caught between two cultures - womens health west...2. ca tw tu ual. women’s health west would like...

CAUGHT BETWEEN TWO CULTURES

Program manual

A sexual and reproductive health project for young African women

2 CAUGHT BETWEEN TWO CULTURES PROGRAM MANUAL

Women’s Health West would like to acknowledge the following people and organisations for their valuable expertise and contributions to the design, implementation and delivery of Caught Between Two Cultures:

• Awel,Communitymember

• HopeMathumauandKoulaNephytou,CentreforCulture,EthnicityandHealth

• MercedesReyesMunoz,RoyalWomen’sHospitalMelbourne

• ChiedzaMusara,SpectrumMigrantResourceCentre

• EllyTaylor,HelenMakregiorgos,KarinHolzknechtandChristineCrosby,Women’sHealthWest

This manual draws on other project manuals authored by Women’s Health West staff to ensure consistency of sexuality education practice for young women in the west and to ensure that evidence-based work is used across our program portfolios. These project manuals are referenced throughout and include:

• Human Relations Program for young women: Western English Language School (WELS) facilitator’s manual

• Lead On Again: a leadership program for young women from culturally and linguistically diverse backgrounds

• You, Me and Us respectful relationships education training manual

• Power On: A peer education health and wellbeing program for women who experience mental illness

Women’s Health West acknowledge the traditional custodians of the land on which we work, the people of theKulinNation,andwepayourrespectstoEldersandcommunitymemberspastandpresent.Weexpresssolidarity with the ongoing struggle for land rights, self-determination, sovereignty and the recognition of past injustices. We express our hope for reconciliation and justice.

Acknowledgements

317-319BarklyStreet,FootscrayVIC3011 0396899588 www.whwest.org.au

Women’s Health West acknowledge the support of the state government

Women’s Health West would like to acknowledge andextendaspecialthankyoutotheVictorianWomen’s Benevolent Trust for funding this project

©Women’sHealthWest2016

ISBN:978-0-9807593-9-6

Illustrations:Isis&Pluto

Authors:ShukriaAlewiandEllyTaylor

Editors:KarinHolzknechtandChristineCrosby

Design:RaulGarderes

3CAUGHT BETWEEN TWO CULTURES PROGRAM MANUAL

Contents

AboutCaughtBetweenTwoCulturesandthisprogrammanual 4

Delivering the program 5

Programevaluation 8

Programoutline 10

Programcontent 11

Day 1: Puberty, menstruation and respectful relationships 13

Activityresources 29

Day 2: Contraception and pregnancy 49


Day 3: Sexually transmitted infections and cervical cancer 71


Day 4: Body image and skin bleaching and toning 89


Day 5: Sexual decision-making, consent and FGM/C 107


Day 6: Leadership and advocacy 131


Day 7: Celebration 153

References 156


About Caught Between Two Culturesand this program manualAbout the projectCaught Between Two Cultures (CBTC): A young African women’s sexual and reproductive health project will enhanceyoungAfricanwomen’sconfidence,independenceandcapacitytomakeinformeddecisionsabouttheirhealth, safety and wellbeing now and into the future. The overarching goal of CBTC is to prevent the practice of femalegenitalmutilationorcutting(FGM/C)amongyoungAfricanwomenwithinMelbourne’swesternregion.

In2014,aseriesofcommunityconsultationswereheldinMelbourne’swesternsuburbs.TheconsultationsweredesignedtoexplorecommunityperspectivesaboutthesexualandreproductivehealthofyoungAfricanwomen.The consultations were semi-structured, one-on-one interviews.

Allparticipantsintheconsultationswerebornoverseas,orarrivedinAustraliaatayoungage,orasanadult.

Fifteencommunitymemberswereinterviewed—fiveyoungwomen,threefemalecommunityleaders,fivemothers,onefemaleacademicwithexpertiseinyoungAfricanwomen’ssexualandreproductivehealth,andonemalereligiousleader.ParticipantswereselectedfromdifferentAfricancommunitiesknowntohaveahighpracticerateofFGM/CsuchasEthiopia,Eritrea,SomaliaandSudan.

TheconsultationidentifiedthatyoungAfricanwomenwhohaveundergoneFGM/Crequireatailoredsexualandreproductive health project that responds to their different health, safety and wellbeing needs.

TheconsultationalsofoundthatyoungAfricanwomenagedbetween16and25years,wholiveinMelbourne’swestandwhohavemigratedfromcountrieswhereFGM/Cispracticed,willbenefitfromthisholistic,culturallysensitive sexual and reproductive health promotion project.

Inaccordancewithbestpractice,theCBTCprojectusesaparticipatoryapproachthatworkstoincreaseyoungwomen’s individual, social and civic decision-making power as a mechanism to support sexual and reproductive healthandpreventthepracticeofFGM/C.Prioritisingtheself-empowermentofyoungwomeniscentraltothisproject, as is building broader community consensus for the rights of women and girls.

About the program manualTheCBTCprojectusesaholisticapproachtoenhanceandempoweryoungAfricanwomentomakeinformeddecisionsabouttheirsexualandreproductivehealthandwellbeing.EmpoweringyoungwomeninthiswayisworkingtowardseliminatingthepracticeofFGM/C,thusimpactingfuturegenerationsofyoungAfrican women.

Thepurposeofthismanualistohelpsupportserviceprovidersand/orindividualstodeliveraprogramthatisculturallysensitiveandappropriateforyoungAfricanwomenwhohavebeenimpactedbyFGM/C.Themanualwilloutline the project purpose and approach, how to implement and evaluate the program, and provide resources and tools that support session delivery.


Delivering the programThe program should be facilitated by a bilingual worker with experience or knowledge of the community, or who comesfromthespecificcommunitywhereFGM/Cispracticed.Theprogramcouldalsobeco-facilitatedwithpeereducatorsandbilingualworkers.Peereducatorscanprovideasenseofsafetytoparticipantsandinspireparticipants to become future peer educators themselves.

What is a facilitator?

• Afacilitatorisanactiveunbiasedmemberofthelearningprocess

• Afacilitatorfacilitatesdiscussionasopposedtolecturing

• Afacilitatorskilfullyassessesagroupofpeopletounderstandtheircommonobjectivesandhelpsthemtoachieve these objectives

• Afacilitatorguidesandhelpsachieveunderstandingandconsensus

The basic skills of a facilitator

• Isagoodtimekeeper

• Assistsagrouptobrainstormandproblemsolve

• Understandsthedifferentculturesanddynamicswithinthegroup

• Isopenmindedaboutchangesthatmightoccurtoprogramdeliveryonanygivenday

An experienced facilitator will have the ability to:

• Interveneinawaythataddscreativitytoadiscussionandempowersparticipantstoleadandbecreative

• Understandthegroupprocessandsuccessfullyredressinequalitiesinthegroupdynamic,toensureallparticipants have an opportunity to contribute

• Includeparticipantswhoappearwithdrawnorboredingroupdiscussionsandprocesses

Good facilitation techniques should:

• Helpparticipantstobecomfortablewitheachother

• Createafunandinterestinglearningenvironment

• Boosttheenergylevelsofworkshopparticipants

• Organiseinterestingandproductivegroupworkactivities

• Useparticipatoryactivities,whichenabledynamicreviewsofwhathasbeenlearnt

• Provideopportunitiesforparticipantstoexpandonthenewknowledgetheyhavereceived

Source for notes on facilitation:GovernmentofIndia(n.d.)


The importance of cultural sensitivityTo provide a culturally and emotionally safe and supportive environment for all, it is important to note that some participantsmightfindthecontentcoveredinsomesessionsconfronting.Participantsmighthaveideasabouttheextenttowhichtheyshouldknow,talkabout,orengageinsexualactivityandintimaterelationships.SomemighthavealsobeenimpactedbyFGM/C.

‘Femalegenitalmutilation’isthetermpreferredbytheWorldHealthOrganizationandtheUnitedNations,andisusedthroughoutAustralianandVictorianlegislation.Useoftheword‘mutilation’aimstoreinforcethegravityand harm caused by the practice and reiterate that it is a gender-based, human rights violation. However, the WorldHealthOrganization,inlinewithbestpracticecommunitydevelopmentapproaches,maintainsthatwomenwill more effectively engage with health promotion programs that use terms such as ‘female circumcision’ or ‘traditional cutting’.

Throughoutthismanual,theterm‘femalegenitalmutilation/cutting’isusedtoacknowledgetheimportanceofboth viewpoints. However, using culturally appropriate language is essential to build trust and respect with young women. Hence, we recommend that when delivering sessions, facilitators only use the terms ‘female circumcision’ or‘traditionalcutting’(Women’sHealthWest2014a).CBTCdoesnotintendtochallengestudents’cultural,religious or family beliefs; it aims to provide participants with information to empower their decision-making and withanopportunitytoengageinpositivelearningandbuildtheirconfidence.

Participantsareencouragedtodiscusstheprojectmaterialwithintheirculturalcontext.Facilitatorscansupportthisbyaskingquestionssuchas:

• Whathaveyoubeentaughtaboutpregnancy,birthingandparenting?

• Doesyourfamilydiscussmenstruation?

• Whatisthewordforpubertyinyourlanguage?

• Haveyoubeentaughtaboutprotectingyourselfagainstsexuallytransmittedinfections(STIs)?

Working with interpreters Providingaccesstointerpretersforthedurationoftheprojectenablesparticipantstolearnandfeelsupportedintheirfirstlanguage.

GiventhatprojecttopicssuchasFGM/C,sexualityandrespectfulrelationshipsmightpresentasculturallychallenging for some interpreters, it is essential that interpreters are briefed about project content prior to commencing in this role. This is to ensure that interpreters are prepared to discuss these topics in a positive andopenway.Thebriefingshouldalsoclarifytheirroleandresponsibilityofonlyinterpretingthematerialbeingpresentedandrefrainfromcommunicatingtheirpersonalviewsandbeliefstoparticipants.Itisrecommendedthatthis information be provided to interpreters in a written format.

ItisessentialthatinterpretersarefemaleandarefromcommunitieswhereFGM/Cispracticedasthisenablestheinterpreter to relate to the participants, and it is likely that they will be more knowledgeable about the impact of FGM/Cwithintheircommunities.

Consistency of interpreters throughout the project is also important. When booking interpreters, it is important to explainthattheprojectrequiresthesameinterpretersfortheentireprogram.Employingyoungfemaleinterpretershas proven to be the most effective in conveying accurate sexuality and sexual health information to young female participants. Therefore, it is very important to communicate these preferences to interpreting service providers. These considerations contribute to creating a safe and supportive environment for all involved in the project. Debriefingtheinterpretersmightberequiredandthisistheresponsibilityoftheinterpretingserviceprovider.


Creating a safe and supportive environment

For participants

Creating a safe and supportive environment for participants to meaningfully engage in discussions about sexualandreproductivehealthandFGM/Cisimportantforthesuccessoftheprogram.Waysinwhichsuchanenvironment can be promoted include:

• Establishingagroupagreementatthestartoftheprogram

• Discussingconfidentialityandtheimportanceofmaintainingthisthroughouttheprogram

• Buildingtrustwithparticipantsbybeingnon-judgemental

• Involvinginterpretersininteractiveactivitiesifparticipantsarecomfortablewiththis

• IntroducingthetopicofFGM/Csensitivelytoassessparticipants’interestinexploringthetopicfurther.ThechoicetofurtherdiscussthetopicofFGM/Cshouldbetheparticipants’,andnotbeforcedbythefacilitator

For the facilitator

The facilitator can undertake the following activities to support the creation of a safe and supportive learning environment:

• LookattheirownbeliefsandbiasesaroundFGM/C

• Becomefamiliarwiththeprojectcontent

• Benon-judgemental

• Remembertheirroleasafacilitator

• Considerco-facilitationforthefirsttimetheyfacilitatetheproject

• Factorintimeforco-facilitatorstodebrieforidentifyasupportpersontodebriefwithifitisfacilitatedbyoneperson

The question box

Throughouttheprogram,ananonymousquestionboxneedstobemadeavailableintheroomtogiveparticipantsanopportunitytoaskquestionsrelatingtotheprogram.Toencouragediscussion,thefacilitatorwillreadoutquestionsfromthepreviousdayandthenaskthegroupfortheirresponses.

Afterparticipantshavehadanopportunitytocontributetothediscussion,itisimportantthatthefacilitatorprovidesananswertothequestiontoensurethatinformationisaccuratelyconveyedandanymythsare dispelled.


Program evaluation Anevaluationisconductedpriortotheprogramcommencingandattheconclusionofprogramdelivery.Itisrecommended that participant responses be compiled into an evaluation report to ensure that the content remains responsive to the needs of participants.

Evaluation framework and tools Project aim and objectives

TheoverarchinggoaloftheCBTCprojectistopreventthepracticeofFGM/CamongyoungAfricanwomeninMelbourne’swesternregion.Theprojecthasthreekeyobjectives:

1. ToempoweryoungAfricanwomentomakeinformeddecisionsregardingtheirownsexualandreproductivehealth

2. TodevelopyoungAfricanwomen’sconfidence,independence,leadershipskillsandprideintheirAfricanandAustralianidentity

3. To promote attitudes and behaviours among young women that support and promote the elimination of FGM/CforfuturegenerationsofAfricanAustralianyounggirls

The evaluation measures the project objectives, as well as medium- to long-term outcomes. These objectives are:

• ToworkcollaborativelywithyoungAfricanwomentodevelopandenhancetheirconfidence,independence,leadershipskillsandprideintheirAfricanandAustralianidentity,whichislikelytoincreasecivicandeconomic participation

• Tobuildcapacity,knowledgeandskillsdevelopmentofyoungAfricanwomentomakesafeandpositivesexual and reproductive health decisions for themselves and their children

• Toincreaseparticipants’attitudesandbehavioursthatsupportandpromotetheeliminationofFGM/C

Methodology

Women’sHealthWestuseamixedmethodsresearchdesignwithqualitativeandquantitativemethodstoensurethat rich and meaningful data is collected. The evaluation methodology for this project includes:

• Pre-andpost-projectparticipantquestionnaires

• Surveyquestionnairesfollowingeachsessiondelivery

• ReflectivefocusgroupswithyoungAfricanwomenandpartneragencies

Pre- and post-project participant questionnaires

Thesequestionnairesaredesignedtomeasureachangeinyoungwomen’sknowledgeofsexualandreproductivehealthandwellbeing.Thequestionnairesarespecificallydesignedtomeasureachangeinattitudes,knowledgeandlevelofsupportforFGM/C.Questionsrelatingtocountryofbirth,religionandlanguagesspokenathomeprovideinformationaboutwhetherparticipantsarefromFGM/Cpracticingcommunities.However,duetoethicalconsiderations,thequestionnairesdonotaskyoungwomenabouttheirpersonalexperiencesofsexualandreproductivehealth,includingFGM/C.


Thepre-andpost-projectparticipantquestionnairesincludeanumberofquestionsthatmeasureattitudestowardFGM/CthathavebeentakenfromtheDemographicandHealthSurveys(DHS)andtheMultipleClusterIndicatorSurveys(MICS).TheDHSandMICSareusedinternationallytodeterminenationalFGM/Cprevalencerates,thedistribution of the practice within a country, the social and cultural circumstances surrounding the practice and trendsassociatedwithendingFGM/C(UNICEF2005).TheDHSmeasuresindividual’sbeliefsandperceptionsthroughanumberofattitudinalquestions.Thesesurveysfoundastrongcorrelationbetweenahighlevelofsupport for the continuation of the practice and practice rates among survey participants’ daughters (UNICEF2005).

TheCBTCquestionnairesincludeanumberofquestionsrelatedtomeasuringattitudestowardsandsupportforgenderequity,whichinternationalresearchshowsisassociatedwiththeeliminationofFGM/C.UNICEF hasfoundvia cross-country comparisons that there is a strong association between the level of support for the practice and ‘women’s empowerment through the analysis of several indicators related to gender and decision-making, namely, decision-makingonhealthcareandhouseholdpurchases’(UNICEF2005,p.21),aswellasanacceptanceofintimatepartnerviolence.TheevidencesupportsthehypothesisthatwomenwhorankhigherongenderequalityindicatorsarelesslikelytosupportthecontinuationofFGM/C(UNICEF2005).DatafromtheDHSshowsacloseassociationbetweenwomen’sabilitytoexercisecontrolovertheirlivesandtheirbeliefthatFGM/Cshouldcease.

Informedbythisresearch,assessingchangesamongparticipantsthatrelatetogenderequitymeasuresisanother effective way of measuring whether a project intervention has had an impact on young women’s support fortheeliminationofFGM/C.InternationalresearchshowsthatwomenwhodonotsupportFGM/Care:

• Morelikelytomakedecisionsandhavethefinalsayintheirownhealthcare

• Morelikelytohavethefinalsayregardingthepurchaseoflargehouseholdpurchasesorassets

• Lesslikelytoacceptintimatepartnerviolence

• Morelikelytochallengesociallyacceptablegendernorms(UNICEF2005)

Questionsthatrelatetowomen’scontroloftheirbodiesandlives,women’saccesstosocialandeconomicresourcesandsupportforgenderequitablerespectfulrelationshipscanbeusedasindicatorstoassesssupportfortheeliminationFGM/C.


Program outlineThe program is delivered as an intensive workshop over seven days. The structure of the program includes eleven sessions(generallytwosessionsperday).Thesessionsarestructuredinthefollowingway:

• Beginwithanicebreakeractivity

• Reviewinformationfromprevioussession

• Answeranydirectquestionsorquestionsplacedinthequestionbox

• Deliversessioncontentusinginteractiveactivities

• Finishwithanevaluationactivity

Hints for the facilitator and supporting informationThroughout this program manual, activity descriptions are accompanied by ‘hints for the facilitator’ and

‘supporting information’, which are points that will aid in the smooth delivery of activities. While the supporting information is not necessarily content that must be delivered, it can assist the facilitator with background information on the topics discussed, can be used to give additional information that promotes discussion, or canbereferredtoifquestionsareraisedbyparticipants.Thefacilitatorshouldcheckwhetherthisinformationiscurrent prior to running the sessions.


Day Session ObjectiveDay 1: Puberty, menstruation and respectful relationships

Session one: Puberty and menstruation

• Physicalandemotionalchangesthatoccurduring puberty

• Femaleandmalereproductivesystems

• Englishanatomyterminology

• Theworkingsofthemenstrualcycle

ToeducateyoungAfricanwomenabout the physical and emotional changes that occur during puberty, andthespecificneedsofyoungwomenwhohaveexperiencedFGM/C

Session two: Respectful relationships

• Understandinghealthyandunhealthyrelationships

• Howhealthyandunhealthyrelationshipsmakepeople feel

• Understandingviolenceandabuse

To identify behaviours and attitudes associated with respectful and disrespectful relationships, and how to access support services if needed

Day 2: Contraception and pregnancy

Session one: Contraception

• Thedifferenttypesofcontraception

• Howtousecontraceptioneffectively

• Correctwayofusingacondom

• EmergencycontraceptionandthevariouspregnancyoptionsavailableinVictoria

To identify the different contraception methods available, how effective and reliable they are and where to access them

Session two: Pregnancy

• Pregnancy–culturalbeliefsandpractices

• BeingpregnantinAustralia;supportandservicesavailable

• OptionsavailableduringpregnancyinAfricaandinAustralia

• Thepartner’srole

• Birth

ToassistyoungAfricanwomento understand the different social and cultural realities of teenage pregnancy, how to access support services if they experience an unintended pregnancy, and the optionsavailabletotheminAustralia

Day 3: Sexually transmitted infections and cervical cancer

Session one: Sexually transmitted infections (STI)

• WhatisanSTI?

• DifferenttypesofSTIscommoninAustralia

• Treatmentoptions

• Preventativemethods

• ServicesavailableinMelbourne

TointroducethetopicofSTIs,howthey can be transmitted, diagnosed and treated, and the importance of practicing safe sex

Session two: Cervical cancer

• Whatiscervicalcancer?

• Causesofcervicalcancer

• WhatisPaptesting?

• ProceduresofPaptestingforwomenwhohavehadtype3FGM/C

• TheimportanceofPaptestsasanearlydetectionmethod to prevent cervical cancer

ToeducateyoungAfricanwomenabout preventing cervical cancer, the implicationsofPaptestingforyoungwomenaffectedbyFGM/CandtheimportanceoftheHPV vaccine

Program content


Day Session ObjectiveDay 4: Body image and skin bleaching and toning

Session one: Positive body image

• Whatispositivebodyimage?

• Impactonmentalhealthandwellbeing

• Understandingculturalconstructsofbeauty

• Appreciatingyourbody

ToassistyoungAfricanwomentoidentify what supports a positive body image, the impact of exercise on the body, and how to promote mental health and wellbeing

Session two: Skin bleaching and toning

• Whataretoningandbleachingandwhatimpactsdotheyhaveonhealthandwellbeing?

