MODULE TWO: COUNSELLING - FHI 360 Center for Global Health ...

MODULE TWO: COUNSELLING

SESSION 1
Introduction to the YEF HIV/AIDS Hotline
CONTEXT AND OBJECTIVES
This session introduces the YEF HIV/AIDS Hotline and discusses the role of
hotlines as both an HIV/AIDS prevention intervention and a service for those
affected by the disease. Hotlines are also discussed in the context of other
HIV/AIDS prevention activities.
OBJECTIVES:
By the end of this session participants will have…
1. Reviewed the module objectives
2. Reviewed the history of the YEF HIV/AIDS Hotline
3. Examined hotlines in the context of other AIDS prevention interventions
4. Discussed what hotlines can and cannot do
SESSION NOTES
MODULE OBJECTIVES
The first module focused on HIV/AIDS information. This second part focuses on
counselling skills, and specifically telephone counselling skills for HIV/AIDS.
Review the module below, which were also presented at the beginning of the
course. Ask participants if they have any questions about them, and then review
the session objectives.
Objectives for Module Two: HIV/AIDS Counselling
By the end of this module, participants will have:
• Defined “counselling” and examined the role of YEF HIV/AIDS Hotline
counsellors
• Examined the difference between face-to-face counselling and telephone
counselling
• Identified the qualities of a good counsellor
• Examined and implemented the TASO counselling process
• Reviewed counselling skills needed
• Practised telephone counselling skills
• Explored counselling issues related to sexuality
• Reviewed HIV pre-test and post-test counselling procedures
Session 1 – Pg. 1

• Discussed special issues relating to adolescents, gender and
death/grieving
• Identified difficult counseling situations and practised intervention techniques
• Explored strategies for managing stress and burnout
• Reviewed YEF HIV/AIDS Hotline calling policies and procedures
HISTORY OF THE YEF HIV/AIDS HOTLINE
History of the YEF HIV/AIDS Hotline
The HIV/AIDS Hotline was started by the Youth Empowerment Foundation (YEF)
on 14 th February 2000. The hotline was started in response to various
controversies surrounding HIV/AIDS in Nigeria at that time, particularly on claims
for cure. Now the hotline provides information on a variety of issues related to
HIV/AIDS, ranging from where to have a HIV test to referrals on care and
support for people living with the virus. Callers pay for calls made to the hotline,
while YEF pays for follow-up contacts like e-mail, fax messages, and letters.
The YEF HIV/AIDS Hotline has only one line and is available during the hours of
9 am to 12 noon in the morning to 2 p.m. to 5 p.m. in the evening on weekdays
only (Mondays through Fridays). However many calls come in outside this slated
time and during weekends.
YEF HIV/AIDS Hotline Statistics
No media campaigns have been carried out by YEF for the hotline. Promotion of
the YEF HIV/AIDS Hotline has been based on the use of press releases to various
media organisations, in addition to electronic media interviews granted. Usually,
volume of calls increases after such media presence and fizzles out until another
media activity. Now we maintain a regular group of callers. An analysis of calls
was carried out using Epidemiological Information after one month and one year
of operation. The statistics presented here were recently collated after a year,
we do not have a record of hoax calls and all data are based on new calls
received.
•Total number of calls placed to YEF HIV/AIDS Hotline: 150 calls
• Sex of callers: 83% male, 17% female
•Geographical location of callers: South-West 77%
South-East 3%
South-South 5%
North-East 3%
North-West 5%
North-Central 5%
Session 1 – Pg. 2

♦ Type of Telephone service: Private Owned 52%
Private not owned 36%
Public/Payphone 8%
♦ Source of information: Print media 70%
Electronic media 24%
Other people 4%
♦ Occupation: Employed 83%
Student 16%
Unemployed 1%
♦ Age Distribution: 20 years &above 94%
10 to 19 years 5%
Less than 10 1%
♦ HIV Seroprevalence: Positive 8%
Negative 77%
Living with PLWHA 15%
♦ Need counselling Yes 40%
No 45%
♦ Need referrals Yes 49%
No 33%
♦ What type of referrals: HIV test/counselling 35%
IEC materials for campaigns 16%
Cure / Drugs for treatment 20%
Sources of Sponsorship 3%
♦ General Information needs: 1. General overview of Pandemic 32%
2. Mode of transmission 4%
3. Role of govt/experts/researchers 2%
4. Drugs / cure for AIDS 7%
5. HIV prevalence 2%
6. Options 1-5 above 21%
1 & 2 above 16%
1, 2 & 5 9%
3 & 4 6%
Session 1 – Pg. 3

HOTLINES IN THE CONTEXT OF HIV/AIDS PREVENTION
The YEF HIV/AIDS Hotline does not operate in a vacuum. It is only one type of
HIV/AIDS prevention intervention. Interventions aim to convey messages
through communication channels. Following are the four main
communication channels that are used to convey health messages:
• Mass media (radio, television, movies, newspaper, magazines,
billboards)
• Print materials/audio-visual (brochures, posters, booklets, videos,
flip charts, etc.)
• Interpersonal communication (face-to-face counselling, hotlines,
peer education, group discussions, etc.)
• Traditional media (drama, puppet shows, dance, etc.)
A hotline is a type of interpersonal communication channel. Interpersonal
communication is not enough by itself, however. It works together with all of
these other types of HIV/AIDS prevention activities. A mixture of different
prevention activities is necessary in order to stop the spread of HIV/AIDS.
Each communication channel has advantages and disadvantages. 1 Following are
just a few. Encourage the participants to add their own ideas.
Type of channel Advantages Limitations
Mass media Reaches many people
Messages conveyed
frequently
Creates demand for services
Reinforces messages
delivered through other
channels
Print
materials/audiovisual
Interpersonal
communication
Is handy and reusable
Can explain complex
information
Can be taken home and
looked at later
Audience can ask questions
and give feedback
Motivates individuals to
change their behaviour
Good for discussing sensitive
or personal issues
Limited impact in rural areas
Expensive
Hard to obtain feedback from
audience
Can be expensive
Audience must be literate if
words are used
Training is necessary for
proper use
Reaches only a small audience
Requires a lot of training
Very time-consuming
1 Source : The Academy for Educational Development. 1995. A Tool Box for Building Communication
Capacity.
Session 1 – Pg. 4

Traditional media
Culturally acceptable
Puts health messages in a
familiar context
Uses local talent and gets
the community involved
Less expensive
Reaches a small audience
May not be available when
needed
Requires a lot of training and
support
WHAT HOTLINES CAN AND CANNOT DO
Hotlines can do the following:
• Provide information about HIV/AIDS prevention, treatment and
services
• Connect people to available resources
• Provide limited emotional support
Hotlines cannot do the following:
• Stop the transmission of HIV/AIDS directly
• Provide extensive counselling or emotional support
• Provide medical care or services directly
Hotlines cannot operate alone. They rely on a network of other organisations
that offer HIV/AIDS related services, including face-to-face counselling, medical
services, social services, home-based care services and legal services.
Session 1 – Pg. 5

SESSION 2
Self-Awareness
CONTEXT AND OBJECTIVES
This session makes participants more aware of their own values and prejudices
and how others view them. This self-awareness will help open them up to the
counselling skills that they will learn in the rest of the module.
OBJECTIVES:
By the end of this session participants will have…
1. Defined the concept of “self-awareness” and discussed its importance for
counsellors
2. Reflected on how their own family values might affect their work as AIDS
Hotline counsellors
3. Examined their own attitudes relating to HIV/AIDS
4. Defined “prejudice” and explored how it might impact their relationship with
callers
SESSION NOTES
CONCEPT OF SELF-AWARENESS
The concept « self-awareness » means more than simply being aware of oneself.
It has three components:
• Being aware of one’s own feelings, thoughts, attitudes, beliefs, values
and reactions and how these can help or hinder counselling ;
• Acknowledging and appreciating the client’s feelings, thoughts,
attitudes, beliefs, values and reactions and how these help or hinder
their ability to address their current concerns ;
• Monitoring and enhancing one’s own development as a counsellor and
addressing issues related to counselling performance.
Counsellors who are self-aware are in a better position to focus on clients and
respond to their needs than those who are not self-aware.
Session 2 – Pg.1

The Ten Commandments 1
List the 10 commandments or “rules” that defined relationships and behaviours
in your family as you were growing up.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1 Source : Randall-David, E. 1994. Culturally Competent HIV-Counseling and Education. The National
Hemophilia Program (USA).
Session 2 – Pg.2

VALUES AND ATTITUDES REGARDING HIV/AIDS
Attitudes and values consist of feelings, beliefs and emotions regarding a fact,
thing, behaviour or person. They can seriously impact counsellor’s behaviour
towards clients, especially when the clients have different attitudes and values.
It is important for counsellors to be aware of their own attitudes and values so
that they can “subdue” them during counselling sessions. In other words, the
counsellor’s values and attitudes should not have any impact on the way s/he
serves the client.
Values
The aim of re-visiting values again is because of the important role it plays in
defining how we relate to people and talk to them; how important it is to control
ourselves no matter how emotional we might be about certain issues. We must
not in any way show our differences while we talk to our clients.
Definition
Values are what we believe in. They are the things we assign importance to and
things we are against. Individuals derive their values from:
♦ The family: family is the primary source of value formation. In fact the basic
role of the family is to impart to the children the norms, beliefs and culture of
the society as well as the family’s personal opinion about life.
♦ The society: despite the fundamental values formed by youth from different
family background, the society impacts greatly on the outlook of its members.
♦ Formal education: exposure to formal education greatly influences people’s
beliefs and consequently their values. The things that we are taught directly
build up our knowledge. This knowledge influences our desires directly or
indirectly.
Other key issues that determine our values include religion and peer group.
Clear Values
Clear values are values formed by individuals that are not affected by social
pressures; that is, they reflect clear understanding of what the individual really
believes in.
Clear values enable us to:
♦ Make decisions that are in line with our beliefs.
♦ Help us resist pressure to conform to other’s values and behavior.
Session 2 – Pg.3

Values Clarification
This is an educational approach to help people think through, identify and clarify
their own values in order to lessen conflict and confusion experienced in
decision-making. The “valuing process” has 3 components:
Choosing one’s beliefs and behaviours
Prizing one’s beliefs and behaviours; and
Acting on one’s beliefs
Values clarification exercises are designed to help people with one or more of
these components.
Participants should brainstorm on these three issues for 15 minutes. Facilitators
should summarise points and end session on values.
Session 2 – Pg.4

HANDOUT
Self-Awareness Attitudes Analysis
Value Statements
Directions: Please rank the 16 statements according to your level of
importance. 16 should be given to the most important while
1 to the least important
Value Statement
Level of Importance
a. making it on my own ________
b. helping my family ________
c. preparing for the future ________
d. getting along with my family ________
e. living by my religion ________
f. being artistic or creative ________
g. making money ________
h. being popular with friends ________
i. learning a trade ________
j. getting a job I really like ________
k. having sex with someone I love ________
l. driving a sleek car ________
m. being good on sports ________
n. making new friends ________
o. getting married ________
p. having many children ________
Session 2 – Pg.5

HANDOUT
Self-Awareness Attitudes Analysis
Values and Vocation
Directions:
1. Circle three values that you would consider most important in
choosing a job.
2. Cross out three values that will not be important at all in choosing a
job.
Values and Vocation
a. helping other people
b. being creative or artistic
c. having a daily routine that doesn’t change much
d. earning a lot of money
e. becoming famous
f. working with people all the time
g. being able to influence other people
h. having job security
i. being able to work when you want
j. doing something that adds beauty to the world
k. working outdoors
l. finding adventure
m. being able to learn new things
n. being known as an intellectual person or thinker
Session 2 – Pg.6

HANDOUT
Attitudes Exploration
Read through the statements below and indicate with a tick whether you agree
or disagree with each one.
Statements Agree Disagree
Promiscuous people are most at risk of contracting HIV
Sex workers place men at risk of becoming infected with
HIV
Drug users spread AIDS
Homosexuals are responsible for the spread of AIDS
internationally
Women should insist on condom use if they don’t trust
their partners
HIV positive people should stop having sex
Pregnant women who are HIV positive should terminate
their pregnancies
Suicide is a cowardly act
HIV positive people should disclose their HIV status to past
and present partners
Virgins cannot be HIV positive
AIDS should be a notifiable disease
Polygamy contributes to the high prevalence of AIDS
HIV tests should be mandatory for all
Commercial sex work should be banned
Session 2 – Pg.7

PREJUDICE
A prejudice is a preconceived opinion, bias or pre-judgement of a person or
group of people. It is often caused by a lack of information. For this reason, the
more we know about something, the less prejudiced we are towards it. Prejudice
often occurs when a person needs some security for himself/herself. A person
may feel more secure by rejecting others through prejudice.
Prejudice can take many forms:
• Ethnic or racial (Ex: Prejudice against different tribal groups)
• Socio-economic (Ex: Prejudice against poor people or rich people)
• Cultural – Religious (Ex: Prejudice against Muslims)
• Behavioural (Ex: Prejudice against people with HIV or against
prostitutes)
• Age ( Ex. Prejudice against young )
• Gender ( Ex. Prejudice against women or men)
Prejudices often block understanding and acceptance of others, and they can
affect the way that counsellors and clients interact. Counsellors may have
prejudices about their clients and vice versa. As a result, they may not be able
to have open and honest discussions about sensitive issues. It is important for
counsellors to do a self-examination of their own prejudices regarding the
cultures that they interact with. This will help them to be more objective in their
reactions and responses.
YEF HIV/AIDS Hotline counsellors may experience prejudice in different ways,
either directly or indirectly. For example:
• Callers might be prejudiced towards them
• They might be prejudiced towards callers
• Callers might tell them about experiences with prejudice
Prejudices are hard to change, because they may have been instilled in a person
for many years. The first step to combating prejudice is recognising or
acknowledging it. Once it is acknowledged, prejudice can be erased by:
• Information about the person or group that a person is prejudiced
towards
• Personal contact with the person or group that a person is prejudiced
towards
Sometimes legislation is necessary in order to combat prejudice. For example, in
the USA affirmative action laws help to combat racial prejudice.
Are there any laws in Nigeria to avoid Religious discrimination?
Session 2 – Pg.8

SESSION 3
Counselling Process
CONTEXT AND OBJECTIVES
Participants need to define counselling and explore the meaning of being a good
counsellor. This session reviews The AIDS Support Organization (TASO)
counseling process and provides an overview of basic telephone counselling skills
TIME: 90 MINUTES
OBJECTIVES:
By the end of this session, participants will have:
1. Defined counselling and how it fits into a “holistic” approach to HIV/AIDS
2. Identified qualities of a good counsellor
3. Reviewed the TASO counselling process
SESSION NOTES
COUNSELLING
Definition of counselling
*Counselling is a client-centred, interactive communication process in which oneperson
helps others make free, informed decisions about their personal
behaviour and provides support to them to act on their decisions 1 .
* Counselling can be defined as a process of helping a client explore the nature
of a problem so they can determine what to do, without direction from the
counsellor.
*Counselling can take place either individually or in a group. Hotline counsellors
do individual, or one-on-one counselling.
*Counselling is not simply providing information or simply telling a person what
to do.
1 Smith, W.A. et al (Eds). 1993. A World Against AIDS : Communication for Behavior Change.
Washington, DC : The Academy for Educational Development.
Session 3 – Pg. 1

Attributes of Counselling 2
Counselling is the following:
♦Problem solving
♦Listening
♦Helping
♦An interaction where the client is in charge
♦Based on trust
♦Sharing
♦Confidential
♦Caring
♦Empathetic
Counselling is not the following:
♦Telling someone what to do
♦Giving advice
♦Imposing
♦A counsellor taking action
♦Interfering
♦Judgmental
♦Only giving information
♦Critical
Holistic view of HIV/AIDS
Something, which is “holistic”, deals with whole systems as opposed to only
working with specific parts. In medicine, this means caring for both a person’s
physical and mental health. HIV/AIDS is not only a biomedical disease. It
affects many aspects of a person’s life. For this reason, the YEF HIV/AIDS
Hotline counsellors need to be able to provide holistic counselling, or counselling
that deals with all of the different aspects of HIV/AIDS.
In the beginning of the epidemic, HIV was seen as a purely medical concern.
Over the years, people have begun to view the disease in a more holistic way,
including biological, psychological, social and economic aspects. This view has
recently been expanded to include the spiritual realm: How people make sense
of the world in which they live.
People are influenced by the context where they live. An individual must be
seen within the physical, psychological, social and spiritual aspects of his/her
environment. This environment includes their family, their social circle, their
work environment, their community and their country. The way a person copes
2 Durban ATIC Counsellor Training Manual.
Session 3 – Pg. 2

with the HIV/AIDS, both in terms of preventing it and being HIV-positive is
partially determined by how HIV/AIDS is viewed in these different environments.
When dealing with HIV/AIDS, a counsellor needs to be aware of the needs of the
individual within their particular context. A counsellor can help someone to make
a more realistic plan of action if s/he is aware of the different factors
influencing the person’s behaviour.
Following are some examples of the different aspects of HIV/AIDS, all of which
can have an impact on a person’s behaviour regarding the disease. This list is
not exhaustive, however, and participants should be encouraged to add their
own ideas to the list.
Physical aspects
•Biological transmission of HIV
•HIV testing
•Sexually transmitted infections, which can make a person vulnerable to HIV
•Health status of an HIV-positive person (state of their immune system)
•Opportunistic infections
•HIV/AIDS treatments
Social and economic aspects
•Overall poverty
•Loss of income due to HIV/AIDS
•Prostitution
•Rape and domestic violence
•Lack of housing and/or sanitary living conditions
•Breakdown of the family system
•Limited access to food or health care
•Prejudice and misconceptions about AIDS patients
•Workplace discrimination
•Migration, resulting in men engaging in casual sex when away from home
•Drug use or alcoholism
•Discontinuation of schooling to care for a family member with AIDS
Psychological aspects
•Depression
•Grief or anger from receiving positive HIV test results
•Grief or anger from losing loved ones to AIDS
•Fear of discrimination
•Suicidal thoughts
•Desire to harm or take revenge on others
•Consequences of being abused by others
•Sexual orientation
Session 3 – Pg. 3

Spiritual aspects
•Beliefs about the origins and transmission of HIV (i.e. A punishment from God)
•Church support for HIV-positive people
•Beliefs about healing
•Beliefs about death and the afterlife
•Beliefs about sexual activities (i.e. Sex before marriage is forbidden by God)
QUALITIES OF A GOOD COUNSELLOR
Any type of person can be a counsellor -- man or woman, youth or senior citizen,
housewife or businessperson, professional or volunteer. This does not mean that
everyone has the potential to make a good counsellor, however. A good
counsellor is someone who possesses the following:
1. Awareness of self and others
2. Knowledge about the issues being counselled
3. Good counselling skills
In addition to the concepts mentioned above, certain personal characteristics
help to make a good counsellor:
• Integrity (commitment to a set of moral values)
• Concern for people
• Warmth, acceptance and genuineness
• Ability to work with strong emotions
• Creativity
• Optimism and confidence
• Flexibility and tolerance
• Drive and persistence (unwillingness to give up)
• Ability to articulate thoughts and ideas
• Commitment to personal wholeness on physical, emotional, social, intellectual
and spiritual levels
• Commitment to the development of one’s own skills, knowledge, supervision
and mentorship
Often counsellors have a past history of the problem that they are counselling
about, which has motivated them to help others.
THE TASO COUNSELLING PROCESS
Although most of the callers of the YEF HIV/AIDS Hotline will request information
and not counselling, counsellors need to have a well-defined process for helping
those who do call with problems.
Session 3 – Pg. 4

Following is a summary of the TASO process, which was developed by The AIDS
Support Organisation (TASO) in Uganda. It has been modified slightly for use by
telephone counsellors.
STAGE I: Welcoming and building a relationship
The goal of this step is to establish a relationship with the client through putting him at ease
and building his trust.
This is a very important stage, because it sets a good atmosphere and builds a
foundation for the rest of the call. Specific things that a counsellor does during
this stage include….
♦Greeting the client in friendly manner that conveys that you are willing to listen
in a non-judgmental way;
♦Explaining the types of services that the YEF HIV/AIDS Hotline can offer;
♦Informing the client that everything said will be kept confidential;
♦If necessary, setting boundaries for the call (i.e. for repeat callers).
STAGE II: Gathering information about the clients’ situation
The goal of this stage is to learn about the client’s “story”. The counsellor helps the client to
talk about his problem, explore his feelings and reflect on his situation.
This is the “heart” of the counselling process. The counsellor tries to get the
client to talk as much as possible in order to explore his situation and express his
feelings.
Things that the counsellor does during this stage include:
♦Encouraging dialogue
♦Probing for more information
♦Active listening
♦Reflecting
♦Speaking simply
♦Affirming
This is when the counsellor invites the client to share what problems s/he is
facing. The counsellor helps the person by listening carefully, checking
understanding, and asking open-ended questions to help the person explore and
clarify fully. This is also the time when the client explains how s/he tries to cope
with the problem.
Session 3 – Pg. 5

STAGE III: Helping the client to make a plan
The goal of this stage is to help the client decide on a course of action for resolving his
problem.
In this final stage, the counsellor helps the client to evaluate options and make a
plan for resolving the problem. This is done by helping the client to….
♦Select a problem which needs to be worked out;
♦Explore all the possible ways that the problem could be resolved
♦Consider carefully all the implications and possible outcomes of each
option.
If necessary, the counsellor makes referrals to other resources. When the client
feels comfortable that his problem has been addressed, the counsellor
summarises the conversation and terminates the call.
Review the following Counseling Self-Assessment Evaluation form.
Session 3 – Pg. 6

COUNSELING SELF-ASSESSMENT EVALUATION
This self-evaluation tool will help you assess your current knowledge, attitudes and behaviors in the main important
areas of Counseling. To evaluate yourself, put the number corresponding to your level of competence in the
appropriate column next to each competence area listed.
NAME: ____________________________________
DATE: ____________________________________
AREAS OF COMPETENCE
SCALE:
always = 5 Usually = 4
Sometimes = 3
Rarely =2 Never = 1
AFTER TRAINING
I. Welcoming and Building a relationship
I greet the client in a friendly way
I assure confidentiality
I ask the reason for call
I mention the YEF Hotline services
I communicate care, interest and involvement
I pay attention to the client=s verbal cues (content, voice tones, pace)
I pay attention to the client=s nonverbal cues (changes in voice tones, pauses)
My speech communicates respect, acceptance
I am comfortable with managing appropriate silences
I ask about feelings
I use language and words familiar with the caller
II. Gathering and providing information about the situation
I can follow or Atrack@ what the caller is saying or the callers=s topic
I uses appropriate non-word noises that encourage client to talk
I only talk about myself if the information is directly pertinent
I do not interrupt
I ask one question at a time
I refrain from leading questions or Across-examining@
I legitimize the callers=s concerns.
I let the caller do most of the talking.
I compliment the caller on positive actions
Session 3 – Pg. 7

