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Adolescence Education in Schools
Part - I
GENERAL FRAMEWORK OF ADOLESCENCE EDUCATION
NATIONAL POPULATION EDUCATION PROJECT
DEPAR TMENT OE EDUCATION IN SOCIAL SCIENCES AND HUMANITIES
NA TIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
SRI AUROBINDO MARG, NEW DELIII-1I0 016
About (he Package
i
Introduction
1
11
Conceptualization of Adolescence Education
7
111
Strategies and Methods of Curriculum
Iransaction
12
I\
Adolescence Education : Scheme oi Content
15
AiLain^m^
1 his package, Adolescence Education in Schools : A Package of Paste Materials,
is the outcome of efforts made as a followup of the recommendations of the National
Seminar on Adolescence Education organised by the National Council of Educational
Research and d raining (NCERT), New Delhi in April, 1993.
The main purpose of
developing this material is to promote the process of introduction of adolescence
education in the school c: . iculum. fhc package consists of the following five parts:-
Part I
General Framework of Adolescence Education
Part II
Adolescence Education : Its Knowledge Base
Part III
Adolescence : Questions and Answers.
Part IV
Students’ Activities
Part V
Adolescence Education and Parents
Part 1 delineates the theoretical framework of Adolescence Education and
contains the details of the Scheme of Content with suggested modalities to integrate the
contents into the existing syllabi and textbooks of various school stages and courses of
pre-service and in-service teacher education.
Part II is devoted to explaining the main
contents of Adolescence Education. It deals with facts, ideas and views in respect of
adolescent reproductive health, focusing on physical, psychological and social
developments during the process of growing up, the changing
inter-personal
relationships of adolescents and the critical issues of gender roles. It also provides
specific treatment to HIV/A1DS and Drug abuse. In Part III, an attempt has been made to
provide answers to some important questions that arise in the minds of adolescents more
often than not.
Part IV delineates various aspects of the process of conducting
important students* activities.
Nine activities have been identified. Part V contains
(1 )
material which can be used in advocacy programmes for various target groups, though
this material is addressed particularly to parents.
The present Package draws heavily upon the materials developed and published
by various national and international organisations, the Package on Adolescence
Education, published under Population Education Programme Service by the UNESCO
Principal Regional Office for Asia and the Pacific, Bangkok being its mainstay. The
portions of this Package dealing with HIV/AIDS have been repackaged from AIDS
Education in Schools : A Training Package, published jointly by
National AIDS Control Organisation (NACO), New Delhi.
NCERT and
However, the materials
drawn from different sources have been adapted and reformulated to suit the
requirements of the cultural ethos of Indian society. The first draft of the Package was
thoroughly reviewed in three Regional Seminars on Adolescence Education.
Dr. Jawaharlal Pandey, Project Coordinator, NPEP, Dr. (Ms.) Saroj B. Yadav,
Reader and Dr. (Ms.) Kanan K. Sadhu, Senior Lecturer prepared the first draft and
finalized the Package in its present form on the basis of the recommendations and
comments made in the Regional Seminars. Mi\ D. P. Jain, Lecturer (S.G.) contributed
significantly to the preparation and finalisation of Part V of this Package.
i
It is hoped that the Package will be a useful and effective in facilitating the
introduction of adolescence education in the school curriculum. Any material of this
nature pertaining to a sensitive area like adolescence education requires continuous
efforts towards its revision and improvement. Suggestions and comments on the Package
will be greatly appreciated.
**********
***********
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INTRODUCTION
Adolescence Education is a new educational area, emerging in response to the
pressing demands for introducing in the school curriculum the elements relating to
•
critical problems that confront adolescents during the process of growing up. The period
of adolescence, usually characterized by the youthful exuberance as its most endearing
hallmark, is a distinct phase of dramatic physical, emotional and behavioural changes.
The suddenness of these changes coupled with the non-availability of authentic sources to
know, understand and appreciate them, results in anxieties and causes confusion and
unrest among adolescents. It has, therefore, been advocated since long that education in
these concerns should be imparted in schools. The demand has gained momentum in
view of the growing problems relating to the sexual behaviour of adolescents and the
arrival of the AIDS pandemic has added the element of urgency to this need. Moreover,
the growing incidence of drug abuse among adolescents has also generated demands to
incorporate necessary elements in the school curriculum.
Viewing these issues in a
broader perspective, the Programme of Action adopted at the International Conference on
Population and Development, 1994 exhorts all countries to protect and promote the right
of adolescents to reproductive health information.
What is Adolescence
The concept of adolescence is relatively new. Il made its first appearance in the
United States at the turn of the present century, though for many thousands of years the
society has been aware of certain adolescent phenomena and variations in human
behaviour with age. Aristotle is usually cited as the first source of detailed records of
adolescent development, but his characterization of the youth was only that of a phase in
a tripartite age continuum - childhood, youth and old age. Adolescence, the process of
growing up from childhood into adulthood, came to be recognized as a distinct phase of
life-span only in the present century.
It is a crucial period of development in a
multipartite, and not in a tripartite age continuum - Infancy, Childhood, Adolescence,
Adulthood and Old age.
I
Adolescence is a period of development from onset of puberty to maturity.
Psychologists consider a person to be an
Although majority of the Development
adolescent from about 13 to 18 years of-age, the period is not associated with the precise
number of years. Age alone is not sufficient to determine membership in adolescent
group. The adolescence begins with a period of rapid physical and specially sexual
development called puberty. The physical growth and changes in physiological processes
arise from the hormonal changes producing reproductive maturation and resultant sudden
increase in the activity of certain glands. Although these changes are highly correlated
with sexual development (development of primary and secondary sexual characteristics),
many physical structures and metabolic processes, not directly classifiable as sexual,
affect reproductive maturity.
Puberty ends when an adolescent reaches reproductive
maturity.
Another significant aspect of adolescence is related to the psychological
development which coincides with physical development.
An adolescent displays a
tendency to be independent like an adult, rather than remaining dependent like a child.
Besides being a phase of physical maturity adolescence is a period of progress towards
mental, intellectual and emotional maturity and increasing self-direction. Both physical
and psychological developments and the resultant behavioural changes among
adolescents are substantially influenced by their respective sociO-cullural milieu.
But
since they do not have proper understanding of these changes and the relevance of the
socio-cultural influences, they start distancing themselves from the adult world.
In
societies where adolescence is prolonged, the adolescents tend to form subcultures that
serve to support their strivings for independence. These subcultures gradually effect
changes in the existing culture of the society.
Problems of Adolescen ts
Adolescence is a highly dynamic period of physical, psychological and social
changes in individuals.
It is a critical period during which important personality
reorganizations occur. The suddenness and the rapid pace with which these changes take
place, generate a number of problems and special needs which adolescents find it difficult
2
to understand on their own.
Most of them become intensely concerned about their
physical appearance and increasingly self-conscious; and anything that makes them
different from others generally upsets them.
fhe
problems
emanating
from
these
developments
have
more
serious
implications such as sudden development of their interest in members of the opposite sex.
their tendency to become deeply involved with the peer group and to distance themselves
from parents and other members of the family, their efforts to establish a sense of
personal identity and to assert their independence.
These problems arc, however, compounded and complicated by environmental
appears unimportant to an adult may seem
factors. Generally, a problem that
overwhelming to an adolescent. The adult world considers that adolescents adjust to the
changes that occur in them under the impact of prevailing socio-cultural norms.
But
adolescents, on the other hand, suddenly encounter new ideas, new concepts, new values,
as well as the relatively sudden responsibility for self-determination and self-sufficiency.
This process forces a whole array of adjustments upon comparatively inexperienced
young person and generates apprehensiveness and anxiety. In the absence of any adult
intervention for making them understand and appreciate the problems and issues
concerned with their physical, emotional, social and intellectual maturity, their strive for
independence and emancipation from home control and their eagerness to redefine the
general principles of conduct valued by the adult culture, they turn towards the peer
group
In this process they may feel forced to adopt the group’s values. Adolescents
are so vulnerable to group pressure that many of them feel pushed into courses of action
without having a chance to fully think of the consequences.
They are found
experimenting with drugs for various reasons including peer group pressure.
One of the most striking developmental changes that take place during
adolescence, is the reorientation of adolescents towards the opposite sex.
The
development of heterosexual interests among them generates a number of problems *
Since interactions between sexes occur in a social context and subject to social controls of
varying degree, adolescents find it difficult to adjust to these developments. They seem
confused in discerning the subtle difference between infatuation and love and tend to mix
3
i
;
\
\
Up sex «•„!, love. The si.emio,., i„ which .hey are „„„«!,«! by llre l)io|OBical
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grown, and develop,.™, as well as .he socio-cul.nral environmen., genera.es a nnn.ber of
problems and needs, aboul which adolescents are leas, informed.
\
ICHWMiin Reproductive Health Needs of Adolesce (5
The Programme of Action (POA) adopted by the International Conference on
Population and Development (ICPD), 1994 has viewed the problems and needs of
adolescents as an integral part of Population Agenda. It has taken'note of the continuing
neglect of the health needs, and particularly the reproductive health needs of adolescents
as a group, although they constitute more than half of the world population at present. It
defines rfimdltctive health as “a_state of tomgktajilmkal, mental and social wellh£Hi£_aiid not merely the absence of disease or infirmity, in all matters relating to
the reproductive system and its functions and processes ”
In view of the ’above, the POA (ICPD, 1994) identifies certain specific needs of
adolescents and recommends that they should be adequately informed about reproductive
health so (hat they attain a level of maturity required to make responsible decisions.
Adolescents confront a number of problems during their process of growing up. They do
not always understand their physical and emotional development, particularly as they
become aware of their sexuality. Many young people have a longer interval between the
onset of sexual maturity and marriage, which increases the likc.hood of their being
engaged in premarital sexual relations. Traditional customs and family ties that have
discouraged pre-marital sex are being undermined by some specific aspects of social
development, such as migration to cities, increasing exposure to sex and violence through
med.a. In countries with poor educational and economic opportunities, adolescents face
pressures to engage in sexual activity which places them at increased risk of abusive,
exploitative and unsafe sexual encounters.
Adolescents lack proper knowledge which can prevent them from unwanted
. _pregnanc.es, sexually transmitted diseases including HIV/AIDS. The practice of early
marriage leads them to motherhood at a very young age, which entails high risk of
maternai mortality and high level of morbidrty and mortality for their children. Early
4
marriage and early motherhood continues to be an impediment to improvement in
educational, economic and social status of women in all parts of the world.
Countries, with the support of the international community, therefore, should
protect and promote the rights of adolescents to reproductive health education and
counselling in the areas of gender relations and equality, violence against adolescents,
responsible sexual behaviour, family life, sexually transmitted diseases, HIV infection
and AIDS prevention. Such educational programmes should make conscious effort to
strengthen positive social and cultural values. Adolescents need to be educated, so that
they learn to respect female’s self-determination and to share responsibilities with women
in matters of sexuality and reproduction. They should be encouraged to appreciate that
every person has dignity and self-worth and hence sexual relationship should never be
coercive and exploitative.
Need For Adolescence Education
It is in this context that the need for educational response at the school stage is
strongly felt to provide scientific knowledge to adolescents about various aspects of the
process of growing up in particular reference to the reproductive health needs and enable
them to cope with the problems during this transitional phase. This need is particularly
felt in India, because the school curriculum has not been able so far to incorporate several
elements of reproductive health such as sexual development during adolescence,
HIV/AIDS and drug abuse, which are closely interrelated concerns having decisive
bearing on their reproductive health. The education in these elements cannot be complete
by giving biological information alone. There is a need to make educational effoits
primarily aimed at influencing attitudes, behaviours and value orientation.
Moreover, a number of studies lend support to the fact that adolescents desire and
seek authentic knowledge on sex-related matters. But sex being a taboo in our society
like many others, there has been absence of any authentic source to get accurate
knowledge about it. This creates anxieties and confusion among adolescents who fall
prey to prevailing myths and misconceptions that are carried over to their adulthood,
creating problems with serious implications for family and marital relationships.
5
i
Because ol the expansion of educational opportunities the number of bovs and
gnls getting education is increasing.
increasing.
marriaec. (
It
contributed to
at
It has
lias contributed
to the
the rise
rise of
of averaee
average .me
aee at
the other hand, because of improvements in nutrition and hcahh c.ue the
age e: me onset of puberty is advancing.
auvanemg. As a consequence, now young people have a
longer interval between the onset of sexual maturity and marriage, incrcasnm the
pessibihtv of their engaging in pre-marilal sexual relations.
Studies conducted
Ill
dillerenl cultural settings have found growing incidence of pre-marilal sexual relations
uino.n.g adolescents.
A number of media reports almost at regular intervals highlight tb? growine pace
of sex crimes in India, particularly the problems of sexual exploitation of young girls and
even girl children in and around their household.
These situations demand urgent
educational intervention so that young children inculcate proper attitude towards sex and
de-, elop respect for the opposite sex
I iie impact of traditional value system that used to influence sex related hcha\ iom
oi individuals has been waning because of a number of new trends of social development
s.A-h as migration to cities, -.irbamza'i-'n and
changes in life styles.
I he exposure of
xornh and children through the crude display of sex by the media has been eroding the
mlluciice of the cultural prop.
There is a need to reinforce those social and cultural
\aiucs ti'.ut militate '.gainst premarital and extra-marital sexual relations and promote
roponsfnle sexual behaviour and respect for the opposite sex.
lire scourge of AIDS pandemic has added urgency to the need to introduce
.Uoio.cnce education in schools
Although
A’, the virus responsible for AIDS can be
mmxmittcd through blood and blood products and from mother to her child, the principal
::.o.:e m transmission in India as elsewhere, is through sexual relations.
1 he sharing of
syringes and needles by drug addicts is also an important cause of HIX' liansniission
Since mere is no vaccine for immunization against HIV ancj no cure for AIDS is available
or will be available in near future, preventive education is the only means to promote
bchax loural pre\ ention.
I lie need to incorporate elements of adolescent reproductive health in the school
. .miculum has been fell for quite some lime by those who have been aclivclv involved in
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the task of institutioiiah/iin- population education in the school education system
Although the general framework of population education has been focusing on the need
for
integration of elements relating to responsible parenthood, delayed marriage and
problems of adolescents in the school curriculum, these are yet to be adequately reGccled
in the school syllabi and textbooks. It is considered necessary to impart education in sex
related matters to students in order to influence their future fertility behaviour.
The
lifetime pattern of fertility is most likely to be established during adolescence.
There has been significant change in the attitude of the members of society,
particularly,
parents
and
teachers
towards
introduction
especially those on sex related matters in schools.
of adolescence
education,
Earlier, though students desired to
have education in sex-related matters, parents and teachers had great apprehension and
inhibition.
But now
several studies conducted in different States have come out with the
Gliding that parents and teachers overwhelmingly favour the introduction of adolescence
education in schools.
CONCEPTUALIZATION OF ADOLESCENCE EDUCATIQJN
Although there has been mounting pressure on school education system for the
introduction of sex related matters in the curriculum, there is a lol of variation in the
Different concepts like sex education,
conceptualization of this educational area.
sexuality education, family life education, reproductive health education and puberty
education have been used to describe the nature of this educational area. And even these
concepts have been defined differently.