• Thedifferenttypesofproductsandchemicalsused, and making informed decisions about products used on the skin

• Waystoreduceorpreventfurtherdamageto skin

TohelpyoungAfricanwomenidentifyand understand what constitutes skin bleaching and toning, the damage that chemicals used can cause to the body, and ways to prevent and reduce its impacts

Day 5: Sexual decision-making, consent and FGM/C

Session one: Sexual decision-making and consent

• Whataremysexualandreproductive healthrights?

• WhenIamreadytohavesex?

• Consent

ToincreaseyoungAfricanwomen’sknowledge of individual rights in relation to sexual decision-making, consent and sexuality, and to consider what factorscaninfluencedecision-making

Session two: Female genital mutilation/cutting

• WhatisFGM/C?

• DifferenttypesofFGM/C

• MythsandfactsaboutFGM/C

ToincreaseyoungAfricanwomen’sunderstandingofFGM/C,itshealthimpacts and support services, the law inAustralia,andtocriticallyengagein how to eliminate and reduce the practice

Day 6: Leadership and advocacy

Session one: Leadership

• Whatisleadership?

• Whyweneedwomenleadersanddifferentqualitiesofaleader

• Self-esteeminleadership

TohelpyoungAfricanwomenidentifyand enhance their leadership and advocacy skills

Session two: Advocacy

• Whatisadvocacy?

• Communicationskillsinleadership

• Keyskillsofadvocates

• WaysinwhichyoungAfricanwomencanworkwith others to become leaders or advocates

To provide additional tools and resourcestoassistyoungAfricanwomen to implement their skills in ways that promote the rights of women and girls in their community

Day 7: Celebration Event

• Contenttobedecidedbyparticipants

To celebrate participation in the projectandyoungAfricanwomen’sstrengths and achievements


Puberty, menstruation and respectful relationships

DAY 1


Session one intended learning outcomes:Atthe end of the session participants should have an understanding of:

• Physicalandemotionalchangesthatoccurduring puberty

• Femaleandmalereproductivesystems

• Englishanatomyterminology

• The workings of the menstrual cycle

Session two intended learning outcomes:Atthe end of the session participants should have a knowledge of:

• Behaviours associated with respectful and disrespectful relationships

• Knowledgeofrelevantcommunitysupportsand services

Time estimate Topic Resources8:30am – 9:00am Setup • Nametags

• Colouredpens

• Butcher’spaper

• Morningtea

9:00am – 9:40am Activity1:Introducingtheprogram • Ball


• Blu-Tack

• Questionbox

9:40am – 10:10am Activity2:Pre-projectparticipantquestionnaire/consentform

• Pen

• Consentform

• Pre-projectparticipant questionaires

10:10am – 10:25am Morningtea • Hotwater

• Milk

• Coffee

• Teabags

• Sugar

• Biscuits

• Donuts/cakes

• Recyclablecups

• Plasticspoons

• Juice

10:25am – 11:45am Activity3:Changesduringpuberty

Activity4:Anatomyandthebody

Activity5:Themenstrualcycle

Activity6:Takingcareofyourselfduring puberty

Activity7:Evaluationactivity

• Whiteboardmarkers


• Colouredpens

• Interactivemenstruation cartoon

• Periodpainexercisehand-out

• Anatomycards

• Maleandfemalebody outlines

• Thehygienebag (seeactivityfive)

• Twopiecesofpaper with ‘Can share’ and ‘Can’t share’ written on them

• Diagramof the uterus

• Evaluationquiz

11:45am – 1:00pm Lunch Lunch

1:00pm – 2:30pm Activity1:Icebreaker-questionweb

Activity2:Respectfulanddisrespectful relationships

Activity3:Intimatepartnerviolence

Activity4:Wheretogoforhelpand how to help

• Love Control video

• Flyeronwhereyoung women can access support in regards to family violence issues

• PowerPointpresentation on respectful relationships


• Ballofwool

• Setofrespectfuland disrespectful behaviour cards

• Twosigns: ‘Respectfulrelationships’ and ‘Disrespectful relationships’

Source:Women’sHealthWest&cohealth2012

PUBERTY, MENSTRUATION AND RESPECTFUL RELATIONSHIPS

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DAY 1


Objective:

ToeducateyoungAfricanwomenaboutthephysicalandemotionalchangesthatoccurduringpuberty,andthespecificneedsofyoungwomenwhohaveexperiencedFGM/C

Time required:

• 150minutes(excludingmorningteabreak)

Resources required:

DAY 1

• Nametags

• Questionbox

• Aball


• Anatomycards

• Threesetsofmaleandfemale body outlines

• Colouredpens


• Blu-Tack

• USBstickcontaining:

-Menstruationcartoon

-Evaluationquizquestions

• Hygienebag(tampons,pads, deodorant,etc.)

• Diagramoftheuterus

• Periodpainpreventionexercisehand-out

• ‘CanShare’and‘Can’tShare’ laminated cards

• Pre-projectparticipantquestionaires

SESSION ONE: PUBERTY AND MENSTRUATION



Activity 1: Introducing the programSource:Women’sHealthWest&cohealth2012

Objectives:

• Introductionsandgettingtoknowoneanother

• Introduceinterpretersiftheyarepresent

• Informparticipantsofthetopicsthatwillbecoveredduringtheprogram

• Setupasafeandsupportiveenvironment

• Createafunplacewhereparticipantslearnabouttheimportanceofhealthandhaveanopportunitytoparticipate in excursions

Time required:

• 40minutes

Resources required:

• Aball

• Butcher’spaperandBlu-Tacki

• Questionbox

Instructions for facilitator:

• Startbythrowingtheballtoaparticipant,whocanintroducethemselvesbysayingtheirnameandwherethey were born

• Theparticipantwillthenthrowtheballtosomeoneelsewhowillrepeattheprocess

• Onceyouhavefinishedthegame,askparticipantstositinalargecircle.Ensurethatinterpretersarepositionednearparticipantsthatrequirelanguagesupport

• Informparticipantsofthedurationoftheprogram,andinformparticipantsthattheymayfindsomeofthesessioncontentconfrontingorembarrassing.Encourageeveryonetoparticipate

• Facilitatethedevelopmentofagroupagreement.Explainthattheseruleswillbeusedthroughouttheprogram.Agreedgroupruleswillbelistedonbutcher’spaperandpostedontheboardduring each session

• Introducethequestionboxandwhereitwillbelocatedthroughouttheprogram.Explainthatthequestionboxprovidesthemwithanopportunitytoaskanonymousquestionsthroughouttheprogram

• Reassurestudentsthattheirreligiousandculturalbeliefswillberespectedandheard

• Discusstheprogramcontentwithparticipantsbyintroducingthetopicsforeachsession.Provideawrittenoverview of the program to be displayed in an appropriate place in the room

• Provideparticipantswithanopportunitytoaskquestions

Hints for the facilitator: Itisimportanttoreinforcethattheprojectdoesnotintendtochallengeparticipant’scultural,religiousor family beliefs. The project and the information explored during the sessions will assist participants to discuss the importance of health and wellbeing.


Activity 2: Pre-project participant questionnaire / consent form

Objective:

• Toestablishparticipantknowledgepriortocommencingtheproject,andtoobtainparticipantconsenttotake photos of them during the session delivery

Time required:

• 30minutes

Resources required:

• Pre-projectparticipantquestionnaires

• Consentforms

• Colouredpens


• Distributetheconsentformandexplaintoparticipantstheimportanceofcompletingit

• Participantsundertheageof18mustobtainwrittenconsentfromtheirparentorguardian.Theconsentform must be returned at the next session

• Distributethequestionnaireandexplaintoparticipantsthattheaimofthemcompletingitistogainan understanding of their knowledge of the topics that will be covered. Their responses will inform the development of future session content, and evaluate whether the program increases their knowledge

Activity 3: Changes during puberty Source:Women’sHealthWest&cohealth2012

Objective:

• Toassistyoungwomentounderstandthatthereareaseriesofchangesthatoccurinthebodyastheytransition from childhood to adolescence

Time required:

• 25minutes

Resources required:


• Colouredpens


• Blu-Tack


• Askparticipantstoformsmallgroups.Encouragethemtodiscussthephysicalandemotionalchangesthatoccur during puberty and draw these changes on butcher’s paper

Question: What are some of the physical and emotional changes that happen to your body between the ages of 10 and 16 and 16 to 25?


• Oncecompletedaskeachgrouptosharetheirresponseswiththelargergroup.Listallsuggestionsonthesmartboard or whiteboard

• ItisimportantthatyoungAfricanwomenunderstandthatyoungpeopleexperiencearangeofphysicalandemotionalchangesduringpubertythatimpactontheirsexualandreproductivehealthstatus.Forexample,reproductive maturity is reached when the menstrual cycle begins

• ExplainthatintheEnglishlanguage,thesechangestoayoungperson’sbodyarereferredtoaspuberty

• Askparticipantsthefollowingquestions:

What is the word for puberty in your language?

In your language is there one word for puberty (like in English) or are there many different words to explain these changes?

• Asalargegroup,practicesayingthewordpubertyinallthedifferentlanguages

• Checkinwithparticipantsifthereisanythingtheydidn’tunderstandorwanttoknowmoreabout.Remindparticipantsaboutthequestionbox

Activity 4: Anatomy and the bodySource:Women’sHealthWest&cohealth2012

Objective:

• Toexplaintoyoungwomenbasicanatomyterminologyandaboutthepartsofthebodythatarespecifictosexual and reproductive health

Time required:

• 20minutes

Resources required:

• Anatomycards–thereshouldbetwelveintotal,whichinclude:facialhair,pimples,breasts,vagina,ovaries,uterus, fallopian tubes, cervix, egg cell, pubic hair, penis and scrotum

• Threesetsofmaleandfemalebodyoutlines

Instructions for facilitator: • Askparticipantstoformsmallgroups

• Distributethebodyoutlinesandanatomycardstoeachgroupandaskthemtoassemble

• Onceparticipantshaveputtheirbodytogether,formalargegroupandputthelargefemaleandmalebodiestogether.Readouteachwordandaskparticipantstotaketurnstoputthelabelsonthecorrectparts of the body

• Itisimportantthatthisterminologyisunderstood,asterminologysuchaspenisandvaginawillbereferredto throughout the sessions.


• Attheendofthissession,itisimportanttosummarisethephysicalchangesthatoccurduringpuberty,andreiteratethechangesthatparticipantsidentifiedduringactivitythree.Affirmthateachwomen’sbodyshapeisdifferentincludingtheshapeandcolouroftheirvaginas(willlinktonextactivityandmentionofFGM/Cinthecontextofperiodsandtamponuse)

• Askparticipantsiftheyhaveanyquestions,otherwisemoveontothenextactivity

Hints for the facilitator: Itisimportantthatyoureadouteachanatomycardandplaceitonthebodyoutlineonthefloortoensurethatallparticipantsareabletohearandseeeverything.Ensurethatparticipantsunderstandthedrawingandthenames of all the body parts discussed.

Activity 5: The menstrual cycleSource:Women’sHealthWest&cohealth2012

Objective:

• Toteachyoungwomenaboutthemenstrualcyclesothattheyhaveagreaterunderstandingoftheirreproductive organs and the changes that occur to their bodies when menstruation begins

Time required:

• 10minutes

Resources required:

• Theinteractivemenstruationcartoon,whichisavailableat:http://msnbcmedia.msn.com/i/msnbc/Components/Interactives/Health/WomensHealth/zFlashAssets/menstrual_cycle_dw2%5b1%5d.swf

• Apadandatamponfromthehygienekit

• Adiagramoftheuterus(asbackup)

• Periodpainpreventionexercisehand-out


• Showparticipantsthemenstruationcartoon,explainingthekeyfeaturesofeachstageinthecycle.Usethefirstslidetoinviteparticipantstonamethepartsandthesecondslidetogiveanoverviewofwholecycle.If thecartoonisnotavailable,explainthemenstrualcycleusingthediagramoftheuterus

The key points the facilitator needs to emphasise are:

• Menstruationbeginsbetweentheagesof8and17

• Themenstrualcyclevariesforeverywoman,thoughitusuallyoccursevery28days

• Bleedingoccursfromthevaginaforbetweenthreeandsevendays.Eitheruseapadoratampontohelpmanage menstrual bleeding


• Periodscanbeirregular,especiallywhenmenstruationfirstbegins.Youmaygetoneperiodinthebeginning and then may not get another period for a little while

• Thebeginningofthemenstrualcyclemeansthatpregnancycannowoccurifyouhavesexwithoutacondom or contraception. Women get pregnant when the sperm from a man’s penis meets the egg cell

• Somewomenexperiencepainduringmenstruation

• Forwomenfromsomecultureswhohaveexperiencedtraditionalcuttingorcircumcision,tamponusemaynotbepossible.Wewilldiscussthisinmoredetailondayfive.Handoutthesheetsonperiodpainprevention exercises and demonstrate

Hints for the facilitator: Itisreallyimportanttokeepthisdiscussionsimpleandonlyuseanatomyterminologythatparticipants learned in the previous activity. The rest of the session should be really interactive. Encourageeveryonetoparticipate,tohavesomefunandtoaskquestions!

Activity 6: Taking care of yourself during pubertySource:Women’sHealthWest&cohealth2012

Objective:

• Togetparticipantsthinkingaboutself-careduringpuberty

Time required:

• 15minutes

Resources required:

• Hygienebagcontainingsoap,atoothbrush,toothpaste,deodorant,afacewasher,tissues,ahandkerchief, a nail brush, tampons and pads

• Twopiecesofpaperwiththewords‘Canshare’and‘Can’tshare’writtenonthem

• Thediagramoftheuterustoshowhowatamponisinserted


• Beforeyoustartthisactivityyouneedtoexplaintheword‘share’.Explainthatinthecontextofthisactivitywe are talking about lending something to another person

• Askparticipantstositinalargecircle,handaroundthehygienebag,andaskeachparticipanttotakeonething from it

• Goingaroundthecircle,askparticipantstoholduptheiritemoneatatimeandaskthegroup:

What is it?

How do you use it?

Where do you get this product and how much does it cost?

Should it be shared?


• Afterthegrouphasdecidedwhetherornotitshouldbeshared,placetheitemonthefloorundertheappropriate heading as marked on the butcher’s paper

Hints for the facilitator: It’sreallyimportanttocheckyourownperceptionsbeforedeliveringthisactivityasculturalpracticesaroundhygienevaryallaroundtheworld.Facilitatorsalsoneedtoprovideaspaceforparticipantsto contribute what they know in a safe and non-judgemental way.

Activity 7: Evaluation quizSource:Women’sHealthWest&cohealth2012

Objective:

• Todeterminewhatparticipantshavelearnedfromthesessionandtoprovidefeedbackaboutthesession.

Time required:

• 10minutes

Resource required:

• Hand-outofevaluationquizquestions


• Explainthatparticipantswillbeplayingaquizgame.Thefacilitatorreadsthequestionsaloudandparticipants must decide whether the statement is true or false and then write the answer down

• Attheend,gothroughtheanswerstogetherandaskparticipantstosharetheirresponsestothequestion:

Can you tell us one thing that you have learnt today?

• Explainthatallfeedbackisappreciatedandwillensurethattheprogram’scontentanddeliveryremainsrelevant.

• Remindparticipantsthatthereisaquestionboxiftheywouldliketowritedownananonymousquestion


Objective:

To identify behaviours and attitudes associated with respectful and disrespectful relationships and how to access support services if needed.

Time required:

• 90minutes

Resources required:

Source:Women’sHealthWest2014b

Facilitator notes

Group agreement

• Listentoeachother

• Respecteachother’scommentsandopinions

• Supporteachotherandworktogether

DAY 1 SESSION TWO: RESPECTFUL RELATIONSHIPS

• Love Control video, available at: http://www.dvrcv.org.au/file/131

• USBstickcontainingPowerPointpresentation on respectful relationships

• Hand-outofresourcesandservices



• Ballofwool

• Setofrespectfulanddisrespectfulcards

• Twosigns:‘Respectfulrelationships’and‘Disrespectful relationships’

Instructions for facilitator: • Introduceyourselfandthetopic

• Explainthatbecausewewillbetalkingaboutrespectfulrelationshipswefirstneedtomakesurethatthenexthourandahalfisasafeandrespectfulspaceforeveryone.Showthegroupagreement to participants, read through the three points, then ask participants if they can agree to abide by it


Activity 1: Icebreaker – Question webSource:Women’sHealthWest2014b

Objective:

• Tocreateacomfortableandopenculturewithinthegroup

Time required:

• 10minutes

Resources required:

• Ballofwool

• Listofquestions


• Askparticipantstostandorsitinacircle

• Holdontotheendofthestringandthrowtheball/spooltooneoftheparticipantstocatch.Theythenchooseanumberfromonetofifteen

• Refertoyourlistoffifteenquestionsandaskthemthequestionthatcorrespondstothatnumber.Theyanswerthequestion

• Holdingthestring,theythenthrowittoanothermemberofthegroup

• Eventuallythiscreatesawebaswellaslearningsomeinterestingthingsabouteachother!

• Attheendofthegamethefacilitatorcancommentthateveryoneplayedapartincreatingthisuniquewebandifonepersonwasgoneitwouldlookdifferent.Inthesameway,it’simportantthatwealltakeparttomakethegroupwhatitis,uniqueandspecial

List of questions:

1. What makes you angry?

2. If you could go anywhere in the world, where would you go?

3. If you could talk to any one person alive today who would it be and why?

4. If you HAD to give up one of your senses, which would it be and why?

5. If you were an animal, what would you be and why?

6. Do you have a pet? If not, what sort of pet would you like?

7. What’s one thing you appreciate about a member of your family?

8. Name one thing you really like about yourself.

9. What’s your favourite thing to do in the summer holidays?

10. Who’s your favourite cartoon character and why?

11. Does your name have a special meaning or were you named after someone special?

12. What is the hardest thing you have ever done?

13. What was the best thing that happened to you this past week?

14. If you had this week over again what would you do differently?

15. What’s one of your favourite memories?


Activity 2: Respectful and disrespectful relationshipsSource:Women’sHealthWest2014b

Objective:

• Toidentifybehavioursassociatedwithrespectfulrelationships

Time required:

• 10minutes

Resources required:

• Asetof‘respectfulanddisrespectfulbehaviours’cards

• Twosigns:onestates‘Respectfulrelationships’theotherstates‘Disrespectfulrelationships’


• Discusswiththelargegroup:

What is a relationship?

What is respect?

• Placethetwosignsonopposingwalls.Handout‘behaviours’cards.Eachparticipantshouldhaveatleastone card

• Askparticipantstoplacetheircardunderthesignthatitcorrespondsto

• Nowfacilitateadiscussionaboutthe‘behaviours’postedundereachsign

Facilitator notes

Respect:Showingrespecttosomeonemeansyouactinawaythatshowsyoucareabouttheirfeelings and wellbeing.

Relationship: The way in which two people are connected and interrelate.

Somepossiblediscussionpoints:

• Arethereanyqualitiesthatyoubelieveareunderthewrongsign?Why?

• Arethereanyqualitiesthatyouthinkareacceptableinyourcommunityorfamilythatarecurrentlyunderthedisrespectfulrelationshipssign?

• Howdoestheideaofhonouringyourhusband,partnerorfamilyfitintothispicture? (Forexample,feelingpressuredtodothingstopleasepeople)


Activity 3: Intimate partner violenceSource:Women’sHealthWest2014b

Objective:

• Tounderstandwhatintimatepartnerviolenceisandexaminethesubtletiesthatareoftenconsidered‘love’or ‘normal’ relationship interactions in society

Time required:

• 15minutes

Resources required:

• Love Controlvideo(Women’sHealthintheNorth2009)

• Whiteboardandwhiteboardmarkers


• Discuss:What’sthedifferencebetweenarespectfulrelationshipthathasproblemsandan abusiverelationship?

• ExplainthatLove Control does not cover every form of abusive or violent behaviour and is about a relationshipbetweenamanandwoman.Watchthevideo.Askwhatthey’veseenornoticedinthevideo

• Ifparticipantshavenotpickeduponthemainformsofviolence,watchthevideoagainandpausethevideo at certain points to discuss the different forms of violence, as well as the more subtle forms of violence, that are being depicted

• Writealistoftheformsofviolenceseeninthisvideo

• Discuss:

How could some of the examples we see in this video seem like love? How do we tell the difference?

What other examples of abusive behaviour occur in violent relationships?

• Addtothelistofthe‘formsofviolence’afterthediscussionandaskparticipants:Whatdoyouthinkisacommonthemeinalltheformsofviolencewehavediscussed?

