1

INDEX

Sr. No Topic Page

Number

1. Table of Contents 2

2. Programme summary 6

3. Life skills orientation 9

4. Like skills in relation with mental hygiene and degree college 12

students.

5. Recent researches 14

6. Importance of Mental hygiene 18

7. Description of sub-domains 21

8. Day 1- Healthy Communication 29

9. Day 2- Relationship issues 52

10. Day 3- Body Image 69

11. Day 4- Self worth 82

12. Day 5- Peer pressure 96

13. Day 6- Substance abuse and addiction 108

14. Day 7- Sexual health and safety 118

15. Day 8- Sexual health and safety 126

16. Conclusion 133

17. Appendices 135

18. References 172

 2

TABLE OF CONTENTS
Sr. No Content Contribution
1 Cover Page Kratika Loya
2 Index Rachana Mehta
3 Table of Content Rukhsar Mistry
4 Material, Costing and Population Kratika Loya
5 Formatting Rachana Mehta
6 Life Skill Orientation Rukhsar Mistry
7 Life Skill in relation with Mental Hygiene and Degree College Rachana Mehta &
Students Janhavi Mehta
8 Recent Researches (4*2) Tanvee Gornarkar &
Shradha Savla
9 Importance of Mental Hygiene Asfiya Ansari
10 Description of the subdomains
1. Healthy Communication and Relationship Issues Vrushti Shah
2. Body Image and Self-Worth Smiti Mehta
3. Peer Pressure and Addiction Vrushti Shah
4. Sexual Health Smiti Mehta
11 Programme Summary Kratika Loya
12 DAY 1: Healthy Communication Asfiya Ansari
 Activity 1 (Rapport Building-2 Truths and 1 Lie)
 What is Communication; Its Types & Barriers
 Activity 2 (Power of Body Language)
 Activity 3 (Careful Para verbal Control Confusion)
 Importance of Communication with Family
 Asking the Right Questions
 Activity 4 (Back to Back Communication)
 Activity 5 (Paper Shapes)
 Use, Construction & Tips for Constructive ‘I’ Message;
What comes After an ‘I’ Message
 Worksheet 1 (Use of ‘I’ Messages/Statements)
 Active Listening Skills
 3

 Worksheet 2 (Talking in Terms of One’s Undesirable

Behaviour and Not Personality/Identity)
 Handout 1 (Positive & Negative Body Language
Examples)
 Handout 2 (Understanding Non-Verbal Communication)
 Handout 3 (Paraphrasing)
13 DAY 2: Relationship Issues Rukhsar Mistry
 Activity 1 (Awareness of relationship and dating violence)
 Types of Abuse
 Activity 2 (Boundaries)
 Boundaries Content
 Activity 3 (Draw a healthy relationship)
 Jealousy and Trust Issues
 Activity 4 (Push Pull)
 Negotiation Skills
 Worksheet 1 (Assertiveness)
 Worksheet 2 (Relationship Building)
 Handout (Right and a Responsibility)
14 DAY 3: Body Image
 Activity 1 (Rapport Building-Jolly Joan Activity) Tanvee G
 Body Image, Effects of Media & Instagram on Positive Tanvee G
Body Image
 Activity 2 (Exploration Activity) Shraddha Savla

 Effects of Body Image Issues on Mental Health Tanvee G

 How to Feel Good about Your Body Tanvee G

 Activity 3 (Letter To Your Body) Tanvee G

 Ways to Deal with Body Image Issues Effectively Tanvee G

Tanvee G
 Activity 4 (Destroy the Image of Perfection)
Shraddha Savla
 Worksheet 1 (Body Acceptance follow up)
15 DAY 4: Self-Worth
 Worksheet 1 (Self-Confidence Activity)
 4

 Self-Worth v/s Other Terms Describing How We Feel About

Ourselves
 The Psychology of Self-Worth
 What is Self-Worth
 Activity 1 (Charades of Variation) Shraddha

 Finding Self-Worth and Valuing Self Savla

 Building Self-Worth in Adolescents and Young Adults

 Importance of Self-Worth in Relationships
 Risk of Tying your Self-Worth to Career
 Activity 2 (Self-Portrait Activity)
 Determination of Self-Worth & Examples of Healthy Self-
Worth
Tanvee G
 Case Discussion
Tanvee G
 Worksheet 2 (Self-Worth Checklist)
16 DAY 5: Peer Pressure
 Activity 1 (Different but Alike) Kratika Loya
 Introduction to Peer Pressure Smiti Mehta
 Activity 2 (Peer Pressure in a Bottle) Kratika Loya

 Types of Peer Pressure Vrushti Shah

 Activity 3 (Walk Your Talk) Kratika Loya

 Coping Smiti Mehta

Kratika Loya
 Activity 4 (Decision Making- A Dilemma)
Vrushti Shah
 Effective Decision Making
17 DAY 6: Addiction and Substance Abuse
 Activity 1 (Recruit v/s Resist) Kratika Loya
 How to Say No Vrushti Shah
 Handout Vrushti Shah

 Activity 2 (Let’s Unravel?) Kratika Loya

 Introduction to Substance Use & Abuse Smiti Mehta

 Worksheet + Handout Kratika Loya

Kratika Loya
 Activity 3 (Just A Minute!)
 Addiction
 5

 Activity 4 (A Fact or A Myth?) Smiti Mehta

 Addressing Facts & Myths to Increase Awareness Kratika Loya
 Worksheet + Takeaway Vrushti Shah
Smiti Mehta
18 DAY 7: Sexual Health & Safety Janhavi Mehta
 What is Sexual Health; Importance of Sexual Health &
Factors Affecting Sexual Health
 Activity 1 (Rapport building- Chain game)
 Activity 2 (Alphabet Soup)
 What is Sexual Safety
 Activity 3 (Scenarios)
19 DAY 8: Sexual Health & Safety Rachana Mehta
 Activity 1 (Bingo)
 What is Sexual Health
 Key Messages regarding sexual health
 What is sexuality?
 Activity 2 (Awareness about Sex & Language)
 Awareness about Sex & Language
 Importance of consent
 Activity 3 (Masturbation- Myths and Taboos)
 What is Masturbation?
 Facts regarding masturbation
 What is sexual hygiene?
20 Conclusion Combined
21 Printing Asfiya Ansari
 6

PROGRAMME SUMMARY

MENTAL HYGIENE
- Communication and Relationship Issues
4 Sub-domains
- Body Image and Self-Worth
- Peer Pressure and Substance Abuse
- Sexual Health and Safety

Participant criteria Graduation Students

No. of Participants 20

Workshop fees (per person) 500/-

Total No. of Days 8

Total Duration 20 hours

No. of facilitators (per day) 2

Day 1 – Communication

- Activity 1 – 2 Truths 1 Lie

- Activity 2 – Power of Body Language 2.5 hours
- Activity 3 – Careful Para verbal Control Confusion
- Activity 4 – Back to Back Communication
- Activity 5 – Paper Shapes

Day 2 – Relationship Issues

- Activity 1 – Awareness of relationship and dating violence

2.5 hours
- Activity 2 – Boundaries
- Activity 3 – Draw a Healthy Relationship
- Activity 4 – Push Pull

2.5 hours
Day 3 – Body Image
 7

- Activity 1 – Jolly Joan

- Activity 2 – Exploration
- Activity 3 – Letter to your Body
- Activity 4 – Destroy the Image of Perfection
- Activity 5- Body acceptance follow up

Day 4 – Self-Worth

- Activity 1 – Self- Confidence Activity

2.5 hours
- Activity 2 – Charades of Variation
- Activity 3 – Self-Portrait
- Activity 4 – Case discussion
- Activity 5- Self-worth checklist

Day 5 – Peer Pressure

- Activity 1 – Different but Alike

2.5 hours
- Activity 2 – Peer-pressure in a Bottle
- Activity 3 – Walk Your Talk
- Activity 4 – Decision Making – A Dilemma

Day 6 – Substance Abuse

- Activity 1 – Recruit versus Resist

2.5 hours
- Activity 2 – Let’s Unravel?
- Activity 3 – Just a Minute!
- Activity 4 – A Fact or a Myth?

Day 7 – Sexual Health and Safety

2.5 hours
- Activity 1 – Alphabet Soup
- Activity 2 – Scenarios

Day 8 – Sexual Health and Safety

2.5 hours
- Activity 1 – Bingo!
 8

- Activity 2 – Awareness about Sex & Language

- Activity 3 – Masturbation – Myth & Taboos
 9

ORIENTATION TO LIFE SKILLS

Life skills are the basic skills which are either acquired or learned as a means of
dealing with common day-to-day problems and handling issues effectively. Psychologically,
life skills are based on psychosocial abilities which in turn results in positive and adaptive
behaviour helping in dealing with everyday demands.
Life skills can be divided into approaches, that is, they can be taught in two ways,
namely, life skills education and life skills coaching. Life skills education aims at teaching a
group of individuals or targeting a larger group in a form of a workshop. Here, areas of life
skills are targeted to be taught to a whole group together. It has theory and facts, with a
facilitator and a learning-based approach. It aims at increasing protective factors through
educating the psycho-social abilities required to minimize the risk factors. Life skills based
education aims at specific areas to attain specific goals and to make sure that the group
acquires the basic psycho-social skills along with its learning.
Life skill coaching on the other hand is focused mostly on personal sessions focussed
on specific areas of life skills, especially specific concerns of the client. The areas may focus
on work-life balance, losing weight, relationship issues, etc. The job of the coach revolves
around advising, motivating and helping the client develop new mind set in order to achieve
the fixed goals.
World Health Organization (WHO) have given 10 different life skills namely, self-
awareness, empathy, critical thinking, creative thinking, decision making, problem Solving,
effective communication, interpersonal relationship, coping with stress and coping with
emotion. The following skills are placed under 3 categories under which the following
categories are placed. Name of the categories include social skills and negotiation skills,
thinking skills and coping skills.
Social skills include self-awareness, empathy and effective communication. Self-
awareness indicates being aware of or recognising different aspects of self like one’s strength,
weaknesses, bodily changes, desires and dislikes. Exploring our awareness can help us
recognise moments we feel under stress to eventually do better with other skills like,
empathy, effective communication and having a healthy interpersonal relationship. In order
to have a successful relationship with others, it is important to develop empathy in order to
understand the other’s needs, feelings and desires. Gaining empathy would help to develop
social relations, interactions and communication. It even helps an individual accept others
with differences. An effective communication means having a conversation acceptable and
appropriate to one’s culture and situation, both verbally and non-verbally. It may involve
 10

various forms like expressing one’s desires, feelings, opinion, fears and even as simple as
asking for advices or help whenever in need.
Thinking skills include problem solving, decision making, creative thinking and
critical thinking. Decision making involves making our life decisions more effectively. It may
involve making decisions related to our health, the stream one wants to choose, or even as
simple as go out for a movie. The consequences of all are analysed before making a decision.
Problem solving on the other hand is a means of dealing with the problems we encounter in
our daily lives. Encountering a significant problem can cause one to have either a
psychological or physical strain, therefore affective problem solving can resolve the
following leading to a much healthier functioning of the individual. Problems can also be
solved with critical thinking and creative thinking. Critical thinking is the ability to
objectively analyse the information and experiences. With the ability to recognise and choose
the factors one can influence their behaviour and attitudes. Creative thinking on the other
hand includes four elements, namely fluency, flexibility, originality and elaboration. The four
components say that creativity involves generating new and different ideas, having the ability
to shift from a perspective easily, to be able to conceive original ideas and building on the
other ideas.
Coping skills include interpersonal relationships, coping with stress and coping with
emotions. Interpersonal relationships indicate developing positive ways to interact which
contributes to mental and social wellbeing as it helps in making and maintaining friendly
relationships. Interpersonal relationships include families, friends and other social relations
which are amongst the important sources for social support. It also focuses on ending
relationships in a constructive way. Scientifically, stress is seen as a major component
contributing in physical discomfort, mental and emotional illness. The membrane of the cell
if found to be the brain of the cell which stores our beliefs. We are seen to be working
through our unconscious beliefs and understandings, unless we are aware of our actions and
the motives behind every action. The unconscious way of working can however create stress,
diseases, addiction or aging. It is only with working with our total awareness we can cope
well with the following physical, mental and emotional discomfort or if severe, illnesses.
Coping with emotions is a two-way channel working together, including both thoughts and
feelings. One may not be involved in negative thinking and therefore would feel positive
emotions like joy, happiness, etc. On the other hand, another individual may be preoccupied
by negative and dysfunctional thoughts which may in turn make him feel angry, depressed or
 11

annoyed. The way we think have an impact on the way we feel. And therefore, it is essential
to acquire the skill of coping with emotions in our daily life.
Life skills education helps in many ways in various different areas or spectrum. It
contributes to gender equality, democracy, quality of education and its efficiency, quality of
life, promotion of life-long learning and peace. It even promotes mental health in many ways,
by building self-esteem, self-efficacy and confidence. It helps in maintenance of mental
health and acts as a preventer from psychosis or neurosis.
Hendricks (1998) demonstrated the ‘Four-H’ model which targets the life skills model
organizing experiences of growth and development, especially in youth. The four H include,
Head, Heart, Hand and Health. Head includes learning areas of problem solving, decision
making, critical and creative thinking. It includes using one’s resources to fulfil a purpose or
a goal. It included planning, organizing and keeping records to help build resiliency and
achieve the goals. Heart includes communication, conflict resolutions, social skills,
cooperation and accepting differences. It helps manage emotions and develop care and
empathy towards others, to share and developing a nurturing relationship with others. Hands
is a symbol of giving, which may include doing community service such as voluntarily work,
being a leader, showing responsibility and contributing to a group. The skills used for the
following would include self-motivation, team work and marketing skills. Lastly, health
includes healthy life style choices, stress management, personal safety and disease
prevention, it also is one’s way of living their life and behaving and acting in a way which is
the healthiest choice. The skills important to excel the following domain will be self-esteem,
self-discipline, managing feelings and emotions, self-responsibility, etc.
Life skills programs can be applied in many domains. It can be used in school setting
with youth, parenting and marital coaching. It can also be used with cancer patients or
individuals suffering from HIV Aids and is even seen really effective with cases of substance
abuse.
 12