In this backdrop when me National Council of Educational Research and I raining
(NCERT) decided to organize a National Seminar in 1993 to discuss various implications
of the introduction of sex education in school curriculum, it used the concept ol
adolescence education.
The term adolescence education was used for the first time bv
UNESCO (PROAP), Bangkok as the title of a package on sex education.
NCERT
Ilowcvci.
used this term not only as a euphemism for sex education with a view to
enhancing its acceptability
but also to broaden its scope to incoipoiatc the critical
concerns of adolescent reproductive health
It was thought that imparting of education in
/
\
sex related matters would be more effective, if it was done along with a consideration of
other related critical concerns of adolescents reproductive health.
The National Seminar on Adolescence Education held in April 1993 endorsed this
approach and unanimously recommended the introduction of “suitable components of
adolescence education in the curricula at all stages of schooling”. Besides outlining the
broad components of adolescence education, the Seminar made a number of
recommendations regarding the steps to be taken at different levels to ensure effective
introduction of tins educational concern in the content and process of school education.
As a follow-up of the recommendations of the National Seminar, the development
of a General Framework of Adolescence Education has focused on the following three
requirements:
i.
Conceptualizing adolescent reproductive health
as adolescence education and
defining it in the specific context of Indian socio-cultural ethos;
ii. Preparing the scheme of contents suitable to provide adequate coverage to the critical
concerns of adolescents and to ensure its correspondence with the nature of the
existing school syllabi; and
iii. Identifying curriculum transaction strategies suited to the specific needs of this new
curricular area.
Dormition of Adolescence Education
At attempt to define adolescence education and delimit its scope requires
consideration of the following basic issues:
Since the concept of adolescence education has come up as an educational
response to the needs of adolescent reproductive health, a spontaneous tendency would be
to provide comprehensive coverage to all aspects of adolescent life in its definition. But
the present school curriculum already incorporates most of the issues and problems of
adolescent world.
And hence, a broad and all inclusive definition may result in
unnecessary duplication of educational efforts. While defining adolescence education,
therefore, it is logical to focus on only those aspects of adolescent life, which are very
critical to reproductive health, and are not incorporated in the existing school curriculum.
8
1„ this context, three major interrelated areas of concern - the process of growing up,
H1V/A1DS and drug abuse - may be identified as critical areas.
It is also crucial to consider the kinds of objectives that need to be reHected in the
definition of adolescence education. The basic purpose of imparling education m the
adolescent reproductive health is to influence their attitude and behaviour.
Since the
major areas of concern of reproductive health are culture and region bound, .deally
adolescence education should aim at different sets of objectives for different cultural
settings
But the school curriculum in India may not afford to absorb an educal.onal
intervention with multi-contextual objectives. The definition of adolescence educat,on.
therefore, should reflect a broad and higher level objective, in which varied spec.fic
objectives mav be subsumed.
__
Since adolescence education is concerned with educational activities focused on
the intimate behaviour of adolescents, it needs to be dehned in the specif.c context of the
socio-cultural milieu of its target group.
In order to defme adolescence edttcahon.
therefore, it is desirable to adopt a basic assumption reflecting the needs of adolescents m
the context of the significant tenets of Indian socio-cultural ethos, which would naturally
he different from that of many other societies. In some societies, it is. assumed that
-since adolescents invariably enter into helero-sexual and homo-sexual relat.onsb.ps and
there is growing incidence of pre-marital pregnancies, un wed mothers and adolescent
sex crimes, the adolescents should be imparted knowledge about sex and scxualny. so
that they can practice safe sex and develop assertive skills to say ‘No’ to sex.”
A definition of adolescence education based on the above mentioned basic
assumption, however, may no. be in commensurate with the broader Indian socio-cultural
milieu, though it may ho relevant in some of the ve^ specific cultural sellings ot the
country. Adolescence education in India, therefore, may be conceptualized on the basts
of the following basic assumption:
9
X
\
ADOLESCENTS CONFRONT A NUMBER OF PROBLEMS BECAUSE O1
THE LACK OF AUTHENTIC KNOWLEDGE REGARDING THEIR PROC ESS
OF GROWING UP, PARTICULARLY, THE ISSUES RELATING TO
REPRODUCTIVE HEALTH. IT IS, THEREFORE, NECESSARY TO
PROVIDE THEM WITH AUTHENTIC KNOWLEDGE OF THEIR
CRITICAL CONCERNS WITH A VIEW TO INCULCATING IN
THEM RATIONAL ATTITUDE AND RESPONSIBLE BEHAVIOUR
TOWARDS ISSUES AND PROBLEMS OF ADOLESCENCE.
“Adolescence education thus may be defined as an educational
endeavour to provide learners with accurate and adequate knowledge
about adolescent reproductive health with a focus on the process of
growing up during adolescence, in its biological, psychological, socio
cultural and moral dimensions. It aims at inculcating in them
rational attitude towards sex, phenomena of H1V/A1DS and drug
abuse, so that they develop respect for the opposite sex and
responsible behaviour towards sex and drugs.”
General Objectives of Adolescence Education
In view of the above, the general objectives of adolescence education may be as
follows:
. TO PROVIDE AUTHENTIC INFORMATION AND TO DEVELOP AMONG
STUDENTS PROPER UNDERSTANDING OF THE PROCESS OF GROWING
.
UP;
TO PROMOTE AMONG THEM HEALTHY ATTITUDE TOWARDS SEX AND
RESPONSIBLE
BEHAVIOUR • TOWARDS
THE
OPPOSITE
SEX
IN
CONSONANCE WITH THE POSITIVE INDIAN SOCIO-CULTURAL VALUES ;
10
TO MAKE THEM AWARE OF THE PHYSIOLOGICAL, PSYCHOLOGICAL,
.
SOCIO-CULTURAL
AND
INTER-PERSONAL
ISSUES
RELATING
TO
REPRODUCTIVE HEALTH;
TO HELP THEM UNDERSTAND THE IMPLICATIONS OF AIDS AND CAUSES
.
AND CONSEQUENCES OF HIV INFECTION AS WELL AS THE WAYS AND
MEANS TO PREVENT HIV INFECTION; AND
TO MAKE THEM AWARE OF THE FACTORS LEADING TO DRUG ABUSE,
.
ITS CONSEQUENCES AND WAYS OF PRVENTING DRUG ABUSE; AND TO
DEVELOP IN THEM APPROPRIATE ATTITUDE TOWARDS DRUG ABUSE AS
WELL AS THE SKILLS TO SAY ‘NO’ TO DRUGS.
1
Scheme of Contents
The Scheme of Contents of Adolescence Education has been developed on the
basis of the following considerations:
1.
The selection of contents should be focused on the critical concerns of adolescent
reproductive health that are not covered under the existing syllabi and different stages
at school education;
ii. The contents to be identified and selected should emanate from the specific needs of
adolescents of various cultural settings and in consonance with the positive Indtan
socio-cultural values; and
iii. The nature of the scheme of contents should be in tune
with the existing school
syllabi.
view of the above, a broad Scheme of Contents has teen prepared, h delineates
stage-wise speeine objectives, content onllir.es and subject courses,
in which those
contents may be integrated. Since all contents of adolescence education may not be
adequately covered by the existing subject syllabi, the Scheme of Contents also suggests
Scheme of Contents given at Appendix ‘A’ has been
certain students activities. The !-------developed under three major components as follows:
11
I.
Process of Growing Up : This component contains critical issues relating to the
process of growth of child into adulthood such as physical and social aspects of
growth including male body clock, fepialc body clock, social and moral aaspects, sclf-
concept, self-esteem, and other reproductive health related issues such as sexually
transmitted diseases.
ii. AIDS :
The component of AIDS includes contents relating to causes and
consequences of HIV/AIDS, preventive measures, and individual and social
responsibilities towards persons having HIV/AIDS.
iii. Drug Abuse : This component covers situations in which adolescents fall prey to
drugs; consequences of drug abuse, preventive measures, treatment, rehabilitation of
drug addicts and individual and social responsibilities.
STRATEGIES AND METHODS OF CURRICULUM TRANSACTION
The strategics to be adopted for institutionalization of adolescence education in
the school education system, may focus on the following significant characteristics of this
educational area:
i.
Adolescence Education has emerged in response to the pressing demands primarily
emanating from outside the education system and not from within.
ii. It deals with contents that are very sensitive in nature and ’there is an in-built
resistance in the system in respect of its introduction in schools.
iii. This educational area focuses on problems confronted by adolescents who have been
traditionally treated as homogeneous group which they arc not. The variation in their
age range and their socio-cultural settings are enough to indicate their heterogeneous
nature.
IV.
Adolescence education is primarily aimed at influencing the affective domain of the
ft-
„ .
.
learners, though it may be initiated by imparting knowledge relating to various issues.
v. Although there is an increasing realization of the urgency to introduce adolescence
education in schools on the part of teachers, the age-old inhibitions would require
persistent efforts to be eleminated.
12
In view of the above, the following strategies merit consideration:
I.
Awareness Building : Il has been experienced over a period of lime that in most
cases the resistance to the introduction of elements of adolescence education in school
curriculum has been in the absence of proper appreciation of the problem.
Once
various aspects of this educational area are discussed, there develops an appreciation
of the urgent need to introduce it in schools. It is, therefore, desirable to conduct
awareness building activities. There is a need to have interaction with curriculum
developers, policy framers, opinion leaders drawn from national to panchayal levels,
teacher educators, teachers, parents and students. Suitable strategies such as mass
media may be evolved and adopted in this regard. Interacting in seminars at regional,
state and lower levels may be one such functional strategies.
ii. Integration in the School Curriculum :
In order to facilitate effective integration
of elements of adolescence education in the content and process of school education,
it is necessary that the conceptual framework of adolescence education reflects the
needs and requirements of adolescents of different cultural settings. The nature of the
existing school curriculum will also be a determining factor.
In this context the
following strategics may be useful:
a. Conducting Needs Identification Studies of the problem of adolescents belonging
to different cultural settings;
b. Preparation of conceptual framework of adolescence education on the basis of a
status study to be conducted for identification of suitable entry' points in the
existing curriculum;
c.
Integration in the National Curriculum Frameworks of Elementary. Secondary and
Higher Secondary Stages prepared by NCERT;
d. Preparation of materials on adolescence education for different target groups;
c.
Integration of elements of adolescence education in the courses of pre-scn ice and
in-service teacher education;
13
f.
Intensive orientation of curriculum framers, textbook writers, teacher educators
and teachers, parents, and educational administrators; and
g. Promotion of students’ activities even before the elements are integrated in
schools syllabi and textbooks.
Teaching Methods
The traditional teaching methods may not be effective for teaching elements of
adolescence education, primarily because of the sensitive nature of its contents.
Moreover, the objectives of adolescence education focus on the affective domain of the
learners. Therefore, non-conventional methods like the following may be adopted:
i.
Values clarification
ii. Enquiry method
iii. Other interactive method
iv. Emphasis on students’ activities
V.
Counselling of adolescents
vi. Increased use of audio-visual/print material
Evaluation
Evaluation is an integral part of the entire process of institutionalization of
adolescence education.
Al! the aspects of evaluation - context evaluation,
evaluation, product evaluation - arc significant.
process
The context evaluation may be
conducted for identifying needs and requirements of adolescents in different cultural
settings and content analysing existing syllabi to identify gaps as well as suitable entry
points for integration of the elements of adolescence education. Evaluation may also be
made an integral part of material development, training, teaching and organizing various
educational activities. Impact studies, though difficult and challenging, are necessary not
only to assess the attainment of objectives but also to identify the gaps in transactional
strategies and to take corrective measures.
14
ADOLESCENCE EDUCATION : SCHEME OF CONTENT
UNIT ON PROCESS OF GROWING UP
Object ivqs
Content Outline
Subjccts/Courses of
Studics/Acti vitics
PRIMARY STAGE
To enable students
to know the growth in
the body from child
hood to adulthood
i.
I
ii. to understand the
importance of genital
hygiene
Physical growth in human
human body
EVS/Co-curricular
Activities
Genital hygiene
EVS/Co-curricular
Activities
UPPER PRIMARY STAGE
To enable students
i.
to know the process
of physical develop
ment
Puberty : Physical changes
during adolescence in girls
and boys
Science/Social
Sciences/Social
Studies/Co-curricular
Activities
Menstruation : Munslination
cycle-nonnal routine, normal
food, cleanliness, myths and
misconceptions
ii. to understand
emotional changes
during adolescence
Emotional changes : concern for
physical appearance, assertion
of individual identity,
appreciation of existing
social values and norms
Science/Social
Sciences/Social
Studies/Co-curricular
Activities
iii. to appreciate the inter
personal relationship
between adolescents
and parents, members
of opposite sex, peer
gio up
Changes in inter-personal
relationships, distance from
parents, strive for independence,
peer group dependence, hetero
sexual attraction
Science/Social
Sciences/Social
Studies/Co-curricular
Activities
is
iv. to understand the
importance of
reproductive health
Sexual health and hygiene,
menstruation and hygiene,
genital hygiene
Science/health and
Physical Education/
Co-curricular Activities
v. to understand myths
and hi i scon cep lions
regarding growing up
Process of growing up :
self-consciousness about
body image, attraction
towards opposite sex,
socio-cultural norms and
their importance
Science/Social Sciences/
Social Studies/ Health &
Physical Education/
Co-curricular Activities
SECONDARY/HIGHER SECONDARY STAGE
To enable students
i. to understand physical,
physiological and
psychological develop
ments during
adolescence
ii. to appreciate the
significance of repro
ductive health and
inter-relationships
between adolescents
and members of the
opposite sex, parents,
peer groups and the
community
Process of growing up :
development of primary
and secondary sexual
characteristics due to
harmonal changes, male
body clock, female body
clock, conception,
pregnancy.
Sexual development puberty, menstruation,
nocturnal emission and
masterbation, hetero
sexual attraction
Biology/Psychology/
Health &, Physical
Education/Co-curricular
Activities
Sexual health : genital
hygiene, nutritional
requirements hygiene
during menstruation
Biology/Hcalth and
Physical Education
Co-curricular Activities
Psycho-emotional changes : Psychology/Social
interest in body image,
;Sciences/Health and
healthy attitude towards
Physical Education
each other, heterosexual
Languages/Co-curricular
attraction, self-assertion
Activities
and emphasis on self-identity,
distancing from parents,
dependence on peer groups,
adjustments with existing
socio-cultural values, sclfconccpl and self-esteem.
16
fv
iii. to appreciate gender
roles conductive to
the dignity of
individual
Gender equality and changing
preceptions of role-stereo-types
of male and females equal
partnership of male and female
in family and social life, healthy
attitude toward each other
Scicncc/Social
Scienccs/Psychology/
Languagcs/Cocurricular Activities—
iv. to appreciate the
importance of socio
cultural norms of
sexual behaviour and
healthy attitude
towards the opposite
sex.