Video run sheet:Pause video What is happening?00:49 • ‘Shehadanuneasyfeelinginthepitofherstomach’

• ‘He’dbeenedgyallday’

• ‘Hedidn’tlikewhatshewaswearing,hethoughtthatotherguyswouldhitonher’

1:33 • Sheendeduppaying–unspokenhabits

• Hedidn’twanthertoseeherfriends.Shehadtomakeexcuses2:12 • Wasjealousoftheguyonthetrain

• Triedtosmooththingsover–boughtherflowersandtoldherthathelovedher3:00 • Shecouldfeelhisangerinthepitofherstomach

• Helostit–physicallyaggressiveandviolentFinish • Shedidn’tbelievelovewaseverythinganymore

• Didn’tknowwheretoturnorwhattodo



Facilitator notes

What’s the difference between a respectful relationship that has problems and an abusive relationship?

Inarespectful relationship you can have an argument and everyone gets to have their say, everyone feels safe to say what they think, everyone has the right to have their needs met and everyone takes responsibility for working things out.

Inadisrespectful relationship an argument becomes violent because one person feels unsafe, disrespected and unable to say what they think while the other person makes all the decisions and controlstherelationship.Onepersonwillgettheirownwaywhiletheotherpersontakesresponsibilityformakingtherelationshipwork.Thedifferencebetweenarelationshipthathassomedisrespectfulqualitiesand an abusive relationship, is if one person is experiencing fear or is being controlled by the other person then that is abusive and not in any way a healthy relationship.

Forms of violence:

Physical,verbal,emotional,psychological,financial,social,stalking.

Common themes:

Power,controlandfear

Definition:

Violenceagainstwomenreferstoanyactofgender-basedviolencethatresultsin,orislikelytoresultin,physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrarydeprivationofliberty,whetheroccurringinpublicorprivatelife(UnitedNations 1993)

Statistics and violence against men:

Youngmenaremorelikelytoexperiencephysicalviolenceoutsidethehome,throughwarandviolenceamongmalepeers.Youngwomenaremorelikelytoexperiencephysicalviolencebypeopleintheirhome/someonetheyknow.

• Womenareatleastthreetimesmorelikelythanmentoexperiencephysicalviolenceatthehandsofanintimatepartner(ABS2012)

• Menwhowerephysicallyassaultedbyafemalestranger=3percent(ABS2006)

• Menwhoexperiencedviolencebyafemalepartner=4percent(ABS2006)

• Ofthe484,000meninAustraliawhowerephysicallyassaultedinthelast12months,89percentwereassaultedbyothermen(ABS2006)

• Violenceistheleadingcontributortodeath,disabilityandillnessofwomenaged15to44years(VicHealth2004)

The impacts on women who experience violence are more severe. Women are far more likely than men to:

• Sustainphysicalinjuries

• Fearfortheirlives

• Besexuallyassaulted

• Experienceviolenceafterseparation


Activity 4: Where to go for help and how to helpSource:Women’sHealthWest2014b

Objective:

• Tohelpyoungwomenunderstandhowtoaccesshelpandsupportiftheyorsomeonetheyknowisexperiencing a disrespectful or violent relationship

Time required:

• 3minutes

Resources required:


• PowerPointpresentationonUSBstick

• Flyerofserviceshand-outwith‘wheretogoforhelp’information


• Explainthatwearegoingtogivethemalistofservicesthattheycancontactiftheyorsomeonetheyknowisexperiencingaviolentrelationship.Oftentheseserviceswillallowyoutocontactthemanonymouslyifyouwanttoaskquestionsorseekfurtheradvice.

• Talkthroughtheavenuesandresourcesforassistanceincluding:policeandregionalfamilyviolenceservicesaslistedonthePowerPointpresentation.

Facilitator notes Six things we can all do:

(http://www.whiteribbon.ca/what-you-can-do/)

Believe:

Ifsomeonedisclosesthattheyarethevictimofviolence, believe what they are saying, listen carefully and tell them it’s not their fault.

Trust your gut:

Ifyouseesomethinghappeningthenassessthe risk, intervene and attempt to defuse the situation.Asksomeoneelseforhelpifitisunsafe.

Offer support:

Offersupporttothepersonbeinghurtorabused.Askifyoucanhelpsomeonewhoisavictim and direct them to a support service.

Role model:

Leadbyexample.Questionyourownattitudesand behaviours that degrade, disrespect or harm women.Treatwomenandmenwithequalityandrespect.

Challenge:

Stepinandtakeactionasabystander.Challengecommentsandbehaviours.Encouragemenandyoung boys to consider how their behaviours and lack of action affects our communities and society.

Learn more and get involved:

Watch videos, read more and share important facts and information with others.


ACTIVITY RESOURCES

DAY 1


CAUGHT BETWEEN TWO CULTURES: A SEXUAL AND REPRODUCTIVE HEALTH PROGRAM FOR YOUNG WOMEN

Consent form

Name:

…………………………………………………………..……………………………………………………

Address:

…………………………………………………………..……………………………………………………

…………………………………………………………..……………………………………………………

Emergency medial treatment

Ifthereisamedicalemergency,wewillcallyouremergencycontacttoletthemknow.

Name of emergency contact person:

…………………………………………………………..……………………………………………………

Emergency contact phone number:

…………………………………………………………..……………………………………………………

Does the contact person need an interpreter? Yes No

If yes, what language does the contact person speak?

…………………………………………………………..……………………………………………………

Photo permission

IgivemypermissionforWomen’sHealthWesttotakephotosofmetouseintheirpromotionalmaterial, and to share with external presenters.

Date: ……………………………………………..……………………………………………………

Signature:

…………………………………………………………..……………………………………………………


Anatomy cards

Breasts

Pubichair

Ovaries

Uterus

Fallopiantubes Scrotum

Penis Facialhair

Cervix Eggcell

Vagina Pimples


Pelvic pressLieflatonthefloor,facedownwithyourpalmsonthefloorbesideyourshoulders.Now,pushyourpalmsdownonthefloor,andraiseyourheadandshouldersofftheflooruntilyourarmsareout-stretched.Repeatseveraltimes.

Crouch Lieonyoursidewithyourknees drawn up to your chest and your head tucked in until it touches your knees, in the foetal position.

Pelvic rockLieflatonthefloor,facedown.Stretchyourarmsbehind you, arch your back and reach back until you can grasp your ankles, bending your knees and bringingyourfeetuptomeetyourhands.Inthisposition, your legs, head and shoulders will be off the floor.Gentlyrockbackwardsandforwards.

Stretching Standwithyourbackagainstthewallwithyourshoulders, heels, head and as much of your body touching the wall as possible. Try to imagine your head is being drawn upwards, making you as tall aspossible.Practicethisoften.Itisexcellentforposture and for relief of period pain.

Period pain prevention exerciseSource:Griffiths,D,Leece,B,&theFamilyPlanningYouthTeam1992


Diagram of a uterus and female body outlinesSource:Women’sHealthWest&cohealth2012


Male body outlinesSource:Women’sHealthWest&cohealth2012


Physical changes that occur during puberty

Source:StateofVictoria2015

Pubertyisthetimewhenyourbodybeginstogothroughchangesfromachild’sbodyintoanadultbody.

Boys also experience puberty, although they are usually a little older when their body begins to change.

Changes for girls include:

• Growtaller

• Growingbodyandpubichairunderarms,aroundthepubicareaandonlegs

• Skinandhairgetsoilyandsomepeoplegetpimples,whichusuallyclearupasyougetolder

• Bodyodourchangesandyousweatmore

• Voicecandeepen,althoughitisnotasnoticeableforgirls

• Bodyshapewillchange.Yourhipswidenandyourbodybecomescurvier.Pubertymaybeatimewhensome girls put on weight. This usually disappears as you get older, especially with regular exercise and a healthy diet

• Breastsdevelopandgrowlarger

• Girlsmightstarttogetawhitedischargefromtheirvagina.Thisisanaturalself-cleaningprocessandiscompletely normal

• Girlswillstartmenstruation

Emotional and social changes that occur during pubertySource:StateofVictoria2015

• Copingwithachangingbody–dealingwithsuddenphysicalchangesandanewbodyshape.Youmaybegintofeelself-consciousorembarrassed.Otherpeoplemightstarttotreatyoudifferently.Forexample,ifyou look older, you might be treated as an older person

• Emotions:Youmaybegintofeelfrustrationbecauseyoufeeldifferent–itcanbedifficultcopingwithearlyphysicalchanges.Orifpubertybeginslaterinadolescence,youmayfeelfrustratedwaitingforthem to happen

• Moodswings–thesuddenreleaseofhormonesintoayoungperson’sbodycanbringaboutextremeemotionsandmoodswings(thisistemporary),whichismostlycausedbythechanginghormonelevelsaffecting the way a person feels

• Energychanges–physicalgrowthandotherchangescanmakeyoufeelfullofenergyoneminuteandtiredthe next

• Copingwithsociety’sandfamily’sideas,expectationsandpressures–yourage,gender,sexuality,yourstatus as a young person

• Learningaboutyourownidentityandyourindependenceinrelationtoself,family,friends,yourvalues

• Startingtoexploreyoursexualidentityandpossiblyromanticrelationships


Quiz questions Answers (True or False)

1 The physical and emotional changes that happen to your body between the age of 10and16arecalledpuberty

2 During puberty you grow pubic hair under your arms and on your genitals

3 Menandboyshaveavagina

4 Both boys and girls grow lots of facial hair when they go through puberty

5 There are exercises that you can do to help with period pain

6 Onceyoustartmenstruationyoucangetpregnant if you have sex without a condom or contraception

7 Mostyoungwomengettheirperiodevery 40days

8 It’sgoodtoshareyourtoothbrush

9 It’sgoodtohaveabathorshower every day

10 The ovaries are part of a women’s reproductive system

Evaluation quiz questions Source:Women’sHealthWest&cohealth2012


Quiz questions Correct answers

1 The physical and emotional changes that happen to your body between the age of 10and16arecalledpuberty

True

2 During puberty you grow pubic hair under your arms and on your genitals

True

3 Menandboyshaveavagina False–onlywomenandgirlshavevaginas

4 Both boys and girls grow lots of facial hair when they go through puberty

False–itisonlyboyswhogrowalotoffacialhairduringpuberty

5 There are exercises that you can do to help with period pain

True

6 Onceyoustartmenstruationyoucangetpregnant if you have sex without a condom or contraception

True–letparticipantsknowthatyouwilltalkaboutthismoreinthe coming sessions

7 Mostyoungwomengettheirperiodevery 40days

False–itifdifferentforeveryonebutusuallymenstruationhappensevery28days

8 It’sgoodtoshareyourtoothbrush False–everyoneshouldhavetheirowntoothbrush

9 It’sgoodtohaveabathorshower every day

True

10 The ovaries are part of a women’s reproductive system

True

Evaluation quiz answersSource:Women’sHealthWest&cohealth2012


Howoldareyou?

…………………………………………………………..……………………………………………………

Whatisyourreligion?

…………………………………………………………..……………………………………………………

Whatlanguage/sdoesyourfamilyspeakathome?

…………………………………………………………..……………………………………………………

Whatcountrywereyoubornin?

…………………………………………………………..……………………………………………………

Ifyouweren’tborninAustralia,didyoumigratetoAustralianona:

Humanitarian visa

Familyorpartnervisa

Skilledmigrationorworkvisa

Other,pleasespecify ………………………………………..........

Thisquestionnaireisconfidentialandnoinformationthatidentifiesyouisrecorded.Thequestionnaireisnotatest,but provides Women’s Health West with an opportunity to understand the effectiveness of the Caught Between TwoCulturesproject.Thequestionnairewillaskyouquestionsaboutyourknowledgeandattitudesaboutsexualandreproductivehealth,wellbeingandhealthyrelationships.Wewillaskyoutocompleteasimilarquestionnaireat the end of the project.

Glossary of terms

Blood borne virusesincludingHIV,hepatitisBandhepatitisCarevirusesthataretransmittedbybloodorbodyfluidsthatcontainblood.

Body image refers to a person’s attitude toward their body, how they see themselves, how they think and feel about the way they look and how they think others perceive them.

Cervical cancer, or cancer of the cervix, is cancer of the entrance to the uterus, otherwise known as the womb.

Consentmeansfreeagreementofyourownfreewill(VictoriaLegalAid2014).

Female genital cutting/circumcision includes procedures that intentionally alter or cause injury to the female genitalorgansfornon-medicalreasons(WorldHealthOrganization2015).

Human papillomavirus or HPV is a common virus affecting women and men that is contracted by sexual activity involving genital contact.

Sexually transmissible infections (STIs) are infections that can be passed on from one person to another during sexual activity.

PRE-PROJECT PARTICIPANT QUESTIONNAIRE


1. Puberty causes physical and emotional changes in a young person’s body, including when they reach sexual maturity and can have a baby.

True False Idon’tknow

2. Caring for and appreciating your body can help support a positive body image, which is important for self-esteem and general happiness.


3. Negative body image can lead to a range of eating disorders.


4. A balanced diet includes fresh fruit, vegetables, grains, legumes, protein and dairy.


5. Who should decide whether a woman is ready to get pregnant and have a baby? (please tick one answer)

Sheshoulddecide Her partner or husband Her doctor Her community Idon’tknow

6. Pregnancy can happen the first time a woman and man have sex.


7. Condoms are the most effective way to prevent sexually transmissible infections (STIs) and blood borne viruses, including HIV, hepatitis B and hepatitis C, from occurring.


8. A woman who is taking the contraceptive pill can get pregnant if she has had sex and forgets to take the pill once every day.


9. Informed consent to sex (tick all the answers you think are correct):

Isgivenwhenbothpartnerssayordosomethingtocommunicatetheirconsent Iswhenthewomandoesnotsayno Can be withdrawn at any time during sexual activity Cannot be given if someone is too drunk to understand what is happening

10. In Victoria, abortion is safe and legal and young women can access an abortion without their parents’ or partners’ consent.


11. The HPV vaccine is safe and effective.


12. What causes cervical cancer? (please tick one answer)

The contraceptive pill Human papillomavirus Having lots of sexual partners Idon’tknow

13. Skin bleaching products contain harmful chemicals such as mercury and hydroquinone that can cause poor health and wellbeing.


14. One in five Australian women will experience depression and one in three women will experience anxiety.


15. A person experiencing poor mental health can access support and treatment from a general practitioner (GP), a counsellor, a mental health social worker or a psychologist.



16. Have you heard of female genital circumcision or traditional cutting?


17. Female genital cutting/circumcision (FGC) is illegal in Victoria and Australia.


18. FGC is a practice that violates the health and human rights of girls and women.


19. FGC is practiced due to cultural customs and traditions.


20. What are some of the myths and beliefs that some communities hold about why FGC is practiced? (please tick all the correct answers)

Religion Protectsgirls’virginityandpreventsthemfromengaginginimmoralbehaviour Hygiene and cleanliness Idon’tknow

21. The Royal Women’s Hospital has a de-infibulation clinic that provides specialist sexual and reproductive health services to women who have had type 3 FGC


22. Do you think female genital cutting/circumcision should continue or stop? Please tell us why or why not?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

23. A respectful intimate partner relationship is one where both partners (please tick all correct answers):

Listentoandrespecteachother’sideasandopinions Arefreetobethemselveswithoutfearofcriticismorjudgement Onlyspendtimewitheachotherandrarelyseeotherfriends Can trust each other Do not pressure each other to do anything they feel uncomfortable about

24. A woman cannot be raped by someone she is married too or in a relationship with.

Stronglyagree Agree Idon’tknow Disagree Stronglydisagree

25. Women should not expect to have the same freedoms as men.


26. The leaders of a community should largely be men.


Thank you!


Respectful and disrespectful behaviours cardsSource:Women’sHealthWest2014b

Respectful relationships

Youhavefuntogether

Yousupporteachother

Youfeelhappyaround each other

Youbothfeellikeyou can be yourself

Youtrusteachother

Youencourageeachother to have other friendships

Youtalktoeachother

Youshareyourfeelings


Youcanhave different interests

Youcandisagreewithouthurting each other

Youcanbothcompromise,say sorry and talk

arguments through

Youdothingstogether

Youfeelconfidenttoshareyour opinions

Youlistentoeachother

Youhavefreedomin the relationship

Youcansay‘no’ifyoufeeluncomfortable


Disrespectful relationships

Youdon’tfeelfreetoshareyour opinions

Youareoftencriticisedorhumiliated by them

Youcan’thangoutwithcertain people or they

get jealous

Youcan’tdisagreewiththemor they will get angry

Youcan’tbeyourself around that person

Youmakeplanswiththem but they often break plans with you at the last minute

Youdon’tspendmuchtimewith other people

Youfeelunhappy around them

Youalwayshavetoexplainwhere you are and who

you are with

Youfeelunsafe


Youfeelpressuredtodothings just to please them

They accuse you of seeing orflirtingwithotherpeople

They make you feel like youarewrong,stupid,crazy

orinadequate

They tell you that if you changed they wouldn’t

abuse you

They have scared you with violence or threatening

behaviour

They prevent you from going out or doing things

you want to do

They say they will kill or hurt themselves if you break up

with them

Their jealousy stops you from seeing friends

or family

Youfeellikeeverything is a competition

Youfeelnervousaroundthe person and scared to

disagree with them

Youfeelscaredor intimidated by them

Youfeelpressuredbythem to have sex


Where to go for help

Women’s Health West:

FamilyviolenceservicesinMelbourne’swest

Phone:(03)96899588

safe steps Family Violence Response Centre

State-widesupportingservicesforrefugeeandcrisisaccommodation

Phone: 1800015188

Victoria Police

000

Relationships Australia - Sunshine Centre

Counselling and support groups for women

Phone:0383119222

co-health

Counselling program and assistance

Phone: (03)83984100

The Action Centre

Sexualandreproductiveservices,informationandalsoareferralserviceforallyoungpeople. Providecounsellingforyoungpeoplewithadisability.

Free call on:1800013952


Contraception and pregnancy

DAY 2


Session one intended learning outcomes:Attheend of the session participants should have a good understanding of:

• Thedifferenttypesofcontraception

• Howtousecontraceptioneffectively

• TheCorrectwayofusingacondom

• Emergencycontraceptionandthevariouspregnancy options (e.g. parenthood, abortion andadoption)availableinVictoria


• Differentsocialandculturalbeliefsandpractices around pregnancy

• SupportandservicesavailableinAustraliaifthey experience an unintended pregnancy

• Thepartner’srole

• Birth


• Colouredpens


• Morningtea

9:00am – 9:40am Activity1:Icebreaker • Ball

9:40am – 10:10am Reflectionondayone

Discussinganyquestionsparticipantsputinthequestionbox

• Questionbox


• Milk

• Coffee

• Teabags

• Sugar

• Biscuits

• Donuts/cakes

• Recyclablecups

• Plasticspoons

• Juice

10:25am – 11:45am Activity2:Contraception

Activity3:Saywhat?

• USBstickcontainingconceptionPowerPointpresentation

• Differenttypesofcontraceptionsamples(pills,condometc.)

• Plasticbanana

• Commonexcusesandcontraceptioncuecards

• ‘JayandTyler’scenariohand-out

• Colouredpens



1:00pm – 2:30pm Activity1:Lifegoals

Activity2:Pathwaysforyoungpeopleand teenage pregnancy

Activity3:Pregnancyoptions

Activity4:Evaluation


• PlainA4sheetsofpaper


• Colouredpens

• Visualrepresentationofyoungwomen’spathwaysinAustralia(frombirthto45years)

• Evaluationquiz

• PowerPointscenarios

2:30pm – 4:00pm Servicesavailablewithinahospital,suchastheRoyalWomen’sHospital

• Mykicards

CONTRACEPTION AND PREGNANCY

Ses

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DAY 2


SESSION ONE: CONTRACEPTION

Objective:

To identify the different contraception methods available, how effective and reliable they are, and where to access them

Time required:

• 90minutes

Resources required:

DAY 2

• Ball


• Questionbox

• ProgramoutlineonPowerPoint

• Blu-Tack

• Plasticbanana

• Commonexcusesandcontraceptioncue

cards

• Evaluationquiz

• Samplesofpill,implanon,emergencycontraception and condoms


• Colouredpens




Activity 1: IcebreakerSource:Women’sHealthWest&cohealth2012

Objective:

• Tocreateafunplacewhereparticipantslearnabouttheimportanceofhealthandhaveanopportunitytoparticipate in service excursions

Time required:

• 40minutes

Resource required:

• Aball


• Startbythrowingaballtoaparticipant,whocanintroducethemselvesbysayingtheirnameandwheretheywere born

• Theparticipantwillthenthrowtheballtosomeoneelse,whowillrepeattheprocess

• Onceyouhavefinishedthegameaskparticipantstositinalargecircle

• Reiteratethegroupagreement

• Discussanyquestionsfromthequestionbox

• Reassureyoungwomenthattheirreligiousandculturalbeliefswillberespectedandheard

• Discusstheprogramcontentfortheday

• Provideparticipantswithanopportunitytoaskquestions

Activity 2: ContraceptionSource:Women’sHealthWest&cohealth2012

Objective:

• Toassistyoungwomentoidentifydifferentcontraceptivemethods

Itisimportantforyoungwomentounderstandwhatmethodsareavailableandhowtoaccessandusethemeffectively.A condomdemonstrationisalsoincludedinthisactivitytoensurethatparticipantsunderstandthecorrect way to use a condom.