LIFE SKILLS IN RELATION WITH MENTAL HYGIENE AND DEGREE

COLLEGE
Many people know how important it is to manage their finances or eat a healthy diet,
but few pay equal attention to their mental health. When individuals indulge in bad habits,
they can find themselves unexpectedly confined to their beds by exhaustion or anxiety.
Mental hygiene is about how we take care of ourselves emotionally. Hence, the most
important life skill is being able to manage one’s own mental health.
The principles of mental health and hygiene have gained universal recognition since
the establishment of the United Nations. As described in the World Health Organization
Constitution of 1946, “health is a state of complete physical, mental, and social well-being
and not merely the absence of disease or infirmity.” The definition of optimal mental health,
as stated by the World Federation for Mental Health, refers not to an absolute or ideal state,
but to the best possible state insofar as circumstances are alterable. Mental hygiene covers all
measures taken to support and sustain mental health.
The World Health Organization (WHO) describes life-skills as, “abilities for adaptive
and positive behaviour that enable individuals to deal effectively with the demands and
challenges of everyday life.” Therefore, life skills are basic skills that help individuals lead
meaningful lives and better social adjustment.
Taking Mental Hygiene as the main component of a Life skills programme would
cover the first core skill of the life-skills set proposed by WHO; which is that of Self-
Awareness. Self-Awareness refers to the ability to identify own strengths, weaknesses, likes
and dislikes and so on; it also refers to the ability to recognize the ways one can handle
stressors/pressures and to allow maximum use of one’s own potentials.
Mental hygiene focuses on developing, maintaining and promoting necessary
behavioural, emotional and social skills to sustain good, effective and efficient mental health.
Hence, integrating mental hygiene in a life-skills programme would help the participants in
learning healthier ways to sustain efficient mental health.
Life skills programmes attempt to remedy some of these difficulties such as shopping,
talking openly with other people, brushing teeth, cleaning the house, managing money and
making friends etc. by encouraging independent living, so enhancing quality of life. Getting
better at it is a slow, complex and a difficult process. The correlation between life skills and
mental health amongst the youth can be seen by a survey done by the Born This Way
Foundation. According to this survey, out of 3,000 young people (ages 15 to 24), 88 percent
of high school students consider their mental health a very important priority, with 34 percent
 13

finding it somewhat an important priority. And many young people reported they are unaware
whether they have access to resources that would support their mental health or said they
believe they do not have access to them.
Mental illness is very common amongst college students today. Some of the mental
health issues such as depression, suicide, stress, anxiety, eating disorders, and sleep issues are
very common amongst the college students. According to mental health research conducted
by the National Alliance on Mental Illness (NAMI), One in four students have a diagnosable
illness; 40% do not seek help; 80% feel overwhelmed by their responsibilities and 50% have
become so anxious that they struggled in school. Mental illness stigma remains a significant
barrier to treatment.
Many students struggle to find help because they feel hopeless and that this is
something every college student goes through so everything will be ok. Mental health is no
joke and should be a regular occurring discussion. The goal is for students to be more aware
of their own well-being. Campus counseling centres often offer free or low-cost services to
students.
As college is a time of great change for students who are used to living under their
parents’ rules and protection. These are just a few challenges such as time management,
eating healthy, avoiding drugs and staying out of debts that students may encounter as they
adjust to college life.
 14

RECENT RESEARCHES AND MENTAL HYGIENE

Enhancing College Students’ Life Skills through Project Based Learning, is a study
given by Scott Wurdinger and Mariam Qureshi, in which they examined whether life skills
could be developed in a Project Based Learning (PBL) course. The participants were students
enrolled in a graduate level PBL course. The same 35-question survey was given to students
at the beginning and end of the course, and students were asked to rank their life skills using
a Likert scale. A paired sample t – test revealed that there was no significant difference from
survey 1 to survey 2 in time management, collaboration, and work ethic; but there was a
significant difference from survey 1 to survey 2 in responsibility, problem solving, self-
direction, communication, and creativity. However, on average all life skills showed an
increase.
Importance of Life Skills Education for Youth, was given by R. DINESH and Dr.R.
BELINDA. The main aim of this study is to understand the Importance of Life Skills
Education for Youth. An attempt is made in the present study to understand the Life Skills
which are needed the most for our students to overcome the lags created by our education
system. The objectives of the study are to understand the major troubles of students in their
education and the strategies which can be adopted to overcome those troubles. The study will
be made by referring to several other literatures on “Life Skills” published by various
sources. In the above context, a Qualitative study will be conducted on “IMPORTANCE OF
LIFE SKILLS EDUCATION FOR YOUTH”. It was concluded that efforts were to be made
to enable the education of learners in a more comprehensive manner by providing the right
content on Life Skills Education through the most viable usage of strategies for the teenage
group. This can make our current young minds to act in par with the demands of the society.
Life Skills: Adolescents; Perceptions of Importance and Competence, was given by
Millicent E. Poole &; Glen T. Evans. A previous classification of life skills was used to
suggest issues relating to areas of adolescents; concerns involving relationships, leisure, jobs,
education, preparation for the future, work, budgeting, health, social responsibility, and
personal skills such as planning and decision-making. A questionnaire relating these concerns
to young people’s perceptions of the facets of importance, and their own knowledge,
competence, sense of improvement, problems, and striving, was administered to a sample of
1,084 adolescents in senior schools and colleges of technical and further education. The
results suggested a strong general factor for each facet, with some differentiation into groups
of skills. The mean ratings suggested that the skills investigated were considered to be very
important by young people, who in general also seemed optimistic about their competence.
 15

Responses to the various facets were further examined in terms of group differences — by
age, gender, educational context, ethnicity, economic status, and educational expectations.
Many small but significant group differences were isolated. Finally, implications are drawn
from this related research for colleges in general and for guidance and counselling in
particular.
Effect of life skills training on psychological distress among male and female
adolescent students, given by Ayub Ghasemian and G. Venkatesh Kumar. The period of
adolescence is a stressful time and adolescents are vulnerable in the face of their problems
and requirements of life. Some programs have been designed for preventing and avoiding
these problems, one of the most effective kinds of them is the life skills training program that
has been designed by the World Health Organization (WHO). This study was done to
investigate the effect of life skills training on psychological distress among male and female
adolescent students. The sample comprised of 200 (100 male & 100 female) adolescent
students, were selected randomly and divided into experimental and control groups. The
experimental group received life skills training in 8 sessions, but the control group didn’t
attend the sessions. Kessler psychological distress scale by Kessler et al. (2002) was
administered in pre and post intervention to measure psychological distress. Results revealed
that life skills training has significantly decreased psychological distress in the selected
sample of experimental group and gender did not have differential influence on reducing
psychological distress due to life skills training.
A study was done on ‘Increasing mental health of university students through Life
skills training’ by A.P. Savoji and K. Ganji in 2013. The purpose of this study was to
investigate the effectiveness of Life Skills Training (LST) program on mental health of
university students. The sample was comprised of 60 (20 boys and 40 girls) undergraduate
students that held for 12 sessions of 2 and half hours in the counseling centre of university.
The design of pretest-posttest without control group was employed. Participants answered to
General Health Questionnaire (GHQ, 28 items) before and after they received the LST
program. The data were analysed by t-tests for dependent groups and covariance method. The
results showed that there was a significant effectiveness of LST program on mental health of
students, and females received more benefit of the program than male students. This program
reduced the burden that stressful life events imposed on students and provided few coping
techniques. According to this study, life skills training can be useful for increasing mental
health of university students.
 16

A study on ‘Effectiveness of life skills programme on mental health among

adolescents’ students’ was conducted by S.P. Yadav and Dr.S.S. Pingle in 2016. The main
aim of this study is to develop life skills programme for adolescent students and to see its
effectiveness on mental health. Life skills programme was developed based on ten skills
given by World Health Organization (WHO) and implemented for 48 hours spread over three
months using different interactive methods. The sample consists of 44 students in
experimental group and 7 in control group from two colleges. Life skills ability test and
mental health test were used along with pre-test and post-test. The obtained data was
analysed using descriptive statistics. Findings revealed that students gained significant life
skills ability. A significant difference was found in pre and post-tests of mental health and life
skills of experimental group students. This indicates that life skills help them develop
physical, social and psychological well-being to be a better person.
A similar study was done on ‘The effects of life skills training on Mental Health of
Iranian students: Preliminary study’ by S. Jamali, S. Sabokdast, H.S. Nia, A.H. Goudarzian in
2015. This research aimed to study the effect of life skill training on mental health of Iranian
students. This experimental study was conducted on 100 students who were randomly
selected and divided into two equal groups of intervention (n = 50) and control (n = 50).
Qualified trainers provided eight sessions (two sessions a week for 2 hours) of life skills
training to the intervention group for one month. The control group did not participate in any
training sessions during the same period. Mental health in both groups was assessed by a
questionnaire pre- and post-training. Data were analysed using descriptive and inferential
(ANCOVA and paired t-test) statistical tests. ANCOVA test results revealed that the average
score of violence, addiction, stress and sensation-seeking before and after the training was
statistically significant in the intervention group and control groups (0.001). Life skills
training had positive effects on the mental health of the participants. Given the importance of
mental health in modern societies, it is necessary for schools and colleges to incorporate life
skills in their curriculum to support the mental health of adolescents.
A study on ‘Efficacy of life skills training on increase of mental health and self-
esteem of the students’ was conducted by N. Sobhi-Gharamaleki and S. Rajabi in 2010. The
aim of this study is to understand the effects of life skills training on providing mental health
and self-esteem of university students. The study method was an experimental research
method. The type of design was before- after test design with control group. This study was
conducted only on the individuals who gained 28 or more in DASS questionnaire (which
evaluates three subscales of anxiety, depression, and stress), (n = 210). At the next stage the
 17

needed sample (i.e. 40 boy students {20 individuals in control group and 20 individuals in
experimental group}) was selected randomly and distributed in two mentioned groups,
randomly. Then, life skills were taught to an experimental group for 8 sessions in four week)
and no variable was exposed to the control group during this period. The obtained data was
analysed by descriptive statistics methods and inferential statistics methods. This study
showed that life skills training is a good method in decreasing mental disorders symptoms
among the students suspected of the mental disorder.
 18

IMPORTANCE OF MENTAL HYGIENE

Mental Hygiene has been defined as “a science which suggests measures for
prevention of mental illness and restoration of mental health by the cure of mental illness”
(American Psychiatric Association). In other words, it is the process of investigating aspects
and principles of mental health and taking steps for preserving it. It is closely related to the
term ‘mental health’ which is concerned with an ideal level of emotional and behavioural
adjustment of an individual and maintenance of balance between one’s needs, desires,
aspirations and attitudes with respect to the predominant circumstances and conditions in the
environment. Therefore, mental health is the goal one tries to achieve; mental hygiene is the
means by which one seeks that goal.
It’s science that aims to study different aspects and the cure of mental illnesses and
also proposes measures for its conservation. It can also be called as the art of developing,
maintaining, and promoting necessary behavioural, emotional, and social skills to sustain
good mental health. This can be achieved by following some basic strategies at mental and
behavioural levels in one’s daily life. These strategies include:
 Reality Contact: good and sound mental health can be maintained by having a
realistic appraisal of one’s own reactions, emotions, and abilities. Being in touch with
reality one may be able to avoid a number of disappointments and frustrations in the
daily life.
 Impulse Control: An individual with healthy adjustment would have good control
over his/her behaviours and impulses. Therefore, in order to maintain good mental
health, it is essential to have complete control over one’s impulsive behaviours.
 Self-Esteem: The awareness about oneself is called self-concept. Self-concept is a
sum of all that a person is aware about his own self. Self-esteem is the evaluative
component of self which could be either positive or negative. Therefore, a sense of
personal adequacy or positive self-concept is essential for mental health.
 Positive Thoughts: The quality of mental health depends on whether one directs his
thoughts positively or negatively. Negative thoughts generate negative emotions such
as anger, hate, jealousy, fear, and despair. The negative emotions have an unhealthy
impact on one’s mind. They also harm the endocrine system. Therefore, to maintain
good mental health, it is essential to develop positive thinking which produces
positive emotions such as love, joy, happiness, hope, compassion, empathy, and
 19

optimism. These emotions in turn strengthen the capacity to cope with various life
challenges.
Mental hygiene is very important since it involves promoting the positive health of
individuals and communities and also involves designing and executing programmes that
intend to reduce the occurrence and frequency of several mental illnesses. Mental health and
hygiene are considered today as important aspects of an individual’s health and also
contributes to the maintenance of physical well-being and social efficiency.
Mental hygiene aims to prevent ill mental-health, preserve mental health and lastly cure
individuals suffering from mental disorders. That is, to prevent mental disorders through
understanding the relationship existing between one’s personality development and life
experiences; to preserve mental health of an individual and/or of groups, and to discover and
use the therapeutic measures to cure mental illnesses. Of these three, preventive, preservative
and curative, the most important and modern approach is the preventive approach.
Mental hygiene also includes the following elements: Physical health, Intellectual
health, Emotional health, Interest and aptitude and Good environment. Mental hygiene as
mentioned above, involves preservation of mental health which can be done by healthy
maintenance and taking care of the foundations of mental health. These foundations refer to
few basic and significant factors on which mental health of an individual depends. These
factors include Heredity or hereditary factors, Physical factors, Fundamental social factors
such as home, school, neighbourhood and community and Satisfaction of basic or
fundamental needs.
Mental hygiene needs to be given more importance, WHO has provided evidence and
suggests that nearly half of the world’s population is affected by mental illness with an
impact on their self-esteem, relationships and ability to function in everyday life. An
individual’s emotional health can impact their physical health and poor mental health can
lead to problems such as substance abuse. Lack of mental hygiene and it’s awareness leads to
other problems such as stress, problems related to interpersonal relationships, depression,
anxiety, tension, maladjustments, negative attitude toward self and others, withdrawal from
relationships, irregular and abnormal physiological conditions (e.g., blood pressure, heart
palpitation, and pulse rate), excessive use of substances (e.g., alcohol, tranquillizers, and
hallucinogens), cigarette smoking and use of tobacco in other forms. The aforementioned
may cause threat to an individual’s mental health. Frequent involvement of an individual in
such behaviours for a long period increases the probability that (s)he may develop various
 20

kinds of mental disorders. Adults and children with mental illnesses may also experience
social stigma, which can exacerbate the issues for the individual.
Practise of mental hygiene improves life quality, helps to challenge negative thinking
patterns, boosts self-esteem, improves management of emotions and emotional expression,
helps to release and manage stress effectively, cultivates an attitude of thankfulness and
gratitude and improves interpersonal relationships.
 21

DESCRIPTION OF THE SUB-DOMAINS

Healthy Communication and Relationship Issues

We all have a strong need for connectivity and belonging. This is why positive social
interactions provide greater life satisfaction. Nursing social relationships enhance happiness
because spending time with friends or colleagues builds positive emotions. Interactions with
people can be verbal or nonverbal. A vital element of positive social interaction, however, is
good communication. Communicating the right way builds trust, improves problem-solving,
and contributes to social and emotional well-being. It is about creating an understanding of
not just words but also emotions and intentions behind those words. It is about conveying a
clear message, and also involves the person at the receiving end to get the complete meaning
of what is being communicated.
Communication isn’t just about talking, but also about hearing the other side, and
feeling understood yourself. Effective communication consists of nonverbal communication,
being assertive, listening carefully, and managing stress while in the moment.
Communication skills can help you manage emotions as well.
There are many families whose systematic way of functioning is to not speak about
issues, emotions, and opinions. In such families when there is any sign of disagreement
everyone & “shuts down” or “stuffs it.” Sometimes it may seem easier to look the other way
instead of approaching a family member with a problem, however, ignoring issues can cause
more harm than good. Sidestepping issues instead would intensify the feelings you will have
about future disagreements.
When you are able to communicate with family members, you may begin to
understand more about the reasons why they do what they do or say what they say. Many
issues among family members arise because of miscommunication. Coming together to talk
about a particular problem can open the lines of communication so you can find solutions to
what is negatively affecting both of you. Going to the family member people are gossiping
about to ask about the situation is a great way to open communication so that no one gets the
wrong impression of the situation. When a family communicates well, everyone understands
what loved ones need, making them better able to provide support. Even if nothing can be
done about the situation, just providing a listening ear can make all the difference.
Communication within the family provides insight and other perspectives of any situation.
 22

Trusting in family members by communicating with them will foster the love you share and
tighten your bonds.
Poor family communication can include yelling, holding grudges, keeping secrets,
blaming, giving the silent treatment, using ultimatums or threats, labelling someone bad
instead of the behaviour, and bringing harm. If these problems continue, you will never feel
close to your family anymore. The way parents talk to their kids or how siblings talk to each
other can impact their positive development when they are kids, teens, or young adults.
Young people can also get anxiety and depression if there are still ill feelings that never left
them. Kids can also develop behavioural problems when they do not respect authority or deal
with at-risk behaviour like criminal activity and substance abuse.
Improper communication leads to false assumptions, misunderstandings,
misinterpretations, feeling you can read their minds, or always jumping to conclusions. When
you do not know what is going on with people in your family, it can lead to unnecessary
worrying, fear, and concern that can lead to stress. Arguments will start more easily. Your
self-esteem could suffer and you will not feel comfortable talking to anyone in your family. If
this disconnection continues, no one will have a care or concern for the other and your family
will be broken.
In any relationship, it is necessary to communicate effectively and also maintain a
boundary. Partners that don’t learn to consciously communicate will face issues when it
comes to intimacy, conflict, and relational growth. Being open and honest with your partner
creates a foundation of trust, which is crucial to any healthy relationship. Lack of
communication in a relationship leads to escalated conflicts, a negative perspective of other
person, turning away from each other’s attempts to connect feeling unseen or unknown,
loneliness, lack of intimacy, difficulty setting and reaching goals. It could also lead to
substance use, depression, anxiety, post-traumatic stress disorder, etc.
Good communication is an important part of all relationships and is an essential part
of any healthy partnership. All relationships have ups and downs, but a healthy
communication style can make it easier to deal with conflict and build a stronger and
healthier partnership.

