Interactions - Johns Hopkins Health and Education South Africa

InteractionsA guide to facilitating participatory interactive workshopsbased on the TV drama series ‘Intersexions’

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE1AcknowledgementsThis Guide was compiled by:Mpume Gumede (Guma Training and Communications) and Emma Durden (Act Two Training)- development of themanual. Yngve Sjolund (CD4)- background research and editing of the manual.Acknowledgements:This research was made possible with the financial support of the US President’s Emergency Plan for AIDS Relief(PEPFAR) through the United States Agency for International Development (USAID) and with support and guidancefrom Johns Hopkins Health and Education in South Africa (JHHESA).Thanks to ANTS Multimedia and Quizzical Pictures for the creative vision in producing this drama series and SABC 1and SABC Education for an amazing partnership in the development and broadcast of the series. Thanks to PatrickColeman, the former managing director of JHHESA for his leadership and guidance in the development of the series.Thanks to the JHHESA team Richard Delate and Lusanda Mahlasela for reviewing the content and providing technicalsupport and guidance. Thanks to Prof Elna McIntosh for additional resources and managing and providing valuableinteractions on the Intersexions Facebook page and to CADRE for technical input into script development and forpretesting and post-broadcast evaluation of the series. Finally, thanks to Willem Steenkamp for the episode synopsesand the entire Marcus Brewster Publicity team for incredible publicity throughout and beyond the broadcast of series.We gratefully acknowledge the contributions of all the focus group participants, and DramAidE for the testing of theinteractions with different groups.Disclaimer:This guide is made possible through the support of the American people through USAID/PEPFAR funding. Thecontents are the responsibility of Johns Hopkins Health and Education in South Africa and do not reflect the views ofUSAID or the United States Government.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’ContentsABOUT THIS GUIDE......................................................................................................................1ABOUT THE INTERACTIONS.........................................................................................................6EPISODE 1:....SHADOWS PAST.....................................................................................................12EPISODE 2:....DECEPTION............................................................................................................16EPISODE 3:....LOOKING FOR MR RIGHT.....................................................................................20EPISODE 4:....HARD TIMES...........................................................................................................24EPISODE 5:....ESCAPE..................................................................................................................28EPISODE 6:....SAD SONG..............................................................................................................32EPISODE 7:....A GIRL CALLED HOPE...........................................................................................38EPISODE 8:....ONE NIGHT STAND................................................................................................42EPISODE 9:....BEST FRIENDS.......................................................................................................46EPISODE 10:..THE OTHER WOMAN.............................................................................................50EPISODE 11:..TIME OUT................................................................................................................54EPISODE 12:..PARTY ANIMALS.....................................................................................................58EPISODE 13:..OLD FLAME............................................................................................................62EPISODE 14:..HOME IS WHERE THE HEART IS...........................................................................66EPISODE 15:..FATHER AND SON..................................................................................................70EPISODE 16:..N4............................................................................................................................74EPISODE 17:..ZAMO’S CHOICE....................................................................................................78EPISODE 18:..SAD SONG..............................................................................................................82EPISODE 19:..STEPPING UP.........................................................................................................86EPISODE 20:..NGIYAKUTHANDA (LOVE POEMS)........................................................................90EPISODE 21:..THE LIE...................................................................................................................94EPISODE 22:..THE BOY NEXT DOOR...........................................................................................98EPISODE 23:..TILL LOVE DO US PART.........................................................................................102EPISODE 24:..THE FUNERAL........................................................................................................106EPISODE 25:..NEW BEGINNINGS.................................................................................................110EPISODE 26:..FULL CIRCLE - THE DOCUMENTARY....................................................................114FOR HELP AND FURTHER INFORMATION...................................................................................118

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE1About this guideThe series backgroundIntersexions is a unique episodic drama series with 26 independent but interrelated stand-alone episodes that followthe infection chain of HIV through a range of different characters and their personal stories.The series was made by Quizzical Picture and ANTS Multimedia in partnership with Johns Hopkins Health andEducation in South Africa and SABC Education, with technical and research assistance from CADRE and fundingfrom USAID/PEPFAR. It was broadcast on SABC 1 in 2010 and 2011, and is now available as a DVD box set.Although Intersexions is not an overtly HIV and AIDS educational series; it takes a close look at the lives and lovesof those infected and affected by the HI virus as well as the circumstances of their contracting the virus and therelationships in their lives. The series tells 25 interconnected but independent stories with Episode 25, bringing thestory full circle.Each stand-alone episode takes the audience closer to understanding the inter connectedness of sexual networks,and how many different people can be part of a complex network of HIV transmission. The final Episode 26 makesthis network clear through a documentary-drama approach which explains who is related to whom, who slept withwhom, and how the decisions made by one person affect others along the network.The big question asked by the series is DO YOU KNOW YOUR LOVER’S LOVERS? This links to the notion of sexualnetworking. A sexual network is a social network that is defined by the sexual relationships within a set of individuals.So if A has sex with B, who has had sex with C, who once had sex with D; then A is linked to D through this sexualnetwork. If D has a sexually transmitted infection, like HIV, then unless C, B and A have all used condoms, then thisSTI is shared amongst them all. It’s a scary thought – and one that is explored in detail by the Intersexions series,which looks at how our lives connect and intersect, and how we are all part of one big network. As the narration at theopening of each episode notes, IN SEX THERE ARE NO STRANGERS.The aim of Intersexions was to create an exciting series for the “now” generation of young people with fivekey goals:• To increase open and honest discussion within relationships;• To reduce the number of sexual partners as a strategy for HIV prevention;• To increase the uptake of HIV counselling and testing;• To increase and maintain correct and consistent condom usage;• To make people aware of the links between substance abuse and HIV, and to reduce levels of alcoholconsumption.The Intersexions series was supported by weekly radio talk shows aired on 10 national radio stations, with call-ins,discussions, and information provided by experts. A range of social media supported the series, including a webblog, a Facebook page that was moderated by a sexologist, and a twitter site.This guide contains useful information and references, and will be a great resource for you as a facilitator of theIntersexions Interactions.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE2The series at a glanceEach Intersexions episode is 24 minutes long, and deals with a particular relationship and how sex plays out inthis relationship, looking at the decisions, both good and bad, that lead to sex, and the consequences of this sex.Sometimes these consequences are only seen further along the sexual network, where people’s lives intersect inunexpected ways.Some of the episodes are more clearly linked, where characters’ lives intersect and relationships repeat themselves.Some episodes can be seen as more individual stand-alone stories. But they are all part of the bigger picture of thesexual network that joins individuals.Below is a short breakdown of the issues of interest for each episode. This will allow you as the facilitator to select anepisode / interaction based on the issues that you want to explore with the group, and the type of activity included inthe interaction. There is also a note regarding the target audience for each interaction. Although all of the interactionscan be facilitated with any group, there are particular Intersexions episodes that might be of more interest to specificgroups.Episode 1: Shadows Past – Do you know who your previous lovers have slept with?Intention of the interaction: To explore honest communication and disclosure about previous relationships beforeentering into a serious relationship.Interactive activity: Role-plays - telling it like it is.Intended audience: All.Episode 2: Deception – Don’t hate the playa – hate the Game.Intention of the interaction: To explore the concept of multiple and concurrent partners, and the impact that deceptionand betrayal can have on a relationship.Interactive activity: Men in the hot-seat.Intended audience: All.Episode 3: Looking For Mr Right - A socialite on the rebound falls for a famous local actor whose expensive lifestyleis being secretly financed by a “sugar mama”.Intention of the interaction: To investigate the phenomenon of sugar daddies and sugar mamas, intergenerational andtransactional sex, and the search for status and material wealth.Interactive activity: Women in the hot-seat.Intended audience: All.Episode 4: Hard Times – Two childhood friends do something stupid and land up in jail where they areviolently raped.Intention of the interaction: To explore the facts behind sexual behaviour and risk in prisons.Interactive activity: Male rape myths and facts debate.Intended audience: All.Episode 5: Escape – What if a jaded sex worker and a broken man find that love could set them both free?Intention of the interaction: To explore links between commercial sex work and HIV and to look at the powerrelationships that keep people trapped in a life that puts them at risk.Interactive activity: Television talk show on commercial sex work.Intended audience: All. Particular focus on adults.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE3Episode 6: Sad Song – A teacher who is used to acting with impunity is challenged and forced to take responsibilityfor his actions.Intention of the interaction: To explore the issue of sexual abuse of children, with a focus on the school setting, andthe long-term effects of this abuse.Interactive activity: Group discussion about the characters.Intended audience: All. Particular focus on students and teachers.Episode 7: A Girl Called Hope – A young, poverty-stricken, woman has to choose between her beliefs andher survival.Intention of the interaction: To explore the issue of resilience and inner strength, and how to access help and support.Interactive activity: A SWOT analysis.Intended audience: All. Particular focus on young people.Episode 8: One-Night Stand – Two strangers wake up in bed together, and can’t remember how they got there – orwhat they’d done.Intention of the interaction: To examine the problems caused by mixing alcohol and sex.Interactive activity: Blindfold condom-use game.Intended audience: All. Particular focus on students and young people.Episode 9: Best Friends – Two friends cross the line of friendship and get into a sexual relationship – potentiallydestroying two friendships.Intention of the interaction: To examine how recreational drugs break down inhibitions and may lead to risky sexualbehaviour. To look at consequences of these behaviours and taking responsibility for your own actions.Interactive activity: Rewriting the story – small group work.Intended audience: All. Particular focus on students and young people.Episode 10: The Other Woman – A woman uses her affair with her married boss to advance her career.Intention of the interaction: To explore how people use sex to get ahead in the workplace and the consequences of this.Interactive activity: Corporate Affairs – small group work.Intended audience: All. Particular focus on people in the working world.Episode 11: Time Out – An unfulfilled married man finds validation in the arms of a stranger and uses sex to act outagainst his repression.Intention of the interaction: To explore issues of sex, sexual identity, self-knowledge and self-respect.Interactive activity: The sexual identity and sexual activity divide - discussion.Intended audience: All.Episode 12: Party Animals – Two commitment-phobes find themselves falling for each other.Intention of the interaction: To explore notions of sex and commitment. To examine how we understand commitmentand fidelity and how this impacts on relationships, and to explore notions of safe sex.Interactive activity: Choice and commitment game.Intended audience: All.Episode 13: Old Flame – A man who is stuck in regret and denial escapes into an extramarital affair with an old flame.Intention of the interaction: To examine issues of infidelity and honesty in relationships.Interactive activity: Alternative endings to relationships.Intended audience: All. Particular focus on adults over 30, in relationships.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE5Episode 21: The Lie – A woman hides the fact that she is taking ARVs in order not to undermine her family and thecommunity’s traditional belief systems but finds she has to break the silence to save a friend.Intention of the interaction: To examine the contradictions between traditional medicine and modern medicine andtreatment for HIV and AIDS defining illnesses.Interactive activity: A holistic approach to treating HIV.Intended audience: All. Particular focus on health workers and traditional healers.Episode 22: Chance Encounters – A man who is already committed to someone for the wrong reasons falls in lovewith his neighbour and finds he has to make a choice.Intention of the interaction: To explore how to be honest about your HIV status, and notions of when and how todisclose this status.Interactive activity: Role-plays - I like you, but I’m HIV positive....Intended audience: All. Particular focus on men.Episode 23: ‘Til love do us part – In trying to run away from the fact that they are both in love with other people, amismatched couple are forced to confront their pasts and their present realities.Intention of the interaction: To explore notions of decision-making in relationships, particularly with regards to marriageand life-long partnerships.Interactive activity: Group discussion – peeling the layers of relationships.Intended audience: All.Episode 24: The Funeral – The network comes full circle at the funeral of DJ Mo where things are not always whatthey seem and the secrets come tumbling out.Intention of the interaction: To examine notions of deception, stigma and blame.Interactive activity: Voting game – responsibility in relationships.Intended audience: All.Episode 25: New beginnings – Sometimes the things we do to others can come back to haunt us.Intention of the interaction: To explore discordance in relationships, the impact that HIV and other stressors can haveon relationships, and how relationships end.Interactive activity: Group discussions - what went wrong in the relationship.Intended audience: All.Episode 26: The network – Our lives intersect in mysterious ways. In sex there are no strangers we are all connectedthrough an unseen web of connections. Do you know who your lovers’ previous lovers are?Intention of the interaction: To examine taking personal responsibility to prevent HIV.Interactive activity: Mapping your own personal network. Investigating your own risk and making a personalcommitment for prevention.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE6About the Interactionsinteraction [ˌɪntərˈækʃən] n: A mutual or reciprocal action or influenceWhy “interactions”?An interaction is an action that occurs when two or more objects have an effect upon one another. In an interaction, theeffect is two-ways, and all of the objects involved both affect the others and are in turn affected.The interactions that are included in this guide are moments where people are able to interact with others, to talkabout their ideas and values, to explore challenges and difficult topics, to reflect on how these might affect their ownlives, and to inspire action to make healthy changes in their own lives and the lives of others.Each interaction in this guide is designed to allow people to open up, to talk, and to be able to effect change in theirown lives and in society more widely.A background to the participatory approachThe interactions in this guide are designed based on a participatory approach, with games and activities thatencourage maximum participation.The starting point for this participatory approach is that everybody is equal. The interactions explore ideas, opinions,values and behaviours, and nobody is more expert than anybody else on these topics. The guiding principle of thisparticipation is that all people are experts about their own lives and ideas, and can therefore talk about them withauthority. All contributions in the participatory interaction are valued. However, people have a responsibility to becritical of their contributions and to examine how they live their lives, and how their ideas and values affect others.Your role as the facilitator in these interactions is to draw out ideas from the participants, and to guide the discussiontowards deeper reflection on the highlighted issues and learning areas that have been identified for each particularinteraction. You may also need to clarify some myths and misconceptions and provide information regarding servicesand other resources that are accessible for those who are facing the problems explored in the episode.Personal risk identificationAs the facilitator, you should ensure that every participant in an interaction is able to look at their own lives and examinehow the issue under discussion in the interaction plays out in their own lives. This is done through a process of facilitatedquestioning, where the participants ask themselves the following questions:• Does this happen in my community?• Could this happen to me?• Am I at risk through my negative or unhealthy attitudes or behaviours?• Am I putting others at risk through my negative or unhealthy attitudes or behaviours?These questions allow each participant to see how the issue of the Intersexions episode has an impact on theirown lives.Applying new knowledge and information as an individualThe interactions in this guide are designed to ensure that everybody in the group participates. This allows eachperson to become personally engaged in the discussion, and to relate this discussion to their own lives. In this way,each participant in the interaction can reflect on their own lives and how the key areas for the interaction might impacton their lives.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE7This is done through a process of questioning that is led by you as the facilitator, where the participants askthemselves the following questions:• What would I do if this happened to me?• What values or attitudes do I have about this issue that might be negative or unhealthy?• How do I move towards more healthy attitudes or behaviours that lead towards a better life for me and a bettercommunity for others?This process allows each participant to personalise the problems that they see depicted in the Intersexions episodes,and to make a commitment to confronting and solving these problems in their own lives. This may encourage positivebehaviour change amongst the participants.Facilitating the interactionsStructure of each interactionEach interaction (1-26) is structured with ten parts:1. Synopsis of the episode;2. Key learning areas included in the episode;3. Essential information on the issues – including resources and services;4. Intentions for the interaction;5. Introduction to the interaction, and an involver;6. Playing the episode;7. Reflection;8. Interactive activity;9. Introspection;10. Input from the facilitator.Synopsis of the episodeA short synopsis of each episode is provided at the beginning of each interaction that is presented in this guide.This synopsis is to guide you as the facilitator in preparing for the workshop, to serve as a quick reminder of what theepisode is about.Key learning areas included in the episodeThe key learning areas for the interaction are noted for you as the facilitator at the beginning of each interaction plan.This is an easy reference for planning the interaction and guides you towards the topics that you might need to dofurther research into.Essential information on the issuesA few paragraphs of important information about the issues for discussion is presented for each interaction. Thisinformation includes current statistics, national and international laws and policies, and some research findings onthe topic. The information provided here is to guide the discussion; however as the facilitator you should read morewidely to gain a more in-depth understanding of the topics. It is important that you find out about local services andresources in the area in which you are working, so that you can encourage participants to make use of these.Intentions for the interactionThe intentions for each interaction are set out for you as the facilitator. These are the desired learning outcomes foreach session, and should be used to guide the interaction when it might travel off course. These intentions can beused as a standard against which you can measure the success of the interaction.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE8Introduction to the interaction and an involverA short paragraph introduces each interaction. This should guide you in introducing the session with the group. Theinvolver is an icebreaker used to open the interaction. This should be a fun exercise that gets everybody in the groupactively involved, and helps to set the tone for open participation for the rest of the session. You can use your owngames, songs or other activities that you are familiar with for this.Playing the episodeEach interaction is based on one episode in the series. The episode can be played in its entirety, or it can be playedand stopped at an earlier point if you are short of time. These potential stopping-points are noted in the plan for eachinteraction.ReflectionIt is important for participants in the interaction to reflect on what they have seen in the episode played. Specificquestions to guide reflection are provided in the interaction plan. Where you have little allocated time for yourinteraction, the session can be based on watching the episode and facilitating discussion around these questions. Inthese shorter sessions, the interactive activity would not be facilitated.Interactive activityAn interactive activity has been devised for every interaction. The purpose of the activity is to get all participantsactively involved in more than just discussion about the episode that they have watched. Activities include roleplays,hot-seating techniques, pair-work, quizzes, debates, writing exercises and other games and activities. Theseactivities challenge the participants to engage more personally with the issues that are raised in the episode. Step-bystepinstructions are given for these activities.IntrospectionA moment of introspection has been developed for each interaction. This allows for personal reflection on the activityand the issues that have been discussed in the interaction. The introspection allows each participant to think abouthow these issues affect their own lives, and to make a personal commitment regarding their own lives. We havepresented these as an individual written exercise, to encourage quiet personal time for the participants to workthrough the issues. If you do not have pens and paper, you could facilitate the introspection by asking participants toclose their eyes and think it through instead of writing.Input from the facilitatorAt the end of each interaction, it is important that you recap some of the new information raised during the session,and that you clarify any misconceptions and answer any questions that the group may have. You should also leavethe group with a list of references or resources (including local service providers) that they can turn to if they need to.Time and toolsEach interaction in this guide is written with detailed instructions on how to facilitate it. This includes how much time isneeded to facilitate a session and wa list of tools and materials that you will need for the session.The interactions are presented in sequence. However, it is not necessary for you to facilitate them in sequence, andyou can choose to facilitate only some of the interactions with your group, depending on your circumstances andtheir needs.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE9Facilitating the interactions with different groupsIt is likely that many of the people in the groups that you are working with may be sexually active, be HIV positive,be at risk from infection with HIV, or be at risk in other ways. Working with any group, you should ensure that:• You have a positive, non-judgemental approach to sex and sexuality;• You are aware/sensitive that HIV and AIDS are a daily reality for many participants;• You facilitate the interactions without prejudice, without judgment, and with a consciousness of the realities that theparticipants are living with;• You refer people who are at risk to relevant local services and support.Working with young peopleIt is important when working with young people to recognise that they need to have comprehensive sexualityeducation in order to be empowered to make healthy decisions about their bodies. If you are facilitating theseinteractions for young people you should ensure that:• You focus on the healthy aspects of sexuality and not only negative consequences of sex;• You are aware of your own values and attitudes and take a non-judgemental approach to young people’s sexuality;• You work from a basis of realistic experiences of young people, and not an idealised picture of how things“should” be;• You affirm young people and encourage open and honest questioning and discussion of the issues at hand.The Intersexions series was given an age rating of 13 LVS (Language, Violence and sex) due to its content. Sessionsmust therefore be facilitated with groups 13 years or older.Working with traditional/religious groupsWorking with different groups may bring you into contact with people whose beliefs and values are different from yourown. If you are facilitating these interactions for religious or traditional groups you should ensure that:• You do not allow “culture”, “tradition” or “religious doctrine” to be used to justify stigmatising attitudes or practicesthat inhibit open communication about sex and sexuality;• You promote the idea that human rights are inalienable and indivisible, and are supported by the South AfricanConstitution.Working with womenWorking with groups of women-only may allow you to discuss some of the issues covered by the episodes differentlythan working in mixed-sex groups. If you are facilitating these Interactions for women you should ensure that:• You explore how women in particular are more susceptible to HIV infection and why;• You explore gender roles and power relations with regard to sexual behaviour;• You discuss how to raise the issues of the interaction with male partners and friends;• You avoid stereotyping men and their behaviour.Working with menWorking with groups of men only may allow you to discuss some of the issues covered by the episodes in a deeperway, without them having to prove their masculinity. If you are facilitating these interactions for men you shouldensure that:• You explore men’s role in both exacerbating and preventing the HIV and AIDS epidemic;• You explore gender roles and power relations with regard to sexual behaviour;• You discuss how to raise the issues of the interaction with female partners and friends;• You avoid stereotyping women and their behaviour.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE10Working with people in prisonsHIV prevalence within prisons is often far higher than in the general community, and men’s prisons in particular are ahigh-risk environment for HIV transmission. If you are facilitating these interactions for people in prisons you shouldensure that:• You acknowledge that power relations in prison are very deeply entrenched and difficult to challenge;• You acknowledge the difficulties in accessing antiretroviral treatment and other support for people who are HIVpositive in prisons;• You acknowledge that the human rights of prisoners are not always upheld, and the environment is conduciveto abuse.Facilitation tools and tipsAdapting the interactionsEach interaction is designed to last ninety minutes (one and a half hours). However, if you have more time available,you will be able to facilitate a more in-depth discussion and the participants will be able to explore more aspects ofthe episode and the issues that it covers. The final interaction (based on Episode 26) is planned as a longer process,and you should allow at least two hours for this.If you are short of time, you could choose to watch only a short piece of the episode (as noted in each interaction)and then continue on with the activity and discussion. The alternative would be to watch the entire episode and thenfacilitate discussion using the starter questions that are included in the reflection included in each interaction.If you have other specific needs that mean you need to adapt the interactions, you can mix and match activitiesfrom other interactions to different episodes. However, you must view the interaction as a coherent single learningexperience, and the activities that you choose should be linked by common themes and should relate to one anotherin a logical sequence.If you are going to adapt the interaction, then you will need to identify what time you have available, and haveadequate knowledge about the participants, which will allow you to prioritise topics and activities for your workshop.If possible, you should stick to the format of:• An involving and energising activity;• Viewing of the Intersexions episode to spark discussion;• A participatory activity that involves all participants;• Reflection and an opportunity for personal commitment to change;• Clarification of new concepts, and reference to resources and service providers.Working in small spacesIf you are working in a small space, some of the involvers may be difficult to facilitate. Where these ask for a circle,you may have to play them simply as the participants sit or stand. If necessary, you can replace the recommendedinvolver with another energising activity such as a song or chant.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE11Working with larger groupsThe optimum size of a group for these interactions is 15-20 people. This allows deep and detailed personaldiscussion about the issues involved in each episode. If you have a larger group, you will need to considerbreaking them into smaller groups who hold their own discussions simultaneously, and as the facilitator you willneed to circulate and check on each group. Remember that the key is for everybody to be involved, and in largergroups people who are shy or quiet may not get an opportunity to express themselves, so you need to find ways tocounteract this.Working in under-resourced areasIf you are working in areas where you do not have access to electricity, see if it is possible to access a generatorand take a portable television and DVD player with you for the interaction. If none of this technology is available,then simply use the synopsis provided to tell the story, and then go on to discuss the scenario. Where the activitiesrequest a flipchart, a chalkboard is also appropriate. However, almost all of the activities included in this guide can befacilitated without any resources.