Time required:

• 30minutes

Resources required: • Samplesofpill,implanon,emergencycontraceptionandcondoms

• Plasticbanana

• Cuecards

• Blu-Tacktostickcardsonboard



• Encourageparticipantstodiscusswhattheyknowaboutcontraceptionandask:

What are some names of contraception methods you know?

• Askparticipantstothensitinthewidercircleandfocusthediscussiononthepill,implanon,emergencycontraception and condoms. Discussion about each contraceptive method should start by showing a sample and inviting young women to pass the sample around

• Discussionshouldfocusmainlyonthefollowing:

Name of the contraceptive method

How to use it?

Why do we use it (e.g. pregnancy, STI, both?)

Where do you get it?

• Whilediscussingeachmethod,thefacilitatorwillraiseacuecardtohighlightthemainpointofthediscussion and stick the cue cards on the board to form a matrix

• Reiteratethatthesecontraceptivemethodsarethemostaccessibleforyoungwomen,buttherearemoreoptionsavailableiftheyconsultwiththeirgeneralpractitioner(GP)orsexualhealthnurse

• Demonstratethecorrectwaytouseacondomusingaplasticbanana

• Askparticipantstofindapartnerandpracticethecondomdemonstration

• Encourageparticipantstoaskandclarifyanythingthattheydidn’tunderstand.Remindparticipantsaboutthequestionbox

Hints for the facilitator: Emphasisethatamongthefourcontraceptivemethodsdiscussed,onlycondomsprotectagainstbothpregnancyandSTIs.ThispartofthediscussioncanbeusedtointroduceorlinkintothenexttopicwhichdiscussesSTIsindetail.ThefacilitatorcandefineSTIssimplyasinfectionsthataretransmittedsexually, of which details will be further discussed in the next activity. Highlight the importance of knowing and practising correct and consistent condom use.

The cue cards for the cost of each contraceptive method should be reviewed before conducting this session to ensure that the most accurate and current information is provided.


Activity 3: Say what?Source:Women’sHealthWest&cohealth2012

Objective:

• Tosupportyoungwomentodiscusssomeofthewaystheycancommunicateandnegotiatecondomusewith their partners

Time required:

• 40minutes

Resources required:

• Commonexcusescuecards

• PowerPoint



• Colouredpensormarkers



• Thedifficultyassociatedwithnegotiatingcondomuseisarealityformanyyoungwomen.Youngwomenmay know how and why it is important to use condoms, but are unable to use one for a variety of reasons. Apartner’srefusaltouseacondomisoneofthemostcommonreasonswhyyoungwomenareunabletoconsistentlyusecondomstoprotectthemselvesagainstpregnancyandSTIs.

• Askparticipantstobrainstormanswerstothefollowingquestion:

What are some of the reasons you might not use a condom?

• Dividethegroupintotwoandhandaroundthecuecardswith‘commonexcuses’–halftoeachgroup, and ask the girls to discuss in groups how they would respond

• Comebacktothelargergroup.AddcuecardstowhiteboardwithBlu-Tackandlisttheparticipantsideasof possible responses next to each one. Highlight that correctly using a condom every time can often be affectedbyapartner’srefusaltouseone.Alcoholuseordrugusecanalsoaffectaperson’sdecision-making ability regarding condom use

• ReadouttheJayandTylerscenarioandinviteparticipantstosharewiththelargergroupwhatanappropriateresponsecouldbe.Usethelistoftheirresponsesandanyadditionalresponsessupplied


SESSION TWO: PREGNANCY

Objective:

• ToassistyoungAfricanwomentounderstandthedifferentsocialandculturalrealitiesofteenagepregnancy, how to access support services if they experience an unintended pregnancy and the optionsavailabletotheminAustralia

Time required:

• 90minutes

Resources required:

DAY 2

• Visualrepresentationofyoungwomen’spathwaysinAustralia(frombirthto45years)

• PowerPointscenarios

• Blu-Tack




• Colouredpens



Activity 1: Life goalsSource:Women’sHealthWest&cohealth2012

Objective:

• Toencourageyoungpeopletothinkabouttheirambitionsandlifegoals

Time required:

• 10minutes

Resources required:



• Colouredpens


• AskparticipantstothinkabouttheirdreamsforthefutureandtodrawtheirlifegoalsonblankA4sheetsofpaperusingcolouredpens.Askthefollowingquestion:

What are your goals or aspirations for the future?

• Asalargegroup,askparticipantstodiscusstheirfutureaspirations

• Listparticipants’aspirationsonthesmartboardorwhiteboard

• Summarisetheresponsesparticipantshaveprovidedandthankthemfortheircontributions.Alsoletthem know that you’ll be coming back to this activity later in the session (later in the session we will ask participantstoconsiderhowearlypregnancycanimpacttheirgoalsforthefuture)

Hints for the facilitator: Youareaimingforamixofbothshort-termgoalsandlongertermgoals.Ifparticipantsaren’tableto think of an aspiration, let them know that many young people don’t know what they want in the future and that’s okay.


Activity 2: Pathways for young people and teenage pregnancySource:Women’sHealthWest&cohealth2012

Objective:

• Topromptparticipantstothinkaboutthepathwaysthatyoungwomenintheircultureoftenfollowwhentheytransition from childhood to adulthood, and how they might differ from the pathways available to young womenfromotherculturesinAustralia

Time required:

• 40minutes

Resources required:


• Colouredpens

• VisualrepresentationofthepathwaysavailabletoyoungwomeninAustralia

• Blu-Tack

Instructions for facilitator: • ThisactivityisaboutcommunicatingtoyoungwomenthatAustraliaoffersopportunitiesthatparticipants

mightnothaveconsideredorpreviouslyhadaccesstointheircountryoforigin.YoungAfricanwomenwholiveinAustraliawillthereforehaveaccesstoanumberofopportunitiesor‘pathways’,whichtheymightnothave had previously. This activity asks participants to consider how having a baby during adolescence can impact on opportunities and their life goals.

• Explaintoparticipantsthat:

This activity is about considering the different pathways that young women are likely to take in the country where they were born and here in Australia

• ShowparticipantsthevisualrepresentationofthepathwaysthatmanyyoungwomeninAustraliafollow

• ThefacilitatorneedstohighlightthesimilaritiesanddifferencesbetweenthepathwaysyoungwomentakeinAustraliaandinAfricancountries

• Participantsdiscuss,writeordrawwhattheyseeandfeelarethepossibledifferencesinAustralia,ascompared to their country of origin, in relation to the age that young women:

-Getmarried

- Have a baby

- Take up educational or employment opportunities

• Askoneparticipanttorearrangevisualrepresentationstimelinesontheboard,oftheircountryoforigin

• ReferbacktothevisualrepresentationofthepathwaysthatyoungwomeninAustraliaoftenfollow,placethepictureofthebabyoverthesecondaryschoolpicture.Askparticipantstobrainstormthefollowingquestion:

What would change if you had a baby during adolescence?

• Askparticipantstothinkabouttheirownaspirationsthattheydiscussedinactivityone

Would having a baby when you are a teenager impact on your hopes for the future?

• Summarisetheanswersthatparticipantshaveprovided.Askifanyonehasanyquestions


Hints for the facilitator: The aim of this activity is to encourage young women to think about the physical, emotional and financialimpactsassociatedwithhavingababyduringadolescence.Thisactivityalsoaimstodraw a clear link between young women’s life goals and ambitions and some of the ways that early pregnancycouldaffectthese.ItwillhelpcommunicatetoyoungwomensomeofthedifficultiesandlimitationsthatareassociatedwithteenagepregnancyinAustralia,sothattheycanmakeinformed decisions about when to become a mother.

Activity 3: Pregnancy optionsSource:Women’sHealthWest&cohealth2012

Objective:

• ToprovideparticipantswithaccurateinformationaboutemergencycontraceptionandvariouspregnancyoptionsthatareavailabletotheminVictoria

Time required:

• 30minutes

Resource required:

• ScenariosonPowerPoint


• Inviteparticipantstositinalargecircle

• Readouteachscenario

• Askparticipantstheirthoughtsandideasandaugmenttheirresponseswithpointsfromthefacilitatorprompts with each scenario

• Aftertheactivityisfinished,askparticipantsiftheyhaveanyquestions.Letparticipantsknowthatpreventing pregnancy will be discussed in more detail in the next activity

Hints for the facilitator: Encourageparticipantstoseeksupportwhereappropriatefromafriend,familymember,partner,or support service if they experience an unintended pregnancy.

Foreaseofinterpretation,thescenarioscanbeflasheduponthesmartboardorwhiteboardastheyarereadout.Ifthisoptionisnotavailable,simplyreadouteachscenario.


Activity 4: EvaluationSource:Women’sHealthWest&cohealth2012

Objective:

• Todeterminewhatparticipantshavelearnedfromdiscussionsandhowtheyfeltaboutthesession

Time required:

• 10minutes

Resource required:

• Evaluationquiz


• Explaintoparticipantsthatyouwillbeplayingaquizgame.Readthequestionsanddecidewhetherthestatement is true or false

• Gothroughtheanswerstogetherandcollectthesheetfromparticipants

• Explaintotheyoungwomenthatweappreciateallfeedbackasthiswillhelpimprovethesessionsandensurethatthecontentanddeliveryremainresponsivetotheneedsofparticipants.Askthequestion:


• Remindparticipantsaboutthequestionboxiftheywouldliketowritedownaquestion


ACTIVITY RESOURCES

DAY 2


Contraception cue cardsSource:Women’sHealthWest&cohealth2012

MethodContraceptive pill

Where to get it?-Familyplanningclinic

-Community health centre

-GP

-Needsprescription

How to useOncedaily

Protects against√Pregnancy

MethodImplanon

Where to get it?-Familyplanningclinic


-GP

-Needsprescription

How to useInsertedonce(arm) Laststhreeyears


MethodEmergencypill

Where to get it?-Chemists over the counter

-Familyplanningclinic


-GP

How to useTaken within 72 hours of unprotected sex


MethodCondom

Where to get it?-Pharmacies

-Supermarkets

-Petrolstations

-Familyplanningclinics

How to useUseduringsex

Protects against√Pregnancy √Sexuallytransmitted infections

Say what (Jay and Tyler’s stories and answers)Source:Women’sHealthWest&cohealth2012

Scenario You can Say

JaywantstohavesexwithTylerbutTylerrefusestouseacondom.

Tylerreasons“Ifyoureallyloveme,wewouldn’tneedacondom.Condomsareonlyforflingsnotforseriousrelationships like ours.”

1. Ifyoureallyloveme,youwillkeepmesafe

2. Condomsareforallrelationshipsnotjustflings

3. Ifourrelationshipisseriousthenweshouldalsotake safety seriously

Jessandherboyfrienddidnotuseacondomthefirsttime they had sex. They were too drunk to bother with a condom during that time.

Her boyfriend insists that “We’ve already done it without one, so we don’t need to use it the next time we have sex.”

4. Notusingacondomoncewasamistake–let’sbesmart and not repeat it

5. Wecanstillpreventinfection

6. Iwanttostartusingcondomsnowsowewon’tbeat any more risk


Common excuses cue cardsSource:Women’sHealthWest&cohealth2012

‘Idon’thaveacondomwithme’

‘Justthisonce’

‘Idon’thaveanydiseases.Trust me’

‘Ican’taffordthem’

‘It’sembarrassingtobuycondoms’

‘But you’re on the pill, aren’t you?Wedon’tneeda

condom’

‘Condoms don’t feel as good as the real thing’

‘We’ve already had sex without condoms’


Pregnancy options scenariosSource:Women’sHealthWest&cohealth2012

Scenario 1: Anita has just finished high school and is looking forward to getting a job and

going on an overseas trip. Her boyfriend Cameron wants to have a baby straight away. Anita

isn’t sure if she’s ready. What should she do?

Facilitatorprompts:

1. Talk to Cameron about the fact that she’s not ready to have a baby

2. Reiteratetoparticipantsthatmostimportantly,Anitaneedstomakeadecisionthatisrightforher, and which is in keeping with her personal beliefs

Scenario 2: Yasmine and Peter have been in a committed relationship for many years. They are

planning to have a family when they both finish university in two years’ time. One night the

condom broke when they were having sex. What should they do?

Facilitatorprompts:

1. Discuss whether now is the time that they want to start a family

2. Iftheydecidethatitis,theyshouldvisitadoctortoplanforahealthypregnancy

3. Iftheydecidenowisnottherighttimetostartafamilytheycouldaccessemergencycontraception–outlinethatthisisavailableatthepharmacistandisapillthatneedstobetaken within 72 hours

Scenario 3: Fatima is pregnant. She doesn’t love her boyfriend and is not ready to become a

mother. What should Fatima do?

Facilitatorprompts:

• Ifpossibleseeksupportfromfriends,family,orherboyfriend

• Fatimacouldaccessanabortionwhichmeansendingthepregnancy

• AbortionissafeandlegalinVictoria

• Youngwomencanaccessabortionwithouttheirparents’consent

• AbortionisavailableatclinicsandhospitalssuchastheRoyalWomen’sHospitalortheFertilityControlClinicinEastMelbourne

• Fatimacouldcontinuethepregnancyandgivethebabyupforadoption


Buy a car

i

Gotosecondaryschool

Gotoprim

aryschool

Visual representation of pathways availableSource:adaptedfromWomen’sHealthWest&cohealth2012


Gotounive

rsity

Mov

eou

tofh

ome

Hav

e a

fam

ily

Bec

ome

preg

nant


Getm

arried

Getafull-tim

ejob

Getapart-tim

ejob

Buy a house


Evaluation quiz questionSource:Women’sHealthWest&cohealth2012

Quiz questions Answers

1 Having a baby is easy.

2 GoingtouniversityisanopportunitythatisavailabletoyoungwomeninAustralia.

3 Havingababywhenyouareinyour20sor30siscommoninAustralia.

4 Youngwomenundertheageof18canaccessabortioninVictoriawithouttheirparents’consent.

5 Emergencycontraceptioncanbeusedtopreventan unplanned pregnancy after unprotected sex if you take it within 72 hours of having sex.

6 Itisokaytobepressuredintohavingababywhen you are not ready.

7 YoucanaccessabortionfromclinicsandhospitalsinVictoria.

8 Having a baby costs a lot of money.

9 There is only one pathway that young women can take as they grow up.

10 We will be talking about preventing pregnancy in another session.


Evaluation quiz answersSource:Women’sHealthWest&cohealth2012


1 Having a baby is easy. False

2 GoingtouniversityisanopportunitythatisavailabletoyoungwomeninAustralia.

True

3 Havingababywhenyouareinyour20sor30siscommoninAustralia.

True

4 Youngwomenundertheageof18canaccessabortioninVictoriawithouttheirparents’consent.

True

5 Emergencycontraceptioncanbeusedtopreventan unplanned pregnancy after unprotected sex if you take it within 72 hours of having sex.

True

6 Itisokaytobepressuredintohavingababywhen you are not ready.

False–womenshouldbeabletodecidewhenistheright time for them to have a baby

7 YoucanaccessabortionfromclinicsandhospitalsinVictoria.

True–abortionisavailablethroughtheRoyalWomen’sHospitalortheFertilityControlClinic

8 Having a baby costs a lot of money. True

9 There is only one pathway that young women can take as they grow up.

False–therearemanydifferentopportunitiesavailabletoyoungwomeninAustralia

10 We will be talking about preventing pregnancy in another session.

True


Sexually transmitted infections and cervical cancer

DAY 3


Session one intended learning outcomes:Atthe end of the session participants should have an understanding of:

• Whatasexuallytransmittedinfection(STI)is

• DifferenttypesofSTIscommoninAustralia

• PreventionandtreatmentofSTIs

• ServicesavailableinMelbourne


• Whatcervicalcancerisanditscauses

• WhatPaptestingisandproceduresforwomenwhohavehadtype3FGM/C

• TheimportanceofPaptestsasanearlydetection method to prevent cervical cancer


• Colouredpens


• Morningtea

9:00am – 9:40am Activity1:Introducingtheprogramofthe day and icebreaker

• Ball


• Questionbox

• PowerPoint

• Blu-Tack

9:40am – 10:10am Reflectionofdaytwo


• Questionbox


• Milk

• Coffee

• Teabags

• Sugar

• Biscuits

• Donuts/cakes

• Recyclablecups

• Plasticspoons

• Juice

10:25am – 11:45am Activity2:Sexuallytransmittedinfections


• CuecardsofthethreeSTIs

• Outlineofamanandwoman

• Greenandredtrafficlightcards

• PowerPoint

• Blu-Tack

• Evaluationquiz



1:00pm – 2:30pm Activity1:Icebreaker

Activity2:Papscreening,cervicalcancerandHPVvaccine


• USBstickcontainingPowerPointpresentationonPaptestsandcervical cancerandPowerPointpresentationonHPVvaccineproducedbyWomen’sHealthwest,PapscreenVictoriaandtheCancer Council

• Ballofyarn

• Evaluationquiz

2:30pm – 4:00pm Visitacommunityhealthservicesuchas cohealth or a pap screen provider

• Mykicards

SEXUALLY TRANSMITTED INFECTIONS AND CERVICAL CANCER

Ses

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infections

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DAY 3


SESSION ONE: SEXUALLY TRANSMITTED INFECTIONS

DAY 3

Objective:

TointroducethetopicofSTIs,howtheycanbetransmitted,diagnosedandtreated,andtheimportance of practicing safe sex

Time required:

• 120minutes

Resources required:


• Nametags

• Colouredpens


• Blu-Tack

• CuecardsofthethreeSTIs


• Questionbox

• Evaluationquizquestionsandanswers

• USBstickcontaining:

-Maleandfemalebodyoutlines




Activity 1: Have you ever? (Icebreaker)Source:Women’sHealthWest&cohealth2012

Objective:

• Tohavefunandstartthedayinaninteractiveandenergisedway

Time required:

• 40minutes

Resources required:

• Space

• Enoughchairsforeachparticipant,minusonechairforthefacilitator


• Placechairsinacirclearoundtheroom.Makesurethereisenoughforeveryonetositon,withoutachairfor you

• Explainthatyouwillalltaketurnsaskingquestionsthatbeginwith‘Haveyouever…’;forexample,‘HaveyouevereatenMcDonalds?’–fromgeneraltospecificquestions

• TheparticipantswhohaveeatenMcDonaldsmustgetofftheirchairsandmovearounduntilyouyellstopand then everyone must sit down on the chair closest to them. Take one chair away each time

• Theparticipantwhomissesoutonachairmustthenaskaquestion

• Keepplayingthegameuntilmostparticipantshavehadaturnoruntilthetimeallocatedtotheactivityhasrun out

• Followingonfromthis,addressanyquestionsthatwereinthequestionboxfromthedaybefore

• Outlinewhatwillbecoveredinthissession

Activity 2: Sexually transmitted infections (STIs)Source:Women’sHealthWest&cohealth2012

Objectives:

• TocommunicatetoyoungwomenhowSTIsaretransmittedsotheyknowwhetherornottheyareputtingthemselves at risk

• TobeabletoidentifysomeofthemostcommonSTIs

YoungwomenalsoneedtounderstandhowandwhentoseeahealthprofessionalforSTIscreeningortreatment.ManySTIs,particularlythosecommonamongyoungpeople,havenosymptomssothefocusofthisconversationshouldbearoundtransmission,preventionandSTIscreeningratherthandiscussingSTIsymptoms.

Time required:

• 60minutes


Resources required:

• STIcuecards


• Blu-Tack

• Bodyoutlinestodisplayonsmartboard


• Askparticipantstogetintosmallgroupsanddiscussthefollowingquestions:

What do you know about sexually transmitted infections?

• Usinganoutlineofamaleandfemalebody,brieflyexplainthatSTIsareinfectionsthatcanbepassedfromone person to another through sexual activity and intercourse

• ExplainthatmenandwomenofanyagecangetanSTI

• UsethePowerPointpresentationtoillustratethatthemostcommonwayaSTIcanbepassedfromonepersontoanotheristhroughspecificsexualbehaviours:

-Vaginalintercourse(penisinvagina)

-Analintercourse(penisinanus)

-Oralsex(mouthonvaginaormouthonpenis)

• UsethePowerPointpresentationtodescribesomecommonSTIs,iftheparticipantsarenotawareofthem.These are:

- Chlamydia

- Hepatitis B

-HumanImmunodeficiencyVirus(HIV)

• Usethefacilitator’scuecardstohighlightthefollowingpointsregardingeachexampleofSTI:

- Transmission

- What to do if one is at risk

-Prevention

• Asktheparticipantsifthereisanythingtheydidn’tunderstandorwanttoknowmoreabout.Remindtheparticipantsaboutthequestionbox

Hints for the facilitator: Facilitatorsshouldassessiftheparticipantsunderstandtheterm‘sexualintercourse’.Ifnot,‘sex’canbeusedinstead.Orexplainfurtherbyprovidingabasicdefinitionandexplanation.