Peer Pressure and Substance Abuse

Peer pressure is the influence exerted by a peer group or an individual encouraging

other individuals to change their attitudes, values or behaviours in order to conform to group
 23

norms (Treynor, 2009). Negative peer pressure occurs when individuals are compelled or
coerced to participate in risky and antisocial behaviours. So usually the term “peer pressure”
is used when people are talking about behaviours that are not considered socially acceptable
or desirable.
Social influence of others is the basis of individuals’ socialization across the lifespan.
Friendships form an integral part of youth development towards the final acquisition of
adulthood. Peer relationships can have a positive influence and a negative influence. For e.g.,
peer pressure could influence a person to become involved in sports. This involvement could
be positive, leading to exposure to healthy lifestyles and role models, and eventually leading
the person to become a positive role model herself. That same peer pressure could lead the
same person to over-identify with sports, putting exercise and competition above all else.
This can also lead to numerous negative health consequences.
Peer pressure begins as early as around the age of 9 where in some are debarred from
the larger group. Children start worrying about stabilizing a sense of loyalty to their friends
with compassion and equity to others. During adolescence people start spending more time
with friends and less time with family. Strong driving force of one’s behaviour is the
influence of peer pressure.
Young adults face the problem of peer pressure which demands them to act in ways
where they feel uncomfortable which causes them to suffer from low self-esteem, depression
and anxiety. When subjected to peer pressure or being rejected from peers’ individuals feel
isolated and inadequate. It was found that adolescents who feared negative judgments were
susceptible to peer pressure.
Though there are few positive effects of peer pressure, the negative ones easily
surpass the positive ones by a remarkable margin. Some of the negative effects include drug
abuse, insomnia, drinking alcohol, anxiety, depression, watching adult content, eating
disorders, cheating, risky behaviours etc. Significant role in substance abuse is played by
unspoken peer pressure.
There are various strategies that will enable the victim to combat peer pressure and
become a more independent decision maker which include Therapy or Mentoring, Open
communication, intervention and practice of making decisions independently. Peer Support is
kind of help that people with lived experience of mental illness provide one another. It could
either be emotional, practical or support which is mutually offered and reciprocated. It allows
peers to benefit from the support whether they are receiving or giving it. One of the major
benefits of Peer Support is respect and greater perceived empathy through which peer
 24

supporters support individuals. It helps in increasing self- esteem and boosts their confidence.
Peer support helps to combat issues such as Addiction, anxiety, depression, bereavement/
divorce, relationship problems, dementia and various other mental conditions.
The risk for developing an addiction is exceptionally high during the adolescent and
young adult years. Young adults tend to be more susceptible to drug use addiction for a
couple of reasons. In the late teens and early twenties, many can still be susceptible to the
effects of peer pressure, which can sometimes lead to drug use. Also, because the brain is still
developing, they can be more susceptible than older adults to both risk-taking activities and
reward-based behaviours. All these factors combine to result in greater susceptibility to
addiction in the late teens and early twenties. The susceptibility of young people to
developing addictions more rapidly has to do with the fact that the brain is immature and not
fully developed until around age 25. It is, therefore, a combination of peer pressure and
incomplete brain development that are responsible for the increased risk of drug addiction in
young adults.
Addiction amongst youth causes devastating consequences within families and
societies worldwide, one of which is the tragic loss of young life due to drug overdoses. Drug
addiction can lead to death due to overdose. Addiction to drugs and alcohol are also causes of
crime amongst youth. Using drugs or alcohol before during this period can lead to problems
with memory and other cognitive functions, increased risk for health problems or the
potential contraction of an infectious disease due to heightened hazardous behaviours that
may include risky sexual encounters, drop in grades and difficulties at school, strain on
family relationships, lack of interest in activities previously enjoyed and possible mental
health problems.
People in this age group become a prey of addiction due to various reasons. For some
it could be peer pressure for others it could be a stressor like relationship issues or family
issues, etc. For some people usage of substances might start as an innocent trial which
eventually turns into an addiction which is difficult to get rid of and at the same time
extremely harmful. As this during this period they undergo a lot of changes, they may face
several emotional, social and educational challenges. Also, at this is the time most of them
learn about various substances. These challenges can increase the risk of them abusing
alcohol or drugs. It is necessary to educate this population about the risks and consequences
of such behaviours as this could cost them their lives if not stopped at the correct time. If not
stopped at this age, the addiction is likely to increase even more and will get all the more
difficult to get rid of the addiction.
 25

Body Image and Self Worth

Body image is our thoughts and feelings about ourselves physically, and how we
believe others see us. It is basically our mental and subjective representation of our
appearance. Sometimes this perception is close to reality, but there are times when it couldn’t
be further from the truth. Thus, body image issues stem from attitudes, feelings, and
behaviours toward your physique. During adolescence and puberty, our brain and body go
through huge changes. Our body releases hormones which make us more aware of how we
look, and more aware of other people’s bodies. These changes happen to everyone, and can
sometimes make one feel out of control or anxious.
Although this problem affects all age groups, this is most harmful during an
individual’s teenage years. Adolescence is a period of change. Teenagers are striving to
discover who they really are, which makes them vulnerable to change. Therefore, the
influence of the messages they receive from society and the media can affect them more than
any other age group. At this age appearance becomes a very important factor in our lives as
we want to impress others and fit into the group and as a part of the society. A lot of times
young adults and adolescents feel that they will not be accepted by their peers, friends, family
or society because of how they look. The fear of being rejected by others is high among this
age group. This fear could lead to various other problems such as social anxiety, loneliness,
etc. It is necessary to educate them about self-acceptance which will help them see
themselves as no different from others.
Body dissatisfaction sometimes leads people to adopt behaviours that are detrimental
to their health, with the intention of getting an “ideal body”. For example, when it comes to
weight, people may engage in behaviours such as restricting certain foods, fasting, and
excessive physical activity. A poor or negative body image can be the starting point for
serious mental illnesses, including eating disorders such as anorexia, as well as anxiety and
depression. Building and maintaining a positive body image is therefore important. Having a
positive body image helps one become confident and comfortable in their own skin.
Having a sense of self-worth means that you value yourself. Self-worth means being on your
own team and giving yourself the same respect, dignity and understanding that you want for
your loved ones.
Adolescents and young adults undergo a lot of changes in all areas of their life. They
explore and learn several new things. During these years they also tend to get carried away as
they want to fit in as a part of their group or the society which sometimes takes them away
 26

from their self-worth. While trying to be like others or to be with others they forget to be
themselves. They forget that self-love is as important as loving others. It is very important
that they learn the importance of self-worth as this teaches them the importance of valuing
self and others in their life.
The consequences of low self-worth can be huge. Depression, risky behaviours, the
willingness to tolerate abusive treatment, and a nagging sense of failure to reach your own
potential are all signs of it.
Negative thoughts such as “I am a failure” or “Nobody wants to hang out with me”,
are becoming very common among teenagers and young adults. They experience increased
anxiety because of these negative thoughts, which is why it is important to help them have a
more positive self-concept. A study suggests that self-concept plays a very essential role in
emotional well-being. Having a positive self-concept is a key variable in emotional well-
being. If a person feels good about themselves then they are more likely to connect with
others and have a positive relation with others around them. Encouraging them to develop
their strengths and have a more positive view about themselves will help them build their
confidence and self-esteem.

Sexual Health

According to the World Health Organization, “Sexual health is a state of physical,

mental and social well-being in relation to sexuality”. Sexual Health is a broad term. When
we see or hear the word “sexual health,” we majorly to focus on the word sex, but sexual
health is so much more than the act of “sex”. Sexual health involves not only having a
healthier body and a satisfying sex life, but also valuing and feeling good about yourself. It
talks about having a peaceful state of mind, positive relationships, whether short term or long
term, experiencing pleasure, intimacy, and joy. The crucial aspect is avoiding sexually
transmitted infections (STIs) and unplanned pregnancies. These are just a few of the
important benefits of good sexual health. Sexual health demands a positive and respectful
approach to sexuality and sexual relationships. It also requires the possibility of having
pleasurable and safe sexual experiences, free of coercion, discrimination and violence.
Sexuality is an integral part of being human. But in addition to the positive aspects of
our human sexuality, there are also illnesses, mixed emotions and unintended consequences
which can impact our sexual health. Sexual health is important because it allows people to
take responsibility for their reproductive health and the emotional well-being that affects their
 27

intimate relations. It is normal for your sexual health to evolve as you age. To stay healthy, it
is best to regularly reflect on your thoughts, feelings, and emotions. Doing this in advance,
will prepare you for sexual encounters.
Safer sex practices are important for the sexual health of sexually active people of all
ages. Condoms and lube can prevent most sexually transmissible infections (STIs), including
chlamydia, gonorrhoea, syphilis, HIV, and some types of hepatitis. Vaccinations can prevent
some forms of hepatitis, while medications are available that prevent HIV. Sexual health is
influenced by several personal and social factors such as our values and beliefs which we
follow, our religion, related to our culture and the upbringing, our environment, the societal
expectations, our personal experiences. Other factors involve indigenous status, spirituality,
legal and/or sexual rights.
Sexual safety refers to the respect and maintenance of an individual’s physical
(including sexual) and psychological boundaries. The types of behaviour that can breach and
compromise the sexual safety of a mental health consumer have been split into sexual assault
and harassment, consensual sexual activity in an inappropriate context or setting and sexually
disinhibited behaviour.
Studies suggest the majority of women and men do not generally report their
experience of sexual assault and harassment. Greater awareness of the vulnerability of some
patients and promotion of sexual safety can prevent the occurrence of such adverse events.
Individuals can promote their own sexual safety by engaging in protective behaviours,
assertive communication and respectful relationships. Systems can promote sexual safety by
developing and operationalising policies and procedures which support the right to physical
and psychological safety, encouraging the monitoring of professional boundaries,
encouraging and providing professional development and also responding appropriately to
breaches in boundaries.
Sexual safety also includes recognition of patients’ sexual physical health. A sexually
safe environment is one that recognises the right of all patients to an environment free from
inappropriate sexual activity, has clear policies about acceptable and unacceptable behaviour,
recognises the common need of patients for privacy and personal space, varying for different
genders, recognises the need for routine identification of sexual risk in all patients. The
environment can also be described as where it recognises the vulnerability of some patients
due to past history, illness, emotional turmoil or need, promotes treatment and early recovery,
and actively manages disruptions to treatment and wellbeing due to sexual activity, responds
sensitively to disclosures of past or current sexual assault and lastly, promotes personal self-
 28

care, respect, resilience and self-determination.

Creating a safe environment, which is free from sexual harassment and intimidation,
is necessary for a good mental health and an effective mental health treatment and care.
 29

DAY 1- HEALTHY COMMUNICATION

Introduction followed by Ice breaking Activity

Activity Name: 2 Truths and a Lie

Objective:

To build rapport with and amongst participants.

Time required: 10 minutes

Materials required: Pens and papers.

Procedure:

One by one, each participant will be asked to state his/her name followed by three statements
about themselves. Two statements out of three should be truthful, that is they should be a true
fact about them whereas one should be made up by the participant about himself, that is, it
should be a lie. Participants should rotate the order of the statements that is the lie and truths.
Once the participants have written the statements, the remaining participants will guess which
statement is the lie out of all three.

Rationale:

This activity will help build rapport and might also raise some questions about the truthful or
true statements, as well as bring forth common interests or backgrounds among team
members which will increase interaction within the group.

Source: https://bizfluent.com/list-6706370-leadership-icebreaker-games.html

What is communication? (10 minutes)

Communication is a process which involves sending and receiving messages through verbal
or nonverbal means, that includes speech, or oral communication; writing and graphical
representations and signs, signals, and behavior. In simple words, communication is "the
creation and exchange of meaning." There are mainly 3 types f communication, namely,
verbal, non-verbal and visual.
 30

Verbal communication involves use of language and words for the purpose of passing the
intended message to the receiver. In other words, verbal communication means
communication in the form of spoken words only. But, in the context of types of
communication, verbal communication can be in the spoken or the written form. Thus, the
verbal form may be oral or written.

In non-verbal communication messages are sent and received without the transmission of
words. This form of communication aides in verbal communication. It involves gestures,
body language, symbols, and expressions. Through these, one may communicate their mood,
opinion or even show a reaction to the messages that are received or sent. One’s non-verbal
actions or behaviour often set the tone for the dialogue. You can control and guide the
communication if you control and guide the non-verbal communication. Some means of non-
verbal communication involve Physical Non-verbal Communication and Para-verbal
communication.

Physical non-verbal communication involves what is physically observable during

communication, for instance hand gestures, body language, facial expressions, posture,
stance, touch, gaze, and others. Several researchers have revealed that physical nonverbal
communication constitutes about 55% of our daily communications. For example, if you rest
your head on your palms, it will mean that you are very disappointed or angry. Similarly,
other subtle non-verbal behaviours will convey your reaction to the other person or other
person’s reaction to you. Paralanguage is the art of reading between the lines. The main kind
of such communication is done with the tone of one’s voice. This kind of communication
constitutes almost 38% of all our everyday communication. Along with the tone of voice, the
style of speaking, volume, range, voice quality, stress, emotions, pitch or intonation serves
the purpose of communication and, these aspects are not verbal.

Visual Communication involves communication through visual means like art, drawings,
placards, graphical presentations, and illustrations, etc.

By far we have discussed the process and types of communication. Despite being cautious,
sometimes, misunderstandings and miscommunications takes place.

Now to eliminate these misunderstandings and reduce or avoid miscommunication, it is

essential to understand the most common Barriers to effective communication.
 31

Linguistic Barriers - The language barrier is one of the main and common barriers that limits
effective communication. The fact that each major region has its own language is one of the
barriers to effective communication. Sometimes even a dense dialect or jargon-heavy
language may render the communication ineffective.