I have knowledge about issues relevant to the caller, such as :
a: Sexuality
b. Relationships (family, peers, work/school)
c. Risk of of STD/HIV
I repeat key points the caller has said regarding the situation
I feel comfortable discussing sexuality/sex-related issues
I repeat key feelings the caller has said regarding feelings
I correct any misperceptions
III. Help in planning, decision making and problem solving
I refrain from offering sympathy or solutions prematurely
I let the caller do most of the talking
I make a summery of the main points of the situation and present them to caller
I identify and communicate understanding of caller’s feelings
I help the caller to identify problems and prioritize
I assist the caller to develop options or solutions
I assist the caller to examine consequences of each option
I let the caller make the decision
I feel comfortable talking about sex related topics and issues with caller
I can present a concise, accurate and timely summary of themes presented by caller
I confirm any decisions or choices by caller; checking commitment
I offer encouragement to caller in order to take action
I demonstrate knowledge of support and referral resources
I thank the caller for calling
I ask the caller to call again if needed .
Session 3 – Pg. 8

SESSION 4
Counselling Skills
CONTEXT AND OBJECTIVES
This session provides an overview and description of the basic skills needed
during counselling.
It also allows practice of the counseling skills in the context of the TASO process
and identifies the differences between telephone and face to face counselling
TIME: 180 MINUTES
OBJECTIVES:
By the end of this session, participants will have:
1. Differentiated between telephone counselling and face-to-face counselling
2. Identified and described counselling skills needed in the counselling process
3. Practiced specific counseling skills in the context of the TASO counselling
process
SESSION NOTES
TELEPHONE VS. FACE-TO-FACE COUNSELLING
Counselling Scenarios
Below are two suggestions for role-plays, which can be adapted, as the trainer
feels appropriate. In both role-plays, one person is the counsellor and the other
is the client. Each role-play should be short, lasting only 3-4 minutes. Both roleplays
start at the beginning of a counselling session, with the counsellor greeting
the client. The same two participants should do both scenarios, so that they can
compare their experiences with both types of counselling.
Face-to-Face Counselling
The client comes to the counsellor because s/he is thinks that his friend has
AIDS, but s/he is not sure. S/he wants to know how you can tell whether or not
a person has AIDS. The counsellor explains what AIDS is and how doctors
diagnose AIDS.
Telephone Counselling
The client calls because s/he thinks that s/he might have a sexually transmitted
infection (STI). The counsellor inquires about the symptoms and how the client
acquired the STI.
Session 4 – Pg. 1

Advantages and Limitations of Telephone Counselling
There are both advantages and limitations to telephone counselling. Many
clients prefer telephone counselling for the following reasons:
♦It is anonymous. This is especially important when dealing with a
sensitive subject like AIDS.
♦It is accessible. Telephone counselling does not require transportation
or money (except to pay for the phone call).
♦It is often available several hours a day.
♦It is safe. The caller can terminate the conversation if s/he becomes
uncomfortable.
♦It can be less expensive than face-to-face counselling.
♦It often takes less courage to call a telephone hotline than to visit a
counsellor in person.
There are many challenges to telephone counselling, however. For example:
♦
♦
♦
♦
♦
Non-verbal communication is different. Because the counsellor and
caller cannot see each other, some types of non-verbal communication
which are important in face-to-face counselling are less important in
telephone counselling (i.e. body posture, eye contact, facial expressions,
etc.). Other types of non-verbal communication are more important. For
example, the counsellor’s voice and speaking patterns are extra-important
in telephone counselling. This includes the tone of the voice, breathing
patterns, pauses, pace of speaking and hesitation.
The quality of the counselling can be affected by the quality of
the phone connection. If the phone line is bad, then the counsellor
and caller will not be able to communicate clearly. This can result in
misinformation, frustration and termination of the call by the client.
The immediate circumstances of the caller are unknown. The
counsellor does not know what type of environment the client is calling
from. The client could possibly be in danger, or at the very least, could be
in a situation where s/he is not able to talk freely for fear of being
overheard by others.
Trust building is harder. It is more difficult for a client to build trust in
the counsellor when s/he cannot see the counsellor.
Callers may place “hoax” calls, which are calls that are meant to be a
joke or are not sincere. Face-to-face counsellors rarely have to deal with
Session 4 – Pg. 2

“hoax clients”. In other words, most people who make the effort to visit a
counsellor face-to-face are honestly seeking help.
Encourage participants to give other examples of differences between telephone
and face-to-face counselling.
COUNSELLING SKILLS
Following is a description of skills that are frequently used in counselling. This is
just a list of the basic skills that are used most frequently and should be
mastered by all YEF HIV/AIDS Hotline counsellors. There are, of course, many
more advanced skills that are not covered here.
Greeting Empathising Establishing Rapport
Using Silence
Questioning and Probing
Active Listening Focusing Affirming
Reflecting Speaking simply Summarising
Supporting
Correcting misperceptions Closing
•Greeting
Establishing contact with the caller in a way that is warm and welcoming.
Greeting the caller with respect and in a way that conveys that you are ready
and willing to listen in an unhurried manner and therefore establishing a good
rapport with them.
Ask participants for examples of greeting that could be used in the YEF HIV/AIDS
Hotline. List them on the flipchart.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
•Empathising
Seeing the world through other’s eyes without judging them. Empathy is not the
same as sympathy. Empathy means feeling with a person, while sympathy
means feeling sorry for a person. 1 Sympathy creates a dead end in the
conversation. Empathy involves understanding and acknowledging a person’s
feelings in order to open up a conversation, encouraging dialogue.
See “Focus on Feelings” vocabulary list at the end of this session.
1 CONNECT (Zimbabwe Institute of Systemic Therapy). 1993. Basic Telephone Counselling Skills.
Session 4 – Pg. 3

•Accepting
Valuing another person unconditionally as a human being. It involves a genuine
effort to understand another person in a non-judgemental way and being open
to knew knowledge, ideas and behaviours.
•Active Listening
Attending to both a client’s verbal and non-verbal messages, and listening in a
way that conveys respect, interest and empathy. Active listening involves more
than just hearing what other people say.
It involves paying attention to both: the content of the caller’s message and
words as well as the things that might go “unsaid”, such as feelings or worries.
Active listening can be harder to do over the phone than in person, because the
counsellor cannot use body language to show that s/he is listening. Telephone
counsellors must demonstrate active listening through verbal cues. For example:
“Yes, I see….”
“Oh?”
“Mmm hmmm….”
“And then?”
It can also be helpful to repeat one or two key words that the caller has just
said. For example:
Caller: “I am so upset with my husband….”
Counsellor: “Upset?”
Caller: “Yes, it makes me so mad that he won’t use condoms when he
knows that they can protect us.”
PRACTICE Active Listening:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________
•Using Silence
Allowing the conversation to stop for a few seconds in order to encourage more
dialogue. While many people are uncomfortable with silence in a conversation,
silence can actually help clients talk more. When a client falls silent, s/he will
often begin to talk again after a few seconds if the counsellor does not say
anything. Also, silence is sometimes necessary if a caller becomes upset and
needs a few minutes to calm down or collect his thoughts.
Counsellors can use silence as a way of demonstrating active listening.
Session 4 – Pg. 4

•Questioning and Probing
Asking questions in a way that encourages callers to express their feelings and
share information about their situation. This is accomplished through asking
open-ended questions and probing for more information when a superficial
answer is not enough.
What can we learn through questions?
*The general situation
What did you want to talk about?
*The facts
What happened?
* Feelings How did you feel?
* Reasons What made you do that?
* Specifics Please could you explain that more?
*Open-ended questions are questions that require more than a one-word
answer. They usually begin with words such as “How?”, “What?” or “Why?”.
Probing is necessary when the counsellors needs more information about a
person’s feelings or situation.
Following are some helpful probing phrases:
“Can you tell me more about that?”
“What happened after that?”
“Please describe the symptoms”
“Yes, Explain how you felt ”
*Close-ended questions usually require one or two word answer, are helpful to
clarify or confirm issues or statements that the counsellor needs specific
information.
Example: How old is your friend? 19
Is your friend with you now? Yes
Are you still very afraid? Not so much…..
How far away are you from the clinic? About 5 miles
The counsellors use a combination of open-ended questions and some closeended
questions when they need to probe about two things:
1) The caller’s experiences or “story”; and
2) The caller’s feelings.
Callers may have trouble expressing their feelings and may need help from
counsellors to verbalise them. The handout Focus on Feelings provides a list of
words that counsellors can use to: 1) Help callers express their feelings; and
2) Acknowledge feelings once they are expressed.
Session 4 – Pg. 5

•Focusing
Having the caller choose the most pressing problem that they would like to
resolve. Often callers have many problems, especially if they are faced with a
disease like AIDS, which can impact many different areas of their lives. They
may feel overwhelmed and feel the need to address all of their problems at once.
It is not realistic to expect AIDS Hotline counsellors to be able to meet a caller’s
every need. Therefore, counsellors need to help callers focus on the issues that
are most important to them at the time of the call. For example,
Counsellor: ”It sounds like you are going through a lot right now and you feel
overwhelmed. We won’t be able to solve everything tonight, but I
can help you to start. Which problem is the most important for you
right now?”
The issues that are most important to the callers may seem less important to the
counsellors than other issues. It is important to respect the caller’s feelings,
however, and address the issues that they feel are most important. Once they
have resolved the important issues, they will be more likely to call back to
address the other ones.
•Affirming
Congratulating or complimenting callers on the positive actions that they have
been able to implement. Ex: “I am pleased to hear that you have been reading
about HIV testing.” Complimenting callers helps them to feel respected and
valued, and it encourages them to share more information. If a caller feel that
s/he has already accomplished something, even if it is small, then s/he may be
more willing to take some larger actions.
PRACTICE Affirming
1. Mother worried about teenage son who has been ill
2. 17 year old girl thinks she has an STI from an old boyfriend
3. Shy teenage boy has had sex and is sure he has AIDS
Possible Positive Responses:
• Sounds like you love your child very much.
• You seem like a very responsible, mature young adult, and want to
take good care of yourself
• I am glad you called because I can provide you with the information
you need;
• You are very courageous young man to share this with me;
• You seem very secure in wanting to know the status of your health;
Session 4 – Pg. 6

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________
•Reflecting
Repeating the key points of what a caller has said back to him/her. This is also
known as “paraphrasing”.
Reflecting serves many purposes: 1) The counsellor can make sure that s/he has
understood the client correctly: 2) The counsellor can show the caller that s/he
has been listening actively; and 3) The caller can gain greater clarity about his
situation or feelings.
Accurate reflection and acknowledgement of feelings are necessary and critical to
the counselling process. Callers must first believe that the counsellor hears and
understands their feelings and individual needs and concerns before they are
ready and willing to deal with the situation, listen to options and make an
informed and appropriate decision.
Following is an example:
Caller: “I’m really scared. My daughter is going around with all types of
boys. She won’t talk to me about it. I think she could get AIDS.”
Counsellor: “So you’re scared that your daughter is exposing herself to AIDS
because she has several boyfriends, and you’re worried that she
won’t talk to you about it”
It is important to reflect both the content of what the person has said and their
feelings. Emotions form the base of much of life experience. Noting key feelings
and helping the caller clarify them can be one of the most powerful things the
counsellor can do.
PRACTICE Reflecting
The aim of this activity is to practice the skill of reflecting or paraphrasing.
“I am sad right now because my boyfriend just told me that he does
not want to see me anymore. Now I do not know what to do. I have
tried everything. If only my mother had not been so strict with me. She
is always telling me to be careful about AIDS. She was unfair to give
me such an early curfew. She really makes me mad! But maybe I
should have been nicer to my boyfriend! I really love him!!!! I just feel
so confused about what to do next. “
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
______________________________________________________
Session 4 – Pg. 7

•Speaking Simply
Using language that is simple enough for a person to understand. Counsellors
need to change their language to accommodate the literacy level of the caller. If
a client’s literacy level is not obvious, it is better to speak more simply than
necessary in order to make sure that the information is understood. Following is
an example of a difficult explanation that has been rephrased to make it simpler:
Caller:
Counsellor:
“I don’t understand AIDS. How does it kill you?”
DIFFICULT EXPLANATION
“AIDS results from the acquisition of the HIV virus. HIV is a
retrovirus, which inserts its genetic code into T4 cells, which coordinate
the body’s immune defences. HIV replicates and destroys
the T4 cells. When this happens a person becomes vulnerable to
opportunistic infections.”
SIMPLE EXPLANATION
“AIDS is caused by a virus called HIV. When HIV enters a person’s
body, it destroys a person’s defence system, the system that
protects a person from diseases. When a person’s defence system
is damaged, s/he can get sick and die.”
PRACTICE Speaking Simply:
Difficult language
Biological transmission of HIV
Sexual orientation
Pathologically jealous
Positive HIV diagnosis
Fear of disclosure
Alternative therapy
Side effects
Abstain from sexual relations
Strengthening the immune system
Liquid waste
Traditional media
Adopt safer behaviour
Speaking Simply
•Correcting Misperceptions
Providing accurate information to a caller and correcting any misinformation.
There are many misperceptions about HIV, AIDS and sexually transmitted
infections, and it is the counsellor’s role to correct them. These needs to be
Session 4 – Pg. 8

done in a way that does not make the callers feel stupid or defensive, however.
Counsellors should acknowledge misinformation and then correct it. For
example, “You mentioned that it is possible to cure AIDS by having sex with a
virgin. Many people believe this, but it is not true. At this time, there is no cure
for AIDS.”
Sometimes counsellors have doubts about certain information. It is advisable to
first try to clarify his or her own doubts by consulting a supervisor or consulting
material available on the topic form a reputable source.
Counsellors that are faced with a request for information regarding a topic they
are not familiar with, should acknowledge that they do not have the answer.
They may tell the caller to wait and will find out where the caller can obtain the
answer to their request or transfer the caller to other counsellors who can
provide the appropriate answers.
•Summarising
Summing up the main points of a person’s story and eliminating less relevant
information. Summarising is similar to reflecting, but the counsellor does not
repeat exactly what the client has said. The counsellor takes the main points of
the conversation and presents them to the caller.
Summarising is appropriate when:
1) The counsellor wants to check that s/he has understood the client’s
story;
2) When it is time to move onto another topic; or
3) When it is time to end the call.
4) Summarising can also help the caller to gain perspective on his
situation.
•Supporting
Offering encouragement and help to callers in order to give them confidence for
taking action. For example: “we can discuss some options of how to talk to
your girlfriend. What would you like to talk about first?”
•Closing
Asking if the caller has any questions, providing additional information if
necessary and ending the call. Before hanging up, the counsellor thanks the
caller for calling and invites him/her to call back anytime for more information or
assistance.
Session 4 – Pg. 9

Focus on Feelings
Following is a vocabulary of words that counsellors can use to help callers express and
acknowledge their feelings. This can promote empathy and can be useful for reflecting
and summarising.
Happy Sad Angry Confused Scared Ashamed Strong
Alive angry Aggravated Anxious Afraid Bored active
Amused apathetic Annoyed Awkward Anxious Confused aggressive
Anxious awful burned-up Baffled Awed Defenceless alert
Calm bad Critical Bothered Chicken Discouraged angry
Cheerful blue Disgusted Crazy Confused Embarrassed bold
Content crushed Enraged Dazed Fearful Exhausted brave
Delighted depressed Envious Depressed Frightened Fragile capable
Ecstatic disappointed fed-up Disorganised Horrified Frail confident
Excited dissatisfied Frustrated Disoriented Insecure Frustrated determined
Fantastic disturbed Furious Distracted Intimidated Guilty energetic
Fine down Impatient Disturbed Jumpy Helpless happy
Fortunate embarrassed Irritated Embarrassed Lonely Horrible hate
Friendly gloomy Mad Frustrated Nervous Ill healthy
Glad glum Mean Helpless Panicky Impotent intense
Good hate Outraged Hopeless Panicked Inadequate loud
Great hopeless Rage Lost Shaky Insecure love
Hopeful hurt Resentful Mixed-up Shy Lifeless mean
Loving lonely Sore Panicky Stunned Lost open
Motherly lost Paralysed Tense Overwhelmed positive
Optimistic low Puzzled Terrified Powerless potent
Peaceful miserable Stuck Threatened Quiet powerful
Pleased painful Surprised Timid run-down quick
Proud Sorry Trapped Uneasy Shaky rage
Relaxed Terrible Troubled Unsure Shy secure
Relieved Turned-off Uncertain Worried Sick solid
Satisfied Uneasy Uncomfortable Timid super
Thankful Unhappy Weak Tired tough
Thrilled Unloved Useless
Turned-on Upset Useless
Warm
Vulnerable
Wonderful
Worn-out
Session 4 – Pg. 10

SESSION 5
Practice-Counselling Process
CONTEXT AND OBJECTIVES
Participants will review the TASO counselling process and identify the different
skills used in each stage of the process. During this session participants will roleplay
as YEF hotline counselors and practising the different counselling skills.
TIME: 90 MINUTES
OBJECTIVES:
By the end of this session, participants will have:
1. Described counselling skills used in each stage of the TASO Counselling
Process.
2. Reviewed the Counselling Self Assessment Evaluation Form
3. Practiced role-playing as the telephone counsellor using counselling skills.
4. Used the Counselling Self-Assessment Form.
SESSION NOTES
COUNCELLING SKILLS AND THE TASO COUNSELLING PROCESS
STAGE I: Welcoming and building a relationship
The goal of this step is to establish a relationship with the client through putting him at
ease and building his trust.
Skills Needed:
Greeting, Empathising, Accepting, Confidentiality, Active Listening, Questioning
and Probing, Affirming, Using Silence, Speaking simply etc.
STAGE II: Gathering information about the clients’ situation
The goal of this stage is to learn about the client’s “story”. The counsellor helps the
client to talk about his problem, explore his feelings and reflect on his situation.
Skills Needed:
Empathising, Accepting, Active Listening, Questioning and Probing, Affirming,
Using Silence, Correcting Misperceptions, Focusing, Reflecting, Speaking
Simply etc.
Session 5 – Pg. 1

STAGE III: Helping the client to make a plan
The goal of this stage is to help the client decide on a course of action for resolving his
problem.
Skills Needed:
Empathising, Accepting, Active Listening, Questioning and Probing, Affirming,
Using Silence, Focusing, Reflecting, Speaking Simply, Make referrals,
Summarising, Supporting, Closing etc.
COUNSELLING SELF ASSESSMENT EVALUATION FORM
The aim of this activity is to review the skills needed by the counselor during the
counseling call using the Counselling Self-Assessment Evaluation Form in the
participant manual as a guideline. This Counselling Self-Assessment Evaluation
tool will be used to observe role-plays during the next sessions of the workshop.
COUNSELLING SKILLS ROLE PLAY
The aim of this activity is to give participants a chance to practise their new
counselling skills. Each participant should answer the Counselling Self-
Assessment Evaluation Form after playing the role of the counsellor.
Counselling Scenarios
1. You are a 21-year university student who sometimes takes drugs and has
unprotected sex. You are afraid that you might be infected with HIV,
because some of your friends are looking sick. You are scared and don’t
know what to do. Your sister suggested that you call the AIDS Hotline.
2. You are a 40-year old mother who is devastated, because your 20-year old
son has just tested positive for HIV. You want to know the best way to care
for him and make sure that he stays healthy. You also want to know if you
can get infected by sharing things like plates or forks with him. A co-worker
suggested that you call the AIDS Hotline.
3. You have spent the last two days in the hospital with your husband who is
sick. The doctor tells you that he is not only HIV positive but has already
developed AIDS. You did not know about this until today. Now the doctor is
suggesting that you and your children be tested. You are scared and
confused. You do not know where to begin or what to do. You heard on the
radio about the YEF HIV/AIDS Hotline and decided to call.
4. You are an adolescent girl who has heard that AIDS is transmitted by sharing
toilets. This worries you because you live in a place where many people must
share one toilet. You want to know how you can protect yourself.
Session 5 – Pg. 2

5. You are a man in your 30s who wants to know where to get tested for HIV.
You have had several partners over the past few months and don’t like to use
condoms.
6. You are a 23-year old woman who hasn’t been feeling well and are afraid
that you have AIDS. You want to know what the symptoms are. Your have
a boyfriend, but think that you really got infected through sharing a
bathroom with your older brother, who has AIDS. You want to know what
the symptoms of AIDS are and how I can find out for sure if I have AIDS.
7. You are a 30-year old man. You have two friends who have AIDS, and
have heard that AIDS can be cured through having sex with virgins. You
want to know if this is true, so that you can help your friends. You also
want He also want to know if condoms really work to prevent AIDS and
where you can get them for free.
Session 5 – Pg. 3

COUNSELING SELF-ASSESSMENT EVALUATION
This self-evaluation tool will help you assess your current knowledge, attitudes and behaviors in the main important
areas of Counseling. To evaluate yourself, put the number corresponding to your level of competence in the
appropriate column next to each competence area listed.
NAME: ____________________________________
DATE: ____________________________________
AREAS OF COMPETENCE
SCALE:
always = 5 Usually = 4
Sometimes = 3
Rarely =2 Never = 1
AFTER TRAINING
I. Welcoming and Building a relationship
I greet the client in a friendly way
I assure confidentiality
I ask the reason for call
I mention the YEF Hotline services
I communicate care, interest and involvement
I pay attention to the client=s verbal cues (content, voice tones, pace)
I pay attention to the client=s nonverbal cues (changes in voice tones, pauses)
My speech communicates respect, acceptance
I am comfortable with managing appropriate silences
I ask about feelings
I use language and words familiar with the caller
II. Gathering and providing information about the situation
I can follow or Atrack@ what the caller is saying or the callers=s topic
I uses appropriate non-word noises that encourage client to talk
I only talk about myself if the information is directly pertinent
I do not interrupt
I ask one question at a time
I refrain from leading questions or Across-examining@
I legitimize the callers=s concerns.
I let the caller do most of the talking.
I compliment the caller on positive actions
Session 5 – Pg. 4

I have knowledge about issues relevant to the caller, such as :
a: Sexuality
b. Relationships (family, peers, work/school)
c. Rrisk of of STD/HIV
I repeat key points the caller has said regarding the situation
I feel comfortable discussing sexuality/sex-related issues
I repeat key feelings the caller has said regarding feelings
I correct any misperceptions
III. Help in planning, decision making and problem solving
I refrain from offering sympathy or solutions prematurely
I let the caller do most of the talking
I make a summery of the main points of the situation and present them to caller
I identify and communicate understanding of caller’s feelings
I help the caller to identify problems and prioritize
I assist the caller to develop options or solutions
I assist the caller to examine consequences of each option
I let the caller make the decision
I feel comfortable talking about sex related topics and issues with caller
I can present a concise, accurate and timely summary of themes presented by caller
I confirm any decisions or choices by caller; checking commitment
I offer encouragement to caller in order to take action
I demonstrate knowledge of support and referral resources
I thank the caller for calling
I ask the caller to call again if needed .
Session 5 – Pg. 5