EPISODE 1Shadows Past

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE13Synopsis of the episodeSetting:Just outside JohannesburgLanguages:isiXhosa, isiZulu, EnglishCharacters:Mandisa, Kabelo, DJ Mo (Mondli), CheriseIt is Mandisa’s wedding day, and she is shocked to discover that her former lover, DJ Mo, is dying of an AIDSrelatedillness. What does she do – tell her groom, Kabelo, of her previous affair, or keep quiet? Mandisa’s decisionhas a devastating effect on her relationship with Kabelo, and a visit to the doctor for an HIV test lands her with anuncomfortable question to answer: do you know who your previous lovers have slept with? Through her actionsMandisa has set in motion a chain of events that will have consequences far beyond just the couple and theirunborn child.Key learning areas included in this episodeHonesty and disclosure in relationships; sexual networking.Essential information on the issues dealt with in the episodeSexual NetworkingA sexual network is a group of persons who are connected to one another sexually. While many people may beconnected to large sexual networks, they often have no idea of their connections to the network. There is a risk ofpeople not understanding that the person that they have sex with may have had previous partners, and that thisincreases their risk of contracting HIV. Participation in more than one sexual relationship at a time increases the risk ofbecoming infected with HIV, and also the likelihood of transmitting HIV to others, as there are more pathways for theHIV infection to follow.Honesty in relationshipsMany people may fail to protect themselves against unplanned pregnancy and sexually transmitted infections (STIs),including HIV and AIDS, in part because they find it difficult, if not impossible, to discuss ‘taboo’ subjects relatedto sexuality with their partners. People who enter relationships bring their sexual histories with them. Some couplesagree not to talk about past relationships at all, while others see ‘full disclosure’ as a necessary prerequisite torelationship trust.The majority fall in between the two categories above. They want to know about the other’s sexual past but areafraid of what they might find out. They want to talk about their sexual past but fear that they might reveal too muchand jeopardise the relationship. Most people, (but more often women) when asked about how many people they’veslept with will deliberately revise the number downwards. Different people process this kind of difficult information indifferent ways, and disclosing your sexual past might affect the relationship in ways that you do not anticipate.Intentions for this interactionFor participants to explore:• The concept of sexual networking;• How to introduce honest and open communication in relationships;• Disclosing about previous sexual partners.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE14Tools for the interaction• Intersexions Episode 1 DVD• TV set and DVD player or laptop and data projector• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minuteswIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 4 minutes and 10 seconds (4:10)into the DVD. This is the point where Mandisa has heard the news about DJ Mo, and now needs to make adecision. Alternatively, you could stop after 9 minutes and 55 seconds (9.55), at the point where Mandisasays that she will go for an HIV test.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of what happens insome relationships;2. Ask participants what effect they think keeping secrets about your past has on a relationship.Interactive activity – Tell it like it is role-play1. Ask participants if they think it is a good idea to disclose the number of sexual partners that a person has had inthe past;2. Ask why this disclosure might be important, and explain the concept of sexual networking and the risks associatedwith this network;3. Ask for two volunteers from the group to come to the front to participate in a role-play;4. Assign characters to the role-players, where they are in a committed sexual relationship;5. Ask the participants for their opinion about whose responsibility it is to bring up their sexual history first;6. Once you have agreed, assign that character the role of introducing their sexual past into a discussion;7. The other character should respond as they wish. Allow the role-play to run for a few minutes;8. Discuss how this was handled with the rest of the participants. Ask them what the impact of such disclosure mightbe on a relationship;9. Then assign the other character the role of asking about their partner’s sexual history. The other character shouldrespond as they wish. Allow the role-play to run for a few minutes;

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE1510. Discuss how this was handled with the rest of the participants. Ask them what the impact of this kind ofquestioning might be on a relationship;11. Ask the participants why many couples are unable to communicate effectively about sex, sexual histories andsexual health;12. If time allows, then you can divide the participants into pairs and they can practice this disclosure andquestioning themselves.Introspection – How I can open up communication about the past1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own present, past or potential future relationships; and to consider if theyare more likely to be the person asking about a sexual past, or the person telling;3. Ask each participant to consider how they would initiate this discussion in their own lives, and to write this down;4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information provided about sexual networking and honestyin relationships;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESCADRE (2007). Concurrent Sexual Partnerships amongst Young Adults in South Africa: Challenges for HIV PreventionCommunication. [Online] Available at: http://www.jhhesa.org.za/PDF/2009/CADRE%20Sexual%20Partnerships%20Main%20Report%20Final%20Revised.pdfAkiteng, C. (2011). Tips on dealing With a Boyfriend or Girlfriend or Partner’s Sexual Past.[Online] Available at: http://relationships.searchwarp.com/swa465049.htm

EPISODE 2Deception

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE17Synopsis of the episodeSetting:Durban and JohannesburgLanguages:isiZulu, Sesotho, EnglishCharacters:DJ Mo (Mondli), Mandisa, Boitumelo, ShortyIt is five years earlier. DJ Mo’s career is soaring under the management of his lover Mandisa, and he is a hit withwomen. DJ Mo loves Mandisa, but he is unused to the trappings of fame, and his manhood is affirmed by sleepingaround. He does not realise the risks and potential cost of his deception. Then Mandisa discovers that DJ Mo ishaving an affair with social climber Boitumelo – and the scene is set for a very public confrontation that will haveprofound, life-changing ramifications for all three of them, and so many other people with whom their lives willintersect.Key learning areas included in this episodeDeception and infidelity; multiple concurrent partners.Essential information on the issues dealt with in the episodeDeception and infidelityIn most intimate relationships there is usually an implied expectation of exclusivity, especially in sexual matters.Infidelity (also known as cheating) is a breach of trust, an act of disloyalty or betrayal when you are unfaithful to apartner. Sexual infidelity involves a physical act with another partner and is commonly called an affair or adultery.Emotional infidelity is an emotional involvement with another person, which means that the unfaithful person channelsemotional resources, such as romantic love, time, and attention, to someone else outside the partnership. Theeffect of emotional infidelity can be as strong as that of sexual infidelity. Sometimes men and women see infidelity indifferent ways, as they view sex, love and commitment differently. Many cheating partners will hide their infidelity, orovertly lie about it, which further breaks down the trust that is so important in intimate relationships.Multiple concurrent partnershipsMultiple concurrent partnerships are sexual partnerships that overlap, when a person has more than one sexualpartner at one time. Participation in more than one sexual relationship at a time increases the risk of becominginfected with HIV, and also the likelihood of transmitting HIV to others. This is because with multiple partners, thereare more pathways for the HIV infection to follow. When these sexual relationships happen at the same time (areconcurrent), this risk is increased because of the ‘lifecycle’ of HIV. People who are HIV positive are most infectiousfor a period of 2-6 weeks, and possibly longer, after their initial infection, when there is a large amount of the viruspresent in the blood. The amount of virus in a person’s body is called the viral load. Because most multiple concurrentpartnerships happen at the same time in a short space of time, there is a higher chance that a person may have ahigh viral load because they are in these early stages of HIV infection.Intentions for this interactionFor participants to explore:• The concept of multiple concurrent partnerships;• The reasons why people cheat in relationships;• The effects of deception and betrayal on a relationship.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE18Tools for the interaction• Intersexions Episode 2 DVD• TV set and DVD player or laptop and data projector• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 13 minutes and 38 seconds (13:38)into the DVD. This is the point where Mandisa hears about DJ Mo’s infidelity on the radio, and goes toconfront him.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of what happens insome relationships;2. Ask participants what they think about people having more than one partner at a time, and what risks are relatedto multiple concurrent partnerships.Interactive activity – Men in the hot seat1. Explain to the participants that you are going to do an activity called hot-seating, where a person takes on acharacter and has to answer questions that are asked by the audience;2. Ask for one person to volunteer to come to the front of the room and sit in the hot-seat. This should be a male;3. Explain that this person is now going to play the role of “DJ Mo”, and that you are going to ask him questionsabout his behaviour. Explain that as soon as a person sits on the chair or ‘hot seat’, we no longer see them asthemselves, but as the character that they are portraying. When they leave the chair they are no longer thecharacter, but they become themselves again;4. Start the questioning process by asking “Mo, you said that we always hurt the ones we love, why do you think youdid this to Mandisa?”5. Allow “Mo” to answer;6. Encourage the rest of the participants to ask their own questions of DJ Mo;7. After some time, you can enrol another man to play “Shorty”, DJ Mo’s sidekick, and have both men in the hot seatat the same time;8. Start the process of questioning Shorty by asking “Shorty, you tried to warn Mo about not messing up what he hadwith Mandisa, but why didn’t you tell Mandisa?”9. Allow the line of questioning to continue;

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE1910. If necessary, you can relieve the volunteers of their roles and replace them with other volunteers to answermore questions;11. Conclude the exercise by de-roling the volunteers, and thanking them for participating;12. Discuss how the questions were answered by the two characters;13. Ask the participants if men ever get asked these kinds of questions by their partners.Introspection – How would I respond to a cheating partner?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own present, past or potential future relationships, and to consider how theywould respond if they discovered that their partner had another lover;3. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information provided about multiple concurrentpartnerships, and the risk factors for HIV infection;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAIDS Buzz (2012). HIV Drivers. [Online] Available at:http://www.aidsbuzz.org/index.php?option=com_content&view=category&layout=blog&id=80:hiv-drivers&Itemid=8AIDStar-One (2011). Behavioral Interventions: Multiple and Concurrent Sexual Partnerships.[Online] Available at: http://www.aidstar-one.com/focus_areas/prevention/pkb/emerging_areas/multiple_and_concurrent_sexual_partnershipsUSAID (2011). Multiple and Concurrent Sexual Partnerships. [Online] Available at: http://www.aidstarone.com

EPISODE 3Looking for Mr Right

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE21Synopsis of the episodeSetting: Johannesburg and PolokwaneLanguages: Sepedi, Sesotho, EnglishCharacters: Boitumelo, Thami, Tshepo, RuthSocial climber Boitumelo, stung by the negative publicity around her affair with DJ Mo, meets Thami, a famous actor– and is seduced by his apparent sincerity, his offer of a movie role, and his fancy home. But his lifestyle is bankrolledby his sugar mama, Ruth, who is incensed to discover his infidelity and cuts his line of credit. Thami, who has takenBoitumelo on a joyride to meet his best friend Tshepo, has run up a large hotel bill that he cannot pay – leading himand Tshepo to make a critical error of judgment. For Boitumelo, who has equated status with self-worth and has givenherself to Thami because of his perceived material wealth, the consequences are devastating.Key learning areas included in this episodeIntergenerational sex, transactional sex, self-worth and self-esteem, sugar daddies/sugar mamas.Essential information on the issues dealt with in the episodeTransactional sexual relationshipsTransactional sexual relationships often involve relationships between an older partner and a younger one, whetherin heterosexual or same-sex relationships. In many cases, one partner in a transactional sexual relationship mayremain faithful to his/her partner, while their partner may have multiple sexual partners. This is when transactionalsex presents an increased risk of HIV because of the multiple partnerships. There is also less chance of negotiatingcondom use in these relationships, as the power-relations between partners are unequal. Transactional sexrelationships are distinct from other kinds of prostitution, in that the transactional sex is not only about money, butthere may be other benefits such as gifts, food, alcohol, material goods etc. Transactional sexual relationships alsotend to be more than once-off, as is often the case with prostitution. Those offering sex may or may not feel affectionfor their patrons.Intergenerational sexIntergenerational sex is a sexual relationship between an older person and a younger partner. In South Africa andother countries, we find ‘sugar daddies’ (older men in sexual relationships with young women/girls) and ‘sugarmamas’ (older women having sexual relationships with younger men/boys).This phenomenon can also be seen insame sex relationships. Often these kinds of relationships between a younger person and the older person may betransactional (as defined above) and involve the exchange of money, cell phones, airtime, cars, etc.Poverty and other socio-economic factors like the desire for fancy materialistic things are the main factors that drivepeople to be involved in these kinds of relationships. Young girls and boys are usually unable to negotiate condomuse due to submissive situations where the provider has the final say. This then puts them at risk of infection with HIVand other STIs.In both transactional and intergenerational sexual relationships, there is a perception that a person’s self-worth isdefined by their material possessions and/or their status in society.Intentions for this interactionFor participants to explore:• The causes and effects of intergenerational and transactional sex;• Issues of self-esteem and self-worth in relationships;• Power dynamics in transactional relationships;• Issues of fidelity and infidelity within sexual relationships.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE22Tools for the interaction• Intersexions Episode 3 DVD• TV set and DVD player or laptop and data projector• Hand-outs for the interactive activity• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 14 minutes and 40 seconds (14:40)into the DVD. This is the point where Palesa leaves for breakfast with Bra Ike, her ‘sugar daddy’.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is something that happens in real life;2. Ask participants why they think people engage in these transactional sexual relationships, and what the risks are.Interactive activity – Women in the hot seat1. Ask for three volunteers to come to the front, and explain that you will ask them to take on the roles of thecharacters in the episode (with Palesa and Boitumelo);2. Explain that you are going to give each character a line from the episode which was said by that character, andhand these out to them;3. Explain that they will each take turns in this activity;4. Put a chair in the front or middle of the room, and ask the first character to sit on the chair. Explain that as soon asa person sits on the chair or ‘hot seat’, we no longer see them as themselves, but as the character that theyare portraying;5. Start by asking the character their name, where they live, what they do for a living, and to tell you a bit about theirpartner in the episode;6. When you have finished asking the character these questions, ask them to say out loud the line from the episodethat you will give them;7. Invite participants to ask the character any question that they want to ask;8. Ensure that you facilitate this process by encouraging the participants to ask questions, while being aware not toovertake the process;9. Repeat this process for all three characters, giving 5 minutes for questions and answers for each character;10.In your summary after this activity, ensure that you discuss the relatedness of transactional sex and self-esteemself-worth issues within relationships, and the complexities of navigating boundaries within such relationships.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE23CHARACTER STATEMENT - RUTH“I don’t understand why people make such a big deal of my relationship with Thami. What does age have to do withanything? He gives me what I need and I give him what he needs, where’s the harm in that?”CHARACTER STATEMENT - PALESA“Honestly, it would be much better if Bra Ike looked like Denzel Washington at least.....But hey, he is a successfulbusinessman with loads of money, and he provides for all my financial needs, so what more can a girl want?”CHARACTER STATEMENT - BOITUMELO“Just when I thought I had the full package in Thami – a good man who really loves me, and has money, a good carand an expensive house, and could help me get ahead in my career! I can’t believe I fell for a loser like that. ”Introspection – What’s my foundation?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think of their own present, past or potential future relationships and to work out what theythink is the foundation for their relationship. They can choose out of the following or can add other things notmentioned here:LOVE, STATUS, MONEY, MATERIAL POSSESSIONS, IMAGE, SEX3. Ask participants to work out what the benefits are for them, and to also work out what could be potential losses forthem as a result of this foundation;4. Ask participants to consider if there is a need for any change in their current relationship, and what that changecould be;5. Ask participants to note what could be barriers to making the change, and how they can overcome those barriers;6. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information provided about transactional sex andintergenerational sex, and the risk factors for HIV infection;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAIDStar-One (2011). Behavioral Interventions: Transactional and Age-disparate Sex in Hyperendemic Countries.[Online] Available at: http://www.aidstar-one.com/focus_areas/prevention/pkb/behavioral_interventions/transactional_and_age_disparate_sex_hyperendemic_countries#knowledge-base-topicWyrod R., Fritz K., Woelk G., Jain S., Kellogg T., Chirowodza A., Makumbe K., & McFarland W. (2011). ‘Beyond SugarDaddies: Intergenerational Sex and AIDS in Urban Zimbabwe’. AIDS Behaviour. 2011 Aug; 15(6):1275-82.Leclerc-Madlala, S. (2008). ‘Age-disparate and intergenerational sex in Southern Africa: the dynamics of hypervulnerability’.AIDS. 2008 Dec;22 Suppl 4:S17-25.

EPISODE 4Hard Times

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE25Synopsis of the episodeSetting: Polokwane PrisonLanguages: Tsotsi-Taal, Afrikaans, Sesotho, SePedi, OthersCharacters: Tshepo, Thami, Tizozo, FaroukArrested after a serious lapse in judgment over an unpaid hotel bill and thrown into the notorious Polokwane Prison,famous actor Thami and his friend Tshepo find themselves in a world where they are no longer hip and trendyhomeboys, but the weak targets of sexual violence by a hardened criminal, Tizozo. Thami’s well-meaning butmisguided effort to protect them by using his celebrity status backfires horribly. The fateful decision that landed themthere has consequences they could never have imagined: one of the two will never leave the prison alive, and theother leaves a broken man.Key learning areas included in this episodeHigh-risk sexual behaviour in prisons, male rape and manhood.Essential information on the issues dealt with in the episodeHIV in prisonsIn prisons across the world, the HIV and AIDS epidemic presents a major challenge. HIV prevalence within prisonshas been shown to be quite high, and prisons are a high-risk environment for HIV transmission. In many prisons bothconsensual and non-consensual sexual activities are common among inmates even though they may be forbiddenunder prison rules. However, when it comes to tackling the epidemic, prisoners are often neglected and overlooked.Prevention programmes that have been shown to reduce HIV transmission are rarely available for inmates, andmany prisoners with HIV are unable to access life-saving antiretroviral treatment. Prison conditions are generallyfar from satisfactory and HIV positive inmates barely receive the most basic healthcare and food. These issues arenot confined to male prisoners - due to injecting drug use within prisons, female inmates have also been severelyaffected by HIV and AIDS. The main factors that drive HIV transmission in prisons are rape, lack of condoms,violence, injecting drug use, and tattooing.The above factors put inmates at risk, but further place their partners at risk once they leave prisons and resumetheir sexual partnerships outside of prison. Due to various factors, ex-inmates may not communicate openly with theirpartners about their sexual encounters while in prison, and may continue to spread the infection of HIV and other STIsto their partners.Male rape and manhoodMale rape is the sexual violation, by anal or oral penetration, of men or boys. Attacks, which may be perpetrated bymen who may define themselves as heterosexual, often involve high levels of violence. A man or boy may be beatenand will most likely be threatened with a weapon such as a knife or a gun.Most male rapes, as with the rape of women and girls, are perpetrated by someone who is known to the victim – afather, a brother, a neighbour, a friend, a teacher. The rape can happen at home, at school, in a public toilet, at anytime of day or night, regardless of how tall or strong a person is, what they look like or what they do, age, race orsexual orientation. Male rape is far more common than most people imagine.Violent or forced sex can increase the risk of transmitting HIV to both women and men. In forced vaginal or analpenetration, abrasions and cuts commonly occur, thus facilitating the entry of the virus into the bloodstream. Thosewho suffer anal rape are also considerably more susceptible to HIV since anal tissues can be easily damaged,allowing the virus an easier entry into the body.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE26Intentions for this interactionFor participants to explore:• Sexual risk reduction in prisons;• The concept of manhood and male rape.Tools for the interaction• Intersexions Episode 4 DVD• TV set and DVD player or laptop and data projector• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 12 minutes and49 seconds (12:49) into the DVD. This is the point where Tshepo is speaking to Farouk outside saying,“He raped me. I can’t let him get away with it.”Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic view of South African prisons;2. Ask participants to comment on the phenomenon of male rape, and what their views are about it.Interactive activity – Male rape myths and facts debate1. Divide the room into two sections, with one being the ‘agree’ side and the other one being the ‘disagree’ side;2. Call out the statements below and people who agree with the statement should go to the ‘agree side’. Those thatdisagree should go to the ‘disagree’ side;3. Once they have chosen sides, ask participants to say why they agree/disagree;4. Make sure that you guide the discussion and conclude each statement by stating the correct facts as providedunder each statement;5. Once you have gone through all the statements and exhausted discussion on them, ask participants to think aboutthe possibility of Tshepo reporting his rape to the prison officials/ police. Is this something that is likely to happen?Why?6. Ask participants to think about manhood and vulnerability and how these are portrayed in the episode;7. Ask participants to think about the various levels of manhood that they saw in the prison in the episode, and tocomment on how each is related to risky behaviour, whether sexual or not.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE27MALE RAPE MYTHS AND FACTS1. Male rape only happens in prisons.A lot of rape does happen in prisons. However, many males are raped outside prisons in their homes, places ofwork, the military, schools, universities, the police force, and many other places.2. Male rape survivors don’t suffer as badly as female rape survivors.All rape survivors suffer in many different ways. Some responses are gender-specific, and some are not. It is a factthat male rape is more likely to be accompanied by higher levels of violence than in females, and is more likely toinvolve more than one assailant. Rape survivors who are male are also more at risk of committing suicidethan women.3. Men can’t be sexually assaulted.Men can be and are sexually assaulted every single day. A man can be assaulted regardless of their age, strength,size, race, occupation or sexual orientation. Sexual assault can happen to any man.4. Only gay men are raped.Although gay men are raped slightly more often than heterosexual men, this is due largely to the fact they aresometimes victims of anti-gay violence, that often include acts of rape, “plus their increased susceptibility to daterape from other men. However, heterosexual men are also raped every single day, and the silence around thisissue is mainly due to under-reporting of rape by males.5. Adult men cannot be sexually assaulted by women.It is true that the majority of reported male rape cases are by males, but females can and do rape men as well. Dueto perceptions of manhood and masculinity, most males do not report if they have been raped by a female.Introspection – My concept of manhood1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think of their own relationships in the past, present and the future, and to think howtheir own personal concepts of manhood have influenced the decisions they have made (or will make) in theirrelationships;3. Ask participants to consider if there are any stereotypes that they may need to change within themselves, and howchanging these stereotypes may affect their relationships;4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude the interaction by summarising the essential information provided about HIV prevention in prisons, andthe phenomenon of male rape, and its risk factor for HIV;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAvert (2011). Prisons, Prisoners and HIV/AIDS. [Online] Available at: http://www.avert.org/prisons-hiv-aids.Lewes, S. (1994). Dealing with Rape. Sached Books.Morodi . L.R (2001). ‘The Constitutional Rights of Prisoners within the South African Criminal Justice System’ CrimeResearch in South Africa, Volume 4, Number 4. [Online] Available at: http://www.crisa.org.za/downloads/rights.pdfDepartment of Correctional Services: For more information visit: www.dcs.gov.zaThe Centre for the Study of Violence and Reconciliation (CSVR): The CSVR is a multi-disciplinary instituteconcerned with policy formation, implementation, service delivery, education and training, as well as providingconsultancy services. The CSVR also operates its own Trauma Clinic providing counselling services for both victimsand perpetrators of violence. For more information visit: http://www.csvr.org.zaJohannesburg Office: 011 - 403 5650Cape Town Office: 021- 447 3661e-mail: info@csvr.org.za