Activity 3: Evaluation Source:Women’sHealthWest&cohealth2012

Objective:

• Todeterminewhatparticipantshavelearnedfromdiscussionsandtogatherfeedbackfromparticipantsabout the sessions delivered so far

Risk for sexually transmitted infections

Behaviour Green Light (Safe) Red Light (Unsafe)

Holding hands √

Kissing √

Cuddling √

Sex without a condom √

Sex with a condom √

Unprotected oral sex √

Evaluation activity two • Explaintoparticipantsthatyouwillbeplayingaquizgame.Thefacilitatorwillreadandpostthe

questionsontheboard.Theymustdecidewhetherthestatementistrueorfalseandthenruntothelabelcorresponding to their answer

• Explainthatallfeedbackisappreciatedasitwillhelpimprovefuturesessionsandensurethatthecontentanddeliveryremainresponsivetotheneedsofparticipants.Iftimepermits,askparticipantsthequestion:


• Remindparticipantsaboutthequestionboxiftheywouldliketowritedownaquestion.Alsoletstudentsknowthatiftheyhaveanyfurtherquestionstheycanaskyou

Time required:

• 20minutes

Resources required:

• QuestionsonPowerPointpresentation




Evaluation activity one • Distributegreenandredtrafficlightcards

• AskparticipantstoholduparedlightifabehaviourisriskyforcontractinganSTI,oragreencardifthereisno risk


SESSION TWO: CERVICAL CANCER

DAY 3

Objective:

ToeducateyoungAfricanwomenaboutpreventingcervicalcancer,theimplicationsofPaptestingforyoungwomenaffectedbyFGM/C,andtheimportanceoftheHPVvaccine

Time required:

• 60minutes

Resources required:


• Nametags

• Colouredpens


• Blu-Tack

• Lightweightball

• Questionbox

• AccessresourcesindifferentlanguagesfromPapScreenVictoria (http://www.papscreen.org.au/resources/)

• Evaluationquizquestions

• Multiculturalflipchartfrom PapScreenVictoria(notprovidedinthismanual)

• Ballofyarn

• USBstickcontainingPowerPointpresentationonPaptestsandcervical cancerandPowerPointpresentationonHPVvaccineproducedbyWomen’sHealthwest,PapscreenVictoriaandtheCancer Council


Activity 1: Icebreaker (light ball)

Objective:

• Tohelptheparticipantsconnectwithoneanotherandcreatepositivestrongfriendships

Time required:

• 10minutes

Resource required:

• Ballofstring(yarn)


• Askparticipantstoformalargecircle

• Askparticipantstothinkofsomethingtheyrememberabouttheirexperiencewiththegroup.Thiscanbeafavourite memory, or what they found most valuable about the sessions delivered already

• Starttheactivitybyholdingtheballofstring.Whileholdingoneendofthestring,rolltheballofstringtoaparticipant—thatparticipantsharestheirfavouritememoryormostvaluablethingaboutthesessions already delivered.

• Asktheparticipanttoholdontothestringandrollthestringballtosomeoneelsewhowillgonext

• Continuedoingthisuntileveryonehashadaturnandthe‘friendshipweb’iscomplete

• Askparticipantstocontinuetoholdthestringastheactivitycontinues

• Thefacilitatorwillthenwalkaroundthecircleandcutthestringbetweentheirhands

• Askparticipantsto‘holdupyourrighthandandletgoofyourleft’.Noweveryonecantaketheirpiece of string

• Getparticipantsintopairsandaskthemtotietheirpieceofstringforoneanother

Activity 2: Pap screening, cervical cancer and HPV vaccine

Objective:

• ToprovidekeyhealthmessagesontheimportanceofPaptestsasanearlydetectionmethodforpreventingcervical cancer

Time required:

• 40minutes

Resources required:

• USBstickcontainingPowerPointpresentationonPaptestsandcervicalcancerandPowerPointpresentationonHPVvaccine

• Hand-outindifferentlanguagesfromPapScreenVictoria(accessfromwww.papscreen.org.au/

forhealthprofessional/barrierstoscreening/female-genital-mutilation)

• MulticulturalflipchartfromPapScreenVictoria



• UsethePowerPointpresentationstoguidediscussionabout:

What is a Pap test?

Has anyone had a Pap test before?

Who needs a Pap test?

Why do we need a Pap test (what is cervical cancer)?

What does a Pap test involve (procedure for women with FGM/C)?

What if my results are abnormal?

Where can I get a Pap test done?

What is the human papillomavirus (HPV)?

What causes HPV?

How to prevent HPV?

Who should receive the HPV vaccine?

What happens if you miss out on the school vaccine for HPV

Services for further information and support

• Gothroughtheflipchartanddiscussquestionsthatparticipantsmighthave

• DistributetheresourceaboutthePaptestprocedureandinformationaboutservicestoparticipants.Encourageparticipantstotakethishomefortheirpersonalreferenceortosharewithotherfemalefriends,family or community members

• ExplainthatthepurposeofthesessionistoinformthemabouttheimportanceofPaptestinginordertoprevent cervical cancer

Activity 3: Evaluation quiz

Objective:

• Todeterminewhatparticipantshavelearnedfromdiscussionsandtogatherfeedbackfromparticipantsabout the sessions delivered so far

Time required:

• 10minutes

Resources required:



• Explaintoparticipantsthatyouwillbeplayingaquizgame.Youwillbereadingandpostingthequestionsontheboard.Theymustdecidewhetherthestatementistrueorfalseandthenruntothelabelcorresponding to their answer

• Remindtheyoungwomenthatallfeedbackisappreciatedandwillhelpimprovefuturesessions.Iftimepermits, ask participants:


• Remindparticipantsaboutthequestionboxiftheywouldliketowritedownaquestion


ACTIVITY RESOURCES

DAY 3


Sexually transmitted infectionHumanImmunodeficiencyVirus(HIV)

How do I get it?Sexwithoutacondom

What must I do?Consult with doctor for treatment

Sexually transmitted infectionHepatitis B


What must I do?Consult with doctor for treatment

Sexually transmitted infectionChlamydia


• Vaginal

• Anal

• OralWhat must I do?Consult with doctor for treatment

STI cue cardsSource:Women’sHealthWest&cohealth2012

Body outline for STI transmission discussionSource:Women’sHealthWest&cohealth2012


STI evaluation quiz questionsSource:Women’sHealthWest&cohealth2012


1 Condoms protect against pregnancy and sexually transmitted infections.

2 Youcangetasexuallytransmittedinfectionbyholdinghands with another person.

3 The contraceptive pill should be taken three times a day.

4 Itisimportanttoconsultyourdoctorifyouareconcerned about having a sexually transmitted infection.

5 Sexuallytransmittedinfectionscanbepassedfromoneperson to another through sex.

6 Implanonisinsertedinthearmandcanstopyougettingpregnant for up to three years.

7 Emergencycontraceptionshouldbetakenwithin72hours of unprotected sex.

8 We can protect ourselves against sexually transmitted infections.

9 We can get condoms from pharmacies, supermarkets, petrol stations and community and sexual health clinics.

10 Contraceptive pills protect against sexually transmitted infections.



1 Condoms protect against pregnancy and sexually transmitted infections.

True

2 Youcangetasexuallytransmittedinfectionbyholdinghands with another person.

False–STIsaretransmittedthroughsexwithouta condom

3 The contraceptive pill should be taken three times a day. False–Pillsshouldbetakenonceaday,atthesame time every day

4 Itisimportanttoconsultyourdoctorifyouareconcerned about having a sexually transmitted infection.

True

5 Sexuallytransmittedinfectionscanbepassedfromoneperson to another through sex.

True

6 Implanonisinsertedinthearmandcanstopyougettingpregnant for up to three years.

True

7 Emergencycontraceptionshouldbetakenwithin72hours of unprotected sex.

True

8 We can protect ourselves against sexually transmitted infections.

True–ifyoualwaysusecondomseverytimeyou have sex

9 We can get condoms from pharmacies, supermarkets, petrol stations and community and sexual health clinics.

True

10 Contraceptive pills protect against sexually transmitted infections.

False–OnlycondomsprotectagainstbothunplannedpregnanciesandSTIs

STI evaluation quiz answersSource:Women’sHealthWest&cohealth2012


Red - Not safe

Green - Safe

Green and red traffic light cardsSource:Women’sHealthWest&cohealth2012


Cervical cancer evaluation quiz questions

Quiz question Answers

1 Do women who have not been sexually active for a ‘long time’stillneedtohaveregularPapsmears?

2 WherecanawomangotohaveaPapsmear?

3 Cervical cancer is one of the most preventable of all cancers.Trueorfalse?

4 DowomenwhohavehadtheHPVvaccinestillneedtohaveregularPapsmears?

5 The biggest risk factor for cervical cancer is not having regularPapsmears.Trueorfalse?

6 IsaPapsmearatestforcancer?


Cervical cancer evaluation quiz answers

Quiz Question Correct answers

1 Do women who have not been sexually active for a ‘long time’ still need to have regularPapsmears?

Yes.Allwomenover18yearsofagewhohaveeverbeensexuallyactiveshouldhaveregularPapsmears.

2 Where can a woman go to haveaPapsmear?

•LocalGPsurgery •Aboriginalmedicalservice

•Communityhealthcentre •Women’shealthcentre

3 Cervical cancer is one of the most preventable of all cancers.Trueorfalse?

True.APapsmearcandetectabnormalcervicalcellchangesearly,allowingthem to be monitored and, if needed treated, before they have a chance to progress to cervical cancer.

4 Do women who have had theHPVvaccinestillneedtohaveregularPapsmears?

Yes.TheHPVvaccinedoesnotprotectagainstalltypesofHPVthatcancause cervical cancer. That is why it is important to continue to have regular Papsmears.

5 Trueorfalse?Thebiggestrisk factor for cervical cancer is not having regular Papsmears.

True.HavingregularPapsmearsisthebestprotectionagainstcervicalcancer.

6 IsaPapsmearatest forcancer?

No.APapsmearisacervicalscreeningtest–aquickandsimpletestusedtoscreen women for changes in the cells of the cervix which, if left undetected and untreated, may lead to cervical cancer..


Body image and skin bleaching and toning

DAY 4


BODY IMAGE AND SKIN BLEACHING AND TONINGDAY 4

Session one intended learning outcomes:

Attheendofthesessionparticipantsshouldbeable:

• Toexamineself-perceptionsandbeliefsabout their body, understand what a ‘positive body image’ is, and be able to list things they appreciate about their body

• Tounderstandtheimpactofbodyimageandcultural constructs of beauty on mental health and wellbeing

Session two intended learning outcomes:

Attheendofthesessionparticipantsshouldhaveanunderstanding of:

• Whattoningandbleachingareandtheimpactofthese on health and wellbeing

• Thedifferenttypesofproductsandchemicalsused, and how to make informed decisions about the products they use on their skin

• Waystoreduceorpreventfurtherdamagetoskin


• Colouredpens


• Morningtea

9:00am – 9:40am Activity1:Icebreaker(heightorder) • Butcher’spaper • Blu-Tack

9:40am – 10:10am Reflectionondaythree


• Questionbox


• Milk

• Coffee

• Teabags

• Sugar

• Biscuits

• Donuts/cakes

• Recyclablecups

• Plasticspoons

• Juice

10:25am – 11: 45am Activity2:Bodyimage

Activity3:Whatisattractiveanyway?

Activity4:Bodyappreciation


• Nametags

• Blu-Tack

• Questionbox

• Magazines

• Paperandpens

• Bodyappreciationlist

• Bodyimageinterviewquestionsheets



Activity2:Definitionofbleaching and toning

Activity3:Famouspeopleexercise

Activity4:Commonlyusedproducts

Activity5:Commonchemicalsfound in bleaching and toning products

• Nametags

• Questionbox


• Colouredpens


• Blu-Tack

• USBstickcontainingPowerPointpresentationon skin bleaching; video on skin bleaching gone wrong; positive body image; and fact sheet on skin bleaching chemicals

Ses

sio

n o

ne:

Po

sitivebo

dyim

age

Ses

sio

n t

wo

: Sk

inbleac

hing

and

toning


Objective:

ToassistyoungAfricanwomentoidentifywhatsupportsapositivebodyimage,theimpactofexercise on the body, and how to promote mental health and wellbeing

Time required:

• 150minutes(excludingmorningteabreak)

Resources required:


• Nametags

• Blu-Tack

• PowerPoint

• Questionbox

• Magazines

• Ball

• Paperandpens

• Bodyappreciationlist

SESSION ONE: POSITIVE BODY IMAGE

DAY 4


Reinforcethatitisimportanttofocusonthe‘bigpicture’ofwhywemightfeelnegativeaboutourbodies and replace these with a positive body image.

Byexploringbodyimage,weaimtonormalisethewaywefeelaboutourbodies—torecognisethatthe way we feel about our body is likely to relate to community and cultural pressures. Body image is aconcernformanyyoungwomenandmen.Societypresentsuswithimagesofwomenthatarerarelyattainable.

Gifts:

Preparegiftsofscentedsoapforparticipantsasawayofappreciatingourbodiesandtreatingthemwith kindness

Source:Women’sHealthWest2012


Hints for the facilitator: Women often do not value their bodies and need encouragement to view themselves and their bodies as worthwhile.Itisimportantthatthesessiondoesnotget‘stuck’focusingontheyoungwomen’snegativeimage of themselves. We hope to help women recognise the unreal expectations portrayed through the media,andencouragethemtorecognisethatwomenareworthwhileregardlessofhowtheylook.Imagesportrayed through the media should be deconstructed; for example, by looking at how images are manipulated and are not representative of the general populace.

Itisimportantthatthefacilitatorsactasarolemodelinrelationtohowtheyfeelabouttheirbodies—goodandbad;encouragewomentoseethathowwefeelaboutourbodiesisinfluencedbymediaandotherstructures.Rolemodellingmightalsohelpwomenseethattheyarenotaloneinthechallengeandthat many of us struggle to feel good about our bodies.

Activity 1: Icebreaker (Height order)Source:Women’sHealthWest2012

Objective:

• Toencourageparticipantstointeract,havefunandbuildgroupcohesion

Time required:

• 40minutes

Resource required:

• Questionbox

Instructions to facilitator:

• Explainthatwewanttostartwithalittlefuntogether

• Askeveryone,withoutspeaking,toworktogethertoorderthemselvesfromtallesttotheshortest

• Whenparticipantsarelinedup,encourageoneortwotocheckiftheyareinthecorrectorder

• Whentheactivityiscomplete,encourageparticipantstotalkabouthowtheymanagedtodoit,promotingdiscussionofideasaboutcooperation,patienceandobservation.Encourageeveryonetocongratulateoneanother and return to their seats

• Respondtoquestionsthatareinthequestionboxandoutlinewhatwillbecoveredinthissession

Hints for the facilitator: Thisactivityhasbeenspecificallychosenforthisparticularsession.Focusontheprocessofworkingtogether to complete the task and gently discourage discussion around who is and is not a particular height. We have found, on occasion, that a participant might respond negatively to being referred to as‘tooshort’or‘tootall’.Ifthishappens,youmayrespondbyhighlightingthatthisisaverycommonconcern for women and relevant to today’s topic.


Activity 2: Body image (Interview)Source:Women’sHealthWest2006,Women’sHealthWest2012

Objective:

• Toexplorebodyimageandtounderstandthatmanyyoungwomenstruggletothinkabouttheirbodyina positive way

Time required:

• 35minutes

Resources required:

• Bodyimageinterviewquestionsheets

• Pens


• Inviteparticipantstowalkaroundtheroomandintervieweachother.Refertothequestionsheet

• Comebacktothegroupanddiscusstheresponses

• Nowaskparticipantstothinkaboutbeinginterviewed,andtodiscuss:

-Whichquestionswerehardtoanswerandwhy?

-Whatsortsofthingswerehardtosay?

-Whydowesometimesfindithardtosaygoodthingsaboutourselves?

-Hastheperfectbodystayedthesameovertheyears?

Hints for the facilitator: • Promoteopportunitiesforparticipantstosupportandencourageeachothertothinkof

themselves in positive terms

• Ifsomewomeninyourgrouprequireassistancewithliteracyyoumightdecidetoreducethenumber of interviews and ask everyone to remember the responses; alternatively, participants could work in pairs

Activity 3: What is attractive anyway?Source:Women’sHealthWest2006,Women’sHealthWest2012

Objective:

• Thisexerciseisdesignedtoencouragewomentothinkaboutthewaytheyviewtheirbodiesandtopromotea positive view of themselves

Time required:

• 20minutes


Resources required:

• Whiteboard


• Copiesoffashionmagazines


• Brainstormtogether,‘Whatdoyoufindattractiveinothers?’

• Writeallresponsesontheboard,makingthelistaslongaspossibleandencouragingallresponses(likeblueeyesandbrowneyes).Encourageemotional,mentalandintellectualcharacteristicsaswellasphysical ones

• Nowaskthequestion:

Can any one person have all these things? Does everyone like these things?

Note–‘Itisnotpossibletobeallthings,andwhatisattractivetoonepersonwillnotbetoanother. Nowlet’slookattheimageswehavearounduseveryday’

• Passmagazinesaroundtheroomandinvitetheparticipantstohavealookattheadvertisingimages

• Nowaskthemtodiscussthemodelsinthepictures,‘Aretheybeautiful?Aretheyreal?’

• Discusshowtheseimagescapturetheemotional,mentalandintellectualqualitiesofwomen

• Listontheboardthereasonsparticipantsofferfortheimagesnotbeingreal.Herearesomepossibleresponses:

-Photosaremomentsintimethataresetuptogetthebestangle

-Modelshavemake-uponandphotosareair-brushedanddigitallymodified

-Modelsarehand-pickedfromhundredsofotherswhodonotgetpicked

-Sometimesmodelsareveryyoungorhaveeatingdisorders

-Realbodiesarenotperfect

-Modelshavetimeandmoneytospendonpersonaltrainersandbeauticians,etc.

• Summarisetheelementsthatworkagainstusfeelinggoodaboutourselves.Emphasisethatthepicturesofthemodelsarenotrealistic,andwhenwetalkaboutwhatweareattractedto,itincludesqualitiesthatarenot about the way we look. We need to remember this when we look at ourselves in the mirror

Hints for the facilitator: • Thefacilitatorisencouragedtointroducethemselvesintermsoftheirstrengthsinordertoactas

a role model for participants

• Encourageparticipantstorecognisethatourbodieswillcarryusthroughoutourentirelives

• Avoidassumptionsthatyoungwomenwillonlybeattractedtomen.Ifthegroupseemstobegoing in that direction, make a contribution to the brainstorm to include same-sex attraction


Hints for the facilitator: Womenmightstruggletolistideasabouttheirbodies.Actasarolemodelbycontributingtothe

list from your own experiences.

Activity 4: Body appreciationSource:Women’sHealthWest2012

Objective:

• Toidentifyandexploresomeofthegoodthingsaboutourbodies,beyondthewaytheylookphysically

Time required:

• 15minutes

Resources required:

• Whiteboard


• Whiteboardmarker

• Bodyappreciationhand-out


• Introducetheexercisebysaying,‘Somuchofthetimeweeithertakeourbodiesforgrantedoractivelydislike them, and yet think how they keep serving us day after day. Take a few moments to think about how your body has been loyally functioning on your behalf’

• Iftheyarecomfortable,encourageyoungwomentosharetheirreflectionswiththegroup

• Writedownsuggestionsfromthegroupontheboard

• Remindtheyoungwomenofthestrengthandbeautyinusall

• Havealookatthislistandhighlightthatthisisaverydifferentwayoflookingatourbodies;invitewomen to discuss


SESSION TWO: SKIN BLEACHING AND TONING

DAY 4

Objective:

TohelpyoungAfricanwomenidentifyandunderstandwhatconstitutestoningandbleaching,thedamage that chemicals used can cause to the body, and ways to prevent and reduce its impacts

Time required:

• 1hourand30minutes

Resources required:

• Nametags

• Colouredpens


• Blu-Tack

• USBstickcontainingPowerPointpresentation on:

-Skinbleaching/toning

-Videoofskinbleachinggonewrong

-Factsheetonskinbleachingchemicals

-PresentationonsunscreenproductsandSheabutter

• Samplesoftoningproducts

• Samplesofhouseholdproductswithskintoning chemicals present in them

• Samplesofsunscreencreams,Sheabutterand other useful products

• Grouprulesonbutcher’spaper

• Beforeandafterpicturessheetoffamouspeople who have used skin bleaching or toning products

• Questionbox



Activity 1: Icebreaker

Objective:

• Toworktogethertountangleeveryoneandfindasolutiontoensurethegroupcanbecomeacircleagain

Time required:

• 10minutes

Resource required:

• Grouprulesonbutcher’spaper


• Arrangeeveryonetobeinalargecircle.Whenyousay‘go’,everyoneneedstojoinhandswithanotherperson across the circle

• Everyone’shandsmustbejoinedwithanotherpersonatalltimes.Thismightrequiresomeoutsidehelporcoordination,aswellassomeclimbing.Thisgamerequirespeopletobeclosetooneanother

Hints for the facilitator: Ifthegroupisunabletountanglethemselvesafter10minutes,letoneoftheparticipantsunlinkandre-jointheirhandwithsomeoneelse’s(theotherparticipantsneedtoremainjoininghands).Thegroupcan use strategies and decide who they would like to unlink and re-join with

Activity 2: Definition of skin toning, bleaching and whitening

Objective:

• Toeducateyoungwomenaboutwhatwemeanwhenwerefertoskinbleaching,toningandwhitening

Time required:

• 15minutes

Resources required:

• PowerPointpresentationonskintoning


• Colouredpens


• Askparticipantstodiscusswhattheyknowaboutskintoning,bleachingandwhitening

• Writedownkeypointsfromthediscussiononthewhiteboard.Alsowritedowntheanswerstheparticipantsbrainstorm.