SESSION 6
HIV Pre-Test and Post-Test Counselling
CONTEXT AND OBJECTIVES
Although YEF HIV/AIDS Hotline counsellors will not be doing HIV testing
themselves, they may receive calls from individuals who are considering taking
the test or who have not received proper counselling after taking the test.
Or people who have just received test results and are seeking information about
treatment and care. They may also receive calls from people who have tested
negative but still want to know how to protect themselves from HIV.
This session provides a basic overview of pre-test and post-test counselling.
OBJECTIVES:
By the end of this session, participants will have…
1. Identified advantages and disadvantages of HIV testing
2. Reviewed the pre-test counselling process
3. Discussed post-test counseling in the context of YEF HIV/AIDS Hotline
4. Explored the meaning of positive, negative and indeterminate HIV test results
5. Reviewed post-test counseling guidelines
6. Conducted role plays of pre-test and post-test counselling scenarios
SESSION NOTES
Before this session: Participants should review the information about testing from
Session 8 in Module One in order to ensure that they have a good knowledge of
basic testing issues, including what the test measures for, the window period,
and the meaning of both positive and negative test results.
There are no laws in Nigeria that require that a person be tested for HIV after
giving informed consent. Pre-test counselling is therefore a not a prerequisite for
testing. Since most testing is done at medical sites where counsellors are not
available, many people might call the YEF HIV/AIDS Hotline to clarify their HIV
test results (based on the experience in South Africa). This will indicate that
either they did not receive any pre-test counseling or post-test counseling; or the
counselling they received was poor. YEF HIV/AIDS Hotline counsellors therefore
need to be familiar with the process of HIV pre-test and post test counselling.
As a matter of protocol, they need to refer clients to a test site where counselling
is available.
Session 6 – Pg. 1

#1 TO TEST OR NOT TO TEST?
The aim of this activity is to explore the advantages and disadvantages of
testing, both from a medical and social viewpoint.
Pre-test counselling helps to prepare the client for the HIV test, explains the
implications of different test results and explores ways of coping with one’s HIV
status. It also explores sexuality, relationships, risk behaviours and HIV
prevention. It is usually conducted at the testing site by a qualified counsellor.
It may be done in a group session or individually. Counselling plays a very
important role in testing.
The decision to get tested for HIV can be a difficult one. People may call the
hotline in order to get help making this decision. While the benefits of getting
tested may seem obvious, it is important to realise that many people may not
want to get tested for a variety of reasons.
People may be afraid of getting a positive result for the following reasons:
•Fear of dying
•Fear of infecting spouses, partners or others
•Fear of losing their job
•Fear of abuse by spouses or sexual partners
•Fear of being rejected by friends and peers
•Fatalistic beliefs (i.e. “There is no cure anyway, so why should I find
out?”)
•Inability to obtain HIV treatment
Also keep in mind that for some people, a negative result may be bad news. For
example, if a man’s wife is HIV-positive, but his test turns out negative, then this
means that she was infected by someone else. This could have negative
consequences for his marriage and for his wife.
There are many advantages to getting tested:
•Early treatment for HIV can help a person live longer.
•AZT treatment for pregnant women can reduce the chances of motherto-child
transmission
•HIV-positive women who are not pregnant can use family planning to
prevent pregnancy, if they are not already doing so.
•A person can inform his/her sexual partners so that they can get tested.
•A person can protect his/her sexual partners from infection through
practising safer sex or abstaining from sex.
The YEF HIV/AIDS Hotline counsellor needs to remember his/her role in the
process is as follows:
Session 6 – Pg. 2

•Provide information in a manner easily understood by the caller
•Support of the caller’s decision-making process (i.e. by inviting to call
back or helping them to find alternate sources of support, such as
partners or other services)
•Referrals to appropriate services
The counsellor’s role is not to coerce the caller or the caller’s partner or children
into getting tested.
COMPONENTS OF PRE-TEST COUNSELLING
The objectives of pre-test counselling are to…
•Assess the caller’s risk of HIV infection.
•Inform the caller about the HIV testing process and the meaning of
positive, negative and indeterminate results.
•Explore the implications of the test for the caller.
•Help the caller decide whether or not to take the test.
•Help the caller to adopt safer behaviours.
Since the YEF HIV/AIDS Hotline is not an HIV testing site, the telephone
counsellors will not be able to do actual face-to-face pre-test counselling. This
type of counselling requires a full training workshop in itself, and it is not
possible to teach it in only one session here. YEF HIV/AIDS Hotline counsellors
should have a basic knowledge of the pre-test counselling process, however, in
case they receive a call from someone who has not received proper counselling
at a testing site.
YEF HIV/AIDS Hotline counsellors should follow the following steps for people
who are either thinking of being tested or who have been tested but have not
yet received their results:
1. Assess the caller’s risk of HIV infection.
*Ask why s/he is considering being tested or has been tested.
*What did s/he do to put himself at risk of HIV?
*What has s/he heard about how HIV is transmitted? Correct any
misinformation and review the ways that HIV is transmitted with the caller
to ensure that s/he is aware of the various risk behaviours.
*Assess whether or not the caller has actually put himself at risk or not.
(By asking the caller to give additional information of risk behavior if any)
Some people may feel that they have put themselves at risk, but they
have not. For example, someone may feel at risk from mosquito bites or
from sharing a toilet with an HIV-positive person.
Session 6 – Pg. 3

If a person did engage in a risk behaviour, then confirm this fact and
suggest that it would be a good idea to get tested. If they did not engage
in a risk behaviour, confirm this information and tell them that they are
welcome to get tested, but that they seem to be at low risk of HIV
infection.
2. Inform the caller about the HIV testing process.
Ask the client what s/he has heard about the HIV testing process. Correct
any misinformation. Be sure to discuss all of the following issues:
•Where to get tested
•What the test measures for (antibodies, not the virus)
•How the test is conducted (blood or oral test)
•How long it takes to get results (This will depend on the testing
site. Some sites may offer rapid testing)
•The window period
•What different types of results mean (positive, negative, and
indeterminate)
3. Help the caller to explore the implications of being tested
The counsellor helps the person to explore the advantages and
disadvantages of getting tested. This can be done through asking
question such as the following:
•How will knowing your HIV status be helpful to you?
•What would a positive result mean for you?
•What would a negative result mean for you?
•Who will you tell about your results if they are positive? If they are
negative?
•Who could you talk to while you are waiting for your test results if you
feel nervous?
4. Help the caller to decide whether or not to take the test (if she
has not already done so).
Ask the caller how s/he feels about being tested after everything that you
have discussed together. If the client does want to be tested, then
provide him/her with information about where it can be done. Also help
the caller to identify a friend, family member or other person to talk to if
he/she gets nervous while waiting for the results.
For some callers, the disadvantages of getting tested will outweigh the
advantages. For example, an abusive husband may pose a serious threat
to a woman who learns that she is HIV-positive. She may choose to wait
to get tested until she is in a safer domestic situation.
Session 6 – Pg. 4

If a caller does not want to be tested, respect this decision and reassure
her that she can call back again if she changes his/her mind and would
like more information. It is okay for a client to refuse testing, and
counsellors should not pressure clients to be tested if they are
not willing or ready for it.
5. Help the caller to adopt safer behaviours.
Based on the caller’s risk behaviours, ask him/her what s/he would like to
do to protect himself from HIV. Be sure that s/he gives his/her own ideas
before you present him/her with options. If the client does not have any
ideas, then you can present several options to choose from. Remember to
ensure that the options are realistic for the client. Once a client has
chosen an option, help him/her to develop an action plan. (Refer to the
TASO counselling process).
POST-TEST COUNSELLING IN THE CONTEXT OF THE YEF HIV/AIDS
HOTLINE
Post-test counselling helps the caller to understand and cope with the HIV test
result. This includes preparing the caller for the result, giving the result, and
providing further information or referrals as required.
Although YEF HIV/AIDS Hotline counsellors will not be giving HIV test results
themselves, they may receive calls from people who have just received test
results and are in need of counselling or are seeking information about treatment
and care. Therefore, counsellors need to be prepared to help callers deal with
the different types of results: POSITIVE, NEGATIVE and INDETERMINATE.
Remember that the HIV test does not test for AIDS. A positive HIV test does not
mean that a person has AIDS. Only a doctor can make an AIDS diagnosis, based
on T-cell levels and opportunistic infections.
RESULTS REACTIONS
HIV TEST RESULTS:
A positive result means that….
♦A person has been infected with HIV and can infect others through
exposing them to infectious body fluids (blood, semen, pre-cum, vaginal
fluids or breastmilk). All positive results are confirmed with another test
(called a “confirmatory test”). Therefore, it is unlikely that a positive result
will be false.
Session 6 – Pg. 5

A negative result can mean one of two things….
♦The person has not been infected with the HIV virus; or
♦The person has been infected within the last 3-6 months, and the body
has not yet developed antibodies. If this is the case, then the person
should be rested again in another 3 months, during which time they
should avoid putting themselves and others at risk of HIV infection.
An indeterminate result means that it is not possible to tell if the person has
been infected with HIV based on the test results. In other words, the results are
inconclusive. This does not occur very often, but it can happen to people who….
♦Have had multiple pregnancies or miscarriages
♦Have received multiple blood transfusions
♦Have recently received an organ transplant
♦Suffer from other autoimmune diseases, such as lupus or Grave’s
disease
♦Suffer from kidney disease or are receiving dialysis treatment
♦Suffer from liver disorders
♦Suffer from some types of cancer.
People who receive indeterminate results should be re-tested again in three
months if they have engaged in HIV risk behaviours. Those who are at low risk
of HIV infection may not need to be re-tested.
Callers may experience a range of emotions upon learning their test results.
Many of these emotions will be very strong and should be acknowledged by the
counsellor. A caller who is very emotional, either in a positive or negative way
may be too distracted to hear information that is given to them. Therefore, it is
important to help the caller to explore his/her emotions and “vent” them. Once
a caller has released his/her feelings, s/he will be more receptive to receiving
other information regarding prevention, treatment and referrals.
Counsellors should always acknowledge a caller’s feelings – both those that are
directly expressed and those that are “unsaid”. Have participants refer back to
the Focus on Feelings handout from Session 4 in order to identify feelings which
might accompany the three types of test results. Following are examples of
feelings which callers might experience upon receiving the different types of test
results:
Test result
Negative
Feelings
Relieved; happy; ecstatic; unburdened; sad (if partner is
infected and the caller feels guilty);
Session 6 – Pg. 6

Positive
Indeterminate
Devastated; angry; shocked; broken; shaken; alone;
crushed; despairing; hurt; anxious; overwhelmed; worried.
Confused; afraid; shocked; helpless; bewildered; distressed;
impatient; perplexed; suspicious; unsure; worried.
POST TEST RESULTS COUNSELLING GUIDELINES
Counselling Guidelines
Counselling for people who have recently received their results is similar to pretest
counselling, because both of them involve HIV risk assessment and the
promotion of safer behaviours, or “risk reduction” behaviours.
The main difference is that in post-test counselling callers
a) need to deal with the reality of their situation (not imagining it in the future),
b) need to have a clear understanding of what their results mean
c) need to know the options that are available to them.
Following are some guidelines for dealing with callers who have recently received
test results.
• Listen to their story.
Encourage callers to tell you their story. Many people have not been able to
talk to anyone about their experiences. It can be a big relief to share their
story, even if they have received a negative test result.
• Focus on feelings.
Ask how they feel about the results and how the results will affect their lives.
• Make sure that they understand the meaning of their results.
(See above for explanation of the three types of results).
• Assess HIV risk
Why did they take the test? What behaviours did they engage in to put them
at risk for HIV (or how did they get infected, if they are positive)?
• Help them make a plan for action.
For negative results:
•How to stay uninfected (risk reduction behaviours)
•Re-testing if the test was done in the window period
For indeterminate results:
•Re-testing options
•Risk reduction behaviours
Session 6 – Pg. 7

For positive results:
•Treatment options
•Who to notify of the results
•How to keep from infecting others
•Positive living
•Referrals to other services, including counselling and
medical care
PRE-TEST and POST TEST COUNSELLING ROLE-PLAY
• Use the Observation Checklist: Integrated Skills Practice Form after
each role play.
1. You are a 16-year old man. You are calling the YEF HIV/AIDS Hotline
because one of your buddies just tested positive for HIV. You sometimes
share drugs with him, and you are worried about getting AIDS. You want to
get tested, but you’re afraid that your family will kick you out of the house if
they find out that you are HIV positive. You began having sex two years ago,
and you have never used condoms with any of your partners. The last time
you shared drugs with your friend was one year ago, but the last time you
had unprotected sex was just last weekend. You want to find out more about
getting tested before you make a decision.
2. You are a 25-year old woman who went to get tested for HIV three days ago.
Your results will not be ready for another week, and you are very nervous.
You think that you might be pregnant, but you are not sure. You got tested
because you suspect that your boyfriend has been having sex with other
women. You are worried about passing HIV along to your baby if you are
infected. You are so scared that you are thinking about not returning to the
clinic to get your results. You have called the YEF HIV/AIDS Hotline to talk to
someone about your fears.
3. You are a 30-year old man named John, who is in a committed relationship
with a woman named Julie. Julie has been having a persistent cough and
diarrhoea. She had several sexual partners before meeting you, and she
tested HIV positive two weeks ago. You were very scared about Julie’s test
result and decided to get tested too. You just received your results, and they
were positive. You were in such a state of shock when you received your
results that you didn’t pay much attention to what the clinic counsellor told
you. Now you are calling the YEF HIV/AIDS Hotline to see what you and Julie
can do about your situation. You are not sure whether or not you want to
stay with her. You are angry that she may have infected you, but at the
same time, you are not 100% sure that she was the one who did it, since you
also had many sexual partners before meeting Julie.
Session 6 – Pg. 8

4. You are an 18-year old domestic worker named Taiwo. You don’t make
very much money, so sometimes you have sex with older men who buy
you nice things and take you to restaurants. You recently heard a rumour
that one of the men has AIDS. You took a test to be sure that you were
okay, and it came back negative. You are very relieved and believe that
you are “safe” from AIDS. You are worried, though, because this man is
pressuring you for sex and doesn’t understand why you don’t want to see
him any more. He forced you to have sex when you went to see him last
weekend. You gave in to him and had sex last weekend, but you don’t
want to do it again. You call the YEF HIV/AIDS Hotline to get some advice
about what to do.
Session 6 – Pg. 9

OBSERVATION CHECKLIST: INTEGRATED SKILLS PRACTICE
Instructions to Observer: You have the opportunity to help your colleague improve their counselling skills. Please
listen and watch the “counsellor” carefully. Take special note of those behaviours that are to be practice. For
now, focus on the process NOT the solution, the advice or the answer. Tick (Τ) the behaviours that occurred or
did not occur. Use the “notes” section to write specific examples to help you give the best, most specific feedback
possible to the provider.
OBSERVED BEHAVIOUR YES NO NOTES
I. WELCOMING BUILDING A RELATIONASHIP
Greets the caller in a friendly way
Assures confidentiality
Asks reason for calling
Mention YEF HIV/AIDS Hotline Services
Speech, tone communicates warmth, care and interest.
Pays attention to caller’s verbal cues (content, voice
tone, pace)
Pays attention to caller’s non verbal cues ( changes in
voice tone, pace, pauses )
Words communicate respect and acceptance
Is comfortable managing silence
Asks about feelings
Use language and words familiar to the caller
II. GATHERING & PROVIDING INFORMATION
Follows or “tracks” what caller is saying
Uses non word noises to encourage caller to talk
Talks about self only in information is directly pertinent
Does not interrupt
Ask one question at a time
Uses open-ended questions to foster dialogue
Legitimises the caller’s concerns
Let’s the caller do most of the talking
Use language and words familiar to the caller
Session 6 – Pg. 10

Uses Encouragers and praise to foster dialogue
Has knowledge regarding caller on:
a. sexuality
b. relationshhips ( family, peers, partner, work/school)
c. risk of STI HIV/AIDS Risk
Repeats key points the caller has said regarding
situation
Repeats key feelings the caller has said regarding
emotions
Corrects any misperceptions
Feels comfortable discussing sexuality/sex-related issues
III. Help in Planning Decision-making and problem
solving
Refrains from offering sympathy or premature
solutions
Lets caller do most of the talking
Reflects content
Reflects feelings
Summarises main points of the situation
Identifies and communicates understanding of caller’s
feelings
Helps client identify problems and prioritise
Helps caller develop options or solutions
Helps caller examine consequences of options
Helps client identify a solution
Feels comfortable discussing sexuality/sex-related issues
Presents a summary of the caller’s decision.
Offers encouragement to caller in order to take action
Demonstrates knowledge of support and referral
resources
Confirms caller’s decision and checks commitment
Thanks caller
Ask caller to call again if needed
Session 6 – Pg. 11

Session 6 – Pg. 12

SESSION 7
Difficult Counselling Situations
CONTEXT AND OBJECTIVES
Counsellors are often faced with difficult situations or questions when dealing
with callers. HIV/AIDS can cause crisis situations for a variety of reasons, both
among those suffering from the disease and those whose loved ones are
affected by it. This session helps participants to anticipate some of these
situations in advance and identify strategies for dealing with them.
OBJECTIVES:
By the end of this session, participants will have:
1. Identified difficult moments in counselling
2. Discussed the “Counselling Rules”.
3. Defined the concept of crisis
4. Reviewed YEF HIV/AIDS Hotline Crisis Policy and Simple Counselling
guidelines
5. Practised dealing with difficult counselling moments and situations.
SESSION NOTES
WHAT WOULD YOU DO IF….?
Counsellors often find themselves in difficult situations due to a variety of
reasons.
How would you handle each of these situations?
•A caller asks for your full name and wants to know where you live.
•You are a young woman and your caller is an older man. He is uncomfortable
talking to you about his sexual habits.
•The caller does not seem comfortable talking with you or answering your
questions.
•A caller gives you her first name, and you recognise her voice. You are almost
certain that it is your niece, but she does not recognise you.
•A caller asks you a question about HIV treatment and you do not know the
answer.
Session 7- Pg. 1

•A caller is talking non-stop. She has taken 20 minutes to tell you her story, and
you are not able to ask any questions or have any kind of dialogue. She is
beginning to repeat things, and doesn’t show any sign of stopping soon.
•After you tell him that HIV has no cure, a caller becomes upset and threatens to
come harm you.
•A man calls back many times during one week and he always demands to speak
to the same counsellor.
•A caller wants you to notify the police about his neighbour, who is a prostitute.
The caller says that the prostitute is spreading AIDS, and that she belongs in
prison.
Suggestions for Handling Problem Calls
Following are some suggestions for dealing with problem callers:
♦PROBLEM: The caller asks the counsellor for personal information.
Callers may be curious about a counsellor’s background, or they may want to
find out personal information so that they can see the counsellor in person.
Sometimes callers want to assess the counsellor’s experience with similar
problems in order to judge whether or not the counsellor can “relate” to their
situation and feelings. For example, if a caller has just tested HIV-positive, s/he
may want to know whether or not the counsellor is also HIV-positive.
COUNSELLORS SHOULD NOT GIVE OUT ANY PERSONAL INFORMATION
ABOUT THEMSELVES. This is especially true for names. It is fine for a
counsellor to use his/her first name, but s/he should never give out his/her full
name. Counsellors should never arrange to have face-to-face meetings with a
caller. If a caller asks for other personal information, it is important for the
counsellor to try and focus the conversation back on the caller (Ex: I understand
why you might be curious about my HIV status, but that knowledge really won’t
help your own situation. Let’s talk about how you are feeling right now…”).
♦PROBLEM: A caller is uncomfortable with the counsellor because of
his/her gender, ethnicity or other un-changeable characteristic. In
this situation, the counsellor could acknowledge the caller’s discomfort and say
that even though they are of a different gender/ethnic group, the counsellor is
still able to listen to what the caller has to say and try and help him/her in an
objective way. If the caller is still uncomfortable, the counsellor could offer to
transfer him/her to another counsellor (if there is another one available). If
there is not another counsellor available, the counsellor could offer the caller the
option of calling back at another time when the appropriate type of counsellor
Session 7- Pg. 2

would be available (information about the other counsellor’s schedules should be
readily available).
♦PROBLEM: A counsellor is not able to establish rapport with the
caller, and it is unclear why. Like the situation above, the counsellor should
acknowledge the caller’s discomfort and try to discover the reason behind it.
(Ex: “It appears that you are not comfortable speaking with me. What can I do
to make this more comfortable for you?”). If possible, the counsellor should
then use the caller’s response to improve the rapport. If this is not possible, the
counsellor should offer to transfer the caller to someone else or invite the caller
to call back at another time.
♦PROBLEM: A counsellor and caller know each other. In general, it is
not appropriate for a counsellor to counsel someone that s/he knows. It can be
difficult to know for certain over the phone whether or not a counsellor and a
client know each other, however. Sometimes a counsellor may recognise a caller
but the caller may not recognise the counsellor. Sometimes a caller may
recognise the counsellor, and ask for his/her full name in order to verify this fact.
In either case, the counsellor should not reveal his/her full name. S/he should
explain to the caller that it would be best for him/her to speak with another
counsellor who would be better equipped to handle his/her situation and proceed
to transfer the call. If no other counsellor is available, the counsellor can take the
call, but s/he should be sure to respect the caller’s confidentiality (as is the case
with all calls).
♦PROBLEM: A caller asks for information that the counsellor does not
know. It is perfectly okay for a counsellor to say, “I don’t know” if s/he does
not know the answer to a question. Counsellors are not expected to know
everything, and they should inform the callers that they might not have all of the
information that they are seeking, but that they will try to find it. If the
information can be obtained quickly from the YEF HIV/AIDS Hotline staff, then
the counsellor can put the caller on hold. If it will take more time to find the
information, however, then the counsellor can ask the client to call back later.
♦PROBLEM: A caller talks continuously or inappropriately. If the caller
talks non-stop without giving the counsellor a chance to speak, or the caller does
not seem to be making sense, the counsellor should try to redirect the
conversation. This can be done through interrupting the caller in a polite way,
such as stopping him/her to summarise what s/he said and make sure that it has
been understood. (Ex: “Let me just stop you for a minute to make sure that I
have understood what you have told me….).
♦PROBLEM: A caller becomes offensive or aggressive. Callers may use
offensive language or speak to the counsellor in a threatening way, especially if
Session 7- Pg. 3

they feel frustrated with the conversation or are very upset by information that a
counsellor has given them. Some callers may also place “hoax” calls just to be
malicious. If this happens, one strategy is for the counsellor to acknowledge the
feelings behind the caller’s language and state that such behaviour will prevent
you from helping him/her. (Ex: “It seems like you are very angry about your
positive HIV diagnosis. Many people have this reaction. I am not able to help
you until you calm down, however.”). If this does not work, or if the caller is
extremely verbally abusive, then the counsellor should terminate the call in a
polite way. (Ex: I can tell that you are angry, but I am afraid that I will have to
end this call if you are not able to calm down. Good bye.”
♦PROBLEM: A client calls back repeatedly for one particular
counsellor. Callers may repeatedly call a particular counsellor if they like
him/her and feel comfortable with him/her. While this is a sign that the
counsellor is doing a good job, it can also encourage the caller to become overly
dependent on the hotline. It is important to remember that the YEF HIV/AIDS
Hotline cannot provide psychological counselling for serious problems, and that
the main function is to provide AIDS information and counselling. Counsellors
who receive repeat calls from a client should clearly state YEF HIV/AIDS Hotline’s
limitations and should refer the caller to services that can better meet their
needs.
♦PROBLEM: A caller expects a service that the YEF HIV/AIDS Hotline
cannot provide. Callers may misunderstand the role of the YEF HIV/AIDS
Hotline and may call to demand services that cannot be provided. For example,
a caller may call to report that his/her neighbour has AIDS, and demand that the
YEF HIV/AIDS Hotline inform the proper authorities. Or a caller may expect to
be able to have a face-to-face meeting with a counsellor. Whatever the case,
the counsellor should clearly state the services that the YEF HIV/AIDS Hotline is
able to provide, and s/he should refer the caller to other services that can better
meet his/her needs.
COUNSELLING RULES
Following is a list of telephone hotline counselling rules which can help
counsellors to avoid and deal with difficult situations. The main idea each rule
(in bold) should be written on flipchart paper as they are read out by
participants. Keep them posted on the wall for the remainder of the training, in
order to reinforce the messages.
Session 7- Pg. 4

