoughts.
•
Double-column technique
The method monitors for a specific period, your thoughts relating to the problem
Key Problem
I CAN’T CONTROL MY ANGER
DOUBLE COLUMN TECHNIQUE
MONTH
WHAT HAPPENED
(anger trigger; behaviour
during incident)
February
DAY
Monday
DATE
18th.
TIME
8:00 am
12:00 pm
2:10 pm
6:15 pm
8:20 pm
MY THOUGHTS
(before, during and
after anger incident)
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Explaning how Problems are Sustained:
Defining problems involves generating and weighing different explanations of how you
sustain your problems. The final product-explanation is a list of specific skills
weaknesses you have to work on change.
Role explaining problem elements.
•
Gathering information.
Gather information to fully describe the problem. Seek information about what
others think and how supportive they are likely to be about the problem.
•
Knowing what to look for.
The first step is the problem prevention and solving checklist on page 1 to seek
out and take into account thinking skill weaknessess.
Look for action skills weaknessess that sustain problems. Example—focus on
improving relation skills weaknesses and specific study skills weaknesses.
•
Generating explanations.
Be creative about generating alternative explanations for how problems sustain.
The first option is frequently not the best option
Brainstorm for different options.
Brainstorm rules—
Criticism of ideas is ruled out
Freewheeling is welcomed
Quantity is wanted (the more suggestions the better)
•
Weighing explanations.
Decide on explanations that accurately suit the particular problem.
Some explanations appear to fit the facts better than others.
Past history in relation to similar problems sensitise you to look for
characteristic skills weaknessess.
Anticipating predicted consequences of certain explanations are more likely to
get you what you want than those of other explanations.
Certain explanations lead to changing thoughts and actions in ways that are
more in tune with your abilities than others.
•
Stating Working definitions.
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Reflects your decisions about how you sustain all or part of your problem. It
identifies specific thinking and action skills weaknesses you can work on by
providing yourself with specific “handles” to guide your attempts to change.
Working definitions are made on the best currently available information.
They are open to modification and updating in the light of new information.
Below is one example of working definition:
Angry Kumar was a middle-aged man with two teenaged daughters. He had great
difficulty in controlling his temper and had recently struck one of his daughters.
He was afraid that his inability to control his anger would lead to the break-up of
his family.
A working definition of Kumar”s anger problem included the following thinking
skills weaknesses:
a) inadequately acknowledging his responsibility for his thoughts, feelings and
actions;
b) not using coping self-talk when faced with provocations;
c) having rigid and unrealistic personal rules concerning standards of behaviour
in the family; and
d) misperceiving and insufficiently acknowledging the connection between how
he behaved towards his family and how they behaved towards him. Action
skills weaknesses that Kumar needed to work on included poor listening,
assertion and conflict communication skills.
STEP 3:
Set goals and plan.
Step 3 focuses on the question—“ how can I best manage the ptoblem?” It
consists of two phases: setting working goals
Developing a plan
•
Setting working goals
Goals can be stated broadly. Ex: Kumar says “I want to become less angry”
Descriptive goal statements provide overall vision. Goals have to be more
specifically stated to work for change. Working goals statements are the reverse
or “flip side” of working definition statement.
Below is an example of changing Kumar’s working definition statement into
working goal statement:
Working goals for angry Kumar include the following thinking skills strengths,
a) adequately acknowledging his responsibility for his thoughts, feelings and
actions;
b) using coping self-talk when faced with provocations;
c) having realistic personal rules concerning standards of behaviour in the
family; and
d) realistically perceiving how his behaviour affects his family's behaviour
towards him. Kumar also needed to acquire the action skills strengths of good
listening, assertion and conflict communication skills.
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Goal statements requires specification of four characteristics:— i. reflect your values
ii. be realistic
iii. be specific
iv. in a give timeframe
Kumar needs a timeframe for working on his anger and wishes
to start immediately; fearing divorce and family break-up.
His goal is to make significant progress in attaining his managing anger goals by the
month-end. Kumar needs to spell out his working goals further. Ex: ‘what kind of coping
self-talk to use in which anger evoking situation?’ There is sufficient information in the
initial working goal statement to give a sense of direction; the details can be filled in
later.
Developing a plan
Six charactesisties are relevent to develop a plan to problem solve.
•
•
•
•
•
•
•
•
State your goals and sub-goals clearly. Ex: Kumar’s overall goal is to become less
angry. Each of his working goals are sub-goals.
Break tasks down. Ex: break coping self-talk down into coping self-instructions
and calming self-instructions.
Generate and consider alternative action courses—applies to attaining both
thinking and action working goals. Generate many alternative thinking and action
working goal options.
Anticipate difficulties and setbacks—acknowledge difficulties occur when you
implement and plan how bes to cope with them.
Identify support sources—sometimes (a problem shared is a problem doubled,
tripled or quadrupled) ex: a person suffering from AIDS faces all sorts of
unwanted reactions if the diagnosis is disclosed indiscriminately. Neverthless
discriminating identification of support sources greatly helps to manage a difficult
problem better.
Write your plan out—an important problem merits the time and attention to write
the action plan out. Written plans i. clarify focus
ii. Strengthens commitment.
Build in homework, rehearsal and practice—acquire a better understanding of
contributing thinking skills weaknesses. Through visualised rehearsal rehearse
thinking and action components required for successfully performing a particular
task. Practise thinking and action skills on easier problems before moving on to
more difficult ones. Homework, rehearsal and practice helps when you are not
ready to act out certain parts of the action plan right away. Plans need to be both
firm and flexible; firm so that you discipline yourself to take appropriate
implementation steps and flexible so that you are open to realistic feedback.
STEP 4
Implement your plan—consideration to implement decisions are also relevant to
implement problem solving plans.
These include:
paying attention to timing
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Working through reservations about plan aspects
No excuses
Openness to feedback
Using positive self-reward
Working through guilt when not sticking to plan format.
Altering long established thinking and behavioural habits is difficult. Expect setbacks
Learning takes place in fits and starts. Persist; you will reap the rewards of changed
thinking and behaviour.
Success does wonders for commitment.
STEPS
Evaluate implementation consequences.
Stating working goals clearly gives monitoring and evaluating change guidelines in how
you think and act.
Ask three important questions:
how well am 1 using my thinking and action skills?
i.
What are the consequences for myself and others of changes in my thinking
ii.
and action skill?
Do 1 ned to modifyl my plan in the light of feedback and new information9
in.
Take the example of angry Kumar who, when he thought through the consequences of his
changed thinking and actions, was encouraged to persist with them.
When Kumar started being more rational and less aggressive in approaching family
problems he thought that he had lost some of his power. He did not like this. However,
Kumar evaluated the gains and losses from his changed thinking and acting. He then
realised that:
Rashmi, the daughter he had struck, was now more understanding and
i.
supportive of him
Both his daughters we behaving more considerately at home
n.
iii.
His daughters’ friends were more friendly
iv.
The family bonds had definitely been strengthened
v.
The break-up of his family had been averted.
This confirmed Kumar in continuing to make different and better choices in his family’s
life.
EXAM ANXIETY
A Problem Solving Scenario
The scenario focuses on thinking skills weaknesses by which people sustain common
problems like anxiety. Working the problem prevention and solving checklist
delineates the problem and relevant thnking skills weaknesses providing the “handle” to
open the door of change.
‘ Krishnaa, aged 18, was coming to the end of her first year at university. Throughout
the year she had been depressed and anxious each time she was required to take an exam.
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Her marks were near the top of her year but she still did not think that was good enough.
Krishnaa had very little social life. She worked and worked to prove sthat she was
worthy of her parents’ sacrifices in supporting her at university. She found that as the
year went on her concentration seemed poorer when she was revising. She was
pg J J
increasingly tense during exam. For instance, at the start of a exam, she had to struggle to
hold her pen since her hand shook so much. Additionally, her mouth went dry, her
stomach felt knotted, her mind felt empty and she was afraid of fainting.’
A certain amount of anxiety is common during exams etc. Anxiety tones up and
facilitates performance. However in Krishnaa’s case too much anxiety had become
debilitating in terms of both discomfort and performance.
Here are some “handles” for Krishnaa to work on her exam anxiety problems.
The problem solution is worked out by braodening the discussion and looking at the
problem in the context of the problem prevention and solving checklist.
•
Ami owning responsibility for the authorship of my life?
Krishnaa does not possess full choosing awareness of herself. She inadequately
realises that all the time she is making thinking choices which are influencing her
feelings. Krishnaa has an illusion of assuming responsibility for her life
authorship & does not possess the knowledge and skills of problem solving.
•
Ami in touch with my underlyingfeelings?
Krishnaa does not realise she is out of touch with her own valuing process. She is
not inner-listening to recreation and social companionship needs. She treats
herself like a machine. Carrying on, she risks converting her burn-out feelings
into full blown breakdown.
•
Ami using self-talk constructively?
Krishnaa should use the calming and coaching instructions of coping self-talk to
help her to revise more efficiently and thus helping her to take her exams. She
needs to replace ‘you’ messages like ‘you fool’ with coping ‘I’ messages when
revising or taking tests.
•
Are my persona! rules and directives helping me?
Krishnaa is making mustabatory demands on herself. She has oppressing
personal rules “I must do extremely well everytime I take an exam”, “ 1 must
always obtain my parents’ approval”. She engages in unnecessary self rating “if I
do not do well then I am a worthless person” and catastrophizing “if I do not do
well this is an awful disaster I will be unable to handle”. Krishnaa also possess
pressurizer directives “achieve at all costs, be in control” and inhibitor directives
“don’t feel, don’t enjoy yourself & don’t take risks”.
•
Are ivy perceptions accurate regarding myself and others?
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Krishnaa needs to explore her academic abilities realistically. On the one hand,
she may be trying to reach standards that, without making huge sacrifices, are too
high for her. On the other hand she may be an extremely able student whoe
anxieties and negative self-labeling interfere with her achievment. Logical
analysis of available eveidence regarding her academic strengths and weaknesses
will help her perceive herself more accurately. She needs to test her perceptions of
her parents. They may be proud of her in her own right and not want her to feel
under constant pressure to achieve for their sakes.
•
Are my attributions of cause accurate?
Krishnaa is overworking because she makes inaccurate attributions about why she
is not doing well. She regards any ‘failure’ on her part as due to lack of effort. She
needs to review whether there are ‘better fit’ explanations for her not performing
as well as she would like in some exams. Explanations could include :
Insufficient ability
Lack of subject interest
High anxiety
Task difficulty
Bad luck
Poor teaching
Emotional staleness
Poor revision skills
Poor exam taking skills
Krishnaa undermines her self-confidence by seeing the causes of her poor
performances as internal & stable & the causes of her good performances as
external and transient. She needs to review carefully her explanations of the
causes of her exam anxiety problem.
•
Are my predictions realistic?
Krishnaa is making unrealistic exam predictions. She is so afraid of doing badly
that this contributes to predicting that she will not do well thereby making her
even more anxious. She has to acknowledge and assess evidence to alter this
prediction.
She also predicts that she cannot cope with not doing well. A realistic evidence
assessment may show otherwise.
•
Ami articulating my goals clearly and do they reflect my values?
Krishnaa urgently needs to better manage exam anxiety (the final exam is in
march, its february already). She needs to goal-articulate such that unrealistic
goals as to how well she expects to do become realistic specific goals. She needs
to balance her life by articulating social and recreational goals. As she deeply
explores herself and her situation she may find that her current behaviour reflects
others’ values rather than what she wants for herself.
•
Ami using visualising to best effect?
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The answer is NO. Krishnaa imagines herself as behaving incompetently when
she takes exams and as unable to cope with poor results. She mut use visualing to
clarify her goals and get in touch with her strengths. She should use visualised,
rehearsal & practice, including coping self-talk to prepare for the march exams.
Goal directed visualising picturing herself taking exams calmly and competently
will help.
Krishnaa’s exam anxiety scenario illustrates (tho’ not exhausitively) how thinking
skills weaknesses contribute to sustaining exam anxiety. Krishnaa has to look at
specific action skills like planning her revision time or allocation of time in exams
better to arrive at a full working definition of her problem. Confronting,
adequately assessing and defining her problem lays the solid foundation to work
for change.
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LIFE Skill 2
Decision Making
Life is just one decision after another. Each decision defines your existence, every 'yes'
involves 'no'. Decisions involve various degrees of conflict and anxiety, sometimes the
correct way to act is unclear and you fear the consequences of making the wrong
decisions. You may under stress at the time of decision making, eg: Divorce.
Decisions involve committment. Committment means being prepared to carry thru' your
decision, taking realistic feedback into account.
Decision Making Style
It is the way you approach and make decisions. It is the pattern of your information
processing and deciding bahaviour. Style is not rigid as different decisions are made in
different ways. You may have a profile of different decision making styles rather than a
single stongly predominanat style. Your style may alter in making decisions in
conjunction in others.
Individual Decision Making Styles
There are 7 characterisitic overlapping styles.
1. Rational: You dispassionately and logically appraise all pertinent important
information & select the best options in the light of your objectives.
2. Feelings based: The choice is what intuitively feels right based on getting in touch
with what you truly feel, your subjective preferences and your inner valuing process. You
generate and appraise different options bu t the final choice critierion is how you feel
rather that what you think.
3. Hyper vigilante: You try too hard and become anxious and aroused by the conflict
and stress involved such that decision making efficiency decreases. You get bogged
down in detail, lose perspective and fail to see "the wood from the trees".