EPISODE 5Escape

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE29Synopsis of the episodeSetting:HillbrowLanguages:isiZulu, isiNdebele, EnglishCharacters:Tshepo, Dalitso, Bra Nduna, Mr Schmidt, Mr MoleteFollowing his ordeal in prison, Tshepo lives a withdrawn existence in a Hillbrow flat. There he falls in love with Dalitso,a young sex worker from the brothel opposite his flat, who spends all her free time with him. Tshepo tries to rescueher, but she likes the financial rewards of her profession, until she is pressurised by Bra Nduna into giving him ahigher cut of her earnings, and taking on an unpleasant tourist as a new client. When Tshepo declares his love for her,she panics and turns to a client who wants to set her up and keep her to himself. Another client, a teacher named MrMolete, also claims to want to rescue her from her life of exploitation. When Dalitso finds Tshepo has left town, sherealises where her heart really lies. But will love conquer all?Key learning areas included in this episodeCommercial sex work, power and choices.Essential information on the issues dealt with in the episodeCommercial sex work and prostitutionProstitution has varying definitions in different contexts. Some of these are based on the definition of prostitution inlaw, or what is illegal. ‘Sex work’ is a non-stigmatising term used to describe the exchange of money or goods forsexual services. A sex worker is a person who works in the sex industry and is paid to provide sexual services andengage in sexually explicit behaviour which involves varying degrees of physical contact with clients. Sex work isoften stigmatised and sex workers are often discriminated against, although the clients who use them do not face thesame discrimination. There are a number of risks involved in commercial sex work, including the risks of contractingHIV and other STIs, violence and abuse, and police harassment. Commercial sex work is seldom an easy profession.Power and choicesIt is assumed by many that sex workers do not have power over their own lives. In many cases, young women (andmen) are conned or forced into the industry against their will. Some enter the sex industry because they feel that it isthe only way they can earn money to survive. However, there are many people who enter into the industry by choice,and manage to retain their own power and autonomy within the relationships and the encounters that make up theindustry. Retaining this power is difficult in an industry that often operates in secret, and below the law. In 2009, theLabour Appeal Court granted sex workers the right to protection under the Labour Relations Act. This recognitiongives sex workers greater rights and personal power in the industry. Theoretically, sex workers are subject to thesame laws that govern all other employees with regards to their contracts, leave, dismissal, etc. However, sex workerscan be prosecuted under the Sexual Offences act, and so they cannot enjoy the right to bargain collectively, strike ordo anything that would amount to the furthering of “the commission of a crime”.Intentions for this interactionFor participants to explore:• The links between the commercial sex industry and risk of HIV;• The power relationships and fears that keep people trapped in a life they do not want;• The choices that people make to follow their dreams.Tools for the interaction• Intersexions Episode 5 DVD• TV set and DVD player or laptop and data projector• Role-cards for the interactive activity• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutes

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE30Introduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 10 minutes and 32 seconds (10:32)into the DVD. This is the point where it looks like Tshepo and Dalitso are going to follow their planto escape.Reflection on the episode1. Ask participants to say what they think this episode is about and if this is a realistic view of commercialsex workers;2. Ask participants what they think some of the risks that sex workers face are, and why some sex workers continuewith this work despite these risks.Interactive activity - Sex industry talk show1. Explain to the participants that you are going to host a talk-show called “Finding Freedom” with different guests;2. Ask for four volunteers to appear as guests invited to appear on the show;3. Give each volunteer a role-card (as presented below), and two minutes to think about their character;4. Ask the rest of the participants to assist in setting up a ‘studio’ at the front of the room while the others prepare;5. Ask the talk-show host to introduce the show, and ask each of the guests to introduce themselves;6. The talk-show host should then ask questions of the guests, and allow the discussion to flow in the studio;7. As a part of the studio audience you should start the process of asking questions from the audience by asking“Isn’t it time that commercial sex work is legalised in South Africa?”8. Allow the questions to continue, facilitated by the talk show host;9. At the end of the show, ask the studio audience to vote on who they think is most free of the people involved in theshow. Then ask each volunteer to read out their “freedom fear” from their role-cards to the audience;10. Ask the audience to comment on what they think about power, freedom and fear for each of the characters;11. Ask the participants about the risks that people take, and ask them to give their opinions about who needs to‘escape’ from their lives, and how they can do this;12. Conclude the exercise by de-roling the volunteers, and thanking them for participating.ROLE CARD 1: TALK-SHOW HOSTYour role is to host a television chat show about commercial sex workers. Start off your show by allowing your gueststo introduce themselves. Then ask each of your guests in turn the question: “Why do you do the work that you do?”When they have answered, try to steer the conversation towards convincing the sex worker and the pimp to stop thework that they do.Freedom fear: I work for a TV station that is trying to put an end to commercial sex work. Even though I don’t believein this cause, I am afraid that if I do not do what my bosses say and promote this objective, then I willlose my job.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE31ROLE-CARD 2: COMMERCIAL SEX WORKER (PROSTITUTE)You have been working in the sex industry for 5 years now. You love your work. It gives you financial freedom, andmeans that you do not have to rely on anybody else to give you a job. You want to carry on what you are doing, as itallows you to provide for your family.Freedom fear: I am afraid of nobody, but I am afraid of HIV, which is why I insist on using condoms with all of my clients.ROLE-CARD 3: PIMPYou have been drafted into working at your uncle’s brothel because you are big and muscular. You started off as abouncer because of this. Now your uncle has insisted that you take a 20% cut from all the women that are working inthe brothel. You do not like having to do this as you know that this is their hard-earned income.Freedom fear: I am afraid of my uncle and am reliant on him for money and a place to stay, so I feel that I cannotchallenge him about how he runs his business.ROLE-CARD 4: CLIENTYou have been visiting prostitutes for almost ten years, and find that this is a fulfilling way for you to satisfy your sexualdesires. However, you have met a woman who you love very much and have recently got engaged. You know that ifshe finds out about the prostitutes, she will leave you.Freedom fear: I am afraid that when I get married, my wife will not be able to satisfy me sexually, and I do not wantto give up going to prostitutes. I am also afraid that if I ever get caught with a prostitute, my wife willleave me.Introspection – My own escape1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own lives, and to consider where they are most free, and what the freedomallows them to do. Does this freedom expose them to any risks?3. Ask participants to consider where they are most powerless in their lives. Does this lack of power expose them toany risks?4. Ask participants if they can see a way to ‘escape’ from these risky situations in their own lives;5. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude the interaction by summarising the essential information provided about commercial sex work, andpower and choices. Also highlight the links with transactional sex;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESMokgata, Z. (2011). Blow for Rights. [Online] Available at: http://www.fm.co.za/Article.aspx?id=137494SWEAT: SWEAT is a non-profit organisation which works with sex workers in South Africa. SWEAT works to ensure thatsex workers rights are defended, that sex workers have access to health and other services and that sex workers arerespected and valued members of society. For more information visit: http://www.sweat.org.za.Cape Town Office: 021- 448 7875Helpline: 0800 60 60 60

EPISODE 6Sad Song

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE33Synopsis of the episodeSetting:DaveytonLanguages:Setswana, Sesotho, EnglishCharacters:Mr Molete, Tsholofelo, Sylvia, Mr BopapeIsrael Molete, the teacher who was Dalitso’s client in the previous episode lives a double life. On one hand he is arespected choirmaster at a poor school in Daveyton. He has a reputation for helping poor families. He andMr Bopape, a young teacher, are vying for the post of Head of the English Department. When Bopape doesn’t getthe job, he accuses Molete, in front of the Principal, of sexually harassing two pupils, Tsholofelo and Sylvia. Moleteand the Principal are outraged. Molete accuses Bopape of playing the sexual abuse card to get the promotion.Undaunted, Bopape disobeys the Principal and invites the police to come to the school and give a talk aboutchildren’s rights. When Bopape is fired for insubordination, Tsholofelo and Sylvia confess to the Principal. Molete’ssecret life then plays out. He slept with Dalitso the sex worker, he has made Sylvia pregnant and he has had sex withTsholofelo. Bopape is reinstated and Molete is forced to leave the school.Key learning areas included in this episodeIntergenerational sex, transactional sex, sexual abuse, power dynamics within sexual relationships, poverty andvulnerability to sexual abuse, teenage pregnancyEssential information on the issues dealt with in the episodeSexual abuse within schoolsSexual relations between any educator and any learner at any school are totally forbidden according to South Africanlaw. It doesn’t matter if the learner consents to sex and is over 16 years old. If a teacher is having sex with anylearner, that teacher must be reported, and will be fired. A teacher can be reported to the South African Council ofEducators (SACE) for sexual abuse, or for having sexual relations with a learner. The person who reports can remainanonymous if they don’t wish to reveal their identity.SACE can be contacted at the following numbers:• Tel: 012-6639517 / 012-6799728, Fax: 012-6633331• E-mail: info@sace.org.za• Post to: Private Bag x127, Centurion, 0046.The long-term effects of sexual abuseChildren who have been sexually abused can suffer a range of psychological and behavioural problems, from mildto severe, in both the short and long-term. These problems typically include depression, anxiety, guilt, fear, sexualdysfunction, withdrawal, and acting out. Depending on the severity of the incident, survivors of sexual abuse mayalso develop fear and anxiety regarding sexual issues and may display inappropriate sexual behaviour. The negativeeffects of child sexual abuse can affect the person abused for many years and into adulthood. Adults who weresexually abused as children commonly experience depression, and sometimes encounter problems in their adultrelationships and in their adult sexual functioning.Teenage pregnancy within schoolsTeenage pregnancy is rife in South Africa, and high levels of teenage pregnancy show that young people areengaging in risky sexual behaviour. Recent research shows that HIV prevalence amongst pregnant teenagers inSouth Africa is 13.7%. The major problem with teenage pregnancy is its potential to interrupt schooling for girls,sometimes permanently. The Department of Education in South Africa has a school policy which stipulates thatschools must make every effort to ensure that pregnant girls get maximum educational support from schools, andremain within the general schooling system, until it is absolutely necessary for them to stay at home. While manygirls do get back to school, and manage to pursue their dreams, many girls lose out on any future dreams, as theresponsibility of taking care of a child takes priority over all other aspects of a young person’s life.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE34Intentions for the interactionFor participants to explore:• The effects of sexual abuse within the school setting, and the longer-term effects in relation to HIV risk and teenagepregnancy;• Legal implications for sexual abuse and teacher-learner relationships;• Reporting procedures for sexual abuse and teacher-learner relationships.Tools for the interaction• Intersexions Episode 6 DVD• TV set and DVD player or laptop and data projector• Handouts for the interactive activity• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 16 minutes and 36 seconds (16:36)into the DVD. This is the point where Mr Bopape leaves the police station.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic situation that happens in schools;2. Ask participants if they know of any channels for reporting this kind of abuse.Interactive activity- Group activity1. Divide the participants into four groups;2. Assign each group a character from the episode from the following four characters:Mr Molete, Sylvia, Tsholofelo, and the Principal;3. Give each group the handout with the words of their character/s, and questions to answer;4. Ask each group to read the words of the character and answer the questions written on their hand-out;5. Give groups 10 minutes to read and answer the questions on their handout;6. Once groups have finished their discussions, ask each group to report back to the bigger group;7. Engage all participants in the discussions from each group’s report, and ensure that you engage the participantswith each question that they answer;8. Once all groups have reported, ask participants to comment on the risk factors for HIV infection in this episode.Who is vulnerable and who is safe from HIV infection in this episode?

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE35HANDOUT 1 - MR MOLETE“I don’t force myself on learners. Our sexual relationships are consensual. Besides, they are 18 years old, which is oldenough, so I am not breaking any law.”• What is your response to this statement by Mr Molete?• What causes this kind of thinking in Mr Molete?• What are the possible consequences of Mr Molete’s conduct?• What does the law say about Mr Molete’s conduct?!Note for facilitators: Conclude this discussion by summarising the following information for participants:Teacher-learner relationships are illegal, regardless of the age of the learner, or if the learner consented to thesexual relationship. The teacher is regarded as the one responsible to ensure that a relationship with a learnerdoes not develop, even if the learner is the one who tries to initiate the relationship.HANDOUT 2 – TSHOLOFELO“I thought Mr Molete was a kind man as he kept doing kind things for my family, like buying shoes for my brother andlooking after my grandmother’s needs when she was sick. When he asked for sex in return, I couldn’t refuse becausehe had already done so much for my poor family.”SYLVIA“Mr Molete was just so caring, and promised to help me with my singing career as I have a good voice. He wasgiving me special voice training lessons, which he didn’t do for the other choir members, so he made me feel reallyspecial. I just didn’t count on getting pregnant.”• What is your response to these statements by Tsholofelo and Sylvia?• What causes this kind of thinking in young girls?• What are the possible consequences for Tsholofelo’s life?• Now that Sylvia is pregnant, what is her future likely to look like?• How can girls avoid getting into the same situation as Tsholofelo and Sylvia?!Note for facilitators: Focus the discussion on issues of resilience and overcoming pressure for young girls as wellas on how young girls in this situation can cope. Explore practical alternatives for Tsholofeloand Sylvia.HANDOUT 3 – THE SCHOOL PRINCIPAL“It’s not easy being a school Principal, you know. If Mr Bopape comes with his story about Mr Molete sexually abusinglearners, it’s not easy to just believe him without any evidence. There really was nothing that I could do at that stagebecause Mr Bopape could not provide any evidence on his accusation of Mr Molete.”• What is your response to this statement by the school principal?• According to the DOE school policy on reported learner-teacher relationships, what should she have done?• What are the consequences of this kind of thinking by the school principal, especially if the learners do not reportthe abuse?!Note for facilitators: In this discussion, emphasise the fact that any reported teacher/learner relationships mustbe investigated by the principal or any authority figure that was informed. There are legalprocedures that school authorities are required by law to follow.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE36Introspection1. Hand each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think about what they would do if they were faced with the same situation as that ofTsholofelo and Sylvia in their lives. If they have already faced a similar situation, participants can think back towhat they did and if they would do the same thing again. Ask participants to write this down;3. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about teacher/learner relationships, teenagepregnancy, and child sexual abuse and its short and long-term effects;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESPanday, S., Makiwane, M., Ranchod, C., & Letsoalo, T. (2009). Teenage pregnancy in South Africa- With a specific focus on school-going learners. Child, Youth, Family and Social Development, Human SciencesResearch Council. Pretoria: Department of Basic Education.Watson, P., Eduscript, R. & Grey, J. (2010). Speak out: Youth report sexual abuse-A handbook for learners on how toprevent sexual abuse in public schools. Pretoria: Department of Basic Education.American Psychological Association (2011). What are the effects of child sexual abuse? [Online] Available at: http://www.apa.org/pubs/info/brochures/sex-abuse.aspxDepartment of Education: The SA DoE upholds the Children’s Act of 2005. For more information, visit: http://www.education.gov.za/LinkClick.aspx?fileticket=XMF%2fuqNr52U%3d&tabid=271&mid=1140South African Council of Educators (SACE): can be contacted to report sexual abuse in schools. The person whoreports can remain anonymous if they don’t wish to reveal their identity. For more information visit: http://www.sace.org.zaTel: 012-6639517 / 012-6799728, Fax: 012-6633331,E-mail: info@sace.org.zaPost to: Private Bag x127, Centurion, 0046.

EPISODE 7A Girl Called Hope

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE39Synopsis of the episodeSetting: Daveyton and BenoniLanguages: Setswana, Sesotho, EnglishCharacters: Tsholofelo, Charlie, Granny, Nico DonadisUnable to trust men following abuse at the hands of her teacher and with her granny seriously ill, Tsholofelo takes ajob at a restaurant to support her orphaned siblings. There she meets Charlie, a young chef, who takes her underhis wing. But then her granny dies, and Tsholofelo is forced to take a loan from Nico, the restaurant owner, to pay herbrothers’ school fees. One night Charlie tries to kiss her, and she accuses him of being like all men. When Tsholofelocannot repay the loan, Nico makes a pass at her, and Charlie thinks she has accepted his advances. Tsholofelo is indire straits, but will she allow this situation to defeat her spirit and make her vulnerable to further sexual abuse, or willshe learn to trust and believe in herself?Key learning areas included in this episodeResilience and asking for help; support for orphaned and vulnerable children.Essential information on the issues dealt with in the episodeResilienceResilience is defined as a set of qualities that helps a person to withstand many of the negative effects of adversity.These qualities make them stronger and better able to cope with difficult circumstances.Resilience is a mixture of nature (personality) and nurture (upbringing), and is made up of the followingcomponents:• Good self-esteem, derived from personal accomplishments and from being accepted by others;• Optimism and believing that one’s own efforts can make a difference;• Initiative, and the ability and willingness to take action;• A belief in a broader value system (faith or morality), and the conviction that life has meaning;• Trust, and happy experiences or belief in the ability to rely on another person or people;• Secure attachments and emotional bonds with others;• Security with regards to other issues like a place to live, and the meeting of basic needs;• A meaningful role in family and community, and responsibilities which are not excessive;• A sense of identity, knowing and understanding who you are, where you belong and to whom you are important;• Insight into your own difficulties and their causes, and the ability to make a realistic assessment of both the benefitsand the negative effects of these difficulties;• Humour, which allows you to distance yourself from, and therefore reduce, emotional pain.Asking for helpAsking for help is not always easy. There are government agencies and NGOs that can help in different ways, butthere are often many bureaucratic steps to follow before you can get this help. Asking others for help may put you incompromising positions, and it is important to learn who it is safe to trust and who you can turn to when in need.Support for orphans and vulnerable childrenChildren who have lost one or both parents are known as orphans or vulnerable children. Many of these childrenbecome the head of their household, and have to ensure that they and the rest of their siblings have adequatefood, shelter, and access to education and healthcare. These children also need psycho-social support in dealingwith grief and emotional difficulties. There are many organisations in South Africa that assist children in this regard.Government assistance can also be accessed through a Child Support Grant, Foster Care Grant or Social Reliefof Distress Grant. There are a number of processes that you need to go through to access these grants, which areadministered by the South African Social Security Agency (SASSA) through the Department ofSocial Development.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE40Intentions for this interactionFor participants to explore:• The kinds of difficult circumstances that challenge young people today;• How to develop resilience in the face of these difficulties;• Accessing help for orphans and vulnerable children.Tools for the interaction• Intersexions Episode 7 DVD• TV set and DVD player or laptop and data projector• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 13 minutes and 12 seconds(13:12) into the DVD. This is the point where Tsholofelo discovers that her granny has died.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic situation that young people face;2. Ask participants what difficulties Tsholofelo faces with the social workers in this episode, and how these canbe overcome.Interactive activity - A SWOT analysis1. Explain to the participants that you are going to facilitate an activity that they will do in groups, and divide theminto four groups;2. The activity is a personal SWOT analysis, which is a way of looking at a particular situation. Explain that a SWOTanalysis involves looking at Strengths, Weaknesses, Opportunities and Threats;3. Give out paper and pens to the participants;4. Ask each group to divide the page into four sections, by drawing a vertical line down the centre of the page, andthen a horizontal line across the middle of the page. They should label each section as follows: Strengths (top left),Weaknesses (top right), Opportunities (bottom left) and Threats (bottom right).5. Ask participants to write down what they think Tsholofelo’s personal (inner) strengths and abilities are, in thesection marked Strengths. Allow 5 minutes for this;6. Ask participants to write down what they think Tsholofelo’s weaknesses are, the things that they think she cannotdo, in the section marked Weaknesses. Allow 5 minutes for this;7. Ask participants to write down what opportunities that they think might be open to Tsholofelo in the section markedOpportunities. These could be resources, offers of help, support etc; anything that they think could help her indifficult times. Allow 5 minutes for this;