Counselling Rules
• Do not give out personal information. This includes your full name, your
home phone number, where you work, where you live, your HIV status, etc.
• Remember your limitations. You are a (volunteer) counsellor and not a
therapist, psychologist or medical doctor. Callers with severe problems
should be referred to other services.
• Feel free to say « I don’t know, but I can try and find out for you. »
You are not expected to know everything as a counsellor. It is okay to tell a
caller that you do not have the information they are seeking, but you can try
and find it for them.
• Do not meet a caller. Meeting a caller is strictly forbidden, both for safety
reasons and also because it compromises the anonymity of the hotline. If a
caller seeks face-to-face counselling, refer him/her to other services.
• Keep it confidential. All conversations with callers must be kept strictly
confidential. Counsellors may need to consult YEF HIV/AIDS Hotline staff for
help with difficult calls, but in no case should information about calls be
disclosed to persons outside of the hotline.
• Do not judge or moralise. Accept callers as they are. This includes their
background, beliefs, attitudes and actions. Clients have a right to their own
value systems. S/he does not want to be told what is right and what is
wrong from the counsellor’s perspective.
• Do not prescribe treatment for AIDS or other illnesses. In most cases,
volunteer counsellors are not certified health workers. It is not the
counsellor’s role to give medical advice. Counsellors can give limited medical
information, but they should not try and advise a caller about his/her
particular medical situation. Callers should be encouraged to visit a doctor or
other health professional.
• Do not reassure. Never say, « Everything will come right » to a caller. You
cannot see the future, and this may not be true. False assurances will not
help a caller to deal with his/her situation in a realistic manner.
• Do not block strong emotions. One of the main purposes of counselling
is to help a client express their emotions. Strong emotions need to be
expressed. They can be potentially destructive if kept inside.
Session 7- Pg. 5

• Stay centred on the client. Remember that the counselling session is
about the client, not about the counsellor. This includes feelings, attitudes,
beliefs and opinions.
• Do not give out the YEF HIV/AIDS Hotline’s address. This rule is
designed to protect counsellors by preventing callers from trying to meet
them in person. It is fine to say that YEF HIV/AIDS Hotline is located in
Lagos, but do not give out the address. If a person wishes to become a
volunteer counsellor, transfer him/her to a YEF HIV/AIDS Hotline staff
member.
INTRODUCTION TO CRISIS COUNSELLING
A crisis is a temporary emotional state of deep distress caused by some kind of
unexpected threat. A crisis can be dangerous when a person’s normal coping
skills fail. A crisis is a subjective experience. What may be a mildly difficult
situation to one person, may be a crisis to another. A crisis therefore is not the
situation itself, but the person’s response to this situation.
Crisis counselling is a short-term intervention to help people experiencing
psychological difficulties after a traumatic event. Crisis counselling is based on
the goals and process of classic counselling, including helping them to
understand their situation, express their feelings, review options for actions and
get referrals to other sources. In crisis counselling, the assistance focuses on
dealing with the immediate situation as opposed to solving underlying causes of
distress.
Following are some examples of events that could cause a crisis situation.
•Attempted or contemplated suicide
•Rape
•Domestic violence
•Unemployment
•Depression
•Alcohol and drug abuse
•Death of a loved one
•Anger
•Natural or manmade disasters (Ex: bombs, fires, floods, earthquakes)
•Imprisonment or disappearance of a loved one
•Child abuse
Following is some crisis situations that could be related to HIV/AIDS:
Session 7- Pg. 6

• People who have lost a loved one to AIDS or who have found out that they
themselves are HIV-positive may be so upset that they are considering
suicide.
• Women who are raped run the risk of being infected with HIV.
• Women who test positive for HIV may fear abuse from their husbands or
partners if they find out. Also, women in abusive relationships are often
unable to negotiate safer sex behaviours such as condom use.
• HIV-positive people may be fired from their jobs due to discrimination.
• Anger is a common reaction among those who have just learned that they
themselves or someone they love is HIV-positive. Anger can also surface
after an AIDS-related death.
• Depression can affect both those who are HIV-positive and those who have a
loved one affected by HIV/AIDS.
• Drug and alcohol use can be a risk factor for acquiring HIV and also a
reaction to living with HIV. People who are HIV-positive themselves or who
have loved ones infected with HIV may turn to drugs and alcohol to relieve
their emotional distress and escape from reality.
YEF Crisis Call Policy
If YEF HIV/AIDS Hotline counsellors receive a crisis call that they do not feel
capable of handling, they should refer the caller to the appropriate service.
YEF HIV/AIDS HOTLINE CRISIS POLICY AND SIMPLE COUNSELLING
GUIDELINES
The aim of this activity is to familiarise participants with the YEF HIV/AIDS
Hotline policy regarding crisis calls and to identify strategies for dealing with
specific types of crises.
Crisis Call Policy
If YEF HIV/AIDS Hotline counsellors receive a crisis call that they do not feel
capable of handling, they should refer the caller to the appropriate service.
General Guidelines for Crisis Counselling
1. Remain calm and stable. Encourage the client to express his/her feelings
2. Allow the client full opportunity to speak.
3. Attempt to determine the type of crisis, what caused it and how severe it is.
4. Deal with the immediate situation rather than its underlying, unconscious
causes that may be left for later.
5. Help the client break down the problem into smaller parts and identify which
parts of the problem that s/he can do something about. Help him/her to set
realistic goals.
6. Help him/her decide exactly what s/he is gong to do when s/he hangs up.
7. Stay focused on the basic practical issues and immediate needs.
8. Have a list of YEF local resources readily available.
Session 7- Pg. 7

Special Guidelines 1
•Suicide
If someone tells you that s/he is contemplating suicide or shows signs of being
suicidal, don't be afraid to talk about it. Your willingness to discuss suicide shows
the person that you don't condemn him/her for having such feelings. Ask
questions about how the person feels and the reasons for those feelings. It can
be helpful for a person under stress to hear someone say, "You seem really
down. Have you thought of killing yourself?"
Also questions about suicide, about the idea itself. "Do you have a specific plan
about how you would do it?" "Have you taken any steps to carry out the plan?"
Determine whether the person has access to a gun or pills. The more specific
and detailed the plan, the higher the risk. Don't worry that your discussion will
encourage the person to go through with the plan. On the contrary, it will help
him/her know that someone cares and is willing to be a friend.
Be calm. Discuss suicide as you would any other topic of concern. Don't offer
advice such as, "Think about how much better off you are than most people. You
should appreciate how lucky you are." Such comments only increase feelings of
guilt and make the suicidal person feel worse.
Convey hope. Prevent isolation (tell the person that you are available). And
recognise what you can't do for another person (you can't bring back a lover,
talk someone out of depression, change someone's bad home life, or turn an
ugly duckling into a swan).
•Rape
Often, just being able to talk about a crisis helps a person begin to let go of it. A
woman who has been raped and is now able to talk about it needs to be
encouraged to do so. Most likely she is feeling guilty and devastated by the act,
so counsellors try to help her understand that she is not responsible for being
sexually assaulted. Even if she did something unwise, such as walking through a
park alone at night, she did not ask to be attacked and isn't to blame.
Many sexual assault victims live in fear after an assault, and the fear becomes a
controlling influence in their lives. Women need to know that all the reactions
they are having--including fear--are normal. It can help to talk about options that
will make her feel safer, such as installing new locks or learning self-defence so
that instead of fear controlling her, she controls it. Fear can be a healthy
because it is a personal warning system.
1 Contra Costa Crisis Center (California, USA). Student Research. http://www.crisis-center.org
Session 7- Pg. 8

A woman who has been raped should see a doctor as soon as possible,
especially if she wishes to press charges against her assailant. The doctor can
make a report and gather evidence which could help to convict the rapist. It is
also important for the woman to make sure that she has not been injured and
that she receives treatment for sexually transmitted diseases. She should also
receive an HIV test at least three months after the incident.
•Domestic violence
Battered women often are frightened and unaware of their alternatives. The first
priority is to get them to a safe place. After that, the objective is to help
empower them, not rescue them. It is important for a battered woman to learn
to de-identify with a victim role, to see that she can have control and make
decisions that directly affect her life. She must understand that battering
behaviour is not acceptable under any circumstances.
•Unemployment
Short of offering someone meaningful employment, it's hard to help a person
who is out of work. Feelings of anger, depression, humiliation, and self-blame
are prevalent. Family members and friends can respect and acknowledge these
feelings, however, providing valuable support. When a person is retrenched
because of his/her HIV status, this is a case of discrimination, and YEF HIV/AIDS
Hotline counsellors can refer him/her to legal resources. They can also refer
callers to sources of financial assistance and employment resources if they are
available.
•Anger
Defusing someone's anger starts with getting the person to recognise it for what
it is. Anger frequently is denied, however, because it makes a person feel
intolerably guilty. A counsellor can help someone recognise his/her anger by: 1)
acknowledging that anger is a natural and understandable reaction to
frustrations and restrictions; 2) helping the person identify the real source and
target of his/her anger; and 3) helping the person identify the reason for being
angry. Once this is done, it is possible to find a means of dealing with the anger
realistically so that displaced anger, self-blame, and other inappropriate reactions
are avoided.
•Death of a loved one
Guidelines for grief counselling will be discussed in detail in Session 10.
Session 7- Pg. 9

DIFFICULT MOMENTS ROLE-PLAY
Following are some scenarios to help participants put the strategies that they
have just identified into practice. The scenarios should be shown only to the
person who will be role-playing the caller.
1. You are 20-years old and have just learned that your partner is HIV-positive.
You tell the counsellor that you are very, very angry with your partner and
with God for bringing this upon you. You want to know if the counsellor has
any family members who are HIV-positive himself and if s/he can really
understand what you are going through. You got HIV through having
unprotected sex. You also want to know if the counsellor has a sexual
partner and if s/he uses condoms.
2. You are 55-years old and have just been fired from your job because your
employer found out that you are HIV-positive. You are very upset and feeling
desperate. You want assurance that everything will be okay. You really feel
comforted by the counsellor and ask if you can meet him/her in person.
When s/he declines, you become verbally abusive and start calling him/her
ugly names.
CRISIS COUNSELLING SCENARIOS
1. You are a 30-year old woman whose husband has just died of AIDS. You are
completely devastated and you are HIV-positive yourself. You and your
husband never had any children, because you knew that you could infect
your baby. Now that your husband is gone, you have fallen into a deep
depression. You feel that you cannot live without him, and you have no other
reason to live since you have no children. You have thought about suicide,
and have even developed a plan to kill yourself with sleeping pills. On the
way home today, you saw a billboard for the YEF HIV/AIDS Hotline. A voice
inside of you told you to call.
2. You are a 25-year old man who has worked in a factory for the past five
years. Last year, the managers made all workers get tested for HIV, and to
your great shock, you learned that you were infected. A few weeks later, you
were retrenched. Your employer claimed that it was due to budget cuts, but
you believe that it was because you are HIV-positive. You have been
unemployed for 9 months now, and it has become hard to support your
girlfriend, who does not work and lives with you with her two children. The
two of you have been fighting a lot, and you are becoming depressed. A
friend suggested that you call the YEF HIV/AIDS Hotline.
Session 7- Pg. 10

SESSION 8
Counselling Adolescents
CONTEXT AND OBJECTIVES
This session aims to review information on adolescents and adolescents sexual
behaviour as the YEF Hotline counsellors will be responding to calls from this age
group. This session also highlight the impact of HIV/AIDS on adolescents,
especially on females who are an especially vulnerable population and their
special counselling needs regarding HIV/AIDS.
OBJECTIVES:
By the end of this session, participants will have:
1. Described the characteristics of adolescents
2. Identified the factors that influence adolescent’s sexual behaviour.
3. Explored myths and rumours surrounding maturity and development
4. Reviewed the consequences of adolescents sexual behaviour
5. Explored women’s vulnerability to HIV/AIDS
6. Identified special counselling needs of women.
SESSION NOTES
CHARACTERISTICS THAT DESCRIBE ADOLESCENTS
Description of adolescence: a period of transition physically, psychologically and
socially for both males and females between childhood and adulthood. Identify
age; gender differences etc of adolescence.
Physical changes of adolescence (puberty)
GIRLS
BOYS
Menstruation
Deepening of voice
Enlargement of breasts
Enlargement of sex organs
Production of ova
Production of sperm
Growth of pubic hair
Growth of pubic hair
Enlargement of sex organs
Growth of facial hair
Erect penis in morning
Growth in height
Growth in height
Adolescent development is natural, evolving and complex and it does not occur
in isolation from family, community and country.
Psycho-Social Changes of Adolescence
Session 8-Pg.1

Anxiety about bodily changes (Am I normal?)
Feelings about self (Self Esteem)
Feelings about others (same sex peers, opposite sex peers, parents of opposite
sex, siblings of opposite sex)
Anxieties about behaviour (sexual behaviour with same sex and sexual behaviour
with opposite sex).
FACTORS THAT INFLUENCE ADOLESCENTS SEXUAL BEHAVIOR
As a result of the physical and emotional changes associated with adolescence,
many difficulties arise. These difficulties also differ from one culture to another.
Besides the impact of the changes in each adolescent, one can also consider
anxieties that adults may have regarding the new potential for pregnancy which
comes with the development of the reproductive systems and the risk of STIs
and HIV from behavioral changes. Recent data indicates that up to 60 per cent
of new HIV infections are among 15 –24 year olds, with females outnumbering
males by a ratio of two to one.
Young people’s maturation process is influenced by their surroundings and
affected by relationships with key people such as parents, teachers and peers.
Several factors influence sexual behavior during the adolescent years.
a) Peer group influence
b) Social Norms
c) Religion and traditions
d) Gender
e) Socioeconomic factors
Peer Groups
Peer groups increase in importance and influence during adolescence, as friends
are a powerful source of information and shape the way young people behave.
Social influence theories suggest that because group and individual norms and
attitudes shape behavior, it is helpful for people to identify social pressures and
then develop individual and group values that support health and appropriate
behaviors.
Social Norms
As young people enter puberty, their interest in sex increases. At the same time
they experience strong, often conflicting emotions and social pressures as they
move away from childhood dependence towards more independent adulthood.
In many cases current social norms reward boys but punish girls for having sex;
mass media glamorizes irresponsible sex but reject young people’s interest in
sexuality.
Session 8-Pg.2

Gender
Women suffer from a lower status than men within the family do and the
societies do. Girls usually get less schooling, which means they will most likely
have fewer skills, less income and lower economic status. As a result, they are
often dependent on men.
In many cultures, women are expected to be subservient while men
are encouraged to practice “machismo” (multiple sexual partners, violence
against women, drinking, etc.).
Gender identity and roles affect the individual differently for men and women
Because of the risks of sexual activity, young people’s decisions and experiences
during adolescence can affect the rest of their life.
Religion and Traditions
Some socio cultural practices such as early marriages, or initiation rites (FGM),
polygamy affect sexual behavior in young people. Religious leaders, politicians,
and parents may object to family life education programs for youth because they
often see sexual behavior as a moral issue or as an issue of parental authority.
Socioeconomic
Socioeconomic factors including poverty, malnutrition, lack of education lack of
job opportunities, violence can force many young people of both sexes into early
sexual activity for money, food or material goods.
Maturity and Development Myths, Misconceptions and Rumors
The purpose of this exercise is to familiarize YEF Hotline Counsellors with the
myths and rumors popular at the local level regarding sexual maturation and
development in adolescents. YEF Counselors need to provide appropriate
information to callers to clarify any misinformation.
Some examples:
Male: no sex = sickness
Wet dreams = must have sexual intercourse with a female.
Females: girls do not get pregnant from the first intercourse
It is “hip” to have sex with a boyfriend as a teenager.
Other myths and Rumors:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Session 8-Pg.3

_________________________________________________________________
_________________________________________________________________
CONSECUENCES OF ADOLESCENT SEXUAL BEHAVIOR
Some scenarios and consequences of adolescent sexual behavior.
Scene
1. Boy meets girl
2. Boy likes girl
3. Boy wants to have sex with girl.
Results
a) PROTECTED Sexual intercourse
Protected early in the relationship
Protection stops as relationship deepens
b) UNPROTECTED Sexual intercourse
Single sex partner
Multiple sex partners
Sexually transmitted infections
HIV AIDS
Unintended pregnancy
1. UNINTENDED PREGNANCY OUTCOMES
A) Social, emotional and economic rejection of the girl,
Forced marriage
Will stop attending school
Unwanted baby
Access to pre natal care is unlikely
Pregnancy complications
Premature childbirth, stillbirth or low weight baby
Obstructed labor complications (use of unsterilized equipment, transfusion
with blood unscreened for HIV/AIDS
Infertility
Can lead to cycle of poverty (mother and child)
Child Abandonment /Infanticide
Inadequate parenting
2) ABORTION
Safe
Unsafe
Complications of Unsafe Abortions include HIV/AIDS from use of
Non sterilized equipment
Hemorrhage
Transfusion with blood unscreened for HIV/AIDS
Session 8-Pg.4

Death
WOMEN AND HIV/AIDS
Women More Vulnerable to HIV/AIDS
Globally, there are more HIV infected women than men. There are many
reasons for this: Women have a higher biological vulnerability to HIV infection
than men do. There are also many socio-economic and behaviour factors that
result in women having an increased risk for HIV infection. Following are
examples of a few of them. Encourage participants to add their own ideas,
especially about social factors that may be more common in Nigeria (such as
Polygamy).
Socio-economic and behavioural factors:
Women suffer from a lower status than men within the family and society. This
disempowerment makes them vulnerable to HIV for many reasons:
• Girls are often denied education, suffering from lack of income generating
skills and low economic status. As a result, they are often dependent on
men, or they are forced to exchange sex for money, food or material
goods.
• Women are often the heads of household, which results in added pressure
to earn money.
• Women initiate sexual relations at an earlier age than men do.
• Women are more likely to be victims of rape and domestic violence. They
are often afraid to use the protection provided by the law for fear of
reprisals. In addition, the local laws are not favourable for females.
• In many cultures, it is very difficult for women to negotiate condom use
and other reproductive health issues with their partners.
• Female genital mutilation or female circumcision can put girls at risk
through contaminated razor blades or cutting instruments.
• Wife inheritance and “ritual sexual cleansing” may require widowed
women to engage in sexual relationships with their husband’s brothers or
other male relatives.
• Women often neglect their own health needs due to their disempowered
position within the family and society.
Bio-medical factors
• HIV needs an entry point and an exit point. The entry point in women
(the vagina) is much larger than the entry point in men (the opening of
the penis). Also, a man’s semen stays inside of a woman for quite some
time. Therefore, there is a higher chance that the virus will infect women
than men.
Session 8-Pg.5

• Women are more susceptible to STIs then men, and they often do not
have any symptoms that would prompt them to go for treatment. Since
STIs increase the risk of contracting HIV, they make women more
vulnerable to HIV.
• Some African cultures have harmful traditional sex practices, such as “dry
sex”, which can dry out the vagina and make it more susceptible to
tearing.
• Menstruation makes women more susceptible to HIV because the lining of
the uterus is raw and exposed.
• Contraceptive methods such as the IUD are widely used in Nigeria. The
IUD “irritates” the lining of the uterus to prevent pregnancy. This
irritation can provide an entryway for HIV into the bloodstream.
SPECIAL COUNSELLING NEEDS OF WOMEN
This activity makes a link between the impact of HIV on women and special
counselling needs that they might have.
Gloria’s Story
My name is Gloria Chiamo,, and I am 30 years old. I was a blood donor before
my blood was tested. Then one day, a person from the Blood Transfusion
Service came to my home for my boyfriend's address so that they could go to
him for blood. He refused and I tried to urge and convince him, but in vain.
After some time, I was told I have AIDS, and that it kills. It was some time
between1986-1987; I am not precise about the exact year. I became pregnant
with this guy but I had a miscarriage at five months. The relationship broke up
after that. I began another relationship in 1988. At that time I knew nothing
about how to have "safer" sex. I was just told not to have sex. In short, I also
had a baby with this boyfriend in 1993. The baby died at 3 months. He had oral
thrush, whooping cough, and anemia (blood without oxygen). I was so upset
because the child died in my arms.
Thereafter, I got sick and was taken to hospital. With a temperature of 40º C.
(104 degrees Fahrenheit), a high heart rate, I was admitted. At hospital, I was
so upset that I could not even recall when I arrived, or what day it was. I was
not given anything: no pills, medicine, or injection. I lost the ability to walk, as if
I had polio.
Afterwards, I was diagnosed with TB but the results were confusing. I was sent
to the TB hospital. I was discharged after a week, but given TB treatment for 6
months. I was so thin that my neighbor teased me because of having AIDS. It
came to be known by the public because one of the nurses was my neighbor.
Session 8-Pg.6