4. Avoidant: You cope with decisions by not acknowledging, hoping they go away or
engage in delaying tactics like .procrastination eg: Alcohol related problems. You
defensively avoid pertinent information. Your objective is to maintian short term
psychological comfort whatever the long term costs.
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LIFE Skill 2
Decision Making
Life is just one decision after another. Each decision defines your existence, every 'yes'
involves 'no'. Decisions involve various degrees of conflict and anxiety, sometimes the
correct way to act is unclear and you fear the consequences of making the wrong
decisions. You may under stress at the time of decision making, eg: Divorce.
Decisions involve committment. Committment means being prepared to carry thru' your
decision, taking realistic feedback into account.
Decision Making Style
It is the way you approach and make decisions. It is the pattern of your information
processing and deciding bahaviour. Style is not rigid as different decisions are made in
different ways. You may have a profile of different decision making styles rather than a
single stongly predominanat style. Your style may alter in making decisions in
conjunction in others.
Individual Decision Making Styles
There are 7 characterisitic overlapping styles.
1. Rational: You dispassionately and logically appraise all pertinent important
information & select the best options in the light of your objectives.
2. Feelings based: The choice is what intuitively feels right based on getting in touch
with what you truly feel, your subjective preferences and your inner valuing process. You
generate and appraise different options bu t the final choice critierion is how you feel
rather that what you think.
3. Hyper vigilante: You try too hard and become anxious and aroused by the conflict
and stress involved such that decision making efficiency decreases. You get bogged
down in detail, lose perspective and fail to see "the wood from the trees"
4. Avoidant: You cope with decisions by not acknowledging, hoping they go away or
engage in delaying tactics like..procrastination eg: Alcohol related problems. You
defensively avoid pertinent information. Your objective is to maintian short term
psychological comfort whatever the long term costs.
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5. Impulsive: Decisions are made rapidly based on sudden impluses. You act on initial or
early feelings rather than exploring, evaluating and getting in touch wtih your deeper
feelings and options.
6. Compliant: You conform to what others expect of you and depend on them for signs
to decision make. You are passive and allow decisions to be influenced or made by others
rather than actively decision make yourself.
7. Ethical: The basis is the code of ethics. Ex: If you are a devout catholic decisions are
made with reference to catholic teachings and papal infallibility. If not religious decisions
are made on moral principles of right and wrong for the "good" of humanity and
reflecting social as well as self-interest.
Joint Decision Making Styles
Much of the individual decision making styles format applies. Further conflict is
experienced by different styles, wishes and needs.
In a potential 'conflict of interest' situation, sthe decision is confronted by 3 main decision
making styles:
1. Competitive: Resources are scarce so there has to be a winner and loser. The approach
is "I win; You lose" and you do all in your power to get your way. The risks are that the
best solution may not manifest and in your partner feels violated.
2. Compliant: You are unassertive and go along with or given. The approach is self
deceiving "1 lose; you win". The risks are not finding the best solution and you feeling
violated.
3. Collaborative: Both search for a solution that best meets both your needs. You work
togetther for an " I win you win solution" freely entered into by both. Neither attempts to
impose wishes on the other and acknowledges and states individual wishes. There is
sincere commitment for the welfare of each other.
Exercise*
1. Find you decision making style?
2. Assess the extent to which you and your partner's current joint decision style supports
or oppresses your relationship?
RATIONAL DECISION MAKING
Two main stages:
J
1
Problem Management
A definition:
Problems are thinking choices which can adversely affect
happiness and/or performance unless prevented, managed or
solved.
Probkm management analysis:
Grid
1. Am I checking problem solving grid?
2. Am I owning responsibility for the authorship of life?
3. Am I in touch with underlying feelings?
4. Am 1 using self-talk constructively?
5. Are personal rules and directives helpful or harmful?
6. Are perceptions regarding others and self-accurate?
7. Are attributions of cause accurate?
8. Are predictions realistic?
9. Am I clearly articulating goals and do they reflect sell-values?
10. Am I using visualizing to best effect?
CASIE:
\ FIVE STEP PROBLEM SOLVING FRAMEWORK
CAS1E is a flexible frameworkfor the processes ofproblem
management.
Confront problem.
Assess and define problem.
SqI goals and plan.
Implement plan.
.Evaluate the consequences of implementation.
C
A
S
1
E
I'
\
■7
2
Step I:
Confront the problem
• Orientation: refers to attitude to problem. Relevant
considerations are degree to which problems are regarded as
a normal part of life - best approach to problems trying to
cope - important to identify problems either before or as they
arise before they become full blown; and a ‘stop... think...
what are my choices?’ approach is better than impulsiveness.
• Ownership: in acknowledging problem. There are numerous
convenient reasons to deny or dilute problems significance.
Acknowledging means: admitting wrong to sell; confronting
need to change and having to develop new and better skills. It
also involves assuming responsibility for how to think, feel
and act rather than choosing to perceive others as
responsible.
• Clearing a space: acknowledging means going beyond
awareness of problem existence to work on it. This involves
clearing a space - physical environment free from
distractions; psychological space - give problem time &
emotional energy it deserves.
Step 11: Assess & define the problem
Consider the following statements of problems:
■ I am bored/shy/lonely/unhappy
■ I can’t control my anger
- I get nervous during exams
■ 1 feel my parents dominate me
■ I suffer from high BP
■ I am good at postponing things
■ I am disorganized
3
All these statements are descriptive and don’t provide ‘handles on
how to work towards change. Make the distinction between
acquired (‘what others have done to me’) thinking skills
weaknesses and how thinking skills weaknesses are sustained
(‘what I do to myself).
Problem assessment entails detective work of searching for what
you do or fail to do that sustains the problem. The purpose of
assessment is to move from a descriptive statement to a working
definition of the problem specifying thinking and action skills
weaknesses sustaining the problem.
Describing Problems
After deciding to clear a space and focus on a problem, you then
need to develop afuller understanding of the problem. Ask
questions that elicit specific information about the problem to
describe the problem. Next, explain how the problem is sustained.
Elaborate on the initial problem description by asking a series of
how questions:
■
■
■
■
■
■
How would I like to be?
How long has the problem been going on?
How severe/important is it?
How do I feel/act/think in relation to it?
How have I coped so far?
How is my behavior helping or harming me?
4
The answer comes by systematically focusing on thoughts and
actions. Three methods increase awareness of thoughts in relation
to a problem.
• Thought listing - list all thoughts and go on adding till
important thoughts in relation to problems are identified.
• ABC analysis - the ABC framework identifies thoughts,
feelings and actions relating to problems:
A activating event
B thoughts and visual images about A
C how you felt and acted in relation to A
Describe thoughts specifically.
• Double column technique - method of monitoring thoughts
relating to problem for a specific period. Ex: T can’t control
my anger’
Key Problem
I CAN’T CONTROL MY ANGER
DOUBLE COLUMN TECHNIQUE
WHAT HAPPENED
(anger trigger; behavior
during incident)
MONTH
February LOG
DAY
Monday
DATE
18lh.
TIME
8:00 am
12:00 pm
2:10 pm
6:15 pm
8:20 pm
MY THOUGHTS
(before, during and
after anger incident)
5
Problem sustenance:
The final product-explanation after generating & weighing
different options is a list of specific skills weaknesses sustaining
the problem.
The role ofself in explaining elements of the problem:
&
Information databaseSeek & gather information about the self & the opinions of
others including how supportive others are likely to be in
order to fully describe the problem.
Knowing what to look forThe problem prevention and solving checklist indicates
thinking skills weaknesses. Focus on searching for specific
action skills weaknesses- relationship & study skills
weaknesses (exam weaknesses).
Generating explanationsBe creative generating alternative explanations of problem
sustenance in the knowledge that the first explanation is
frequently not the best option.
Creatively brainstorm for diflerent options following the
brainstorming rules:
Criticism of ideas is ruled out.
Freewheeling is welcomed [unrestricted, uninhibited
dreaming up of ideas]
Quantity is wanted (tire more ideas the better).
6
• Weighing explanationsDecide on explanations that accurately reflect (fit the facts)
the particular problem based on:
-Past history in relation to similar problems sensitizes the
search for
characteristic skills weaknesses.
-Anticipating predicted consequences of certain explanations
are more likely to
be successful than others.
-Certain explanations lead to changing thoughts and actions
in tune with abilities.
• Stating working definitionsWorking definitions are made on the basis of currently
available information about problem sustenance &
identifying specific thinking & action skills weaknesses to
work on; using specific handles to guide change. Working
definitions are open to modification and updating in the light
of new information.
Example:
Angry Kumar is a middle-aged man with two teenaged
daughters. He had great difficulty in controlling his temper
and had recently struck one of his daughters. He is afraid
that inability to control anger will lead to the break-up of his
family.
A working definition statement of Kumaf’s anger problem
includes the following thinking skills weaknesses:
a) Inadequately acknowledging responsibility for thoughts,
feelings and actions.
b) Not using coping self-talk when faced with provocations.
c) Having rigid and unrealistic personal rules concerning
standards of behavior in the family.
d) Misperceiving and insufficiently acknowledging the
connection between how he behaves towards his family
9
the diagnosis is disclosed indiscriminately. Write action
plan out—an important problem merits the time and
attention for a written plan which- i. clarifies focus ii.
strengthens commitment. A written plan which avoids the
twin dangers of insufficient & excess detail is easy to
understand & follow.
• Homework, rehearsal and practice produces a better
understanding of thinking skills weaknesses. Using
visualized rehearsal; rehearse thinking and action
components required for successfully performing a particular
task. Practice on easier problems first.
A firm & flexible plan provides self-discipline to take appropriate
implementation steps & openness to realistic feedback.
STEP 4:
Elements of plan implementation
■ Pay attention to timing
■ Work through doubts about plan aspects
■ No excuses
■ Openness to feedback
■ Use positive self-reward
» Work through guilt of not sticking to plan format.
Learning is the difficult process of persistently altering &
permanently changing established thinking & behavioral habits &
takes place in fits and starts. Learning success does wonders for
commitment.
STEPS
Evaluate implementation consequences by clearly stating working
goals based on monitoring and evaluating change protocols in
terms of thinking & action by asking:
10
1.
ii.
111.
How well am I using my thinking and action skills?
What are the consequences for myself and others of
changes in thinking and action skills?
Do I need to modify my plan in the light of feedback and
new information?
Example: angry Kumar after having thought through the
consequences of his changed thinking and actions was encouraged
to persist.
The consequence of being more rational and less aggressive in
approaching family problems was the loss of some power which he
did not like. However evaluation of the gains and losses from
changed thinking and acting brought the realization that.
i.
Rashmi, the daughter he had struck, was now more
understanding and supportive of him
ii. Both daughters were behaving more considerately at
home
iii. His daughters’ friends were more friendly
111.
iv. The family bonds had definitely been strengthened
,.
Family break-up had been averted.
v.
This confirmed to Kumar the value of continuing to make different
and better choices in his family’s life.
Scenario:
Exam Anxiety
Anuradha age 18 was at the end of the first year at University.
Throughout the year she had been very anxious each time she was
required to take a test. Her marks were near the top of her class,
but she still didn’t think that it was good enough. Anuradha had
very little social life. She worked very hard all the time to prove
she was worthy of her parents’ sacrifices in supporting her at
university. As the year progressed her concentration seem poorer
during revision. She became increasingly tense during tests, ex- at
11
the start of an exam paper her hand shook so much that she had to
struggle to hold on to the pen; her mouth went dry; her stomach
felt knotted; her mind felt empty and she was afraid she would
faint.
How would you proceed with problem management?
General InformationIt is normal to experience some anxiety taking an exam. A certain
amount of anxiety tones up and facilitates performance. Too much
anxiety is debilitating in terms of discomfort and performance.
The grid provides ‘handles’ for Anuradha to work on exam
anxiety.
1. Are you working the grid?
2. Are you owning responsibility for the authorship of life?
Anuradha is not aware of herself as a chooser. She does not
realize that she is making thinking choices which influence
how she feels. She has the illusion of assuming responsibility
for life authorship but does not possess the knowledge and
skill to do so effectively.
3. Are you in touch with underlying feelings?
Anuradha is out of touch with her valuing process. She is not
listening to her recreation and social companionship needs.
She treats herself like a machine and if this continues, risks
converting burnout feelings into full blown breakdown.
4. Are you using self-talk constructively?
Anuradha is not using calming and coaching elements of
coping self-talk to help her. Coping self talk will help her
revise more efficiently — she needs to replace you messages
like ‘you fool’ with coping ‘I’ messages. Ex: Instead of‘you
fool’ self-statements can be changed to ‘I can handle this
exam anxiety. My anxiety is a signal to use coping skills; all I
12
have to do is to cope.’ If coping skills made a situation better,
acknowledge: ‘1 used my coping skills and they worked.
Calming self-talk, ex: ‘slow down, relax, take it easy
Coaching self-talk, ex: ‘focus on talking yourself through the
processes of the steps involved in doing the exam without
experiencing anxiety. Concentrate on the task and discipline
yourself not to think extraneous thoughts.’
5. Are personal rules and directives helpful?
Anuradha is making mustabatory demands on herself. Her
personal rules are ‘I must do extremely well everytime 1 take
a test and I must always obtain parental approval. She is
engaging in unnecessary self-rating: ‘if I don’t do well am
worthless.’ She is catastrophising: ‘if 1 don’tdo
ls
an awful disaster I will be unable to handle. Anuradha also
hispressuriser directives: ‘Achieve at all costs, be in con ro
and hurry up.’ She also has inhibitor directives: don t enjoy
yourself and don’t take risks.