Socio-cultural
'• abstinence,
general social disapproval to
pre-marital and extra-marital
sexual relations, respcq|^for
members of the opposite sex
Sociology/other
Social Sciences/
Psychology
Languagc/Cocurricular Activities
UN1T ON 1I1V/AIDS
UPPER PRIMARY STAGE
To enable students
i. to know the modes of
transmission of HIV
which causes AIDS
Meaning of Acquired Immune
Deficiency Syndrome (AIDS) &
Human Immuno-deficiency Virus
(HIV) causing AIDS, Effects of
HIV on immune system
Science/Social
Scicnccs/Social
•Studies/Health &
Physical Education/
Co-curricular
Activities
Modes orTumsmission of HIV
(
ii. to identify the ways
through which HIV
is noi transmitted - —
Conventional practiced not trans
mitting HIV such as hugging,
kissing, hand shakes, use of
utensils of infected persons, etc. r
and mosquito bite
Science/Social
Sciences/Health &
Physical Education/
Co-curricular
Activities
iii. to identify the ways
and means of
preventing HIV
transmission
Use ofclean and sterilized
needles and syringes
Science/Social
Sciences/Health &
Physical Education/
Co-curricular
Activities.
Not sharing a medics/
syringes for drugs; use of safe
blood for transfusion;
17
1
Abstinence from sex, delaying
sex till marriage and no sex
outside marriage.
iv. to show compassion
and sympathy for
persons with AIDS
and their families
Care and coftipassion for persons
suffering from AIDS - individual
and social responsibility
Science/Social
Sciences/Health &
Physical Education/
Co-curricular
Activities
SECONDARY AND HIGHER SECONDARY STAGE
To enable students
to understand the
implications of STDs
and to differentiate
between HIV/AIDS
and STDs
Meaning of HIV, AIDS and
STDs and their effects on
human body and its health,
difference between HIV, AIDS
and STDs, morphological
structure on viruses/bacteria
responsible for causing AIDS/
STDs, immune system with
special reference to HIV infection
Scicncc/Social
Sciences/Health &
Physical Education/
Co-curricular
’Activities
ii. to know the modes of
transmission of HIV/
AIDS and identify
factors that increase the
risk of HIV/AIDS
Modes of transmission : sexual
intercourse, blood transfusion
or contact with infected blood
Sciencc/Social
Science/Hcalth &
Physical Education/
Co-curricular
Activities
i.
Perinatal (mother to child)
Risk factors : Intravenous
infection of drugs, sharing
same needles.
Use of unsterilized needles
and equipment.
Use of infected blood for
transfusion, pre-marital and
extra-marital sex .al
intercourse
18
STDs a co-factor for
HIV transmission
Pregnancy of an infected
mother
iii. to know the ways
through which HIV
is not transmitted
HIV is not transmitted through
hugging, touching, shaking
hands, kissing;
• I Icallh &, Physical
Education/Cocurricular Activities
Sharing of towel, clothes, toilet,
room, food and utensils,
cigarettes/bidis;
Sharing classroom and canteen;
Insect/mosquito bites
(
iv. to identify ways of
preventing HIV/AIDS-
Ways and means to prevent HIV/
AIDS : Socio-cultural norms of
sexual behaviour-abstinence from
sex till marriage, avoiding extra
marital sexual relation, use of
condom during sexual inlcr-course
^Science/Social
Sciences/Heahh &
Physical Education/
Co-curricular
Activities
Use of safe blood for transfusion,
surgical vigilance to donors in
tissues and organs for transplanta
tion, use of sterilized needles,
syringes and other picrccing
equipment;
(
Techniques of sterilization;
Treatment of STDs.
v.
to assert and use skills
to handle potentially
risky and dangerous
situations, and avoid
the use of intravenous
drugs
Skills to avoid and resist
situations leading to sexual
encounters and using of
intravenous drugs or alcohol
19
Co-curricular
Activities
vi. to show compassion
and care for persons
with AIDS and their
families
Care of persons suffering
from AIDS, need to accept them
in family and community,
individual and social
responsibility
Sciehce/Social
Scicnccs/Hcalth &.
Physical Education/
Co-curricular
Activities
UNIT ON DRUG ABUSE
SECONDARY AND HIGHER SECONDARY STAGES
To enable students
Drugs, drug abuse, types of drug
i. to know the problems
abuse, symptoms, consequences,
of drug abuse and its
drug dependence, social and
implications
Education/Psychology
psychological problems
Science/Biology/
Health & Physical
ii. to understand prevention Ways of preventing drug abuse,
and rehabilitation of
medical treatment rehabilitation
drug addicts
of drug addicts, individual and
Educalion/Psychology
social responsibilities, drug
trafficking as a social problem
Science/Biology/
Health & Physical
iii. to develop appropriate
attitude towards dnigs
and assertive skills
against drug abuse
Social problems of drug abuse,
HIV/AIDS and drug abuse, how
to say ‘No’ to drugs, myths and*
misconceptions
/ •
A< z
20
JO ■
I
Sociology/Cocurricular Activities
Sociology/Cocurricular Activities
Science/Biology/
Social Science/
Health & Physical
Education/Cocurricular Activities
b'7
Adolescence Education in Schools
Part - III
.. liW'
rj/U AD OLES'
LESCENCE : QUESTIONS AND ANSWERS
z.
NATIONAL POPULATION EDUCATION PROJECT
DEPARTMENT OF EDUCATION IN SOCIAL SCIENCES AND HUMANITIES
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
SRI AUROBINDO MARG, NEW DELHI-110 016
PLEASE NOTE,,,
this is an EXPERIMENTAL EDITION of
the PA CKA GE OF BASIC MA TERIAL ON ADOLESCENCE
EDUCATION. MATERIALS CONTAINED IN THE
PACKAGE HAVE BEEN PREPARED IN PURSUANCE
OF A STRATEGY TO STRENGTHEN THE POSITIVE
SOCIAL AND CULTURAL VALUES OF INDIAN SOCIETY
PERTAINING
TO
REPRODUCTIVE .JIEALTH.
HOWEVER, OUR SOCIETY HAS A LARGE VARIETY OF
CULTURAL
SETTINGS,
AND
ANY
MATERIAL
DEVELOPED AT ONE LEVEL MAY NOT ADEQUATELY
TAKE CARE OF THE NEEDS OF ALL OF THEM . IN
ORDER TO MAKE THE PACKAGE MORE RELEVANT
AND FUNCTIONAL, SOME OF ITS PORTIONS WILL
NEED ADAPTATION AT DIFFERENT LEVELS TO MEET
THE REQUIREMENTS OF REPRODUCTIVE HEALTH
NEEDS OF ADOLESCENTS BELONGING TO EACH
CULTURAL SETTING.
CONTENTS
Page
About the Package
i
I
Introduction
1
II
Questions and Answers
4
K
ABOUT THE PACKAGE
This package, Adolescence Education in Schools : A Package of Basic Matci ials,
is the outcome of efforts made as a followup of the recommendations of the National
Seminar on Adolescence Education organised by the National Council of Educational
Research and Training (NCERT), New Delhi in April, 1993.
The main purpose of
developing this material is to promote the process of introduction of adolescence
education in the school curriculum. The package consists of the following five parts.-
Part I
General Framework of Adolescence Education
Part II
Adolescence Education : Its Knowledge Base
Part III
Adolescence : Questions and Answers
Part IV
Students’ Activities
Part V
Adolescence Education and Parents
Part I delineates the theoretical framework of Adolescence Education and
contains the details of the Scheme of Content with suggested modalities to integrate the
contents into the existing syllabi and textbooks of various school stages and courses of
pre-senrice and in-service teacher education.
Part II is devoted to explaining the main
contents of Adolescence Education. It deals with facts, ideas and views in respect of
adolescent reproductive health, focusing on physical, psychological and social
developments during the process of growing up, the changing
inter-personal
relationships of adolescents and the critical issues of gender roles. It also provides
specific treatment to H1V/AIDS and Drug abuse. In Part III, an attempt has been made to
provide answers to some important questions that arise in the minds of adolescents more
often than not.
Part IV delineates various aspects of the process of conducting
important students’ activities.
activities.
Nine activities have been identified. Part V contains
i '
material which can be used in advocacy programmes for various target groups, though
this material is addressed particularly to parents.
The present Package draws heavily upon the materials developed and published
by various national and international organisations, the Package on Adolescence
Education, published under Population Education Programme Service by the UNESCO
Principal Regional Office for Asia and the Pacific, Bangkok being its mainstay. The
portions of this Package dealing with HIV/AIDS have been repackaged from AIDS
Education in Schools : A Training Package, published jointly by
National AIDS Control Organisation (NACO), New Delhi.
NCERT and
However, the materials
drawn from different sources have been adapted and reformulated to suit the
requirements of the cultural ethos of Indian society. The first draft of the Package was
thoroughly reviewed in three Regional Seminars on Adolescence Education.
Dr. Jawaharlal Pandey, Project Coordinator, NPEP, Dr. (Ms.) Saroj B. Yadav,
Reader and Dr. (Ms.) Kanan K. Sadhu, Senior Lecturer prepared the first draft and
finalized the Package in its present form on the basis of the recommendations and
comments made in the Regional Seminars. Mr. D. P. Jain, Lecturer (S.G.) contributed
significantly to the preparation and finalisation of Part V of this Package.
It is hoped that the Package will be a useful and effective in facilitating the
introduction of adolescence education in the school curriculum. Any material of this
nature pertaining to a sensitive area like adolescence education requires continuous
efforts towards its revision and improvement. Suggestions and comments on the Package
will be greatly appreciated.
**********************
ii ;
.1
INTRODUCTION
Adolescence is a specific period in the process of growing up when adolescents
experience significant physical, emotional and social charges. The changes that take place
during the period are so rapid and varied that they fail to appropriately understand them.
Although many adolescents pass through this phase without any apparent by serious
difficulty, a large number of them have traumatic experiences.
This is so primarily
because adolescents do not get answers to their numerous questions which creep in their
minds regarding the rapid physical development, emotional upheaval and behavioural
contradictions. In the Indian socio-cultural setting also sex is ajaboo^and hence the
society does not provide them with channels for being appropriately educated in this area.
The adolescents generally do not get any advice and guidance regarding various aspects
of reproductive health from their parents
and teachers or any other group of
professionals. Consequently they fall upon the peer group or cheap literature. Both these
sources generate in them more problems than solve any, thus reinforcing among them a
number of myths and misconceptions.
School education curriculum has not been responding so far to these critical needs
of adolescents in respect of their reproductive health. After a considerable thinking, the
process has been initiated to incorporate necessary elements on adolescent reproductive
health focusing on the
process of growing up, H1V/A1DS and Drug abuse,
conceptualized as adolescence education in the school curriculum .But the realization of
this objective will take its own time because of the long and gradual process of revision
of curriculum, syllabi and other instructional materials.
However, the fast increasing reproductive health problems of adolescents require
an early response to these concerns by school education. Particularly in view of the
growing seriousness of the problems as a consequence of the fast changing socml
environment and invasion of HIV/AIDS, there is an urgent need to initiate the process of
providing required basic information and knowledge through school education.
.
I
I
Co-Currinilar Activities
Without waiting for the adequate incorporation of the elements of adolescence
education in the syllabi and instructional materials of school education and teacher
education, this process can be initiated through co-curricular activities. The Students’
Activities given in Pan IV of this Package have been addressed to this requirement.
Particularly the Question Box Activity detailed out in the Package may be very useful in
initiating this process. Moreover, this process can also be reinforced by the practice of
providing Counselling and Guidance to adolescents in respect of their problems.
Counselling
Counselling is a specialized area and it requires a rigorous training and
reorientation for a person to act as a Counsellor. Traditionally'^sychologists, trained
social workers and doctors have been serving as Counsellors. But teachers also can play
the role of Counsellors.
As we know counselling implies education, though unlike
education it is directed towards specific needs of the target groups. Both counselling as
well as education aim at changing behaviour and rely on communication skills. Teachers,
therefore, can acquire some basic ideas of counselling even without special training and
interact with students. What a teacher needs to do is to gain the trust and confidence of
students. He/she has to function as a source for accurate information on matters relating
to problems of adolescents which are invariably sensitive in nature. Many teachers find
it difficult to get over their embarrassment while dealing with such issues. But with the
training of teachers the embarrassment and shyness can be overcome among them and
they can be in a better position to appreciate the needs and problems of students and
communicate with them in their own language This is a common experience in our
selling that the advice given by a teacher is more acceptable to students with a higher
possibility of behavioural change.
1
The teacher should not be put off when students ask questions. Teacher should
not lot them feci that their questions are not important.
Rather students should be
encouraged to ask questions and teachers must try to provide authentic response to their
questions.
A teacher may try to answer questions of students as best he/she can. For personal
problems too the teacher may advise students to the best of his/her ability. At the same
time, if the problems demand, students should be advised to consult a Counsellor or a
Doctor for further counselling /treatment. The students should also be advised to consult
his/her parents in case of any serious personal problems.
With a view to perfonning the role of an intimate advisor and effective
Counsellor, the teacher is required to keep himself/herself well informed about various
aspects of adolescent reproductive health needs and problems. In order to facilitate the
process of knowing various aspects of these problems some questions and their answers
are being given in the following pages. These are expected questions that adolescents
mav ask.
Questions ami Answers
1.
Recently the term “reproductive health” is being used quite frequently by
media. What is the meaning of reproductive health?
Ans.
Reproductive hcailh is a stale of complete physical, mental and social well-being
and not merely the absence of disease or infirmity, in all matters relating to the
/' reproductive system and to its functions and processes. Reproductive health,
•rr*
therefore, is determined by a number of factors, important among those arc
consciousness for maintaining reproductive health, life style, gender equality and
equity, level of socio-economic development and quality of health care.
For
social as well as genetic reasons, females bear most of the burden of reproductive
ill-health. Owing to early marriage, they have premature and excessive child
bearing. They are more vulnerable to reproductive tract infections and sexually
transmitted diseases, including H1V/A1DS; and also to inhuman acts like sexual
harassment, and even rape. Improving reproductive health, therefore, is not only
essential for improving general health but also is the basis for women’s
empowerment and one of the foundations of social and economic development.
Good reproductive health is essential for early stabilization of population.
3
Is it necessary to take care of tiic reproductive health of adolescents
distinctively?
.Ans.
Yes, the reproductive health needs of adolescents as a group have been ignored to
date. More than half the world’s people arc below age 25 and about a third are
between 10 and 24 years of age. These young people have not been provided with
authentic and accurate knowledge regarding their physical and emotional
development, particularly during the period when sexual development starts in
them. In the absence of any authentic source to make them available accurate
information, they fall prey to those sources which create many myths and
misconceptions amor.g them. The conflicting messages that they arc receiving
from mass media arc making their confusion worse confounded.
Even the
C
0 5853
A/
j
reproductive health care services arc oriented towards ignoring the needs of
adolescents.
It is, therefore, necessary to respond to the special reproductive health
needs of adolescents.
The first and foremost need is to provide them with
authentic and accurate knowledge about their process of growing up - physical,
emotional and social developments -during adolescence and gender relations so
that they attain a level of maturity required to make responsible decisions. The
arrival of AIDS pandemic has added urgency to take steps in this direction.. The
educational response to these reproductive health needs will enable adolescents to
achieve good reproductive health and inculcate in them a healthy attitude towards
opposite sex and promote responsible sexual behaviour.