Everywhere I was asked about this virus, but I just gave one answer, "See me
the way you want to see me."
In my family, I am the eldest of four daughters. Our father died in October 1992.
We are left with my mother who is not working. My younger sister is in her first
year at The Teachers College. Most of my family refuses to recognize me as a
human being. The only person who gives me support and courage is my mother.
One day I had a quarrel with my younger sister. She stood by the front door
shouting; "Do you think you are a human being? You've got AIDS! You are going
to die!" Not knowing what to say, I just replied that I wonder what her situation
is. She just said she doesn't have AIDS.
NB (P.S.) You have not heard me talking about condoms. We're facing a big
problem with our Nigerian boyfriends and men. They DON'T want to use
condoms. They interpret it, as if you have had sex with another man. If you
don't want him to feel that you have been having sex with another man, then
you don't ask him to use a condom.
Session 8-Pg.7

Feelings and Emotions of HIV-positive Women
•Fear of disclosure: After receiving positive results, many women feel
overwhelmed with the burden of disclosure. The decision about who to tell can
be a very difficult one. A woman often learns her HIV status before her partner
learns his. The positive test result often comes as a shock to women, especially
if they have been faithful and committed to their partner. Often the male
partners blame the women for HIV because they do not want to accept
responsibility for it themselves. For this reason, many women fear rejection and
abuse, and as a result, they choose to live in silence with the knowledge of their
status. Partner abuse following disclosure of HIV is quite common, so
this fear is very real and valid.
Feelings of betrayal: A woman may feel betrayed by her partner, which could
turn into anger. Despite this anger, she may still feel powerless to confront him.
Feelings of inadequacy and helplessness: The woman may feel totally
immobilized by the knowledge of her status. This may be caused by poverty,
hopelessness about the lack of treatment, and the burdens of caring for her
family.
Fear of rejection and abandonment: Many women are rejected and/or
abandoned by their partners once they disclose their status. While this is
devastating for any woman, it can be especially difficult for women with children,
who must now raise and support them alone.
Self-blame: The woman may feel guilty about her status, especially if she has
infected a child.
Grief: The woman may grieve over the loss of her “old body”, including her
health, body image, sexuality and child bearing potential. In addition, she may
experience the loss of her partner or child to AIDS.
Stress: HIV can be both physically and mentally stressful, especially if the
woman cannot reveal her status to other people who might be able to support
her.
Differences with Men
How is counselling women about HIV different from counselling men? Both of
them have similar needs in terms of information and referrals. There are some
ways that women experience the disease differently, however, and these can
create unique counselling needs:
Session 8-Pg.8

♦Women are more likely to have gotten HIV through rape or sexual
abuse. As a result, counsellors need to be sensitive when discussing how a
woman was infected, and they need to be prepared to give referrals to rape
counselling services.
♦Women are more likely to be single parents. Raising children alone can
cause a lot of stress and strain, both physically and mentally. This can be
especially stressful when HIV-positive mothers become too sick to work, and
they must worry about how to support themselves and their children.
♦It is harder for women to negotiate safer sex. HIV-positive women need
to practice safer sex in order to avoid infecting others and to keep from getting
reinfected themselves. Because women are less empowered than men,
however, it can be harder for them to ask their partners to use condoms. This is
especially true if they do not feel safe revealing their HIV status to their partners.
Counsellors can help the woman to explore different strategies for negotiating
safer sex.
♦It may be harder for women to access treatment than men. Women
may have a harder time accessing treatment due to their lower economic status.
They are less likely to have access to health insurance, because they are less
likely to work in the formal sector. In addition, it can be harder for them to pay
for medicine and services because they traditionally earn less money.
Counsellors need to be sensitive to this issue when referring women for
treatment.
♦Women are more likely to have a double burden of caring for sick
family members in addition to themselves. Because women are
traditionally seen as the caregivers, they often care for several other family
members. This can be an overwhelming burden when the woman is sick herself.
Counsellors need to help them explore options for getting assistance with caring
for others.
Guidelines for Counselling Women
1. Encourage women to express their feelings. If they feel blame, guilt or
shame, tell them that this is normal, but that they did not ask for HIV and
they have no reason to feel guilty. Refer them to AIDS organizations that
offer support groups and other services for women.
2. If a woman is pregnant, explain how HIV is transmitted from mother-tochild
and what the chances of transmission are. Women should never be
pressured to have abortions. Women who do want to keep their babies
should be encouraged to go for prenatal care.
Session 8-Pg.9

3. Explore options for self-disclosure. Encourage a woman to talk to her
partner about her status if she does not feel that he will react violently. If
she does feel that he might get violent, refer her to women’s shelter or AIDS
organization that can help her to develop a safety plan. It is also beneficial
to help women explore the advantages and disadvantages of telling their
children about their status.
4. Encourage women to plan for the future of their children. This could
include making arrangements for others to care for them and saving money
for their future expenses.
5. Women may despair about the fact that they will never have sex again.
Reassure them that it is possible for HIV-positive people to enjoy healthy sex
lives as long as they protect themselves and their partners. Tell women
about different safer sex practices and help them develop a plan for
negotiating safer sex with their partners.
6. Encourage women to practice positive living (see Session 9 of Module
One). Explain the importance of good nutrition, universal precautions,
alternative therapies, exercise and stress reduction.
Help women to identify sources of stress, since stress can weaken the immune
system. Stress can be combated through problem solving, changing the
environment that causes stress or avoiding the stressful situation entirely.
Encourage women to find ways of reducing stress so that they can stay healthy.
For example, they might be able to talk with family or friends, practice
meditation or create quiet time for themselves.
Session 8-Pg.10

YOUNG PEOPLE ARE DIFFERENT TODAY TRUE OR FALSE? 1
Test your knowledge about young adults’ behaviour by answering the questions
below.
1. Today people are starting sexual activity much younger than
previous generations?
____ TRUE ____ FALSE
2. Most young people in developing countries are having sex?
____ TRUE ____ FALSE
3. Today more young adults start sex before marriage than in the
past?
____ TRUE ____ FALSE
4. For young adults, sexually transmitted infections pose more risk
than ever?
____ TRUE ____ FALSE
5. Teenage boys are responsible for nearly all unplanned pregnancies
among young women?
____ TRUE ____ FALSE
1 Population Reports Series J, Number 41-October 1995, Published by the Population Information
Program, Center for Communication Programs, The Johns Hopkins School of Public Health
Volume XXIII, Number 3.
Session 8-Pg.11

ARE YOUNG PEOPLE DIFFERENT TODAY? 2
Answers to questions.
Adults often hold mistaken views about young people’s sexual and reproductive
behaviour and it’s consequences, based more upon assumptions or stereotypes
than understanding.
1. Today people are starting sexual activity much younger than
previous generations?
FALSE
In most countries median age at first sex has not changed over the last
several decades, and in some countries it is actually higher today than
among older generations.
2. Most young people in developing countries are having sex?
FALSE
The majority of unmarried young people , especially in developing
countries, are not sexually active. Most of those sexually active are
married.
3. Today more young adults start sex before marriage than in the past?
TRUE
Among previous generations sex was largely confined to marriage, where
as today young people marry later, and thus more are having sex before
marriage. This change puts many young people at risk for STIs including
AIDS as well as unplanned pregnancies.
4. For young adults, sexually transmitted infections pose more risk
than ever?
TRUE
Sexually active young adults are particularly vulnerable to STIs and in
some countries they have among the highest STI rates of any group. At
least half of those infected with the AIDS virus are under age 25.
5. Teenage boys are responsible for nearly all unplanned pregnancies
among young women?
FALSE
Large proportions of pregnancies among women under age 20 are caused
by men who are older, often much older. Substantial numbers of young
people especially younger women are coerced into sex.
2 Population Reports Series J, Number 41-October 1995, Published by the Population Information
Program, Center for Communication Programs, The Johns Hopkins School of Public Health
Volume XXIII, Number 3.
Session 8-Pg.12

SESSION 9
Death and Grieving
CONTEXT AND OBJECTIVES
YEF HIV/AIDS Hotline counsellors may receive calls from clients who have lost a
loved one to AIDS or who are dying of AIDS themselves. While it is not possible
to provide intensive psychological counselling, counsellors need a basic
knowledge of issues related to death and grieving.
OBJECTIVES:
At the end of this session, participants will have:
1. Discussed the different cultural practices related to death and grieving in
Nigeria.
2. Reviewed the grieving process.
3. Identified signs that a person is grieving.
4. Examined cultural differences regarding death and grieving.
5. Role-played scenarios about grief and dying.
SESSION NOTES
CULTURAL PERCEPTIONS OF DEATH AND GRIEVING
Death is perceived differently across cultures, and different cultures have their
own traditions for grieving. These differences can be based on religion, ethnic
group or other factors. Following are some ways that death and dying may
differ across cultures. These are just a few examples…encourage participants to
add their own ideas.
Funeral practices:
•Burial of the body
•Displaying of the body prior to burial
♦Length of time
♦Place
♦Preparation and dressing of the body
•Place of burial
•Role of religious figures
•Payment of funeral costs
•Type of memorial service
Session 9 – Pg. 1

Grieving Process of Family and Friends:
•Wake or party to celebrate the person’s life
•Length of mourning period
•Dress during mourning
•Beliefs about life after death
•Wife inheritance
•Property inheritance
•Way that people are spoken of after death
•Shrines or altars in memory of a dead person
THE GRIEVING PROCESS
The grieving process is often complicated because everyone deals with grief
differently. It is not easy to predict how a person will react, and one person may
react differently to two different deaths. Following are some general phases that
a person may go through when grieving. This is not the only model of the
grieving process, but just one way of viewing it.
STAGE 1: Shock and Denial
Immediately after the death, people may experience numbness and a
sense of unreality. They may have a hard time accepting that the death
actually occurred. Denial is a defence mechanism which allows people to
protect themselves and avoid their grief. They may believe that there was
a mistake in identifying the body or that there was some other type of
mix-up.
Denial can be harmful because it isolates the person and keeps him/her
from getting the emotional support that s/he needs. A person cannot
begin to grieve and heal himself until s/he moves out of this stage. A lot
of energy is needed to suppress one’s feelings, so it can be very tiring to
remain in shock and denial.
STAGE 2: Anger
Anger can be a very strong emotion after experiencing a death. A person
may feel angry with the person who died if s/he feels that the death could
have been prevented (i.e. A person who was killed because s/he was
driving while drunk). A person may also feel angry at God or at another
spiritual power if s/he feels that the person was unfairly taken away.
Finally, a person may feel angry with himself or others who played a role
in the death (i.e. A murderer in the case of a carjacking or the driver of a
car who caused an accident).
Session 9 – Pg. 2

STAGE 3: Guilt
People may feel guilty after a death for a variety of reasons. They may
replay the period of time before the death over and over again in their
heads while thinking of things that should have been said or done. People
might feel guilty if:
•There was unfinished business between them and the deceased
•There was fight or quarrel right before the person died
•They wished the person dead
•They did not say goodbye properly
STAGE 4: Depression, despair and intense pain
This stage can be the longest and most difficult. People in this stage may
suffer from insomnia (inability to sleep), depression, acute sadness, crying
spells, pangs of longing, loss of appetite and personal feelings of
inadequacy. They may have difficulty functioning on a day-to-day basis
and feel hopeless about their situation. They may miss the person so
much that they lose the desire to live.
STAGE 5: Re-establishment of balance
In this final stage, life begins to return to normal. The pain gradually
lessens, and people recover their desire to live. People regain their
appetite and are able to sleep normally again. They feel that they can say
goodbye to the deceased and cope with their grief. They reintegrate
themselves into their families, work and social lives.
Many people who have gone through the grieving process say that the
most difficult period comes about six months after the death, when others
are no longer sympathetic to their grief and expect them to be healed.
DYING AND AIDS
•Your 25-year old brother has died in a bus accident
•Your 25-year old brother has died of AIDS
The most obvious difference in the two deaths is that the bus accident was
unexpected and the AIDS death was expected. People react quite differently to
unexpected and expected deaths.
In an unexpected death, such as one due to an accident or murder…
•There is incredible shock
•Reality takes longer to sink in and survivors may experience disbelief
Session 9 – Pg. 3

•There may be considerable anger, especially if the death is caused by
violence or is perceived as senseless
•There may be a sense of abandonment
•Those left behind may suffer from survival guilt
•Those left behind may remember the moment they learned of the death
in great detail
•Survivors may have to deal with the police inquiries or law suits
In an expected death, such as one due to an illness…
•The shock is lessened to some extent
•There is time to conclude any unfinished business
•There is time to say goodbye properly
•The end of a loved one’s suffering can come as a relief
•The death can be easier to accept if everything has been done to comfort
and love the deceased
In most cases, AIDS deaths are expected. This may not be true, however, if the
AIDS victim was estranged from his/her family or had been out of contact with
them for a long time. In this case, the death may be quite unexpected. In
either scenario, an AIDS death can be harder to cope with than other types of
deaths. Those who lose loved ones to AIDS may be faced with issues relating
to…
♦Shame and fear of social rejection
♦Horror at the nature of dying (due to very unpleasant and painful
opportunistic infections)
♦Fear of having contracted HIV infection through caring for the AIDS
patient
♦Possible HIV infection of other family members (spouses, children)
♦Possible homosexuality issues and taboos
♦Anger at the deceased if HIV was contracted through risky behaviour
These are just a few examples. Encourage participants to add their own ideas
about special issues relating to death from AIDS.
Session 9 – Pg. 4

GRIEF COUNSELLING
YEF HIV/AIDS Hotline counsellors can offer some basic help to callers who have
lost loved ones to AIDS or who are AIDS patients themselves. They should
remember that callers who are suffering from severe depression due to a death
should seek professional counselling. Following are some simple suggestions for
helping a caller deal with his/her grief. The steps do not necessarily have to be
carried out in this order.
1. Give the caller permission to grieve.
Reassure the caller that grief is a normal reaction to death. Encourage him/her
to express his/her feelings and cry if s/he wants to. This especially important for
men, who are often raised to appear strong and hide their emotions.
2. Assess and support the grieving process
Ask the caller to tell you his/her story, and assess where s/he is at in the grieving
process. Once this is determined, offer the appropriate support for that stage:
Stage 1: Shock or Denial
Ask the person what they fear the most about the death.
Encourage them to look at photos of the deceased or visit the gravesite.
Encourage them to talk with someone they can trust.
Stage 2: Anger
Encourage the caller to express his/her anger. This can be done through
talking to others, beating a pillow with a stick, kicking the rubbish can or
screaming in a private place.
Stage 3: Guilt
Reassure the caller that everyone makes mistakes, and nobody is perfect.
Life is not all happiness, and it is normal for people to disagree and hate.
Explore ways that the caller can relieve his/her guilt.
Stage 4: Depression, despair and intense pain
Reassure the caller that it takes time to recuperate from a death and that
expressing their feelings can help. Encourage them to cry in order to
express their pain.
Stage 5: Re-establishment of balance
Congratulate the person for reaching this stage, but be sure to
acknowledge how difficult it must have been. Encourage him/her to
express his/her feelings, because people in this stage not be fully healed
yet.
Session 9 – Pg. 5

3. Help the caller to express his/her feelings and acknowledge the
client’s sense of loss
Ask open-ended questions to help a caller explore and verbalise his/her feelings.
(Ex: “How did you feel watching him/her die?”). Ask him/her what the hardest
thing is to deal with on a daily basis. Acknowledge his/her feelings.
4. Explain what the caller can expect next
For some callers, it may help to explain the stages of the grieving process, so
that they know what to expect and understand that they will eventually be able
to conquer their grief. For example, a counsellor might say to a client who is in
denial: “I know that your wife’s death is hard to accept. Once you are able to
accept that she is gone, however, then you will be able to heal yourself. While
you are recovering from your loss you may experience feelings of guilt or anger,
and you will feel a lot of pain. Eventually, though, you will be able to cope with
your grief.” Such information may be too much for other callers to handle,
especially if they want their grief to disappear overnight. The counsellor will
need to make this decision on a case-by-case basis.
5. Encourage the caller to seek support and develop a plan
Ask caller how s/he has dealt with loss in the past, and help him/her assess
whether this strategy would be appropriate for the present situation. Encourage
the caller to seek support from friends, family members or professional sources.
Provide referrals if necessary.
Counselling Scenarios
1. You are a 35-year old woman whose husband just died of AIDS a week ago.
You have recovered from the initial shock, but are dealing with intense feelings
of anger. He got infected with HIV through having sex with prostitutes behind
your back. You learned a few months before his death that you are also
infected with HIV, but you are not sick yet. You have two children, but luckily
they are not infected. You are scared about caring for them alone and are also
afraid to face the possibility of your own death. A friend told you to call the YEF
HIV/AIDS Hotline to see if there were any support groups that you could join.
2 You are a 15-year old boy whose mother died of AIDS six months ago. You
were very close and still miss her terribly. Your father deserted you when you
were little, so your mother was the head of the household. You have been
forced to drop out of school in order to earn money to support yourself and your
three brothers. You feel guilty that you weren’t able to care for your mother well
enough to keep her from dying. Your aunts and uncles all live back in the
village, so you don’t have any adults to turn to for support. A friend suggested
that you call the YEF HIV/AIDS Hotline to talk to someone about your problems
and see if you could get any help with household expenses.
Session 9 – Pg. 6

SESSION 10
Stress and Burnout
CONTEXT AND OBJECTIVES
Hotline counsellors often suffer from stress and burnout, due to the fact that
their work can be emotionally draining. This session helps participants to avoid
burnout by recognising the causes and symptoms of stress and developing
individualised plans for addressing it.
OBJECTIVES:
By the end of this session, participants will have…
1. Defined stress and burnout
2. Identified causes and effects of stress and burnout
3. Reviewed the questionnaire to assess their risk for burnout
4. Explored stress management strategies
5. Participated in a relaxation exercise
6. Reviewed the YEF HIV/AIDS Hotline Debriefing Programme
SESSION NOTES
WHAT ARE STRESS AND BURNOUT?
Stress is the mental strain or “pull” that you feel when you are challenged by
everyday events. Stress can be healthy and stimulating, because it motivates us
to live fully. Without any stress in our lives, we don’t feel challenged. Stress can
be unpleasant and dangerous when we are not able to control it, however.
Everyone reacts differently to stress, and it is not possible to predict how a
person will react in a particular situation. The way we respond to stress is
determined by out personality, coping skills, lifestyle and socialisation.
Burnout occurs when a person is so stressed that s/he is no longer able to
function at full capacity. It most often occurs in a work environment, but can
also happen in relationships or other situations. Hotline counsellors are
particularly at risk for burnout because they are constantly working with people
who have emotional problems. Burnout can cause a counsellor to quit working if
it reaches the point where s/he feels completely incapacitated. For this reason,
it is important to prevent stress and burnout.
Session 10 – Pg. 1

CAUSES AND EFFECTS OF STRESS
The aim of this activity is to explore the causes and effects of stress so the YEF
HIV/AIDS Hotline counsellors are better prepared to prevent it and recognise
symptoms of stress.
There are infinite causes of stress. Stress can result from problems at work, at
school, at home and with friends. Stress can be caused by major events, such
as a death, minor events, or being stuck in traffic. Stress can also be selfimposed.
In other words, a person may cause himself to be stressed by having
unrealistic expectations or goals.
Since this session focuses on stress for YEF HIV/AIDS Hotline counsellors, it is
helpful to help participants explore sources of stress at the workplace. These
can include the following:
♦Heavy workload
♦Constant deadlines
♦Organisational problems
♦Poor status, pay and promotion prospects
♦Unnecessary rules and procedures
♦Job insecurity (Ex: If a company may be forced to close in the near
future).
♦Unclear role specification
♦Unrealistically high expectations
♦Disagreements with superiors or colleagues
♦Poor communication
♦Isolation from colleagues and time pressure
♦Stressful nature of the calls (Ex: crisis calls)
Too much stress can have both negative mental and physical effects on a
person 1 .
Physical Effects
•High blood pressure
•Disturbed sleep
•Headaches
•Muscle tension
•Knots in stomach or nausea
•Increased use of cigarettes,
alcohol or drugs
1 Wallace, S. 1998. Stress. http://www.virtualpsych.com/stress/fancyindex.htm
Session 10 – Pg. 2

Mental Effects
•Trouble concentrating
•Memory lapses
•Resentment, cynicism
•Feeling “on edge”
•Moodiness
•Non-stop talking
•Absenteeism
•Lower self-confidence
•Poor judgement
•Anger and irritability
•Feeling down, blue or hopeless
•Withdrawal from others
•Fidgeting
All of these effects are also symptoms of stress. Counsellors need to be able
analyse their own behaviour and feelings in order to see if they are suffering
from stress. These symptoms can serve as a checklist to see how well a person
is coping when in a stressful situation.
COPING WITH STRESS
The aim of this activity is to provide participants with strategies for reducing
stress in their lives and work.
A person’s ability to cope with stress is affected by many different factors,
including lifestyle. There are several short-term and long-term solutions to
dealing with stress.
Short-term solutions
•Laughter
Laughter is one of the best ways to reduce stress. If you can’t make yourself
laugh, then visit or talk to a friend who makes you laugh.
•Flexibility
Loosen up a bit and be more flexible in the way that you interact with the world
around you. Do things according to what the situation demands, and not
according to the way that you are accustomed do doing them. Try different
ways of talking to people and dealing with events.
•Saying “no”
If you are overwhelmed, then say “no” to things that people demand. Avoid
overburdening yourself with tasks or responsibilities.
•Set reasonable goals
Don’t set goals for yourself that are overly ambitious. Nobody is perfect, and it
can be stressful to try and achieve perfection.
•Take care of your body
People often neglect their health and well being when they are stressed. Eat
well, exercise, sleep enough and avoid stimulants such as caffeine.
Session 10 – Pg. 3

•Talk to others
Share your feelings of stress with someone you can trust. Talking about stress
can make you feel better, and it may help you to look at your situation
differently.
•Write in a journal
Writing your feelings down on paper is an excellent way to release stress. This
can also help you to develop a plan for improving your situation.
•Breathing
Breathing deeply and slowly helps your body to relax. Expand your abdomen
while inhaling, count to four, and then exhale.
Long-term solutions
These suggestions are helpful for dealing with stress in the short term. To deal
with stress in the long term, you must choose one of the following three options:
•Change the situation
•Change how you react to the situation; or
•Change how you look at the situation.
Relaxation Exercise
This exercise will help participants to relax their muscles and release immediate
stress. Before conducting the exercise, make sure that the room is quiet and
that there are no distractions.
The following exercise is an example of "Progressive Relaxation." Progressive
relaxation involves first tensing your muscles and then letting the tension go.
You might wonder why we first tense the muscles. Imagine a pendulum. In order
for you to get the pendulum to swing furthest to one side, you have to pull it far
along the other. Similarly, to relax your muscles, it can help to tense them first.
As well, you become more aware of what each muscle feels like, where it is
located in your body and what to look for in the future when you are trying to
determine whether muscles are relaxed or tense.
1. Find a comfortable position in a chair with good back support. You may also
do this lying down.
2. Loosen any restrictive clothing or jewellery that you are wearing.
3. Close your eyes. Begin to focus on the feelings inside your body - mentally
scan your entire body, from head to toe, and note any signs of tension that there
may be.
Session 10 – Pg. 4