6. Are perceptions accurate regarding self and others?
Anuradha needs to be realistic of her academic ability^S
may be trying to achieve standards which may be too high or
her without making huge sacrifices. She may be an extremely
able student whose anxieties and negative sell-labeling
interfere with her achievement. Logical analysis ol evidence
regarding academic strengths and weaknesses helps in
perceiving herself more accurately. Additionally she needs to
test out her perceptions of her parents- They may be proud of
her in her own right and not want her to feel constant
pressure to achieve for their sakes.
7. Are attributions of cause accurate?
Anuradha may be overworking because of inaccurate
attributions about why she may not do well - ‘she
failure as due to lack of effort.’ She needs to review better
13
fit’ explanations for not performing as well as she would like
- insufficient ability, high anxiety, task difficulty, bad luck,
boring subject, poor teaching, emotional staleness, poor
revision skills & poor exam skills. Anuradha is undermining
her confidence by seeing the causes of poor performance as
internal and stable and the causes of good performance as
external and transient. She needs to review carefully her
explanations of the causes.
8. Are predictions realistic?
Anuradha is making unrealistic predictions - she is so afraid
of doing badly that this contributes to her prediction that she
will not do well heightening anxiety further. Acknowledging
and assessing the evidence will alter the prediction. Also, she
may predict she cannot cope in not doing well. A realistic
assessment might indicate otherwise.
9. Are goals clearly articulated and reflecting values?
Clearly Anuradha’s goal is to manage exam anxiety better
and this has to be clearly articulated - she may have
unrealistic goals about how well she expects to do and needs
to articulate specific and realistic self-goals. Also her life is
unbalanced - she needs to articulate social and recreational
goals. Possibly, as deep exploration takes place, Anuradha
may find that current behavior reflects others’ values rather
than self values.
10.
Are you visualizing to best effect?
No - Anuradha imagines herself as behaving incompetently
at exam times and unable to cope with bad results. Anuradha
must visualize to clarify goals and get in touch with
strengths. She must use visualized rehearsal and practice
including coping self talk to prepare for exams. She must
engage in goal directed visualizing - picturing herself calmly
and competently taking exams.
14
This is an illustrative rather than exhaustive analysis of how
Anuradha’s thinking skills weaknesses contribute to sustaining
exam anxiety problems. Anuradha must look at specific action
skills like planning, revision time and allocation of time in tests
before arriving at a full working problem definition.
Confronting, assessing and defining the problem lays the solid
foundation to work towards change.
i
■
■
j
’
4
LIFE SKILLS TRAINING PROGRAME FOR TRAINERS
18 -20 MARCH 2003
FACILITATED BY: COMMUNITY HEALTH ( ELL
MEDIUM OF INSTRUCTION: ENGLISH
\ enue: Institute for Youth and Development,No.97,5<h Block.
1 7,h g’ Main Road,Koramongala,Bangalore-34,Ph:5530597
r
Date
. ..X
Topics
Reson i ce Persons
Emotional Management
Mr. Rohan and Icani
18-03-2003 TUESDAY
5.00 p.m.
10 a.m.
Stress Management
J
Self Awareness and Empathy
19-03-2003 W EDNESDAY
1.00 p.m.
10 a.m.
.
Life skills and positive prc\ention
Dr. Sckhar Shcshadri
and Icani
2.00
3.30 p.m.
Communication Skills
Dr.Shashi Kiran
3.00
5.00 p.m.
Creative Thinking
Dr. Shridi Prasad
20-03-2003 THURSDAY
9.00
1 1.00 a.m.
Decision Making Skills
1 Dr.kishorc Kumar
I 1.00
1.00 p.m.
(Titical Thinking
Mr. S..I. ('handci
I..30
3.00 p.m.
Interpersonal Relationship Skills
M r. S. I). Raj end ran
3.00
5 p.m.
Problem Solving
Dr. I akshman
5.00
5.30 p.m.
Feedback and follow-up action
5.30 p.m.
Network meeting on Alcoholism and
prevention
I
Workshop on Life Skills
Conducted by Community Health Cell, Bangalore
Form 18-20 March 2003
Com/filed hy S.J.Chander
What is thinking?
Thinking is a process that happens in the following stages
Sensation- Eyes. Ears, Nose, Tongue, Skin provide our bodies with sensations which they
pick up from the outside world These sensations are transmitted by nerves to the biological
structures, which will translate them
Biological-the sensations provided by the senses (eyes, ears, hands, fingers & skin, nose,
tongue) are inputted by nerves to the Brain, which then translates, decodes, and encodes
messages and sends them out through the nervous system
Psychological- fakes the messages from the brain and translates them into perceptions and
reactions
Cognitive-Translations through the biological and psychological dimensions of the thinking
process of the perceptions and reactions into concepts, ideas, assumptions, suppositions,
inferences, hypotheses, questions, beliefs, premises, logical arguments, etc
Comiiiuiiicatioiis-Takes the messages from the brain and translates them into verbal, non
verbal. and written language to communicate the thoughts and ideas which were generated
What is Critical thinking?
When examining the vast literature on critical thinking, various definitions of critical thinking
emerge. Here are some samples:
•
"Critical thinking is the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action" (Scriyen,.J.996).
•
"Most formal definitions characterize critical thinking as the intentional application of
rational, higher order thinking skills, such as analysis, synthesis, problem recognition
and problem solving, inference, and evaluation" (Angelo, 1995, p. 6).
•
"Critical thinking is thinking that assesses itself' (Center tor Critical Thinking,
1996b).
/. (l./l 'b.' SKII.I.S cntical thinking for (’HC trg final.doc
•
"Critical thinking is the ability to think about one's thinking in such a way as I To
recognize its strengths and weaknesses and, as a result, 2 To recast the thinking in
improved form" (Center for Critical Thinking, 122bc)
Perhaps the simplest definition is offered by Beyer (1995): "Critical thinking, means making
reasoned judgments" (p. 8) Basically, Beyer sees critical thinking as using criteria to judge
the quality of something, from cooking to a conclusion of a research paper. In essence,
critical thinking is a disciplined manner of thought that a person uses to assess the validity of
something (statements, news stories, arguments, research, etc )
Critical thinking consists of three steps
I.
Becoming aware that assumptions exist
2 Making assumptions explicit
3. Assessing their accuracy
Do these assumptions make sense9
Do these assumptions fit reality as we understand and live it9
Under what conditions do these assumptions seem to hold true9 Under what
conditions do they seem false9
Why is critical thinking important?
All actions, decisions, and judgments spring from assumptions - if they are unchecked or
inappropriate, we will make poor decisions and wrong judgments
In personal relationships we learn to keep our lines of communications open-we avoid
uncritically reproducing patterns of the modeled interactions we learned from our parental
interaction
In the workplace we avoid stagnation and atrophy and are willing to challenge the current
paradigms, which are uncritically accepted and may have come down in (he workplace from
a time and thinking which is no longer relevant to our current reality.
Elements of Critical Thinking
The "discrete activities" that comprise critical thinking are categorized differently by different
learning theorists. For the sake of simplicity and utility, we are categorizing the elements of
critical thinking as including:
•
•
•
•
•
•
Observations. From a series of observations, we can come to establish:
Facts. From a series of facts, or from an absence of fact, we make
Inferences. Testing the validity of our inferences, we can make
/Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use the principles of logic to develop:
Arguments. And when we want to challenge the arguments of others, we employ
•
Critical Analysis (through which we challenge the observations, facts, inferences,
and so on, in the arguments that we are analyzing).
Problem solving
•
•
•
•
•
•
•
Assumptions
I'motion
Language
Argument
Fallacy
Logic
Problem Solving
•
Perceptiosi (observation + Facts + inference)
•
•
•
The way we receive and translate our experience
Also a significant filtering system
I low we perceive dolines how we think
Assumptions
Cemral to Critical Thinking
Implied, not conscious of them
Not always bad
Rest on notion some ideas are obvious
Make us comfortable with present beliefs & shut out alternatives
Emotion
frying to “Leave emotion out of it!” is Impossible.
Part of everything we do and think
Personal barriers are a given
Critical thinker don't ignore or deny emotions; accept and manage them
Language
Thinking can't be separated from
Three primary purposes:
Inform
Convince
Persuade
Action
Metaphors
Metaphors are powerful language tools which influence how we think and problem solve
Metaphors are figures of speech, which can give great color and depth to our language
Metaphors can be short phrases, stories, or poems A metaphor is a verbal message which
can be easily visualized by the teadci or lislenci
Argument
Claim, used to persuade that something is (or not) true or should (or not) be done
Contains three basic elements
Issue
One or more reasons (premises)
One or more conclusions
Can be valid or invalid based on structure
Only premises & conclusions true or false
Goal of Critical Thinking is sound arguments
Valid (proper structure)
With true premises
Sound argument has both: so the conclusion must be true
Therein the beauty and usefulness of logic
Fallacy
Reasoning that doesn't meet criteria for sound argument is fallacious
Valid
True premises
Complete (all relevant information)
Fallacy is incorrect pattern of reasoning
Does not always mean conclusion is false
Ads
editorials
Most ( oininon Fallacies
Non Sequitur-irrelevant reason-premise no relationship to conclusion
Ad hominuin-peison’s character attacked to discredit arguer rather than argument
Post hoc ergo propter hoc-generalization-one event which follows was caused by lsl
Slippery slope black
while-no giay 01 middle ground-argues against lsl step since
eventually follow through to the last one
Appeal to Fmotion-emotional appeals rather than logical reasons to persuade
Logic
Logic in Critical Thinking
Two methods of reasoning
Deductive
Facts, certainty, syllogisms, validity, truth of premises sound arguments & conclusions
Inductive
Diverse facts, probability, generalizations, hypotheses, analogies inductive strength.
Deduction vs Induction Logic=Scientific Method
-I
Deduction
Draw a conclusion that follows know facts stated in premises
Relies on certainty based on connection of premises & conclusion
Valid Argument vs Sound Argument
Deductive reasoning can be used when the premises (reasons, facts, evidence, etc ) prove
with absolute certainty that the conclusion is true, assuming the premises are true
Induction
Derives probable conclusion from observation of diverse facts
Learning from experience
Argument by analogy
Hypothetical Reasoning
Inductive Reasoning is required when you cannot ascertain the absolute certainty of the
conclusion based on given evidence, but you can establish probability
What does the absence of thinking critically look like?
Wc bliixHy icpioducc the dam.'iginp, icik lions we have learned
We blindly accept at face value all justifications given by organizations and political Icadcis
•
•
•
•
We blindly believe TV commercials
We blindly trust political commercials
We blindly accept and say that if the textbook says it must be so
We blindly accept and say that if the organization does it must be right
Kinds of Critical Thinking
In addition to familiarizing students with the elements of critical thinking, we will also want
them to engage in a variety of kinds of critical thinking. Again, "kinds of critical thinking"
have been categorized differently by different learning theorists. But one of the most
influential of the critical thinking models is Bloom's Taxonomy of Higher Thinking. Bloom
categorized thinking into the following six processes
•
Knowledge: To know something means to have a fact or bit of information at your
disposal. One can "know" something without understanding it or being able to put it
into a higher context For example, we might know that the theory of relativity is I '
MO2 without having any idea at all what this equation actually means
•
Comprehension: To comprehend a fact or piece of information is to understand what
it means. For example, we might understand that E=MC2 actually refers to a formula
u
that...
•
Application: To apply information means to find some practical use lor it In other
words, to what use can we put Einstein's theory of relativity9 What other ideas does it
help us to understand9
•
Analysis: To analyze means to break information down into the sum of its parts and
to see how those parts work together. Returning to Enistein’s theory, we need to
.
understand I 'nergy, and Mass, and Speed of Light, and how thcv all work together
before we can understand precisely how and if the theory works
Synthesis: I o synthesize means to take the knowledge you ha\e and connect n with
other knowledge For example, how can we understand the theor\ of rclaii\it\ in
relationship to other theories9
•
Evaluation: To evaluate means to be able to judge. Is information good or bad'*
Sound or unsound9 We might ask these questions of the theory of i claii\n\. ns
applications, and so on. And evaluation is to be able to judge it for good or for bad
the theory of relativity a good theory (meaning a "sound" theory)'? Have its
applications also been good9 And so on
IS
All of this is important because, according to Bloom, students must master one level of
thinking before they can move on to the next We can't expect our students to evaluate
knowledge if we haven't first required them to understand it, apply it. analyze it. and so on
Courses that employ critical thinking pedagogy lake Bloom's theory into account, giving
students practice in some of the "lower" critical thinking skills before mo\ ing them on to the
more difficult tasks of the higher thinking processes
Misconceptions about critical thinking
It is wholly a negative process-it tears down ideas and puts nothing in their place (rather n is
a positive process to put things in a more realistic perspective)
It will lead to relativistic freeze-the inability to make commitments to people, ideas, and
structures (Rather commitments are informed ones )
It seems to involve traumatic change-one is expected to abandon old assumptions coiilinuall)
(Rather: Some beliefs stay the same-they are simply more informed)
It is dispassionate and cold (Rather: it is highly emotive and liberating to be free of past
assumptions and the anxiety of sell scrutiny)
C haracteristics of People who Excel at ( ritical Thinking
Truth seeking: A courageous desire for the best know ledge, even if such knowledge fails io
support or undermines one's preconceptions, beliefs or self interests
Open-mindedness: Tolerance to divergent views, self-monitoring for possible bias
Analyticity: Demanding the application of reason and evidence, alert to problematic
situations, inclined to anticipate consequences
Systeinaticity: Valuing organization, focus and diligence to approach problems of all levels
of complexity.