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE418. Ask participants to write down what challenges they think Tsholofelo might face in the section marked Threats.These could be all of the things that might steer threaten her future. Allow 5 minutes for this;9. Ask each of the groups to feedback from just one area of the SWOT analysis. Allow some time for discussion onwhat they have raised;10. Ask the participants if they think that there are ways to turn Tsholofelo’s weaknesses into strengths, and thethreats that they have noted into opportunities;11. Ask the participants how they would help Tsholofelo to be resilient and to overcome the challenges that she faces.12. Ask the participants if they know of any young people who might need help in their own lives, if they know where;help can be found for these young people, and if they can be of assistance in matching these young people withrelevant government departments, social organisations, faith-based organisations, friends, neighbours etc.Introspection – My own resilience1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own lives, and to consider what challenges they themselves might haveto face;3. Ask the participants to think about their own inner resources and the external support that can help them in difficulttimes. They should complete the following sentence (for themselves): I am ... I have ... and I can ...4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about developing resistance, asking for help,and accessing support for orphans and vulnerable children;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESMaclean, K. (2004). Resilience: What it is and how children and young people can be helped to develop it. [Online]Available at: http://www.cyc-net.org/cyc-online/cycol-0304-resilience.htmlParalegal Advice (2011). Social Grants for Children. [Online] Available at: http://www.paralegaladvice.org.za/docs/chap07/03.htmlSouth African Social Security Agency (SASSA): Is the government agency mandated to ensure the provision ofcomprehensive social security services. All of the information and necessary forms to apply for social grants areavailable from SASSA offices in your area, or on the SASSA website. For more information visit: http://www.sassa.gov.zaSocial grant hotline: 0800 60 10 11

EPISODE 8One Night Stand

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE43Synopsis of the episodeSetting: PretoriaLanguages: English and AfrikaansCharacters: Charlie, AmyHurting from his encounter with Tsholofelo, Charlie goes to Pretoria and goes out drinking with some friends. He getsdrunk and ends up in bed with Amy, a young woman on the rebound from a messy break-up. But the next morningthey can’t recall exactly what had happened, and they panic about whether or not they used a condom. Piecingtogether the previous evening’s events, they remember making one bad decision after another, but also that they hadbought condoms. The problem is, they cannot find any sign of them. Charlie and Amy face a situation where theirdrinking to forget impaired their judgment – and may have given them a bigger hangover than they couldever anticipate.Key learning areas included in episodeAlcohol and its effects on sexual decision-making; alcohol consumption and sexual responsibility.Essential information on the issues dealt with in this episodeAlcohol use, sexual risk behaviour and HIV vulnerabilitySouth Africa has a massive burden of HIV, and alcohol abuse is a serious factor that poses a threat to halting thespread of HIV. There is evidence that alcohol consumption influences decisions around sex, and undermines theskills for condom negotiation and correct use. Therefore, people who engage in sex after taking alcohol have atwofold higher risk for HIV infection than those who do not take alcohol. Sexual violence incidents also coincide withheavy alcohol consumption among perpetrators and victims.Alcohol use has also been linked to early sexual experiences in many countries, including South Africa. Alcohol useand sexual risk behaviours are particularly prevalent in nightclubs, bars, taverns, and brothels. Furthermore alcohol iscommonly used as a dis-inhibitor, a sex facilitator, a symbol of masculinity, and a means of relaxation, socialising andrecreation.While consumers of alcohol are mainly males, there is increasing use of alcohol by females, which increasesinvolvement in risky sexual encounters and sexual victimisation, exposing them to unwanted pregnancies and STIs,including HIV.What does alcohol actually do to you?Alcohol is a depressant. This means that it temporarily slows down a person’s central nervous system (the brain andthe spinal cord), which controls bodily functions, blocking out some of the messages trying to get through to thebrain. A person’s reactions slow down and they may feel more relaxed and less anxious. As they keep on drinking,they eventually become intoxicated. At this point people often get blurred vision, slur their speech and becomeuncoordinated. Sometimes people become friendly, happy and carefree when they’re drunk, at other times they maybecome aggressive, angry or depressed, depending on their personality, and what situation they’re in. It’s generallyharder to make sensible judgments when a person has been drinking – which is why alcohol is famous for makingpeople say or do things that they later regret, like having unprotected sex! Responsible alcohol consumption meansknowing a person’s limits and sticking to them, and also having a plan beforehand of how to handle peer pressure toeither go beyond their limits or consume alcohol when they don’t want to.Intentions for this interactionFor participants to explore:• The problems caused by mixing alcohol and sex;• Male and female perceptions on casual sex.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE44Tools for the interaction• Intersexions Episode 8 DVD• TV set and DVD player or laptop and data projector• Condoms for the interactive activity• Two blindfolds for the interactive activity• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 12 minutes and 09 seconds (12:09)into the DVD. This is the point where Charlie is trying to piece together the events of the previous nightwith Amy and he says “And I’m not that guy.”Reflection on the episode1. Ask participants to say what they think this episode is about and if this is what happens in real life;2. Ask participants how this episode relates to the issue of sex and alcohol abuse.Interactive activity – Blind condom game1. Ask three volunteers to come to the front;2. Give each one of them a condom and a dildo (or whatever else you can use if there is no dildo);3. Blindfold participant A, cover one eye of participant B, and let participant C remain without a blindfold;4. Ask all three participants to follow the steps of putting on a condom, starting from reading the expiry date, toremoving the condom after sex, and to disposing of it correctly;5. Time all three participants and ask the rest of the participants to observe and note down anything that they findinteresting in this exercise. Give 5 minutes for this exercise;6. At the end of 5 minutes, ask all three participants to stop;7. Ask each of the participants how the exercise was for them. Engage in some discussion on this. Ask them tocomment on how this exercise is related to alcohol consumption and unsafe sex;8. Ask the rest of the participants to say what their observations were during this exercise;9. Divide the participants into two groups, one male and one female (or if you have a single-sex group, divide theminto two equal groups). Explain that each group will look at the issue of alcohol abuse and how it affects men orwomen. One group will look at alcohol and men, and one group will look at alcohol and women;10. Ask each group to consider what some of the consequences of getting very drunk are for men, and what some ofthe consequences are for women;11. After 10 minutes, ask the groups to report back and discuss their findings;12. Summarise the discussion by highlighting some of the dangers of getting out-of-control drunk.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE45Introspection – This is where I draw the line1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own life and to work out instances which can make them vulnerable todrinking alcohol beyond their personal limits or instances where peer pressure can force them to do other thingsthat they do not normally do;3. Ask participants to then work out a personal plan for ensuring that they are not put in a position where they canend up having unprotected sex as a result of alcohol consumption;4. Ask participants to work out their own personal limits in relation to casual sex relationships, and a personal plan forensuring that they protect themselves from risk in these situations;5. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about alcohol and its effects on condom use;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAIDStar-One (2011). Behavioral Interventions: Prevention of Alcohol-related HIV Risk Behavior. [Online] Available at:http://www.aidstar-one.com/focus_areas/prevention/pkb/emerging_areas/prevention_alcohol_related_hiv_risk_behaviorMedical Research Council (2008). Fact sheet - Alcohol Use in South Africa. [Online] Available at: http://www.sahealthinfo.org/admodule/alcohol.htmBrothers for Life (2010). In the Game of Life, Always Play it Safe. [Online] Available at: http://www.brothersforlife.org/downloadsFiles/004284_Hiv_Prevention_Lou.pdfAlcoholics Anonymous SA: AA is a worldwide fellowship for alcoholics supporting those choosing to be sober. Theonly requirement for membership is a desire to stop drinking. For more information visit: http://www.aanonymous.org.za/AA Helpline: 0861 43 57 22Al-Anon: Al Anon is an organisation for families and friends of problem drinkers, with a special section (Alateen) forchildren of alchoholics, as well as for adult children of alcoholics. For more information visit: http://www.alanon.org.za/

EPISODE 9Best Friends

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE47Synopsis of the episodeSetting: MidrandLanguages: English and isiZuluCharacters: Amy, Jabu, SarahAmy has been squatting with Sarah and Jabu, her best friends from University. The couple has recently bought thehouse. Sarah is very bossy and almost plays the role of mother to Jabu, a struggling musician, and to the joblessAmy. Sarah is very encouraging and supportive of aimless Amy. When Sarah leaves on a business trip, Jabu andAmy land up in bed. They both panic and despite feeling guilty for betraying Sarah, land up having sex a secondtime. When Sarah returns, the tension in the house is tangible. To assuage his guilt, Jabu then proposes to Sarah.When Amy tells Sarah she cannot be her bridesmaid, the secret comes out. The friendship destroyed, Sarah kicksthem both out.Key learning areas included in this episodeInfidelity in relationships, recreational drugs and their effect on sexual decision-making.Essential information on the issues dealt with in the episodeRecreational drugs and their effects on sexual decision-making and HIVDrug abuse is a common problem in many countries. Using drugs before sexual activity increases chances that theperson may not follow safer sex guidelines, which increases the risk of infection with HIV and other STIs. Recreationaldrugs such as tik, marijuana and whoonga are particularly more commonly used by young people in South Africa.Mostly young people will get into drug use through peer pressure in social settings, and end up getting addicted.While recreational drugs have been known for other harmful physical and psychological effects on the person takingthem, we also need to recognise that they play a big role in fuelling the spread of HIV.Taking recreational drugs can increase the chances that you will practice unsafe sex, providing opportunities forHIV infection. Injecting drug users can also spread the virus through the sharing of needles. Also, for people on ARVtreatment, there can be some serious interactions between these illegal drugs and ARVs. These interactions can leadto under- or overdoses of ARVs or recreational drugs. Some of these may be fatal.There is very little research on drug use and HIV disease progression. However, it’s clear that if a person uses drugs,they may not be taking care of their physical health. This can lead to a weakened immune system, which, in turn, canmake it easier for a person to feel the side effects of ARVs, or to get opportunistic infections.Infidelity in relationshipsSee additional notes from Interaction 2.Intentions for the interactionFor participants to explore:• How recreational drugs can break down inhibitions and lead to risky sexual behaviour;• The issue of friendship, infidelity and taking responsibility for your own actions in relationships.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE48Tools for the interaction• Intersexions Episode 9 DVD• TV set and DVD player or laptop and data projector• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 13 minutes (13:00) into the DVD.This is the point where Jabu asks Amy to promise not to tell Sarah that they had sex.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this happens in real life;2. Ask participants what they think the effects of taking recreational drugs might have on the health, and relationshipsof the characters in the episode.Interactive activity – Rewrite the story1. Divide participants into two groups;2. Ask participants in their groups to talk about how they would change the story-line in this episode, to a moredesirable ending;3. Group A must focus on the issue of recreational drugs in changing their story-line. Group B must focus on theissue of infidelity and taking responsibility for your own actions in changing their story-line;4. Ask participants in their groups to then rewrite the story of Jabu, Amy and Sarah to get to their desirable ending.They need to decide first at which point they think the story should start to change. Give about 5 minutes forthis exercise;5. Once groups have finished, ask groups to choose people in their group who will act out the changed script, andthen give each group a chance to do their role-play;6. Engage in discussion after each role-play, and ask why they have made the choices they made, how realistic theirchanged script is, and what barriers there are in real life that could make the change difficult;7. In leading your discussion you may probe the following issues with your participants:• How are recreational drugs related to risky sexual behaviour?• What other effects do recreational drugs have on the health and well-being of a person?• Should people tolerate infidelity in their relationships?• Can couples overcome infidelity and get their relationship back to normal again?

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE49Introspection – What’s my story?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think of their own life and to write down the following for themselves:• What is my own personal risk factor in relation to recreational drugs?• Do I need to make some changes, and what are those changes?• What is my personal view on infidelity within my own relationship?• How would I deal with infidelity in my own personal relationship?3. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about recreational drugs and their effect onsound judgement, especially in relation to sexual health and protection from infection with HIV;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAIDS Info Net (2011). Recreational Drugs and HIV. [Online] Available at: http://www.aidsinfonet.org/fact_sheets/view/494Narcotics Anonymous SA: NA is a non-profit organisation for recovering drug addicts who meet regularly to helpeach other stay clean. For more information visit:http://www.na.org.zaHelpline: 0881 30 03 27SA National Council on Alcoholism and Drug Dependence: SANCA provides specialised and affordableprevention and treatment services for alcohol and other drug dependence. SANCA has a number of clinics basedthroughout the country.Head office: 011- 482 7187

EPISODE 10The Other Woman

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE51Synopsis of the episodeSetting: Laudium and MidrandLanguages: EnglishCharacters: Sarah, Shaan, Jaymati, AahnaSarah is working in a family business and having an affair with Shaan, who is married to the boss’s daughter, Jaymati.She started this relationship whilst she was in a relationship with Jabu, her long-time live-in boyfriend whom shesubsequently broke up with due to his affair with her best friend Amy. She is struggling to make ends meet, includingpaying the bond on the house that she and Jabu had bought together. Shaan, for his part, feels hemmed in by familyat work and at home. When Sarah loses out on a promotion to her rival Aahna, she tells Shaan to reverse the decisionand threatens that she will tell Jaymati about the affair. But Jaymati and Aahna find out about this on their own.Jaymati, with Shaan in tow, confronts Sarah at her home and demands that Shaan fire her. Whatever Shaan does, hehas yet to realise how much damage he has already caused to his own life.Key learning areas included in this episodeSex in the workplace, and the consequences of this.Essential information on the issues dealt with in the episodePower in the workplace and sexual harassmentThe nature of most work environments mean that those who are superior, more senior, or in higher positions in thecompany hold power over those who are new to the company, younger, or in more lowly positions. This power canoften be abused, as those with power make demands on those without. Sometimes these demands may be sexual,and this constitutes sexual harassment. Sexual harassment is any unwanted attention of a sexual nature that takesplace in the workplace. This is any kind of sexual behaviour that makes you feel uncomfortable, including: touching,unwelcome sexual jokes, unwanted questions about your sex life, whistling, rude gestures, requests for sex or staringat your body in an offensive way.The Labour Relations Act deals with sexual harassment in the workplace and has a Code of Good Practice on SexualHarassment that sets out the best ways to deal with complaints about sexual harassment.Consensual sex amongst colleaguesNot all workplace sexual behaviour is unwanted. Both men and women may use sex to get ahead in the workplace.Some of the consequences of this include gossip and rumours that can undermine your skills and abilities, andthe danger of people assuming that all of your achievements are based solely on using sex. Because of thegender power-relations in South African society, it is most often women who are stigmatised and labelled wheninformation about these relationships comes out. Sexual relationships between co-workers also often impact on theircolleagues, as the tension and dynamics between the couple spill over to others. Many companies discourage theserelationships because of these consequences.Intentions for this interactionFor participants to explore:• How the corporate ladder and promotions or demotions play out in our places of work;• The power relationships that dominate the workplace;• How sex with colleagues can change and complicate working relationships.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE52Tools for the interaction• Intersexions Episode 10 DVD• TV set and DVD player or laptop and data projector• Flip-chart paper and pens• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 10 minutes and 4 seconds (10:04)into the DVD. This is the point where Sarah discovers that she has not got the promotion she hoped for.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of work-place affairs;2. Ask the participants what they think the consequences of this work-place affair might be for the characters inthe Episode.Interactive activity - Corporate affairs1. Divide the participants into 4 groups and give each group a large piece of flipchart paper and some pens.Allocate a character-role to each group as follows: The boss; the male employee; the female employee; the restof the team;2. Ask each of the groups to consider a secret workplace affair between two colleagues (in this instance, a maleemployee and a female employee). They should consider the impact that the affair will have on themselves(as their character) under a range of different circumstances, including the following:• the consequences for themselves if the affair continues in secret;• the consequences for themselves if the affair becomes public at work;• the consequences for themselves if the affair becomes public outside of the work place.3. Ask the groups to list all of the possible consequences that this affair might have for them as that character. Allow15 minutes for this.;4. Ask the groups to feedback their ideas to the rest of the groups and put their flipcharts up on the wall. Allow forsome discussion about the impact of work-place affairs on the entire work environment;5. If the issue of sexual harassment has not yet been raised in discussion, ask the participants to attempt to definewhat sexual harassment means;6. Ask participants to call out what behaviours they think constitute sexual harassment, and what behaviours do not.List these on a flipchart;7. Discuss the consequences of behaving in a way that could constitute sexual harassment in the workplace, andhow to avoid this behaviour.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE53Introspection – My own workplace behaviour1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own working lives, and to consider how they relate to other people in theirworkplace. Ask them to list any behaviours that might impact on others in their workplace in a negative way, andhow they can change these behaviours;3. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about sex in the workplace;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESMy Wage (2011). Sexual Harassment Laws in South Africa. [Online] Available at:http://www.mywage.co.za/main/women-and-work/sexual-harassment-1The Commission for Conciliation, Mediation and Arbitration (CCMA): CCMA is a dispute resolution bodyestablished in terms of the Labour Relations Act, 66 of 1995 (LRA). It is an independent body, does not belong to andis not controlled by any political party, trade union or business. The CCMA can assist with disputes related to sexualharassment in the workplace. For more information visit: http://www.ccma.org.zaCCMA Call Centre: 0861 16 16 16

EPISODE 11Time Out

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE55Synopsis of the episodeSetting: Laudium and JohannesburgLanguages: EnglishCharacters: Shaan, Jake, Jaymati, RuthJaymati and Shaan’s marriage is strained, following Shaan’s affair with Sarah. Jaymati wants to start a family – butShaan feels stifled. After a fight, Shaan goes to Johannesburg to let off steam and crosses paths with Jake, acharming financial analyst who is bisexual. They go partying and, end up in bed together. The next morning a veryupset Shaan cannot understand his attraction to Jake, who for his part is a commitment-phobe and wants Shaanto leave. The following evening a drunken Shaan returns to Jake, who counsels him wisely about his sexuality andpersonal freedom. Shaan, armed with a fresh perspective, must now make some difficult decisions about his lifeand marriage.Key learning areas included in this episodeSex, sexual identity, and self-knowledge.Additional information on the issues dealt with in the episodeWhy people have sexThere are many different reasons why people have sex, depending on their circumstances and situations. Sex isseldom about reproduction. Rather it is about intimacy, getting emotionally close to somebody and cementing thiscloseness with a physical act, or it can be about proving love, or proving many other things, or financial/material gain.It can be out of frustration, or it can be just for fun.There are three factors which influence our decision-making about sex:• Physical (biological) factors (for example: puberty, physical disability, present physical state, hormones);• Psychological factors (for example: self-esteem, stress, feelings of love);• Social factors (for example: how we are brought up, what people say, what is socially accepted).The reasons that we have sex may change every time we have it, and it is important to always ask ourselves if we arehappy with the reason why we are having sex, and if the sex that we have is safer sex.Self-knowledge and sexual identitySexual identity refers to the way that we see our own sexuality as individuals. People often classify themselves ashomosexual, heterosexual or bisexual.Homosexual: People who have sex with people of the same sex as themselves (men with men, and women withwomen). Lesbian and gay people are homosexuals;Bisexual: People who have sex with both men and women;Heterosexual: People who have sex with members of the opposite sex;Asexual: People who do not have sexual feelings or the desire to have sex.It is important to note that sexual activities (behaviour) and sexual identity (feelings and personal identification) arenot always clear cut. People who identify themselves as heterosexual may also have sex with people of the same sex.This does not mean that they are homosexual, and the same applies to homosexual people who have sex with peopleof the opposite sex. Sexuality is also not static, and there may be different periods of our life where we are moreattracted to people of the opposite sex, or people of the same sex.The important point is not who you have sex with, but how you have sex, which may put you at risk of infection withHIV. Whoever you have sex with, it is important to practise safer sex, such as using condoms.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE56Intentions for this interactionFor participants to explore:• Why people have sex;• Notions of sex and sexual identity;• Safer sex options;• Self-knowledge and self-respect.Tools for the interaction• Intersexions Episode 11 DVD• TV set and DVD player or laptop and data projector• Flip-chart paper and pens• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 16 minutes and 26 seconds (16:26)into the DVD. This is the point where Shaan asks Jake if they can leave the club.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of why people havesex with others;2. Ask participants what impact they think that Shaan’s opinion of himself has on his relationships with other people(Jaymati, his wife, Jake, and Sarah from Episode 10).