4. For each muscle group outlined below, first tense that area, hold the tension
for 5 seconds, and all at once let go of the tension and say to yourself "relax."
Notice the feelings of tension when you are tensing, and notice the feelings of
warmth and relaxation as you let the muscle relax. Be sure to relax by letting the
tension go all at once, releasing the muscle tension quickly.
The first muscle groups to tense and relax are the hands and forearms. Starting
with your right hand, make a fist and hold that fist for 5 seconds. Then, all at
once, let go of your fist. Let your hand drop loosely into your lap or on to the
support of your armchair. Notice the feelings of relaxation. Repeat this one more
time – tense the hand, hold for 5 seconds...and relax. Proceed in this manner for
each of the muscles groups outlined below:
•Right hand and forearm
•Right bicep
•Left hand and forearm
•Left bicep
•Forehead (tense by making a frown, scrunching up the muscles above
your eyebrows)
•Cheeks and nose (tense by pretending you are smelling something awful)
•Mouth (tense by pulling the corners of your mouth outwards)
•Neck and shoulders (tense by shrugging)
•Chest and stomach (pretend you are about to be hit in the stomach)
•Right thigh
•Right foot and calf
•Right toes (press your toes down to the bottom of your shoes. Be careful
not to make them too tense or else they may cramp)
•Left thigh
•Left foot and calf
•Left toes
5. Once you've relaxed your entire body, alternating tension and relaxation in
each of the 15 muscle groups, allow yourself to enjoy the feelings of relaxation.
Allow your mind to wander throughout your body, scanning for any tense areas.
If you find one, repeat the exercise of tension and relaxation for that area. You
may find that you cannot attain a relaxed state by doing this exercise the first
few times.
The more you practice the better and more proficient you will become.
Session 10 – Pg. 5

BURNOUT
The aim of this activity is to provide participants with a concrete tool: Burnout
Assessment Questionnaire for assessing their own risk of burnout, so that it
can be prevented before it becomes a problem.
Unchecked stress can lead to burnout, especially in a hotline-counselling
situation. It is possible to prevent burnout by being aware of the signs and
taking action to improve the situation. How can a counsellor tell if s/he is at risk
of burning out? The Burnout Assessment Questionnaire (see Handout) can help
a person to analyse his/her own situation quickly. Ask participants to fill it out
while thinking of their current job. When they have finished, help them to score
it by adding all of the numbers that they have circled. The totals can be
interpreted as follows:
21 -- 41 You are doing well
42 – 62 You will be okay if you take preventive measures against
burnout
63 – 84 You are at risk for burning out
85 – 105 You are burning out…get help!
Suggest that they use the questionnaire in the future if they ever feel like they
may be at risk of burnout while working on the YEF HIV/AIDS Hotline.
Session 10 – Pg. 6

Burnout Assessment Questionnaire 2
Circle a number for each statement to indicate the degree to which the statement applies to you.
1=Never True 3=Sometimes True 5=Always True
2=Rarely True 4=Usually True
1. I feel tired even when I’ve gotten enough sleep. 1 2 3 4 5
2. I am dissatisfied with my work. 1 2 3 4 5
3. I feel sad for no apparent reason 1 2 3 4 5
4. I am forgetful 1 2 3 4 5
5. I am irritable and snap at people 1 2 3 4 5
6. I avoid people at work and in my private life. 1 2 3 4 5
7. I have trouble sleeping due to worrying about 1 2 3 4 5
work.
8. I get sick more than I used to. 1 2 3 4 5
9. I often get into conflicts. 1 2 3 4 5
10. My job performance is not up to par. 1 2 3 4 5
11. I use alcohol or drugs to feel better. 1 2 3 4 5
12. Communicating with others is a strain. 1 2 3 4 5
13. I can’t concentrate on my work like I once 1 2 3 4 5
could.
14. I am easily bored with my work. 1 2 3 4 5
15. I feel frustrated with my work. 1 2 3 4 5
16. I don’t like going to work. 1 2 3 4 5
17. Social activities are draining. 1 2 3 4 5
18. I don’t have much to look forward to in 1 2 3 4 5
my work.
19. I worry about work during my off hours. 1 2 3 4 5
20. Feelings about my work interfere with my
personal life. 1 2 3 4 5
21. My work seems pointless. 1 2 3 4 5
2 Source : myprimetime : Personal Trainer for Life. ttp://cgi.myprimetime.com/work/burnout/Burnout.jsp10
Session 10 – Pg. 7

Dealing with Burnout
Burnout can be prevented by…
•Recognising that it happens (especially in hotline situations)
•Learning to recognise the signs in yourself; and
•Developing a plan for dealing with it
YEF HIV/AIDS Hotline Debriefing Programme
The Call Centre aims to provide an enabling environment for the counsellors and
supervisors. This includes preventing burnout. To do this, it has created a
debriefing programme with the following elements:
1. All counsellors will work 4 to 6-hour shifts. It is recommended that debriefing
with shift supervisor or team leader be held on a regular basis. The session
will focus on what experiences the counsellor had during the shift.
2. During every shift, one team leader or supervisor should be appointed on
duty. The role of this team member is to provide both technical and
emotional support to the counsellors. The counsellor can call upon the team
leader for assistance at any time during the shift.
A group debriefing will take place on a bi-monthly basis with the Centre’s
Supervisor. Both counsellors and supervisors will attend these sessions. During
these sessions the mentor will assist with building skills for identifying stressors
and dealing with stress. Individual sessions can be arranged with the mentor.
Session 10 – Pg. 8

SESSION 11
Working with Different Resources
CONTEXT AND OBJECTIVES
This session challenges participants to review all of the HIV/AIDS information
presented in this module. Because counsellors may not be able to answer all
questions posed by callers, this session also introduces participants to additional
information resources and referral services.
OBJECTIVES:
By the end of this session, participants will have…
1. Examined additional HIV/AIDS informational resources available for their
referral during calls
2. Reviewed HIV/AIDS services to which they can refer callers for additional
help
3. Completed the HIV/AIDS information post-test
SESSION NOTES
RESOURCES AND REFERRALS
Counsellors need to have adequate resources to consult if they do not know the
answer to a question posed by a client. These resources can consist of both
printed materials (brochures, books, articles, etc.) and people (such as medical
experts who can be contacted to answer questions). Examples of resources
include the following (others can be added):
• Book: HIV Health & Your Community, A Guide for Action by Reuben
Granich, M.D., M.P.H.; Jonathan Mermin, M.D.., M.P.H.
• Brochures on specific topics, such as…
♦ HIV/AIDS transmission and prevention
♦ HIV/AIDS treatment options
♦ Opportunistic infections
♦ Sexually Transmitted Infections
♦ Condom use
♦ Home-based care
♦ Universal precautions
♦ HIV/AIDS statistics (epidemiological information)
♦ Information on HIV/AIDS and rights
Session 11 – Pg. 1

The counsellors also need to have a list of local services to which they can refer
clients. These services include the following:
• HIV testing sites
• Places to get condoms
• Youth-friendly clinics offering reproductive health services, including
STI treatment and family planning
• Legal aid
• Places to get HIV treatment and care
• Training resources for home-based care providers
• Support groups for HIV-positive people
• Support groups for friends or family members of HIV-positive people
• Rape counselling services
• Psychologists
Ask the participants to review the YEF resource list prepared and request if there
are any other services which could be added to the YEF referral list.
Example: Places in Lagos where people can get tested for HIV.
Nigerian Institute of Medical research Compound, Yaba
Lagos University Teaching Hospital, Idi-Araba
Federal Ministry of Health /Central Public Health Laboratory, Yaba,
Few Private Facilities e.g. St. Nicholas Hospital, Lagoon and Eko
Hospitals. Etc.
RESOURCE SCENARIOS
The aim of this activity is to acquaint participants with information resources
available to them.
• Each group should consult the YEF information resources available
and decide what referral they would give for that scenario.
#1 You receive a call from a 13 year old girl. She was raped by her uncle
and is afraid that she might be pregnant. She has also been having
vaginal pain and some strange discharge. She is very scared and doesn’t
know where to turn to help. She is also very angry and wants to know if
the police can do anything to punish her uncle. What resources would
you consult to help her? What services could you refer her to?
#2 A 20-year old man calls and says that his 40 year-old mother is very sick
with AIDS. His father died a few years ago, and the young man is
responsible, supporting his mother and siblings. He doesn’t think that he
will have enough money to put his mother in the hospital. He wants to
Session 11 – Pg. 2

know what kind of treatment he can get for his mother at low cost and
what he can do to help care for her. What resources would you consult to
help him? What services could you refer him to?
#3 A 23-year old woman calls the hotline. She hasn’t been feeling well and is
afraid that she has AIDS. She wants to know what the symptoms are.
She has a boyfriend, but she thinks that she really got infected through
sharing a bathroom with her older brother, who has AIDS. She wants to
know what the symptoms of AIDS are and how she can find out for sure if
she has it. What resources would you consult to help her? What services
could you refer her to?
#4 A 30-year old man calls the hotline. He has two friends who have AIDS,
and he has heard that AIDS can be cured through having sex with virgins.
He wants to know if this is true, so that he can help his friends. He also
wants to know if condoms really work to prevent AIDS and where he can
get them for free. What resources would you consult to help him? What
services could you refer him to?
#5 A 25-year old man calls the hotline. He works in the gold mines. He
found out a week ago that he is HIV-positive, because his employer made
everyone get tested. Now his employer is telling them that he will lose his
job at the end of the month. He wants to know if he has any legal rights
that will help him keep his job. What resources would you consult to help
him? What services could you refer him to?
#3 HIV/AIDS INFORMATION POST-TEST
• The aim of this activity is to see if participants have improved their HIV/AIDS
knowledge since the first session of the module.
After grading the Post-Tests, calculate the following statistics:
♦Average score
♦Number of correct responses for each question
Compare these results with the results of the Pre-Test in order to evaluate the
effectiveness of the training. Make a special note of questions that received a
low number of correct answers. These topics should be reinforced during
refresher trainings.
Session 11 – Pg. 3

HANDOUT
HIV/AIDS Information Post-Test
1. What does “HIV” stand for? What does “AIDS” stand for?
2. Name two other sexually transmitted infections (STI) besides HIV.
3. What is one symptom of an STI in both men and women?
4. Name one reason why a person who has an STI is at a greater risk of
getting HIV.
5. What is the only way to know for sure if a person has been infected with
the HIV virus?
6. How many years does it typically take for an adult to develop AIDS after
he/she is infected with the HIV virus?
7. Identify at least two aspects of culture that can put a person at risk of
HIV?
Session 11 – Pg. 4

8. Name at least 2 ways that HIV is transmitted besides unprotected sex?
9. Name at least two ways that the sexual transmission of HIV can be
prevented?
10. Besides seeking treatment, identify at least two things that an HIVpositive
person can do to stay healthy?
11. What is one reason that condoms break?
12. What percentage (%) of babies born to HIV-positive mothers are infected
(if the mothers breastfeed)?
13. How long do most children born with HIV manage to live?
Session 11 – Pg. 5

14. What is one reason that women are more likely to get HIV than men?
15. Imagine that a caller tells you that he had unprotected sex last weekend
and wants to get tested for HIV. How long should he wait before getting
tested?
16. What explanation would you give the caller if further required on why he
has to wait 3 – 6 months as indicated above?
17. Name one place in Lagos where people can get tested for HIV.
18. Can a man who has raped a woman be forced to have an HIV test?
19. Give one example of an “opportunistic infection”.
20. Identify at least two things that a home-based care provider can do to
keep from passing and getting infections?
21. According to the law, can a doctor or nurse refuse to treat someone who
is HIV-positive?
Session 11 – Pg. 6

SESSION 12
Final Role Plays and Closure
CONTEXT AND OBJECTIVES
This session is an opportunity for participants to integrate all of the knowledge
and skills that they have learned during the course. Participants act out roleplays
one at a time, in front of the group, so that they can be critiqued by the
other participants and the trainers.
OBJECTIVES:
By the end of this session, participants will have:
1. Role-played a final counselling scenario
2. Provided constructive feedback to others’ role-plays
3. Evaluated the course
SESSION NOTES
FINAL COUNSELLING SCENARIOS
The aim of this activity is to test the participants’ application of all the knowledge
and skills they have learned during the course.
Ask participants to pair up with someone that they have not yet worked with for
the final role-plays. Distribute one scenario card to each pair, and give them 15-
20 minutes to review it. Because each role-play will be observed by the rest of
the group, there will not be enough time to have each person role play the
counsellor in a scenario. Each pair can discuss the appropriate counselling
strategy for their scenario together, however. Give the pairs approximately 15-
20 minutes to discuss their strategy and practice their role-play before
conducting it. During the role plays, the “counsellors” and “callers” should sit in
chairs with their backs facing each other, in order to simulate a telephone call.
This is the only time during the training when participants will be observing and
critiquing each other as a group. In order to ensure that this process is
constructive and useful, present the following guidelines before the role-plays
begin.
Session 12 – Pg. 1

Guidelines for Giving Feedback
Participants should assess the following skills for each of the role-plays that they
observe:
• Use of counselling skills (reflecting, paraphrasing, empathy, etc.)
• Implementation of the TASO process: Were all of the steps followed?
• Accuracy of HIV/AIDS information provided
• Overall quality of assistance provided: How much was the caller helped?
• Use the Observation Checklist: Integrated Skills Practice Form as reference
Constructive feedback is more than just criticism. The following guidelines can
help the feedback to be as useful as possible:
• First say what you liked about the role-play, and then say what the counsellor
could have done differently.
• Be as specific as possible (Ex: “When you said ______, it showed that you
were really listening to the caller’s concerns”.)
• Only critique behaviours that the role players can do something about.
• Be descriptive instead of judgmental.
Wait until the other participants have given their feedback before adding your
own, in order to encourage their ideas. If possible, you can use the video player
to provide immediate feedback on each role-play. Although there will not be
enough time to watch each role play again during this session, specific parts of
the role-plays can be reviewed in order to illustrate specific observations. Offer
to let the participants review the tapes after the closure of the workshop if a VCR
will be available.
CLOSURE AND COURSE EVALUATION
The aim of this activity is to summarise and close the workshop and receive
feedback from participants about the workshop content and effectiveness.
Session 12 – Pg. 2

Final Role Play Scenarios
1. A 23-year old man calls the YEF HIV/AIDS Hotline. He and his girlfriend are
thinking of getting married, but they want to be tested for HIV first. They are
both nervous about the test, though, and they have heard that it is not very
accurate anyway. He would like to get more information about the test and
where he can take it.
2. A 33-year old woman calls the YEF HIV/AIDS Hotline. Her husband learned
that he had AIDS last year when he came down with tuberculosis. He has
gotten very ill during the past few weeks, and the doctor has told her that he
only has a few months left to live. She wants to care him for at home, since
she cannot afford to pay for long-term hospital care. She wants to know how
to care for him at home.
3. A 45-year old man calls the YEF HIV/AIDS Hotline. He is married, but has
had many casual sexual partners during the past 20 years. He has been
getting sick a lot recently, and he is afraid that he could have AIDS. He has
heard that it is possible to cure AIDS by having sex with virgins, and he
wants to know if it is true.
4. An 18-year old girl calls the YEF HIV/AIDS Hotline. She has a regular
boyfriend, but they only use condoms sometimes. She has been having pain
urinating and there is a smelly discharge from her vagina. She is too
embarrassed to go to her family doctor, because he is a man and he might
tell her mother. She wants to know where she can get help.
5. A 35-year old man calls the YEF HIV/AIDS Hotline. He is a manager in a
bank. In order to qualify for a new insurance plan recently, he had to take
an HIV test. His results came back positive, and he is devastated. His boss
has received the results, but he hasn't’ said anything yet. The caller wants to
know if he can be fired from his job for being HIV-positive.
6. A 29-year old woman calls the YEF HIV/AIDS Hotline. She recently got tested
for HIV at an antenatal care clinic, and found out that she was positive. She
is 4 months pregnant, and afraid that she will infect her baby. She wants to
know what she can do to protect her baby from getting infected.
7. A 55-year old woman calls the YEF HIV/AIDS Hotline. She is hysterical,
because she just learned that her 27-year old daughter is HIV-positive. She
has heard that there is some kind of new medicine available to cure AIDS,
and wants to know where she can get it. She also wants the name of a good
doctor to help her daughter.
Session 12 – Pg. 3

8. A 21-year old boy calls the YEF HIV/AIDS Hotline. He lives on the streets,
and sometimes he has anal sex with older men for money. He doesn’t
consider himself to be gay, however. He only uses condoms sometimes, and
he recently developed some sores on his anus. They are really painful, and
he wants to know where to get help.
9. A 32-year old woman calls the YEF HIV/AIDS Hotline. She has been HIVpositive
for seven years, and has not gotten sick yet. She had a 4-year old
daughter, who was infected with HIV during birth, and just died. She is griefstricken
and feels terribly guilty for infecting her daughter. The daughter’s
father left them last year, and she doesn’t see any reason to live anymore.
She hasn’t thought of a specific plan for killing herself, but she is seriously
considering it.
10. A 35-year old man calls the YEF HIV/AIDS Hotline. He is a wealthy
businessman, and he shares drugs on a regular basis with some of his
friends. He has a regular girlfriend, but they do not use condoms because
she is getting birth control injections. He has heard that you can get HIV
from sharing needles and he wants to know if it is true.
11. A 17-year old girl calls the YEF HIV/AIDS Hotline. She has a new boyfriend
and is concerned about HIV, because he says that he has had many sexual
partners in the past. She is still a virgin, and hasn’t slept with him yet,
because he refuses to use condoms. She doesn’t know how to convince him
to use them, and he is pressuring her so much that she feels that she may
give in soon. She wants to know what to do.
12. A 24-year old man calls the YEF HIV/AIDS Hotline. He works in a factory,
and one of his co-workers has just been diagnosed with HIV. He is afraid to
work near him, and wants to know how to protect himself.
Session 12 – Pg. 4

OBSERVATION CHECKLIST: INTEGRATED SKILLS PRACTICE
Instructions to Observer: You have the opportunity to help your colleague improve their counselling skills. Please
listen and watch the “counsellor” carefully. Take special note of those behaviours that are to be practice. For
now, focus on the process NOT the solution, the advice or the answer. Tick (Τ) the behaviours that occurred or
did not occur. Use the “notes” section to write specific examples to help you give the best, most specific feedback
possible to the provider.
OBSERVED BEHAVIOUR YES NO NOTES
I. WELCOMING BUILDING A RELATIONASHIP
Greets the caller in a friendly way
Assures confidentiality
Asks reason for calling
Mention YEF HIV/AIDS Hotline Services
Speech, tone communicates warmth, care and interest.
Pays attention to caller’s verbal cues (content, voice
tone, pace)
Pays attention to caller’s non verbal cues ( changes in
voice tone, pace, pauses )
Words communicate respect and acceptance
Is comfortable managing silence
Asks about feelings
Use language and words familiar to the caller
II. GATHERING & PROVIDING INFORMATION
Follows or “tracks” what caller is saying
Uses non word noises to encourage caller to talk
Talks about self only in information is directly pertinent
Does not interrupt
Ask one question at a time
Uses open-ended questions to foster dialogue
Legitimises the caller’s concerns
Let’s the caller do most of the talking
Use language and words familiar to the caller
Session 12 – Pg. 5

Uses Encouragers and praise to foster dialogue
Has knowledge regarding caller on:
a. sexuality
b. relationships ( family, peers, partner, work/school)
c. Risk of STI HIV/AIDS Risk
Repeats key points the caller has said regarding
situation
Repeats key feelings the caller has said regarding
emotions
Corrects any misperceptions
Feels comfortable discussing sexuality/sex-related issues
III. Help in Planning Decision-making and problem
solving
Refrains from offering sympathy or premature
solutions
Lets caller do most of the talking
Reflects content
Reflects feelings
Summarises main points of the situation
Identifies and communicates understanding of caller’s
feelings
Helps client identify problems and prioritise
Helps caller develop options or solutions
Helps caller examine consequences of options
Helps client identify a solution
Feels comfortable discussing sexuality/sex-related issues
Presents a summary of the caller’s decision.
Offers encouragement to caller in order to take action
Demonstrates knowledge of support and referral
resources
Confirms caller’s decision and checks commitment
Thanks caller
Ask caller to call again if needed
Session 12 – Pg. 6

YEF HIV/AIDS Hotline Counsellor Training
COURSE EVALUATION FORM
Please do not put your name on this form. Thank you.
1. Were your expectations for this course met? (Circle) YES NO
If no, why not?
2. Which sessions did you like most?
Why?
3. Which sessions did you like the least?
Why?
4. Which subjects did we need to spend more time on?
5. Which subjects did we spend too much time on?
Session 12 – Pg. 7

6. Which topics made you uncomfortable? Why?
7. How would you rate the style of the facilitators? (Circle one)
a. Excellent
b. Good
c. Fair
d. Poor
Comments:
8. What could we do differently to improve the content of the training?
9. What could we do differently to improve the logistics of the training?
(Hours, tea/coffee breaks, etc.)
10. Overall, how would you rate this training?
a. Excellent
b. Good
c. Fair
d. Poor
Comments:
Session 12 – Pg. 8

REFERRAL SITES IN LAGOS
ORGANISATION ADDRESS CONTACT PERSON SERVICES PROVIDED
BIOMEDICS DIAGNOSTIC.
SERVICES LTD.
• HIV LABORATORY
TESTS
LAGOS UNIVERSITY
TEACHING HOSPITAL.
CLINA-LAB NIG. LTD
CENTRAL PUBLIC HEALTH
LABORATORY.
NIGERIAN YOUTH AIDS
PROGRAMME
65,ADENIRAN
OGUNSANYA
STREET.SURU/LERE.
LAGOS. P.O.BOX 1044.
TEL.833490.
LUTH, ISHAGA ROAD,
IDI-ARABA. P..M.B12003.
LAGOS.
TEL.5453760-74.
31,GLOVER STREET,
EBUTE-METTA. LAGOS .
TEL. 2633614.
MURITALA
MOHAMMED WAY,
YABA.
P.M.B 2010.
9, ADEBOLA STREET
OFF ADENIRAN
OGUNSANYA STREET,
SURULERE, LAGOS.
P.M.B 3152 SURULERE.
nyaplagos @yahoo.com
EMMANUEL A.
OZOEMENA.
(MANAGER/SCIENTIST IN-
CHARGE)
MRS. O.K. DOHERTY.
(PRINCIPAL SOCIAL
WORKER).
MRS. K. OBASA
(GENERAL MANAGER)
DR. F.K. ARIYO
(ASSIST. DIRECTOR) OR
MRS. MARY UKPONG
(ASSIST. CHIEF MEDICAL
LABORATORY SCIENTIST)
MISS CHINYERE UDONSI
(CO-ORDINATOR)
• HIV LABORATORY
TEST.
• HIV/AIDS TREATMENT
• HIV/AIDS DRUGS
• PRE-AND POST-
COUNSELING SERVICE
• FAMILY PLANNING
SERVICES
• HIV LABORATORY
TEST
• HIV LABORATORY
TESTS
• CONFIRMATION TESTS
FOR HIV.
• PRE- AND POST-
COUNSEEIING
SERVICES
• INFORMMATION
EDUCATION
COMMUNICATIN