(>
Critical Thinking Self-Confidence Trusting of one's own reasoning skills and seeing
oneself as a good thinker.
Inquisitiveness: Curious and eager to acquire knowledge and learn explanations even when
the applications of the knowledge are not immediately apparent
Cognitive Maturity Prudence in making, suspending, or revising judgment An awareness
that multiple solutions can be acceptable. An appreciation of the need to reach closure even in
the absence of complete knowledge.
Requirements for Effective Critical Thinking
Six Cognitive Skills
• Interpretation
• Analysis
• Evaluation
• Inference
• Explanation
• Self-regulation
Interpretation
Comprehend & express meaning or significance of wide variety of experiences, situations,
data, events, judgments, conventions, beliefs, rules, procedures, or criteria
Analysis
Identify the intended & actual inferential relationships among statements, questions,
concepts, descriptions, or other forms of representation intended to express belief, judgment,
experiences, reasons, information, or opinion
Evaluation
Assess the credibility of statements or other representations which are account s or
descriptions of a person’s perception, experience, situation, judgment, belief, or opinion; and
to assess the logical strength of the actual or intended inferential relationships among
statements, descriptions, questions, or other forms of representation
Inference
Identify and secure elements needed to draw reasonable conclusions; to form conjectures and
hypotheses; to consider relevant information & to educe the consequences Mowing from data,
statements, principles, evidencejudgments, beliefs, opinions, concepts, descriptions,
questions, or other forms of representation
Explanation
State the results of one’s reasoning; justify that reasoning in terms of evidential, conceptual,
methodological, criteriological, and contextual considerations upon which one s results were
based; and to present one’s reasoning in the form of cogent arguments
Sell'regulation
Selfconsciously lo monitor one’s cognitive activities, the elements used in those acli\ ities.
and the results educed, particularly by applying skills in analysis and evaluation to one s own
inferential judgments with a view toward questions, confirming, validation, or correcting
either one’s reasoning or results
AITective Dispositions
Something else is needed
More to ('ritical I hinking than just cognitive skills
I lumAn beings more than just thinking machines
I he Critical Spirit” (affective dispositions)
A probing inquisitiveness
A keenness of mind
A zealous dedication to reason
A hunger or eagerness for reliable information
( ritical Thinking is .. .
I low you approach
• Problems
• Questions
•
Issues
The best way we know to get to the truth
experts conclude: ('ritical Thinking is pervasive, purposeful human phenomenon Ideal
critical thinker characterized also by how he or she approaches life and living in genera!
Approaches to life characterizing good Critical Thinking:
Inquisitiveness about wide range of issues
Concern to become and stav well informed
\ lei I UChh I <) <»ppoi luiiilics lo use ( i it leal I I unking
Self-confidence in one’s abilities to reason
Open-mindedness about divergent worldviews
Flexibility in considering alternatives
opinions
Understanding the opinions of other people
Fair-mindedness in appraising reasoning
Honesty in facing one’s own biases, prejudices, stereotypes, egocentric, and sociocentric
tendencies
Prudence in suspending, making, altering judgments
•
Willingness to reconsider and revise views
s
•
Clarity in staling question or concern
•
Orderliness in working with complexity
•
Diligence in seeking relevant information
•
Reasonableness in selecting & applying criteria
•
Care in focusing attention on the concern at hand
•
Persistence through difficulties
•
Precision to the degree permitted by subject & circumstances
VALVE OF CRITICAL THINKING
VMiv is ( ritical Thinking of V alue?
You can answer -why of value to you9
What's value of cognitive skills?
What's value of the critical spirit9
Would these mean more success at what you do9
All of Us Need Critical Thinking and Thinkers
Critical Thinking is fundamental, if not essential for, “a rational and democratic” society
Electorate
Judiciary
International commerce
Business and civic leaders maybe more interested in Critical Thinking than even educators
Necessary condition for the success of democratic institutions and free market society
A ( l itical 1 hinking Problem Solving Model
Problem Solving Content Issues
Description of Problem
Factors. Constructive vs Limiting
Ownership
Scope of Problem
Consequence of Problem
Alternative Solutions
Rank Ordered Solutions
Process Issues in Problem Solving
Self-awareness of the problem solver
Motivation of the problem solver
Decision making involved in selecting solution by solver
Execution of the solution decided upon
<>
Coinponeiils of Problem
Visceral Components of the Problem
Size of Problem - costs, risks, losses
Sensory Input
I low’s it look9
I low's it sound9
I low’s it taste9
I low's its smell9
I low’s it feel9
Personal Components of the Problem
Inside perspective of problem solver of the problem
If on Team other members as problem solvers <& their perspective
Low self-esteem of problem solver is the hidden component in problem solving which must
be addressed to insure productive solutions
What is needed to Improve Problem Solving Process?
Unconditional acceptance & non-judgmental attitude of fellow solvers
Respect for each participant’s input
Freedom to openly express emotional response to the problem & solutions
Defined limits and boundaries on problem solving process
Ways of Encouraging Creativity in Problem Solving
Create the desire to be creative-you must want it
Expand Knowledge & Skills of language by reading more to be creative thinker
It takes effort to create-genius is 1% inspiration & 99% perspiration-Edison
Ferment creativity-give it time
Evaluate and validate creative ideas
Use Brainstorming
Rules for Brainstorming
Set a time frame to be completed
Be clear what problem you are trying to solve
All ideas should be heard.
No idea is too wild to be expressed.
Quantity is wanted; each idea coming to mind should be expressed.
Combining ideas for improvement is highly desirable.
Criticism or negative discussion regarding ideas is absolutely forbidden
10
Star bursting
Focuses on a topic and radiates outward with questions
Here anything goes
Any questions are legitimate
More the questions the better
Begin by asking “What are the Questions?"
SWOT Analysis
Strengths: advantages, what you do well
Weaknesses: could be improved, done badly, should be avoided
Opportunities: good chances, interesting trends
Threats: obstacles, competition, are required specifications changing
I I
ri
1
l%1
School Based Approach
“.... the education ofthe child shall be directed to the development ofthe child’s
personality, talents and mental andphysical abilities to theirfullest potential;
...thepreparation ofthe childfor responsible life in afree society, in the spirit
of understanding, peace, tolerance, equality of the sexes, and the friendship
among allpeoples... ”
-Convention on the Rights of the Child (Article 29) 1989
The health of adolescents is strongly linked to their development. Their physical,
psychological and social abilities decide what they do, how they act and the type of
choices they make. Rapid changes in the economic, social, moral, ethical,
refigious and values have ushered in changes in life styles in the present society.
These changes are especially among the youth/ adolescents are significant. These
changes are known to influence their health. Life skills education in schools has
been demonstrated to be very effective in development of skills thereby increasing
psychosocial competence in young individuals to deal effectively the changing social
milieu. Teachers can play a very important at the level of school to
facilitate skill development.
Needs of Adolescents
Adolescence represents a transition from childhood to adulthood. This
developmental phase is characterized by several physical, biological changes
resulting in emotional turmoil. Understanding these changes by teachers, parents
and significant adults in the social milieu is important for uneventful growth and
nurturing. It is very well known that changing social situation, family structure,
urbanization, migration, competition, working parents is decreasing social and
emotional support for young individuals. Inability to handle frustration arising out of
various situations are resulting in undesirable outcome like substance abuse, crime,
suicides, attrition from school and poor academic achievement. Life skills education
can be a very useful and effective means to equip young persons to face these
challenges.
Life Skill Education - The Path with Promise
For the above mentioned challenges there is an urgent need to provide today’s youth
with a set of skills to deal with the demands and challenges of life. Since the
‘Individual’ rather than the ‘System’ is recognized as the basic unit of the society, it is
essential to help the adolescent to develop skills to handle a wide variety of
situations, choices, challenges and stressors in his/her life and work towards better
health. It is the responsibifity of the society to include methods to assist the
adolescent to develop the required life skills and increase their psychosocial
competence.
What are Life Skills?
Life Skills are ‘living skills’ or abilities for adaptive & positive behavior that
enable individuals to deal effectively with demands & challenges ofevery day
life (WHO, 1997).
The Skills:
Critical Thinking: It is the ability to analyze information and experiences
in an objective manner.
Creative Thinking: It is an ability that helps us look beyond our direct
ience and address issues in a perspective which is diffe
from the
obvious or the norm.
Decision Making: The process of assessing an issue by considering all
possible/available options and the effects that different decisions might have on
them.
Problem Solving: Having made decisions about each of the options,
choosing the one, which suits best, following it through even in the face of
impediments and going through theprocess again till apositive outcome ofthe
problem is achieved.
Interpersonal Relationship: It is a skill that helps us to understand our
relations with relevant others and relate in a positive/reciprocal manner with
them.
Effective Communication: It is an ability to express ourselves both
verbally and non-verbally in an appropriate manner.
Coping With Emotions: It is an ability, which involves recognizing
emotions in others and ourselves, being aware of how emotions influence
behavior and being able to respond to emotions appropriately.
Coping With Stress: It an ability to recognize the source of stress in our
lives, its effect on us and acting in ways that help to control our levels ofstress.
Self-Awareness: This includes our recognition of ourselves, our character,
strengths and weakness, desires and dislikes.
Empathy: Is an ability to imagine what life is likefor anotherperson even in
a situation that we may not be familiar with. It helps us to understand and
accept others and their behavior that may be very differentfrom ourselves.
The above skills are all interlinked and relate to the Thoughts,
Feelings and Behavior of onet
Who can Teach the Skills?
Life Skills can be taught by teachers, parents, mental health professionals and other
trained personnel. The teaching of Life Skills to Promote Health among Adolescents
is based on participatory and experiential learning.
It is important to use ‘experiential learning methods ’ - such as
participatory/interactive methods (group discussions, brainstorming, role-play, case
studies, games etc) rather than prescriptive methods (like morals, suggestions, guid
ance) to promote skills development in adolescents. Young people tend to reject. To
be able to do it, the trainer needs to assume the role of a ‘facilitator’ than a ‘teacher’.
The central aspect is to take a position of neutrality. It is important to recognize that
parents, significant adults form an important source to ensure skill development in
addition to the teacher.
Specific Areas where Skills Development is Necessary?
Skill development needs to occur in a dynamic and experiential
manner in an adolescent to
1. Address issues of Nutrition and Conununicable Diseases
2. Address issues of Sexuality & Reproductive Health - early marriage &
pregnancy in adolescent girls
3. Address Gender Issues - women harassment, abuse, sex selection in
pregnancy
4. Address issues of Motivation - absenteeism, prevention of dropping out
of school, realizing one’s potential
5. Address issues of Self-Esteem & Relationships - self-image,
depression, and sibling rivalry
6. Address issues of social responsibility, environmental protection, peace
and harmony
7. Address career choice- professional and vocational
8. Address issues of aggression- bullying, communal riots and violence
9- Address issues of substance abuse - tobacco and alcoholism in India
The Program
Life Skills Group, Department of Psychiatry, NIMHANS has adopted the WHO life skills
education program to focus on training the teachers of secondary school to
become facilitators of Life Skill Development in adolescents to address
developmental and life issues. The group has also developed resource materialManuals towards this goal.
Description of the training program
The life skills education program for the teachers occurs either in a centralized or
decentralized manner i.e. either in the institution or the school. It is a 5-day training
program focusing on Adolescence in the Present Day, Life Skills Facilitatory Methods
and implementation of a Health Promotion Program for Adolescents using the manual.
The manual has been developed for the secondary school teachers - however any
personnel/professional who are associated with adolescents in school or out of school
can use it comfortably after the initial training. Follow up support for the trained teachers
are provided on a monthly basis at the school by the master trainer to address
problems in conducting life skills education class and to provide appropriate support
to increase the skills of the teacher. Circulation of a monthly newsletter to all the
trained teachers will be an important support from the LSE group from NIMHANS.
NIMHANS Manual on Health Promotion using Life Skills education.
The manual consists of Activity Modules for Health Promotion among Adolescents
using Life Skills education. It focuses on participative methods to address various
developmental issues of the adolescents. The modules have 3 parts - divided as
VHI, K and X standards. There are 20 activities for the VIII and IX standards and 12
activities for the X standard. Themes addressed are common for the 3 standards but
the specific issues covered are placed in a graded manner from VIII standard to
x Standard. Themes selected are relevant to developmental stage of adolescence.
Specific issues have been chosen after Need Assessment involving the students,
teachers, parents, educationist, administrators and policy makers using focus group
discussion methods. The various themes are,
MOTIVATION
•
• Continuing School, Understanding Motivation, Improving Concentration,
How to Improve Memory (8111 standard)
• Increasing Motivation to Study and Study Habits (9th Standard)
• Making Life Choices, Preparing for Examination (10th standard)
73 million of the adolescents are working worldwide, mainly in developing
countries.
•
Throughout the world many millions of adolescents live and work on the street,
putting themselves at high risk.
•
Between 1970 and 2025 the urban population in developing countries will
grow by 600%.