3.
Why don’t my parents understand me any more? They are always nagging
me.
Ans.
Yours is not an exceptional problem.
Almost all teenagers undergo a phase
similar to the one you are experiencing. It is unfortunate that most parents find it
difficult to change and, like their parents before them, tend often to be over-
assertive and autocratic. However, you must try' to understand that they may have
a point of view just as you have. Their thinking is naturally influenced by the
rigorous modes of behaviour instilled into them during their own childhood.
Adolescents on the other hand tend to behave in a manner which appears to be the
opposite of the prevailing normal behaviour of adults.
A family .can seek amicable solution by trying to understand one another’s
views and attitudes. It is difficult for your parents to accept that their child who
had hitherto led a sheltered life and readily accepted their guidance, now demands
independence and wants to appear grown-up; the expression of opinions may
appear them to be highly critical of the prevalent norms and ideas .
You can play an important part in creating understanding by showing them
that you can be trusted fully.
You may thus convince your parents of your
sincerity and help them become more tolerant and better able to understand the
difficulties you arc experiencing in this growing-up period. Talking things over
helps to reduce misunderstanding and conflict within the family.
4.
Why do parents find it difficult to understand their children and
appropriately respond to their needs?
Ans.
Being a parent is by far the most important and difficult role in one’s life. Along
with the joys of parenthood come the agonies of the huge responsibilities that
have to be tackled as a parent. Unfortunately, there are very few parents who will
admit to being wrong and consequently they fail to understand the entire process
of development of their children. This situation adversely affects both parents
and children.
Development psychologists feel that there are four types of parenting
styles: (I) authoritarian characterized by rigidity and adherence to strict rules,
which may affect the proper development of the child;(h) permissive
characterized by over-indulgence in the personal affairs of the child. This often
leads to poor impulse control on the part of parents; (iii) indifferent characterized
by neglect and lack of involvement in the affairs of the child, leading to
aggressive behaviour in the child; and (iv) reciprocal characterized by desired
interaction between parents and the child, shared decision making and rational
behaviour, which result in a sense of self-reliance in the child..
In general, experimental studies indicate that the most effective parenting
involves consistency in the interaction with the child and reward for his/her good
behaviour, both of which should occur within the context of a warm conducive
environment.
5.
I am a 20 year old student. My problem is lack of self-confidence. I do not
have a sense of self-determination which is very important in life. My
attempts to chalk out a time-table for myself fail almost everyday. I set
myself a time schedule for studying in the morning. I somehow manage to
get up early but just cannot act according to schedule. This increases my lack
of self-confidence and lends to mental tension. This state of complete
mismanagement has been carrying on for the past 2-3 years. I am totally
baffled as to how 1 could increase my self determination.
Ans.
There is a simple solution to your problem. You are making plans and goals
which you are not able to keep as th y are unrealistic for you. Everyone has a
certain time in the day (or at night) when they can concentrate on studies to their
optimum capacity. Find yours. It is definitely not in the morning. You should
also set realistic goals for yourself which can be achieved in a day’s work, instead
of making study charts which you can never keep up to.
6.
I am 21 year old student. I am very conservative. I am extremely shy and
keep quiet in company. When I do speak, however, I am slow and unsure of
what I am saying. I cannot speak in group discussions. I also have doubts
regarding my masculinity. I am always dissatisfied and am envious of people
’ who look happy. I am doing very well in studies and want to pursue higher
education.
Ans.
You seem to have developed a very low concept of your personality. This has led
to a low self-esteem and a feeling of worthlessness in your subconscious. This
feeling is manifesting itself in the form of insecurities, shyness and inability to
perform under stressful circumstances (e.g. group discussions).
Despite ail your problems, however, you have a major factor in your favour which
is your ability to do well in your studies. You should utilize this positive factor in
a productive way to overcome your low self -esteem. Try to inculcate feelings of
pride, self love and accomplishment in yourself every time you excel in your
studies. Whenever you do this, you will feel good about yourself and your self
esteem will rise.
7.
I am a 22 year old engineering student.
I am suffering from an acute
inferiority complex due to my lack of good looks and personality. I do not
like to wear new clothes in case they do not suit me and thus end up wearing
the same old clothes for days together. This irks my parents who dislike me
for every act of mine. I feel miserable. What should I do? Should I go for
cosmetic surgery?
s
Ans.
There is much that one can do to improve on one’s personality .and appearance.
While some people arc blessed with unusual physical assets, most of us arc not.
But we need not suffer from inferiority complex because of average looks. 1
would not suggest cosmetic surgery as apart from being expensive there is no
guarantee that you will be happy with the results.
An inferiority complex stems due to the absence of a sense of self- worth.
You should first learn to like yourself. List your strengths and weaknesses and
you will find there arc many good things about yourself that are worth liking.
Now, work on your weaknesses so that each of these can be gradually overcome,
adopting a positive attitude and using your determination.
As your list of
strengths increases, so w'ill your sense of self-worth and you will soon find your
confidence grow.
As an engineering student in one of the most envied
professions, you have no reason to feel depressed. Come on, pull yourself up and
sec the difference it makes!
8.
I am a 17 year-old girl. My problem is that I am overweight. My height is
5’4” and I weigh around 65 kilos. My friends constantly poke fun at me and
I tend to be the butt of everyone’s ridicule. I have tried all the diets possible
but I am not able to lose weight. Please advise me as I am really fed up and 1
am losing confidence in myself.
Ans. First of all, please do not diet randomly anymore. I might appear unbelievable,
but by dieting you tend to put on more weight. VvYien you are on a diet, you are
starving your body by not giving it due nourishment. The moment you go off the
diet, you automatically eat more than before as your body makes up for the
nourishment it lost. You must, therefore, exercise along with regulating your food
intake. Eat three healthy wholesome meals a day. Cut out fat, starch, sugar, deep
fried stuff all kinds of oily food from your diet. Eat lots of green vegetables and
fruits and do-regular exercise.
9.
’ am a 16-ycar-oki boy. Lately, I have become tremendously interested in the
opposite sex. Whenever I am alone, I cannot resist reading pornographic
magazines, which I buy regularly. Looking at porn magazines and pictures
arouses my sexual curiosity tremendously. But this has given rise to a lot of
sexual tension in me. I have also become addicted to cable television which
adds to this tension. I have been unable to relieve my emotions or even to
reduce them. Nor can I ask any elder for advice. This attitude has not yet
affected my studies, but it is affecting my concentration.
Ans.
Being attracted to opposite sex and wanting to find out more about them is
perfectly healthy and normal for a boy of your age, as this is the time when you
begin to be attracted'towards girls. Although you may feel hesitant, you should
talk to your father or to a mature person about any queries you might have. Do not
be embarrassed, as everyone, including the elders around you have gone through a
similar phase. The more information you collect on sex from authentic source,
the less mysterious the subject will seem to you. You should never consult cheap
literature or bank upon the knowledge given by your peer group. In any case,
some degree of mystery is always good. But when you study or do any other
work, you must concentrate on it and shut out all thoughts of girls. It is possible.
You have only to make some efforts.
10.
My voice breaks, my friends tease me and what is most embarrassing is that 1
get erections when I see a girl at the bus stop. I am feeling desperate. What
shall I do? I feel a lot of things have gone w rong w ith me.
Ans.
The breaking of your voice and erection is quite natural at your age. When a
person is excited sexually, extra blood flows in to the penis, causing it to .become
stiff. It is true that male babies and young boys get erections for reasons other
than sex, but in adolescents and adults, it is normally due to sexual
excitement.
Nevertheless," even until quite late in life a man may wake up in the morning
with an erection. These are natural happenings and beyond your control. The
occurrence varies from person to person and is as normal as being tall or short.
The variations occur due to individual attitude and interest in. sex. And lienee
it-
there is no need io worry or to consider your involuntary reactions as being
abnormal.
Since it is desirable to sublimate sexual energy till such time when you
marry, it would do you a lot of good to indulge in healthy outdoor games, group
work and community activity, where boys and girls work together for a good
cause.
Developing the right attitude towards girls is important, as this kind of
attitude will reflect in your behaviour. It is important to remember that all human
beings are born free and equal in dignity and rights. Therefore, those who do not
have respect for human dignity of individuals and girls in particular, lack certain
basic human quality.
My breasts arc small and flat and I look more like a boy. llcw can I de\clop
• 11.
a good breast?
Ans.
It is very unfortunate that mass media have created such a fetish about the female
breast which is primarily meant to suckle the new-born infant. The breast is made
up of glands and fatty tissues. Since adipose tissue (fat) determines the size of the
breast, you can deduce that one way of enlarging your breasts may be to put on
more weight. Should under-weight be your problem, consult a doctor and take his
or her advice. In general, proteins and foods rich in caibohydrates may help.
Exercises, such a push-ups, develop the pectoral muscles that lie below the
breasts.
As far as you are concerned, I would advise you a rich diet and an active
outdoor life. Remember that a healthy body and a sparkling mind are far more
attractive than the most perfect of vital statistics.
12
I am 16 year old. My breasts are well developed. Could you advise me as to
how I should look after them?
Ans. I recommend that you wear a dress which will support your breasts. The general
rule of good health, such as a balanced diet, a daily bath and suitable exercise
1
should be observed. Since you arc only 16, your body will become more shapely
m the next few years with the dissipation of puppy- fat.
Another life-long habit to develop is to self-examine your breasts daily,
say at bath-lime. This will help delect any lump or abnormality the moment it
appears.
If you detect any abnormality, consult a Doctor immediately. Early
treatment rules out the grave dangers arising from neglect.
13.
I am 17-plus and very depressed. My problems arc: (a) I have lots of facial
and body hair due to which I have a complex and cannot go out; (b) My
breasts are under-developed; © My menstrual cycle is very irregular; (d) I
some times get burning and itching while passing urine; (e) Before periods,
I get pain in my breast; (f) Can I become a mother? (g) Will any one marry
me or will I have to lead a lonely, unhappy life?
Ans.
Your problems (a), (b) and © by themselves are not problems to worry about ,but
together, they may be significant, indicating hormonal imbalance. You need to
consult a physician, who after examination can refer you to an endocrinologist, if
necessary, (d) The physician will treat you for this problem when you see him/her.
(e) Pain in the breast prior to the onset of a period is psychological .In most cases
it does not warrant any worry. However, the examining physician will check this
out. (f) Marriage should not be the ultimate aim in one’s life. Nevertheless from
the medical point of view, there is no reason why you should not be able to marry
and have a family. However, this will depend on the problem that is diagnosed
and treated. As far leading a lonely , unhappy life, there is no need to be so
pessimistic, leave your medical problems to the doctor to attend to, once you have
selected a qualified one and you concentrate your efforts on your studies and to
have a good career. Marriage is one aspect of life and should not become the only
option and purpose of life
14.
What do you mean by the term a “virgin”?
Ans.
By definition, a virgin is a girl whose hymen is intact. The hymen is a fleshy, thin
membrane which partially closes the mouth of the vagina. When the girl has the
first sexual intercourse, the hymen is stretched and it ruptures.
12
This is
accompanied by some discomfort and bleeding. As the shape, texture and size of
the opening differ considerably in different women, the extent of discomfort and
bleeding varies.
However, there are many cases in which the hymen is not intact even in a
virgin. In many cases it does not bleed at all even at the first intercourse, because
the hymen may be very stretchable. In other cases, the hymen may be ruptured
because of operation, injury or masturbation or any other pressure.
15.
What is menstruation?
Ans.
Menstruation occurs monthly in a girl or woman during the child-bearing age. It
is also referred to as having ‘periods”. About two weeks before a girl menstruates
an egg cell matures inside her in one of the ovaries. The egg travels through an
internal lube -(fallopian tube) to the womb or uterus.
Under the influence of
special sex hormones, the internal lining of the uterus becomes velvety in
appearance due to an increase in blood vessels and tissues.
If the woman has had intercourse and the ovum or egg has been fertilized
in the tube by the male sperm, the fertilized egg moves into the tube where it is
nourished by the rich tissues of the uterus. If the egg is not fertilized, the lining of
the uterus is not needed and is gradually released during menstruation which lasts
for a period of four to six days. During this period some girls feel low, unstable
and moody. This is due to changes in the body chemistry. With the onset of the
menstrual flow, the tension wears off. Menstruation is a proof that the girl or the
woman is perfectly normal and healthy.
16.
u
My friends tell me that my period should be regular and come at the interval
of every 30 days. Mine comes sometimes on time, but sometimes it is delayed
and comes after 6 to 7 weeks. I am worried. Is there anything wrong?
Ans.
In the early stage of menstruation which begins around 11-14 years, the hormones
from the pituitary gland fluctuate and
so do the responses of the hormones
secreted by the ovary. In young girls this fluctuation is manifested by delayed or
loo frequent
periods. By 16-17 years of age, the menstrual cycle should have
stabilized.
Again, before cessation of menstruation, i.e menopause, a similar
13
disturbance becomes evident due to the waning of hormones around 43-45 years
of age. However, if your irregularity persists beyond 16 years of age, it would be
wise to consult a gynaecologist.
Also, the menstrual cycle varies in different women. Some have a 30-day
cycle, others have one of 27 or 28 days and still others may have at the interval of
cveiy35 days. It is the consistency of a cycle that determines regularity and not
the number of days between periods. In actuality, a large number of women
never achieve a regular cycle.
Even those who do, may suddenly become
irregular for a time due to shock, overwork or emotional stress.
Yl.
Is bathing harmful and are cold things prohibited during menstruation?
Ans.
No. On the contrary, it is necessary to take bath daily since it is important to
maintain personal hygiene more carefully during menstruation. The vulva should
be washed while bathing. Commencement of menstruation ismot a reason for
stopping baths, rather it calls for greater frequency in taking bath. Menstrual
hygiene is very important for girls.
There is a proverb, ‘Cleanliness is next to Godliness’. Sexual organs
require more cleansing than many other parts of the body. The foreskin of the
male organ should be retracted during the bath and the secretion washed away. If
this is not regularly done, smegma collects and the bacterial decomposition and
consequent irritation, may lead to excitement and unclean habits.
Cold things are not prohibited during menstruation. It is a superstition.
18.
What is masturbation?
Ans.
Masturbation generally means the stimulation of the sex organs to secure pleasure.
Both boys and girls may indulge in it. Even small babies handle their own sex
organs. This is a simply part of the normal process by which they explore and
learn about their own bodies.
At around 12 to 14 years of age, the body undergoes changes which
prepare it for eventual sexual behaviour. This stage is called puberty. After the
onset of puberty, boys start experiencing the erection of penis which, being very
sensitive to any rubbing, for example against the bed clothes, gives pjeasurc. 1'
J
stroked with the hand, the pleasure is intense and may result in ejaculation. If a
boy is ignorant of these facts he may get very worried. It is at this stage that he
may fall into the trap of myths and misconceptions that arc often created by the
newspaper advertisements of Hakims, Vaidyas or unscrupulous doctors.
Of course, all myths and superstitions regarding masturbation arc
nonsense. This is a perfectly ordinary part of growing up. There is no reason to
feel guilty when you have fantasies or day dreams or masturbate. Any of these is
a perfectly normal behaviour. No physical harm results even if a boy masturbates
frequently over a period of time.