GENDER AND DEVELOPMENT
ACTION
NIGERIA YOUTH ACTION
RANGERS
TEL.234-01-5455268,
FAX.234-01-5840622
14, ADEBOLA STREET
OFF ADENIRAN
OGUNSANYA,
SURULERE. LAGOS.
gada@linkserve.com.ng
TEL.01-5840371
C/O NYAP 9, ADEBOLA
STREET OFF ADENIRAN
OGUNSANYA,
SURULERE LAGOS.
nyar95@hotmail.com
TEL. 834469
PIUS ANIEDI
(COMPANY SECRETARY)
MOSES IMAYI
(EXECUTIVE
COORDINATOR)
MATERIALS
• FAMILY PLANNING
SERVICES
• ADOLESCENT
REPRODUCTIVE
HEALTH SERVICES
• INFORMATION
EDUCATION
COMMUNICATION
MATERIALS
• LAW/ HUMAN RIGHTS
SERVCES
• PRE-TEST
COUNSELLING
• INFORMATION
EDUCATION
COMMUNICATION
MATERIALS
• ADOLESCENT
REPRODUCTIVE
HEALTH SERVICES
• YOUTH
EMPOWERMENT AND
ADVOCACY
SOCIETY FOR FAMILY
HEALTH
AWAYE HOUSE, SUITE
5/6, COKER BUS STOP,
LAGOS /BADAGRY
EXPRESSWAY. ORILE-
IGANMU. LAGOS.
ALEX OGUNDIPE
(EXTERNAL RELATIONS
MANAGER)
INFORMATION
EDUCATION
COMMUNICATION
MATERIALS
FAMILY PLANNING

TEL422745,7744522,
SERVICES
7735080, 7735090.
CONDOMS AND OTHER
REPRODUCTIVE
HEALTH PRODUCTS
HOPE WORLDWIDE, NIGERIA 2,AIBU STREET, OFF IMAGBE IGBINOBA
HIV/AIDS TREATMENT
BODE-THOMAS, (ADMINISTRATOR)
HIV/AIDS DRUGS
SURULERE
hopeng@hushmail.com
PRE-ANDPOST-TEST
COUNSELING
TEL. 5850767,5851315
HOMEBASE CARE FOR
PEOPLE LIVING WITH
HIV/AIDS(PLWAS)
INFORMATION
EDUCATION
COMMUNICAION
MATERIALS
WORKPLACE
INTIATIVE, HEALTH
EDUCATION, FUND
RAISING FOR
CHILDREN ORPHANED
BY HIV/AIDS
CONSTITUTIONAL RIGHTS
PROJECTS
5, ABIONA CLOSE, OFF
FALOLU RD,SURULERE,
ANTHONY NWAPA ESQ
(STAFF COUNSEL)
PRE- AND POST-TEST
COUNSELING
LAGOS.
Crplagos@crp.org.ng
INFORMATION
EDUCATION
COMMUNICATION
MATERIALS
LAW/HUMAN RIGHTS
SERVICES.
SOCIAL AND ECONOMIC 16, AWORI CRESCENT, MS JUMOKE OGUNMOLA INFORMATION

RIGHTS TION CENTRE
CENTRE FOR THE RIGHT TO
HEALTH
LAGOON HOSPITAL
OFF OBOKUN/COKER
ROAD ILUPEJU, LAGOS.
P.O.BOX 13616, IKEJA,
LAGOS.
Serac@linkserve.com.ng
TEL.OI-4968605
3,OBANLE ARO
AVENUE, OFF COKER
ROAD. ILUPEJU
P.O.BOX72944
VICTORIAL ISLAND
Crhaids@yahoo.com,
ogwu2001@yahoo.com
TEL.7743816
97/101, OBAFEMI
AWOLOWO WAY,
IKEJA.
TEL.4711412
(PROGRAM OFFICER)
BEDE EZIEFULE
(SENIOR PROGRAM
OFFICER) OR
BOLA OYEBOLA
(COUNSELOR)
DR. BAYAGBANA
(UNIT HEAD)
EDUCATION
COMMUNICATION
MATERIALS
LAW /HUMAN RIGHTS
SERVICES
PRE- AND POST- TEST
COUNSELING
HOMEBASE CARE FOR
PEOPLE LIVING WITH
AIDS
INFORMATION
EDUCATION
COMMUNICATION
MATERIALS
LAW/HUMAN RIGHTS
SRVICES
ADOLESCENTS
REPRODUCTIVE
HEALTH
CRH SUPPORT GROUP
HIV LABORATORY
TEST
HIV/AIDS TREATMENT
HIV/AIDS DRUGS
PRE- AND POST-TEST
COUNSELING
INFORMATION
EDUCATION
COMMUNICATION
MATERIALS

FAMILY PLANNING
SERVICES
KAMORASS SPECIALIST
CLINICS
238A,MURI OKUNOLA
STREET, VICTORIA
ISLAND.
P.O.BOX51753.FALOMO,
IKOYI.
Omst@hyperia.com
TEL.2612799
DR. K.A..OMOTOSHO
(MEDICAL DIRECTOR)
• HIV LABORATORY
TEST
• HIV/AIDS TREATMENT
• HIV/AIDS DRUGS
• PRE-ANDPOST-TEST
COUNSELING
• RESUSCITATION AND
TREATMENT OF
SEVERELY ILL, IN
NEED OF HOSPITAL
CARE
ST. NICHOLAS HOSPITAL
STOPAIDS
57, CAMPBELL STREET,
LAGOS
info@stnicholashospital.co
m
TEL.260-0070-9
95, SUITE A&B, EAST
PAVILION,TAFAWA
BALEWA SQUARE
COMPLEX
LAGOS.
Stopaids@fordwa.linkserve.
MRS. K. VIGO
(DEPUTY MATRON) OR
SISTER FASHOLA
(OUT-PATIENT
DEPARTMENT)
KOLA OLABISI
(PROGRAM OFFICER)
• HIV LABORATORY
TEST
• HIV/AIDS TREATMENT
• HIV/AIDS DRUGS
• PRE-ANDPOST-TEST
COUNSELING
• INSTITUTIONAL CARE
• FAMILY PLANNING
SERVICES
• HIV LABORATORY
TEST
• HIV/AIDSDRUGS(OPPO
RTUNISTIC INFECTION)
• PRE-ANDPOST-TEST
COUNSELING

LAGOS STATE GENRAL
HOSPITAL
org
TEL.01-2635219
3, BROAD STREET,
LAGOS.
TEL.263064 2
DR.DOSUMU
(DEPARTMENT OF
PATHOLOGY)
DR.AKIM
(COUNSELOR)
• INFORMATION
EDUCATION
COMMUNICATION
MATERIALS
• ADOLESCENT
REPRODUCTIVE
HEALTH
• CARE AND SUPPORT
• HIV LABORATORY
TEST
• HIV/AIDS TREAMENT
• HIV/AIDS DRUGS
• PRE-AND POST-TEST
COUNSELING
• HOME VISITATION
RADMED DIAGNOSTIC
CENTRE LIMITED
PLOT 1E, LIGALI
AYORINDE STREET,
VICTORIA ISLAND.
P.O.BOX 3912 LAGOS.
TEL.2619774,2610959
MRS. E.O. ALOBA
(CHIEF MEDICAL
LABORATORY SCIENTIST)
• HIV LABORATORY
TEST
• TREATMENT OF
SECONDARY
INFECTION
• PRE-ANDPOST-TEST
COUNSELING
E.H. ABDALLAH CLINIC
39, BORNU CRESCENT,
APAPA
TEL.5870092
DR. WATFA
(MEDICAL DIRECTOR)
• HIV LABORATORY
TEST
• POST-TEST
COUNSELING
• FAMILY PLANNING
SERVICES

• ADOLESCENT
REPRODUCTIVE
HEALTH SERVICES
REFERRAL SITES CONTD
NAME ADDRESS CONTACT PERSON SERVICES PROVIDED
NIGERIAN
6, EDMOND
HIV LABORATORY TESTS
INSTITUTE OF CRESCENT, YABA.
HIV/AIDS TREATMENT
MEDICAL RESEARCH P.M.B2013
PRE-AND POST-TEST COUNSELING
YABA, LAGOS.
nimr@supernet300.com
TEL.7744723
FAX.01-862865.
INFORMATION EDUCATION
COMMUNICATION MATERIALS
EKO HOSPITALS PLC
LAGOS STATE
UNIVERSITY
TEACHING
HOSPITAL
(GENERAL
HOSPITAL)
31,MOBOLAJI BANK-
ANTHONY
WAY, IKEJA.
TEL.4978800-6
34, AKERELE ROAD,
SURULERE.
TEL.835799
TEL.4979110
MRS. JINADU
(IKEJA)
CONSULTANT
HAEMATOLOGIST
HIV LABORATORY TESTS
HIV/AIDS TREATMENT
HIV/AIDS DRUGS
PE-AND POST-TESTS COUNSELING
HOMEBASE CARE FOR PEOPLE LIVING
WITH AIDS
FAMILY PLANNING SERVICES
ADOLESCENTS REPRODUCTIVE
SERVICES
HIV LABORATORY TESTS
HIV/AIDS TRRREAMENT
HIV/AIDS DRUGS
PRE-ANDPOST-TEST COUNSELING
INFORMATION EDUCATION
COMMUNICATION
FAMILY PLANNING SERVICES

HEALTH MATTERS
INC.
PLANNED
PARENTHOOD
FEDERATION OF
NIGERIA
68 NIGERIAN ARMY
REFERENCE
HOSPITAL
DEPARTMENT OF
PSYCHOLOGY,
UNIVERSITY OF
LAGOS
CENTRE FOR
HEALTH,
EDUCATION &
DEVELOPMENT
BLOCK 1,SUITES 3&4
LSDPC BUILDING
ESTHER OSIYEMI
STREET, ILUPEJU.
P.O.BOX 7362
MARINA LAGOS.
hmi@nigerianet.com
TEL.4931737.
224, IKORODU ROAD,
PALMGROVE. LAGOS.
P.M.B12657
ppfn@rcl.nig.com
TEL.4975258
MAYON BARRACKS
(BEHIND WAEC
OFFICE), YABA.
TEL.865808
DEPARTMENT OF
PSYCHOLOGY,
AKOKA
pfomoluabi@hyperia.com
01-5454891-3
167 IJU ROAD,
(FAGBA) BUS-STOP,
IFAKO-IJAIYE,
LAGOS, NIGERIA
TEL: 01-4702486
FAX: 01-4925675
PETER UJOMU
(EXECUTIVE
DIRECTOR) OR
ANAYO OBIOMA
(PROGRAM
OFFICER)
PRE-ANDPOST-TEST COUNSELING
INFORMATION EDUCATION
COMMUNICATION
ADOLESCENT REPRDUCTIVE HEALTH
SERVICES.
VOCATIONAL SERVICES
MRS. E. O.
PRE-AND POST-TEST COUNSELING
ODUSAMI
(PROGRAM
INFORMATION EDUCATION
COMMUNICATION MATERIALS
OFFICER,
FAMILY PLANNING SERVICES
GENDER&YOUTH) ADOLESCENT REPRODUCTIVE HEALTH
SERVICES
(DIRECTOR) HIV LABORATORY TEST
HIV/AIDS TREATMENT
HIV/AIDS DRUGS
PRE-ANDPOST-TEST COUNSELING
FAMILY PLANNONG SERVICES
SICKLE CELL CLINIC
Prof. Peter Omoluabi PRE-AND POST-TEST COUNSELING
Consultant Clinical INFORMATION EDUCATION
Psychologist
COMMUNICATION MATERIALS
ADOLESCENT REPRODUCTIVE HEALTH
SERVICES
WUMI FALANA PRE-AND POST-TEST COUNSELING
Executive Director INFORMATION EDUCATION
COMMUNICATION MATERIALS
ADOLESCENT REPRODUCTIVE HEALTH
SERVICES
CHRISTAIN COUNSELING

MILITARY
HOSPITAL, IKOYI,
LAGOS
GLAXOSMITHKLINE
CHEDCOM@YAHOO.COM
18, AWOLOWO ROAD,
IKOYI, LAGOS
HEAD OFFICE, OJOTA
LAGOS, BESIDE UAC
FOODS
01-5451985, 5453066
01-4978600-1
DR. A.A. KALEJAIYE
Chief Medical Director
MRS. FOLAKE
ADENIJI
HIV LABOURATORY TESTS
HIV/AIDS MANAGEMENT
HIV/AIDS DRUGS
IEC MATERIALS
COUNSELING SERVICES
HIV/AIDS DRUGS
INFORMATION, EDUCATION,
COMMUNICATION MATERIALS

ORGANIZATION ADDRESS CONTACT PERSON SERVICES AVAILABLE
1. ABIA STATE
HEALTH AND
COMMUNITY
DEVELOPMENT
INITIATIVE.
SOCIETY FOR
FAMILY HEALTH
46, BARRACKS ROAD.
AGBAGWU, AROCHUKWU,
ABIA STATE.
powerunion@onebox.com
chijiokeokoro@hotmail.com
34, SAINT MICHAEL’S ROAD,
ABA, ABIA STATE
CHIJIOKE OKORO
(CO-ORDINATOR)
KENE ERUCHALU
SENIOR REGIONAL
COORDINATOR
GLAXOSMITHKLINE ABA, ABIA STATE KUNLE ADEMOLA
082-230949
2. ABUJA
AIDS CARE
INITIATIVE
PROGRAM (ACIP)
C/O THE FUTURES GROUP
PLOT 1165 (NO 2A) LAKE
CHAD CRESCENT, OFF IBB
WAY, MAITAMA, ABUJA
P.O. BOX 10062, GARKI,
ABUJA
acipnig@yahoo.com
09-4135944 - 5
GLAXOSMITHKLINE ABUJA FIDEL ENECHE
09-5232764
CHUKA OKOLI
SOCIETY FOR
FAMILY HEALTH
3. ADAMAWA
STATE
NATIONAL YOUTH
COUNCIL ON
NIGERIA
GUREI TOWN
DEVELOPMENT
ASSOCIATION
BOBSAR COMPLEX (SUITE
D1), BESIDES ASSEMBLIES
OF GOD CHURCH
AHMADU BELLO WAY,
AREA II, GARKI, ABUJA
09-3140848
sfhabuja@yahoo.com
YOUTH MEMORIAL CENTRE
C/O MINISTRY OF YOUTH
AND SPORTS, STATE
SECRETARIAT.YOLA.
ADAMAWA STATE
075-625075, 075-625574.
GITOYA, C/O GUREI LOCAL
GOVERNMENT AREA,
ADAMAWA STATE.
OR
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
• INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVICES
• ANTIRETROVIRAL DRUGS
DR. WOLE OR BISI • PRE-AND POST-TEST
COUNSELING.
• HOME-BASED CARE
SERVICES
• INFORMATION / RESOURCE
LINK FOR PLWAS
09-2346871, 2346577FAX
MAGDALENE OKOLO
LIASON AND
COMMUNICATIONS
COORDINATOR
ISHAYA LADAWUS
(GENERAL SECRETARY)
HIGH COURT OF
JUSTICE. P.M.BOX 2067,
YOLA.
C/O ADAMU BABULKOI
(CO-ORDINATOR)
• ANTIRETROVIRAL DRUGS
• INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVICES
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATIO N
MATERIALS.
• HOME-BASE CARE FOR
PEOPLE WITH HIV/AIDS.
• ADOLESCENT
REPRODUCTIVE HEALTH.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• SENSITISATION AND
1

Centre for Women
and Adolescent
Empowerment in
Nigeria
4. ANAMBRA
STATE
SOCIETY FOR
WOMEN AND AIDS
NIGERIA CHAPTER
(SWAAN)
SAVE THE WORLD
ORGANISATION
H.O.D FULFULDE
FEDERAL COLLEGE OF
EDUCATION, YOLA.
ADAMAWA STATE.
Galadinma Quarters, Yola ,
Adamawa State
C/O LADY JUSTICE
CHRISTIE OGUM, RECTOR’S
OFFICE
ST. PAUL’S UNIVERSITY
COLLEGE, AWKA,
ANAMBRA STATE
94 AWKA ROAD (NEAR
MANDILAS MOTORS)
BOX 9162, ONITSHA
ANAMBRA STATE
MOBILIZATION OF YOUTHS.
MS. ASMAU JODA • INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• SENSITISATION AND
MOBILIZATION OF YOUTHS
• WOMEN AND YOUTH
EMPOWERMENT PROGRAMS
CHIEF JUSTICE CHISTIE
OGUM
JOHN J. IBEKWE
PROJECT
COORDINATOR
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• CARE AND SUPPORT
SERVICES
GLAXOSMITHKLINE AKWA, ANAMBRA STATE SEYE TELLA • ANTIRETROVIRAL DRUGS
GLAXOSMITHKLINE ONITSHA, ANAMBRA STATE IDOWU SHOGBOLU • ANTIRETROVIRAL DRUGS
5. AKWA IBOM
•
STATE
SOCIETY FOR
WOMEN AND AIDS
71, ORON ROAD, UYO.
AKWA IBOM STATE
MRS. ASA EDET EBIEME
(CHAIRPERSON)
• PRE-AND POST-TEST
COUNSELING.
NIGERIA CHAPTER
(SWAAN)
085-202746
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
6. BAYELSA
•
STATE
MAN AND WATER
SURVIVAL PROJECT
C/O MINISTRY OF
EDUCATION ZONAL OFFICE,
UPE COMPOUND. OVOM
YENEGOA.
Ms.UNITY
O.EKINABHARI
(EXECUTIVE
DIRECTOR).
• PRE- AND POST-TEST
COUNSELING.
2

P.O.BOX 742 BAYELSA
STATE.
7. BENUE STATE •
Society for Women
ZONAL
and AIDS in
COORDINATOR
Nigeria, Benue State
Society for Family
Health, Makurdi,
Benue State
8. BORNO STATE
Society for Women
and AIDS in
Nigeria, Borno State
YOUNG PARENTS
FORUM
SOCIETY FOR
FAMILY HEALTH
34, Railway By-Pass,
Makurdi
P. O. Box 455,
Makurdi, Benue State
C/o of PPFN Office
31, Railway Bye-Pass,
High Level. Makurdi
Benue State
044-533602
Bama Road, Opposite
Federal Government
College, Maiduguri
5, DIGOL COMPLEX,
OPPOSITE FEDERAL
GOVERNMENT COLLEGE,
BAMA ROAD. P.O.BOX 4330,
MAIDUGURI, BORNO STATE.
076-231900,EXT 3123.
NO 150, SHEHU LAMINU
WAY, OPPOSITE RAMAT
SQUARE, MAIDUGURI,
BORNO STATE
076-236632
ammaiwada@hotmail.com
Johnson Ekele
Regional
Communications
Officer
ZONAL
COORDINATOR
DR.MUHAMMED
WAZIRI.
ABDULLAI MAIWADA
REGIONAL
COMMUNICATIONS
OFFICER
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
• CARE AND SUPPORT
• INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVIC
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION,
EDUCATION,AND
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
• CHILD CARE SERVICES.
• INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVICE
GLAXOSMITHKLINE MAIDUGURI, BORNO STATE DAYO ADENIYI • ANTIRETROVIRAL DRUGS
3

9. CROSS RIVER
STATE
SOCIETY FOR
WOMEN AND AIDS
NIGERIA CHAPTER
(SWAAN)
NIGERIA YOUTH
AIDS PROGRAMME
GIRLS POWER
INITIATIVE (GPI)
SOCIETY FOR
FAMILY HEALTH
GLAXOSMITHKLINE
42, ODUKPANI HALL,
CALABAR,
CROSS RIVER STATE
DEPARTMENT OF SCIENCE
LABORATORY AND
TECHNOLOGY. ROOM 6-8
P.O.BOX 3748, UNICAL,
CALABAR
CROSS RIVERS STATE
araruku@yahoo.com
44,EKPO ABASI STREET,
P.O.BOX 3663 UNICAL POST
OFFICE, CALABAR.
Gpi@fordwa.linkserve.org
087-232929
49, NELSON MANDELA
ROAD, CALABAR, CROSS
RIVER STATE
087-236435
CALABAR, CROSS RIVER
STATE
076-231075
MISS PATIENCE DIRI • PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
• CARE AND SUPPORT
MR. CHRISTOPHER
ARUKU
(PHE/OUTREACH CO-
ORDINATOR).
BENE MADUNAGU
(CHAIR EXECUTIVE
BOARD AND CO-
ORDINATOR SOUTH-
EAST ZONE.
MARY OKOROH
REGIONAL
COMMUNICATIONS
OFFICER
ZACHARY GWA
087-236297, 234891
‣ HIV LABORATORY TEST.
‣ PRE-AND POST-TEST
COUNSELING.
‣ HOME-BASE CARE FOR
PEOPLE LIVING WITH
HIV/AIDS.
‣ INSTITUTIONAL CARE/DAY
CARE CENTRES FOR PEOPLE
LIVING WITH AIDS.
‣ INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
‣ FAMILY PLANNING
SERVICES.
‣ ADOLESCENT
REPRODUCTIVE HEATH
SERVICES.
‣ YOUTH EMPOWERMENT AND
REHABILITATION.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• LAW/HUMAN RIGHTS
SERVICES.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
• SEXUALITY EDUCATION.
• COUNSELING AND
REFERRALS FOR GIRLS.
• INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVICES
• ANTIRETROVIRAL DRUGS
DELTA STATE
SOCIETY FOR NO 8, OSOWE STREET MRS JOSEPHINE • PRE-AND POST-TEST
4