DISCIPLINE
•
•
Television Viewing, Going to Movies (8,h standard)
Time Management (9th standard)
NUTRITION
•
•
Eating Habits, Healthy and Unhealthy Food, Myths and Facts about Food
(8lh standard)
Anemia (9* standard)
Nutrition and Non-Communicable Diseases
•
•
•
HEALTH AND HYGIENE
•
•
Being Clean, Prevention of Infectious Diseases (8lh standard)
Sleep Hygiene (9lh standard)
RELATIONSHIP
•
•
Parents, Peer Pressure, Saying ‘NO’ to Drugs, Bullying (8lh standard)
Gender Roles, Boy - Girl Relationship, Peer Pressure, Smoking, Empathy
(9111 standard)
Reproductive Health and Sexuality
•
•
SELF-AWARENESS
•
•
•
Dealing With Anger (8th standard)
Appearance, Sensation Seeking Behavior, High-Risk Behavior, Facing Changes
and Problems (9111 standard)
Drinking, Facing Failure, Suicide, Self-Esteem (10th standard.)
SEXUALITY - UNDERSTANDING BODY AND MIND
•
•
•
Understanding of Body and Mind, Menstruation (Girls), Wet Dreams and
Masturbation (Boys) (8th standard)
Sexually Transmitted Diseases, HIV/AIDS, Sexual Harassment, Sexual Abuse
(9lh standard)
Intercourse, Conception, Contraception, Sexuality - Myths and Misconceptions,
HIV/AIDS, Homosexuality (10th standard)
SOCIAL RESPONSIBILITY
•
•
•
•
•
•
•
•
•
•
•
CHALLENGES TO ADOLESCENT HEALTH AND DEVELOPMENT
•
Young People in the World Today
There are more than 1 Vi billion young people between the ages of 10 and 24
years. 85% of them live in developing countries like India.
•
8 out of 10 unemployed are young people in developing countries.
For die vast majority, sexual relations begin in adolescence, inside or outside
of marriage.
Unprotected sexual relations increase the risks of unwanted pregnancy, early
childbirth, unsafe abortion and Sexually Transmitted Diseases (STD) including
HIV resulting in AIDS.
Lack of knowledge, skills and access to contraception and vuInerability to sexual
abuse put adolescents at die highest risk of unwanted pregnancies.
In developing countries, maternal mortality in girls under 18 is 2 to 5 times
higher than in women from 18 to 25.
Worldwide, more dian 10% of die births are in adolescent women.
Adolescent abortions are estimated as between 1 to 14 million per year, most
of which are unsafe because diey are performed illegally and under hazardous
circumstances by unskilled practitioners.
Each year more than 1 out of 20 adolescents contract a curable STD, not
including viral infections.
Of the estimated 333 million of new STDs that occur in the world every year,
at least 11.1 million occur in young people under 25.
Globally, more than half of the new HIV infections are among 15-24 years old.
Substance Abuse
Recycling - Use Reuse (8th standard)
Keeping Environment Clean, Impact of Advertisement (9lh standard)
Dowry (10th standard)
•
Under and over nutrition in young people are increasing problems in both
Developing and developed countries.
Adolescent girls are often the last to be given food at home, even when
pregnancy increases their needs.
Adolescent iron needs, increased by growth, development and menstruation
are being hampered by malaria, hookworm and schistomiasis, which affect die
young disproportionately.
•
•
•
If tobacco use begins at all, it usually begins in adolescence. Few people begin
after 18 years.
Half of regular smokers, who start in adolescence and smoke all their lives,
will eventually be killed by the tobacco.
Alcohol is the most common element in substance related deaths ofyoung people.
Illicit drugs use is becoming more widespread and shifting to riskier patterns ofuse.
Harmful substance use will increase cancers, cardiovascular diseases and
respiratory illness in later life.
Unintentional and Intentional Injury
•
Unintentional injury is the leading cause of death among young people,
especially traffic accidents in the young.
• Suicide in young people is increasing and is an important cause of death
especially of adolescent males.
• Interpersonal violence is increasing among young people. Young girls are
often the victims.
(Coming of Age - From Facts to Action for Adolescent Sexual& Reproductive Health WHO/FRH/ADH/97.18)
Conclusion:
Adolescents form a significant proportion of the population in the community. This
stage of development represents a high-risk period in human life cycle, which needs
attention. The high-risk behaviors manifest as substance abuse, sexual promiscuity,
and defiberate self-harm. One common cause of concern about adolescents is
deliberate self-harm and completed suicides on the background of negative life events.
Life Skills education in school during the formative years of adolescent life can
ensure mastery over skills which will enable psychosocial competence in them to face
the challenges of every day life both at school, home and the community at large. Life
Skills education using generic skills has been consistently demonstrated to be very
effective in promotion of both physical and mental health. Teachers can be very vital
resource in the community to disseminate life skills in the school as part of school
curriculum. Experience of mental health professional in NIMHANS,
Bangalore and similar professional else where in the country has suggested the
feasibifity of life skills education program in schools. Development of LSE modules
will further enhance the user friendliness and effective implementation.
For Further Information on Training and Manual contact,
Dr. Srikala Bharath
Additionalprofessor ofPsychiatry
Department ofPsychiatry
NIMHANS Bangalore - 29
Telephone: 080 6995271
EmaU:srilaka@nimhans.kar. nic. in
Dr. K. K Kishore Kumar
Senior Medical Officer (Psychiatrist)
Community Mental Health Services
NIMHANS Bangalore - 29
Telephone: 080 6995326
Email: kishore@nimhans.kar. nic. in
■
They are touchy in nature - This is called the fragile ego. Anytime something is said,
a person with a fragile ego takes it personally and gets hunt. Il leads to dejection.
Some Characteristics ofpeoples with:
High Self - Esteem
Low Self - Esteem
•
•
Talk about people
Critical attitude
•
Talk about ideas
Caring attitude
Humility
•
•
•
•
Respects of Conviction
Confidence
Concerned about character
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Assertive
Accepts responsibility
Self interest
Optimistic
Understanding
Willing to learn
Sensitive
Solitude
Discuss
Believes in sell-worth
Guided
Discipline
Internally driven
•
•
•
•
•
•
•
•
•
•
•
Arrogance
Rebels against authority
Goes along to get along
Confusion
Concerned about reputation
Aggressive
Blames the whole world
Selfish
Fatalistic
Greedy
Know it all
Touchy
Lonely
•
Argue
•
Respects others
•
•
•
•
•
Believes in net worth only
Misguided
Distorted sense of freedom
Externally driven
Looks down on others
•
•
Remember all limes are not the'Same. Ups and downs are part of like
Make the best of every situation
Keep yourself constructively occupied.
Help others less fortunate than yourself.
Learn to get over things. Don’t brood.
Forgive yourself and others. Don’t hold guilt or bear grudges.
Give yourself positive. Auto suggestions.
I lave patience
Take inventory: Make a list of all your strengths and weaknesses.
SELF-ESTEEM
♦
♦
♦
Sulf esluum is how we feel about ourselves
Our opinion of ourselves critically influence everything, from our performance al
work, our relationships and our role as a parent to our accomplishments in life.
Self esteem is a major component in determining success or failure.
Advantages of Self-esteem:
Builds strong conviction
Creates willingness to accept responsibility
Builds optimistic attitudes
Leads to better relationships and fulfilling lives.
Makes a person more sensitive to other’s needs and develop a caring attitude.
Makes a person self-motivated and ambitious
Makes a person open to new opportunities and challenges.
Improves performance and increases risk-taking ability
Helps a person give and receive both criticism and compliments tactfully and easily
Behavior patterns of a person with poor self-esteem
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
■
They arc generally gossipmongers.
They have a critical nature. They criticize as if there is a contest going on and they
have to win a prize.
The have high egos they are arrogant and believe they know it all.
People with low self-esteem are generally difficult to work with and for. They tear
down others to get a feeling of superiority.
They arc closed minded and self-centered.
They constantly make excuses always blaming others.
They have a fatalistic attitude no initiative and always waiting for things to happen.
They are jealous by nature.
fhey arc unwilling to accept positive criticism. They become defensive.
I hey aie bored and uncomfortable when alone.
. Poor self esteem leads to break down in decency.
People with low self esteem don’t know where to draw the line
where decency
stops and vulgarity starts. It is not unusual for people to tell jokes at social gettogether but with every drink, the jokes get dirtier and dirtier.
fhey don’t have genuine friends because they arc not genuine themselves.
They make promises they know they are not going to keep. A person with low sell
esteem would promise the moon to make a sale. Unkept promises lead to loss of
credibility. A person with high self-esteem would prefer loss of business than loss of
credibility because they realize that one cannot put a price on one’s credibility.
Their behavior is senseless and erratic. They swing from one end of the pendulum to
another. They may be all sugar and honey today but the same people may be out to
cut your throat tomorrow. They lack balance.
fhey alienate people and tend to be lonely.
Self-Awareness
Self- awareness is a remarkably difficult concept to define.
I
Fhe Websters third new international dictionary, 1981
provides a working definition.
Self-awareness is an awareness of one's own personality or
individuality.
Self awareness helps us to:• delineate our ego boundaries.
• self monitor.
• Notice when we are being stretched beyond our
limits.
• Notice physical and Psychological changes.
It helps you to realize that
1. I love myself because I'm special.
2. It's OK to have different feelings.
3. I take care of my body because it's the most valuable
thing I'll ever own.
4. I'll strive to take care of my body.
Self-A wareness Maiia^einent
(a) Delineate on /' ('go [)o u n da vies.
The ego boundary is our psychological line of concept(LOC).
The LOG is the place where “I” ends and “you” begin. The
LOG demarcates which problems belong to us as opposed to
the problems of others. The LOG mediates optimum
psychological distance in relation to others; neither so close
that we are over involved nor so far detached that we are
unable to appreciate the problems of others.
(b)selj hiohito_r
As we begin to notice onr actions and reactions, we are better able to
choose certain lines of action rather titan feel acted upon. We initiate
action. We begin to take responsibility for what we do.
© Notiee
When we are beinj’ stretched beyond onr limits. Without self awareness we
fail to notice and are “blind” to onr own actions.
.....
(b) N<diee
Physical and psychological changes; If we are not particnlai ly sell aware,
we lose touch by failing to “connect” with our physical (we don’t notice
what is happening to our bodies or our physical tltness)and psychological
states(we don’t notice our changing moods). We tend to be more aware of
some areas of our self-awareness as compared to other areas. Selfawareness is heightened by discovery and confirmation through self observation, observation by others and in interactive observational
situations-
k -1' ••
If e can increase the depth and range of our self-awareness through
practicing(u'ith a \’iew to action) the self-a>vareness strategies
mentioned below.
• TALK/writc
• SUPPORT/ groups
• Counselling
• Uncover, challenge and replace IRRATIONAL BELIEFS
• CLARIFY values develop other assertive qualities and skills.
Sara
Paddison,
The
Hidden
Power
of
the
Heart
As you sincerely go for deeper levels of love, the results you'll have in
well-being and increased quality of life will motivate you, leading you to a
wider dimensional hvi/arehess. The results are so rewarding you can easily
develop a passion for self-management.
Robin Williams, comedian once said- you are given one streak
of madness, do not lose it.
Anonymous
Blessed are those who can laugh at themselves, for they shall
never cease to be amused.
Sensations
M
Intuitions
()
1)
E
L
Thoughts
lore
uid
Feelings
O
F
liinolions
Fantasies
1
Wants/needs/intentions
E
R
Traits
.Talents
S
E
.Values
lore
.able
N
N
L
F
Attitudes
A
W
A
R
E
N
E
S
S
Motives
Memories
The model of inner seljdtwurene.ss above make's the /)rocuss oj
raising our self-awareness more systemalie.
A
S
1<
inn 1 thinking?
What am I sensing'?
What am I I'eeling'?
What am I?
r
SELF-ESTEEM
1
♦
♦
♦
Self- esteem is how we feel about ourselves
Our opinion of ourselves critically influence everything, from our |performance
“
al
work, our relationships and our role as a parenllo our accomplishments in life.
Self- esteem ’is a major component in determining success or failure.
Advantages of Self-esteem:
i
•
•
•
•
•
Builds strong conviction
Creates willingness to accept responsibility
i
Builds optimistic attitudes
Leads to better relationships and fulfilling lives.
Makes a person more sensitive to other's needs and develop a caring altitude.
•
•
Makes a person self-motivated and ambitious
Makes a person open to new opportunities and challenges.
•
Improves performance and increases risk-taking ability
•
llclps a person give and receive both criticism and compliments tactfully and easily.
Behavior patterns of a person with poor self-esteem
They arc generally gossipmongers.
They have a critical nature. They criticize as if there is a contest going on and they
have to win a prize.
■ The have high egos - they are arrogant and believe they know ii all.
■ People with low self-esteem are generally difficult to work with and for. They tear
down others to get a feeling of superiority.
■ They are closed minded and self-centered.
■
They constantly make excuses always blaming others.
■ They have a fatalistic attitude no initiative and always waiting lor things to happen.
■ They arc jealous by nature.
■
They arc unwilling Io accept positive criticism. I hey become defensive.
■ They arc bored and uncomfortable when alone.
■ .Poor sell esteem leads to break down in decency.
■
People with low self - esteem don’t know where Io draw the line
where decency
stops and vulgarity starts. It is not unusual for people to tell jokes at social gel-'
together but with every drink, the jokes get dirtier and dirtier.