• UsingthePowerPoint,giveparticipantsdefinitions:

-Skintoningisdefinedbysomepeopleasremovingorcorrectingimperfectionsinunevenskintone

-Skinbleachingandwhiteningmeanschangingthecolouroftheskin,suchaschangingdarkerskinintoawhiter or fairer skin colour

Activity 3: Famous people

Objective:

• ToexplorefamousAfricanpeoplethatyoungwomenadmireandwhohaveengagedinskintoningandbleaching

• Todiscusstheeffectsofskinbleachingortoningonthebodyandonhealthandwellbeing

Time required:

• 15minutes

Resources required:

• Beforeandafterpicturesoffamouspeoplewhohave used toning products


• Colouredpens


• Handoutpicturesoffamouspeopleaftertheyhavebleachedortonedtheirskin

• Askparticipants‘Doyouthinkthesepeoplehaveusedskinbleachingortoningtochangethecolouroftheirskinorusedtoningproductstoremoveanyimperfections?’

• Allowtwominutesforparticipantstodiscusswithoneanotherwhethertheythinkthepersonhasorhasn’thad skin beaching and why

• Comebacktothelargergroupanddiscusstheanswers

• Handoutthepicturesoffamouspeoplebeforeskinbleachingortoning

• Discusswhatparticipantsthinkarethedifferencesinthetwopictures

Activity 4: Commonly used products

Objective:

• Tohelpparticipantsunderstandthetypesofchemicalsfoundincommonlyusedproductsandtheeffectofthese chemicals on their skin

Time required:

• 20minutes

Resources required:


• Samplesofcommonlyusedskinbleachingandtoning products


• Colouredpens


Instructions for facilitator: • Askparticipantsiftheyknowanyonewhoisusingskintoningorbleachingproducts.Ifso,whatarethe

commonlyusedproductsandwheredotheygetthemfrom?Writethenamesofproductsonthewhiteboard

• UsingthePowerPointpresentation,explaintoparticipantsthatsomecommonlyusedproductsarefoundinAfricanbeautystores

• Divideparticipantsintothreegroupsandhandoutsamplesoftheskinbleachingortoningproducts

• Askparticipantstospendthreeminutesdiscussingwhattheingredientsintheproductare,thedirectionsabout how to use the products, and any side effects associated with the product, which are found on the back of the product samples

• Askonememberfromeachgrouptoreportbackwiththenameoftheproduct,whataresomenamesofingredients used, the directions of use and what, if any, are the side effects

• Askparticipantsiftheyreadthebackofthelabelofproductspriortopurchasing?Discusswhyorwhynot?

• UsingthePowerPointpresentation,gothroughpicturesofcommonlyusedcosmeticproductsbypeoplethat are found in stores

• Explaintoparticipantstheimportanceofreadingandunderstandingthelabelsonproducts,asitgivesusinformationabouttheproductthatcanhelpusdetermineifitissafetouse.Italsoensuresthatwehaveanunderstanding of the chemicals we are putting on our body

• Explaintoparticipantsthatsometimesit’sreallyhardtounderstandthedifferentingredientsorchemicalsused for the production of various products. However, it’s really good to do further research and gain an understanding on what you are putting in or on your body

Activity 5: Common chemicals found in toning and bleaching products

Objective:

• Tohelpparticipantsunderstandsomeofthecommonchemicalsusedinbleachingandtoningproductsand the effects they have on people’s skin

Time required:

• 20minutes

Resources required:


• Samplesofcommonlyusedskinbleachingandtoning products

• Sampleofhouseholdproductswithskintoningchemicals present in them


• Colouredpens

• Factsheetofskinbleachingproducts,whichincludes side effects and major chemicals used tomanufacturetheproduct(Mbwana,Maliki&Idd(n.d.)-canbeaccessedfromhttp://

www.youngscientists.co.tz/uploads/media/

Mikanjuni.pdf)


• Thethreemostcommonchemicalsfoundinallbleachingandtoningproductsarehydroquinone,mercuryandsteroids.Askparticipantsiftheyknowofanyofthesechemicals,andifso,whataretheyandwhatdotheydotoourskin?


• UsethePowerPointpresentationtoexplaintoparticipantswhathydroquinone,mercuryandsteroidsare,how they are labelled in the product ingredients, and the side effects of these chemicals

• UsethePowerPointquestions,showparticipantstheproductsthatcontainhydroquinone,mercuryandsteroids,anddiscusswhethertheyknowanyonewhoisusingtheseproducts.Askparticipantsiftheyknewtheseproductscontainedthesechemicals?

• RunashortYouTubevideo(search‘acetoneandstyrofoam’)ofthechemicalcalledacetone,whichisthesameashydroquinoneandisusedtoremovefakenailsduringmanicuresandpedicures

• ExplainthatthevideolooksatplacingStyrofoam(Styrofoamisatypeofplasticusedformakingfoodcontainers)inacetonetodissolveit.Discusshowthiscanimpactonourskinandthedamageitwillcause

• Distributesamplesofacetoneandaskparticipanttohaveasmellanddiscusshowthechemicalsmells

• Explainthatitisreallyhardtounderstandthedifferentchemicalsfoundinproducts.Explainthatitisgoodfor them to research the product labels to identify the chemicals used and the effects of that chemical

• Handoutcopiesofthefactsheetonbleachingproductsforparticipantstokeep

Activity 6: Useful information tips and resources

Objective:

• Tohelpparticipantsuseproductsthataresafefortheirskinandtheirbodies

• Tounderstandtheimportanceofskincarebyprovidingparticipantswithusefulresourcesandinformationthat will assist them to make informed decisions

Time required:

• 10minutes

Resources required:

• PowerPointpresentationonsunscreenproductsandSheabutter

• Sampleofsunscreencreams,Sheabutterandotherusefulproducts

• Colouredpens


• Askparticipantswhattheyknowaboutsunscreenandwritetheirresponsesonthewhiteboard

• Discussproductstheyknowthatcontainsunscreen

• Discuss,usingthePowerPointpresentation,whyweneedtousesunscreenwhenusingskintoningandbleaching products

• Distributeproductsthatcontainsunscreen,anddiscussthedifferentnamesgivenintheproductstosayitcontainssunprotectivechemicals.Askparticipantsiftheyknewthis,andifso,dotheyusetheseproductsandwhy?

• Explaintoparticipantsthat,iftheyuseharmfulproductsfortoningandbleaching,itisimportanttousesunscreen to prevent further damage from the sun. This includes preventing sunburn and thinning of the skin(causedbyharmfulchemicalsusedduringthebleachingandtoningprocess)

• DistributeasampleofSheabutterforparticipantstoreplenishdamagedoraffectedskin


ACTIVITY RESOURCES

DAY 4


Body image interviewSource:Women’sHealthWest2006,Women’sHealthWest2012

Asktwowomeninthegroupthefollowingquestionsandwritetheirresponsesintheboxesbelow.

1. Whatpieceofclothingdoyoufeelbestin?

2. Whydoyoulikeit?

3. Whatdoyouthinkisthemostattractivethingaboutyou?

4. Whatdoyouthinkisnotsoattractiveaboutyou?

5. Whatdoyoufindattractiveinotherpeople?

Answers interview 1

1..............................................................................

2..............................................................................

3..............................................................................

4..............................................................................

5..............................................................................

Answers interview 2

1..............................................................................

2..............................................................................

3..............................................................................

4..............................................................................

5..............................................................................


Body appreciationSource:Women’sHealthWest2012

Perhaps your body has…

• Foughtoffaninfection

• Takenyoutothetopofahill

• Stayedawakesoyoucoulddrivehomesafely

• Learnedanewskill

• Rewardedyouwiththesightofasunset

• Healedabruise

• Givenyouanewsensualsensation

• Gottenstronger

• Keptworkingdespitebeinginpain

• Expressedastrongemotionthroughyourfaceandbodylanguage

• Madeanotherhumanbeing

• Defendedyoufromanattackorhealedfromanattack

• Grownintoitscurrentformfromaspermandanegg

• Givenyousexualpleasure

• Letyouknowthroughpainthatsomethingneedsyourattention

• Releasedyoufrompain

• Givenyouthesoundofchildrenlaughing

• Rejuvenatedduringsleep

• Allowedyoutofeeltheexquisitetouchofanotherperson


Famous African American women and men question sheet

Name:

Has s/he had any bleaching/toning?

Yes or No(circle)

Reason for your answer:

Name:


Yes or No(circle)

Reason for your answer:ADD YOUR

OWN PHOTOS

Name:


Yes or No(circle)


OWN PHOTOS


Name:


Yes or No(circle)


OWN PHOTOS

Name:


Yes or No(circle)


OWN PHOTOS

Name:


Yes or No(circle)


OWN PHOTOS

Name:


Yes or No(circle)


OWN PHOTOS


Sexual decision-making, consent and FGM/C

DAY 5



Attheendofthesessionparticipantsshouldhavean understanding of:

• Theirrightsinrelationtotheirsexualdecision-making and how those rights might be applied in a ‘real life’ scenario


Attheendofthesessionparticipantsshouldhavean understanding of:

• Preferredterms,typesandoriginaoffemalegenitalmutilation/cutting(FGM/C),mythsandfacts, health and wellbeing implications, and thelawinAustraliaregardingFGM/C

• Whereandhowtogethelpandsupportwhenneeded

SEXUAL DECISION-MAKING, CONSENT AND FGM/C

DAY 5


• Colouredpens


• Morningtea

9:00am – 9:40am Activity1:Icebreaker • Bagoflollies • Blu-Tack

9:40am – 10:10am Reflectionondayfour

Discussinganyquestionsparticipants put in the questionbox

• Questionbox


• Milk

• Coffee

• Teabags

• Sugar

• Biscuits

• Donuts/cakes

• Recyclablecups

• Plasticspoons

• Juice

10:25am – 11:45am Activity2:Whatareyourrights–sex?

Activity3:Hamda’sstory,and is Hamda ready to have sex?


• Whiteboardandmarkers


• Blu-Tack

• Questionbox

• Decidingaboutsex–whatareyourrights?hand-out

• Hamda’sstoryhand-outandPowerPoint

• Acondominitspacket

• Evaluationquiz



Activity2:DesertFlower

Activity3:Think Againfilm,part one and two

Activity4:Helpandsupport


• Questionbox


• Colouredpens


• Blu-Tack

• Post-itnotes

• Hand-outofexcerptfrom Desert Flower

• Evaluationquizhand-out

• USBstickwithPowerPointpresentations of:

-FGC

- Think Again video


• FactsheetonFGC

• FactsheetonthelawinAustralia

Ses

sio

n O

ne:

Se

xualdec

ision-mak

ingan

dco

nsen

tS

essi

on

Tw

o:

Femalege

nitalm

utilatio

n/cu

tting


Objective:

ToincreaseyoungAfricanwomen’sknowledgeofindividualrightsinrelationtosexualdecison-making,consentandsexuality,andtoconsiderwhatfactorscaninfluencedecision-making

Time required:


Resources required:

SESSION ONE: SEXUAL DECISION-MAKING AND CONSENT

DAY 5

• Nametags

• Questionbox


• Colouredpens


• Blu-Tack

• Bagoflollies

• PrintedcopiesofDecidingaboutsex– what areyourrights?hand-out

• Hamda’sstoryhand-out


• USBstickcontainingPowerPointpresentations of:

- Hamda’s story


• Printedcopiesofevaluationquizquestions



Activity 1: IcebreakerSource:Women’sHealthWest2014b

Objective:

• Tostarttheday’sactivitieswithafunopportunityfortheparticipantstointeract

Activity 2: What are your rights – sex?Source:Women’sHealthWest2014b

Objective:

• Tocommunicatetoyoungpeoplewhatrightstheyhaveinrelationtotheirsexualdecision-makingandhowto apply these rights to a real life scenario

Hints for the facilitator: This activity can be shortened by asking participants to arrange themselves according to one or two criteria only.

Time required:

• 10minutes

Resource required:

• Abagoflolliesforaprize

Instructions for facilitator: • Divideparticipantsintotwogroups—ifpossibleeachgroupshouldhavethesamenumberofstudents

• Explainthatyouwillbecallingoutcertaincriteriaandthateachgroupshouldarrangethemselvesaccordingtothecriteria.Examplesofthecriteriacanbeasfollows:

-Arrangeyourselvesaccordingtoheight—shortesttothetallest

-Arrangeyourselvesaccordingtoage—youngesttotheoldest

• Keeptrack(andallocatepoints)tothegroupthatisabletoarrangethemselvesfirstaccordingtothecriteria mentioned. The group with the most points is declared the winner

• Followingonfromthis,addressanyquestionsinthequestionboxfromthedaybefore


Time required:

• 30minutes

Resources required:



• Hand-outondecidingaboutsex


• Askparticipantswhattheirreligionorculturesaysaboutwhenitistimetohavesex.Alsodiscusswomen’srights when deciding to engage in sexual activity

• Explaintoparticipantsthatreligiousandculturalbeliefsplayagreatroleinthedecisionswemakeaboutwhen and how to have sex. However, sometimes a woman may be in a relationship and engaging in sex, but may not be married


• Askparticipantstodiscusswhatrightstheyhaveinrelationtosex.Writetheirresponsesonthewhiteboard

• Passaroundprintedhand-outs,ordisplayonaPowerPoint,andreaditaloudtothegroup.

Activity 3: Hamda’s story, and is Hamda ready to have sex?Source:Women’sHealthWest&cohealth2012

Objective:

• Tointroduceparticipantstothetopicofsexualdecision-makingwithafocusonexploringgenderedpowerrelations and the impact they have on young women’s ability to negotiate safe sex practices

Time required:

• 30minutes

Resources required:


• Hamda’sstoryonPowerPointandhand-out



• Talkingtoyoungwomenaboutthecomplexitiesofnegotiatingsafesexualpracticesisimportant,giventhatAustralianresearchshowsthatalargenumberofgirlsandyoungwomenareforced,coercedorpressuredintosexualactivity(Flood&Fergus2008).

• Asanintermissionfromthepreviousactivity,asktheparticipantstostandupandalldotenstarjumps

• ReadoutHamda’sstoryordisplayitusingPowerPoint.Askparticipantstodiscussthequestionsingroups:

Who do you think has the most power in this relationship and why?

How does Hamda’s boyfriend, Ray, use his power in this relationship?

What things might Hamda or young women like her need to consider before deciding to have sex?

• Allowsufficienttimeforparticipantstodiscussthequestionsandrecordtheiranswersonthewhiteboard.Usethefollowingpromptsiftheirdiscussionhasnotalreadycoveredthefollowingkeypoints:

-WhatifHamdawasscaredthatRaymightleaveherifshedidn’thavesexwithhim?

-Whatiftheyweredrunkataparty?

-WhatifHamdaandRayhadalreadydonealotofkissingandtouching–doesshehavetogofurther?

-HowcanHamdabesurethatsheissafe?

-DoesHamdafeelcomfortableaskingRaytouseacondom?(useoneinapacketasavisualreminder)

• Summarisethelessonsoftheactivitybyemphasisingthefollowingpoints:

-Manyyoungwomenfindthemselvesbeingpressuredintohavingsexbeforetheyfeelready

- Women always have the right to say no if they aren’t feeling comfortable

• Encourageparticipantstoaskandclarifyanythingthattheydidn’tunderstand.Remindparticipantsaboutthequestionbox.


Activity 4: EvaluationSource:Women’sHealthWest2014b

Objective:

• Todeterminewhatparticipantshavelearnedfromdiscussionsandhowtheyfeltaboutthesession

Time required:

• 20minutes

Resource required:

• Evaluationquizquestionshand-outandanswers


• Explainthequizgametoparticipants.Youwillbereadingthequestions.Theymustdecidewhetherthestatementistrueorfalseandthenwriteitdown,notingthecorrespondingquestion

• Remindparticipantsthatallfeedbackisappreciatedandwillhelpimprovethesessionsforfutureparticipants.Iftimepermits,ask:

Can you tell us one thing that you have learnt from this session?


Objective:

ToincreaseyoungAfricanwomen’sunderstandingofFGM/C,itshealthimpactsandsupportservices,thelawinAustralia,andtocriticallyengageinhowtoeliminateandreducethepractice

Time required:


Resources required:

SESSION TWO: FEMALE GENITAL MUTILATION/CUTTING

DAY 5

• Nametags

• Questionbox

• Grouprules


• Colouredpens


• Blu-Tack

• Post-itnotes

• Hand-outofexcerptfromthebookDesert Flower

• FactsheetonFGM/C

• FactsheetonFGM/CandthelawinAustralia

• Hand-outofreferralservices

• USBstickcontainingPowerPointpresentation of:

-FGM/Cinfo

-PictureofWarisDirie

- Think Againvideo(FORWARDuk2010)

-StepsinhelpingafriendatriskofFGM/C


• Printoutsofevaluationquizquestions

Source:adaptedfromSlough&Killough,n.d.


Activity 1: Icebreaker (Energizer)

Objective:

To get participants to be active and have fun while learning

Instructions for facilitator: • Participantsstayseated

• Thefacilitatorsays,‘Thewindsofchangeblowforanyonewho….[Insertstatementhere]’

• Allparticipantswhosharethesamestatementstandupandperformthestatedaction.Thenthefacilitatorsays another statement.

• Statementsuggestionsinclude:

-Whohasmorethantwosiblings(brother/sister)?Rubyourbelly

-Whohadtheirbreakfastthismorning?Hopononeleg

-Whohasapiercing?Givethepersonnexttoyouathumbsup

-Whohaslearnedsomethingnewbeingpartofthisprogram?Givethepersonnexttoyouahighfive

-Wholikestoeatlunch?Clapyourhands

-Whoiswearingsocks?Showus

-Whohasadriver’slicence?Turnaroundincircles

-Whohasheardaboutfemalecircumcision?Putyourhandsup

Hints for the facilitator: Create a comfortable space for participants to be a part of this activity. Do not force them to participate.Giveparticipantstheopportunitytoaskquestionsandinformthemaboutthegrouprules.

Time required:

• 10minutes

Resource required:

• Grouprules(encourageeveryonetoparticipate)

Activity 2: Desert Flower (Script)Source:adaptedfromSlough&Killough,n.d.

Objectives:

• ToeducateandresourceyoungAfricanwomenwithcorrectinformationaboutFGM/C

• Toempowerparticipantstomakeinformedchoicesfortheirsexualandreproductivehealthneedsnow,andfor future decisions they make for their daughters

Time required:

• 25minutes


Resources required:

• PowerPointpresentationwithpictureofWarisDirie


• Colouredpens

• Print-outofexcerptfromthebook,Desert Flower

• FactsheetonFGM/CandthelawinAustralia


• WearegoingtoreadanextractfromatruestoryaboutayoungwomancalledWariswhoisfromaSomalianbackground. The extract is from a chapter called ‘Becoming a woman’

• ShowapictureofWarisDirieonthePowerPointpresentation

• Getoneortwoparticipantstovolunteertoreadoutthescripttoeveryone

• Insmallgroupsoftwoorthree,discussthethreequestionsfor15minutes:

What was Waris going to have done?

What is female circumcision?

Why do you think Waris was keen to be circumcised?

• Comebacktothebiggroupanddiscussresponsestothepromptquestions

• UsingthePowerPointandfactsheets,discussFGM/C,itshealthimplications,thefourdifferenttypes,itsorigin,whatpartreligionplaysinthepractice,termsusedtorefertoFGM/C,factsandmyths,andthelawinAustralia

• Finishbyreadingthesecondexcerptfromthe‘Becomingawoman’chapterofDesert Flower

Activity 3: Think Again film, part one

Source:adaptedfromSlough&Killough,n.d.