WOMEN AND AIDS
NIGERIA CHAPTER
(SWAAN)
EBONYI STATE
SAFE MOTHERHOOD
LADIES
ASSOCIATION
(SMLAS)
EDO STATE
SOCIETY FOR
WOMEN AND AIDS
NIGERIA CHAPTER
(SWAAN)
GIRLS POWER
INITIATIVE (GPI)
OFF NNEBISI ROAD
ASABA
DELTA STATE
1C, OGOJA ROAD,
ABAKALIKI (OPPOSITE
EBONYI HOTEL LTD)
EBONYI STATE.
190, USELU LAGOS ROAD
2 ND FLOOR, BENIN CITY
EDO STATE
2, HUDSON LINE, OFF 95,
AKPAKPAVA STREET.
P.O.BOX 7400 BENIN CITY
gpibn@alpha.linkserve.com
052-255162
NWOKOLOH
MRS. UGO NDUKWE
UDUMA.
(EXECUTIVE
DIRECTOR).
GRACE OSAKUE
CO-ORDINATOR
SOUTH-WEST ZONE.
GLAXOSMITHKLINE BENIN, EDO STATE BUNMI ABORISADE
05-263623
DEJI IDOWU
052-258007
GBENGA AKINDELE
052-258220
SOCIETY FOR
FAMILY HEALTH
C/O UAC BUILDING,
71 AKPAKPAVA STREET,
BENIN, EDO STATE
052-25330
iyedamola@yahoo.com
DAMOLA
OGUNBOWALE
SENIOR REGIONAL
COORDINATOR
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
PRE-AND POST-TEST
COUNSELING.
HOME-BASE CARE FOR PEOPLE
LIVING WITH AIDS.
FAMILY PLNNING SERVICES.
ADOLESCENT REPRDUCTIVE
HEALTH SERVICES.
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
• CARE AND SUPPORT
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• LAW/HUMAN RIGHTS
SERVICES.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
• SEXUALITY EDUCATION.
• COUNSELING AND
REFERRALS FOR GIRLS
• ANTIRETROVIRAL DRUGS
• INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVICES
5

EKITI STATE
PREVENT AIDS
SOCIETY
ENUGU STATE
SOCIETY FOR
WOMEN AND AIDS
NIGERIA CHAPTER
(SWAAN)
WOMEN’S AIDS
COLLECTIVE
(WACOL)
WOMEN ACTION
RESEARCH
ORGANIZATION
(WARO)
HEALTH AND
COMMUNITY
DEVELOPMENT
INITIATIVE.
ILE-ABIYE HOSPITAL
PREMISES
G.R.A.,ILAWE ROAD
P.O.BOX 1419, ADO-EKITI,
EKITI STATE
Pasnigeria@yahoo.com
29 NIKE ROAD, ABAKPA,
ENUGU STATE
9, UMUEZEBI STREET,NEW-
HAVEN. ENUGU.
P.O.BOX 2718, ENUGU
ENUGU STATE.
042-256678
FAX-256831
wacol@alpha.linkserve.com
38A UMUEZEBI STREET,
NEW HAVEN, ENUGU
P.O.BOX 15672, ENUGU
TEL/FAX: 042-259275
E-MAIL:
WARO_2000@yahoo.com
17, SANI ABACHA AVENUE
PHASE 6, TRANSEKULU
ENUGU.
FALANA MARTIN-
MARY
(REGIONAL CO-
ORDINATOR)
PRE AND POST-COUNSELING
INFORMATION EDUCATION
COMMUNICATION
MATERIALS
ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
NYSC HIV/AIDS CONTROL
PROGRAMS
RURAL AREA AIDS
CAMPAIGN
COMMERCIAL SEX WORKERS
PROGRAM
YOUTH AIDS PROGRAM
ZONAL COORDINATOR • PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
JOY EZEILO
(EXECUTIVE
DIRECTOR)
B.NKECHI ONAH
EXECUTIVE DIRECTOR
CHIJIOKE OKORO
(CO-ORDINATOR)
GLAXOSMITHLINE ENUGU, ENUGU STATE SEYE OGUNWOLE
042-567009
INFORMATION EDUCATION
COMMUNICATION MATERIALS.
LAW/HUMAN RIGHTS SERVICES.
ADOLESCENT REPRODUCTIVE
HEALTH SERVICES.
ADVOCACY.
CONFLICT RESOLUTION.
LEGAL AID.
• COUNSELING SERVICES
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS
• ADOLESCENT / WOMEN
REPRODUCTIVE HEALTH
SERVICES.
• ADVOCACY
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
• ANTIRETROVIRAL DRUGS
6

SOCIETY FOR
FAMILY HEALTH
GOMBE STATE
CARE FOR LIFE
(CFL)
SOCIETY FOR
WOMEN AND
AIDS NIGERIA
PLOT C/2 MARKET GARDEN
AVENUE, REINSURANCE
HOUSE (1 ST FLOOR)
ENUGU, ENUGU STATE
042-251615
akakamacharles@onebox.com
SUITE 6, MOTID FAWU
MEMORIAL SHOPPING
COMPLEX.
1, HOSPITAL/MARKET ROAD
P.O.BOX 105, BILLIRI,
GOMBE STATE.
careforlifenig@hotline.com
072-46000, 45650.
Ministry of Health
P.M.B 42
Gombe State
MANSUR OPAKUNLE
042-254602
CHARLES AKAKA • INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVIC
PLACIDUS K. ONWUKA
(PROJECT CO-
ORDINATOR)
Glaxosmithkline Gombe, Gombe State Steve Odumosu
072-222440
IMO STATE
SOCIETY FOR NO 2 ENI NJOKU STREET
WOMEN AND AIDS OFF MCC/URATTA ROAD
NIGERIA CHAPTER 1, IKENEGBU LAYOUT
(SWAAN)
OWERRI, IMO STATE
JIGAWA STATE
GUMEL YOUTH
MOVEMENT
3, EMIR’S PALACE ROAD.
GUMEL LOCAL
GOVERNMENT, P.O.BOX 12,
GUMEL. JIGAWA STATE.
064-650135,650478.
• PRE- AND POST- TEST
COUNSELING.
• HOME BASED CARE.
• INFORMATION, EDUCATION,
AND COMMUNICATION
MATERIALS.
• FAMILY PLANNING SERVICES
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
• YOUTH INFORMATION AND
EDUCATION SERVICES
THROUGH MAIL SERVICES.
Mrs. D. I. Amlai • PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
• Antiretroviral Drugs
ZONAL COORDINATOR • PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
LAWAN YA’U
ABDULLAHI
• PRE-AND POST- TEST
COUNSELING.
• INFORMATION, EDUCATION,
AND COMMUNICATION
MATERIALS.
7

JIGAWA STATE
YOUTH AIDS
PROJECT
STOPAIDS
Organisation
STOPAIDS
Organisation
Society for Women
and AIDS in
Nigeria, Jigawa
State
KADUNA STATE
COCIN P.H.C
PROGRAMME
CARE AND ACTION
RESEARCH (CARE-
NGO )
KOFAR YAMMA GUMEL.
GUMEL LOCAL
GOVERNMENT. JIGAWA
STATE.
C/O P.O.BOX 12, GUMEL.
STOPAIDS, Kazauri
Motorpark, Kazauri, Jigawa
State
STOPAIDS, Old Motor
Park, Hadeijia, Jigawa State
School of Health
Technology, Km 3 Gujungu
road, Jahun, Jigawa State
36,CHIROMA
STREET,UNGWAN YELWA-
TELEVISION VILLAGE.
P.O.BOX 950, KADUNA
STATE.
GIDAN JAN-BLOCK,
KAGURNO CLOSE. NEAR
G.S.S SABOU-TASHA.
AMINU ABDULLAH I
• LAW AND HUMAN RIGHTS
SERVICES.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
ADOLESCENTS REPRODUCTIVE
HEALTH SERVICES.
COORDINATOR • PRE AND POST TEST
COUNSELING
• IEC MATERIALS
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• CARE AND SUPPORT
COORDINATOR • PRE AND POST TEST
COUNSELING
• IEC MATERIALS
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• CARE AND SUPPORT
Mrs. Amina I. Auta • PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
MR. CHUNGYANG
YAKUBU
(CLINIC
COORDINATOR)
DR. BALA DOGO.
(CO-ORDINATOR)
• HIV LABORATORY TEST.
• HHIV/AIDS TREATMENT.
• PRE- AND POST-TEST
COUNSELING.
• HOME BASED CARE.
• INFORMATION, EDUCATION,
AND COMMUNICATION
MATERIALS.
• FAMILY PLANNING SERVICES
• ADOLESCENT
REPRODUCTIVE HEALTH.
• MATERNAL AND CHILD
HEALTH SERVICES.
• NUTRITION EDUCATION.
INFORMATION EDUCATION
COMMUNICATION MATERIALS..
ADOLESCENT REPRODUCTIVE
8

Society for Women
and AIDS in
Nigeria, Kaduna
State
P.O.Box 2233, Kaduna
KADUNA STATE
care-ngo@wwlkad.com
062-516060.
Room 27, Institute of
Development and Research
(IDR), Ahmadu Bello
University, Zaria, Kaduna
State
STATE
COORDINATOR
GLAXOSMITHKLINE KADUNA, KADUNA STATE FRANCIS
EBARETONBOFA
062-518607
GIMBA SHUAIBU
062-412698
QUEEN AYENI
062-217712
KANO STATE
Society for Women
and AIDS in
Nigeria, Kano State
ADOLSCENT
HEALTH AND
INFORMATION
PROJECTS (AHIP)
GRASSROOTS
HEALTH
ORGANIZATION OF
NIGERIA (GHON)
2, Yahaya Gusau Street,
Off BUK Road, Sharada,
Kaduna
P. O. Box 10421, Kano
PLOT 9,TARAUNI MARKET
ROAD. P.O.BOX 12846,
KANO.
KANO STATE.
064-667286
ahip@samdav.com
3, ABDU SAMBO STREET,
OPPOSITE GANDUN ALBASA
RAIL-LINE CROSSING.
P.O.BOX 4704, KANO.
Ghonhealth@hotmail.com
064-662519, 064-669223.
STATE
COORDINATOR
HAJIYA MAIRO BELLO
OR ASMA’U AHMED.
MRS. AMINA ESTHER
SAMBO
(EXECUTIVE
DIRECTOR)
HEALTH.
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
• CARE AND SUPPORT
• ANTIRETROVIRAL DRUGS
•
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
• CARE AND SUPPORT
• INFORMATION, EDUCATION,
AND COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
• VOCATIONAL TRAINING
• CAPACITY BUILDING.
• SYNDROMIC MANAGEMENT.
PRE-AND POST-TEST
COUNSELING.
HOME-BASE CARE FOR PEOPLE
LIVING WITH AIDS.
INFORMATION EDUCATION
COMMUNICATION MATERIALS.
FAMILY PLANNING SERVICES.
ADOLESCENT REPRODUCTIVE
HEALTH.
INTEGRATED REPRODUCTIVE
9

STOPAIDS
Organisation
Plot 110, Hausawa Layout,
By New Court Road,
Jedijedi, Kano
GLAXOSMITHKLINE KANO, KANO STATE ISIKILU SALAMI
064-633231 , 663417
KNGSLEY OKEKE
064-663427
YUSUF BABAYE
064-633596
SOCIETY FOR
FAMILY HEALTH
KATSINA STATE
ASSOCIATION FOR
THE REPRODUCTIVE
FAMILY HEALTH
AND YOUTH
DEVELOPMENT
(CARFHYD)
PUBLIC
ENLIGHTENMENT
PROJECT
GLOWMNCEYDO
SUSTAINABLE
DEVELOPMENT
PROGRAMMES
AHMADU DANTATA HOUSE
(1 ST FLOOR), 1 BEIRUT
ROAD, KANO, KANO STATE
064-644298
abdulsamadsalihu@yahoo.co.uk
BEHIND GENERAL
HOSPITAL, ALONG KOFAR
SAURI ROAD. KATSINA
STATE.
065-434446.
MAIKUDI HOUSE, 107 IBB
WAY.
P..O.BOX 1250, KATSINA.
KATSINA STATE
Pepng@onebox.com
065-430573.
8,MOHAMMED BASHAR
ROAD, G.R.A KATSINA.
065-433873
HEALTH.
MICRO ECONOMIC PROGRAMS.
COORDINATOR • PRE AND POST TEST
COUNSELING
• IEC MATERIALS
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• CARE AND SUPPORT
SALIHU ABDULSAMAD
REGIONAL
COMMUNICATIONS
COORDINATOR
ANTIRETROVIRALS
• INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVICE
ABUBAKAR SADDIQ • PRE- AND POST-TEST
COUNSELING.
• HOME BASED CARE.
• INSTITUTIONAL/DAY CARE
CENTRES.
• INFORMATION,
EDUCATION,AND
COMMUNICATION MATERIAL
• REPRODUCTIVE HEALTH
SERVICES.
• CAMPAIGN ON HIV/AIDS,
STI’S.
• COMMUNITY MOBILIZATION.
ADVOCACY.
Ms. LILIAN EZENWA
(PROJECT CO-
ORDINATOR)
PRINCESS HADISA
SHITU FAWIBE
(EXECUTIVE
CHAIRMAN/MANAGER)
_
• YOUTH RESOURCE CENTRE.
• PRE-AND POST-TEST CO
UNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLOESCENT
REPRODUCTIVE HEALTH.
INFORMATION EDUCATION
COMMUNICATION MATERIALS.
FAMILY PLANNING SERVICES.
ADOLESCENT REPRODUCTIVE
HEALTH.
YOUTH HIV/AIDS AWARENESS
CAMPAIGN.
TRAINING OF PEER HEALTH
EDUCATORS.
10

FEDERATION OF
MUSLIM WOMEN
ASSOCIATION
(FOMWAN)
KEBBI STATE
MUSLIM HEALTH
WORKERS, UMMAH.
C/O ISLAMIC EDUCATION
BUREAU. P.O.BOX 625
KATSINA
065-431350, 065-433963
OR
C/O KATSINA STATE
AGENCY FOR MASS
EDUCATION, KOFER/DIRBI
KATSINA.
C/O THE SECRETARY
(MUHEWU) SIR YAHAYA
MEMORIAL
HOSPITAL.P.O.BOX 731,
BIRNIN KEBBI, KEBBI
STATE.
HAJJIA ADAMA SULE
BAKONI
(P.R.O./ PROJECT CO-
ORDINATOR).
MALLAM ALIYU
GARBA OR MALLAM
MUHAMMED HARUNA
YELDU.
KWARA STATE
GLAXOSMITHKLINE ILORIN, KWARA STATE CHUDI NJINAKA
031-227797
NIGER STATE
CENTER FOR
COMMUNICATION
AND
REPRODUCTIVE
HEALTH SERVICES
OPPOSITE GOVERNMENT
COLLEGE, BIDA (MAIN
GATE). P.O.BOX 574 BIDA
NIGER STATE.
ccrh.bida@skannet.com.ng
066—462118, 461050
MUHAMMED NDA
ALIYU OR NDAGI
YAHAYA
ADULT LITERACY.
WOMEN.
PRE-AND POST-TEST
COUNSELING.
LAW/HUMAN RIGHTS SERVICES.
OBSERVING WORLD AIDS DAYS.
• HIV LABORATORY TESTS.
• HIV/AIDS TREATMENT.
• PRE-AND POST COUNSELING.
• HOME-BASED CARE
• INSTITUTIONAL/DAY CARE
CENTRES FOR PLWA.
• FAMILY PLANNING
SERVICES.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
• PUBLIC EDUCATION ON
PREVENTABLE, CURATIVE
DISEASES,DRUG ABUSE IN
SCHOOLS.
•
• ANTIRETROVIRAL DRUGS
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION,
EDUCATION,AND
COMMUNICATION
MATERIALS.
• FAMILY PLANNING
SERVICES.
• ADOLESCENT
REPRODUCTIVE HEALTH.
• OUTREACH PROGRAMME.
11

INTERNATIONAL
CENTER FOR
REPRODUCTIVE
HEALTH AND
SEXUAL RIGHTS
(INCRESE)
OYO STATE
THE NIGERIAN
NETWORK ON
ETHICS, LAW,
HIV/AIDS,
PREVENTION,
SUPPORT & CARE
150Y BOSSO ROAD, P.O. BOX
904, MINNA, NIGER STATE
066-221531
increse@eudoramail.com
E9/4220, OLD IFE ROAD, OPP
ALAKIA SAWMILL
COMMUNITY BANK,
IBADAN.
BOX 15063, AGODI, IBADAN
fsoyinka@oauife.edu.ng
Tel: 713133, 710426
DOROTHY AKEN ‘OVA
DIRECTOR, INCRESE
PROF. FEMI SOYINKA
NATIONAL
COORDINATOR
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION,
EDUCATION,AND
COMMUNICATION
MATERIALS.
• FAMILY PLANNING
SERVICES.
• ADOLESCENT
REPRODUCTIVE HEALTH.
SERVICES
• OUTREACH PROGRAMMES
• CARE AND SUPPORT FOR
PLWAS
• SEXUAL AND
REPRODUCTIVE RIGHTS
PROGRAMS
•
HIV LABORATORY TESTS
HIV/AIDS TREATMENT
HIV/AIDS DRUGS
PE-AND POST-TESTS
COUNSELING
HOMEBASE CARE FOR
PEOPLE LIVING WITH AIDS
INDEPENDENT
LIVING FOR PEOPLE
WITH DISABILITIES
SOCIETY FOR
FAMILY HEALTH
28A LADOKE AKINTOLA
WAY, POLYTECHNIC ROAD,
SANGO, IBADAN
P.O.BOX 28801 AGODI,
IBADAN
E-MAIL: fidowu@skannet.com
9 MAGAZINE ROAD, NEAR
MDS DEPOT, JERICHO,
IBADAN, OYO STATE
02-2412805
MS YINKA FALOLA-
ANOEMUAH
PROJECT OFFICER
GLAXOSMITHKLINE IBADAN, OYO STATE CHIJIOKE OFOMATA
02-2414475, 2414259
MUYIWA ADEDEJI
02-2414473, 8100580
COUNSELING SERVICES
AWARENESS RAISING
CAMPAIGNS
MASS MOBILISATION
IYABO YAKUBU • INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVICE
• ANTIRETROVIRALS
PLATEAU STATE
HALT AIDS GROUP
(HAG)\
28/30, OLD BUKURU
BYPASS.
P.O.BOX 1031, JOS.
PLATEAU STATE
Haltaids@infoweb.abs.net
haltaids@yahoo.com
073-460380 (fax)
PROFESSOR J.A IDOKO
(DIRECTOR)
• HIV LABORATORY TEST.
• PRE-AND POST-TEST
COUNSELING.
• HOME-BASE CARE FOR
PEOPLE LIVING WITH AIDS.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
12

CHRISTIAN
ASSOCIATION OF
NIGERIA
Christian Association of Nigeria
(CHAN), 6 NOAD ROAD,
BEHIND CENTRAL BANK,
JOS, PLATEAU STATE
Dr. Rakiya Booth
• RESEARCH INTO
EPIDEMIOLOGICAL,
CLINICAL AND LABORATORY
ASPECT OF HIV/AIDS.
• SUPPLY AND PROMOTION OF
CONDOMS.
‣ PRE-AND POST-TEST
COUNSELING
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
Society for Women
and AIDS in
Nigeria,
SWAAN, Plateau
State
Dept. of Biochemistry,
Faculty of Natural
Sciences, University of Jos,
Plateau State
Dr. V. Onwuliri • PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
‣ ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
GLAXOSMITHKLINE JOS, PLATEAU STATE OLA EBOH
073-466496
SOCIETY FOR
FAMILY HEALTH
NO. 7 JD GOMWALK ROAD
JD GOMWALK HOUSE
STANDARD PRESS
BUILDING, JOS
PLATEAU STATE
073-450180
RIVERS STATE
YOUTH PRO-FILE 29, OKIJA STREET, MILE 2
DIOBU. PORT-HARCOURT.
RIVERS STATE
Youthprofile@yahoo.com
084-237581 (home)
SOCIETY FOR
WOMEN AND AIDS
NIGERIA CHAPTER
(SWAAN)
SCHOOL OF PUBLIC
HEALTH NURSING,
OPPOSITE AGIP JUNCTION,
MILE 4, PORT-HARCOURT
RIVERS STATE
ROBERT
YASHIMBATURE
DR. CHIZOBA WONODI
(PROGRAM DIRECTOR)
C/O MRS. A.K
MACLAYTON
• ANTIRETROVIRAL DRUGS
• INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVICE
HIV LABORATORY TESTS.
HIV/AIDS TREATMENT.
PRE-AND POST-TEST
COUNSELING.
INFORMATION EDUCATION
COMMUNICATION MATERIALS.
FAMILY PLANNING SERVICES,
ADOLESCENT REPRDUCTIVE
HEALTH SERVICES.
ADVOCACY FOR PEOPLE LIVING
WITH HIV/AIDS.
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
13

SOKOTO STATE
NATIONAL
ASSOCIATION OF
PEOPLE ON WAR
AGAINST AIDS AND
POVERTY
SOCIETY FOR
FAMILY HEALTH
YOBE STATE
INTERNATIONAL
ASSOCIATION FOR
VOLUNTEER
EFFORTS
Society for Women
and AIDS in
Nigeria, Yobe State
ZAMFARA
STATE
PLANNED
PARENTHOOD
FEDERATION OF
NIGERIA.
C/O HAJARA MOMODU
WCW, DIORI HAMANI WAY,
NEAR SULTAN PALACE,
SOKOTO.
C/O PPFN OFFICE
15, WAZIRI ABASS ROAD
UNGUWAR-ROGO AREA
SOKOTO
060-234691, 236599(PPFN)
70, SHAGARI LOW COST.
P.O.BOX 97 POTISKUM,
YOBE STATE
Ministry of Health
Damaturu, Yobe State
OPPOSITE FEDERAL
MEDICAL
CENTER,GENERALSANNI
ABACHA WAY GUSAU,
ZAMFARA STATE.
063-203949
USMAN FAROUK
UMAR/ HAJARA
MOMODU.
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
WORKERS.
•
• PRE-AND POST-TEST
COUNSELING.
• HOME-BASED CARE
• INSTITUTIONAL/DAY CARE
CENTRE FOR PLWA.
• INFORMATION, EDUCATION,
AND COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH.
• CAMPAIGN AND LECTURES
IN PUBLIC PLACES.
YUSUF LAWAL • INFORMATION EDUCATION
COMMUNICATIONS
MATERIALS
• FAMILY PLANNING SERVICE
HADIZA MOHAMMED
•
LAW/HUMAN RIGHTS SERVICES.
IMPROVING QUALITY OF LIFE
AMONG SOCIETIES WORLDWIDE.
Mrs. Elizabeth Sara • PRE-AND POST-TEST
COUNSELING.
• INFORMATION EDUCATION
COMMUNICATION
MATERIALS.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES
• ENLIGHTENMENT PROJECT
FOR COMMERCIAL SEX
JOEL ALIYU SANI
(HEAD OF BRANCH)
• PRE-AND POST-TEST
COUNSELING.
• INFORMATION, EDUCATION,
AND COMMUNICATION
MATERIALS.
• FAMILY PLANNING
SERVICES.
• ADOLESCENT
REPRODUCTIVE HEALTH
SERVICES.
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