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE57Interactive activity – The sex identity and activity divideDivide the participants into two groups.1. Ask each group to talk about the reasons why people have sex. Allow five minutes for this discussion and aquick report-back to the other group. Try to categorise these according to the physical, psychological or socialcategories that are mentioned in the notes. Allow 10 minutes for this initial discussion, and then ask the groups toreport back;2. All together as one group, ask the participants to brainstorm and list all of the activities that they know (includingkissing, touching, different types of penetrative sex, etc). They should be as specific as possible about thephysical activity. Write these on a flipchart. Allow 10 minutes for this list to grow;3. Once the list is complete, ask the participants to look at each activity, and to consider whether it is a risky activity(in terms of transmitting HIV or other STIs). Ask participants to consider how to make each of these activities safer.Allow 5 minutes for this discussion;4. Ask the participants if they can determine WHY people practice these different activities. Is it for physical,psychological or social reasons? Allow 5 minutes for this discussion;5. Now ask the participants to “classify” these activities, by saying if they are practiced by homosexuals,heterosexuals or bisexuals. Allow 5 minutes for this discussion;6. Discuss the difference between sexual identity (who we are, what we feel, how we look at ourselves) and sexualactivities (how we express our sexuality in actions with ourselves and others). Note that people try out differentsexual activities regardless of their sexual identity. Sometimes people experiment because they want to workout what suits them best. End with the comment that people’s reasons for having sex and for practicing differentsexual behaviours are always different;7. Highlight the fact that it is not who you have sex with that puts you at risk of contracting HIV, but how you have sex.Introspection – Do I know why I have sex?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own present, past or potential future relationships; and the primary reasonthat they have sex;3. Ask the participants to consider if they are satisfied with the reasons that they choose to have sex, and to considerif they are always in a position to ensure that they practice safer sex.Input from the facilitator1. Conclude this interaction by summarising the essential information about why people have sex and how sexualidentity is understood;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAvert (2011). Am I Gay? Are You Born Gay? Can You Stop Being Gay? [Online] Available at:http://www.avert.org/being-gay.htmYour Sex Health (2011). Sexual Identity. [Online] Available at: http://www.yoursexhealth.orgOUT: OUT is an NGO dedicated to the building of healthy empowered lesbian, gay, bisexual and transgendercommunities in South Africa and internationally. OUT aims to reduce heterosexism and homophobia in society. Formore information visit: http://www.out.org.zaPretoria office: 012-430 3272

EPISODE 12Party Animals

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE59Synopsis of the episodeSetting:JohannesburgLanguages:IsiZulu and EnglishLead Characters: Jake, Mac, RuthJake, the commitment-phobe, hooks up with his old friend and casual lover Ruth (whom viewers know from Episode 3).Ruth wants more, but Jake’s not interested in long-term relationships. Then he meets Mac, another commitmentphobe– and, breaking their own rules, they fall in love. But Mac dumps Jake, claiming he prefers one-night stands.Jake then relentlessly pursues Mac, breaking all of his rules, while keeping Ruth as a ‘friend with benefits’. Mac seesthem together and, overcome with jealousy, storms off. Ruth tells Jake to follow his heart, and he returns to Mac’shome to patch things up. Meanwhile, drinking alone, Ruth has a blast from the past...Key learning areas included in this episodeNegotiating risk and safe sex; commitment phobia.Additional information on the issues dealt with in the episodeCommitment phobiaCommitment phobia is defined as the irrational fear of being in a long-term relationship. Although it is much moreprevalent in men than in women, both men and women suffer from commitment phobia. The reasons for commitmentphobia are also different for both men and women, with some being more complex than others. The most commonones are the following:Men:• Not wanting to lose their freedom, and having to negotiate their comings and goings with a partner;• Not wanting to lose their personal space, and having to share it with someone else;• Previous experiences of being ‘burned’ by other partners before through infidelity or being used for their money,status etc.;• Fear of rejection caused by childhood experiences of bad relationships.Women:• They’ve been cheated on before and they lose trust in any future partner;• They value their independence and feel that committing to a relationship will stifle their independence;• They’ve seen family and friends’ bad relationships, and they don’t want to go through the same experiencesthemselves;• Previous experiences of abuse at the hands of another partner, despite them being loyal to that relationship.The negative spin-off of commitment phobia is that women and men who are commitment phobic will have a lifestyleof moving from one relationship to the next, sometimes being involved in multiple and concurrent relationships, thusexposing themselves to the risk of infection with STIs, including HIV.Intentions for this interactionFor participants to explore:• The concept of commitment phobia and its effects on relationships;• The responsibility for safer sex in relationships.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE60Tools for the interaction• Intersexions Episode 12 DVD• TV set and DVD player or laptop and data projector• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 14 minutes and 40 seconds (14:40)into the DVD. This is at the end of the scene where Jake and Mac are in bed for the second time.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is something that we see in real life;2. Ask the participants what they think about the choice between commitment and ‘playing the field’, as Ruth saysabout Jake in this episode.Interactive activity – Before you commit1. Divide participants into 2 groups;2. Tell group A that they are a group of friends living together in one house and have been asked to adopt a pet;3. Tell group B that they are a group of friends living together in one house and they have been asked to adopt andlook after an abandoned baby of 5 months for 12 months;4. Ask both groups to think of questions that they would like to ask before making a final decision about this request.• What questions would they like answered about the pet/baby?• What questions do they need to ask of themselves?• What risks do they envisage should they say yes or no?• What benefits do they envisage should they say yes or no?5. Give both groups about 10 minutes to do this exercise and then ask them to report back;6. Once both groups have finished reporting back, ask them if there are any similarities between this exercise andthe real-life experience of making a commitment in a relationship;7. Ask participants to identify factors that they think cause the fear of commitment in relationships;8. Ask participants to identify the possible advantages and disadvantages of being commitment phobic;9. Ask participants to identify the possible advantages and disadvantages of being in a long-term relationship.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE61Introspection – Am I short-term or long-term?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own present, past or potential future relationships; and to consider if theyprefer long-term relationships or short-term relationships, and why they have this preference;3. Ask each participant to consider what effect this has had/has/will have in their own life, and to see if they need tochange this relationship pattern;4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about commitment and emphasise the linkbetween multiple partnerships and the risk for HIV and other STIs;2 Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESPemo, C. (2006). What to do with a woman who has commitment phobia. [Online] Available at: www.articlecity.com/articles/men/article_157.shtmlFitzgerald, M. (2011). Why we are afraid of commitment. [Online] Available at: http//www.askmen.com

EPISODE 13Old Flame

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE63Synopsis of the episodeSetting:Cape Town and JohannesburgLanguages:English and AfrikaansCharacters:Des, Ruth, VirginiaRuth runs into Des, an old friend in the throes of a midlife crisis who projects his unhappiness onto his activist wife,Virginia. They begin an affair, based on nostalgia for their lost youth, and Des moves in with Ruth in Johannesburg.Virginia discovers the affair and decides to end the marriage. Des soon receives divorce papers – and he also findsout that Virginia was arrested back home in Cape Town and didn’t bother to call him. The unhappy Des also projectshis issues onto Ruth, and is eventually forced to accept that an affair was not really the answer to his fears andinsecurities about getting older. Des leaves Ruth, but moving past his personal problems involves a shocking twist...Key learning areas included in this episodeInfidelity; honesty in relationships.Additional information on the issues dealt with in the episodeInfidelity and honesty in relationshipsThe extramarital affairs of celebrities bring infidelity to the headlines. While marital infidelity is nothing new, the sadtruth about it is that it destroys all trust and is the ultimate betrayal in any relationship. When infidelity occurs, it canobviously cause a deep rift in the relationship, which may sometimes never be easy to repair, if at all. However, somerelationships have been salvaged after infidelity, depending on the causes of the infidelity, and on the history ofthe couple.In the context of HIV, the risk for infection is obvious when infidelity occurs, especially when safer sex practices areignored. Partners who are involved in a relationship that has infidelity and honesty issues do not only have to deal withthe emotional burden, but must also face and deal with far-reaching consequences for their sexual health as well.What can help after infidelityThe process of reconciliation starts with reopening the lines of communication and facing each other honestly andopenly. A counsellor may be able to help in getting this process started. Then both partners need to commit tounderstanding what went wrong, and making an active effort to fix the problems in the relationship. Finally, bothparties need to be able to forgive one another before moving on together. This does not mean condoning whathappened, but means that you’re willing to close that chapter and move on.When it’s time to let goNot every relationship can, or should, be salvaged. If one or both partners feel that irreparable damage has beendone, then it might be better for them to move on. Sometimes, the relationship flaw that has driven a couple apart justcannot be fixed. It is important to be honest with yourself about the relationship when deciding whether it’s time toend it.Intentions for this interactionFor participants to explore:• Infidelity in relationships;• Honesty in relationships.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE64Tools for the interaction• Intersexions Episode 13 DVD• TV set and DVD player or laptop and data projector• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 9 minutes and 44 seconds (09:44)into the DVD. This is the point where Des has revealed that he had a sexual relationship with Ruth andVirginia says ‘It looks like my struggle has just begun’.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is something that we see in real life;2. Ask participants what they think about Des’ and Virginia’s ways of addressing problems in their relationship.Interactive activity – Alternative endings1. Ask participants to look at Virginia and Des’s relationship and to say what the root cause of their problems is.Engage in a short discussion about this;2. Divide participants into 2 groups;3. Explain to the groups that you will ask them to rewind Des and Virginia’s life to any point that they like. This may bea point even before what we see in this episode;4. Ask each group to rewrite Des and Virginia’s relationship story in such a way that the problems they findthemselves in are prevented. This rewriting of the story does not have to be in the form of a script. Participantsmust only work out what each character should have done, when and how, in order to prevent the predicamentthat they are in now;5. Give groups about 10 minutes to do this exercise;6. Once groups are finished, ask them to select one point in the story and to prepare a role-play which shows thechange that they discussed, and how that change affects the sequence of events after that;7. Ensure that you guide this discussion to ensure that:• Issues of behaviour patterns that may lead to infidelity in relationships are highlighted;• Issues of ways that couples can deal with balancing work and personal life are highlighted;• Stereotypes of male/female roles within relationships are challenged.8. Conclude the discussion by saying that we all have choices in our relationships which we make, and which affectthe outcome of the quality of the relationship, and the lifespan of that relationship. Infidelity within a relationshipshould never be blamed on the other partner, but it is important to note that each partner in a relationship isresponsible for the general health and well-being of that relationship, and that couples can find alternative ways ofbehaving and relating to each other that can bring them closer together in their relationships.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE65Introspection – Taking responsibility for my own relationships1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own relationships and see if they have any established patterns ofbehaviour or thinking which can lead to a rift within their relationship that may cause infidelity to occur. If this doesnot apply to them currently, ask participants to think of instances in their past relationships, or to think of theircurrent behavioural patterns that could affect their future relationships;3. Ask participants to think of ways that they can change their own behaviour in order to ensure that they prevent theoccurrence of problems such as Des and Virginia’s;4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about and honesty and infidelity in maritalrelationships;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESMcIntosh, E. (2011). Intersexions Facebook page. [Online] Available at:www.facebook.comFamily and Marriage Society of South Africa (FAMSA): FAMSA aims to support individuals, families, organisations,communities and society to build, restore and sustain functional relationships. FAMSA has branches in all provinces.For more information visit: http://www.famsa.org.zaNational office: 011- 975 7106/7

EPISODE 14Home is where the heart is

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE67Synopsis of the episodeSetting: Cape Town and DelftLanguages: English, Afrikaans, isiXhosaCharacters: Virginia, Tawanda, DesAround the time that Des leaves his activist wife Virginia for his lover Ruth, Virginia meets Zimbabwean journalistTawanda, who is compiling an article about the housing crisis in which she is fighting for her community. There is aninstant attraction, and Virginia once more feels alive. She files for divorce, and refuses to have contact with Des. Thesquatters she represents lose their case, and with Tawanda’s assistance she offers shelter to the dispossessed in herhome. But as the attraction blossoms between Virginia and Tawanda, Des arrives home. Virginia must decide whetheror not she needs a man in her life.Key learning areas included in this episodeDecision-making about relationships, and values in relationships.Additional information on the issues dealt with in the episodeWhy people have relationshipsOne of our primary motivations as human beings is to expand the self and to increase our personal abilities andour effectiveness. One of the ways that we can accomplish this is through building relationships with other people.Other people offer us an opportunity for self-expansion, and when you are attracted to another person or realise thatthey are attracted to you, then this opportunity is heightened. Most relationships are about choice, where the peopleinvolved choose their partner over others, because they are attracted to them and like them more than anybody else,or for other reasons such as what benefits that person can offer (emotionally, materially, or physically). These choicesare reliant on the individual’s circumstances and their values.Values and relationshipsValues are those things that really matter to each of us; the ideas and beliefs that we care about and hold as special.Our personal values serve as a moral compass to guide our behaviour and our choices. Personal values come fromdifferent influences in our lives, as well as our past experiences; and are reflected in our goals, relationships, personalpossessions and preferences. In relationships, shared values are usually a more important factor in guaranteeing ahealthy relationship than shared interests. Knowing your values not only helps you with choices in everyday life, but italso helps you with knowing whether a particular relationship is right for you.Intentions for this interactionFor participants to explore:• Why people choose to have intimate relationships;• How people’s values impact on their relationships.Tools for the interaction• Intersexions Episode 14 DVD• TV set and DVD player or laptop and data projector• Pieces of flip-chart paper or other paper stuck on the wallswith the letters A, B, C and D written individually on each piece• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutes

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE68Introduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: For better understanding of the issues, the entire episode should be watched, and should notbe shortened.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of how people makedecisions about relationships;2. Ask participants what they think about Virginia’s decision-making regarding her relationships, and where they thinkthat Virginia’s values about relationships come from.Interactive activity – Relationship values and judgements1. Explain to the participants that you will be exploring their values about relationships in this activity. Emphasisethat values are never ‘right’ or ‘wrong’, but they are based on personal beliefs and opinions, and that everybody isentitled to hold their own opinion;2. Place the four marked pieces of paper in each corner of the room, and then ask people to stand up and come tothe centre of the room. Explain that you are going to call out statements and options, that are marked A, B, C, andD. The participants should move to the corner of the room marked with the letter of the sentence that theyagree with;3. Read the first statement: “Virginia is tired, lonely, and unhappy about Des’s affair with his old girlfriend Ruth.When she and Tawanda go to the beach together, they kiss”.Opinion A: That is ok, as long as they do not have sex together;Opinion B: That is not ok, and Virginia should break off her friendship with Tawanda;Opinion C: That is ok, and it is fine for this new relationship to go further;Opinion D: None of the above, you have another opinion about this.4. Repeat the opinions, and then ask the participants to move to the corner with the option that they most agree with;5. Allow participants to share their opinions with others in their corner;6. Find out from each group if everyone has spoken, and allow one person from each corner to reflect what thedifferent opinions of the group were;7. Ask if anybody would like to change and move to another corner after listening to the views of others;8. If there is sufficient time, you can ask all the participants to come back to the centre again for another statement;9. Read the second statement: “When Virginia hears from Des that he is HIV positive, what should she do?”Opinion A: Take pity on him and let him come back home;Opinion B: Carry on with the divorce and never see him again;Opinion C: Get tested herself and then decide;Opinion D: None of the above, you have another opinion about this.10. Repeat the opinions, and then ask the participants to move to the corner with the option that they most agree with;11. Repeat the process of the small groups discussing their opinions, and then giving feedback;12. Conclude the discussion by saying that we all have different opinions and values about what we or other peopleshould do in relationships, which are based on our past experiences and other influences in our lives.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE69Introspection – How do I make decisions about my relationships?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to consider where these values come from, and if they can identify what influences andexperiences in their lives have led them to hold these values;3 Ask participants to assess whether they think that their partner/s hold the same values about relationships. If thesevalues are different, what impact does that have on the relationship?4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about values and relationships;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAron, A. (2011) Why Do We Fall in Love? [Online] Available at:http://health.howstuffworks.com/relationships/love/why-do-we-fall-in-love.htmMcGraw, P. (2011) Personal relationship values. [Online] Available at: http://www.drphil.com/articles/article/81Paries, R. (2012). The Eight Stages of Relationships. [Online] Available at: http://www.getrelationshipsright.com/theeight-stages-of-relationships

EPISODE 15Father and Son

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE71Synopsis of the episodeSetting: Johannesburg and WitbankLanguages: English, isiZulu and SesothoCharacters: Tawanda, Masabata, Adaobi, TundeTawanda, the journalist, returns to Johannesburg, and his wife Adaobi and rebellious young son Tunde. Adaobi, tiredof her son’s behaviour and her husband’s continual absence, leaves for a few days, and suggests Tawanda gets toknow his son better. Then he receives another out-of-town assignment, and decides to take Tunde with him. But theircar is stolen en route and they are taken in for the night by a kind stranger, Masabata, who is unhappy at the absenceof her own son’s father, Duma. But then Duma arrives home, and jumps to conclusions...Key learning areas included in this episodeFather/son relationships; communication in relationships.Additional information on the issues dealt with in the episodeFatherhood and communicationIt is commonly agreed that every child needs their father in their life. However, it is important to recognise thatfatherhood should be seen more as a role, than just a purely biological phenomenon. Looking at fatherhood asa social role means that we can then start to see it as something that can be constructed, deconstructed andreconstructed for the benefit of those involved in that fatherhood relationship.When we observe everyday life we can see that some fathers are there physically, but fail to provide the socialbenefits that should come from fathering. Equally, we also see that some fathers, while not biological fathers, do takeon the role of fatherhood as circumstances require.Traditional notions of fatherhood, which influence how men practice the role of a father, are largely influenced bysocially, culturally and religiously prescribed notions of manhood and masculinity. The traditional view of a father isthat of a financial/material provider, and more often than not, fathers will believe that their primary role as a father is toprovide for the family, and fathers will spend more time at work than at home with their children. The concept of a fatheras a carer and communicator is uncommon, as these are roles that are traditionally viewed as being those of women.The past few decades have seen some changes in roles and perceptions of fatherhood, where we have seenfathers taking on the caring role more. However, there is still much more to be done to challenge existing notions offatherhood, and to encourage and support new ways of thinking and behaving amongst fathers. Programmes suchas The Fatherhood Project at HSRC, UKZN, and campaigns such as Brothers for Life in South Africa, are working withsome success with men and boys to question some of these notions of manhood and fatherhood, and are suggestingnew ways of defining fatherhood, where fathers recognise their role as carers for their offspring, and they modelbehaviours that will foster healthy behaviours in their children, especially their sons.Intentions for the interactionFor participants to explore:• The concept of fatherhood;• Communication between father and son.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE72Tools for the interaction• Intersexions Episode 15 DVD• TV set and DVD player or laptop and data projector• Pens and paper for the Interactive activity• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 16 minutes and 25 seconds (16:25)into the DVD. This is the point where Masabata says ‘My life is on pause. He’s like a stranger to us!” whilespeaking with Tawanda.Reflection on the episode1. Ask participants to say what they think this episode is about and if we see examples of these kinds of relationshipsin everyday life;2. Ask participants to comment about the relationship between fathers and their sons in this episode.Interactive activity – A letter to my father/son1. Divide participants into 2 groups;2. Ask group A to imagine that they are Tunde’s father in the episode. They must write a letter to Tunde, with the aimof making amends with him, while explaining why his father behaves in the way that he behaves;3. Ask group B to imagine that they are Duma’s son in the episode. They must write a letter to Duma, explaining howhis son feels about him, and noting down any questions that the boy might have for his father;4. Give both groups about 10 minutes to write their letter;5. Once groups have finished, ask them to read out loud their letters, taking turns;6. With each group’s report, ask groups to comment on the feelings that they think that the father/son has, as hewrites this letter;7. Ask participants to state what the consequences of lack of communication between fathers and their sons are;8. Ask groups to comment on how sons’ relationships with other people in their lives are affected by a poorrelationship with their fathers;9. Ask participants to state what steps should/can be taken by the father and/or the son, when their relationship istroubled by arguments or lack of communication.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE73Introspection – My father / my son1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think of their own relationships in the past, present and the future, and to think how theirown personal relationships with their fathers/sons have affected other relationships in their lives;3. Ask participants to consider if there is anything that they would like to change in their relationships as fathers/sons,and how this change would affect their own relationships;4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about fatherhood and emphasise the ‘new’ roleof fathers, which is to openly communicate with their children, and to play a more active role in shaping their sons’perceptions of healthy masculinity;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESRichter, L & Morrell, R. (2006). Baba: Men and fatherhood in South Africa. Cape Town. HSRC press.Brothers for Life (2010) Fatherhood; the greatest job on earth! – [Online] Available at: http://www.brothersforlife.org/downloads.html