19.
Can girls and boys have STDs without having any symptoms?
Ans.
Yes, it is possible for boys and girls to have STDs without having any symptoms.
While some STDs may have quite recognizable symptoms, others may not.
Gonorrhea, for example, typically displays no- outwardly symptoms in females
and often is undetectable in males. It is important to be exaftrined by a doctor at
the earliest, if you think you may have an STD.
20.
Can STDs be cured if the infected persons have sex with a virgin?
Ans.
No, not at all. It is a superstition which abets a responsible offence. STDs require
regular medical treatment. By having sex with a virgin or anyone else, one will
only transmit this infection, which is an inhuman act.
21.
Where did AIDS first appear?
Ans.
The first report of AIDS came from the Centre for Disease Control in Atlanta,
Georgia in the United States (a public health body responsible for investigating
epidemics and reports of new or unusual diseases). They described the cases of
five young, previously healthy homosexuals who had been treated in Los Angeles
hospitals for a rare infection of the lungs called pneumocystis pneumonia. This
type of pneumonia is caused by Pneumocystis carinii, a small organism
(ptotozoan) which invades the lungs and as a result makes breathing very difficult.
The opportunity for infection by this organism usually occurs only in individuals
whose immune system is damaged or profoundly impaired.
15
Why AIDS did not appear until the last 1970s is a scientific mystery, but
in the space of six years AIDS has become an epidemic throughout the Western
world and almost all parts of equatorial Africa. In India too, it is spreading very
fast.
22.
Where did HIV come from?
Ans.
No one knows where HIV came from, though there arc a few scientific opinions
about the origin of HIV. However, it is more important to know the ways for
preventing its spread than to know where HIV came from. It is pertinent to note
that it is now present in our country and spreading. One has to learn to protect
oneself.
23.
Do sexually transmitted diseases increase the chance of getting HIV?
Ans.
Yes, there is strong evidence that other sexually transmitted diseases put a person
at a greater risk of getting and transmitting HIV. This may occur because of sores
and breaks in the skin or mucous membrane that often occur with STD, which
allow HIV to be absorbed more easily.
If a person suspects that he/she may have acquired or been exposed to
STD, he/she should seek medical advice.
A person who has STD, should be aware that if he/she is participating in
unprotected sexual activity, he/she is at an even higher risk of getting HIV.
24.
What are antibodies?
Ans.
The defence system (immune system) of the body develops germ fighters, called
antibodies to fight off and destroy various viruses and germs that invade it. The
presence of particular antibodies in a person’s blood indicates that the person has
been exposed to that infection. For example, when a blood test reveals that the
antibodies to HIV are present in the blood, it means that the person is infected
with HIV.
16
4
25.
I low can one test for the presence of IIIV?
Ans.
There are a variety of tests like ELISA, Western Blot, Rapid Test, etc. These tests
detect antibodies to HIV and not HIV itself. Antibodies are produced by our
body’s defence system to fight against intruders like viruses and germs. These
antibodies detect and destroy unwanted intruders. There arc antibodies against
HIV too, but these are powerless to destroy the virus.
26.
How long after infection docs it take for the body to reveal the presence of
antibodies?
Ans.
It takes about 6 to 12 weeks to reveal the presence of HIV antibodies in human
body. However, this period may be as short as two weeks and in rare instances
may be even longer than’three months.
How long after infection does it take to develop AIDS?
Ans.
In 50 per cent of those who are HIV positive, it takes 10 years to develop AIDS,
but it could be faster in societies where the health and nutritional status is low.
28.
What is the “Window” period?
Ans.
This is the time that the body takes to produce measureable amounts of antibodies
after infection. For HIV, this period may be as short as two weeks, but it may be
upto 6 weeks or 12 weeks, and in rare instances this period may be even longer.
This means that if an HIV antibody test is taken during the “window
period”, it is likely to be negative since the blood test is looking for antibodies
that may not yet be developed. Yet that person may already be HIV infected.
29.
When a person is tested for HIV, what is actually tested and where?
Ans.
Some blood is taken and tested.
The report of the test is not available
immediately. One has to return to the testing place for the results. The blood
may be tested for HIV at Zonal Blood Testing Centres and District level Blood
Banks or Transfusion Centres.
r
30.
Wliat are the advantages and disadvantages of testing for HIV?
Ans.
There are advantages and disadvantages of being tested for HIV. It is a decision
that should be taken after considering the implications of positive and negative
outcomes of the test with the assistance of an HIV/AIDS Counsellor.
Information about the test procedure and a number of factors involved in
testing should
also include emotional and social consequences regardless of
whether the test is positive or negative. Advantages and disadvantages of testing
should be discussed with the Counsellor and the decision to be tested should be
made only after careful consideration of all factors.
Advantages of being tested:
Persons who are informed after the test that they do not have HIV infection,
©
would feel relieved.
People who find out that they have HIV and receive early treatment, usually
live longer.
©
A person can make decisions to take good care of himseif/herself.
©
A. person can develop a good emotional support system early in the disease.
One can utilize new medicines as they develop.
One can make decisions about getting pregnant, as babies can be born with
©
HIV.
©
One can inform his/her partner that he/she has HIV.
©
One can abstain from sex or use a condom during sex.
One can avoid sharing items that come in contact with blood like tooth
brushes, razors, tweezers, needles and syringes.
•
A person will decide not to donate blood and other tissues or body organs.
•
He/she will practise responsible sexual behaviour.
Disadvantages of being tested:
o
A person who learns that he/she is infected with HIV, may become ver'
distressed. The degree of distress depends on hov. we!I the person is prepared
for testing and managing the situtalion after the results arc known.
is
e
Should a positive test result become public knowledge, the person would
suffer stigmatization and discrimination.
A negative test may lead a person to a false sense of security and may promote
unwillingness to change any high risk behaviour currently being practised by
him/her.
31.
What does the asymptomatic carrier stage mean?
Ans.
It is the period of time between infection and the beginning of signs and
symptoms of AIDS. This varies from person to person. It may be as short as 6
months or as long as 10 years or more. During this period there may be no
evidence that the person is sick, and yet the person can pass HIV on to others.
32.
What are the symptoms of AIDS?
Ans.
This question must be approached with caution in any specific case, since it is
often difficult to detennine if the symptoms actually mean onset of AIDS or if
they are simply symptoms of other conditions. The obvious signs and symptoms
are indications of an opportunistic disease such as tuberculosis or pneumonia.
However, associated findings might include : recent, unexplained weight loss;
fever for more than one month, diarrhoea for more than one month,; nerve
complains; enlarged lymph nodes; skin infections that are severe or that recur.
33.
What happens to a baby born to a woman with HIV infection?
Ans.
The baby may be bom infected with the virus. About 30 per cent of babies born
to infected mothers will have HIV. Some will develop AIDS during the first year
of their life. The majority of the HIV-infected babies may survive only for a few
years.
34.
Do some people have a high likelihood of getting HIV?
Ans.
It depends on a person’s behaviour. At risk are:
•
People who have more than one sexual partner;
•
People who already have other sexually transmitted diseases and are sexually
active;
i/i
People who arc drug users through injections and while doing so share
o
needles and syringes;
•
Couples whose one partner has sex with others; and
People who receive blood transfusions with blood that contains HIV, or with
blood that has not been tested to ensure that it does not contain HIV.
35.
Docs breast-feeding transmit HIV?
rlns.
Breast milk of an HIV-infected mother contains HIV in relatively low
concentration, which can be transmitted to the baby.
Notwithstanding the risk, the World Health Organization recommends that
women in countries or areas with problems of malnutrition and high rate of
childhood infection should continue breast-feeding.
36.
Can one get HIV infected by menstrual blood?
Ans.
Menstrual blood from HIV-infected females does contain the virus. The risk of
infection would be dependent on the flow and freshness of the blood, and whether
on the situation the menstrual blood had access to the sexual partner’s or any other
person’s bloodstream. However, the female who is menstruating is at a much
higher risk for HIV infection through sexual intercourse by her partner if he is
infected, because during this period, the interior lining of the uterus is open to
HIV present in the semen.
37.
Can a person get HIV infected by blood transfusion or by blood products?
Ans.
Yes, if the blood is infected. Recommended standard practice for all transfusion
services is to test and exclude from use all blood and blood products that are
“scro-positivc”. In India under the Drugs and Cosmetics Act, it is mandatory to
test every unit of blood for HIV. This practice is essentially to be followed by all
Blood Banks and Blood Transfusion Centres.
38.
What happens if a person lives close to someone with AIDS?
Ans.
Living near someone who lias AIDS or who is infected with HIV will not infect
anybody with HIV. A person can live in the same neighbourhood, in fact, hc/shc
can live quite safely in the same room with someone who has AIDS, provided that
hc/she docs not do sexual activity with the person having HIV. Moreover, proper
20
precautions need to be taken in handling body fluids (urine, faeces, blood and
vomit) of the person who is HIV infected or who has AIDS.
39.
How docs one treat AIDS?
Ans.
There arc drugs that are effective against many of the infections associated with
AIDS. These drugs arc not a cure for AIDS but help manage the disease and
improve the quality of life of the infected persons.
A lifestyle with balanced diet, regular physical exercise and rest may also
slow the progression of the disease.
A few drugs have been able to inhibit the multiplication of HIV in the
infected persons. These drugs do not eliminate the virus from the body but are
very useful in improving the quality of life.
To date, there is some optimism over the development of a vaccine to
protect against the disease. Part of the difficulty is that there are many strains of
HIV. Even within the same person the virus can change over time. Research
work aimed at developing a vaccine is continuing but it can take many years.
40.
Can needles, knives and other instruments transmit HIV?
Ans.
Yes. Any instrument that cuts the skin or punctures the skin, can collect small
amount of blood from the body of the infected person and that can be passed on if
used again by another person without sterilizing. However, the risk is extremely
low.
41.
How can one identify a person with HIV?
Ans.
It is not possible to know by physical appearance that a person has HIV because
the virus may remain in the body for many years without causing any symptoms
or signs.
r
Only a blood test taken after the “window” period can tell if a person has
HIV.
42.
How docs one get HIV by injection needles and syringes?
Ans. Small amount of blood remains in the needle and syringe after use. If someone
else uses that needle or syringe, the blood left in the needle on syringe will be
infected into his/her bloodstream. If the first user was infected with HIV, the
21
second person will also be infected. Such a possibility is very high among the
' intravenous drug users.
The possibility of getting infected with HIV through
general injections that are given by a doctor or nurses in a hospital are almost
negligible.
43.
Do mosquitoes or other insects spread HIV?
Ans. No. The evidence clearly shows that HIV is not spread by mosquitoes and other
insects. For example, bedbugs, lice and fleas in the household of persons with
HIV,'AIDS do no spread the virus among other persons living in the household.
From the way they bite, it might be thought that mosquitoes are like flying
injection needles, passing HIV on to whoever they bite. But it is not so because
mosquitoes do not inject blood, they suck blood.
HIV is not like the malaria parasite which lives very well in the mosquito
and spreads in people when mosquitoes bite. Malaria germs go into the blood
stream of the mosquito. Then they come to its salivary glands. It is through
salivary secretion during mosquito bite that malaria genns enter the victim.
The incidence of HIV infection is the highcsLamoni’ the sexually aUiY.C
age grout? of 15 to 45 years. If mosquitoes were a means of spreading HIV, the
incidence of HIV infection would have been uniformly high among all agexawSx
44.
Can blood donors get HIV by donating blood?
Ans.
No. HIV cannot be acquired through blood donation. Neither HIV nor any other
disease can be contracted from giving blood. The materials used for collecting
blood are sterile and used only once.
45.
How can a person not get HIV? What are the misconceptions people have
regarding AIDS?
Ans. A person cannot get HIV by:
•
Shaking hands and embracing, touching objects in phone booths and public
transport, touching doorknobs, coins, bank notes;
•
Shared use ofcrockery, glasses, towels, bedding, linen, toilet articles;
o
Eating and drinking from common dish;
•
Caressing, petting, kissing;
•
Coughing, sneezing, tears;
•
Use of public toilets, swimming pools, community showers;
•
Medical treatment in hospitals or in doctor’s clinics, dental
clinics and in all therapy situations where normal rules of hygiene arc
observed;
•
Massage, physical therapy, cosmetics, (cosmetic treatment), hairdresser,
•
accupuncture, piercing of ears and other comparable treatment, as long as
•
normal standards of hygiene are maintained;
•
Donating blood;
Q
Scratches and bites by pets;
e
Caring for person with AIDS or HIV.
46.
Can a person get AIDS from a barbershop?
Ans.
No. It is very unlikely. You are talking about an unlikely string of coincidences an HIV infected person from your colony must visit that barbershop. He must
receive a cut which bleeds, leaving some blood on the razor. That razor must
remain unwashed, and the blood must not dry. You must walk into that shop, be
attended to by the same barber for a shave. He must cut you while shaving, with
the same razor, and what is more, some of the blood from the razor must enter
your blood. The chances of so many incredible coincidences in one morning
would be less than a billion to one.
47.
Can one get HIV infection from water in the swimming pool?
Ans.
No. One cannot get HIV infection in a swimming pool. It is important to know
that Chlorine is an extremely effective way of destroying HIV. Any common
household bleach in water is also an effective antiseptic; for example, one part
bleaching powdcr/liquid mixed in with nine parts water, or hydrogen peroxide six
percent can be effective. However, low-level disinfectants such as Dcttol and
Lysol do not kill HIV.
FBI
Disinfectants only kill HIV outside the body; they cannot reach the virus
once it is in the body. It is dangerous and useless to drink or inject antiseptics, or
apply them over the genitals, thinking that they will prevent or cure HIV.
48.
How fragile and how dangerous is HIV?
Ans.
The hepatitis B virus is vastly more infectious than HIV. A graphic analogy,
though not a rigorously scientific one, appeared in an issue of Discover, the US
based science magazine.
If you draw a cubic centimeter of blood ( about enough to fill an eye
dropper) - from a person infected with hepatitis B, put it into a swimming pool
containing 24,ooo gallons of water, and inject 1 cc of that water into a
chimpanzee, there will be enough virus in the injected water to infect the animal.
But if you put the same amount of blood from someone infected with HIV
into the pool and inject that water, the chances of infection wouldbe zero.
In contact with open air or direct sunlight, HIV is destroyed in about 15 or
20 minutes. Certain publications and leaflets are claiming that HIV cannot
survive more than seven or eight seconds in the open , but the WHO recommends
that syringes must be boiled for at least 20 minutes in order to be safe beyond
reasonable doubt from any other possible infections.
49.
How can I help if a close friend or relative has AIDS ?
Ans.
A person with AIDS needs your friendship and love more than ever. It is
important for him/her to know that you are a friend and that he/she can trust and
rely upon you.
You may take note of the following:
•
Give him/her a hug or hold his/her hand, if you get the opportunity.
•
He/she will enjoy the physical contact and the reassurance that goes with it.
•
If he/she is on the phone, give him/her a call and gossip with him/her.
•
Remember that he/she needs a friend who he/she can get close to and with
whom he/she can relax and show how he/she really feels.