■ They don’t have genuine friends because they are not genuine themselves.
■ They make promises they know they are not going to keep. A person with low selfesteem would promise the moon to make a sale. Unkept promises lead to loss of
credibility. A person with high self-esteem would prefer loss of business than loss of
credibility because they realize that one cannot put a price on one’s credibility.
■ Their behavior is senseless and erratic. They swing from one end of the pendulum to
another. They may be all sugar and honey today but the same people may be out to
cut your throat tomorrow. They lack balance.
■ They alienate people and tend to be lonely.
■
■
■
They arc touchy in nature - This is called the fragile ego. Anytime something is said,
a person with a fragile ego takes it personally and gets hunt. It leads to dejection.
Some Characteristics of peoples with:
I ligh Self - Esieem
Talk about ideas
Caring altitude
Humility
Respects of Conviction
Confidence
Concerned about character
Assertive
Accepts responsibility
Self interest
Optimistic
Understanding
Willing to learn
Sensitive
Solitude
Discuss
Believes in self-worth
Guided
Discipline
Internally driven
Respects others
Low Self - Esteem
Talk about people
Critical attitude
Arrogance
Rebels against authority
Goes along to get along
Confusion
Concerned about reputation
Aggressive
Blames the whole world
Sei Fish
Fatalistic
(irecdy
Know it all
Touchy
Lonely
Argue
Believes in net worth only
Misguided
Distorted sense of freedom
Externally driven
Looks down on others
■
■
■
Remember all times are not the Same. Ups and downs arc part of like
Make the best of every situation
Keep yourself constructively occupied.
’■
■
■
I lelp others less fortunate than yourself.
Learn to get over things. Don't brood.
Forgive yourself and others. Don’t hold guilt or bear grudges.
(live yoursclf positive. Auto suggestions.
I lave patience
I akc inventory: Make a list of all your strengths and weaknesses.
NUTRITION - EATING HABITS
Proteins
Carbohydrates and
Fats
Basic nutrients
I
Vitamins
Essential niitrients
Minerals
Water and fiber
Balanced Healthy Food
Muscle
Bones
and
other
Tissues
Proteins
Skin
Blood
Nutrition deficiency during
Pregnancy results :
o Low weight
body
o Still births
o Abortion and
o Mental
retardation
INGREDIENT
FOOD
PROTEIN"
Fish, Meat, White of egg.
Chicken, Dhal, Soya, Milk,
Groundnuts, cheese, Sprouted
Beans and Pulses
RiceTWheat, Pulses (ragi, Corn, [
and maize), Grains, Potato, Sweet
Potato, Yam, Jaggery, Milk and
Honey
Fat from Meat, oils, panner.
Butter and Ghee
Fruits- papaya. Mango, Banana,
Orange, Guava, Gooseberry,
Pulses, Dates, Greens and all
Vegetables
Milk, Greens, Fruits, and iodized
Salt
CARBOHYDRATES
I ATS
V IT AM IN S (A, B,C, D, E, V)
MINERALS (Sodium,
Potassium, Iron, Calcium,
Phosphorus, iodine and
magnesium)
FIBER
WATER
Whole Wheat, unpolished Rice,
Greens Fruits etc
Drinking water and water in
food.
Carbohydrate and Fats -
Energy
Vitamins and Minerals -
Enzymes and
Other activities
Malnutrition
Lack of basic ingredients
leads to
Loss of weight
Lack of essential ingredients Leads to
Deficiency
Syndrome
♦♦♦ Sen Kry
Rickets
<♦ Goiter
Night
Blindness etc
Constipation
Lack of fiber and water
leads to
Gastrointestinal
problems e.g.
colon, cancer
r
Work shop on Life Skills
( oiKlucted hy Community Health C ell from 18,h to 20'" March, 2003
compiled by S.D.Rajendran
PROBLEM SOLVINQSKILLS
57.v principles that pertain to all problems
I.
Every living human being has problems
•
Actually the contrary is true, for success doesn’t eliminate problems, K creates
new ones.
I
•
The more successful we became, the more problems we had.
I he point is clear Nobody is free from problems.
A problem free life is an illusion
a mirage in a desert. Il is a dangerous deceptive
perception, which can mislead, blind and distract.
Io pursue a problem-free life is Io run after an elusive fantasy; it is a waste ol inciital and
physical energies, livery living human person has problems. Accept that fact and move
on Io (he second principle.
2. Every Problem has a Limited Life - Span
Every mountain has a peak. Every Valley has its low point. Life has its ups and downs, it
peaks and its valleys. No one is up all the time, nor are they down all the lime. Problems
Do End. They Do (io Away. They Arc All Resolved in Time.
3.
Every Problem holds POSITIVE POSSIBILII ES
There are low sides to every coin. What may he a problem to someone can be a prolllablc
business for others. One man’s problem is another man’s opportunity. Hospitals exist
because people are sick. Lawyers are in business because people violate laws in a
moment of weakness and ignorance. Mortuaries, Cemeteries, Churches and Universities
all exist for the purpose of Helping People Through Their Problem I lines.
4.
Every Problem Will Change you
Problem ncvei leaves us the way they found us. Every person is affected by lough limes.
No one cniuipes from a Problem untouched by lough limes. Il will shape, mould and
ferine us.
5.
You Can C hoose What Your Problem Will Do to You
Il make you lender or lough: It can make you belter or bitter. It’s all depends on you
6.
There is a negative and a positive reaction to every problem.
In the final analysis the lough people who survive the lough times do so because, they
have chosen to react positively to their predicament. “We do not in any sense know what
the long-term effect of divorce is on children. If we were living in a world governed by
children’s wishes, there would be no Divorce”.
There is no proof a child brought up be a single parent feels more secure and is belter off
than a child brought up by two parents.
i
Successful people grew up believing (hat solutions are never found by running away from
a Tough Problem. When you can’t, manage it.
Twelve Principles for Managing Problems Positively.
1.
Don't Underestimate:
Don’t underestimate the problem - or your potential power to cope with it creatively!
Unquestionably many problems arc never resolved or managed effectively because
they are not taken seriously enough.
2.
Don't exaggerate:
.Put your problem in its proper perspective. What is the worst that will happen to me?
Can I handle that? Accept it. If you play it down and pray it up. (i()D will give vou
the ability to cope with the worst that will happen. Stop exaggerating the depth, the
length and the breadth of the problem.
3. Don't wait:
Wait is to waste time and opportunity. If you want to solve a problem, don't wail foi
somebody else to help you. Tackle it yourself. Right now. tiiideisland that you alone
arc personally responsible for managing your problem. Don’t expect anybody else to
do it for you.
4.
|
i
5.
Don’t aggravate;
•
No body is defeated until he starts blaming somebody else.
•
Don't fix the blame; fix the problem.
•
•
We need to be careful of one thing. That is feeling sorry for yourself.
Self-pity will only lead you into hell on earth.
Illuminate
•
No body has a money problem; it is always on idea problem.
•
fhc IPDE prescription can help you face a variety of problems. Identify the
problem.
6.
7.
-
•
Predict what this problem will do to you if you don’t do anything about it.
•
Decide on your response from all of the options and alternatives.
•
I hen, execute and act on the most positive option that you can imagine
Motivate:
•
When you consider all of the positive reactions, you will be motivated to positive
action.
•
It take GUI'S to leave the RUTS.
•
Every obstacle can be an opportunity.
Bait:
•
How do I get a job when 1 am unemployed.
•
Need a job? Go to where the jobs are. And then throw out the bail. Put in your
application. Put ads in the paper. Let people know you arc axailable.
H.
I. x plorc:
•
•
11 yon arc unemployed, 11 nd a job the way you found a w i fc or husband
I he person who knocks al the door, telephones, dales and plavs the field is the
person who is going Io gel the job.
9.
Sublimate:
X.
t
•
You can turn your mounlain into a gold mine.
•
fry posibilitizing.
•
Believe that every lime one door closes, another will open.
•
Sublimate your problem. That means believing that every ad\ crsity holds w iihm n
the seeds of an undeveloped possibility.
•
•
When you can’t eliminate the problem, sublimate it.
TURN Till-STUMBLING BLOCK INTO A STEPPING STONE.
10. Now Dedicate:
•
Most people fail, not because they lack intelligence, ability, opporlunilv. oi lalvni.
but because they haven’t given their problem all lhey ha\ e got.
•
Anyone can succeed if he can get enthusiastic about life e\cn when life seems
•
Our problem is not unemployment? Remember this: unexpected sources of help
empty. Doors will be open to the enthusiastic person lirst.
come
from unpredictable quarters to the person who remains positive and
enthusiastic and cheerful! Thai’s our promise.
I I. Communicate:
Manage your problem by remembering that often limes, the solution lies in help from
some other source. Do you need help? Then ask for it. Don't be loo proud Io tell
people you need help.
Do you need help? Do you need hope? Are you discouraged? Depressed? Has
'enthusiasm waned? Do you want to quit pack up and run away from life? I hen ask
for help. Seek it out. There is hope. Waiting for you. Whalc\cr else you can do.
communicate. Do not excommunicate yourself from the help that is a\ailablc.
I ’ lnsiihilr
1’ioiuci yonrsclI J’roin u\il and negative force.
■
i
I
V
Too far, too little, too late: a community-based
case-control study of maternal mortality in rural
west Maharashtra, India
B.R. Ganatra,1 K.J. Coyaji,2 & V.N. Rao3
A total of 121 maternal deaths, identified through multiple-source surveillance in 400 villages in Maharashtra,
were prospectively enrolled during 1993—95 in a population-based case-control study, which compared
deaths with the survivors of similar pregnancy complications. The cases took significantly longer to seek
care and to make the first health contact after the decision to seek care was taken They also travelled
significantly greater distances through a greater number of health facilities before appropriate treatment was
started.
„
Multivanate analysis showed the negative effect of excessive referrals and the protective effect ot the
following: residing in and not away from the village, presence of a resident nurse in the village, having an
educated husband and a trained attendant at delivery; and being at the woman's parents' home at the time
of illness. Other significant findings showed that deaths due to domestic violence were the second-largest
cause of deaths in pregnancy, that more than two-thirds of maternal deaths were underreported in official
records, and that liveborn infants of maternal deaths had a markedly higher risk of dying in the first year of
life.
This study points to the need for information-education-communication (IEC) efforts to increase family
(especially male) preparedness for emergencies, decentralized obstetric management with effective triage,
and a restructuring of the referral system.
Introduction
The launch of the global Safe Motherhood Initiative
(SMI) in Nairobi in 1987 and the subsequent World
Summit for Children in 1990 brought into focus the
hitherto ‘ neglected tragedy*’ of maternal mortality
(7). A decade later, maternal deaths in India still
account tor 13% of all deaths among women in the
reproductive age group (2). National estimates of
maternal mortality aie in the range 4-5.5 per 1000
live births (3. 4). with vast regional and rural-urban
differentials. Tn rural Maharashtra, the site of the
present study, maternal mortality ratios have been
variously estimated as 3.3 per 1000 live births (5) and
2.16 per 1000 live births (6).
It is becoming increasingly accepted that many
pregnancy-related complications, unlike other public
health problems, cannot be prevented or even piedicted, though they can be treated. Reduction in
1 From- KEM Hospital Research Centre, Pune Ind.a
1 Honorary Consultant, KEM Hospital Research Centre. Sardar
Moodliar Road, Rasla Peth, Pune 411 011, India. Requests lor
reprints should be sent to this author
2 Director, Department of Obstetrics and Gynaecology KEM
Hospital Research Centre, Pune, India.
3 Director, Research, KEM Hospital Research Centre, Pune, Incia.
Reprint No 5901
Bulletin of the World Health Organization, 1998, 76 (6) 591-598
maternal mortality can thus be achieved by decreas
ing fatalities from these complications by means of
prompt and effective management. In the light of
this, it becomes increasingly important to study the
events from the onset ot a complication to death/
recovery and to delineate the factors that determine
survival in a woman who develops a complication.
However, there is a paucity of studies documenting
or quantifying the role of such factors. This arti
cle describes an attempt to address this issue with
a population-based, matched case-control study,
which compared maternal deaths with women with a
similar biomedical complication who survived.
Methods
The study area covered 400 villages, with a total
population of 686000. spread over well-delineated
but noncontiguous rural areas in the Pune.
Aurangabad, and Ahmednagar districts of Mahaiashtra State, The public health inlrastiucturc m the
study area is sinulai to that ot the rest ot the state.
Comprehensive care loi obstetric complications
(emergency operations/blood transfusion) is avail
able only at the district hospitals and teaching hospi
tals Parts of the study aica are also served by small
private hospitals offering various levels of patient
© World Healtn Organization ' 998
591
B.R. Ganatra et al.
care. Cases were enrolled prospectively over the
period 15 January 1993 to 15 December 1995. The
case-finding methodology was determined by several
factors — incompleteness of official vital registration
data, departure from the study area due to the tradi
tional custom of delivering at the woman's parental
home, the problems involved in many such home
deliveries, and the logistics of covering lhe vast geo
graphical area with limited resources and a research
team of just four persons. All deaths to women in the
15-45-year age group were identified by collating
information from several sources such as vital regis
tration records, primary health centre registers, mu
nicipal corporation records of nearby towns and
cities, surveillance of public service and private
medical facilities draining the study area, and an in
formal “village information system” composed of
community health volunteers, women’s groups
(mahila mandals). and school teachers. All deaths
were screened to determine whether they were preg
nancy-related and whether they were maternal All
identified maternal deaths were enrolled m lhe study
without exception The ICD-10 definition of mater
nal death5 was used as the case definition.