EPISODE 16N4

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE75Synopsis of the episodeSetting: WitbankLanguages: English, isiZulu, isiXhosaCharacters: Duma, Zamo, NtandoTruck driver Duma is in hospital following a terrible accident, with an injured spine and amnesia. His heartbroken wifeZamo then discovers a list of odd names on his cell phone, and finds out that he has relationships with several otherwomen, and that he has not just given them all children. As Duma’s memory starts to return, Zamo brings some ofhis “highway lovers” to the hospital to jog his memory. Duma faces a terrible dilemma: if he admits to the affairs, hismarriage is over. As he begins his physical rehabilitation, he must try and win Zamo back; but there is a further shockin store for him.Key learning areas included in this episodeLong-distance relationships and infidelity; risk-taking in relationshipsAdditional information on the issues dealt with in the episodeRisky behaviours and their consequencesRisk-taking refers to the tendency to engage in behaviours that have the potential to be harmful or dangerous, whileat the same time expected to bring about some kind of beneficial outcome for the risk-taker. Risk-taking behaviourmay bring about positive feelings in-the-moment, but usually ends up resulting in serious harm. The negativeoutcomes of risk-taking behaviour are usually felt not only by the risk-taker, but by other people as well.While both men and women engage in risky sexual behaviour, research shows that risk-taking appears to be stronglyrelated to masculinity, which in turn, is associated with sexuality, violence, being ‘macho’ and rebellious. This thenmeans that males, whether young or older, are particularly vulnerable to multiple risk-taking behaviour, and this cantranslate into behaviour that threatens the health and well-being of men, their sex partners and their families. Sexualrisk-taking increases the likelihood of infection with STIs, including HIV, as it has been shown that sexual risk-takingmeans that safer sexual practices are not used.HIV infection risks in the truck-driving male populationThe working context of truck drivers is a predominantly all-male environment that encourages machismo behaviour,adventurousness, and risk-taking behaviour, sometimes resulting in a feeling of entitlement to lots of sex with manypartners. The long travelling distances mean that drivers face loneliness, which may also contribute to drivers havingmany sexual partners en-route. A survey done in KwaZulu-Natal in 2002 revealed that 37% of all male truck driversalways stopped for sex along the route, either with commercial sex workers or regular girlfriends, while 29% reportedno condom use with partners on the route or with wives or regular girlfriends. Perception of individual risk to HIVinfection was also found to be very low amongst truck drivers, with high levels of denial prevalent. The promotion ofconsistent and correct condom use among this population is important, as well as creating/facilitating interventionsthat aim to challenge the existing notions of masculinity, and how these are connected to sexual risk-taking.Intentions for this interactionFor participants to explore:• Why people take risks, when they know the possible harmful consequences of those risks.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE76Tools for the interaction• Intersexions Episode 16 DVD• TV set and DVD player or laptop and data projector• Pieces of paper with the names of Duma’s partners’written on them for the Interactive activity• Paper and pens for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 17 minutes and 22 seconds (17:22)into the DVD. This is the point where Duma’s wife, Zamo tells Duma that she is HIV positive.Reflection on the episode1. Ask participants to say what they think this episode is about and whether this happens in real life;2. Ask participants to comment about why people take risks with their lives, when they know that they shouldn’t, aswas seen in this episode.Interactive activity – Highway lovers role-play1. Divide participants into 5 groups, and Give them pieces of paper with one of the names of Duma’s sex partners inthe episode (Zamo, N1 - Masabata, N4 - married woman, N14 - woman with a baby, N3 - drunk woman). The 6thgroup will represent Duma himself;2. Ask each group to answer the following questions as if they are this character:• Tell us a little bit more about yourself;• Why are you in a relationship with Duma?For Duma – Why do you have relationships with all these women?• What are the benefits and disadvantages of your relationship with Duma?For Duma – What are the benefits and disadvantages of having so many sexual partners?• Do you see a need for a change in your life and why?3. Give groups about 10 minutes for this exercise;4. Once groups have answered these questions, ask them to select one person from their group who will play therole of the character that they have in their group;5. Ask the person selected in the first group to take a seat in the front of the room, and then ask them the questionsabove. Explain that the character must answer in role as that character. Encourage other participants to getinvolved in this discussion, and to ask questions themselves if they have any. Repeat this process for all groups;6. Note that the aim of this exercise is to highlight the fact that all the people involved in this sexual network have theirown reasons for being involved, but the important thing is to evaluate the risk factor in this sexual network and toexplore other options that are less harmful to themselves and others involved in the sexual network;

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE777. Ask participants to talk about the relationship between the separation of partners due to work, and how this mayaffect their sexual relationship;8. Ask participants to talk about what couples who are forced to be apart because of work can do to ensure thatthere is trust within their relationship.Introspection – What’s my risk?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think of their own relationships in the past, present and the future, and to think about theirown risk factors in their relationships, and what causes them;3. Ask participants to think if their own risk is due to their own behaviour or may be a result of their partner’sbehaviour;4. Ask participants to think of what they can do themselves to minimise their risk within their relationship;5. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information on male and female sexual risk-takingbehaviour and the challenges of the spread of HIV in the truck driving population;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAIDS mark (2004). HIV-AIDS intervention in Truck Driver Population in Southern Africa. [Online] Available at: http://www.aidsmark.org/ipc_en/pdf/sm/hr/mwmp/

EPISODE 17Zamo’s Choice

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE79Synopsis of the episodeSetting:Witbank, MpumalangaLanguages:isiXhosa, isiZuluCharacters:Zamo, Ntando, DumaStuck with her convalescing husband Duma, Zamo is frustrated and angry. The more Duma tries to make amendsfor his constant cheating on her, the more she punishes him for it. At the same time, the affection between Zamoand Ntando has developed into a smouldering and repressed passion, but she continues to resist his persistentadvances. Duma, seeing what is happening, is unable to stop the inevitable. Zamo faces her biggest test: does shestill love Duma, despite the pain he has caused her, or does she want to move on and pursue a relationship withNtando?Key learning areas included in this episodeRevenge and punishment in relationships; forgiveness and communication.Additional information on the issues dealt with in the episodeRevenge and punishment in relationshipsWhen people have been cheated on by a partner, many seek revenge affairs, feeling that this will make them feelbetter and will also teach their partner a lesson. This is because the other person’s actions have made them feelpowerless, and having a revenge affair makes them feel in control again. Doing nothing in a situation like this canmake you feel worse. However, experts agree that the best course of action is acknowledging your feelings aboutthe affair, talking about how angry and hurt you feel, and if possible, telling the person who has made you feel thisway. Then you need to find a way to try to understand the circumstances that led to the affair, to resolve these issues,and to move on, with or without your partner. Revenge affairs are a short-term, feel-good solution that may havedisastrous consequences.When making decisions about whether or not to have sex, you should consider your motivations for doing this (seethe notes in interaction 11). Having sex with somebody else when you are feeling hurt or angry with your partner canmake you feel guilty and foolish, and lead you to regret your own decisions later. The other person may also be hurtin the process.Forgiveness and communicationThe process of forgiveness is essential to the restoration of damaged relationships. However, it has been found thatthe offending person in a relationship must acknowledge their wrong-doing, make assurances that the behaviour willnot be repeated, and in some way compensate for the pain and loss caused. Communication is vital for these stepsto happen successfully. However, before the offending party goes into action, the person who has been hurt mustbe able to have their say about the event. The primary rule for communicating about past hurts is to avoid makingaccusations and to start the conversation stating your feelings, rather than focusing on the other person’s behaviours.So a good starting point is to say “I feel, ...when you...”. This links your feelings with the other person’s behaviour,but comes from a point of acknowledgement that you are also responsible for your own feelings. This communicationthen allows the offending person to find effective ways to acknowledge the hurtful behaviour, make assurances, andto compensate for the damage done.Intentions for this interactionFor participants to explore:• How infidelity in relationships encourages ‘revenge’ affairs;• How people make decisions about having affairs;• Forgiveness and restoring the relationship.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE80Tools for the interaction• Intersexions Episode 17 DVD• TV set and DVD player or laptop and data projector• Paper and pens for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 12 minutes and 24 seconds (12:24)into the DVD. This is the point where Zamo has confronted Duma and is angry and irritated with him.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of resentment inrelationships;2. Ask participants what they think about Zamo and Ntando’s relationship and why something happened between thetwo of them.Interactive activity – Stop-start forgiveness drama1. The episode ends when Zamo tells Duma that he can come home again. However, they have not spoken openlyabout what has happened between Duma and his highway lovers, or what happened between Zamo and Ntando.Explain that you will now explore this communication through a drama. The drama will be controlled by theaudience, who can shout out “Stop” at any point where they feel that the communication is not realistic ornot effective;2. Ask for two volunteers to start the drama, one person to play Zamo and one person to play Duma. These peopleshould come to the front of the room. Seat them next to each other, like Zamo and Duma were sitting in the churchat the end of the episode;3. Ask Zamo to begin the conversation, starting with the words “I feel...”;4. Remind the audience that they should shout “Stop” when they feel the communication between the couple is notrealistic or is not likely to achieve the desired results;5. Allow the conversation between Zamo and Duma to continue until an audience member shouts “Stop”;6. At this stopping point, ask the audience to talk about what might be wrong with the communication, and then invitethe person who calls “Stop” to take on the role and to start from where the previous person left off. It does notmatter if the genders of the actor and the character are different;7. Continue until the drama comes to a natural conclusion. Ask the group to reflect on the communication andanswer the following questions:• Does Zamo get adequate space to voice her feelings?• Do both people get an opportunity to acknowledge the hurtful behaviour?• Does Duma make assurances that the behaviour will not be repeated?• Do both people agree on a way to compensate for the damage done?

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE818. If time permits, you can then start a new conversation, where the focus is on Duma’s feelings about Zamo’sblossoming relationship with Ntando. For this conversation, Duma should begin with the words “I feel...”;9. At the end of the exercise, reflect on how complex the process of talking honestly about painful episodes in arelationship can be.Introspection – How do I forgive and move on?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own present, past or potential future relationships; and to consider anyevents where they have felt that they needed to forgive or be forgiven. They can keep this reflection to themselves;3. Ask each participant to consider how they communicated with their partner about their feelings at these times, andif they can see ways for that communication to have been more effective;4. Ask participants to consider if there are any people in their lives who they have not yet forgiven for something, askthem to explore the possibilities of voicing their feelings, acknowledging the hurtful behaviour, getting assurancesthat the behaviour will not be repeated, and ensuring compensation for the damage done;5. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about revenge, forgiveness and relationships;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESDavidson, J. (2011). Marriage counselling exercises. [Online] Available at: http://www.ehow.com/way_5387424_marriage-counseling-exercises.htmlDiscovery Health (2011). When Your Partner Cheats: Healing From Infidelity. [Online] Available at:http://health.howstuffworks.com/relationships/advice/when-your-partner-cheats-healing-from-infidelity.htm

EPISODE 18Sad Song

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE83Synopsis of the episodeSetting: VosloorusLanguages: English, isiXhosa, isiZulu, SetswanaCharacters: Ntando, Sylvia, Israel MoleteThe young man Ntando has reconciled with his estranged father, a disgraced former schoolteacher. Their relationshipis strained, Ntando needs money to pay his university fees, and his father has AIDS. During this time Ntando also fallsin love with Sylvia, a young single mother. But a terrible twist of fate is about to reveal itself, which will test the newlyrekindledrelationship between father and son to its absolute limits.Key learning areas included in this episodeManhood, sexuality and masculinity; taking responsibility and forgiveness.Additional information on the issues dealt with in the episodeManhood, sexuality, masculinity and taking responsibility“Men don’t cry. Men take risks. Men don’t ask for help. Men are strong. Men have many sexual partners”. These aretypical stereotypes of masculinity that contribute to the spread of HIV throughout the world. Studies also show thatsuch stereotypes affect men’s patterns of health-seeking behaviour, and sometimes lead to perceptions that seekinghelp for health problems is a sign of weakness for a man. As a result, studies in South Africa and other countriesshow that men will present late for health problems at health facilities, and may even default on treatment, includingARV treatment, due to these masculine perceptions of invincibility.The same stereotypes of male masculinity may also affect men’s ability to take responsibility for their hurtful andunpleasant actions towards others in their lives, as there may be perceptions that taking responsibility and askingfor forgiveness from others is a sign of weakness for a man. All these stereotypes and harmful perceptions canbe changed, and men and young boys can unlearn old patterns of behaving, and adopt new and healthy ways ofexpressing their manhood and masculinity. The tips below on accepting personal responsibility for past hurts canhelp men and boys to make a change for the better in their relationships with others.Accepting personal responsibilityAccepting personal responsibility includes:• Acknowledging that you are solely responsible for the choices in your life;• Accepting that you are responsible for what you choose to feel or think;• Accepting that you choose the direction for your life;• Accepting that you cannot blame others for the choices you have made;• Tearing down the mask of defence or rationale for why others are responsible for who you are, what has happenedto you and what you are bound to become;• Pointing the finger of responsibility back to yourself and away from others when you are discussing theconsequences of your actions;• Realizing that you determine your feelings about any events or actions addressed to you, no matter how negativethey seem;• Recognizing that as you enter adulthood and maturity, you determine how your self-esteem will develop;• Protecting and nurturing your health and emotional wellbeing;• Letting go of blame and anger toward those in your past who did the best they could, given the limitations of theirknowledge, background and awareness;• Working out anger, hostility, pessimism and depression over past hurts, pains, abuse, mistreatment andmisdirection.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE84Intentions for this interactionFor participants to explore:• Issues of manhood, sexuality and masculinity;• Men taking responsibility;• Sexual networks and HIV.Tools for the interaction• Intersexions Episode 18 DVD• TV set and DVD player or laptop and data projector• The value statements written on flip-chart paper for theinteractive activity.• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 11 minutes and 57 seconds (11:57)into the DVD. This is the point where Sylvia is in tears, telling her mother that Ntando is Mr Molete’s son.Reflection on the episode1. Ask participants to say what they think this episode is about and if this is something that happens in real life;2. Ask participants to say whether they think Ntando should forgive his father or not, and why.Interactive activity – My father’s money1. Ask participants to get up and stand in the middle of the room;2. Ask participants to think of the ending of the episode when Ntando was reading the letter from Mr. Molete, and tothink of what action Ntando is likely to take. Say the following statement to participants and ask them to go to thecorner that best represents their views on the statement;“If I was Ntando and my father sold everything he had to be able to pay for my education, I would..........That’s whata real man should do!”3. Place the following options on four different corners in the room and ask participants to go to the corner whichbest represents their views.• Refuse to take the money, leave and never have anything to do with my father;• Take the money, but cut all ties with my father and anything that reminds me of him;• Forgive my father, take the money, and look after him in his last days;• Open corner – any other views different from the three options above.4. Repeat the statement and explain the different options once again and ask people to move to the option theywould choose;

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE855. Once they have made their choice, ask them to talk with others in their corner, saying why they chose that option;6. Once they have spoken in their groups, open the discussion for everyone to explain their choices;7. Ask two or three people from each group to share their personal values about the statement. Emphasise that theymust say their own personal reasons and not the group’s point of view;8. Remind participants that they may change their stance if they wish, after hearing other people’s views;9. Ask participants what they feel Mr Molete’s responsibilities are in this episode, and what he should do to showrecognition for those responsibilities;10. Ask participants to think about the following and state their opinions:• How difficult or easy is it for men to apologise for past faults and mistakes?• What would be a good conclusion for Sylvia and her baby in this story? Is this likely to happen and why?• If a person was inappropriately touched or sexually molested by a relative or another trusted adult when theywere younger, what should they do when they run across this person in their adult years?Introspection – Being responsible for my own actions1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think of their own relationships in the past, present and the future, and to think aboutinstances where they might have hurt others or been hurt by others;3. Ask participants to think about their own patterns of asking for forgiveness and forgiving others, and to see howthose patterns contribute towards building lasting and healthy relationships in their own lives;4. Ask participants if they think there is anything that they might need to change in their own behaviour for them to beable to take responsibility for their actions and seek forgiveness and be able to forgive in their relationships;5. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about manhood, masculinity, and takingresponsibility for your own actions;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESUNFPA (2010). Real men don’t cry – or do they? [Online] Available at: http://www.plusnews.org/Report.aspx?ReportId=83991Lawson, J. (2011). Accepting personal responsibility. [Online] Available at: http://www.livestrong.com/article/14698-accepting-personal-responsibility/

EPISODE 19Stepping Up

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE87Synopsis of the episodeSetting:JohannesburgLanguages:IsiZulu, Setswana, SesothoCharacters:Sylvia, VukaniSylvia leaves home and her young child, to live in a Yeoville commune, where she writes poetry and tries to put herlife back together. She is in awe of Vukani, whom she meets at a slam poetry club, and they begin an affair. ButVukani cheats on her, and when she finds out, she has a choice: wallow in heartbreak, or become the performer thatshe has always dreamed of being. Will Sylvia be able to pick up the courage to step up to the microphone, and showthe world what she can do?Key learning areas included in this episodeDeveloping self-confidence and inner strength, following your dreams.Additional information on the issues dealt with in the episodeDeveloping self-confidenceSelf-confidence is related to self-perception, how you see yourself. Some of the steps to building self-confidenceinclude:• Acknowledge your uniqueness as an individual with your own talents, experiences, and perspectives;• Give everything your best, and take risks;• Persevere, and don’t let setbacks and obstacles undermine your confidence;• Overcome adversity, and find a way to let hope allow you to rise above sadness and loss;• Set goals for yourself that you can accomplish;• Separate yourself from what happens to you, and don’t allow yourself to be defined by how others see you;• Confront your fears and put yourself out there – the more you try, the more you can do;• Take care of yourself, your body, your mind and your spirit;• Learn how to give yourself a pep talk, to visualise your dreams, and to keep going when things get tough.Setting goals and following your dreamsEverybody has dreams. Finding a way to make these dreams into reality involves setting goals for yourself, anddeveloping a plan to reach these goals. Focusing these goals helps you to achieve them. The SMART principleis a good way to get your dreams out of your mind and into your life. The SMART principle makes your goals:Specific, Measurable, Achievable, Realistic and limited by Time. Specific means the goal should be clear anddetailed. Measurable means that the goal should be something that you can easily judge when you have reached it.Achievable means that your goal should be something within your reach. Realistic means that your goal should besomething possible in the real world. Time-limited means you should set a date for when you want to reach your goal.Setting these goals, no matter how big or how small, and achieving them can boost self-esteem and self-confidence.Intentions for this interactionFor participants to explore:• How to boost self-confidence;• How setting goals can help them to reach their dreams.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE88Tools for the interaction• Intersexions Episode 19 DVD• TV set and DVD player or laptop and data projector• Paper and pens for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 10 minutes and 40 seconds (10:40)into the DVD. This is the point where Sylvia and Vukani have been discussing the poetry competition.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of young people’s lives;2. Ask participants what they think it is that makes Sylvia so unsure of herself, and what they think Sylvia needs toboost her confidence.Interactive activity – Self-confidence and setting personal goals1. Ask the participants what they think it takes for people to be confident. Ask for some examples of confident peoplethat they know, and for them to identify what behaviours indicate that somebody is confident;2. Explain that one of the keys to building confidence is setting and achieving realistic goals. Explain the SMART goalsetting principle;3. Ask the participants to pair up, and to talk to their partner about their own dreams, and what they think might beholding them back from achieving these dreams;4. Give each of the participants a sheet of paper and a pen, and ask them to draw a picture of themselves havingachieved one of their goals on one side of the page;5. After they have completed their drawing, ask them to turn over the page, and to divide the page into 4 sections;these should be titled: WHAT, WHEN, HOW and HOW DO I KNOW?6. Ask the participants to write down their goal under the WHAT section. This should be an achievable and specificgoal that they want to achieve;7. Ask the participants to set a realistic date by which time they hope to have achieved their goal under theWHEN section;8. Ask the participants to write down how they think they can reach this goal, with a step-by-step breakdown of whatthey will need to do, under the HOW section;9. Under the HOW DO I KNOW section, participants should write down the measurable milestones that they wouldhave achieved which marks that they have reached their goal;10.Ask the participants to reflect on how they experienced this exercise. Remind them that the only way they canreach their goals is to have a plan and to put it into motion.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE89Introspection – How do I have the confidence to make my dreams come true?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask participants to think about what they can do to increase their own confidence to be able to reach thesedreams;3. Ask participants to consider what health behaviours or risks could prevent them from reaching their dreams, andhow they can avoid these;4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about self-confidence and goal-setting;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESHereford, Z. (2011) Essential Life-skills for Personal Development. [Online] Available at: http://www.essentiallifeskills.net.Mind tools (2011). Locke’s Goal Setting Theory. [Online] Available at: http://www.mindtools.com/pages/article/newHTE_87.htmSA Depression & Anxiety Group: Sadag campaigns to eliminate discrimination and stigma in the field of mentalhealth and to support, educate and assist the public, patients and their families with mental health problems andissues. For more information visit: http://www.sadag.orgHotline: 0860 567 567

EPISODE 20Ngiyakuthanda (Love Poems)