•
Just because someone has AIDS docs not mean that he/she wants to stay
home all the time. Take him/her out for the day or in the evening.
24
G
ii he/shc wants :o talk about his/her illness, encourage him/her to do
SO.
He/shc may want to let off steam and you may be the ideal person on whom
he/shc can vent die anger or frustration he/shc feels about being ill.
•
Try to keep the person with AIDS up to dale with what i
is happening
medically. J lope is very important to someone with AIDS
50
What is a ’‘Drug’?
Ans.
A drug is a chemical substance that changes the way our body works. When a
■ Iktin'iacc’j'/tc:.. j^-enaratio;; or n.aturcdlv ocenrri-ter
..... j ...•«
;..a.ih'c i?. :..on:e existing process for state (physiological..
psychoiogicai or biochemical) it can be called a drug. In short, any chemical that
alters the physical or mental functioning of an individual, is a drug.
Drug may or may not have medical use. Their use may or may not be
legal. When drugs are used to cure an illness, prevent a disease or improve the
health condition, it is termed ‘drug use’. Drugs prescribed b^y a doctor include
antibiotics, tranquilizers and pain relievers.
51.
What is ‘Drug abuse’?
Ans.
When drugs arc taken for reasons other than medical, in an amount, strength,
frequency or manner that damages the physical or mental functioning of an
individual, it becomes ‘drug abuse’. Any type of drug can be abused. Drugs with
medical uses can also be abused. In short ‘Drug abuse’ is taking a drug without
medical reasons. The method, quantity and frequency in which it is taken, lead to
physical, emotional and sociological problems.
52.
Ans.
hy do people become addicted to Drug abuse?
There is no single reason. Most of the addicts start using drugs out of curiosity or
to have some pleasure, often under the influence of their friends and peer groups.
Some take to drugs to overcome boredom, depression and fatigue. Lack of love
and understanding on the part of those the person is attached to also becomes a
cause of addiction in many cases. Most of the addicts are found to suffer from
liustiation in h.e. Of course, easy availability of dependence producing drugs is a
major factor in the proliferation of drug abuse.
Teenagers take to drugs commonly due to the following factors:
Persuation by school-mates and friends (peer pressure),
-■ i.
ii. Temptation of teenager ‘to look and behave’ like an adult (symbol of
adulthood);
hi. Refusal to accept any kind of authority (rebellion);
iv. Mere curiosity to experience how it feels to take drugs
(misconceived
advcnture);and
Imitating the drug-taking behaviour of others(demonstration impact);
V.
Often, drugs are taken for the first time by a teenager due to peer pressure.
A peer is usually a person of more or less the same age, who may be a close
friend, a school mate or a neighbour.
53.
What are the symptoms of Drug addiction ?
Ans.
Following are the symptoms of Drug addiction:
•
Loss of interest in sports and daily routine;
•
Loss of appetite/weight;
e
Unsteady gait/clumsy movement/tremors;
•
Reddening and puffmess of eyes, unclear vision;
o
Slurring of speech;
o
Fresh/numerous injection sites on body and blood stains on clothes;
•
Presence of needles, syringes and strange packets at home,
•
Nausea, vomiting and body pain;
•
Drowsiness or sleeplessness, lethargy and passivity,
•
Acute anxiety, depression, profuse sweating;
•
Changing mood, temper, tantrums;
•
Depersonalization and emotional detachment; and
Impaired memory and concentration.
•1
54.
What are the principal Drugs of Abuse ?
Ans.
St iimi knits
Amphetamines like benzendrine, dexedrine and
methedrine, Cocaine, Nicotine
Alcohol, barbiturates like secndal,, nembutal, gardenol,
Depressants :
Tranquilizers like valium and librium.
Sedative
Hypnotics like mandrax, doriden.
Narcotic
Opium, MoqDhine, Codeine, Heroin, Brown Sugar.
Analgesics
Synthetic drugs like Methadone. Pethedrine, Mepradine.
Cannabis
Bhang, Ganja, Charas
Hallucinogens
LSD (lysergic acid diethylamide), PCP (phencyclidine),
Mescaline, Psilocybin.
-5.
What are the effects of Drug abuse ?
Ans.
Drug abuse leads to:
a. Short term effects: These are the effects that rapidly appear a few minutes after
taking the drug.
These effects include a sense of well-being and a pleasant
drowsiness.
b. Long term effects: These are the damages that occur due to constant excessive
use of drugs. The damages include both physical and mental illness.
56.
What can you do to help prevent addiction to Drugs?
As a parent
©
communicate openly with your child. Be a patient listener;
Keep yourself interested in your child’s activities and friends;
Share problems at home, talk about your child’s problems and teach him to
handle them;
Do not abuse alcohol and drugs yourself and set an example;
6
Keep track of prescribed drugs in your home; and
o
Learn as much as you can about drugs - be informed.
As a Teacher
•
Talk to your students informally and openly;
•
Discuss with them the dangers of drug abuse;
•
Keep yourself interested in your student’s interests and activities;
•
Encourage them to volunteer information of any incident of drug abuse;
Talk with students about the problems of adolescence, guide them on how to
handle thocs,
•
Help them examine career options and set goals; and
Leam as much as you can about drugs - be informed.
As a Citizen
Q
Do not entertain any request to keep/carry narcotic drugs;
e
If you notice poppy or-other cannabis plants/crops inform the nearest law
enforcement authority;
If you come across with anything suspicious, inform the police, even
anonymously;
o
Advise
addicts
to
seek
treatment
from
Government
counsclling/de-addiction centres funded by the Government; and
o
Learn as much as you can about drugs - be informed.
2^
hospitals
or
Il
'11-
For Limited Circulation
Adolescence Education in Schools
Part - IV
STUDENTS’ ACTIVITIES
NATIONAL POPULATION EDUCATION PROJECT
DEPARTMENT OF EDUCATION IN SOCIAL SCIENCES AND HUMANITIES
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
SRI AUROBINDO MARG, NEW DELHI-110 016
ELEA^E^2IE_^
OF A STRATEGY TO STREbGTH
cOC1ETY PERTAINING TO
CULTURAL VALUES O
' VFR OUR SOCIETY HAS A LARGE
reproductive health, hoave\E^, °material DEVELOPED
VARIETY OF CULTURAL
’ Y taRE care OF THE NEEDS OF
at one level may not
package more relevant
and functional, some of its porito Sthe requirements of
SproduSve health needs of adolescents belonging to^
I each CULTURAL SETTING.
---- ------ ---- -------
CONTENTS
Page
About the Package
i
Introduction
1
I
Question Box
3
II
Group Discussion
6
III
Value Clarification
IV
Role Play
13
V
Case Study
19
VI
Debate
22
VII
Painting/Poster Competition
24
VIII
Essay Competition
26
IX
Quiz Contest
28
ABOUT THE PACKAGE
This package, Adolescence Education in Schools : A Package of Basic Materials,
is the outcome of efforts made as a followup of the recommendations of the National
Seminar on Adolescence Education organised by the National Council of Educational
Research and Training (NCERT), New Delhi in April, 1993. The main purpose of
developing this material is to promote the process of introduction of adolescence
education in the school curriculum. The package consists of the following five parts:-
Part I
General Framework of Adolescence Education
Part II
Adolescence Education : Its Knowledge Base
Part III
Adolescence : Questions and Answers
Part IV
Students’ Activities
Part V
Adolescence Education and Parents
Part I delineates the theoretical framework of Adolescence Education and
contains the details of the Scheme of Content with suggested modalities to integrate the
contents into the existing syllabi and textbooks of various school stages and courses of
pre-service and in-service teacher education.
Part II is devoted to explaining the main
contents of Adolescence Education. It deals with facts, ideas and views in respect of
adolescent reproductive health, focusing on physical, psychological and social
developments during the process of growing up, the changing
inter-personal
relationships of adolescents and the critical issues of gender roles. It also provides
specific treatment to HIV/AIDS and Drug abuse. In Part III, an attempt has been made to
provide answers to some important questions that arise in the minds of adolescents more
often than not.
Part IV delineates various aspects of the process of conducting
important students’ activities.
Nine activities have been identified. Part V contains
(i)
material which can be used in advocacy programmes for various target groups, though
this material is addressed particularly to parents.
The present Package draws heavily upon the materials developed and published
by various national and international organisations, the Package on Adolescence
Education, published under Population Education Programme Service by the UNESCO
Principal Regional Office for Asia and the Pacific, Bangkok being its mainstay. The
portions of this Package dealing with HIV/AIDS have been repackaged from AIDS
Education in Schools : A Training Package, published jointly by
National AIDS Control Organisation (NACO), New Delhi.
NCERT and
However, the materials
drawn from different sources have been adapted and reformulated to suit the
requirements of the cultural ethos of Indian society. The first draft of the Package was
thoroughly reviewed in three Regional Seminars on Adolescence Education.
Dr. Jawaharlal Pandey, Project Coordinator, NPEP, Dr. (Ms.) Saroj B. Yadav,
Reader and Dr. (Ms.) Kanan K. Sadhu, Senior Lecturer prepared the first draft and
finalized the Package in its present form on the basis of the recommendations and
comments made in the Regional Seminars. Mr. D. P. Jain, Lecturer (S.G.) contributed
significantly to the preparation and finalisation of Part V of this Package.
It is hoped that the Package will be a useful and effective in facilitating the
introduction of adolescence education in the school curriculum. Any material of this
nature pertaining to a sensitive area like adolescence education requires continuous
efforts towards its revision and improvement. Suggestions and comments on the Package
will be greatly appreciated.
**********************
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7
INTRODUCTION
The main objective of the Package is to facilitate the process of effective
students arc to be made aware of a concern, it must be integrated in school syllabi and
textbooks, and it should also be incoiporated in pre-service and in-service teacher
education courses, so that the teachers acquire suitable competencies to transac
educational concern meaningfully in classrooms. As a matter of fact textbooks continue
to be the mainstay of the teaching-learning process in schools for various reasons. But we
arc aware that it takes rather a long time for any new educational concern to become an
integral part of school syllabi and textbooks, and hence in view of the urgency to make
students aware of the elements of adolescence education there is a need to adopt an
approach that extends beyond prescribed courses, so that students start learning in ns
area forthwith.
This Part of the Package, therefore, aims at initiating the leaching- earning
process in adolescence education in schools without waiting-for the situation when he
[caching of its elements will take place in classrooms after these are formally ^tegrat
m syllabi and textbooks. Nine Students’ Activities have been incorporated in this Pa
and it should be possible to cover the major elements of adolescence education hrou h
them These activities have been selected and designed by taking into consideration th
need to strike a balance between what is desirable and what is practicable. These may be
organised in both classroom and out-of-classroom situations with basic mimmun> mfrastmctural facilities. An attempt has been made in the following pages to de’’^at; V™S
aspects of the process of conducting each activity. The activities included in this Part
.
1. Question Box
2. Group Discussion
3. Value Clarification
4. Role Play
5. Case Study
6. Debate
7. Painting/Poster Competition
8. Essay Competition
9. Quiz Contest
provide effective learning situations wherein
These activities are expected to
and explore
issues through a variety of
students ■will be more enthusiastic to participate
]
.
.
participatory learning formats. These activities will remain equally effectivet even after
in school syllabi and textbooks
the elements of adolescence education are incorporated
i
and arc taught in classrooms through those textbooks.
These activities arc expected to attain the following objectives :
(0
GO
(iii)
(iv)
To make learners aware about adolescent reproductive health during the process
of growing up ,HIV/AIDS, and drug abuse ;
To remove myths and misconceptions regarding various developments
during adolescence ;
To develop skills to assert themselves in and/or avoid risky situations
including the skill to resist drug abuse ; and
To develop a healthy and positive attitude towards reproductive health
related issues, HIV/AIDS and drug abuse, and respect for the opposite sex.
The activities included in this Part are only suggestive. Other activities also may
be planned and conducted to provide similar opportunities to students where they discuss
and explore different aspects of adolescent reproductive health ,including issues relating
to HIV/AIDS and drug abuse.
ACTIVITY ; 1
QUESTION BOX
Question Box Activity may be veiy effective for imparting
authentic and accurate information regarding reproductive
health issues to adolescent students. This may provide
appropriate opportunities to adolescent students, both boys
and girls to get needed information on sensitive topics,
which they are not receiving now either from teachers or
parents or any other authentic source. This activity may
provide them with such opportunities where they may have
discussions on critical issues with their teachers or with
counsellors or experts who may be invited to make
lheir special contribution during this activity in the school.
Objectives
1. To provide authentic information on physical, physiological and psychological
changes and developments during adolescence and interpersonal relationship issues
pertaining to adolescents;
2. To impart the basic information about HIV/AIDS/STDs in relation to transmission,
course of illness, symptoms, testing and prevention;
3. To make them aware of the factors leading to drug abuse, its consequences and ways
of preventing drug abuse; and
4. To clarify various myths and misconceptions regarding sex and sexuality, HIV/AIDS
and drug abuse.
What you need
Shoe boxAVool box.
Time
One class period for one presentation. Three to four presentations will be needed
to cover all questions/queries and the basic information or content.
What to do
1. A teacher who has been trained in Adolescence Education, is best suited to take up
the question box activity. Hc/shc is advised to go through Part 11 of this package
thoroughly.
2. The question box activity may cither precede or follow the teacher’s presentation.
Arrange for a box (shoe box/wool box/ctc.) and make a slit like opening in its lid.
This will be used as the “Question Box”.
4. Distribute a piece of paper to each student.
5. Let each student write his/her query/queries on the given piece of paper without
mentioning his/her name.
6. Each student may insert his/her piece of paper in the Question Box through the slit
provided.
7. The teacher may sort out the questions and identify some of the eemmon queries.
These queries may be classified for the purpose of answering them.
8. Students should be encouraged to ask questions/queries on matters pertaining to the
process of growing up particularly related to reproductive health, STD, AIDS, sexual
health, drug abuse, sex related myths and misconceptions, and their changing
relationships with the peer group, opposite sex and parents.
9. In order to further ensure anonymity, possibility may be explored to keep the
Question Box in the Principal’s/teachers’ room and students may be asked to put their
questions in the Box any time during the day. The teacher will subsequently organize
talks or presentations on matters raised in those queries.
10. Depending upon the number of questions asked, the teacher may organize such talks
and discussions as many times as possible during the year.
11. To begin with the teacher may like to hold these sessions separately for boys and
girls. The sessions can be organized for one class or a group of classes.
12. For answering certain questions the teacher may like to consult a local
cxpcrt/doctor/hcalth officcr/counscllor who has been trained in Adolescence
Education.
f
13. Some questions asked by students may be very personal. Such questions are best
tackled privately and in confidence.
t
ACTIVITY: 2
GROUP DISCUSSION
Group discussion as an activity is used to promote
participative learning for a curricular area like
Adolescence Education. This activity may prove
still more effective and help students get information
and ideas regarding critical issues of reproductive
health through animated discussion among the>nselves.
This activity may activate serious thinking on various
issues relating to the process ofgrowing up , HIV/
AIDS and drug abuse among not only the participants
of the group discussion but also the audience.