The controls were drawn from the same popula
tion base as the cases. Information from several
sources such as vital registration records, primary
health centre registers, public and private medical
facilities serving the study area, and the "village in
formation system-’ was used to identify women who
had been pregnant during the study period. These
potential controls were divided into two groups —
women with normal pregnancies and women with
serious pregnancy-related complications.
Each maternal death was matched to two or
more women with the same biomedical complication
(complication-matched control) and to one normal
pregnancy from the same village (geographical con
trol). All controls were randomly selected from the
control pool.
Data collection included a structured interview
as well as histones taken from the husband's family
and the woman’s own family, interviews with health
care providers, and a review of available medical
records. A panel of pubic health specialists and ob
stetricians determined the medical cause ol death
and delineated potentially preventable factors lor
each death. Families were followed up one year later
to ascertain the fate of the liveborn children of the
maternal deaths.
« Death of a woman while pregnant or within 42 days from the end
of pregnancy, irrespective of the duration and site of pregnancy,
from any cause related to or aggravated by the pregnancy or Its
management, but not accidental or incidental causes
592
Uni- and bivariate descriptive statistics were
calculated using SPSS software. Unadjusted odds ra
tios using matched analysis were estimated for com
parison of cases with controls, using the maximum
likelihood method. The use of MULTLR software
permitted matched analysis of cases compared with
1-3 controls per case (7). Multivariate logistic regres
sion models (adjusted matched odds ratios) were
also developed. Cause-specific models were built up
using subsets of the data. Attributable risk percents
were calculated for potentially preventable factors.
Results
Identifying maternal deaths. Of the 570 deaths iden
tified during the study period among 15-45-year-old
women, 121 (21.2%) fitted the ICD-10 definition of
maternal death and were enrolled as cases. An addi
tional 19 deaths occurring in pregnancy were identi
fied; J6 of these were related to domestic violence.
Only 31 cases (28.1%) were correctly recorded as
maternal deaths in the vital registration records: the
other deaths were either not registered at all (31.4%)
or misclassified as due to non-maternal causes
(40.5%).
Cause of death. Table I shows that direct obstetric
causes accounted for 71.9% ol the maternal deaths;
Table 1 Biomedical causes of maternal deaths
Number (n = 121)
87 (71 9)°
37 (30.6)
6(4 9)
16 (13 2)
10 (8 3)
1 (0 8)
2(1 6)
Direct causes
Postpartum haemorrhage (PPH)
Antepartum haemorrhage (APH)
Puerperal sepsis
PHI/Eclampsia
Ruptured uterus
Ectopic pregnancy
Embolism (pulmonary/ammotic fluid)
Obstetric tetanus
Anaemia COP
Related to anaesthesia
Related to abortion
(haemorrhage, perforation)
Other direct causes
Indirect causes
Infective hepatitis
Cerebral malaria
Other infeclions
(pneumonia, typhoid, etc)
Pre-existing medical conditions
(hypertension, rheumatic heart
disease, etc.)
2 (3.3)
1 (0 8)
7(5 8)
1 (0 8)
4(3 3)
34 (28 1)
9(7 4)
10 (8 3)
7 (5.8)
8(6 6)
0 Figures in parentheses are percentages
WHO Bullelm OMS Vol 7S 1998
Case-control study of maternal mortality in rural Maharashtra, India
the remaining 28.1% were due to indirect medical
causes. Postpartum haemorrhage (PPH) was the
largest cause of mortality (30.6%). lol lowed by puer
peral sepsis (13.2%). eclampsia (8 3%), and cerebral
malaria (8.3%); 3.3% of mortality was a result of
post-abortion complications arising from haemor
rhage or uterine perforation. There were no deaths
from post-abortion sepsis.
Place of death. Nearly half the women (46.5%) died
outside ol a health facility (26.4% at home, 6.6% in
transit from home to a health facility, and 11.5% on
the way from one facility to another). Only 37.1%
actually reached a hospital capable ot dealing with
obstetric emergencies prior to death (Table 2). Even
among those who reached hospital, the interval be
tween admission and death was <6 hours in 43% of
the cases and <2 hours in 22.2%.
Time between onset of complication and death. The
median time interval between onset of symptoms
and death in untreated cases was calculated sepa
rately for some common obstetric complications
They ranged from as little as 5.7 hours for post
partum haemorrhage and 11.5 hours Lor antepartum
haemorrhage to 1.7 days lor eclampsia and 2.4 days
for puerperal sepsis.
Comparison of women who died and women with nor
mal pregnancies. In this comparison (Table 3), the
number of years of the husband’s education was sig
nificantly associated with maternal survival: there
was no statistical association between the extent of
the woman’s education and the risk of maternal
death. Proxies for higher economic status did not
have any significant effects except for TV ownership.
Table 2: Places of maternal deaths
No. of deaths
(n= 121)
At home
In transitHome to health facility
Between two facilities
Places without emergency
operative/blood facilities.
Primary health centre
Rural hospital
Minor rural health facilities (pnvate)
Minor urban maternity hospitals
Places (govemment/pnvate) with
emergency operative/blood facilities
District hospital
Others
' Figures in parentheses are percentages.
WHO Bulletin OMS. Vol 76 1 998
32 (26 4)a
8 (6.6)
14 (11.5)
1 (0.8)
1 (0-8)
16 (’3 2)
4 (3 3)
2 (16)
43 (35 5)
Table 3. Unadjusted odds ratios (with 95% confidence
limits) comparing maternal deaths with normal preg
nancies (geographic controls)
Factor
Husband's education:
0 years
1-5 years
6-10 years
>10 years
Owning a TV
Age of woman
<20 years
20-29 years
30-35 years
>35 years
Gravida
First vs. second
5+ vs second
Pre-exislirg medical il’ness
Antenatal care:
None
1-3 visits
>3 visits
Untrained delivery attendant
Odds ratio
2.77(1.6-4 55)°
1.9 (1.1-3 16)
1.1 (0.7-1.8)
1 (baseline)
0 64 (0 44-0.95)
1 61 (1 1-2 3)
1 (baseline)
2 2(1 3-3 7)
2.67 (1.2-5.3)
1.68 (1 1-2.66)
1.58 (1 1-2.61)
7.2 (2 8-18.35)
3.33 (1.9-5 4)
1.3 (0.8-1.91)
1 (baseline)
2.2 (1 8-2 67)
Figures in parentheses are 95% confidence limits.
which was protective (odds ratio (OR) - 0.64: 95%
confidence limits (CL). 0.44-0.95). Being <20 years
or >35 years of age carried a higher nsk of maternal
death. The first pregnancy as well as the fifth or
higher order pregnancies had a greater risk than the
second. A pre-existing medical condition such as hy
pertension. diabetes or heart disease was likely to
increase the chances of a woman dying during the
pregnancy. Not taking advantage of antenatal care
increased the odds of dying (OR = 3.33; 95% CL.
[.9-5,4.),
did delivery by an untiaincd attendant
(OR = 2.2: 95% CL. 1.8-2.6)
Comparison of women who died and complicationmatched controls. Unadjusted odds ratios compar
ing deaths with complication-matched controls
(Table 4) also showed a strong association between
duration of husband’s education and maternal sur
vival. Again, no statistical association was found be
tween rhe woman’s educational level and the risk of
maternal death. Proxies for higher economic status
such as baling a separate kitchen (OR = 0.62: 95%
CL. 0 4-0.9) or electricity in the house (OR = 0.46:
95% CL, 0.28-0.77) exerted a protective effect. The
local custom ot rhe woman moving temporarily to
her mother’s house during the Sth or 9th month of
preenanev also seemed to have a piotcctive ertect
(OR = 0.55; 95% CL. 0.35-0.87). The risk of mater
nal mortality was higher for women who were not in
monogamous marriages (OR = 2 2, 95% CL. 1.106.3). The incieased risk of being <20 years or >35
593
B.R. Ganatra et al.
Table 4: Unadjusted odds ratios (with 95% confidence
limits) comparing maternal deaths with complication-
Table 5: Case-control comparisons of the median dis
tances travelled to reach the health facility*
matched controls
Factor
Husband's education.
0 years
1-5 years
6-10 years
>10 years
Separate kitchen
Electricity in house
In lhe mother’s home at time of illness
Not in a monogamous marital relationship
Age of woman:
<20 years
20-29 years
30-35 years
>35 years
Antenatal care
None
1-3 visits
>3 visits
Haemoglobin <11gm/100ml
Untrained delivery attendant
Residence in hamlet cf. village proper
No emergency transport in village
No doctor in village
No phone in village
No traditional birth attendant in village
No auxiliary nurse-midwife (ANM) in village
Odds ratio
4.8 (2.4-9.6)J
3.19 (2 3-7.02)
1 06 (0 53-2 2)
1 (baseline)
0.62 (0.4-0.9)
0 46 (0.28-0.77)
0 55 (0.35-0.87)
2.2 (1.1-5.3)
1.61 (1.1-2.3)
1 (baseline)
2.2(1.3-3 7)
2 67 (1.2-5 3)
2 46 (1 2-4.19)
1 7 (0 99-2.64)
1 (baseline)
2.8 (1.1-6 8)
1.9 (1.12-3 18)
1 93 (1 1-5.3)
2 38 (2 1—2.8)
1 86 (1 17-2 8)
1 95 (1 2-3 3)
2 77 (1 5-4.6)
3.1 (1 9-5.1)
‘ Figures In parentheses are 95% confidence limits
years of age continued to be seen, but associations
between the order of pregnancy and death were not
identified when cases were matched for type of com
plication. Lack of health contacts during the antena
tal period significantly increased the odds of dying
(OR = 2.46; 95% CL, 1.4-4.1), as did antenatal
anaemia (OR = 2.8; 95% CL. Ll-6.8). No statistical
associations were found between past use of contra
ceptives and maternal mortality. Delivery at home
with an untrained attendant was seen to be unsafe
(OR = 2.02; 95% CL, 1.9-6.8). Women living in
hamlets had a greater risk of dying (OR = 1.93; 95%
CL, 1.1-5.3) than those living in the village proper.
Lack of readily available emergency transport in the
village increased the risk of dying (OR = 2.38; 95%
CL. 2.1-2.8), as did the absence of a trained birth
attendant (OR = 2.77; 95% CL, t.5-4.6), nurse (OR
= 3.1: 95% CL. 1.9-5.1) or doctor (OR = 1.86: 95%
CL. 1.17-2 18) in the village. Distance from the pri
mary health care centre, the highway, or the nearest
town or city was not significantly associated with
maternal death
The interval between the onset of complication
and death/recovery was subdivided into the time be
tween onset of symptoms and decision to seek care.
594
Overall distance
travelled from home
to appropriate
treatment facility
Distance of first health
service contact
Distance between first
health service contact
and appropriate
treatment facility
Controls
Cases
Significance
(P-value)
39 3 km
63 5 km
0.01
2 5 km
3 km
0 43
35 km
60 5 km
0.03
* Indirect causes of maternal mortality not included
the time between decision to seek care and making
the initial health contact, and the time between the
first health contact and reaching an appropriate
health care facility. Case-control comparisons were
made for these time factors as well for distances
travelled and the number of referrals prior to reach
ing the appropriate level of care. Cases, compared
with controls travelled significantly greater dis
tances (Table 5) through a greater number of health
facilities and took much longer to reach appropriate
treatment facilities (Table 6). There was also a
greater delay on the part of cases in making the
initial health contact, though the distances travelled
were similar. The delay in seeking care was greater
for cases.
Adjusted odds ratios (Table 7) were calculated
to estimate the independent effect of all these fac
tors. The final logistic regression showed that the
greater the number of places travelled (for referrals)
in order to reach an appropriate level of care, the
higher was the risk of mortality (OR = 2.24; 95%
CL. 1.1-5). Protective influences were seen with the
following- a trained attendant at delivery, residence
within the village, availability of a resident nurse in
the village, an educated husband, and staying in the
woman's parents’ home at the time of illness.
Disease-specific adjusted odds ratios were cal
culated for the common complications such as haem
orrhage, eclampsia and puerperal sepsis (Table 8).
Prompt receipt of blood transfusion significantly
reduced the risk of dying from PPH, while having
to go through two or more referrals increased the
risk of dying twelvefold. For eclampsia also the
number of referrals prior to reaching hospital was
the crucial determinant of survival. On the other
hand, delay in seeking care was a crucial factor that
increased the risk of dying from puerperal sepsis.
Having an educated husband as well as being in
WHO Bullelin OMS Vol 76 1098
Case-control study of maternal mortality in rural Maharashtra, India
Table 6: Case-control comparisons of the median time intervals between
onset of complication and seeking treatment_____________________________
Overall delay between onset of complications
and reaching an appropriate treatment facility
Delay in seeking care
Tims interval between onset of complications
and decision to seek care
Time interval between decision to seek care
and making the first health service contact
Health services delays
Time interval between making the first health
service contact and reaching an appropriate
treatment facility
No. of health facilities from which treatment
was taken, i.e. no. of referrals__________
Controls
Cases
Significance
(P-value)
12.3 hours
34 hours
<0.01
2 hours
8 hours
0 02
2.5 hours
4 1 hours
0 05
4 9 hours
12 hours
<0.01
2
3
0.034
0 Indirect causes of maternal mortality not included.
the wife’s parents’ home both had an independent
protective effect.