Objective:

• TogainanunderstandingaboutthereasonsandmythsforandagainstthepracticeofFGM/C

Time required:

• 20minutes

Resources required:

• YouTubeorvideopresentationofFORWARDuk’s2010shortfilm,Think Again: https://www.youtube.com/watch?v=kzBNTtR7toE


• Colouredpens


• Post-itnotes



• Explainthatwearegoingtowatchashortfilmfor6:45minutes,whichisaboutagirlintheUKwhosefamilywants to take her back to their country of origin to be circumcised

• ExplaintheuseofthetermFGMinthefilmandexplainthetermFGCandwhysomecommunitiespreferit

• Asktheparticipantstowatchtheshortfilm,askthemtowritedownanyargumentsorreasonstheycanpickupthatareeitherfororagainstthepracticeofFGM/C

• Dividetheparticipantsintotwogroups.Giveeachgroupapieceofbutcher’spaperandaskthemtodrawaline down the middle

• Asktheparticipantstowritedowninonecolumnallthereasonsgivenbytheyoungwomeninthevideo,aswellastheirownreasons,thattheythinkFGM/Cisperformed

• Intheothercolumn,askparticipantstowritedownreasonsagainstFGM/Candwhyitshouldnotbeperformed

• Giveparticipantsabout10minutestocompletethisandtheninthelargegroupdiscussthereasonsgiven

• Asktheparticipantstostickthebutcher’spaperonthewallandiftheycomeupwithmoreideastowritethemuponaPost-itnote

Activity 3: Think Again film, part twoSource:adaptedfromSlough&Killough,n.d.

Objectives:

• Todevelopyoungwomen’sskillsandconfidencetomakeinformeddecisionsaboutFGM/C

• Toincreaseparticipant’sknowledgeofhowtoaccesssupportservicesiftheyorsomeonetheyknowrequiresassistance

Time required:

• 15minutes

Resources required:


• Colouredpens

• Hand-outofsupportservices

• QuestionsheetslabelledgroupAandB


• Watchthesecondpartofthevideo,dividethegroupintotwo,andnameeachgroupAandB

• HandoutthequestionsheetswithgroupAandBtasks

• ThetaskforgroupAistothinkaboutthefilmandconsiderwhentheyoungwomansaidthatshewas‘scared’andthatshe‘didn’thaveachoice’.Getparticipantstoimagineafriendcomingtothemandsayingthosewords.Askthemtoconsider:

What would you say?

What would you do?

• ThetaskforgroupBistoconsidertheendofthefilm,wheretheyoungwomanisseengoingbackhomeandshuttingthefrontdoor.Askthemtothinkabout:

What do you think she might say to her family?

Make a list of what her options are and what the consequences might be


• Comebacktothelargergroupandaskparticipantstoreportbackanddiscusstheirideas

• HandoutthesheetswithserviceinformationandtalkthroughthestepsforthemtofollowwhenhelpingafriendmakeaninformeddecisionwhendealingwithFGM/C.Discussthisinthelargergroup.

Activity 4: Help and supportSource:adaptedfromSlough&Killough,n.d.

Objective:

• Toprovideyoungwomenwiththetoolsandresourcestoaccessservicesandsupportifneeded

Time required:

• 10minutes

Resource required:

• Evaluationquizquestions

Instructions for facilitator: • Explaintoparticipantsthatyouwillbeplayingaquizgame.Youwillbereadingthequestions.Theymust

decide whether the statement is true or false and then write down the corresponding answer

• Gothroughtheanswerstogetherandcollectthesheetsfromparticipants.Explainthatanyfeedbacktheyoungwomengivewillhelpimprovethesessionsforfutureparticipants.Askparticipants:


• Remindparticipantsaboutthequestionboxiftheyhaveaquestionbutdon’tfeelcomfortableasking.Theycanrecordthisquestionanonymouslyandanswerswillbeprovidedandclarified

Time required:

• 15minutes

Resource required:

• PowerPointpresentationonhowtohelpfriendsmakebetterchoicesanddecisionsaboutFGM/C


• UsingthePowerPoint,discusswhattheparticipantscandoiftheyareworriedsomeoneisatriskofFGM/C

Activity 5: EvaluationSource:adaptedfromSlough&Killough,n.d.

Objective:

• Todeterminewhatparticipantshavelearnedfromtheactivitiesandtheirfeedbackaboutthesession


ACTIVITY RESOURCES

DAY 5


Deciding about sex – what are your rights?Source: Love:thegood,thebadandtheugly,2016

Itisveryimportanttohaveanunderstandingandknowledgeofwhatourreligionandculturesaysaboutsex.

Sometimesitfeelslikeeveryoneishavingsexorthatwe’reallmeanttodoitfivetimesaday!Thetruthis,weallhave different needs and beliefs about when to have sex.

Guilt trips and emotional blackmail

Hasanyonesaidthistoyouorsomeoneyouknow?

Ifsomeonesaysthesekindsofthingstoyou,theyaretryingtomakeyoufeelbadinordertoconvinceyoutohavesexwiththem.It’snotokayforsomeonetomakeyoufeelguiltyaboutchoosingnottohavesexwiththem.

The law says that sex should only happen when there is ‘consent’ from both people. Consent means that both peoplefreelyandclearlyagreetoit–withoutanypressureorcoercion.

You have a right to:

• Decidewhentohavesex

• Decidewhatkindofsexyouwanttohave

• Changeyourmindandsay‘no’—evenifitisrightinthemiddleofhavingsex

• Nothavesexevenif you’vebeenkissing,touching,orhavehadsexwiththembefore,anddecideyou’renotreadytohavesex—evenifyou’reinarelationship

• Sayno—justbecauseyou’reinarelationship,itdoesn’tmeanyouhavetohavesex

• Feelsafenomatterwhereyouare

• Reportasexualassaulttopoliceatanytime

If you are being pressured by a boyfriend or girlfriend

Youmightfeelconfusedandworriedthatyou’retheonedoingthewrongthing.

‘Youwouldifyoureallylovedme.’

‘Everyoneelseisdoingit.’

‘Ifyoudon’thavesexwithme,I’llfindsomeonewhowill.’

‘You’refrigid.’

‘You’vegotmeturnedonsoyoucan’tstopnow.’

‘Don’tuseacondom–itdoesn’tfeelasgood.’


‘IreallylikeyoubutIdon’tfeelreadytohavesexyet.’

‘Ilikekissingyoubutdon’twanttohavesex.’

‘Ifyoureallylovedme,youwouldn’tpressuremeintoit!’

First of all, remember – it’s okay not to have sex

There’s nothing wrong with you if you don’t feel ready to have sex, or you don’t want to have sex as often as your boyfriend or girlfriend. There are other ways to be close, like kissing, cuddling and holding each other.

Ifyourboyfriendorgirlfriendreallycaresaboutyou,theyshouldlistentohowyoufeelandnotconvinceyoutohave sex by making you feel guilty.

If you can, talk to them and tell them how you feel

Youcouldsay:

or

Iftheyaretryingtoguilt-tripyouintosex,youcouldtrysaying:

Iftheykeeppressuringyou,itsoundsliketheycaremoreaboutwhattheywantthanwhatyouwant.Thiscanbeawarning sign of someone who is abusive.

Itisn’tokayforsomeonetoforceyouintosex,it’ssexualassaultanditcanbeverydistressing.

Readmoreaboutunwantedsexandrapeathttp://lovegoodbadugly.com/unwanted-sex-and-rape/

Where you can get help:

1-Atrustedadult

2-Takethequizat:http://lovegoodbadugly.com/quiz-am-i-ready-for-sex-2/

3- Check out the information here: http://lovegoodbadugly.com/category/help/

4-Schoolcounsellororwelfareworkerorsocialworker

5-Schoolnurse

6-WesternCentreAgainstSexualAssault(Phone:96875811)

7- Check these useful links: http://westcasa.org.au/for-young-people/useful-links/


Part OneImetmyboyfriendRaywhenIwasfifteenyearsold.Hewasthreeyearsolder.Afriendintroduced us at a party. He asked for my mobile number and started sending me messages. We starteddatingandwetalkedconstantlyonthephone.HewasalwaysreallyniceandIlookedforwardtospendingmyfreetimewithhim.HewasallIthoughtandtalkedabout.

Weeventuallyhadsex.Iwasquitenervous,mainlybecausemyparentsarestrictandIwasscaredthattheywouldfindout.Iwasn’tsureifIwasreadytohavesex,butRaykeptsaying,‘Ifyoureallylovedme,you’dhavesexwithme’.IlovedhimsomuchsoIgavein.

Itwasnotlongafterthathestartedshowingadifferentside.Hedidn’twantmespendingtimewithmyfriends.He’dgetjealousveryeasilyandaccusedmeofcheatingonhimifItalkedtootherguys.HeevencheckedmessagesonmymobilephoneandmyFacebookaccount.

Afterawhile,itgotreallybad.He’dfindfaultineverythingIdid,sayorevenswear.WheneverItriedtodisagreewithhim,hewouldbecomeaggressive.Iusuallyagreedwithhimtopreventhimfromgettingangry.Sometimeshe’dapologiseforshoutingatmeandwouldpostsweetmessagesonmyFacebookpage.

Part TwoMyrelationshipwithmyboyfriendworemedown.I’musuallyaverytalkative,socialandhappypersonbutIhavebecomereallyquiet.Iamconstantlyworryingaboutwhathethinksandtryingtomakesurehedoesn’tgetangrywithme.I’malwaysnervousaroundhim.WhatdoIdo?

Hamda’s storySource:Women’sHealthWest&cohealth2012


Sexual decision-making evaluation quiz questionsSource:Women’sHealthWest&cohealth2012


1 IfIhavestartedkissingsomeoneandtheywanttogofurtherthanthis,Ihavetodowhattheywant.

2 Itisokayforsomeonetomakemefeelguiltysotheycanhave sex with me.

3 Myboyfriendorgirlfriendshouldrespectmyfeelings,opinions and beliefs.

4 IcantalktoWestCASAorthepoliceifIhaveexperienced sexual assault.

5 Jealousyfromaboyfriendisalwaysasignoflove.


Sexual decision-making evaluation quiz answersSource:Women’sHealthWest&cohealth2012


1 IfIhavestartedkissingsomeoneandtheywanttogofurtherthanthis,Ihavetodowhattheywant.

False

2 Itisokayforsomeonetomakemefeelguiltysotheycanhave sex with me.

False

3 Myboyfriendorgirlfriendshouldrespectmyfeelings,opinions and beliefs.

True

4 IcantalktoWestCASAorthepoliceifIhaveexperienced sexual assault.

True

5 Jealousyfromaboyfriendisalwaysasignoflove. False


FGM/C fact sheetDownload the fact sheet here: http://whwest.org.au/wp-content/uploads/2012/06/FS_FGM_20091.pdf

Fact sheet on FGM/C law in Australia Download the fact sheet here: http://whwest.org.au/wp-content/uploads/2014/05/FGM_Mandatory-reporting.pdf

FACT SHEETwomen’s health west

FGMFGMWhat is Female Genital Mutilation (FGM)?

FGM (also known as female circumcision/genital cutting) is a practice that includes ‘all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons’ (WHO 2008, p.4).

FGM is the term used by the World Health Organisation (WHO) to signify the gravity of the practice (WHO 2008). However, health professionals may use the term ‘female circumcision’ with women to avoid offending the communities they work with (RWH 2008).

Muslims and Christians practice FGM in north, east and western Africa, parts of Asia and the Middle East, as well as immigrant communities in North America and Europe (WHO 2008). FGM is becoming more relevant in Australia, due to the increasing immigration and settlement of FGM affected communities.

FGM is practised for many reasons including: aesthetics, religious observance and cultural identity (WHO 2008). There are four types of FGM. Each type holds a different meaning/significance for practising communities, and has different implications for women’s physical, sexual and psychosocial wellbeing.

The Family and Reproductive Rights Education Program (FARREP) aims to improve

access to mainstream health care services by women from

cultures in which Female Genital Mutilation (FGM) is sometimes

practiced.

For more information about FARREP at Women’s Health West, call 9689 9588 or visit http://www.whwest.org.au/

community/african.php


Excerpt from ‘Becoming a woman’ chapter in Desert FlowerSource:Slough&Killough,n.d.

Becoming a woman, part one:

The time had come for my oldest sister Aman to be circumcised. Like all younger siblings, I was envious, jealous that she was entering this grown-up world that was still closed to me. Aman was a teenager, much older than the normal age for circumcision, but so far, the timing had never been right. As my family travelled to Africa in an endless cycle, we had somehow missed the gypsy woman who performed this ancient ritual. My father was growing concerned, because Aman was reaching marriageable age, but no marriage could take place unless she had been properly ‘fixed’. The prevailing wisdom in my country is that there are bad things between a girl’s legs, parts of our bodies that we are born with but yet are ‘unclean’.

These things must be removed — the clitoris, labia minora, and most of the labia majora are cut off, then the wound stitched shut, leaving only a scar where the genitals had been. But the actual details of the ritual cutting are left a mystery — it’s never explained to the girls. You just know that something special is going to happen to you when your time comes.

As a result, all young girls in my country anxiously await the ceremony that will make their transformation from being a little girl to becoming a woman.

Originally the process occurred when the girls reach puberty, and the ritual had some meaning, as the girl became fertile and capable of bearing her own children. But through time, female circumcision has been performed on younger and younger girls, partially due to the pressure from the girls themselves, since they eagerly await their ‘special time’ as a child in the West might await her birthday party.

When I heard that the old gypsy was coming to circumcise Aman, I wanted to be circumcised too. The day before the event, I begged my mother, tugging at her arm, ‘Mama, do us both together. Come on Mama, do both of us tomorrow.’

From Desert Flower by Waris Dirie


Becoming a woman, part two:

In spite of my anger over what has been done to me, I don’t blame my parents. I love my mother and father. My mother had no say-so in my circumcision, because as a woman she is powerless to make decisions. She was simply doing to me what had been done to her, and what had been done to her mother and her mother’s mother. And my father was completely ignorant of the suffering he was inflicting on me. He knew that in our society, if he wanted his daughter to marry, she must be circumcised or no man would have her.

My parents were both victims of their upbringing and cultural practices that have continued unchanged for thousands of years. But just as we know today that we can avoid disease and death by vaccinations, we know that women are not animals in heat, and their loyalty has to be earned with trust and affection rather than barbaric rituals. The time has come to leave the old ways and suffering behind.

I feel that God made my body perfect the way I was born. Then man robbed me, took away my power and left me a cripple. My womanhood was stolen.

If God had wanted those body parts missing, why did he create them?

I just pray that one day no woman will have to experience this pain. It will become a thing of the past and the world will be safe for all women. What a happy day that will be, and that’s what I’m working towards. In’shallah, if God is willing, it will happen.

From Desert Flower by Waris Dirie

Excerpt from ‘Becoming a woman’ chapter in Desert Flower Source:Slough&Killough,n.d.


FGM/C evaluation quiz questionsSource:adaptedfromSlough&Killough,n.d.


1 FGM/Ccancauseseriouscomplicationsatbirth.

2 Iftheclitorisisnotcutorcircumcised,itwillcontinue to grow.

3 AlthoughFGM/CispracticedbysomeMuslimsandChristiansinsomepartsoftheworld,it’snotrequiredbyIslamorChristianity.

4 During the delivery of the baby the uncut clitoris will harm the baby.

5 FGM/Chasnohealthbenefitsandisahumanrightsviolation that harms girls and women in many ways.

6 FGM/Ccomprisesproceduresthatinvolvepartialortotalremoval of the female external genitals for non-medical reasons.

7 FGM/Cwillmakethevaginamorehygienic.

8 FGM/CisillegalinAustralia.

9 OthertermssometimesusedareFGM,femalecircumcision,femalegenitalcuttingorSunna.

10 FGM/Cresultsindifficultiesurinatingandmenstruating,pain during sex, and serious problems in childbirth.


FGM/C evaluation quiz answersSource:adaptedfromSlough&Killough,n.d.


1 FGM/Ccancauseseriouscomplicationsatbirth. True–especiallywomenwhohavehadtype3FGM/C

2 Iftheclitorisisnotcutorcircumcised,itwillcontinue to grow.

False

3 AlthoughFGM/CispracticedbysomeMuslimsandChristiansinsomepartsoftheworld,it’snotrequiredbyIslamorChristianity.

True—andnotpartoftheBibleortheKoran(Quran)

4 During the delivery of the baby the uncut clitoris will harm the baby.

False

5 FGM/Chasnohealthbenefitsandisahumanrightsviolation that harms girls and women in many ways.

True

6 FGM/Ccomprisesproceduresthatinvolvepartialortotalremoval of the female external genitals for non-medical reasons.

True

7 FGM/Cwillmakethevaginamorehygienic. False—infactitcanmakeitlesshygienicasitoften causes infection

8 FGM/CisillegalinAustralia. True—anditisillegalforparentstotaketheirdaughter overseas to be circumcised

9 OthertermssometimesusedareFGM,femalecircumcision,femalegenitalcuttingorSunna.

True

10 FGM/Cresultsindifficultiesurinatingandmenstruating,pain during sex, and serious problems in childbirth.

True


Leadership and advocacy

DAY 6


LEADERSHIP AND ADVOCACYDAY 6


Attheendofthesessionparticipantsshouldhaveanunderstanding of:

• Whatisleadership?

• Whyweneedwomenleadersanddifferentqualitiesofaleader

• Self-esteeminleadership


Attheendofthesessionparticipantsshouldhaveaknowledge of:

• Whatisadvocacy?

• Communicationskillsinleadership

• Keyskillsofadvocates

• WaysinwhichyoungAfricanwomencanworkwith others to become leaders or advocates


• Colouredpens


• Morningtea

9:00am – 9:40am Activity1:Icebreaker • Grouprules • Questionbox

9:40am – 10:10am Reflectionondayfive

Discussinganyquestionsinthequestionbox

• Questionbox


• Milk

• Coffee

• Teabags

• Sugar

• Biscuits

• Donuts/cakes

• Recyclablecups

• Plasticspoons

• Juice

10:25am – 11:45am Activity2:Leadership

Activity3:Qualitiesofaleader


• Colouredpens


• Blu-Tack

• A4sheetsofpaper

• PowerPointpresentationonUSBstick

• Hand-outsoffamousfemaleAfricanleaders

• Qualitiesofaleader?hand-out


1:00pm – 2:30pm Activity4:Communicationinleadership

Activity5:Advocacy

• Eggs

• Cardboard

• Balloons

• Cottonballs

• Stickytape

• Lotsofstring

• Golfballs

• Pairsofscissors


• Colouredpens


• Blu-Tack

• USBstickwithPowerPointpresentation

2:30pm – 3:00pm Activity6:Post-projectevaluationquestions

• Pens

• Post-projectparticipantquestionnaire

3:00pm – 3:30pm Activity7:Reflectiveevaluation • Butcher’spaper

• Colouredpens

Ses

sio

n o

ne:

Le

adersh

ipS

essi

on

tw

o:

Com

mun

icat

ion

and

advo

cacy


SESSION ONE: LEADERSHIPDAY 6

Objective:

TohelpyoungAfricanwomenidentifyandenhancetheirleadershipandadvocacy skills

Time required:

• 150minutes

Resources required:

• Nametags

• Questionbox


• Colouredpens


• Blu-Tack

• USBstickcontainingPowerPointpresentation on leadership


• FamousfemaleAfricanleadershand-outs


Activity 1: Icebreaker (What I like and dislike) Source:adaptedfromWomen’sHealthWest2006

Objective:

• Toenergiseparticipantsandalsocreateabetterunderstandingofoneanother.

Hints for the facilitator: Likeanddislikeexamples:

Shukria (Facilitator):IlikechocolateandIdon’tlikerunning.

Maryam(onShukria’sright):Shukrialikeschocolateanddoesn’tlikerunning.Ilikeflowersanddon’tlike cleaning my room.

Kareema(onMaryam’sright):Shukrialikeschocolateanddoesn’tlikerunning.Maryamlikesflowersanddoesn’tlikecleaningherroom.Ilikecomputersanddon’tlikecoldweather…

Activity 2: LeadershipSource:adaptedfromPittawayn.d.