Cultural Barriers - Different cultures have a different meaning for values of society, dressing,
religions or lack of them, food, drinks, pets, and the general behaviour will change drastically
from one culture to another. Hence it is imperative that we take these different cultures into
account while communication, which would be called being culturally appropriate.

Physical barriers – are usually easily removable in principle at least and include barriers that
are very obvious such as noise, closed doors, faulty equipment used for communication, too
much physical distance, closed doors, walls, etc all limit effective communication. To remove
physical barriers is the first step towards opening communication. When there are no visible
barriers to prevent or hinder communications, it encourages greater openness and frequently
lead to closer bonds.

Perceptual barriers - in contrast to physical barriers, are internal. If you are about to meet
someone and start thinking that the person you will meet or are talking to will not understand
or be interested in what you have to say, you may subconsciously end up sabotaging your
effort to make your point. You will engage in language that is sarcastic, dismissive, or even
obtuse, thereby distancing the person you have come to talk to. Moreover, different people
perceive the same things differently. Knowledge of the perception levels of the people you
are communicating with or your audience is crucial to effective communication. All the
messages or communication must be easy and clear and shouldn’t lead to a diversified
interpretational set.

Interpersonal barriers – stop us from reaching out to others and open ourselves up, to be
heard and to hear others. Oddly enough, this can be the most difficult area to change. Some
people spend their entire lives attempting to overcome a poor self-image or a series of deeply
rooted prejudices about their place in the world. They are unable to form genuine connections
with people because they have too many false perceptions blocking the way. Luckily, the
cure for this is more communication. By engaging with others, we learn what our actual
strengths and weaknesses are. This allows us to put forth our ideas in a clear, straightforward
manner.
 32

Activity 1.1: Power of body language

Objective:
To help participants understand the importance and impact of non-verbal behaviour on
communication.

Relevance:
The activity will help the participants understand the importance of body language and
nonverbal behaviour in communication. The participants will understand that nonverbal
behaviour sometimes speaks louder than words. Whether you’re telling people that you love
them, you’re angry with them etc, the body movements and nonverbal behaviour will reveal
your thoughts, moods, and attitudes. Both consciously and subconsciously the body tells the
observers what’s really going on within the mind. This is a quick and fun activity that will
show the participants how powerful the effect of body language is in communicating with
others.

Time required: 5 minutes

Materials required: None

Procedure:
The group will be explained that they will be given a series of instructions, which they will
have to copy as fast as they can. The facilitator will SAY the following actions as well as DO
them so that the participants can copy:
• Place your hand on your nose
• Clap your hands
• Stand up
• Touch your shoulder
• Sit down
• Stamp your foot
• Cross your arms
• Jump twice
• Hold your left ear
• Put your hand to your mouth – (BUT WHILE SAYING THIS THE FACILITATOR
WILL PUT HIS HAND TO HIS NOSE)
 33

Observe the number of group members who copy what you do rather than what you say

Rationale:
This simple activity will facilitate discussion on how body language can reinforce verbal
communication, however, it can also be stronger than verbal communication – it is important
that we are aware of our body language in order to ensure we are projecting the right
message.
 34

Activity 1.2: Careful Paraverbal Control Confusion

Objective:
To help participants become aware of how the pitch and tone of voice as well as speed impact
communication.

Relevance:
The activity will explain the participants the importance of para verbal behaviour and its
impact on communication. Participants will become aware of how not paying attention to
their para verbal behaviour sometimes leads to miscommunication and misunderstandings.

Time required: 15 minutes

Materials required:
Plastic cups and stress balls (1 per person) and one copy of “Wright Family Vacation” (see
next page).

Procedure:
All participants will be made to stand in a circle and each will be handed a plastic cup or a
stress ball. A story will be read out to the participants during the activity which will involve
frequent use of words “right” and “left”. The participants will be instructed to pass their item
to the person on their right each time they hear the word, “right.” or any of its homophones
(wright). They will also be instructed to pass their item to the person on their left each time
they hear the word, “left.” Participants should each have only one item at any given time.

The facilitator will read the story twice to the group. During the first time, the facilitator will
read fast, loud, slow, using uneven tone and speed, softly, etc. It is likely that the group will
have difficulty following their directions and the plastic cups and balls will be hitting the
floor and bunching up. The paraverbal behaviour will make the task frustrating and funny.

For the second reading, the facilitator shall use an even pitch and tone, calm, smooth,
paraverbal behaviour, and the group will probably be much more successful comparatively.
After the activity, the facilitator shall discuss what was the participants’ experience during the
first reading and how was the teamwork.

Rationale:
This simple activity will help participants understand the role of para- verbal behaviour in
 35

communication and that, it can also be stronger than verbal communication – it is important
that we are aware of how we speak in order to make sure we are giving out the right message.
The activity will also make the participants realise that directions were easiest to follow when
delivered using calm and smooth paraverbal behaviour, thereby helping them understand that
calm and controlled para verbal behaviour is important for effective communication to take
place.

Source:
https://www.crisisprevention.com/CPI/media/Media/conference/conference2013/Instructors-
ACT-Conference-Resources/Paraverbal-Communication-Activity.pdf

Importance of Communication with family (10 minutes)

Builds Self-Esteem and increases Expression of Feelings: Families that effectively

communicate enables the children and other members to openly express their feelings,
thoughts and opinions which leads to building of higher self-esteem because their thoughts
and opinions are valued and recognized. When they go to school, head to extracurricular
activities or participate in social events, they won't be shy to express themselves. Moreover,
effective communication leads to expression of feelings; therefore, it reduces disagreements,
misinterpretations of feelings, miscommunication, the arguing and yelling in a household as
well as increase satisfaction and the sharing of feelings. When a family knows how to
communicate effectively, then all of the members of the household learn conflict
management, problem-solving skills and the sharing of thoughts and ideas.

Listening Skills Development: The communication skills of expression, listening and conflict
resolution will affect the school, social and eventual professional life. Members learn how to
listen effectively, reserving judgment and showing empathy. Moreover, it leads to
development of communication skills in a manner that they are incorporated within you and
that will affect all of your future relationships; professional, educational and personal.

Increases understanding and Problem solving: Effective communication with family, enables
you to share what your beliefs and learn what others feel is right. While you may not agree,
you may begin to understand and respect others’ opinion even if you disagree with them. The
more effectively the family communicates, the better because it will enable and encourage
you to share your thoughts and feelings, persuade expression out of you and other members
and foster a safe home environment and secure relationships. Many issues among family
 36

members arise because of miscommunication and therefore talking it out openly about a
particular problem can open the lines of communication and leads to problem-solving.

Ends Gossip and Encourages Support: Family members love to talk about one another, and
sometimes the details of topics become misconstrued. By the time it's been passed down the
grapevine, facts are no longer facts. Going to the family member people are gossiping about
to ask about the situation is a great way to open communication so that no one gets the wrong
impression of the situation. When a family communicates well, everyone understands what
loved ones need, making them better able to provide support. Even if nothing can be done
about the situation, just providing a listening ear can make all the difference.

Provide Insight and Forms Tighter Bonds: usually, there are disagreements amongst the
family members about how they should deal with their personal problems. While it may be
difficult to hear, effective communication with family gives us another perspective of a
situation. This enables the person dealing with the issue to make an informed decision about
what troubled him. Moreover, trusting your family by communicating with them will foster
the love you share and tighten your bonds. Many families grow apart because the individual
members do not communicate enough.

Effective communication involves the use of right questions, paraphrasing, two-way

communication, using “I” statements to express your thoughts and feelings, active listening,
avoiding judgements, and giving feedback or advises about someone in terms of their
undesirable behaviour without generalising it to their personality, all of which we will
understand as we move forward.

Asking the right questions (5 minutes)

There is a popular saying, often said in relation to computers, "Garbage in, garbage out,"
which means that if you put the wrong information in, you'll get the wrong information out.
The same fact applies to communications as well, in general: if you ask the wrong questions,
you'll probably get the wrong answers, or at least not quite what you're hoping for.

Asking the right question is a significant aspect of effective communications and information
exchange. By using the right questions in a specific situation, the whole range of
communications skills can be improved. One can gather better information, learn more, build
stronger relationships, manage people more effectively, and help others to learn too.
 37

Therefore now, we will explore some common questioning techniques, and when (and when
not) to use them.

Open and Closed Questions - A closed question usually leads to a single word or very short,
factual answer. For example, "Are you thirsty?" The answer is "Yes" or "No"; "Where do you
live?" The answer is generally the name of your town or your address. Close ended questions
begin with “are, do, is, should, will, can, could, et cetera.” closed questions are helpful in
testing your understanding, or the other person's, confirmation, concluding a discussion or
making a decision. A misplaced closed question, on the other hand, can kill the conversation
and lead to awkward silences, so they should be avoided when a conversation is open and in
flow.

Open questions produce longer answers. They usually begin with “what, when, why, how.”
An open question asks the respondent for his or her knowledge, opinions or feelings. "Tell
me" and "describe" can also be used in the same way as open questions. Open questions are
helpful in developing an open conversation, finding out more detail, finding out the other
person's opinion or issues, et cetera.

Funnel Questions - involves starting with general questions, and then going down or drilling
to a more specific point. Usually, this type of questions will involve asking for more and
more detail at each level. When using funnel questions, one should tart with closed questions
and then progress using more open-ended questions.

Probing Questions - Asking probing questions is another strategy for finding out more detail.
One should use questions that include the words like "exactly" to probe further: "What
exactly do you mean by that?" or "Who, exactly, wanted this?". Probing questions are good
for gaining clarification to ensure that you have understood thoroughly and drawing
information out of people who are trying to avoid telling you something.

Leading questions - try to lead the respondent to your way of thinking. This can be done in
several ways: with an assumption, by adding a personal appeal to agree at the end, such as
use of ‘isn't it?’, phrasing the question so that the "easiest" response is "yes" – Our natural
tendency to prefer to say "yes" than "no" plays an important part in the phrasing of questions,
Giving people a choice between two options. Note that leading questions tend to be closed.
 38

Rhetorical questions - aren't really questions because in that they don't expect an answer.
They're just statements phrased in question form. Therefore, rhetorical questions are good for
merely engaging the listener and getting people to agree with your point of view.
 39

Activity 1.3: Back to back communication

Objective:
To help clients understand the importance of asking questions for effective communication.

Relevance:
This activity stresses the importance of asking questions to confirm understanding and ensure
the accuracy of communication.

Time required: 10 minutes

Materials required:
10 copies of the diagram given below, 10 A-4 sized blank sheets of paper and pencils to draw

Procedure:
The participants will be split into teams of two. Each pair will be directed to adjust their
chairs and sit back to back (not facing each other). One participant of each pair will be given
a copy of the diagram in the figure below. The person holding the diagram will have to
explain the shape to his/her partner and the listener must not see the diagram and should draw
it based on his partner’s description and directions. After 10 minutes each pair will be asked
to compare the outcome and how close is the listener’s drawing to the original diagram.

The following questions should then be discussed:

- How difficult it was for the participant to draw because they were not allowed to ask
questions?

- What did they learn about communication from this simple activity?

- How can this be helpful during their everyday communications?

Rationale:
This activity emphasizes the importance of asking questions for effective communication and
makes the participants understand which type of questions are appropriate to use and when. It
will also make the participants realise that had they been not allowed to ask questions; it
would have been so difficult to just follow the speaker’s directions and draw the diagram.
 40

Activity 1.4: Paper Shapes

Objective:
To explain participants the importance of two-way communication.

Relevance:
The participants will understand the consequences of one-way communication and not asking
questions and how it leads to misunderstandings and misinterpretation of the speaker’s
words.

Time required: 5 minutes

Materials required:
A-4 sized papers

Procedure:
Each participant will be given A4 size papers. Participants will be given a series of
instructions about what to do with their paper and the facilitator will also be doing the same
with their papers simultaneously. The following instructions will be given to the participants,
pausing after each instruction to give everyone a chance to catch up.

Instructions:

• hold your paper in your hand and close your eyes.

• Fold your sheet of paper in half.

• Tear off the upper left-hand corner.

• Fold it in half once more and tear off the upper right-hand corner of the sheet.

• Fold it in half again and tear off the lower left-hand corner of the sheet of paper.

• Now, open your eyes and inspect what you and every one else has come up with.

The facilitator will then hold up his shape up for everyone to see and make the point how
different their shapes are from his shape even though he/she gave very simple and clear
instructions that were same for everyone. The participants will be asked how none of the
paper’s resemble the facilitator’s shape of paper.
 41

Rationale:
The importance of two-way communication will be pointed out which would be highlighted
by the activity, since it was a one-way communication and participants didn’t ask any
questions it led different interpretations of the same instructions. It will help them understand
that two-way communication where one does not dominate, others’ opinions are respected,
favourable questions are asked, is important for a healthy and effective communication to
take place.

Source: https://www.trainingcoursematerial.com/free-games-activities/communication-skills-
activities/paper-shapes

Use of “I” Messages / Statements (10 minutes)

As important as it is to listen attentively and actively, it is also important to share your
feelings when you are frustrated or upset, in a way that does not shame or blame the other
person. This is possible by using an “I” Message. It is a way to express your own needs,
expectations, problems, feelings or concerns to your family and others in a respectful way
that does not make them feel attacked or targeted.
“I” Messages are also helpful and can be used to state your needs, values, and positive
feelings such as pride or appreciation, for example, “I feel so proud of you for offering to
help Grandma with her garden. I love seeing what a kind person you are.” It focuses on the
feelings or beliefs of the speaker instead of thoughts and characteristics that the speaker
attributes to the listener.
“I” statements empower the speaker to be assertive without making accusations,
which can often make listeners feel defensive. An “I” statement can help one become aware
of problematic behaviors and generally makes the speaker take responsibility for his own
thoughts and feelings rather than attributing them, sometimes falsely or unfairly, to someone
else. I-messages can also be used effectively for constructive criticism.
If used correctly, “I” statements foster positive communication in relationships and
with family and may help these relationships become stronger, as sharing feelings and
thoughts honestly and openly, can help the family members grow closer on an emotional
level.

How to Construct an “I” Message: There are three parts to a formal “I” Message. You do
not have to use all three parts every time, nor is it necessary to use them in this order.
 42

 Describe the specific behaviour: “When I see/hear . . .”

 Describe how you feel: “I feel . . .”
 Describe the tangible and specific effect of the behavior on you: “When I see you still
playing with your toys even when I say our time is up, I get upset because I don’t
want to keep your older brother waiting at school.”

Tips for constructing effective “I” Messages

 One should keep their words, voice and facial expressions consistent with the
intensity of their feelings.
 One should be clear and specific and only talk about what is happening in the
moment, not the past.
 One shouldn’t use the words “always” and “never.” For example: “You never do what
I tell you to do.”
 One should remember that if they use “I” Messages too often, it may seem to the
listeners/others that their feelings don’t matter.
 If the feeling one wants to express is anger, he should keep in mind that anger is a
secondary emotion; it can be more effective to use words that describe feelings
underlying the anger such as frustration, hurt or disappointment because anger often
breeds more anger and defensiveness.

What comes after an “I” Message?