Objectives
1. To develop among students a proper understanding of the reproductive health issues
during process of growing up;
2. To promote among students healthy attitude towards sex and responsible behaviour
towards the opposite sex;
3. To review the modes of transmission ofHIV/AIDS; and
4. To identify and understand the degree of risk involved in different behaviours
including drug abuse.
Time
One period
6
r
What to do
1. Divide the class into groups of 6-8 students.
2. Ask each group to discuss the following modes of HIV/A1DS transmission:
a) injecting instruments or needles
b) blood transfusion
c) sexual intercourse
3. The groups should he asked to identify "No Risk” and "Risky” behaviours pertaining
to each of the three modes of transmission. Let each group mhke a list of these
behaviours.
4. Fifteen minutes may be given to groups to complete the exercise.
5. During this period the teacher will write "No Risk” and "Risky” qj] the left comer
and on the right comer of the blackboard respectively.
6. Reassemble the class.
7. Now review the modes of transmission one by one.
Take the first mode viz.
Injecting instruments or needles. Write it as a title on the backboard.
8. Ask each group to orally enumerate the behaviours it has listed under "No Risk” and
"Risky” behaviours. The teacher will write them on the blackboard as the students
enumerate them one by one. On the basis of the ckeck-list given at the end, the
teacher may either correct or add if any behaviour is left out.
9. Follow the same procedure with regard to the other modes of transmission. While
discussing the sexual intercourse the teacher may use his/her own discretion and
decide whether it should be taken up or not, and if to be taken up, in what form and
to what extent.
10. Check-list of Risk Behaviour.
Mode
No Risk
Risky
Injecting
Insirumcnls:
Nccdlcs/Syringcs
Not injecting
drugs ■not sharing
needles syringes
Sharing needles/
syringes for drugs
Blood
transfusion
Giving blood
Taking infected
blood
Sexual
Intercourse
i. Abstinence from sex;
ii. Hugging and kissing;
iii Sex with one life partner
Sex with multiple
partners or sex
outside marriage;
Similar activities may be organised in respect of other objectives mentioned
above.
The teacher will have to prepare the details on the pattern of the above
mentioned example before he/she organises this activity.
8
ACTIVITY ; 3
VALUE CLARIFICATION
Values influence the behaviour pattern of an individual.
Values are norms, beliefs, or attitudes which determine
how persons act upon available choices. The educator "s
task is to present content in a value-fair manner. The
basic assumption in a value clarification approach is that
there are no decisions or actions which are by nature
“right" or “wrong". It is the educator’s responsibility to
provide content which will enable learners to evaluate
the available options for a given issue. Learners are
given an opportunity to examine and clarify different
value positions.
Objective
1. To promote among students healthy attitude towards sex and responsible behaviour
towards the opposite sex in consonance with the positive Indian socio-cultural
values; and
2. To explore own values and attitudes related to reproductive health issues during the
process of growing up, HIV/AIDS and drug abuse.
What you need
Three sheets of paper with one of the following written on it:
1. Agree
2.
Disagree
3. Not sure
Time
One period
9
What to do
1. Stick the papers on different comers of the room or ask three students to hold and
display the three paper sheets. Alternatively, the three words viz. Agree, Disagree
Nnt Qnvn mnv hp writtnn nn the left corner, the richt comer and in the middle of
the blackboard respectively.
2. Announce that you will read out some statements one by one. After you read one
statement, the students should immediately go to the paper sheet/comer of the
blackboard which best describes their response to it.
3. Emphasize the importance of responding to first reactions and acting accordingly.
Once a student says that he/she agrees or disagrees or is not sure, he/she should stick
to that view and should not change during the course of discussion.
Statements for Teacher Training
a. Adolescence Education should be given to all the students, both boys and girls, at
the secondary stage.
; ' Use of condom for preventing HIV/AIDS and unwanted pregnancies should be
taught to students of secondary stage.
c. If unmarried persons come to know that they have HIV, they should not get
d. . Alcohol should not be sold to persons under the age oi 21.
e. There is no harm m taking bath during the menstruation.
f. 'Men should make important decisions because men think before acting,while
women act based on their emotions, k
sd'A.f-^1
hat
j
g- Husbands and wives should share the housework and child care.
h. Only prostitutes and drug users are responsible for the spread of AIDS.
i.
z J*
Sticking to one’s own spouse is essentialix>SOJ>-^' '
People who have HIV/AIDS should be put in isolation.
4/ •
{
■
I J.'
/
10
- A.
1
k. Blood of even close relatives of a patient should be tested before it is given for
transfusion.
1.
Safe sex should be taught to all young people in schools.
m. People with HIV/AIDS should not have children.
n. HIV infected students/teachers should not be allowed in schools.
, o. Under no circumstances is it acceptable for a woman to refuse to have sexual
relations with her husband.
p. It is easy for a wife to convince her husband to use a condom.
q. Men who solicit (pay for) sex are responsible for the spread of AIDS.
^r.
There is no need to make adolescents aware of sex - related matters, as it will
■ S
promote promiscuity among them.
A J X keex y /iCV' aJJ. j
Statements for Students’ Activity
t
/I
X.J' !. C 1
a. Teenage students should abstain from sex until they are married.
b. It is okay for a boy to have premarital sex, but a girl should be a virgin when she
gets married.
c. There is no harm in accepting a lift on a cycle/vehicle from a person whom I do
not know.
d.
It would be alright with me to be in the same classroom with someone who has
AIDS.
e. People who have AIDS should be put in isolation.
f.
Pci sons who have AIDS should not be allowed to work in restaurants and hotels
where people eat food.
g. A woman who has sex only with her husband is not at any risk for HIV infection.
h. A young person can inject drugs once in a while without any risk of getting
infected with HIV.'
V-'
•
/
/
a
/ 7
/
i. Smoking/taking drugs is injurious to health and hence must bc(avoided.
j
I have difficulty in saying ‘no’ to smoking/drugs when I am with my friends.
k. Eve-teasing is a normal activity which should not be taken seriously.
'I
.••1
!
II ' < r'
/v \
'
<1/.
4. When they have responded to a statement as directed, there will be a few students
standing at each of the three positions. Each should take 1-2 minutes to explain why
he/she is standing there.
5. They should not argue/discuss, but listen to other’s views, even if different from their
own.
6. Statements given for teacher training programme and for students are suggestive.
How many statements should be discussed at both the levels, will depend on the
availability of time.
Points to be considered
1. The teacher should move around but not intervene except when students break the
ground rules.
2. In the end, the teacher will provide enough information about each statement. For
this he/she may find Part II of this package useful.
12
ACTIVITY : 4
ROLE PLAY
Role Play means presenting small spontaneous
plays which describe possible real life situations.
In role play we imitate someone else’s character.
A situation is given to the group and they take on
the roles of the people involved. Role play allows
us to practise situations before we meet them in
real life. It also gives us an opportunity to practise
skills that are important to protect ourselves from
risky situations.
Role Play - I
Objective
1. To identify instances of peer pressure which may have harmful consequences for
themselves; and
2. To develop assertive skill to say ‘no’ to the situation which is unfavourable.
Time
One period.
What to do
1. Identify five students who are ready to play different roles on smoking.
2. Assign them names and their respective roles. They can be given the names as Raju,
Ashok, Manju, Vijaya and Mujib with the following roles:
(a) Vijaya is a smoker. He wants that his other friends should also smoke. He is
saying to Mujib and Manju “Hello”! Mujib. Hello! Manju. I have got cigarettes,
come and have a smoke”.
13
(b) Mujib says, “Sure thanks, that’s great”. He is also thinking that if he docs not
smoke, others would mock at him. So he also starts smoking.
(c) Manju says, : “No chance, I do not need to smoke to prove that I am an adult. I
know smoking cigarette is bad for my health. I would not like to prove my
adulthood at the cost of my health.”
(d) Ashok is thinking that smoking one cigarette may not harm a person. However,
he does not want to involve himself in smoking. He is afraid that his action may
make him habitual in the long run, so he outrightly rejects the offer given by
Vijay a.
(e) Raju knows that smoking may make him sick, but he does not Want others to
think that he is not a part of the group, and hence he takes one cigarette and starts
smoking.
3. While assigning students their respective roles, make it clear that while their attitudes
are already defined, they should be encouraged to expand on these roles.
'ifc.
4. After the role play, call the whole class and ask students how they felt during the role
play.
5. Discuss with the whole class emphasizing an appropriate action to be taken in such
situations.
Role Play - II
Objective
To illustrate to children how HIV is different from other viruses.
Time
15 minutes.
What you need
A minimum of three face masks are needed for this activity, one for influenza,
one for pneumonia and one for HIV. It is fun for students if “the body” and the warrior
T-Cells can also have masks or costumes. Students may make their masks and costumes
during Art classes or bring from home what they have.
14
This role play may be staged along with other items on Annual Day or any other
such function in schools.
What to do
1. Select some students who can act on stage.
2. Prepare the skit according to the following steps:
(a) Ask a child to stand in the centre of the room. This child represents “the body”.
The child artist should express the following idea:
“Each one of us has an immune system which defends our body against a range
of infections. Some of the cells that we have in our immune system are called T-
Cells”.
(b) Ask other students to form a circle around “the body” by joining hands and
facing out. These students represent the “Warrior T-Cells”. These students
artists should state the following idea:
now have a healthy body, with an effective immune system to protect it
against infection. Now what happens when a virus actually attacks the body?”
©
Ask the students wearing the influenza mask to try and attack “the body”. The
Warrior T-Cells fight off the influenza virus and prevent it from harming “the
body”. The following idea should be conveyed through the stage artists:
“When we have an effective immune system, it is able to protect the body from
the influenza virus”.
(d) Ask the student wearing the HIV mask to approach “the body”. Through this act,
the following ideas may be conveyed:
“We now have another virus in our society called HIV. HIV is different from
other viruses. Our immune system has difficulty in coping with HIV. HIV
appears to have a secret weapon which is able to destroy the T-Cells in our
bodies. Over a long period of time HIV may destroy many of the T-Cells and
gradually the body becomes weaker and more vulnerable to other infections”.
As the student wearing the HIV mask touches the Warrior T-Cells, most of
students disappear one by one until there are only two or three students
15
representing Warrior T-Cells left to protect “the body”. The student wearing the
HIV mask now stands very close to “the body”.
(c) The student wearing the pneumonia virus mask approaches “the body”. When
this virus comes along, it finds a depleted immune system and, therefore, has
much easier time attacking “the body” because there are only a few T-Cells left
to fight it, “The body” is pulled down on the ground.
Role Play - HI
Objective
To help students become aware of some of the ways by which a community can
work towards preventing HIV7AIDS.
Time
One period
What to do
1. Outline the problem for students as follows:
“There are two HIV positive cases of young persons in locality ‘A’.
In response, the municipal committee of locality ‘A’ is holding a
special meeting in order to find out ways of prevention”.
2. Select six students who can act as members of the municipal committee. Give each
one of them a separate slip of paper indicating his/her number as a member and also
his/her role. Students should be briefed properly about the views that they will
individually express while acting as Members of the Committee. Prepare these slips
in the following manner:
Member A : You don’t really believe that it is a big problem as only two persons have
been identified. So you think that AIDS is not a big problem particularly
in your locality.
Member B : You think that it is mainly the poor and unhygienic people who contact
STDs and HIV/AIDS. People living in your area are very religious and,
therefore, there is no need to discuss this issue.
16
Member C : You think that the school should teach AIDS education to the young
people for preventing its spread. Since at present, there is no cure,
therefore, the only alternative to prevent it from spreading is education.
Member D : You are determined to get re-elected and, therefore, hesitate to take a
strong stand on introducing AIDS education in the school curriculum,
although you feel that it is the key issue.
Member E : You are concerned but you are an important member of the community
which has very conservative views about AIDS education.
Member F : You would like to ensure that HIV/AIDS does not spread. You realize
the seriousness of the problem and you want to see that all members
together should come up with solution. You also think that AIDS
education should be introduced in the school for educating young
population.
3. Assign students their respective roles and make it clear while their attitudes are
already defined on the role slips, they should be encouraged to expand on these roles.
4. Ask the six selected students to form a circle. The rest of the class will serve as
audience and ask questions. They can offer comments/contributions if asked by the
chairperson.
5. The teacher can play the role of a chairperson.
6. Some other roles such as those of local health officer, a high school teacher, a local
religious leader and a concerned parent, can also be assigned to some other students.
7. Attempt to get some consensus on a plan of action.
8
Call the whole group and ask how they felt during the role play
E How would you feel playing the roles of members?
which a consensus
s How would the community react to a plan of action on
emerged during this activity?
9. Discuss the experiences.
Some role play situations are given below as examples,
methodology can be adopted while organizing these activities.
17
The above mentioned
Situation I :
You go to a marriage party where some of your friends are smoking. They try to
get you to smoke also. You know smoking is bad for you and you really don’t want to
do it. How would you tell them ‘no’?
Situation II ;
Your parents or guardians decide to get your ears pierced. They tell you that
you can get it done at a place out of town. You arrive there but it doesn’t look very
clean. You have heard about HIV/AIDS and the possibility of its spread through unclean
needles. You decide to ask the person if the needles are clean and to see the equipment
and the process they use for cleaning. When the person can not show you, you decide to
say ‘no’ assertively.
Situation III :
You are with five friends after school. One of them, Rajesh went to a brothel last
week with his older brother. Three others have agreed to go with Rajesh on Saturday
and are trying to convince you to join them. You and your friend Mansoor do not agree
to go there and explain your refusal, try to warn them of their own risk, and suggest that
they do not go.
Situation IV :
You find out from your friends that one of your teachers is HIV positive. He is a
good teacher. For a while he was depressed, but now he is back to his regular mood and
manages his class as before.
Many students in the class keep away from him and sit as far away from the
teacher as possible. These students do not want to ask questions nor spend any time with
this teacher. They also complain to their parents. The parents contact the Principal
demanding that this teacher leaves the school. The Principal plans to call a meeting with
the parents to discuss the case. Since the Principal knows that you and your friends are
knowledgeable about HIV, he asks you to prepare a convincing talk for the meeting of
the parents, so that the parents will understand the mode of HIV transmission and drop
their demand, and the teacher stays in the school.
18
ACTIVITY ; 5
CASE STUDY
Case study is a very effective activity, in that it focuses
on a particular problem and leads the persons conducting
case studies to understand almost all the aspects of that
problem. The use of case study as an activity in the area
ofAdolescence Education will help students understand
the significant problems of adolescent reproductive health
in a more comprehensive way. In this activity case studies
on various issues of reproductive health may be placed before
students who in turn may discuss questions that emerge in the
context of such studies.
Objective
1. To develop healthy attitude towards sex and responsible behaviour towards the
opposite sex in consonance with the positive Indian socio-cultural values;
2. To assist students to understand possible effects of AIDS and to help them develop
positive attitude towards matters relating to HIV/AIDS; and
3. To develop skills to assert and avoid potentially risky situation including skills to
resist the abuse of drugs.
Time
30 minutes/one period
What to do
1. Select simple, realistic, useful and short case studies.
19
2. Read out one case study to the students. For example:
“Mohan died of AIDS recently. Now no one goes near his
wife and children. Some people arc suggesting that they
should be made to leave the village.”
3. After reading out the case study the teacher may facilitate the discussion by asking:
(a) Why people are behaving like this?