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE91Synopsis of the episodeSetting:Durban and Rural KwaZulu-NatalLanguages:isiZuluCharacters:Muzi, Buhle, Vukani, NtombiMuzi, who lives in a rural village, is too shy to woo Buhle with the beautiful traditional love songs he plays on his guitar.When his cousin Vukani arrives home, they hatch a plot: Vukani will use his performance skills to court Buhle onMuzi’s behalf. Her older sister, Ntombi, is wary and warns her not to fall for the wrong man. Her warning is prophetic,and it does not take long before Vukani tries to seduce the naive Buhle for himself, and Muzi catches him trying tokiss Buhle. Finally, in a most romantic gesture, Muzi finally gets the courage to woo Buhle as he draws a line in thesand and asks Buhle to step over to his side.Key learning areas included in this episodeRomantic love, honesty in courtship, manhood and seduction, abstinence.Additional information on the issues dealt with in the episodeRomantic love and courtshipRomantic love is often defined as a pleasurable feeling of excitement and mystery that is associated with love,and which usually implies deep emotional desires to connect with another person. Indeed, while we may haveexperienced romantic love before, we know that finding words to describe the feelings that go with it is a challenge.Some people long for romance, courtship and trusted traditional ways of expressing love in their relationships.However, we live in a materialistic world where immediate practical needs and wants sometimes take precedenceover romance and love. There are times that we end up making decisions to get into relationships with people notbecause we feel this pleasurable feeling of excitement, but because we see the material benefits of getting into aparticular relationship.Many argue that there is no place for romance in their lives anymore and that romance is dead. However, it remainstrue that most people long for this honest and unconditional connection with one person, and that the chances forinfidelity and mistrust in relationships are minimised when we are involved in relationships where a conscious effort ismade to keep the romance alive.Abstinence from sexMany young people and adults are choosing to abstain from sex for many different reasons. Even if you have hadsex before, abstinence may make sense at certain points in your life, for both your emotional and physical health.Abstinence means different things to different people. Many heterosexuals who choose abstinence consider it tomean not having vaginal intercourse, particularly to preserve virginity. Others say abstinence means no vaginal, oral,or anal intercourse. For some, abstinence means avoiding all sexual behaviour, including kissing.Sticking to a sexual abstinence decisionIt can be tough to remain abstinent. You might have to deal with peer pressure to become sexually active, particularlyif you are a virgin. Or you might be in an intimate relationship where sex seems like the next step. One drawbackto ending abstinence is that many people decide to end it without fully preparing themselves. If you do decideto become sexually active, be certain to guard against unwanted pregnancy and sexually transmitted diseasesby consistently using condoms and employing other safer sex practices. Take the time to learn about the variousmethods of birth control (contraception/family planning) and make sure you have access to them if you so choose.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE92Intentions for this interactionFor participants to explore:• Romance and traditional values of love and courtship, versus a search for style and material things;• Issues around abstinence.Tools for the interaction• Intersexions Episode 20 DVD• TV set and DVD player or laptop and data projector• Paper and pens for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 11 minutes and 28 seconds (11:28)into the DVD. This is the point where Buhle is talking to Ntombi in the vegetable garden and she says– ‘I love Muzi”.Reflection on the episode1. Ask participants to say what they think this episode is about and if these relationships and courtships happen inreal life;2. Ask participants to say what they think about romance and abstinence from sex, as depicted through Muzi andBuhle in the episode.Interactive activity – A poem/letter to my love1. Divide participants into 4 groups;2. Ask participants in each group to write either a love poem or a love letter to a person that they are courting. Theycan decide within their group if they are writing to a female or a male. It is up to the group to also decide if thepartners are male-male, female-female or female-male;3. In their letter or poem, participants must say that their intention is to abstain from sex within this relationship, andthey must state the reasons why;4. 2 groups must write a love poem and 2 must write a love letter;5. Give them 15 minutes in which to do this;6. Ask groups to present their love letters and poems and take turns doing this;7. Once all groups have done their presentations, you can ask them to vote for the one they think is the best and why.(This is just to add an element of fun and doesn’t have to be serious);8. Ask participants to mention some benefits of abstinence within relationships;9. Ask participants to mention some challenges that couples can face when they decide to abstain from sex, andhow these challenges can be overcome.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE9310. Ask participants to talk about whether they prefer romance or style (fancy clothes, car etc) in making a decisionto get into a relationship with a partner;11. Ask participants to state whether they think that romance and/or abstinence from sex can be introduced into arelationship that previously didn’t have it; and how this can be done.Introspection – My first...1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think of their own relationships in the past, present and the future, and to think about theirfirst experience of a relationship. They must think about whether it was/is/will be love and romance for them, orwhether it was/is/will be other considerations that are important for them;3. Ask participants to think about abstinence from sex within their own relationship, and if this has been/is/will be achoice that they prefer, and how to deal with challenges that come with making the decision;4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about romance and love and abstinence fromsex as realistic choices that people need to think about before they get into a relationship, as well as when theyare already in a relationship;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESThompson D. (2011). Good reasons for sexual abstinence. [Online] Available at: http://www.everydayhealth.com/sexual-health/sexual-abstinence.aspxFHI 360: FHI 360 is a nonprofit human development organization dedicated to improving lives in lasting ways byadvancing integrated, locally driven solutions. They have a number of resources for working with young people,including a focus on delaying sexual debut. For more information visit:http://www.fhi360.org/en/Youth/YouthNet/Publications/index.htmA useful manual for peer education with young people is available at: ww.fhi360.org/NR/rdonlyres/er5r5l4cwghbr336eqs3z5c3q7xokveougqupqov5sqpadbftyctjs434bwiged2norg2azfwrszbe/YPeerTOTfull.pdf

EPISODE 21The Lie

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE95Synopsis of the episodeSetting:Durban and Rural KwaZulu NatalLanguages:isiZuluCharacters:Ntombi, Ntombi’s Mother, Rosie, Mhinga (Traditional healer)Following her relationship with Vukani, a sickly Ntombi returns home to her rural homestead. Her sister Buhle is aboutto wed and their mother, refusing to hear talk of “the sickness”, sends Ntombi to the local inyanga. Ntombi, who issecretly taking ARVs, does not take the inyanga’s medication, but she is soon looking better, and everyone creditsthe inyanga. At the same time, an old friend is dying of an AIDS-related illness despite taking the inyanga’s medicine.What does Ntombi do? Let her friend to continue taking the inyanga’s medicine, or admit her ARV secret?Key learning areas included in this episodeAntiretroviral treatment and a holistic approach to HIV management.Additional information on the issues dealt with in the episodeDifferent responses to treatment for HIV and AIDSThere has been a lot of publicity regarding ‘cures’ for HIV from traditional healers, however, these have not beenclinically proven. Research that has been done into the efficacy of Antiretroviral (ARV) treatment has shown that ARVtreatment is the only effective treatment for HIV, although ARVs are not a cure.However, many people turn to traditional medicine when they are ill, as it satisfies a need to understand illness interms of their own cultural practices and beliefs. Traditional healing practices are in contrast to modern biomedicalapproaches to treatment which are based on the principles of science, technology, knowledge and clinical analysis.Most modern medicine focuses on a person’s physical body, and does not always provide any other explanationfor why people get sick. A more holistic HIV management approach includes taking ARV treatment as well asconsciously attending to a person’s spiritual, emotional, social and intellectual needs.The fact that traditional practices provide answers that satisfy the psychological and spiritual need to understandillness and death may be one reason that makes traditional healers popular. Ethical and well-trained traditionalhealers do have a role to play in the health system in South Africa and there are many instances where traditionalhealers refer clients to doctors and hospitals for ARV treatment and treatment of opportunistic infections. If this dualapproach it taken, it is important to note that people on ARVs should not take traditional medicine (muthi) at the sametime, as there can be adverse reactions when mixing ARVs with traditional medicines.Accessing treatmentSouth Africans can access ARVs at any hospital or clinic in the public healthcare system. However, treatmentavailability may be affected by poor drug supply systems, and some people may have to go further afield than theirlocal clinic to get help. People with private medical aid are usually covered for ARVs depending on their scheme.Intentions for this interactionFor participants to explore:• The role of anti-retroviral drugs as treatment for HIV;• A holistic approach to healthcare.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE96Tools for the interaction• Intersexions Episode 21 DVD• TV set and DVD player or laptop and data projector• Paper and pens for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 13 minutes and 47 seconds (13:47)into the DVD. This is the point where Rosie and Ntombi have been talking about their different approachesto treatment.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of how peopleapproach treatment for HIV;2. Ask participants to comment on the different approaches that Ntombi and Rosie have followed to treat their illness.Interactive activity – A holistic approach to treating HIV1. Divide the participants into five groups. Explain that each group will look at one aspect of living with HIV. The fivedifferent aspects will be: physical, social, spiritual, intellectual and emotional;2. Ask each group to consider what they think the impact of living with HIV has on that aspect of a person’s life, andwhat a person can do in that part of their life to maintain good physical / social / spiritual / intellectual / emotionalhealth. Allow 10 minutes for this exercise, and then get feedback from the groups and discuss their findings.Some suggestions are offered below.Physical:• Ensure that you eat a healthy diet if possible and drink plenty of clean water;• Take regular non-strenuous exercise;• Take anti-retrovirals (ARVs) or other medication as prescribed by a medical professional;• Ensure that you get treatment for any opportunistic infections;• Use a condom correctly and each time you have sex;• Take time to rest, sleep well, and relax;• Decrease or avoid smoking and alcohol;• Take precautions when handling blood or any other body fluids.Social:• Seek out and spend time with caring and supporting family and friends;• Live without discrimination;• Seek out support groups for people with HIV;• Continue to go out and have fun responsibly.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE97Spiritual:• Find time for meditation and personal quiet time;• Be secure in your faith and find time for practice.Intellectual:• Try to maintain positive thinking about life;• Keep a positive attitude about your health and your ability to manage health problems;• Stimulate the mind through reading;• Test regularly and know your CD4 count and viral load.Emotional:• Keep a daily gratitude journal to remind yourself about the good things in your life;• Seek out laughter;• Find fun activities to do;• Find ways to reduce mental stress.3. Divide the groups again and ask them to consider what challenges a person might face in maintaining good healthin this area. Allow 10 minutes for this discussion in the groups and then ask the groups to report back;4. Conclude the discussion by talking about the complexity of healthcare in South Africa, and talking about some ofthe clashes between modern and traditional belief systems when people seek treatment for AIDS as well as forother illnesses.Introspection – How would I approach treatment and care myself?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own approach to health; where do they first turn when they feel ill?3. Ask participants to think about why they make the health choices that they make, and what the consequences ofthese choices are;4. Ask participants to think about how they would advise a friend who was sick with AIDS and needed treatment;5. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about ARV treatment and other approaches totreating HIV. Ensure that participants are aware that the only proven way to reduce the viral load of HIV in the body,and thereby to treat the disease, is through ARVs;2. Ask if there are any further questions about these issues;3. Provide information to the participants regarding where and how they can access ARV treatment and other careand support for HIV and AIDS in their area (this will mean that you need to do some prior research);4. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;5. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESTreatment Action Campaign (2003). Traditional Medicines and Traditional Healers in South Africa. Treatment ActionCampaign and AIDS Law Project. [Online] Available at: http://www.hst.org.za/uploads/files/TAC_Law_Proj.pdfWorld Health Organisation (2002). Traditional Medicine Strategy 2002-2005. [Online] Available at: http://www.who.int/medicines/publications/traditionalpolicy/en/index.htmlUnited Nations Office on Drugs and Crime (2004). People Living with HIV/AIDS. [Online] Available at: http://www.unodc.org/pdf/youthnet/action/message/escap_peers_09.pdf

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE99Synopsis of the episodeSetting:JohannesburgLanguages:English and isiZuluCharacters:Ntombi, George, LindiNtombi, still on ARVs and thriving, moves in with a friend in Johannesburg. There she falls in love with her neighbourGeorge, a suave and charming restaurateur, and begins working at his establishment. But George has a secret: he isdating Lindi, a lawyer. Both Ntombi and George are encouraged by their friends to be honest with each other: Ntombiabout her HIV status, and George about Lindi. But there’s a terrible mix-up, leading to an unfortunate confrontation.Will the pair be able to salvage the situation, and their budding relationship?Key learning areas included in this episodeDisclosure about your HIV status, honesty in relationships.Additional information on the issues dealt with in the episodeDisclosing your HIV statusHIV testing and counselling (HCT) programmes emphasise the importance of HIV status disclosure between sexualpartners. This is to encourage partners to test for HIV, to prevent new infections, and to increase opportunities forsupport and treatment for those who are infected. Disclosing your HIV positive status in a serious relationship maybe the most difficult thing you have to do, but it does allow you and your partner to know each other better. While anHIV positive partner may have fears of being rejected, an HIV negative partner may also have fears about becominginfected. Both sets of fears need to be dealt with if the relationship is to be able to move forward.Barriers to disclosure include the following:• Fear of abandonment;• Fear of loss of economic support from partner;• Fear of rejection and discrimination;• Fear of violence;• Fear of upsetting family members;• Fear of accusations of infidelity.Motivating factors that help people to disclose include:• A sense of ethical responsibility and concern for partner’s health;• A desire to build trust and honesty in a new relationship;• Failing health and severity of illness;• A need for social support to cope with the HIV positive diagnosis;• To alleviate the stress associated with non-disclosure;• To facilitate HIV-preventive behaviour, such as safer sex practices.Intentions for this interactionFor participants to explore:• Disclosing your HIV status;• Breaking difficult news to people who you care about, and who care about you.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE100Tools for the interaction• Intersexions Episode 22 DVD• TV set and DVD player or laptop and data projector• Small pieces of paper, enough for each participant,pre-marked with either a (+) or a (-) sign.• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 10 minutes and 25 seconds (10:25)into the DVD. This is the point where Ntombi tells George that they have to talk about something.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of relationships;2. Ask participants to say when they think is the right time to tell a partner about your HIV status.Interactive activity – Role-play: I like you, but...1. Divide the participants into pairs. Explain to the participants that they will be participating in a role-play. They havejust met the other person. Ask each pair to decide on names for themselves, and what their relationship might be.Are they friends, lovers, potential partners, a one-night stand, friends-with-benefits, etc.?2. Ask the participants to start a conversation, in character, with their partner. They should start the conversation withthe words “I really like you, because...” Both characters should get a chance to express why they like the othercharacter. Allow 3-4 minutes for this;3. Give each participant a piece of paper (pre-marked with either a (+) or a (-) sign). Ask participants to look at theirpiece of paper, but not to tell their partner what is noted on the paper. Explain that if they have a (+) sign on theirpaper, then it means that their character is HIV positive. If they have a (-) sign, then their character is HIV negative.It does not matter if some pairs both receive (+) or (–) papers, or if they are discordant (one+ and one-);4. Select one pair of participants to come to the front of the room. Ask one character to start a conversation with thewords “You know I really like you, but...” They should find a way to disclose their status as marked on the paper;and to find out the other person’s status; but they must do this without saying the words “HIV positive”, or“HIV negative”;5. After a few minutes, stop the role-play and ask the audience to comment on what they have seen. Ask participantsif they can tell the status of each character. Ask the participants to comment on whether they think this is aneffective way of communicating about their HIV status;6. Ask for another pair to come to the front. Ask one character to start a conversation with the words “You know Ireally like you, but...” Again, they should find a way to disclose their status as marked on the paper; and to find outthe other person’s status but this time they can use the words “HIV positive” and “HIV negative”;

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE1017. After a few minutes, stop the role-play and ask the audience to comment on what they have seen. Ask participantsto comment on whether using the terms “HIV positive” or “HIV negative” makes a difference to the conversation,and what this difference is;8. If time allows, you can break the participants back into the pairs so that each group can practice this process ofsaying “I really like you, but...”;9. At the end of the exercise, talk about the challenges involved in disclosing your HIV status, and also the benefits ofdoing so.Introspection – When, who and how would I tell?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think about instances in their own life where they have had to tell their friends or familysomething difficult. When, how, and who did they tell this news to?3. Ask participants to think about their own relationships. If they found out that they were HIV positive, how easywould it be to tell their partners? Who they could call on for help and advice on disclosing their status?4. Ask participants to think about the best ways to respond to someone who has just told them that they are livingwith HIV (compassionate, understanding, supportive, etc);5. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about HIV disclosure;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESWorld Health Organisation (2004). HIV Status Disclosure to Sexual Partners: Rates, Barriers and Outcomes forWomen. [Online] Available at: http://www.who.int/gender/documents/en/VCTinformationsheet_%5B92%20KB%5D.pdfPositive Women’s Network (2010). Disclosing your HIV status. [Online] Available at: http://pwn.bc.ca/hiv-community/disclosing-your-hiv-status/

EPISODE 23Till Love Do Us Part

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE103Synopsis of the episodeSetting:JohannesburgLanguages:English, Sesotho, isiXhosaCharacters:George, Lindi, NtombiNtombi and George are in love but out of guilt he proposes to his other lover, Lindi, thinking it is the right thing todo. Lindi loves Kabelo, but he is married to Mandisa – so she accepts George’s proposal, not realising that Kabelo’smarriage is on the rocks. George and Lindi are therefore about to jump into a marriage neither wants, but both soonrealise this. But how do they get out of this impending marriage before it is too late, and they lose the people theyreally love?Key learning areas included in this episodeHonesty and decision-making, and the foundations for marriage or life-long partnership.Additional information on the issues dealt with in the episodeHonesty and decision-making in choosing a life-long partner or to get marriedChoosing a partner is one of life’s biggest decisions and it may feel overwhelming and confusing. Many people justrush into marriage or a long-term relationship without really assessing what they need and want and whether thisperson can meet these needs. It is not only your own needs and expectations that are important. What do you have tooffer and how do you commit yourself? These are important questions to consider seriously.Making well thought-out decisions does not take the romance out of your relationship. It signifies that you regardmarriage as important and for life. There is no formula or guarantee that your choice will be ‘right’ but thinking andtalking with each other about YOU and YOUR RELATIONSHIP is essential.Perhaps the starting point is to understand why you are contemplating marriage:• Do you feel ready for a committed intimate relationship with your partner?• Do you have to marry because you are pregnant or your partner is pregnant?• Do you need to escape from home or another situation?• Do you feel everyone else is married and therefore you must conform?• Do you only want children, a house, job or money?• Do you feel an emotional need/void to replace someone else, such as a parent, or an ex-lover?• Do you want to get married because you are in love with each other?• Do you want to get married because you have a desire to share your life with a lifetime companion?• Do you want to get married because you have a willingness to help your partner fulfil their own needs and dreams?The reasons for marrying are very different and may influence how you are looking at your partner. Does your partner fitthis basic need you have at this time? Try to be honest with yourself. The reasons for marrying are not right or wrong.Decide on what kind of marriage you want. In making a choice, a balance between your head and your heart isimportant. Your heart will dictate to you how you feel about this person. Trust your inner voice, your instincts, but alsobecome aware of your feelings. Is your love for this person only sexual or only intellectual? Are you looking at the totalperson? Are you able to see this person realistically, to acknowledge and accept his/her faults, or are you blinded byyour passion, denying what you see because of your focussing on an imaginary future. Do you believe that you andyour love will change your partner’s faults? Passion and love are very important, but another ingredient is friendship.Is this person able to be your companion and friend? Can this person like you, as well love you? Do you feel that youare important and of value and that you can be yourself or do you have to be someone different to earn and keep his/her love? If you are yourself will you be rejected?

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE104A relationship where there is mutual passion, friendship, respect, acceptance and trust has the potential to developinto a mutually satisfying and intimate partnership. To make a choice, you need information.You need time for talking together thoroughly, time to get to know your partner. You need to talk about:• Your families - your parents’ marriage/relationship/s, your backgrounds, what your childhood was like. Share thesimilarities and the differences;• Your religious and other beliefs, including values and morals;• Your moods and behaviour patterns;• Your attitudes to marriage, money, having children, sex, etc.Are you very similar or different? Are you compatible or complimentary? With knowledge and information you canmake a choice. To help make this choice, project yourself into the future. Imagine living with this person - how doyou imagine you will react to every day events? What will each of you do or be like? How will your choice affect otherpeople in your life? Are you looking for a superman/woman who will meet all your needs? Be realistic, not idealistic.Think about your choice carefully. Breaking up a marriage or relationship is painful and destructive for both of you.Intentions for this interactionFor participants to explore:• What the best foundation for a marriage should be;• Consequences of choosing the wrong life-long partner.Tools for the interaction• Intersexions Episode 14 DVD• TV set and DVD player or laptop and data projector• Handouts of the questions for the 3 characters inthe interactive activity.• Pen and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: For better understanding of the issues in this episode, it should not be shortened, but should beviewed in its entirety.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is something that we see in real life;2. Ask participants what they think a person’s motives should be for wanting to get married.Interactive activity – Peeling the layers1. Divide participants into 3 groups, A, B and C;2. Assign each group one character from the following 3 characters: George, Lindi and Ntombi;3. Ask each group to answer the following questions for their character in 10 minutes:

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE105NTOMBI CHARACTER QUESTIONS• Does Ntombi truly love George? What do we see in the episode that shows this?• What feelings does Ntombi show to George on the outside?• What feelings does Ntombi have for George on the inside?GEORGE CHARACTER QUESTIONS• Who does George truly love; Lindi or Ntombi? What do we see in the episode that shows this?• What feelings does George show to Ntombi on the outside, and what feelings does he have on the inside for her?• What feelings does George show to Lindi on the outside, and what feelings does he have on the inside for her?LINDI CHARACTER QUESTIONS• Who does Lindi truly love in this episode? What do we see in this episode that shows this?• What feelings does Lindi show to George on the outside, and what feelings does she have for him?• What feelings does Lindi show for Kabelo on the outside, and what feelings does she have for him?4. Ask each group to report back on their answers to the questions;5. Ask participants to talk about how prevalent this situation is, where people may end up getting married for thewrong reasons;6. Ask participants to list what they feel are the right reasons for getting married;7. Ask participants to list what they feel are the wrong reasons for getting married;8. Conclude the discussion by saying that we all have different opinions and values about what kind of relationshipwe want with our partners. What works for one person may not work for the other. Getting into a life-longrelationship with a partner involves some introspection and being true to our inner feelings. Highlight the fact thatthis is the same for hetero sexual and same-sex relationships.Introspection – How do I make decisions about my relationships?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own reasons for getting married or entering into a life-long relationship witha partner, and to think of whether their reasons contribute to a long and lasting relationship, or if they have thepotential to affect the relationship negatively;3. Ask participants to assess whether they think that their partner/s holds or should hold the same values aboutrelationships and marriage;4. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about marriage or choosing a partner andentering into a committed relationship;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESFamily and Marriage Society of South Africa (FAMSA): FAMSA aims to support individuals, families, organisations,communities and society to build, restore and sustain functional relationships. FAMSA has branches in all provinces.For more information visit: http://www.famsa.org.zaNational office: 011- 975 7106/7Marriage about.com: This website has useful information and quizzes about marriage and decision-making. Formore information visit: http://marriage.about.com