“I” messages are often a good and effective first step to state your thoughts and feelings, but
they don’t necessarily result in change. One may need to use some other approaches after the
“I” Message in order to encourage the expectation or desired change such as they can clearly
state their expectations; they can offer some alternatives, they can describe what they would
like to be done, they can also impose a consequence(s). It may also be needed to use active
listening after an “I-Message” is stated or used, if the listener becomes upset or does not
agree.
 43

Worksheet 1

Objective:
To teach participants the use of “I” messages and statements for effective communication.

Relevance:
The worksheet will make the participants aware of how to use the “I” messages as well as
make them understand the difference between using them and not. It will make them realise
that use of this technique helps to have an effective and healthy communication.

Time required: 10 minutes

Materials required:
Worksheets

Procedure:
The facilitator will settle down the participants and hand over the worksheet to them. He/she
will explain to them the use of ‘I’ statements and the role it plays in effective communication.
After explaining the concept briefly, the participants will be asked to read the first few
example statements, discussing them briefly. Post which they will be asked to work on the
remaining statements in the worksheets. Once, everyone completes the worksheets, the
answers will be discussed.

Rationale:
The following worksheet will make the participants understand the difference it makes to use
‘I’ statements and how it improves communication and gives out the right message without
making the listener feel attacked, blamed or targeted. The participants will be explained that
when a person feels that they are being blamed, whether rightly or mistakenly, it’s common
that they respond with defensiveness. “I” statements are a simple and effective way of
communication that help give out the right message and reduce feelings of blame.
Participants will also learn to construct right “I” messages and that a good “I” statement takes
responsibility for the feelings of the speaker, while tactfully, diplomatically and sensitively
describing the issue or the problem.

Source: https://www.therapistaid.com/worksheets/i-statements.pdf
 44

Active listening skills (15 mins)

Actively listening is important to make the speaker feel heard. Active and empathic listening
involves,

 Keeping one’s comments and opinions to oneself and instead concentrate on not
talking or interrupting while the other person is talking; paying attention to the
speaker, not your own thoughts by devoting your whole attention to the speaker.
Being mindful, by being present in the moment and paying attention to what is
happening right now. In a conversation, this means observing the speaker while they
are sharing.
 Paraphrasing: Starting with sentences such as “So you are saying that…” or repeating
in your own words what you believe the other person said, are ways to show that you
followed the conversation and understand. It does not necessarily make people feel
understood but it creates a greater sense of closeness and intimacy in a conversation,
which is an integral part of building trust and possible friendships.
 Considering their perspective – that is, listening in order to fully understand what the
other is saying rather than preparing your reply.
 Non-verbal involvement: Communicating non-verbally with encouraging body
language (such as nodding, raising eyebrows) while being aware of their non-verbal
cues; looking at the speaker instead of studying people passing by. Showing your
attention by other nonverbal behaviours and making sounds that indicate attentiveness
such as “hmm, yes, etc”.
 Maintaining good eye contact and paying attention as well as pausing where required;
give the other room to freely express themselves, and listen not just to what they’re
saying, but how they say it; one should remember that even by listening, we are
communicating non-verbally.
 Identifying or reflecting the speaker’s feelings, for example, you can say, “You sound
angry,” or “You seem to be upset.” Reflecting feelings, clarifying if they heard right
using key words or translate what the speaker said; this is reflecting what you believe
you have heard to ensure a clear understanding exists.
 Being aware of subtle changes in their voice, pitch and tone (paralanguage), the words
they use and the emotions they are experiencing. Try to truly understand the thought
process of the speaker, behind the conversation.
 45

 Observe your own thoughts, but from a distance, and resist the temptation to engage
in them.
 Practicing non- judgmental attitude. There is no need to agree or disagree with what is
being said or evaluate the statements being made by the speaker. Notice and let go of
your independent judgments, listening openly rather than thinking.
 Keeping in mind that offering your active presence is more important than having
their deeper question answered. A skilful active and empathic listener is able to
simply receive the message without the need to judge or respond with their own bias.
 Tolerate silence by resisting the urge to fill moments of silence. There are different
types of silence. Respecting quiet moments can a powerful tool for a deep
conversation. It gives the speaker and receiver a chance to reflect and continue with
this process. Moreover, trying to fill silence comes in the way right before someone
has a breakthrough thought to share. If one finds silence difficult, he can encourage
the speaker to continue by asking open ended questions such as “What do you make
of this?” or “Tell me more about what happened”. One should not underestimate
silence for a potentially rich conversation.
 Moreover, when you finally do respond, refuse the impulse to tell your story, opinion
or perception of the topic.
 Ask questions. Open ended questions such as “How do you interpret this?” can
deepen a conversation and uncover hidden reasoning.
 Show your attentiveness using sentences such as “I can imagine how sad you must
have been,” or in a happy update, “I hope you are impressed with yourself!”. By
showing respect in your response, you show make the speaker feel respected and
worthy.
 Present moment focus – listen with the intent of giving your full attention, be present
right here and now, from moment-to-moment;
 Redirect – be aware of when the attention wanders, then refocus it to the
conversation; stop doing other things, and give all your attention to the conversation.

The most common mistakes we make when listening to other people:

 Daydreaming or thinking of something else (even something as simple as your list of

groceries) while another person is speaking;
 Thinking of what to say next;
 46

 Making judgements about what the other person is saying;

 Listening with a specific goal/outcome in mind.

These mistakes are simply signs, that we are not hearing the speaker. And without active
listening, it is difficult to explore a person’s actual feelings and thoughts and having an
engaging conversation where family members and other people feel respected.
 47

Worksheet 2

Objective:
To teach participants about giving effective feedback and/or advises about family member or
someone else.

Relevance:
The worksheet will make the participants aware of how to give feedback, advise about
undesirable behaviour or talk in terms of just the behaviour of the person, without
generalising it to their personality.

Time required: 5 minutes

Materials required:
Worksheets

Procedure:
The facilitator will settle down the participants and hand over the worksheets to them. He/she
will explain to them the importance of talking in terms of behaviour and not personality for
an effective and healthy communication without attacking the person. After explaining the
concept briefly, the participants will be asked to read the first few example statements,
discussing them briefly. Post which they will be asked to work on the remaining statements in
the worksheets. Once, everyone completes the worksheets, the answers will be discussed.

Rationale:
The following worksheet will make the participants understand how to give feedback or
advise about undesirable behaviour or talk to family members and others, in terms of just the
behaviour of the person, without generalising it to their personality. They will be explained
that when we give feedback about someone’s identify and not behaviour, the person may feel
attacked and respond with defensiveness, which leads to breakdown in communication,
denial/ refusal to accept by the listener and turn into rage or heated argument. Participants
will learn that giving feedback or advises this way gives an insight to the listener or the
person of his behaviour, and does not make him feel targeted or attacked. The participants
will learn that it is also a form of constructive criticism and makes the other person aware of
his undesirable behaviour, diplomatically, without attacking or shaming him.
 48

Activity 1.5: Square talk

Objective:
To make participants communicate effectively using all possible communication skills to
complete the task.

Relevance:
This activity will emphasize the importance of being able to communicate effectively with
other team members while being blindfolded. It will require the participants to have strong
teamwork and planning as well as efficient use of all possible communication skills.

Time required: 15 Minutes

Materials required:
One blindfold per participant, one long rope per sub group.

Procedure:
The participants will be divided into groups of ideally 5. (NB: The minimum number of
participants required for the activity is 3). The room or space should be cleared as far as
possible. Each participant will be blindfolded. Each participant will be disorientated
individually and will be handed a rope. Each participant will then be subtly given their
individual information. The participants should be informed when they have 2 minutes of the
15 minutes left.

The following will be verbally communicated to the whole group, once they are blindfolded:
“The objective of the activity is to make a square from the rope. (Stand to form a square
shape)”.

The following information will then be verbally communicated to participants individually,

as they are handed the rope.

Participant A: All team members are blindfolded and must remain so for the duration of the
activity.

Participant B: The rope you are holding is approximately foot in length.

Participant C: The rope you are holding is knotted together to form a circle; it must not be
undone.
 49

Participant D: You must not let go off the rope.

Participant E: You will be told when you have 2 minutes of your 15 minutes left.

The following review questions will be discussed with the group after the activity-

1. Do you feel as a group you communicated effectively?

2. During the Activity, what communication skills did you use effectively?

3. During the activity, what communication skills could you have used to improve
performance?

4. How important is communication? Why?

5. What key points have you learned about communication from this activity, that you wish
to apply?

Rationale:
The exercise will enable the participants to understand the importance of communicating
effectively, and understand the important aspects of communication as well as make it
necessary for them to communicate effectively in order to complete the task.

Source: https://www.trainingcoursematerial.com/free-games-activities/communication-
skills-activities/square-talk
 50

Activity 1.6: Room 101

Objective:
To help participants learn persuasion skills.

Relevance:
This activity will enable the participants to practice their influential and persuasive skills in a
competitive and fun debate focusing on communication skills like use of positive language to
communicate, being passionate and enthusiastic about one's own point, showing 'benefits' to
others, thereby persuading them, respecting others’ opinions, turn-taking, ruse of respectful
vocabulary and actively listening, etc.

Time required: 25 minutes

Materials required:
Chart paper/Board, Marker/ Chalk

Procedure:
The title of the activity is taken from a novel by George Orwell named ‘1984’. In the novel,
Room 101 is the room where ‘Big Brother’ banishes anything that is believed to be
destructive or contradictory to the idea of the society that was created in the novel. In this
context, the concept of Room 101 will be used to argue against ridding or removing from the
world, anything that is annoying, pointless or unpleasant, unhelpful or damaging– things we
would like to place into Room 101. The participants will be grouped into 5s.
 The first task of each group is to come up with 2 things upon which firstly, they can
all agree, should be placed into Room 101.
 Then later, they will have to persuade the other groups. But first, it’s important that
they convince themselves unanimously in their group, if they wish to convince the
wider group.
 Only if the majority of the wider group agrees, only then will they be allowed to place
their entry into Room 101.
 Once the group have come up with their list, tell them to formulate and verbalize their
rationale and arguments to the wider group.
 Each group will have to present their opening argument for their first item to be put
into Room 101.
 The other groups will be invited to debate / argue against these points.
 51

 The proposing group will defend and/or persuade the others in response to the
arguments.
 Next, each group will make a closing statement summarising their case to have their
item placed in Room 101.
 Then, voting will be help amongst the wider group (except those in the proposing
group) to decide whether the item should be placed in Room 101. If the majority
agrees the item goes into Room 101.
 Trainer marks a tick /cross on the chart for the proposing group
 This will repeat until all groups have taken turns to argue one point in turn until both
items, for each group have been debated.
 The group(s) with both items placed in Room 101 wins.

Rationale:
This is a persuasive communication skills activity while it is a fun activity, it emphasizes on
some of the techniques displayed in this activity such as choosing positive language, being
impassioned and enthusiastic about one's case, proposing "benefits" to others, active
listening, respecting others’ opinions while placing your own, turn taking, respectful
vocabulary. The arguments will be kept light hearted as the groups will quickly learn that it is
a competitive game and that it is in their interests to argue against the other proposing groups.
The activity will also help them learn that despite the activity being competitive and
argumentative, it is normally possible to persuade enough people to agree with your opinion
or point of view, if you have chosen good items and put forward a good argument.
 52

DAY 2- RELATIONSHIP ISSUES

Introduction and Rapport

Activity 2.1: Awareness of relationship and dating violence

Objective:
To help them learn the prevalence and severity of early relationships and violence related to
dating. Also, to shed some light on the lack of attention and reporting associated with dating
and related violence.

Relevance:
The following activity will help the participants understand the prevalence and severity which
are related to violence in dating as this is mostly the time young adults engage into romantic
relationship and therefore it is crucial to educate them on the things which are common yet
rarely spoken about. To help them explain that it is important to report violence if
encountered.

Time required: 30 minutes

Materials required:
10 chits (pieces of paper) on which facts will be written, and a tape or a string to divide the
room.

Procedure:
The group will be divided into two equal halves randomly and the two will be divided with
the help of a string. The groups will be named, group A and B respectively. Every student in
group A will be given a piece of paper which will have a fact about dating and related
violence. Once group A has received all the chits, they write their name on it, and shall
crumble it. On the count of three, group A will throw the ‘snowballs’ to the other group.
Whoever catches the ball will be teaming up with the person who has thrown it. In all, there
will be 10 groups created. The groups will get 5 minutes to discuss the topic, their
understanding, life examples or even contradiction on the facts. Each group will give 2
 53

minutes to present, post which the group of 20 will be asked on what they have learned with
the following activity.

Rationale:
The following activity will help the students to walk away with learning more information
about dating violence that they previously had. Along with gaining an understanding, the
students will also engage with the topic with real life examples and sharing their perspective
on the same. This will also show the students the importance of reporting potentially
dangerous relationship situations and even the prevalence.

Facts:
1. Nearly 1.5 million high school students nationwide experience abuse from a partner in a
single year
2. Only 33% of teens who were in a violence relationship ever told anyone about the abuse
3. 8 states do not include dating relationships in their definition of domestic violence, leaving
young victims of abuse unable to apply for restraining orders
4. 81% of parents believe teen dating violence is not an issue or admit they don’t know if it’s
an issue
4. Violent relationships put victims at higher risk for substance abuse, eating disorders, risky
sexual behaviour, and domestic violence
6. Violent behaviour in youth typically begins between ages 12 and 18
7. 20 per 1,000 women ages 16-24 experience the highest per capita rate of intimate violence
8. One in three teens say they are text messaged 10, 20, or 30 times and hour by a partner
inquiring where they are, what they’re doing, or who they’re with
9. Female abuse victims are at greater risk of pregnancy and STIs
10. 24 people per minute are victims of rape, physical violence, or stalking by an intimate
partner

Source: http://www.poehealth.org/wp-content/uploads/2014/07/Healthy-Relationships-
Session-Outline.pdf
 54

Types of abuse (5mins)

There have been identified 6 different types of abuse. Abuse is defined as “a pattern
of behaviour used by one person to gain and maintain power and control over another.”
Usually, when you hear abuse, the only type which we assume is physical violence. However,
there isn’t just physical abuse observed in a relationship, there are 5 more different types of
abuse faced by an individual in a relationship.
The six types of abuse are physical, sexual, verbal/emotional, psychological,
financial, and cultural/identity.
Physical abuse: everybody over here have definitely heard and known about this abuse, also
as it is the only word which comes to our mind when spoken of abuse. It includes kicking,
slapping, punching, physically strangling or even physically restraining the partner against
their will. It may even include reckless driving, invading someone’s physical space or making
someone feel physically unsafe.

Sexual abuse: Even though sexual abuse is seen as a form of physical abuse, it is categorised
as a different category as it includes both physical and non-physical components. The
following involves rape, forced sexual acts or even using sex as a weapon. Sexual abuse may
even be considered when an abusive partner judges the other and makes them feel that they
aren’t good enough at sex or even by saying that sex is the only thing they are good at. Until
1993, marital rape wasn’t illegal in all the 50 states in USA, therefore some people are still in
the assumptions that sex is something which a partner is entitled to and doesn’t realise that
believing it can be a symbol of power and control.

Verbal/emotional abuse: As one may have known some people who use words as a weapon
which damages the other in different ways. Some people usually don’t consider this form as
an abuse due to many reasons. Unlike physical violence, this kind of violence may not be
noticeable to other family members or friends. Also, it is very difficult to spot and prove the
effects of verbal/emotional abuse as compared to physical abuse which can be evidently
observed.