(b) Do you justify people’s behaviour?
(c) What are the options?
(d) What are the possible consequences of each of these options?
4. Teachers should read case study to the students very slowly.
5. It is good to go over the main points again to make sure that everyone has
understood.
For adopting the same methodology some case studies are given as examples:
Case Study -1
Amit is invited to a party where some of his friends are injecting drugs. The
same syringe is being used for the entire group. A friend keeps asking him if he wants to
try the drug. Amit at first says “no”, but after having a few beers, he thinks to himself,
“Why not?” And he also joins the group. Amit doesn’t even know what drug he is trying.
Many months later, Amit calls on his friends to see how they are. He finds out
that one of the friends he shared drugs with at the party, has since died of AIDS.
Frightened, he takes a test for HIV infection. His result is positive. A Counsellor at the
testing centre tells him that the positive report means that he has been infected with
HIV. Although it docs not necessarily mean that he has AIDS at that moment but he
certainly can infect others even now and he will certainly have AIDS iatci on.
means that he might pass on HIV infection to his wife.
20
Ibis
Case Study - II
There is a small island, the main industry of which is tourism. As a response to
the world’s concern on AIDS, the Government of the Island decides to make blood
testing for HIV compulsory for its people and all tourists/other overseas travellers
coming into and going out of the island.
Case Study - III
You learn that a classmate who is also your friend has HIV. Although HIV is
not transmitted by casual contact, a group of parents and students in the school demand
that the boy be prevented from attending the school. Many of thd parents and friends of
yours ask you to join the group, and you are to decide what to do.
Case Study - IV
Meena and Ramesh have been going together for a year.‘’"Everyone at college
knows they are a couple and that they plan to marry when they graduate. Ramesh wants
Meena to have sex with him. She does not want to do so, but finally agrees when
Ramesh threatens to call off their engagement.
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ACTIVITY : 6
DEBATE
Debate is a good technique for probing into controversial
issues. In a debate the advantages and disadvantages of
an issue are presented. This helps students in taking rational
position on any issue. Debate is useful when we wish to
explore a topic from several points of view.^ The issue to be
( debated should have positive and negative aspects that can be
argued for and against by students.
Objective
1. To help students probe and clarify issues relating to the reproductive health during
process of growing up, HIV/AIDS and drug abuse.
Time
45 minutes/one period
What to do
1. Ask students to form two teams. One team will be in favour of the motion and the
other against the motion.
2. The teams should spend some time before the debate on brain-storming arguments in
favour of their position. They should then select three speakers to represent their
group’s views ill the debate.
3. The teacher may chair the debate. Introduce the speakers and ensure that order is
maintained during the open discussion.
position.
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The chairperson should take a neutral
4. The speakers should stand in front of the main group and present their views in turn,
alternating between the teams.
5. When all the speakers have finished, the other students are then free to question the
speakers on their views. The Chairperson should moderate the discussion so that
every one gets a chance to speak. At tire end, the teacher as the Chairperson should
sum up the points made by students during the debate and also add some points that
may not have been covered by students.
Suggested topics
1. In the opinion of the house:
2. All school students should be imparted Adolescence Education.
3. A student with HIV infection should not be allowed to come to school.
4. The adolescents should be prevented from making friendship with the opposite sex .
5. A girl must be a virgin when she gets married.
6. Only parents should provide sex education to their children.
7. There is no harm in taking drugs once.
23
£>'
ACTIVITY : 7
PAINTING/POSTER COMPETITION
Painting and poster competitions have become popular
co-curricular activities. Students are involved in these
competitions so that they think on a given issue seriously
and thereafter translate their ideas into paintings/posters.
In order to draw a painting/poster students gather necessary
information from various sources and also give serious
thought to the style of expressing critical ideas in the form
of a painting/poster. This activity may prove very effective
in respect of sensitive topics relating to reproductive health.
Objective
1. To illustrate PaintingToster Competition as a useful way of generating interest
among students and motivating them to collect information on matters relating to the
reproductive health during the process of growing up, HIV/AIDS and drug abuse.
Time
One hour and fifteen minutes
What to do
1. Invite students of upper primary, secondary and higher secondary classes to
participate in the Painting/Poster Competition on any of the topics related to the
process of growing up, HIV/AIDS and drug abuse.
2. Give them 15 days for going through various materials related to the theme/themcs.
3. Decide a date on which the competition can be held.
4. Organize
the
painting/poster
competition
secondary and upper primary stages.
separately
for
sccondary/highcr
5. The teacher may discuss for about 15 minutes with the group/groups about the
theme/themes selected for the competition. Preferably the talk may be aided with
some visual materials.
6. Arrange all art-related materials like colours, papers, brushes, etc. Alternatively, the
students may be asked to bring the materials themselves.
7. Allow them to do painting for one hour.
8. Invite a panel of judges for evaluation and selection of best paintings from each
group.
9. Exhibit the selected paintings/posters at appropriate places in the’school premises.
25
ACTIVITY : 8
ESSAY COMPETITION
Essay competition has also been a popular activity
since long. This activity has proved veiy useful in
providing opportunities to students to gather needed
information and ideas from various sources for
interpreting and analyzing facts relating to a particular
topic of the essay. While writing the essay students
understand and appreciate various aspects of the given
topic - an exercise which develops in them the
competence of logical and rational thinking which is
so important for a curricular area like Adolescence
Education.
Objective
1. To illustrate Essay Competition as a useful method of making students reflect over
various issues regarding reproductive health during the
process of growing up,
HIV/AIDS and drug abuse.
Time
45 minutes/one period
What to do
1. Invite students of secondary and higher secondary classes to participate in the Essay
Competition on the topic/topics related to process of growing up, HIV/AIDS and
drug abuse.
2. Give students some topic/topics related to above areas for writing an essay.
Some topics are :
(a) Adolescence - an important phase of life
(b) Abuse of drugs is fatal
26
(c) AIDS as ail epidemic
(d) Control and Prevention of HIV/AIDS
(e) Respect for girls is respect for human dignity
(f) Education of Adolescents in Reproductive Health by Parents
(g) Abstinence
4. Let each student write an essay on one of the given topics.
5. A panel of judges may assess all the essays written by students.
6. A few selected essays may be read out by students in the classroom.
7. Some important essays may be included in the school magazine.
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ACTIVITY : 9
QUIZ CONTEST
Quiz contest is also a very popular activity both within
and outside educational institutions. It enables students
and other participants to gather all kinds of information
on the concerned theme or topic and understand the
implications of different aspects of the concerned area.
This activity creates a motivated environment for the
audience also, in which learning takes place in a very
involved manner.
Objective
1. To create awareness regarding reproductive health issues during the process of
growing up, HIV/AIDS and drug abuse among students and to motivate them to
collect information on related issues.
Time
One hour/one period
What to do
1. Develop a Quiz-Item Pool by collecting questions from various sources. As an
example, a pool of some questions is given at the end of this activity.
2. The whole class can be divided into three or four groups according to the number of
rows of students. These groups may be named as Team A, Team B and so on.
3. The blackboard may be used as the score-board.
4. One of the students may be identified as the scorer and another as the time keeper.
The teacher may act as the Quiz-master.
5. The Quiz-master may select questions from the Quiz Item Pool and put them to each
team turn by turn. A team may score two points for a correct answer. But, if a team
is unable to answer the question, then the other teams may be asked the same and
shall get a bonus point for a correct answer.
6. Similarly, next team may be asked the next question. Thus, the whole class will be
involved in this competition.
28
7. After five or six rounds the scorer may announce the name of the team with the
highest score. That team may be declared as the winner in the Quiz Contest.
QUIZ ITEM POOL
A. Quiz Item Pool
1.
When does adolescence start?
2. What is puberty?
3. What are the major changes during adolescence?
4. What are the phases of adolescence period?
5. How effective is the abstinence in respect of HIV/AIDS?
6. By which age gender identity in children is well established?
7. Which drugs have no medical use?
8. What is the full form of AIDS?
9. What is the full form of HIV?
10. What is the full form of STD?
11. Can a women get pregnant if she has sex during menstruation?
Yes/No
12. Is one drop of semen equal to 100 drops of blood?
Yes/No
13. Is bathing during menstruation harmful?
Yes/No
14. Does the height of the girl stop after menstruation?
Yes/No
15. Can STDs be cured if the infected boy has sex with a
Yes/No
virgin?
16. Can girls get pregnant even if she has sex once?
Yes/No
17. Is STD an important factor for HIV infection?
Yes/No
18. Can a person get HIV by sharing needles or syringes
Yes/No
with someone who has this virus?
19. Can AIDS be cured if detected early?
Yes/No
20. Can a person get HIV by wearing clothes used
Yes/No
by someone who has this infection?
21. Can one identify the HIV infected person on the
basis of his/her looks?
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Yes/No
B. Multiple Choice Questions
1. Education of adolescents in reproductive health is necessary because
(a) their reproductive health needs as a group have been largely ignored
(b) they have become indisciplined and create problems in society
(c) they do not observe the norms which adults like
(d) it will help them concentrate on their studies
2. That men are not supposed to be weak is an example of
(a) gender conflict
(b) sex role stereotyping
(c) a fact of life
(d) a biologically deterministic argument
3. Which one of the following statements is correct in respect of the difference,
between physical maturation of girls and boys?
(a) Girls usually mature earlier than boys
(b) Most of the boys mature earlier than most of the girls
(c) All boys and girls mature fully by age 13
(d) There is no difference between physical maturation of girls and boys
4. For most adolescents their emotions
(a) are pretty stable
(b) seem to change frequently
© are completely unstable
(e) are neither stable nor frequently changing
5. AIDS is caused by
(a) Virus
(b) Bacteria
© Fungus
(c) Protozoa
30
6. HIV is transmitted through
(a) casual contact
(b) eating together
© blood
(d) hand shake
7. HIV is
(a) blood-bom organism
(b) water-bom organism
© air-bom organism
(d) pollution - bom organizm
8. Sex of a baby is determined by the
(a) egg from the mother
(b) hormones in the mother
(c) sperm from the father
(d) genes of the parents
9. During the menstrual periods, girls should
(a) not take part in sports or exercise, as they become too weak.
(b) observe a normal routine, as it is not at all an unusual phenomenon.
© should not take bath and change her cloths.
(d) should not associate herself with the kitchen work.
10. A person with HIV infection may
(a) become insane
(b) may seem healthy but infect others
(c) become over-weight
(d) may not infect anybody till AIDS develops.
11. One can know whether one has HIV infection by
(a) blood test
(b) urine test
© X-ray
(d) stool test
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12. Spread of STDs and AIDS is
(a) not at all linked
(b) very closely linked
(c) linked to some extent
(d) very rarely linked
13. One way by which people can protect themselves from HIV/AIDS
is by
(a) not donating blood
(b) not taking blood from professional donors without testing
(c) not embracing a person with HIV
(d) not eating with a person with HIV
C. True/False
1. Increased harmone production is responsible
for physial, sexual, emotional changes during
adolescence
True/False
2. Abstinence is the only method of preventing HIV
True/False
infection, which is 100% effective and has no medical
side effects.
3. Gender roles arc mostly determined by biological
factors beyond our control.
True/False
4. Attraction towards the opposite sex during adolescence
is the indication of an unhealthy mind
True/False
5. Persons who are infected with HIV can look and
feel healthy.
True/False
6. AIDS can be cured if it is treated early.
True/False
7. One can try drugs just once and than stop.
True/False
8. Males who arc infected with HIV, can transmit it
to another person through their semen.
True/False
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9. Persons who are infected with HIV, can transmit it
to another person through their blood.
Truc/False
10. An infected mother can pass HIV to her unborn child.
Truc/False
11. Drugs increase creativity.
True/False
12. Persons who have sex only with their own spouses,
have no chances to become infected with HIV.
True/False
13. Mosquitoes can transmit HIV from one person
to another.
Truc/False
14. A woman can get pregnant the first time she has
sexual relation with a man..
True/False
15. Child care is a skill determined mostly by heredity.
True/False
16. A person can become infected with HIV by donating
(giving) blood.
True/False
17. Persons can reduce their chances of becoming
infected with HIV by using condom during
sexual intercourse.
Truc/False
18. People can be infected with HIV and not know they
have it till they are tested.
True/False
19. It is medically advised that students who have HIV
should not be allowed in schools.
True/False
20. It is medically sound to allow people who have HIV
to work in places that handle food.
True/False
21. Having sex with more than one can increase
a person’s risk of getting infected with HIV.
True/False
22. Smoking and drinking during pregnancy increase
the risk of birth defects and other problems for
the child.
True/False
23. Eve-teasing is the indicator of an unhealthy mind.
True/False
33
24. Teenage girls have a very low risk of miscarriage and
birth defects in their babies as compared to women in
other age groups.
Truc/Falsc
25. Treatment for gonorrhea and syphilis is simple and
effective.
Truc/Falsc
26. A person may get HIV by hugging a friend who has
HIV/AIDS.
Truc/Falsc
27. A person may get HIV by shaking hands with a person
who has HIV/AIDS.
Truc/Falsc
28. AIDS is a contagious disease like common cold.
Truc/Falsc
29. There is no known vaccine to prevent AIDS.
Truc/False
30. When a person has AIDS, his or her body cannot
defend itself from certain diseases.
True/False
31. All persons suffering from STDs are also suffering
from AIDS.
True/False
32. Not to allow a student with HIV to attend the school
is an example of irrational discrimination.
True/False
33. Drugs sharpen thinking and lead to greater
concentration.
True/False
34. Drug addiction can be cured by medial and
psychological treatment.
True/False
35. To get rid of drugs, the addicted person has
to have sustained self-determination.
True/False
34
KEY (QUIZ ITEM POOL)
A. Quiz Item Pool
1. Adolescence starts at puberty.
menarche in case of girls and seminal
2. Puberty is the first external sign i.e.
i.e-------------cmniission in case of boys.
3. Physical, physiological, emotional and psychological changes.
4. Early, middle and late.
5. Hundred per cent effective
6. 3 years
7. Brown sugar and ganja
8. Acquired Immuno Deficiency Syndrome
9. Human Immune-deficiency Virus
10. Sexually Transmitted Disease
11. Yes
12. No
13. No
14. No
15. No
16. Yes
17. Yes
18. Yes
19. No
20. No
21.No
35
.
-*
k
B. Multiple Choice Questions
1- (a)
2.
(b)
3.
(a)
4.
(b)
5- (a)
6.
(c)
7.
(a)
8.
(c)
9. (b)
10.
(b)
11.
(a)
12.
(b)
1- (T)
2.
(T)
3.
(F)
4.
(F)
5- (T)
6.
(F)
7.
(F)
8.
(T)
9- (T)
10.
(T)
11.
(F)
12.
(T)
13.(F)
14.
(T)
15.
(F)
16.
(F)
17. (T)
18.
(T)
19.
(F)
20.
(T)
21. (T)
22.
(T)
23.
(T)
24.
(F)
25. (T)
26.
(F)
27.
(F)
28.
(F)
29. (T)
30.
(T)
31.
(F)
32.
(T)
33. (F)
34.
(T)
35.
(T)
B. (b)
C. Truc/False
r
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