a sourcebook of hiv/aids prevention programs volume 2

More documents

Recommendations

Info

The Window of Hope Program, Namibia 163• Inspectors, advisory teachers, HIV/AIDS coordinators, and Window ofHope trainers visit schools to assess the clubs. The school principalperiodically attends sessions, monitoring the quality of activities. TheSchool Board includes the Window of Hope program as part of itssupervisory responsibilities.• Meetings with parents and guardians are held during which they areinformed about Window of Hope activities and given the opportunity tovoice and seek responses to concerns.MaterialsA key feature of the materials design process, which took place over an18-month period, was its inclusion of inputs from educators, nurses, communityleaders, traditional healers, and parents, as well as, HAMU, UNICEF,and two Namibian consultants. The materials underwent a lengthy testingprocess that solicited feedback from children 9–14. A set of materials wasdeveloped for use by both trainers and teachers/facilitators. The JuniorWindow of Hope Manual is for grades 4 and 5; the Senior Window of HopeManual is for grades 6 and 7. Each manual is made up of four windows(table 8.2). Two other manuals were developed for teacher training. Aparent-targeted manual, Let’s Talk with Our Children, was also developed.Each window includes five 90-minute sessions of participatory activities(table 8.3). Instructions for each session are spelled out in detail in themanuals, which also provide background information on the developmentalstages of adolescents and the themes dealt with in the sessions, such as selfesteem,decision making, child abuse, gender roles, reproductive health,and HIV/AIDS. Each module also provides suggestions for open, child-ledactivities.In addition to the manuals, guidelines for preparing and conducting a fivedayworkshop were prepared (Training Manual for Junior Windows/SeniorWindows). A CD with music to accompany all the songs in the manuals wasalso produced as a training and teaching aid.Schools participating in the Window of Hope program are also equippedwith a resource kit containing materials for activities such as flip-charts(illustrated teaching aids), a flag, attendance sheets, evaluation forms, andcertificates and badges, given to participants on completion of each window.MonitoringA monitoring system for ongoing assessment of the program has beendesigned but has not yet been made operational. The system includes anattendance sheet completed by a facilitator following each club session and anevaluation form on completion of each window/module. The evaluation form(c) The International Bank for Reconstruction and Development / The World Bank
Table 8.2: Objectives and Topics of Program WindowsWINDOW NAME OBJECTIVES TOPICSJunior windowsGreen We Window • Develop self-awareness and self-esteem among participants. • I am a special person• Help participants learn to express and share good and bad feelings. • Expressing and sharing feelings• Encourage participants to help others in times of distress. • Helping each other to feel betterYellow Window of Change • Help participants develop positive attitudes toward their changing • My changing bodybodies and feeling. • Can boys and girls be friends?• Help participants deal with their physical and emotional changes. • Understanding and respecting the opposite sex• Help participants develop understanding and respect for the opposite sex.Blue Yes and No Window • Teach participants to say yes to things that are good for them. • Good touch and bad touch• Teach participants to say no to things that are bad for them and their future. • I am the boss of my body• Learning to say no, learning to say yes• Making decisions as a groupRed Power Window • Teach participants how to protect against HIV. • We are clever (we know what HIV/AIDS is)• Help participants fight stigmatization. • We are strong (we can protect ourselves against HIV/AIDS)• Encourage participants to help people living with AIDS. • We accept people with HIV/AIDS (we care for people)Senior windowsPurple I–We Window • Develop self-esteem and self-awareness in each participant. • I am special, you are special, we are special• Develop a sense of belonging to different groups. • Good friends are important• Develop team spirit and encourage a culture of caring for one another. • We are all part of a familyLime Window of Love • Help participants understand and deal with love, sex, and sexuality, • The gifts and risks of sexualityso that they can make responsible and healthy decisions. • Equality between boys and girls• Different forms of loveTurquoise Double Yes/ • Help participants learn assertiveness skills. • The steps toward my futureDouble No Window • Help participants make positive and sustainable decisions. • Making decisions• Help participants transform decisions into actions. • Learning to say noOrange Double-Power Window • Equip children with knowledge about HIV/AIDS. • Right and wrong ideas about HIV/AIDS• Empower them, through knowledge and self-confidence, • Protecting ourselves against HIVto protect themselves against HIV. • Testing, treatment, and emotional care• Encourage attitudes of responsibility and caring for people who havelost loved ones to illness and for those who are ill.Source: HIV and AIDS Management Unit.164(c) The International Bank for Reconstruction and Development / The World Bank
Page 1 and 2:
A SOURCEBOOK OF HIV/AIDSPREVENTION
Page 3 and 4:
(c) The International Bank for Reco
Page 5 and 6:
© 2008 The International Bank for
Page 7 and 8:
viContents4 The School Health Educa
Page 9 and 10:
viiiContentsTables7.1 Impact of Sug
Page 11 and 12:
Page 13 and 14:
xiiAcknowledgmentsKelly (University
Page 15 and 16:
Page 17 and 18:
xviAbbreviationsNASNERDCNGONIEDNSGA
Page 19 and 20:
xviiiIntroductionTable 1: Program D
Page 21 and 22:
xxIntroductionhttp://unesdoc.unesco
Page 23 and 24:
Page 25 and 26:
4 A Sourcebook of HIV/AIDS Preventi
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
10 A Sourcebook of HIV/AIDS Prevent
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Chapter 3Key evaluation results: A
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
100 A Sourcebook of HIV/AIDS Preven
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Chapter 6• Fewer students reporte
Page 131 and 132:
Page 133 and 134: 112 A Sourcebook of HIV/AIDS Preven
Page 155 and 156: Chapter 7knowledge, and increased t
Page 173 and 174: (c) The International Bank for Reco
Page 175 and 176: (c) The International Bank for Reco
Page 183: 162 A Sourcebook of HIV/AIDS Preven
Page 195 and 196: Chapter 9part of the day-to-day wor
Page 223 and 224: Chapter 10Key evaluation results: E
Page 235 and 236:
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Table A.1: Overview of Programs in
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
Page 255 and 256:
Page 257 and 258:
236 Indexcivil society organization
Page 259 and 260:
238 IndexGhana AIDS Commission (GAC
Page 261 and 262:
240 Indexmaterialsin ELPE Program (
Page 263 and 264:
242 IndexOlatunde, Bunmi, 203Oren,
Page 265 and 266:
244 IndexRapid Results Initiative (
Page 267 and 268:
246 Indexmaterials needed by teache
Page 269 and 270:
ECO-AUDITEnvironmental Benefits Sta
show all

a sourcebook of hiv/aids prevention programs volume 2

Create successful ePaper yourself

Delete template?

Save as template?