Psychological abuse: This type of abuse happens when one person, either through their
actions or words, tears out their partner’s psychological/mental wellbeing. This usually
involves making the other person doubt their own sanity. For example, a partner may simply
change places of objects, may dim the lights or even completely deny of certain things have
 55

taken place. If the following behaviour is continued may result in the victim blindly relying
or depending on the abuser and ending up doubting their own judgements. Further, they
would even hesitate to share the abuse they experiencing as they fear to not be believed.
Financial abuse: This form of abuse is usually seen the most in eastern countries, especially
in India. The abuser is usually the one who is the bread earner of the family, for they have the
power and control. They would use any means necessary to maintain that control they have
over the other, especially when it’s related to finances. It may include controlling the budget
of the household, or not letting anyone have an access to their own accounts or even letting
them spend money on themselves. The abuser may not even allow the other to have a job as a
means of not losing power over their control.

Cultural/identity abuse: This abuse happens when a victim’s cultural identity or aspect is used
by the abuser to inflict suffering to demonstrate control over them. This may even include not
letting the other dress according to the customs of their faith, threatening the other to disclose
their sexuality if they have been hiding the same from their family or friends or even isolating
people based on language, that is, if the victim doesn’t speak the dominating language of the
place.

If abuse of any such sort, with the following behaviour, having being sustained over a
period of time and even escalating is observed, one must talk to them and guide them to
helplines which would be beneficial and help them get out or deal accordingly with the
abusive relationship.
 56

Activity 2.2: Boundaries

Objective:
To help the students get an understanding of importance of boundaries in a romantic
relationship

Relevance:
Young adults usually do not have an insight of what they are comfortable with and therefore
may just go with the flow to please their partners. This could lead them having different
negative emotions such as guilt or uncomfortableness. This activity will help them
understand their boundaries.

Time required: 20 Minutes

Materials required:
Tape line on the ground which will be the neutral line to stand on and situational prompts

Procedure:
The participants will be lined up along a line which is placed on the floor with the help of a
tape. Once everyone has taken their positions on the straight line. The facilitators will read
the first prompt and if the student is comfortable with the given situation, they would take a
step forward from the start point, and if they are uncomfortable with the situation given by
the facilitator, they will step behind the line. They will not be allowed to stay still and not
make a move, they must either move ahead or step backwards. As they move ahead or
backwards, the facilitator will ask their reasons on stepping either forward or backward from
the line. The process will continue with other situational prompts.

Rationale:
The aim of the activity was to help the students understand the way different situations of
scenarios will make them feel within their own romantic relationship and to help them get an
insight of about their physical and emotional boundaries and the importance of establishing
them in your relationship.
 57

BOUNDARIES PROMPT
• Your partner gives you a kiss
• Your partner pats you on the behind
• Your partner uses your car/phone/property
• Your partner calls you several time a day
• Your partner likes knowing where you are
• Your partner sends you “sexts”
• Your partner takes you out to dinner/cooks dinner for you
• Your partner calls you by a certain nickname
• Your partner buys you presents
• Your partner tells you “I love you”
• Your partner makes comments about your outfits
• Your partner goes out with you and your friends

Source: http://www.poehealth.org/wp-content/uploads/2014/07/Healthy-Relationships-
Session-Outline.pdf

Boundaries (5mins)
When it comes to relationships, boundaries are usually perceived as a bad thing which
isn’t necessary in a relationship. Some of the perception revolves around us assuming that our
partners should anticipant all our wants and needs. People even consider boundaries as not
important in a relationship as being around one other most of the time is a part of love. Many
individuals believe that boundaries would indicate not that one doesn’t have romantic
feelings towards their partner.
Boundaries are an essential part of a healthy relationship and therefore they must be
well defined and respected. There should be a mutual understanding between the two parties
and it must not be violated especially in order to harm or take advantage of the other.
When we compare a healthy relationship as compared to a less healthy relationship, a healthy
relationship partner always ask permission and takes am account for their partner’s feelings,
respect differences in perspective, feelings & opinion, and even shows gratitude. However, an
unhealthy relationship partner may assume that his/her partner feels the exact same way as
they do, and wants them to do exactly of their wish.
As of other relationships, romantic relationships can be quite complicated and critical
as it includes inhibiting privacy of physical, emotional and sexual spaces, which are the most
 58

intimate and crucial spaces in one’s life. Therefore, it is very important to communicate your
boundaries clearly.
However, there are boundaries that don’t work. These boundaries may include words
like ‘always’ or ‘never’, the main reason for the failure may be the fact that it is mostly
unrealistic and therefore doesn’t last. It is also observed that poor boundaries may even
alienate you from your partner and even try to manipulate an outcome.
When it comes to working, vague boundaries don’t work. That is, asking your partner to pick
up kids from school a few times of the week, this doesn’t have clarity and therefore wouldn’t
work. Many partners even end up expecting that their partners will just know what they want,
which makes it unfair for the fact that they don’t communicate about boundaries to each
other.
All of the above-mentioned aspects of setting boundaries aren’t just ineffective, but
also creates confusion and can damage one’s relationship.

Setting healthy boundaries

As we have understood the importance of boundaries, it is therefore essential to know how
one can set their boundaries in an effective way.
1. Be self-aware: this means having self-knowledge of the things you like and dislike, what
you are comfortable with, the things that scares you and how you want to be treated in
different situations.
2. Being clear of your needs: with knowing what you need, you can communicate the same to
your partner. This can prevent misunderstandings and prevent arguments. It is okay to
communicate your preferences to your partner.
3. Be specific and direct: it is observed and found that the more direct one is in keeping their
point of view and communicating their boundaries, the better.
4. Be clear about your love: Along with being clear about your boundaries, one must be clear
about your love and display how much you care about them. Anxious attachments can make
you look and feel like you are needy, jealous and worried. When a partner oversteps a
boundary, explain to them how important the following boundary is for you.
5. Use ‘I’ statements: using ‘I’ statements will help you be in charge of your own feelings and
will make your partner feel less defensive and at ease. Rather than saying ‘you should or you
need to’ try making it like, ‘I would like and appreciate it’
6. Try sandwich approach: It consist of a compliment at first, then criticism, then again, a
complement. When you start with a compliment, you can prevent your partner from being
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defensive, therefore will be comfortable and connected enough to take a criticism, and then
end up with a compliment. For example, “I love having sex with you, it’s an incredible part
of our relationship. I find that I’m usually in the mood in the morning before work, and at
night I just want to sleep. Can we keep having the best sex ever in the mornings?”
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Activity 2.3: Draw a Healthy Relationship

Objective:
To highlight the qualities and characterises composing of a healthy relationship and to
discuss the differences in the opinions of good and bad characteristics of a relationship.

Relevance:
To help the young adults distinguish between the good and the bad characteristics related to a
relationship and to help them get an understanding of the qualities and characteristics of a
healthy relationship.

Time required: 30 minutes

Materials required:
Marker pens, a big chart paper and something to hang the same on the wall.

Procedure:
One student will be selected as a volunteer to trace a body on the provided chart paper. After
tracing the body part, the chart paper will be placed on the wall. The students will be asked to
either come one by one or in pairs to come and write something on the chart paper. Inside the
body will be positive trait of a potential partners or relationship expressed, either through
writing or even drawing. Outside the body there will be negative traits or characteristics of
their potential partners, expressed in similar fashion, that it either through writing or drawing
them. Once every student completes writing their view of a good and a bad characteristic of a
relationship. Every individual will get to explain their perspective and explain either with an
example or otherwise simply with content. Other students and the facilitator

Rationale:
The aim of this activity was to help the students learn the qualities and characteristics of a
healthy relationship as it is mostly around the same time they would start dating. Also, an
opportunity to discuss the reasons why certain traits could be considered while why other
characteristics are considered as negative with having a clear and open discussion with their
peers.
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Source: http://www.poehealth.org/wp-content/uploads/2014/07/Healthy-Relationships-
Session-Outline.pdf

Jealousy (10mins)
When it comes to jealously, it is divided into two, normal and abnormal jealousy.
Collectively, there are usually five kinds of jealously observed, namely, romantic jealously,
work/power jealousy, friend jealousy, family jealous and abnormal jealousy.
1) Romantic jealously: this is the most commonly experienced type of normal jealousy
amongst couples. Also, it is mostly the type of jealousy about which the couples have their
initial fights. It was also found in a study that couples usually experience jealousy due to
emotional infidelity as compared to sexual infidelity.
2) Work/power jealously: this form of jealously revolves around promotion, differences in
salaries and other work-related issues.
3) Friend jealousy: this type of jealously usually arises when you’re afraid of losing a friend.
4) Family jealousy: sibling rivalry is the most commonly observed family jealously.
5) Abnormal jealousy: this type of jealous include morbid, psychotic, pathological, delusional
or anxious jealousy.

Trust issues
In a relationship one may even experience an inability to trust their partner which may
lead to developing problems between the two, hence can even lead to breaking the
relationship. We are going to talk about three ways to deal with trust issues in a relationship.
The three domains are, ‘improving your communication’, ‘working through your insecurities’
and ‘moving past your own hurt’, these further have several subdomains with them.
Improving your communication
1) Do not monitor their activities: Constantly monitoring their activities can lead you to
disrupt their personal space. If you keep a check on what your partner is doing throughout the
day, leading you to asking them a lot of questions, you need to back way or cut back these
practices. Not only it can be scary but it can also display that you do not trust your partner.
There are three things one can learn therefore in order to save their relationship:
➢ One can practice to give trust before suspecting
➢ Make your partner feel that you are choosing to trust them over suspecting them
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➢ And in case you are monitoring their activities, it would indicate that you are already
doubting them, this can even lead to misinterpreting the information you find.
2) Talk openly and clearly with your partner: communication is essential in saving the
relationship, when you are able to communicate better to your partner, you display
transparency, and hence it could help in building trust. Situations which bother and affects
you in some way can be solved better if they hear your concerns out. For example, instead of
stressing over and being worried on where your partner is going before they leave, you can sit
and have a little conversation with them to have an idea about where they are going and by
when they will be returned.
3) Restrain from blaming each other: Blaming confirms that you have doubts or trust issues
with your partner. This would lead to your partner feeling mistrust in you and therefore we
must be cautious. We can, instead be receptive and hear their point of views and ask them
questions patiently, rather than making accusations. For example, if you want to know whom
they text secretly, say, “I find it odd that you’re so secretive when you text. Can you tell me
what’s up?” This works better than, “I don’t trust you and think you’re hiding something
from me.”
4) Visit a couples’ counselor: Sometimes, it is not easy to work things out together and
therefore you need an intruder who will intercede between to navigate your trust issues. The
counselor’s role can be to help you both work through difficult times and in finding new
ways to solve the problem and relate to each other. Your counselor can even make you help
in changing the ways you all react and deal with situations in order to build your relationship
trust back.

Working through insecurities

1) Build your self-esteem: Being afraid of your partner leaving you and finding someone
better than you can be rooted in the insecurity and feelings of unworthiness in yourself. It is
your insecurity which can stand between your relationship therefore it is crucial for you to
build your self-esteem. It can be done through many ways, one of which can be analysing and
acknowledging your strengths and replacing your negative thoughts with positive self-talks.
2) Exploring your interests and hobbies: with having interesting and hobbies you can develop
yourself as a person with not being extremely clingy to your partner, it also can help you cope
up with stress. All you have to do is choose your favourite activity which makes you feel
alive and happy and try to engage on the same at least once a week.
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3) Find your family and friend’s support: gaining a perspective of your jealously or trust
issues with a trusted family member will not only help you in some way, also making you
feel heard.
4) Managing your emotions in a healthy way: When you develop jealousy or trust issues with
your partner, you may end up feeling extremely anxious. In stressful situations, you can use
different relaxation methods, take several deep breaths before accusing your partner. Other
managing techniques may include journaling, taking a long walk and even listening to your
favourite calming music.

Moving past your own hurt

1) Recognise your own past hurt: Many times, we tend to develop trust issues with having
experiences of betrayal in the past, which therefore leads us to doubt our current partner. We
must understand that even though the experiences we experienced are valid and real, your
current partner isn’t the same person as your past partner. We must also acknowledge our
current relationship and examine it unbiased.
2) Identify your current problems around trust: Instead on relying on your past experiences,
you must understand the specific problems you face today with your trust. Mark on the
behaviours which makes you feel uncomfortable. And if you’re in doubt or suspicious, ask
your partners if they have ever had lied to you or been unfaithful to you in the past. Based on
the reply you get from your partner; you can act accordingly.
3) Trust yourself: At times, the inability to trust other arise from the inability to trust yourself,
that is, if you have cheated in your past relationship or even made mistakes which you fear to
experience yourself, you may develop trust issues yourself. You must therefore recognise
your past mistake and forgive yourself for the same. Accepting the lessons, you receive from
life and moving past the hurt can help you with your current relationship.
4) Talk it out to your personal therapist: There are aspects which you cannot work on by
yourself, it may be related to the things you’re struggling with which is indeed contributing in
your inability to trust your partner. A therapist is helpful in not only understanding your
concerns but working on your feelings in order to heal the pain.
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Activity 2.4: Push/pull

Objective:
To make them understand the significance of negotiation skills and how it can be beneficial
as opposed to resistance

Relevance:
Young adults usually act on their impulses and do not understand the significance on acting
rationally. They will be able to understand the impact of resistance versus negotiation on the
outcomes.

Time required: 15 minutes

Materials required: None

Procedure:
The group will be divided into two, the first group will be given some instructions while the
second group will be asked to go out of the room for two minutes. The first group will be
given instructions for the two rounds. They will first have to pair up with a member of group
two when the group gets back in the class. In the first-round group one will have to push their
paired-up partner to the opposite side of the room without giving any explanation, this should
do so instinctively that they start resisting. In the second round, participants from group one
will have to explain their partner very gently along with giving them a reason to accompany
them to the other side of the room so that they make the step willingly.

Rationale:
The following activity aims at distinguishing between a ‘push’ and a ‘pull’. That is, there are
two ways of making someone do what you want. A ‘push’ will involve a lot of resistance and
negative consequences, as people usually resist on something they are forced to. While a
‘pull’ will have gently expressing what they need from the other which may have greater
probability of the person agreeing to you. Therefore, this activity will help the students
understand how to put their point forward and make the other do what you want without
experiencing resistance from the other end.
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Negotiation skills (5mins)

As it is observed, a human nature tends to resist force, that is, we resist things we are
forced to do, especially when you do not understand the reason behind it. In the first round
when the participants were pushed without having given any explanations, they displayed
resistance. While in the second round, each participant gave a reason to their partner and
asked them for their company, no resistance was observed at all in this situation.
There are several stages of negotiation, that is, if you want to reach your desired outcome,
there are several things one must keep in mind and do to reach. The following stages are:
1) Preparation: before any negotiation takes place, one must need to decide the when, where
and who all are to be required in making such decision. Here, a time-limit is set so as to not
exceed beyond the decided time.
2) Discussion: here, each member puts forward their point of you and their understanding of
the problem or the situation.
3) Clarification of goals: after the discussion, clear cut goals are obtained, interest of the
groups, the view point and even the disagreements between the two is clarified.
4) Negotiate towards a Win-Win outcome: in this stage, both the parties must feel that they
are gaining something out of this negotiation. Also, that their point of view has been taken
into consideration.
5) Agreement: when both the party is okay with the made decision, an agreement is created.
6) Implementation of a course of action: and with agreement, the course of actions which are
required must be started to achieve the goals decided.
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Worksheet 1

Assertiveness
Objective:
To teach the students a communication style which will help them stand up for themselves,
including their needs and wants without being passive or aggressive.