Objective:

• Tofurtherunderstandthemeaningofleadershipandidentifycommonlyknownleaders

Time required:

• 40minutes

Time required:

• 40minutes

Resources required:

• Grouprules

• Questionbox


• Asktheparticipantstostandinacircle

• Thefacilitatorstartsthegamebystatinghername,alongwithonethingshelikesandonethingshedislikes

• Theyoungwomantothefacilitator’srightthenrepeatswhatthefacilitatorsaid,followedbyherownname,one thing she likes, and one thing she dislikes. This continues around the circle until everyone has spoken

• Ifaparticipantforgetsaname,like,ordislikeofanother,theotherscanhelpher

• Followingonfromthis,addressanyquestionsthatwereinthequestionboxfromthedaybefore


Resources required:

• PowerPointpresentationonleadership


• Colouredpens

• FamousfemaleAfricanleadersquestionandanswer sheets



• AskparticipantswhatwemeanwhenwerefertoleadersorleadershipusingthePowerPointpresentationtoexplain further

• HandoutpicturesoffamousAfricanfemaleleadersandaskparticipantstomatchthepictureswithlabelsoftheirnames.Thisshouldtakeaboutfiveminutestocomplete.Giveaprizeforthepersonwhocompletesthisactivityfirst

• GiveouttheshortbiographyoftheAfricanfemaleleadersandaskparticipantstospendfiveminutesreadingitout.Askparticipantswhattheyhavelearnedaboutthefamousfemaleleaders

• Askparticipantstobrainstormvarioustypesorrolesassociatedwithfemaleleadersthattheyobserveintheirlives.UsethePowerPointpresentationtogiveadditionalexamples

• AskparticipantswhyweneedfemaleleadersandusingthePowerPointpresentationgivefurtherexamples

• Askparticipantswhattheythinkmakessomewomenleaders?WritedowntheirsuggestiononthewhiteboardandusethePowerPointpresentationtogivefurtherexamples

• Askparticipantstonamedifferenttypesofleaders

Activity 3: Qualities of a leader Source:adaptedfromWomen’sHealthWest2006

Objective:

• Togetyoungwomentosharetheskillstheyalreadyhaveandtheskillstheywouldliketofurtherdeveloptobecome good leaders in their community

Time required:

• 30minutes

Resources required:


• Colouredpens



• A4sheetsofpaper

Instructions for facilitator: • Handeachparticipantasheetofpaperandaskthemtowritethesequestionsatthetop:

-Whataremystrengths?

-WhatdoIwanttodevelop?

• Asktheparticipantstowritetheirresponsesdownonthepaperprovidedtothem.Thistaskshouldtakeabout ten minutes

• Discusswiththeparticipantstheirresponses

• Handoutthe‘Qualitiesofaleader?’sheets.PointbacktothefamousAfricanfemaleleaders,andasktheparticipantstospendfiveminuteswritingdownwhatqualitiestheythinkfemaleleadersneedtohave.Discuss further


SESSION TWO: ADVOCACY DAY 6

Objective:

ToprovideadditionaltoolsandresourcestoassistyoungAfricanwomentoimplementtheirskillsinways that promote the rights of women and girls in their community

Time required:

• 90minutes

Resources required:

• Eggs

• Cardboard

• Balloons

• Cottonballs

• Reelsofstickytape

• Lotsofstring

• Twelvegolfballs

• Fourpairsofscissors


• Colouredpens


• Blu-Tack

• USBstickcontainingPowerPointpresentation on advocacy


Activity 4: Communication in leadership Source:adaptedfromWomen’sHealthWest2006

Objective:

• Topromotegroupcooperationandtoexploreleadershipinthecontextofworkingtogether

Time required:

• 40minutes

Resources required: • Eggs

• Piecesofcardboard

• Fivetoeightballoons

• Cottonballs

• Fourreelsofstickytape

• Alotofstring

• Twelvegolfballs

• Fourpairofscissors


• Dividethegroupintosmallteamsofthreetofour

• Giveeachteamonerawegg,stickytapeandothermaterialslistedabove

• Explaintheteam-buildingactivitytoparticipants.Explaintheaim,whichistodesignandbuildastructurethat will prevent their raw egg from breaking from a high drop

• Givetheparticipantsabout20minutestomakethestructurewiththeegginit

• After20minutesgroupsareinvitedtolaunchtheireggs

• Cometogetherforageneraldiscussion:

-Whatwasitliketoworkinyourgroups?

-Howdidyoumakedecisions?

• Theaimofthisactivityistohelpusunderstandtheimportanceofhavingaleaderwithgoodcommunicationand listening skills.

• Thisexercisehelpsbuildcollaborationandcommunity

Activity 5: AdvocacySource:adaptedfromWomen’sHealthWest2006andPittawayn.d.

Objective:

• Toprovideyoungwomenwithtoolsandskillstoenhancetheirabilitytobecomeleadersandadvocatesforthemselves and their community

Time required:

• 50minutes


Resources required:


• Colouredpens

• PowerPointpresentation



• Askparticipantstobrainstormthequestion‘whatisadvocacy?’

• UsethePowerPointpresentationtoexplainandprovideanoverviewofwhatconstitutesadvocacy

• Askparticipantstobrainstormthequestion‘whatislobbying?’UsethePowerPointpresentationtoexplain further

• Divideparticipantsintofourgroups.Explainthatinthisactivitytheywillbeactingasadvocatesfortheircommunity.TheyneedtoensurethattheircommunityknowtheillegalitiesinVictoriaoffemalecircumcision,otherwiseknownastraditionalcutting.Explainthatdespitethepracticebeingillegal,thereis opposition from some religious leaders and community women to ending the practice, as they say it is part of their culture and religion.

• Allocateeachgrouponeofthefollowingresponsibilities:

-Group1willtoadvocatingtoreligiousleaderstostopthepractice

-Group2willbeadvocatingtooldercommunitywomenabouttheneedtostopthepractice

-Group3willbeadvocatingtoyoungAfricanwomenabouttheneedtostopthepractice

-Group4willbeadvocatingtoparents,familiesandmother-in-laws

• Provideeachgroupwiththefollowingpromptquestions:

-Howcanyoustarttheconversationwithyournominatedgroup?

-Whataretheresourcesorinformationyoumightuseandfromwhere?

-Thereareonlyafewpeoplewhowilltalktoyouaboutthistopicsowhatcanyoudo?

-Nooneistakingactionsowhatcanyourgroupdo?

• Askparticipantstospend20minuteswritingdowntheirresponsesonbutcher’spaper,andiffurthersupport is needed to please ask for help

• Askparticipantstocomebacktothelargergroupandhaveoneparticipantfromeachgrouppresenttheirfindings.Allocatearound10minutestothistask.

• UsingthePowerPointpresentation,providefurtheranswerstothequestions.Concludetheactivitybystatingthatadvocacyisapowerfultoolandthatitisessentialforendingthepracticeofcircumcision/traditionalcutting.ItisalsoimportantthatcommunitiesunderstandthatthepracticeisillegalinAustraliaand the importance of a rights-based framework is critical to communities abandoning the practice.


EVALUATION

Activity 6: Post-project evaluation question

Objective:

• Todeterminewhethertherehasbeenachangeinknowledgeafterparticipationintheproject

Allfeedbackisappreciatedasthiswillhelpimprovethesessionsandensurethatthecontentanddeliveryremains responsive to the needs of participants.

Time required:

• 30minutes

Resources required:

• Printedpost-projectparticipantquestionnaires

• Colouredpens


• Distributethepost-projectparticipantquestionnairesandexplaintoparticipantsthattheaimofthemcompleting these surveys is to gain an understanding of whether their participation in the project contributed to an increase in knowledge of the topics covered

• Theirresponseswillassistinevaluatingtheprogramaswellasinformingthedevelopmentoffutureiterations of the project

Activity 7: Reflective exercise

Objective:

• Togatherqualitativefeedbackfromparticipantsabouttheirparticipationintheprojectincluding:

-Facilitationstyleanddelivery

-Groupdynamics

-Anincreaseinknowledgeofinformationthatwaspresentedandachangeinattitudesregardingsexual and reproductive health

Time required:

• 30minutes

Resources required:


• Colouredpens



Thefollowingquestionsaredesignedtoinformandfacilitatea30-minutereflectiveevaluationworkshopwithyoungwomenwhoparticipatedintheproject.Potentialevaluationmethodsforthereflectiveworkshopincludepersonalreflection,smallgroupdiscussionsandalargewhole-of-groupdiscussion.

• Howdidyoufindthefacilitationstyleandsessionactivitiesinrelationtothefollowing:

- The delivery pace

-Timefordiscussionandquestions

-Interactivenatureoftheactivities,sessionsandservicevisits

-Respectfulgroupdynamicsothatquestionswereaskedandparticipantshadtheiropinionsheardand understood

• Whathavebeenthemostsignificantthingsyouhavelearntorcometobetterunderstandthroughyourinvolvementintheproject?

• Werethereactivitiesorpartsoftheprojectyouwouldchangeorcouldhavedonedifferently?

• Throughyourparticipationintheproject,areyoumoreconfidenttomakedecisionsthatarerightforyouinrelationtoyoursexualandreproductivehealth?Pleaseexplainwhyorwhynot

• Canyoutellusaboutwhatyoulearntabout:

-Leadershipandadvocacy

- Women’s rights

• Howhasyourunderstandingof,orattitudestoward,femalegenitalcutting/circumcisionchangedsinceyourinvolvementintheproject?

• Whathasbeenthemostsignificantchangeforyoupersonallythatoccurredthroughyourinvolvementintheproject?


ACTIVITY RESOURCES

DAY 6


Name: .....................................................................

Qualities of a leader: .............................................

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Name: .....................................................................


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Name: .....................................................................


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Name: .....................................................................


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Name: .....................................................................


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Name: .....................................................................


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Famous female African leaders


Name: .....................................................................


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Name: .....................................................................


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Name: .....................................................................


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Name: .....................................................................


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Name: .....................................................................


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Name: .....................................................................


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Name:OprahWinfrey

Leadership role:IsanAmericanmedia proprietor, talk show host, actress, producer, and philanthropist.

Name:MichelleObama

Leadership role:IsanAmericanlawyerandwriter.Sheisthewifeofthe44thandcurrentPresidentoftheUnitedStates,BarackObamaandthefirstAfrican-AmericanFirstLadyoftheUnitedStates.

Name:ImanAbdulmajid

Leadership role:ProfessionallyknownasIman,isaSomalifashionmodel,actressandentrepreneur.Apioneerinthefieldofethniccosmetics,sheisalso noted for her charitable work.

Name:MayaAngelou

Leadership role:Americanauthor,poet,dancer,actress, and singer.

Name: Waris Dirie

Leadership role:AreaSomalimodel,author,actress and social activist.

Name:CondoleezzaRice

Leadership role:FormernationalsecurityadvisorforUSgovernment.

Famous female African leaders: answers


Name:GracaMachel

Leadership role:Sheisaninternationaladvocateforwomen’sandchildren’srights,firstladyofSouthAfrica(NelsonMandelasecondwife)firstladyofMozambique.

Name:EllenJohnsonSirleaft

Leadership role:24thPresidentofLiberia.SheservedasMinisterofFinanceunderPresidentWilliamTolbertfrom1979untilthe1980.

Name:AluelbolAluerge

Leadership role:FemaleSouthSudanpilot (worksforEthiopianairline).

Name:WinnieMandela

Leadership role:SheisaSouthAfricanactivistand politician who has held several government positionsandheadedtheAfricanNationalCongressWomen’sLeague.

Name:LupitaNyong’o

Leadership role:Actressandfilmdirector(Kenya).

Name:YetnebershNigussie

Leadership role:SheisablindEthiopianlawyer who is an activist for people with a disabilityinEthiopia.


Qualities of a leader?Source:adaptedfromWomen’sHealthWest2006


POST-PROJECT PARTICIPANT QUESTIONNAIREThequestionnaireisconfidentialandnoinformationthatwillidentifyyouwillberecorded.Thequestionnaireisnot a test, but provides Women’s Health West with an opportunity to understand the effectiveness of the Caught Between Two Cultures project.

Thequestionnaireissimilartotheoneyoucompletedatthestartoftheprojectandwillaskyouquestionsaboutyour knowledge and attitudes about sexual and reproductive health, wellbeing and healthy relationships.

Glossary of terms Blood borne virusesincludingHIV,hepatitisBandhepatitisCarevirusesthataretransmittedbybloodorbodyfluidsthatcontainblood.

Body image refers to a person’s attitudes toward their body, how they see themselves, how they think and feel about the way they look and how they think others perceive them.

Cervical cancer, or cancer of the cervix, is cancer of the entrance to the uterus, otherwise known as the womb.

Consentmeansfreeagreementofyourownfreewill(VictoriaLegalAid2014).

Female genital cutting/circumcision includes procedures that intentionally alter or cause injury to the female genitalorgansfornon-medicalreasons(WorldHealthOrganization2015).

Human papillomavirus or HPV is a common virus affecting women and men that is contracted by sexual activity involving genital contact.

Sexually transmissible infections (STIs) are infections that can be passed on from one person to another during sexual activity.

Howoldareyou?

…………………………………………………………..……………………………………………………

Whatisyourreligion?

…………………………………………………………..……………………………………………………

Whatlanguage/sdoesyourfamilyspeakathome?

…………………………………………………………..……………………………………………………

Whatcountrywereyoubornin?

…………………………………………………………..……………………………………………………

Ifyouweren’tborninAustralia,didyoumigratetoAustralianona:

Humanitarian visa

Familyorpartnervisa

Skilledmigrationorworkvisa

Other,pleasespecify ………………………………………..........


1. Puberty causes physical and emotional changes in a young person’s body, including when they reach sexual maturity and can have a baby.


2. Caring for and appreciating your body can help support a positive body image, which is important for self-esteem and general happiness.


3. Negative body image can lead to a range of eating disorders.


4. A balanced diet includes fresh fruit, vegetables, grains, legumes, protein and dairy.


5. Who should decide whether a woman is ready to get pregnant and have a baby? (please tick one answer)

Sheshoulddecide Her partner or husband Her doctor Her community Idon’tknow

6. Pregnancy can happen the first time a woman and man have sex.


7. Condoms are the most effective way to prevent sexually transmissible infections (STIs) and blood borne viruses, including HIV, hepatitis B and hepatitis C.


8. A woman who is taking the contraceptive pill can get pregnant if she has had sex and forgets to take the pill once every day.


9. Informed consent to sex (tick all the answers you think are correct):

Isgivenwhenbothpartnerssayordosomethingtocommunicatetheirconsent Iswhenthewomandoesnotsayno Can be withdrawn at any time during sexual activity Cannot be given if someone is too drunk to understand what is happening

10. In Victoria, abortion is safe and legal and young women can access an abortion without their parents’ or partners’ consent.


11. The HPV vaccine is safe and effective.


12. What causes cervical cancer? (please tick one answer)

The contraceptive pill Human papillomavirus Having lots of sexual partners Idon’tknow

13. Skin bleaching products contain harmful chemicals such as mercury and hydroquinone that can cause poor health and wellbeing.


14. One in five Australian women will experience depression and one in three women will experience anxiety.



15. A person experiencing poor mental health can access support and treatment from a general practitioner (GP), a counsellor, a mental health social worker or a psychologist.


16. Female genital cutting/circumcision (FGC) is illegal in Victoria and Australia.


17. FGC is a practice that violates the health and human rights of girls and women.


18. FGC is practiced due to cultural customs and traditions.


19. What are some of the myths and beliefs that some communities hold about why FGC is practiced? (please tick all the correct answers)

Religion Protectsgirls’virginityandpreventsthemfromengaginginimmoralbehaviour Hygiene and cleanliness Idon’tknow

20. The Royal Women’s Hospital has a de-infibulation clinic that provides specialist sexual and reproductive health services to women who have had type 3 FGC.


21. Do you think female genital cutting/circumcision should continue or stop? Please tell us why or why not?*

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

22. Have your opinions about female genital cutting/circumcision changed since your involvement in the Caught Between Two Cultures project? Please tell us why or why not?*

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

23. A respectful intimate partner relationship is one where both partners (please tick all the answers you think are correct):

Listentoandrespecteachother’sideasandopinions Areabletobefreetobethemselveswithoutfearofcriticismorjudgment Onlyspendtimewitheachotherandrarelyseeotherfriends Can trust each other Do not pressure each other to do anything they feel uncomfortable about

24. A woman cannot be raped by someone she is married to or in a relationship with.


25. Women should not expect to have the same freedoms as men.



26. The leaders of a community should largely be men.


27. What are the three most important things you learnt from being part of the Caught between Two Cultures project?

1. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. …………………………………………………………………………………………………………………………………...………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. …………………………………………………………………………………………………………………………………...……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...

28. Would you change anything about the project?

Yes No

If yes, can you please tell us what you would change about the project?

...……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

Thank you!


Celebration

DAY 7


Objective:

TocelebrateparticipationintheprojectandyoungAfricanwomen’sstrengthsandachievements

the achievements of participants as a result of completing the program

Time required:

• Agreeonatimeandlocationthatisappropriateforallparticipants

Resources required:

• Tobedeterminedbythegroup


• Decideasagrouponagroupactivityandcelebratoryeventtoprovideaclosingcelebrationforthe program

• Providesuggestionsfordifferentcelebratoryeventsandfacilitatetheorganisationofagreedactivities

• Eachorganisationneedstodeterminetheirownbudgetforthiseventandactivities

Suggestions include:

• Dinner

• Movies

• Bowling

CELEBRATIONDAY 7


REFERENCESABS(AustralianBureauofStatistics)2012,Personal Safety Survey,cat.no.4906.0,ABS,Canberra.

ABS(AustralianBureauofStatistics)2006,Personal Safety Survey,cat.no.4906.0,ABS,Canberra

GovernmentofIndia(n.d.),Creative Facilitation Techniques: Workshop Resources 1,DepartmentofSchoolEducationandLiteracy,MinistryofHumanResourceDevelopment,accessed24March2016,<http://www.teindia.nic.in/files/teacher_trg_module/8_creative_facilitation_techniques.pdf>

Dirie,W2009,‘Becomingawoman’,Desert Flower,ViragoPress,London.

Flood,M&Fergus,L2008,An Assault on our Future: The impact of violence on young people and their relationships,WhileRibbonFoundation,Melbourne.

FORWARDuk2010,Think Again: The Film,FORWARDuk,accessed23March2016,<https://www.youtube.com/watch?v=kzBNTtR7toE>.

Griffiths,D,Leece,B,&theFamilyPlanningYouthTeam1992,Still smiling - sexuality education made easy (a practical guide for teachers and other workers with young people),FamilyPlanningAssociationofNSW,Ashfield,NewSouthWales.

Slough,J&Killough,J(n.d.)‘KS3FGMlesson’,SRE Covered: all you need to teach about sex and relationships in secondary schools,GOV.UK,accessed24March2016,<https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/276541/KS3_FGM_lesson_plan.pdf>.

Love:thegood,thebadandtheugly2016,Getting pressured for sex?DomesticViolenceResourceCentreVictoria,accessed23March2016,www.lovegoodbadugly.com/sex-pressure/

Mbwana,M,Maliki,Z&Idd,A(n.d.)Skin Bleaching Materials Facts and Effects,accessed24March2016,<http://www.youngscientists.co.tz/uploads/media/Mikanjuni.pdf>.

Pittaway,E(n.d.)Leadership training for young refugee women,CentreforRefugeeResearch,UniversityofNewSouthWales,Sydney,accessed30March2016,<http://www.refworld.org/pdfid/464ab7ea2.pdf>

StateofVictoria2015,‘Puberty’,BetterHealthChannel,accessed23March2016,<betterhealth.vic.gov.au/health/healthyliving/puberty>.

UNICEF(UnitedNationsChildren’sEmergencyFund)2005,Female Genital Mutilation/Cutting: A Statistical Exploration,UNICEF,NewYork.

UnitedNations1993,Declaration on the elimination of violence against women,A/RES/48/104,UNGeneralAssembly,Geneva.

VicHealth2004,The health costs of violence: measuring the burden of disease caused by intimate partner violence,VicHealth,Carlton.

VictoriaLegalAid2014,Sex and the law,accessed5February2015,http://www.legalaid.vic.gov.au/find-legal-answers/sex-and-law/sexual-assault


Women’sHealthintheNorth2009,Love Control[video],accessed31March2016,<https://www.youtube.com/watch?v=GCP4pIKci-Q>.

Women’sHealthWest2014a,Female genital mutilation/cutting: A mandatory reporting tool to support health professionals,Women’sHealthWest,Footscray,Victoria.

Women’sHealthWest2014b,You, Me and Us Respectful Relationships Education training manual, Women’s HealthWest,Footscray,Victoria.

Women’sHealthWest2012,Power On: A peer education health and wellbeing program for women who experience mental illness,Women’sHealthWest,Footscray,Victoria.

Women’sHealthWest2006,Lead On Again: a leadership program for young women from culturally and linguistically diverse backgrounds, Women’sHealthWest,Footscray,Victoria.

Women’sHealthWest&cohealth2012,Human Relations Program for young women: Western English Language School (WELS) facilitator’s manual,Women’sHealthWest,Footscray,Victoria.

WorldHealthOrganization2015,Female genital mutilation,accessed5February2015,<http://www.who.int/mediacentre/factsheets/fs241/en/>.

www.whwest.org.auPhone: 0396899588Fax:0396893861Email: [email protected]

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