Panel review. The expert panel review of maternal
deaths found that logistic difficulties in obtaining
transport or money played a role in 45% of the
deaths, inadequate medical management at hospital
level in 25% of the cases, and shortages of blood and
other essential drugs in 28% of the deaths.
Attributable risk percent. Table 9 highlights the
attributable risk percent of some potentially pre
ventable factors from the public health Mewpoint.
The potential importance of any factor taken in
isolation in preventing maternal mortality should
be interpreted with caution since factors may be
interrelated.
Maternal mortality and child survival. The risk of a
stillbirth was higher with maternal deaths than with
normal pregnancies (OR = 5.2; 95% CL, 2.1-7), and
was higher among maternal deaths, even compared
with women having the same pregnancy-related
complication (OR = 2.3:95% CL. L 6-3.88) The risk
of a low-birth-weight baby was significantly higher
among maternal deaths (OR=3.47. 95% CL. 1.96.4) when compared to normal pregnancies.
Liveborn children of maternal deaths had a poorer
chance of survival throughout infancy. Compared
with normal pregnancies, the relative risk of dying in
the first year of life was 28 (95% CL. 10.9-32). The
relative lisk of infant mortality ot the liveborn in
fants of maternal deaths, compared to survivors
of complications was 9.4 (95% CL, 4.4-20 4). The
majority of the infant mortality in both cases
zz and
Table 7 Adjusted odds ratios for maternal deaths
compared to complication-matched controls
Factor
No. of referrals"
Moved to mother's house0
ANM (auxiliary nurse-midwife) In village"
Educated husband0
Trained delivery attendant'
Residence within the village*
Odds ratio
2 24 (1 l-SP
0 44 (0 25-0 76)
0 42 (0 23-0 77)
0 46 (0 24-0 87)
0 49 (0 27-0.88)
0 36 (0 2-0 64)
J >2 health contacts prior to reaching appropriate care vs. <2
contacts dichotomous
“ Figures in parentheses are 95% confidence limits.
0 Moved to parent's home cf did not move dichotomous
" Presence of resident ANM in village vs no ANM: dichotomous.
e Continuous variable with number of years of schooling.
' Trained vs untrained attendant at delivery dichotomous
u Residence in the village ct hamlets outside dichotomous
Table 8. Disease-specific adjusted odds ratios with
95% confidence intervals
Factor
Postpartum haemorrhage
Blood transfusion received
No of referrals
Educated husband
Eclampsia
No. of referrals
Puerperal sepsis
Delay n seeking care
Be ng at mother's house
Eoucatea husband
Odds ratio
0 05(001-0 28)"
12 1 (1 6-12 5)
0 13 (0 02-0.79)
2.23 (1 23-2 48)
2.1 (1 3-2 28)
0.55 (0 26-0.81)
0.34 (0.02-0.89)
a Figures n parentheses are 95% confidence limits
595
WHO Bulletin OMS Vol 76 1998
B.R. Ganatra et al.
Table 9: Attributable risk percent of potentially preventable factors
Factor
Illiterate husband
Woman’s age
<20 years
>35 years
Multiparity (>4 pregnancies)
No antenatal care
Haemoglobin <11 gm/IOOml
Home delivery
Untrained delivery attendant
Absence of emergency transport in village
Absence of ANM (auxiliary nurse-midwife)
in village
controls occurred during the early neonatal period.
There was no difference between the survival ol
male and female children.
Discussion
The underreporting of maternal deaths in vital regis
tration data has been noted elsewhere, even in coun
tries with relatively complete registration (8. 9).
While multiple-source methodology to identify
deaths may not be practical on a large scale, it could
be incorporated into the health system on a sample
basis as a cross-check on registration data. The use
of the ICD-10 “pregnancy-related death” definition
as the working definition of maternal death would
also simplify registration and reduce inadvertent
misclassification because it requires only that a
woman was pregnant or delivered recently, and does
not need any causal link to be made between cause
o( death and pregnancy.
Although deaths from domestic violence are not
included in the TCD-10 definition of maternal death,
in the present study they accounted for 15.7% of all
deaths in pregnancy. Thus, domestic violence was
the second-largest cause of pregnancy-related mor
tality, exceeded only by postpartum haemorrhage.
Again, use of the 'above-mentioned “pregnancyrelated death" definition can serve to bring violence
into the purview of the health agenda.
The medical causes of maternal mortality in this
study were similar to the picture seen worldwide, but
the proportion of post-abortion deaths was surpris
ingly lower than has been reported elsewhere (10,
H). This coupled with the fact that not a single death
was due to septic abortion suggests that, in the study
area, abortions (whether legal or illegal) were being
performed in relatively “safe” circumstances.
All deaths vs
complicationmatched controls
(attributable risk %)
All deaths vs
normal
pregnancies
(attributable nsk %)
86 4
63 9
41.2
88.1
37 9
62.6
36 7
70
59 4
64.3
50.5
47.7
58
67 7
54.6
NA
NA
Here, as in other developing countries, nearly
half the women died outside of a health facility (1113) This can be explained both by the extremely
short time available for action after the onset of a
complication, especially m the case of PPH, as well
as by the delays that occur in reaching appropriate
care. Similar to the three-phases delay model pro
posed by Thaddeus & Maine (14), the present studylias shown that delays in seeking care and health
system delays, once the family has decided to seek
care, contribute to maternal mortality
The lack of association between women’s edu
cation and survival probably reflects the peripheral
role women play in making decisions, especially
when they themselves are ill. The protective roles of
being at the woman’s mother’s home at the time of
illness and of an educated husband remained even
after controlling for socioeconomic factors and
may both operate by increasing the promptness
with which treatment-seeking decisions are made.
Increased information-education-communication
(IEC) efforts directed at male involvement and fam
ily preparedness for possible emergencies could pay
rich dividends. There was a protective effect from
having a trained attendant at delivery and an auxil
iary nurse-midwife (ANM) available in the village,
who could guide and promote prompt action when a
complication developed and encourage institutional
delivery or. at the very least, a trained person’s pres
ence at the time of delivery.
Logistic factors (lack of emergency transport,
finance, and residence in remote parts away from
the village) are responsible for cases taking
significantly longer to make a health contact, even
after having decided to do so. Potential ways of
reducing this delay include exploring innovative
community-ponsored transport and financial loan
schemes.
WHO Bulletin OMS Vol 76 1998
596
Case-control study of maternal mortality in rural Maharashtra, India
Delays in seeking treatment are, however, over
shadowed by critical health service delays that oper
ate after a woman has made her first health contact.
Thus, the number of referrals that the woman under
goes before reaching an appropriate health facility
was a crucial determinant of survival. The inability of
most health facilities (both private and government)
to deal with obstetric complications and unwilling
ness to accept potentially serious cases lead to pa
tients being shunted bom one facility to another.
The stepwise hierarchical refeira) system, where
referral is an end in itself, further increases
misreferrals. Redesigning the referral system to in
clude bypassing inappropriate referrals, and identi
fying and strengthening area-specific institutions
(government and nongovernmental) which are po
tentially capable of providing obstetric care, would
thus be an effective way of reducing the time spent in
reaching an appropriate level of care. This should be
coupled with stricter referral audits and making the
referring facility responsible for the patient until she
reaches the referral centre.
Tn addition to reducing delays in accessing care,
ways to increase the time between onset of a compli
cation and possible death also need to be explored,
especially for a complication such as PPH. Use of
intramuscular oxytocics by delivery attendants and
peripheral health facilities, as well as upgrading the
skills of lower-level health facilities in the effective
use of blood substitutes (volume expanders) and in
the technique of manual removal of the placenta
could increase the time available to transport a
woman with haemorrhage to a level of care where
blood transfusions are available.
Medical review of each case highlighted defi
ciencies in hospital management of cases, such as
administrative blockades that delay access to blood
or drugs, inadequacy of qualified stall, and overbur
dening" of one or two institutions with the responsi
bility of dealing with referrals from a large aiea.
Decentralization of obstetric case management
with an effective triage is needed. Other potentially
largetable factors with a high attributable risk in
clude delaying the first pregnancy to beyond the
teenage years, treating anaemia preferably before a
pregnancy (i.c. in adolescence), and ensuring at least
one health contact per trimester of piegnancy.
The study also demonstrated the close links
between maternal and fetal survival. Since obstetric
complications in the mothei have an effect on the
fetus, it is (o be expected that the risk of stillbirths
is higher among maternal deaths. Since the risk for
stillbirths continued to be higher among maternal
deaths, even compared with women having the same
pregnancy-related complication, appropriate emer
gency care may favourably influence both maternal
WHO Bulletin OMS Vol 76 1998
and fetal outcome. The very high risk of infant
mortality in liveborn children of maternal deaths
points to the strong links between child survival and
maternal care.
Overall, the study has demonstrated that exist
ing services are often too remote or have too little to
offer, and that patients, logistics and health service
factors combine to result m a medical intervention
for a maternal illness being instituted far too late to
be effective. The findings, which have been quanti
fied for the first time, point to a need for inclusion of
prompl and accessible medical management as an
essential component ot maternal mortality preven
tion programmes
Acknowledgements
The study was funded by the World Health Organization
(Safe Motherhood Research Division of Family Health,
grant No M/183/263). The authors are grateful to Dr
Banoo Coyaji for her guiding vision, Dr S.R Otiv and Dr
S.S Hirve for their valuable inputs throughout the study,
and Dr Kalyan Banerjee for his critique of the present
paper Cooperation extended by the Bureau of Vital
Statistics. Maharashtra, the District Health Offices of the
involved districts, the Municipal Corporation of Pune,
and the Sassoon Hospital is gratefully acknowledged
Special efforts by the Aurangabad Medical College (in
particular Dr V L Deshpande, Dr L Bichale and Dr D P.
Bhavthankar) and the Pravara Medical College (especially
Dr Kavade, Dr Goyal and Dr Shomsunderam) contributed
greatly to the study. We thank Neelam Joglekar, Dileep
Ghanwat, Rajendra Kale and J. Misal who assisted in
collecting the data.
Resume
La mortalite maternelle dans une zone
rurale de I’ouest du Maharashtra (Inde):
etude cas-temoins en communaute
De nombreuses complications de la grossesse ne
peuvent etre pr^venues ou meme prevues:
cependant la mortalite maternelle peut etre
dimmuee par une prise en charge rapide. Dans la
presente etude cas-temoins en population on
quantifie les determinants de la survie en cas de
complication de la grossesse, les deces maternels
6tant compares aux femmes qui ont surv^cu a des
complications comparables de la grossesse
Un total de 121 deces maternels. identifies
grace a plusieurs sources de surveillance dans 400
villages du Maharashtra, ont ete recrutes de
mamdre prospective de 1993 a 1995. Les odds
ratios non ajustes comparant les deces aux temoms
apparies sur les complications montrent une forte
597
B.R. Ganatra et al.
association entre dune part le nombre d’annees
delude du man et la situation economique, et
d’autre part la survie maternelle. Aucune relation
statistique n’est observde entre le niveau
d’education de la femme et le risque de deces
maternel. Celui-ci est supSneur chez les femmes de
moms de 20 ans ou de plus de 35 ans dont la
situation marital© n’est pas monogamique, qui n’ont
eu aucun contact avec le systeme de sante dans la
p&node prenatale, ou qui ont accouche a la maison
avec une accoucheuse non formde
Le laps de temps qui separe le debut des com
plications et le deces ou la gudrison a ete subdiyise
en plusieurs pdnodes: temps dcoule entre le debut
des symptomes et la decision de recoups aux soins,
temps ecould entre cette decision et le premier
contact avec le personnel de sante, et temps
6coul6entre ce premier contact et I’accds au centre
de soins approprid Une fois prise la decision de
consulter, les cas mettent significativement plus de
temps que les temoins pour recourir aux soins et
prendre un premier contact avec le personnel
de santd. En outre, la distance parcourue est
significativement plus grande, ainsi que le nombre
de centres contacts pour attemdre le service
competent.
L’analyse multivaride montre I’effet nefaste
de trop nombreux recours successifs et I’effet
bdnefique de divers facteurs, notamment: presence
d’une sagefemme formde b I’accouchement ou d’un
infirmier residant dans le village, lieu de residence
dans le village ou a proximite, niveau d’instruction
du man, et le fait pour la femme de sejourner chez
ses parents lors de la maladie Les enfants nds
vivants dont la mere est decedee ont un risque
significativement plus dlevd de mounr durant leur
premiere annee.
D’autres rdsultats importants ont dtd obtenus:
si les deces imputables a la violence au foyer ne
sont pas mclus dans la definition de la mortahte
maternelle, ils reprhsentent toutefois la deuxidme
grande cause de mortality liee a la grossesse. Plus
des deux tiers des deeds maternels ne sont pas
declares dans les statistiques officielles.
L’dtude montre la ndcessite des efforts a
realiser pour informer, eduquer et communiquer afm developper la preparation de la famille
aux urgences (en particuher des hommes), la
decentralisation de la prise en charge obstetricale avec un bon triage des patientes et la
restructuration du system© d’orientation-recours.
Elie propose de plus d’adopter une definition
plus simple de la «mort liee a la grossesse»
comme definition de travail pour reduire le nombre
d’erreurs de classification des d6cds et mettre la
violence au foyer en tete de I’ordre du jour de la
sante.
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