Relevance:
To help the young adults know how to communicate as most of the young generation keep
their points either passively or aggressively.

Time required: 15 minutes

Materials required:
Worksheets

Procedure:
The facilitator will settle down the participants and hand over the worksheet to them. He/she
will explain to them the traits of assertive communicators which includes clearly stating one’s
needs and wants, appropriate speaking volume and eye-contacts, steady tone of the voice,
confident body language, and listening to others point of views without interrupting. The
participants will then be given assertiveness tips which includes respecting self, expressing
thoughts and feelings calmly, planning on what you’re going to say and saying no when you
need to. After explaining the concepts briefly, they will be given examples of assertive
communication. Post which they will be asked to fill the worksheets. After everyone
completes the worksheets, the answers will be discussed and differences will be shared.

Rationale:
The following worksheet will get the clients and insight of how they usually responded to
situations and post understanding the concept of assertiveness, the way they replied and
answered the questions. Hopefully, post this exercise the participants will understand the
importance of and the way to communicate neither passively nor aggressively which keeping
forward their needs and wants.

Source: https://www.therapistaid.com/worksheets/assertive-communication.pdf
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Worksheet 2
Relationship Building: Shared qualities
Objective:
To help the participants highlight the major and positive aspects of their relationship, and to
understand the qualities and aspects which initially drew them together.

Relevance:
This exercise is essential for the population as they are novice at handling relationships and
this activity would help them deal with minor relationship problems by highlighting on their
strengths.

Time required: 10 minutes

Materials required:
Worksheets

Procedure:
The participants will be given a worksheet where they will have to fill different shared
qualities between them and their partners. Things like the places they would like to visit
together, shared interest in movies, books and music, their strengths and weaknesses, unique
things, valued qualities and goals for future. They will be given 5 minutes to fill up the
spaces. After everybody’s filled it up, they will be given some time to share it with the other
participants.

Rationale:
The following exercise will help the participants focus on the positive aspects of their
relationship. Mostly, couples who fight usually spend their time thinking about topics which
pulls them apart, and therefore, focusing on shared values, experiences, qualities and aspects
which would lead help them highlight their strengths as a couple. And for those who aren’t in
a relationship will help them focus on the positive sides in situations where they face
difficulty, in future.

Source: https://www.therapistaid.com/worksheets/relationship-building-shared-qualities.pdf
 68

Discussion
Everybody, as they have been settled down, will be asked to write on a piece of paper of what
they have learned from the following session. They will also be asked to write the thing they
are taking away from the session.
As the feedback will be collected back from them, they will be given an educational handouts
to refer.

Source: https://belmontwellness.com/wp-content/uploads/You-Have-A-Right-...-and-A-
Responsibility.pdf
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DAY 3- BODY IMAGE

Introduction (5 minutes)
My colleague and I will be introducing 'Body-image: How to appreciate it and deal
with the flaws effectively' in the upcoming session. The main goal will be to help the students
understand the issues that we come across in our everyday situations regarding body image
and ways to deal with it effectively via activities.

Activity 3.1: Jolly Joan activity

Objective:
To get an insight about each student’s personality. The adjective functions as a memory
technique to help both educators and students remember names.

Time required: 10 minutes

Materials required: None

Procedure:
The students will be asked to form a circle. They will be asked to think of their name and to
find an adjective, starting with the same letter, that illustrates an aspect of who they are.
Students then take turns to say their name and introduce it with the adjective (e.g. Jolly Janvi,
Bouncy Bhavya, Versatile Vrushti).

Theory (45 minutes)

Body-image
“How do you feel about your body? If you don’t immediately answer “Great!” with a
smile—don’t worry, you’re not alone!”
This is a very common problem for people today, especially women. With
advertisements and images of a specific body type constantly bombarding us wherever we are
or whatever we’re doing—on television, on our phones, on social media platforms, on our
commutes and while we’re out shopping—it’s easy to see how we can begin to feel bad about
our bodies.
 70

Building a positive body image is a good way to counteract this negative stream of
images we are encouraged to compare ourselves to.
Body image can be defined as "the perception that a person has of their physical self
and the thoughts and feelings that result from that perception". Body image isn’t just one
unidimensional construct. It’s made up of four aspects:
1.Perceptual body image: how you see your body
2.Affective body image: how you feel about your body
3.Cognitive body image: how you think about your body
4.Behavioral body image: the way you behave as a result of your perceptual, affective, and
cognitive body image.
When your body image is positive, you are able to accept, appreciate, and respect
your body. You won’t necessarily avoid feeling any insecurities or think your body is perfect,
but you will be able to acknowledge any insecurities for what they are and believe that your
body is perfect for you.

Effects of the Media and Instagram on Positive Body Image

Instagram, in particular, seems to have a huge impact on how we see ourselves and
our bodies. Researchers Brown and Tiggemann investigated the relationship between viewing
Instagram pictures and mood and body dissatisfaction in young women (2016).
Participants were shown one of three sets of images: (1) images of celebrities on
Instagram, (2) images of unknown, equally attractive peers on Instagram, or (3) a set of
control travel images from Instagram. Unsurprisingly, those who viewed the celebrity and
peer images experienced a more negative mood and greater dissatisfaction with their bodies
than those who viewed the travel images. This effect was mediated, or explained by,
appearance comparisons.
Don’t feel the need to give up your Instagram account just yet, though—later research
qualified this finding by exploring how the ways in which we use social networking sites
affect our body satisfaction and body concerns.
Young women who engaged in greater appearance-focused activity on Facebook and
Instagram reported greater dissatisfaction with their bodies and a more entrenched
internalization of the thin ideal than those who engaged in mostly non-appearance-focused
social networking activity (Cohen, Newton-John, & Slater, 2017).
This finding tells us that it is not simply the use of social media that leads to
decreased satisfaction with our own bodies, but specifically appearance-related social media
 71

usage. When we compare ourselves to the “ideal” bodies we see on Instagram, we generally
experience greater dissatisfaction with ourselves.
 72

Activity 3.2: Exploration activity

Objective:
To show the different thoughts and feelings they have in common with one another.

Relevance:
The following activity will help the participants to overlook their idea of perfect body. This
activity provides for transition from talking about the negatives, the media, problems and
feelings we have that are bad, and then transitioning to where we set a positive mindset, focus
on the good and build up some self-esteem. Individuals can gaze at other participants to see
that they are not alone in this and almost everyone is sailing in the same boat. This activity is
relevant for young adults because this population tends to seek validation from peers and
thought other social media accounts and engage in comparative behaviours.

Time required: 20 minutes

Materials required: None

Procedure:
The participants will be asked to be seated in their place while few sentences will be read out
aloud to them. These sentences will be about media, problems and feelings about themselves.
They will be instructed to raise their hand if they agree to the sentences and keep on them on
the desk if they do not agree. The students will be asked about their feelings about the
sentences read and how they react to the common feelings, interests, and perspectives with
their peers.

Questions -
1.You have stared at the models in the ads in a magazine rather than the product advertised
2.There is a particular facial feature you wish you could change
3.You wish you had bigger breasts
4.You hate your thighs
5. You wish you had a flatter stomach
6. You have been depressed about your reflection
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7. You have denied yourself something that makes you happy because of the way it will affect
your body
8. You have a pair of shoes that makes you happy
9.You think you’re gorgeous when you’re laughing
10.You have beautiful eyelashes
11.You have a dress that looks amazing on you
12.Someone has flirted with you
13. You have good hair days
14. People always tell you that you smell good
15.You enjoy getting dolled up
16.There are days you know you deserve a piece of chocolate cake
17.You love wearing dangly earrings
18.You wish you could have gorgeous skin
19.You wish you could have gorgeous hair
20.You have style that people admire
21.You think you are brilliant
22.You admire other people who have great posture
23.You think you do not have a cute nose
24.You wish you could have beautiful hands/nails
25.You have a great wardrobe and jewellery
26.You have great shoes that people admire
27.Others have a talent you are jealous of
28.Your happiness is dependent on others’ compliments
29.You think you have a great laugh
30. You wish you had great slimmer legs
31. You do not have beautiful hands that you admire
32.You do not have a sense of style
33.You think you are charming
34.You wish you had great skin
35.You have great hair
36. You think you are not as classy as others
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Rationale:
This activity will help students to gain a better perspective on their body image with
sentences that tap on their real-life experiences and interests.
Theory:
Effect of body image issues on Mental Health
When we talk about mental health, we talk a lot about the brain; however, mental
health isn’t all in the brain, it can affect and be affected by our bodies too. What happens
when our bodies have a negative impact on our mental health?
The effect of poor body image on the mind goes beyond occasional negative thoughts.
A study at Bradley Hospital found that people with weight preoccupations or body
dysmorphic disorder display higher levels of symptoms for depression and anxiety, and are
more likely to have suicidal thoughts. Because of this, part of maintaining mental health
involves also maintaining a healthy body image. By treating your body with respect and
practicing self-love for your body, you can improve your mental health.

Statistics by the charity the Mental Health Foundation (MHF), show that poor body
self-image can affect all ages, not just younger people, and the reactions it can trigger range
from anxiety and self-disgust to suicidal thoughts. Some 10% of women have deliberately
hurt themselves because of their body image compared with 4% of men. At the same time,
13% of adults admit to having experienced suicidal thoughts or feelings because of their body
image. And, although the sample of people from the LGBT+ community was small, 39% of
those who experienced these thoughts identified as bisexual, and 23% identified as gay or
lesbian. While puberty is notoriously stressful, there are other times in our lives when women
might worry about our image, such as during pregnancy or the menopause – or when hairline
starts to recede or need to use a walking stick.
Some studies suggest that body image concerns begin in childhood, and body image
concerns are observed even in children as young as 7 years old. With regard to body image in
young boys, perfectionism can result in an increased self-conscious experience around
thinness and muscular oriented goals. Boys may also learn about the drive for success,
control, and muscularity through participation in sports, especially those that focus on body
size or physique, such as football or wrestling. Perfectionism and body dissatisfaction at this
young age can also set the stage for early-onset of eating disorders.
In addition, boys and men are regularly exposed to an idealized masculine body type
via media and marketing that can influence the development of body dissatisfaction in men.
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Young children who play with superhero figures or action figures during play may be
idealizing body types that are not humanly attainable, giving boys an unrealistic standard to
live up to. “Fitspiration” through applications such as Instagram provide an almost endless
source of comparison to unattainable or digitally altered images. Research shows that greater
exposure to extremely fit or muscular physiques results in more body dissatisfaction. Body
image concerns may also be exacerbated by family or work stress, or underlying co-occurring
depression or anxiety. Significant body dissatisfaction is often observed in the context of an
eating disorder, wherein one is attempting to change their body shape size, muscularity or
body composition via restricted eating, purging, or excessive exercise.

Self-esteem is a person’s overall sense of self-worth or personal value – in short, it

is how much you like and appreciate yourself. It can involve a variety of different beliefs
about yourself, including beliefs about your appearance and your worth.

Body image describes how you view your body, not just in mirrors or in photos, but in
your mind. Body image encompasses the thoughts and feelings about one’s body, including
how it feels to move in that body, perceptions of body shape, and beliefs about appearance.
These thoughts about body shape are often tied to a person’s self-esteem and their ability to
practice self-love.

It is most important to understand that self-esteem and body image are not in the
mirror, they are in our heads. The way we think about the way that we look can have a real
impact on our moods. Here’s an example – as someone who is in recovery for an eating
disorder, this is a daily occurrence: I see my legs in the reflection of a glass door and my
immediate thought is ‘oh my gosh, my thighs are huge.’ Then, I make the leap from this to ‘I
feel huge… I’m not good enough… Why would anyone love me?’ These negative thoughts
about my body can turn into thoughts that have a negative impact on my mental health; I feel
discouraged and want to give up, I stop practicing self-care, and I wallow in those negative
thoughts. Every time this happens, I have to tell myself that the shape and size of my body
does not determine my worth and that I have more to offer the world than just the shape of
my body.

Body Image and Eating Disorders

The National Association with Eating Disorders highlights that between 25- 40%
of individuals who have an eating disorder. The development of eating disorders is a
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serious concern for individuals with body image issues. Dissatisfaction with body weight
and/or shape is typically at the core of the development of an eating disorder, with
attempts made to alter shape, weight or body composition through dietary restriction, over-
exercise, or purging. Any individuals that has symptoms of anorexia, bulimia, or binge
eating disorder should seek treatment as eating disorders carry serious mental and physical
health consequences.
Symptoms include:
1. Excessive weight and shape concerns
2. Significant weight change, either gain or loss
3. Signs of malnourishment
4. Eating very small or very large amounts of food
5. Fears associated with not being “fit”
6. Feelings of failure surrounding body and weight
7. Excessive use of diet pills, teas, or laxatives
8. Vomiting or exercising to combat
9. Over utilizing muscle building additives or nutrients.

How to feel good about your body

Luckily, research has also found effective ways to negate or reduce the ill effects of
media on body image.
The biggest thing you can do to feel better about your body is to work on stopping
the social comparison process in its tracks. It can be frighteningly easy to compare ourselves
to the bodies we see every day, in magazines, on billboards, on television, and now on social
media. It’s a small step from looking at and admiring images of “ideal” bodies and thinking,
“Why don’t I look like that?” or “That model is so much thinner than me.”
Although easy to do, avoiding these social comparisons may be the best way to boost
your own body satisfaction.
Avoiding social comparisons is an especially good practice for those who are
overweight, since there is such a lack of representation of larger body types in the media. In
2016, nearly 2 billion adults were overweight. If you are Overweight/underweight, you are
certainly not alone in your body concerns. There are various health risks associated with it,
but there's no reason to avoid working towards healthy self-esteem at any size. Besides, it's
possible to work on becoming more physically and mentally healthy at the same time.
 77

So, how can we have a healthier body image?

 Eat and move in a way that makes you brain and your body happy – not as a way to
control your body shape
 Surround yourself with positive friends and family. On social media unfollow anyone
who promotes one body type over another and shames people for their body.
 When you have negative thoughts about your body, think about what you’re feeling
and where those thoughts might be coming from. Are you stressed? Anxious? What is
really going on?
 Practice self-care and remind yourself that you are worthy of love and kindness.
 Dress in clothes you like and clothes that fit how you want them to fit.
 Seek support from friends and family members.
 Stop comparing yourself to others.
 Notice when you have negative thoughts about another person’s body and turn that
thought into something positive.
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Activity 3.3: Letter to your body

Objective:
To increase body satisfaction by focusing on what your body does for you and why you are
grateful for it.

Relevance:
The activity is relevant as it helps the participants appreciate their bodies positively because
at this age, young adults tend to fall either in the category of perpetrator or a victim of verbal
bullying, name calling, ragging, etc. Because of which the victims generally fall prey of low
self-worth.