EPISODE 24The Funeral

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE107Synopsis of the episodeSetting:Johannesburg and KZNLanguages:isiZulu, Sesotho, EnglishCharacters:Lindi, Kabelo, MandisaIt is DJ Mo’s funeral – and the time has come for the truth to be revealed. A pregnant Mandisa (from Episode 1) hasdiscovered that she is HIV-negative, and had been falsely accused by her husband Kabelo of bringing the diseaseinto their marriage. But Kabelo has a secret, in that he has long been cheating with Lindi, who recently found out thatshe is HIV-positive. And Lindi also has a secret that she has been keeping from Kabelo. All the disclosures set thescene for a dramatic climax, with life-changing consequences.Key learning areas included in this episodeDeception, stigma, blame and responsibility in relationships.Additional information on the issues dealt with in the episodeDeception and HIV and AIDS related stigmaMany people do not talk about their HIV status because they are afraid of other people’s reactions. This leads topeople keeping secrets and deceiving others about their status as well as about past relationships. This secrecy fuelsstigma about HIV and AIDS, and people’s negative reactions to hearing about HIV adds to this.AIDS-related stigma and discrimination refers to prejudice, negative attitudes, abuse and maltreatment directed atpeople living with HIV and AIDS. Stigma not only makes it more difficult for people trying to come to terms with HIVand manage their illness on a personal level, but it also interferes with attempts to fight the AIDS epidemic as a whole.On a national level, the stigma associated with HIV can deter governments from taking fast, effective action againstthe epidemic, whilst on a personal level it can make individuals reluctant to access HIV testing, treatment and care.Some of the factors that contribute to stigma around HIV and AIDS include the following:• HIV and AIDS can be a life-threatening, and therefore people react to it in strong ways;• HIV infection is associated with behaviours such as promiscuity, homosexuality, drug addiction, and prostitution,which are already stigmatised in many societies;• Most people become infected with HIV through sex which is often a taboo topic;• Myths about how HIV is transmitted can create irrational behaviour and misperceptions of personal risk;• HIV infection is often thought to be the result of personal irresponsibility;• Religious or moral beliefs lead some people to believe that being infected with HIV is the result of moral fault (suchas promiscuity or ‘deviant sex’) that deserves to be punished.Blame and responsibilityWhen things go wrong it is human nature to try and understand why. One of the easiest things to do is to put theblame on somebody else.Some of the reasons that people blame others include:• Loss of personal control: Some people panic when they lose control of a situation and so they try to restore thesense of being in control by blaming other;• Controlling others: Some people try to control others by blaming them and making them feel that they have donesomething wrong;• Learned behaviour: Some parents fail to teach their children how to take responsibility for their actions and so theygrow up as adults who blame others;• Refusing to admit that they are responsible: Some people can’t admit failures and mistakes so they blame othersfor them in order to escape the responsibility;• Unable to accept what happened: People blame others when they find it difficult to accept something thathas happened.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE108When people blame others for them becoming infected with HIV, it is often a combination of reasons, includingfear that they have lost control of their own health, difficulty in accepting their diagnosis, and an inability to takeresponsibility for their own sexual behaviour that may have led to infection.Intentions for this interactionFor participants to explore:• The negative effects of HIV and AIDS stigma and blame.Tools for the interaction• Intersexions Episode 24 DVD• TV set and DVD player or laptop and data projector• Pens and paper for all participantsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 12 minutes and 48 seconds (12:48)into the DVD. This is the point where Lindi tells Kabelo to go and get tested for HIV.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of blame inrelationships;2. When Kabelo asks Lindi who infected her with HIV, she responds: “They just gave me my results. They didn’t tellme who infected me”. Ask participants what they think of this response, whether they think they would need toknow who infected them, and why they think people feel the need to know who infected them.Interactive activity – Voting game: Who is responsible?1. Ask the participants to think about all of the characters that are in this episode, DJ Mo, Mandisa, Kabelo and Lindi.Assign one corner of the room to each of these characters;2. Ask the participants to think about who they think is responsible for the greatest unhappiness amongst these fourcharacters. Ask them to move to that characters’ corner;3. In their separate corners, ask the participants to discuss the following:• Who has this character made unhappy?• How have they made these other characters unhappy?• What could they have done differently to avoid this unhappiness?

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE1094. Allow 5 minutes for this discussion in the small groups, and then ask the participants to come back together;5. Allow each group to report back briefly on the character that they think is to blame for the most unhappiness;6. Ask participants to vote on who they think is most to blame, after hearing all the arguments;7. Then challenge the participants to remove the notion of blame from the equation. Ask them to consider how eachof the four characters could have taken responsibility for themselves rather than blame others;8. Ask participants to vote on who they think has taken or would be most likely to take responsibility for their ownlives going forward;9. Ask participants why they think people do not take responsibility in their own lives, and prefer to blame others fortheir illnesses or misfortune;10. Ask participants what the danger is in playing this “blame game”.Introspection – How do I take responsibility?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to think about instances in their own life where they have tried to blame another person forsomething that they themselves could have taken responsibility for;3. Ask participants to think about whether there is a way for them to go back and rectify that situation, and to takemore responsibility for what happened;4. Ask participants to consider how they can be more responsible in their own lives going forward;5. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about stigma and blame;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAvert (2011). HIV and AIDS Stigma and discrimination. [Online] Available at: http://www.avert.org/hiv-aids-stigma.htmUSAID (2002). HIV and AIDS-related Stigma and discrimination. [Online] Available at: http://pdf.usaid.gov/pdf_docs/Pnacq832.pdf2 Know Myself (2011). Why do people blame others? [Online] Available at: http://www.2knowmyself.com/Why_do_people_blame_others

EPISODE 25New Beginnings

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE111Synopsis of the episodeSetting:Durban and JohannesburgLanguages:English and isiXhosaCharacters:Mandisa, Kabelo, Mandisa’s mother, LindiFollowing several dramatic disclosures, Mandisa loses her unborn baby, and is confined to hospital. Her husbandKabelo tests and discovers he is HIV-positive, and realises that he could have infected both his wife and hislongstanding lover, Lindi. Then he makes a further shocking discovery: Mandisa is HIV-negative. To make mattersworse, she never wants to see him again. Kabelo, wracked with guilt and remorse, sets off to win back the womanhe truly loves – the woman he discarded and wounded so deeply with false accusations of bringing HIV into theirmarriage. Can he succeed?Key learning areas included in this episodeDiscordant couples, relationship breakdowns.Additional information on the issues dealt with in the episodeDiscordant couplesA discordant couple is a pair of long-term sexual partners in which one partner tests HIV positive and the other HIVnegative. This is possible because the risk of infection is variable for different people and different sexual encounters.Risk variability can be explained by a number of factors such as: the total number of HIV viral particles in the bloodof the infected person, the presence of coexisting sexual infection in either partner, or an individual’s susceptibility toHIV infection.For some couples this discord is not a problem, but for others it can result in tension, questions and confusion. HIVcan affect both people equally, in terms of their emotional health. It is common for the HIV negative partner to bealmost forgotten when the positive partner seeks support and advice. The HIV negative partner’s health needs tobe protected and the positive partner needs the support of the person closest to them to come to terms with theirdiagnosis.Discordant couples need to practice safe sex, but for many the safety of the uninfected is a constant worry, andthis can upset their sex life. If a condom breaks, or there is any other risk of infection, the couples should consideraccessing PEP (Post Exposure Prophylaxis).It is possible for discordant couples to have babies that are not infected with HIV. This process does need to bemanaged in consultation with doctors.The impact of HIV on relationshipsA diagnosis with HIV infection can have impact on all areas of your life, including relationships. Many people whodiscover that they are infected with HIV have a highly emotional response of stress, uncertainty, and depression.This may cause them to be afraid to enter into new relationships as many people may fear judgement, stereo-typing,rejection and a lack of privacy or confidentiality from a new potential partner.It is important to remember that HIV does not define who you are or what type of person you are. It does not needto change your desires, your goals, or your personality. Healthy, rewarding relationships are possible as well asimportant for people living with HIV.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE112Intentions for this interactionFor participants to explore:• How there can be one HIV positive and one HIV negative person in a relationship;• How HIV impacts on relationships;• How other stressors can cause the breakdown in relationships.Tools for the interaction• Intersexions Episode 25 DVD• TV set and DVD player or laptop and data projector• Paper and pens far all participants• Instruction notes for small group discussionsTimeline for the interaction: 90 minutes• Introduction and involver 5 minutes• Watching the DVD25 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing5 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: If you are short of time, you can play from the start of the episode until 12 minutes and 30 seconds (12:30)into the DVD. This is the point where Mandisa tells Kabelo that she wants a divorce.Reflection on the episode1. Ask participants to say what they think this episode is about, and if this is a realistic picture of what happens to arelationship when one person is HIV positive;2. Ask participants what they think Mandisa’s reasons are for wanting to get divorced.Interactive activity – Group discussions: What went wrong?1. Divide the participants into four groups. Give each group instructions as per the notes below:GROUP 1: THE PREGNANCY AND THE MISCARRIAGEMandisa found she was pregnant very early in their marriage. Do you think the pregnancy and the subsequentmiscarriage influences the choice that Mandisa makes about wanting a divorce? How could Mandisa and Kabelohave handled this situation differently? Is there a way that they could have got through this situation and stayedtogether?GROUP 2: THE AFFAIRMandisa found out that Kabelo had been in a relationship with Lindi while he was also dating her. Do you think theaffair influences the choice that Mandisa makes about wanting a divorce? How could Mandisa and Kabelo havehandled this situation differently? Is there a way that they could have got through this situation and stayed together?

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE113GROUP 3: THE ACCUSATIONSWhen he found out about Mandisa and DJ Mo, Kabelo blames Mandisa for putting him at risk of HIV infection. Doyou think this influences the choice that Mandisa makes about wanting a divorce? How could Mandisa and Kabelohave handled this difference in their status differently? Is there a way that they could have got through this situationand stayed together?GROUP 4: THE DISCORDANCEMandisa is HIV negative and Kabelo is HIV positive. Do you think this influences the choice that Mandisa makesabout wanting a divorce? How could Mandisa and Kabelo have handled this difference in their status differently? Isthere a way that they could have got through this situation and stayed together?2. Allow the small groups ten minutes to discuss the impact that these events have on the relationship betweenKabelo and Mandisa;3. Ask the participants to come back together, and for one person from each group to give a brief summary oftheir discussion;4. Highlight the fact that there are many reasons that relationships break up. A miscarriage, an affair, deception andaccusations, and HIV are all issues that can cause great stress on a relationship. There are times when a couple canwork through these issues and stay together, but there are times when relationships cannot survive these troubles;5. Highlight the fact that HIV discordant couples can and do manage to have healthy relationships and a healthysex life, and that they can also have HIV negative children. Allow for some discussion on this and answer anyquestions that the participants might have;6. At the end of the episode, Mandisa tells Kabelo that he does not deserve her love, because of all that he hasdone. Ask participants to think about what makes a person deserving of love.!Note: If you are short of time, or would like to spend more time focusing on particular issues, then you canselect just two of the issues above for this session.Introspection – What makes me deserving of love?1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask participants to consider what qualities they have that make them deserving of love;3. At the end of the episode, Mandisa says “The man that I deserve is not a god; he’s just a decent human being”.Ask the participants to consider what qualities another person would need to have to make them a “decenthuman being” and deserving of love;4. Ask participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about discordance and stress in relationships;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESAIDSStar-One (2009). Combination Approaches: HIV Prevention for Serodiscordant Couples.[Online] Available at: http://www.aidstarone.com/focus_areas/prevention/pkb/combination_approaches/hiv_prevention_serodiscordant_couplesWylde, J.T. (2002). Conception in HIV-Discordant Couples; Media Resource Desk: [Online] Available at: http://www.mediaresourcedesk.org/factSheets/Discordant%20couples.html).Cichocki, M. (2006). Dating with HIV and AIDS. [Online] Available at:http://aids.about.com/od/legalissues/a/hivdating.htm

EPISODE 26Full Circle - The Documentary

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE115Synopsis of the episodeThe final episode of Intersexions is a documentary that unravels the tangled sexual web that played out in theprevious 25 instalments. It shows how multiple HIV infection chains lurk inside this web, and how a single unprotectedencounter links one person with millions of intimate strangers. The documentary also provides factual information onwhen people are most at risk of infection, and who avoided this via using condoms or abstaining. The virus can infectanyone, regardless of who they are, and the overriding message of Intersexions is simple: protect yourself.Key learning areas included in this episodeHIV knows no boundaries – take responsibility and protect yourselfAdditional information on the issues dealt with in the episodeTaking personal responsibility for HIV and AIDS preventionIn order for us to succeed in the fight against HIV, everyone needs to play a part and take personal responsibilityfor the prevention of HIV and AIDS. The South African government has a programme of action which calls on all ofus to take responsibility. The South African Government’s key objectives on HIV and AIDS and Sexually TransmittedInfections, are to reduce new infections, and to ensure that people living with HIV have access to treatment. Toachieve these goals we all need to work together. Each one of us can play a part and must take responsibility.‘I am responsible’ calls on:• Everyone to know their HIV status by testing regularly for HIV;• Young people to delay having sex for the first time;• Young people to make informed choices to prevent unwanted pregnancies and HIV infection;• Sexually active people to be faithful to their partners and to use condoms each time they have sex;• Pregnant women to test for HIV early in their pregnancy and to use condoms each time they have sex;• Those with TB to test for HIV and those with HIV to test for TB so that they can get the right treatment.‘We are responsible’ calls on:• Couples to talk about their relationships and how they can protect each other from HIV infection. Couples canprotect themselves by remaining faithful to each other, testing for HIV together and always using condoms;• Men, women, families and health care workers to support pregnant women so that they can make decisions toprotect their children from HIV;• Communities to provide care and support to those living with and affected by HIV, in particular orphans andvulnerable children;• Communities to take action and speak out against violence against women;• Communities to stop stigma and discrimination against people living with HIV.‘South Africa is taking responsibility’:The Government is taking responsibility to make sure that everyone tests for HIV, receives counselling, that condomsare available and that all people have access to treatment for TB and HIV. It is important to note that each one of usis responsible.Intentions for this interactionFor participants to explore:• The notion of vulnerability to HIV, and how we are all connected to our current and previous partners’ webs ofsexual encounters.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE116Tools for the interaction• Intersexions Episode 26 DVD• TV set and DVD player or laptop and data projector• Flipchart paper and coloured pens enough for all participants.• Pens and paper for all participantsTimeline for the interaction: 120 minutes• Introduction and involver 5 minutes• Watching the DVD50 minutes• Reflection10 minutes• Interactive activity40 minutes• Introspection5 minutes• Input and closing10 minutesIntroduction and involver1. Greet participants and welcome them to the session;2. Explain that in this interaction participants will do a short warm-up game, watch a DVD of Intersexions and thenget involved in an activity where they will explore some of the issues that are dealt with in the episode;3. Choose a short, fun activity that involves all participants physically and warms them up for the session. A song,game or movement exercise will work well.Playing and watching the episode1. Play the episode from start to finish;2. Encourage participants to make a mental note of things which make an impression on them as they watchthe episode.!Note: This episode is 48 minutes long. If you are short of time, you can play from the start of the episode until25 minutes (25:00) into the DVD, where we see flashbacks of all the couples in the different episodes andMr Vee says “I beg you, don’t let me die!”Reflection on the episode1. Ask participants to say what they think this episode is about and if these are things that happen in real life;2. Ask participants to comment on the various sexual networks that we see in this episode, and to say how this isconnected to HIV infection risk.Interactive activity – Mapping my own network1. Ask participants to get into pairs and give each pair a sheet of flipchart paper and two coloured pens. The pairscan be male-male/ female-female or male-female. (Note: if you have an odd number of participants, the facilitatorcan pair up with one participant);2. Ask each pair to imagine that they are two lovers in a relationship, and to write their names at the bottom of thepage next to each other, and connect them with a line;3. Each participant must now imagine that they had two previous lovers, and must draw lines linking their nameswith their previous lovers, one level up from their names. They can use any letter of the alphabet to name theirprevious lovers;4. Each participant must now imagine that their previous lovers each had two previous lovers, and they must drawthis connection on the next level up;5. At the next level of lovers each participant must decide how many lovers those people had each, and must drawthis connection again. Here, they can decide if there are any that interconnect at any point;6. Ask participants to write a + sign next to any two names on the network, which indicates infection with HIV, and toconsider what the consequences would be for the rest of this sexual network if there was no condom use;7. Ask participants to look at their drawing and make comments about it. They can display their drawings on the wallaround the room;8. Ask participants to think of the doctor’s statement that “It’s not about how many people you have slept with....doyou know who your previous lovers have slept with?”, and comment on how it is related to this exercise.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE1179. Ask participants to name some reasons why these people keep going in and out of all these relationships. Theycan refer to some of the situations they saw in this episode;10. Ask participants to say who would be safe from HIV infection in this network, and why, and who would bevulnerable and why. Ensure that issues of safer sex (correct and consistent condom use), abstinence, windowperiod, faithfulness and testing are discussed at this point;11. Ask participants to mention activities that Mr Vee did not like in this episode, which were done by some of thecharacters, and to comment on how easy or difficult they think these are. Ensure that testing, honest and opencommunication, consistent condom use, abstinence and waiting for true love, healthy self-esteem and selfconfidencecome out in this discussion.;12. Ask participants to state what the main lesson is for them from doing this exercise;13. Conclude this discussion by stating the importance of personal responsibility in ensuring that HIV ‘reaches adead end’ as Mr Vee put it in the episode.Introspection – Taking responsible action1. Give each participant a pen and paper and ask them to write down their thoughts for this introspection. Remindparticipants that this is a personal exercise which does not need to be shared with others;2. Ask each participant to reflect on their own real vulnerabilities to HIV in their lives. Are they aware of the extent ofthe interconnectedness of their own real personal sexual network?3. Ask participants to consider their current practices and behaviours and if these do put them at risk or not. Ifalready infected, to consider what risk they may be placing their partners in;4. Ask each participant to take a pen and a piece of paper and to write down their own personal commitmentto ensuring that they either do not get infected if they are negative, or they do not infect others, if already HIVpositive. They must write steps that they will take and must commit to deadlines for taking those actions;5. Invite participants to share their introspections if there are any who are willing to do so.Input from the facilitator1. Conclude this interaction by summarising the essential information about committing to reducing the spread of HIV;2. Ask if there are any further questions about these issues;3. Refer the participants to organisations and other resources that they can turn to if they need help, advice or moreinformation about the issues raised in the interaction;4. Thank participants for their involvement and encourage them to take what they have explored in this interactionand apply it in their own lives.REFERENCES AND RESOURCESEdberg, H. (2009). Timeless Thoughts on Taking Responsibility for your Life. [Online] Available at: http://www.positivityblog.com/index.php/2009/03/13/7

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE118FOR HELP AND FURTHER INFORMATION:If you need more information about HIV and AIDS, TB, life skills, sexual and reproductive health and rights, genderand human rights, then the internet is a good source of information. We have included some of the references that wehave used in the content pages of this manual. Other useful websites include the following:AIDS Link: http://www.aidslink.orgAIDSTAR-One: http://www.aidstarone.com/Avert: http://www.avert.orgDepartment of Health: http://www.doh.gov.za/tb/index.htmlJHHESA: http://www.jhhesa.orgMedical Research Council: http://www.mrc.ac.zaNational Association of People with AIDS: http://www.napwa.org.zaTreatment Action Campaign: http://www.tac.org.zaThe Body: http://www.thebody.comUNAIDS: http://www.unaids.org.zaWorld Health Organisation: http://www.who.int/en/Crisis help and hotlinesFor a list of all crisis help and hotlines in South Africa, you can visit http://www.southafrica.info/services/crisishelp.htmIf you have specific questions, or would like to refer people to service and advice that they can access, then thesetoll-free numbers are useful:• AIDS Helpline: 0800 012 322 (for advice about HIV and AIDS);• LoveLife Youth Line: 0800 121 900 (for advice about sex and sexuality);• Emergency Contraception Hotline: 0800 246 432 (for information and referrals on emergency contraception);• Marie Stopes South Africa: 0800 117 785 (for advice about unplanned pregnancy).All these numbers are toll-free. You can call them from any Telkom phone or phone booth for free.There is also a free HIV-911 directory on 0860 HIV 911 (0860 448 911) and on the internet at www.hiv911.org.za. Thisdirectory can help you to find resources and help in your area.Rape assistanceIf you are raped, you can get free medicine that works to stop HIV infection and sexually transmitted infections. If youare a woman you will also get free medicine to prevent pregnancy. It is very important to get these medicines as soonas you can. You must take these drugs before 72 hours pass after the rape (this is three days.) You can get thesemedicines from most government hospitals. It is a good idea to find out where in your area you can do this, so that ifan emergency happens, you know where to go. You do not have to report the rape to the police to get the medicines.You have the right to report the crime if you want, and it may help to catch and punish the rapist.

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE119Assistance with Government GrantsGovernment grants can help you with money if you have a sick parent or have lost a parent to HIV and AIDS. Theycan also help if you are sick with AIDS. You can find out if you can get one by asking the Department of Social Welfareclosest to you. Ask your local clinic, or church, or other support service to help you.Assistance with HIV testingAn HIV test is quick and painless, and is free at any clinic or hospital. Another useful organisation for testing servicesis New Start. SMS the word HIV and your postal code, with a space in between, to 31771 to find your nearest NewStart HIV Counselling and Testing Centre.Assistance with family or friends who are sickNAPWA: NAPWA is the National Association of People Living with HIV and AIDS, They will help you to find supportgroups and help in your areas.TAC: TAC is the Treatment Action Campaign. They can help with information about living with HIV and AIDS andaccessing treatment for HIV and AIDS.It is important for you to find out the names and contact details for other service providers in your areas, so that youcan refer others to these organisations if they require further help and advice.Preventing mother to child transmission of HIVThe South African Department of Health aims to improve the quality of the mother’s and the infant’s health and preventmortality, by identifying pregnant women who are HIV-positive and ensuring that they enter the PMTCT programme.The DoH will provide AZT from 14 weeks of pregnancy or lifelong ART as soon as possible, depending on a mother’sclinical indications. Other treatment is offered during labour, and is given to infants after birth.The DoH PMTCT 2011 guidelines are available online at: http://www.fidssa.co.za/images/PMTCT_Guidelines.pdf

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE120Notes

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE121Notes

INTERSEXIONSINTERACTIONSA guide to facilitating participatory interactive workshops based on the TV drama series ‘Intersexions’PAGE122Notes

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