Time required: 25 minutes

Materials required: Stationary

Procedure:
The students will be asked to brainstorm for making a list of specific things your body can do
for which you’re grateful and then write a letter to your body. Be sure to thank your body at
the end of the letter. They will also be instructed to keep the letter and refer back to it when
negative body thoughts pop into your head. The students will be asked some questions for
discussions.

Questions:
● Did completing this activity heighten your awareness of how you define your body?
● What challenges arose while writing this letter?
● How did this exercise make you feel?

Rationale:
The focus of this activity is to make the participants optimistic about their body image which
would eventually help them overcome negative effects of such acts.
 79

Theory:
Ways to deal with body image issues effectively:
There are three components to having a positive body image:
1.Self-esteem: valuing ourselves and believing that others appreciate us and enjoy our
company.
2.A positive attitude: accepting our strengths and our weaknesses, and avoiding three
negative attitudes:
a. Perfectionism: holding ideals or standards that are impossible (or next to impossible) to
achieve.
b. Comparing: making social comparisons with others.
c. Being highly critical or judgmental: the more critical and judgmental we are of others, the
more likely we are to be critical and judgmental of ourselves.
3. Emotional stability: maintaining a healthy connection to our thoughts and feelings while
also being able to share our experiences with others.
Improving your own body image can be hard, but it’s certainly doable. Useful suggestions on
how to be more body positive:
1. Focus on your positive qualities, skills, and talents.
2. Say positive things to yourself every day (practicing affirmations puts this suggestion to
use)
3. Avoid negative or berating self-talk
4. Focus on appreciating and respecting what your body can do
5. Set positive, health-focused goals rather than weight loss-focused goals.
6.Admire the beauty of others, but avoid comparing yourself to anyone else.
7.Remind yourself that many media images are unrealistic and unattainable for the vast
majority of people (and even for the subject of the image, thanks to Photoshop!).
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Activity 3.4: Destroy the image of perfection

Objective:
To encourage the students to accept that body image is a natural and normal and thus not
criticize it.

Relevance:
The following activity will help the participants to overlook their idea of perfect body. This
activity is relevant for young adults because this population tends to seek validation from
peers and thought other social media accounts and engage in comparative behaviours. To
help the participants appreciate their bodies positively at this age.

Time required: 25 minutes

Materials required:
Fashion Magazines, tapes, paper and pens.

Procedure:
The magazine photos of models will be taken. It is best if there is one model per page. The
students will silently take a moment to think about that one feature they would change about
themselves. Then the photos will be handed over to the students and find the trait of the
model they desire. Have them look at it for a minute, examining their pictures. So, they have
their image of perfection in front of themselves – communicate that to them. Then have them
look up at the photo and find the flaws in the model. At first, they’ll think it’s weird because
they just found the perfect model. But talk about the reasons the models look inhuman, sick,
ill or deformed (most of them do). Then the facilitator will debrief them and have a short
discussion on how a person could have admirable traits as well flaws but they must accept
themselves as they are.

Rationale:
The students will learn that the idea of positive body image is much more than just perfect
physical features. This activity will help them understand that even the perfect body
(according to them) can have flaws and it is completely alright. We must accept our body as
it is and appreciate our body for what it does for us.
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Activity 3.5: Body Acceptance follow up

Objective:
To notice an improvement in the way the students perceive their body.

Relevance:
This exercise is important to form a positive perception of their body.

Time required: 10 minutes

Materials required:
Worksheets

Procedure:
The students will be handed over the worksheets. They will be asked to read the following
questions to help measure how accepting they are with their body and of
themselves. Write true (T) if they agree with the statement and false (F) if the statement
doesn’t currently ring true for them.

Rationale:
To help measure how accepting students are with their bodies. This exercise is essential for
the students to witness a change in their perception of the body as compared to the beginning
of the session. Body acceptance is a journey, and we encourage them to continue to challenge
themselves and your body image concerns. We hope they have noticed an improvement in
the way they perceive their body and answer true more frequently after this session.

Source:
https://www.nationaleatingdisorders.org/sites/default/files/BodyActivismGuideFINAL.pdf

Discussion (10 minutes)

Each student will be individually expected to give a 2-3-line feedback of what they have
taken from this session and if thus help to change their perception of body image.
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DAY 4- SELF-WORTH

Introduction:
Today we will be doing a session for boosting your self-confidence and enhancing self-worth.
We’ll be using a worksheet for the same.

Activity 4.1: Self-confidence activity

Objective:
To explore how any particular situation can be handled confidently, keeping the self-worth
high.

Relevance:
Young adults have to make a lot of choices and decisions at this age which determines to a
great extent what they consider themselves capable and worthy of doing.

Time required: 20 minutes

Materials required:
Worksheet

Procedure:
The students will be handed over the worksheets. They will be given the instructions. In part
one, they will be asked to think of a situation in which they experience a feeling of
satisfaction and self-worth and answer questions related to it. In part two, they will be asked
to think of a current situation in which they experience a lack of self-worth that they would
like to change if they do and answer the questions following instructions. In the latter part,
they will be asked to look at part one and use the information that they have learned about
themselves in part one and asked themselves- where am I in this situation. Students will be
asked to answer the questions post the instructions.

Rationale:
This exercise is essential to make them understand that they have to drive the insecurities
away and start focusing on what they do really well.
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Source:
http://www.self-esteem-experts.com/self-esteem-activities-self-confidence.html

Theory (45 minutes)

Self-worth
There’s self-esteem, self-compassion, self-acceptance, self-respect, self-confidence,
self-love, self-care, and so on. There are so many words to describe how we feel about
ourselves, how we think about ourselves, and how we act toward ourselves. It’s
understandable if they all start to blend together for you; however, they are indeed different
concepts with unique meanings, findings, and purposes.
Self-worth v/s self-value
Self-worth and self-value are two related terms that are often used interchangeably.
Having a sense of self-worth means that you value yourself, and having a sense of self-value
means that you are worthy. The differences between the two are minimal enough that both
terms can be used to describe the same general concept.
Self-worth is defined as a feeling that you are a good person who deserves to be treated with
respect. On the other hand, self-value is more behavioral than emotional, more about how
you act toward what you value, including yourself, than how you feel about yourself
compared to others.
Self-Worth Versus Self-Esteem
Similarly, there is not a huge difference between self-worth and self-esteem, especially for
those who are not professionals in the field of psychology. In fact, the first definition of self-
worth is simply “self-esteem.”
Self-esteem is defined as ‘thinking well of oneself; self-respect’, while self-worth is defined
as ‘a favorable estimate or opinion of oneself; self-esteem.’
Self-Worth Versus Self-Confidence
In the same vein, there are subtle but significant differences between self-worth and self-
confidence.
Self-confidence is not an overall evaluation of yourself, but a feeling of confidence and
competence in more specific areas. For example, you could have a high amount of self-worth
but low self-confidence when it comes to extreme sports, certain subjects in school, or your
ability to speak a new language.
It’s not necessary to have a high sense of self-confidence in every area of your life; there are
naturally some things that you will simply not be very good at, and other areas in which you
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will excel. The important thing is to have self-confidence in the activities in your life that
matter to you and a high sense of self-worth overall.

The Psychology of Self-Worth

In psychology, the concept of self-worth may be a less-popular research topic than self-
esteem or self-confidence, but that doesn’t mean it’s less important. Self-worth is at the core
of our very selves—our thoughts, feelings, and behaviors are intimately tied into how we
view our worthiness and value as human beings.

What is the Self-Worth Theory?

The self-worth theory posits that an individual’s main priority in life is to find self-acceptance
and that self-acceptance is often found through achievement. In turn, achievement is often
found through competition with others.
Thus, the logical conclusion is that competing with others can help us feel like we have
impressive achievements under our belt, which then makes us feel proud of ourselves and
enhances our acceptance of ourselves.
The theory holds that there are four main elements of the self-worth model:
1.Ability;
2.Effort;
3.Performance;
4.Self-worth.
The first three interact with each other to determine one’s level of self-worth. One’s ability
and effort predictably have a big impact on performance, and all three contribute to one’s
feeling of worth and value.
While this theory represents a good understanding of self-worth as we tend to experience it, it
is unfortunate that we place so much emphasis on our achievements. Aside from competing
and “winning” against others, there are many factors that can contribute to our sense of self-
worth.

What determines Self-Worth?

According to the self-worth theory, self-worth is determined mostly by our self-evaluated
abilities and our performance in one or more activities that we deem valuable.
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However, people commonly use other yardsticks to measure their self-worth. Here are five of
the top factors that people use to measure and compare their own self-worth to the worth of
others:
1. Appearance—whether measured by the number on the scale, the size of clothing worn, or
the kind of attention received by others;
2. Net worth—this can mean income, material possessions, financial assets, or all of the
above;
3. Who you know/your social circle—some people judge their own value and the value of
others by their status and what important and influential people they know;
4. What you do/your career—we often judge others by what they do; for example, a
stockbroker is often considered more successful and valuable than a janitor or a teacher;
5.What you achieve—as noted earlier, we frequently use achievements to determine
someone’s worth (whether it’s our own worth or someone else’s), such as success in
business, scores on the SATs, or placement in a marathon or other athletic challenge.
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Activity 4.2: Charades with variation

Objective:
To get the students to think about the elements in the umbrella of self-worth in connection
with the physical look.

Relevance:
Keeping in mind the age-group, it is fun based activity to make them understand the meaning
and importance of self-worth. This activity is relevant for young adults to socialize and boost
their confidence by enacting a situation in front of their peers.

Time required: 30 minutes

Materials required: None

Procedure:
The students will be divided into groups of 10. One pair will be called at a time and they will
be given a feeling word related to self-worth. Their task is to enact the word. The group
members will be given 2 minutes to guess.

Rationale:
The purpose is to keep them entertained while gaining an understanding of elements of self-
worth.

Theory:
How to Find Self-Worth and Value Yourself More
There are things you can do to boost your sense of self-worth and ensure that you value
yourself like you ought to be valued—as a full, complete, and wonderful human being that is
deserving of love and respect, no matter what.

How to Build Self-Worth in Adolescents and Young adults

As with most lifelong traits, it’s best to start early. Adolescents should be encouraged to
understand and accept their own self-worth. Reinforce their value as a being rather than a
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“doing,” as some say—in other words, make sure they know that they are valuable for who
they are, not what they do.
Researchers at Michigan State University recommend two main strategies:
1.Provide unconditional love, respect, and positive regard.
2.Give adolescents opportunities to experience success.
Showing an individual unconditional love (if you’re a parent, family member, or very close
friend) or unconditional respect and positive regard (if you’re a teacher, mentor, etc.) is the
best way to teach him or her self-worth.
If you show someone that you love and appreciate them for exactly who and what they are,
they will learn that it’s okay to love themselves for exactly who and what they are. If they
demonstrate that they don't need to achieve anything to earn others’ love and respect, they’ll
be much less likely to put unnecessary parameters on their own self-love and self-respect.
Further, one way in which we gain a healthy sense of self-worth is through early and frequent
experiences of success. Successful experiences boost our sense of competency and mastery
and make us feel just plain good about ourselves.
Successful experiences also open the door for taking healthy risks and the success that often
follows. Don’t just tell adolescents that he/she is worthy and valuable, help him/her believe it
by giving him/her every opportunity to succeed. Just be sure that these opportunities are truly
opportunities for him/her to succeed on him/her own—a helping hand is fine, but we need to
figure out how to do some things on our own to build a healthy sense of self-worth.

The Importance of Self-Worth in Relationships

One of the most common mistakes you see people with low self-esteem make is to
base their self-worth on one aspect of their lives—and often, that aspect is a relationship. It’s
an understandable tendency to let someone else’s love for you encourage you to feel better
about yourself. However, you should work on feeling good about yourself whether you are in
a relationship or not.
The love of another person does not define you, nor does it define your value as a
person. Whether you are single, casually seeing people, building a solid relationship with
someone, or celebrating your 30th wedding anniversary with your spouse, you are worthy of
love and respect, and you should make time to practice self-acceptance and self-compassion.
This is true for people of any relationship status, but it may be especially important for those
in long-term relationships.
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Don’t make the mistake of thinking that your partner’s love is what makes you worthy
of love. If anything, ever happens to your partner or to your relationship, you don’t want to be
forced to build up your sense of worth from scratch. It can make breakups and grief much
harder than they need to be.
Although this facet of the issue might be enough to encourage you to work on your
self-worth, there’s another reason it’s important: Having a healthy sense of self-worth will
actually make your current relationship better too.
When you learn to love yourself, you become better able to love someone else. People
with high self-respect tend to have more satisfying, loving, and stable relationships than those
who do not, precisely because they know that they need to first find their worth, esteem, and
happiness within themselves. Two people who are lit with self-worth and happiness from
within make are much brighter than two people who are trying to absorb light from each
other.

The Risks of Tying Your Self-Worth to Your Career

Similar to the dangers of anchoring your self-worth to someone else, there are big
risks in tying your self-worth to your career. Like a significant other, jobs can come and go—
sometimes without warning.
You can be let go, laid off, transitioned, dehired, dismissed, downsized, redirected, released,
selectively separated, terminated, replaced, asked to resign, or just plain fired. You could also
be transferred, promoted, demoted, or given new duties and responsibilities that no longer
mesh with the sense of self-worth your previous duties and responsibilities gave you.
You could also quit, take a new job or take some time off—all things that can be
wonderful life transitions, but that can be unnecessarily difficult if you base too much of your
self-worth on your job.
Your career is one of the things that don’t define you or your worth. There’s nothing
wrong with being proud of what you do, finding joy or fulfilment in it, or letting it shape who
you are, the danger is in letting it define your entire sense of self.
We are all so much more than a job. Believing that we are nothing more than a job is
detrimental to our well-being and can be disastrous in times of crisis.
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Activity 4.3: Self-portrait activity

Objective:
The purpose of the activity is to encourage the students to love their body openly.

Relevance:
To help the participants focus on their positive qualities as well as their internal and external
insecurities. Because at this age, young adults tend to fall either in the category of perpetrator
or a victim of verbal bullying, name calling, ragging, etc. Because of which the victims
generally fall prey to low self-worth. This activity will help them to drive away the
insecurities and appreciate themselves.

Time required: 25 minutes

Materials required:
Printed copies of human figure, markers or pens and scissors.

Procedure:
The students will be given print out one of the figures or create your own. They will be asked
to write positive qualities about themselves; including physical, emotional, intellectual, and
social qualities on the inner side. On the outside of the figure, they will be instructed to write
down your internal and external insecurities. Once they are done with it, the facilitator will
ask them to take a pair of scissors and cut out the shape of the body and tear up, crumple, and
dispose of the outside scraps. Later, they will be asked some questions such as-
● How did it feel to throw out what you considered to be negative aspects of
yourself?
● Why is it important to focus on your positive qualities instead of your insecurities?
● Now that you’ve cut out negativity on paper, how can you apply this to your life?

Rationale:
Beauty is often presented as an external construct, and body acceptance reinforces the notion
that “true beauty” is not simply skin deep. It’s important to recognize both the physical and
external traits that make you beautiful. In this activity, we will write down the things we like
about ourselves while also cutting away at our insecurities.
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Theory:
What Determines Self-Worth?
According to the self-worth theory, self-worth is determined mostly by our self-
evaluated abilities and our performance in one or more activities that we deem valuable.
However, people commonly use other yardsticks to measure their self-worth. Here are five of
the top factors that people use to measure and compare their own self-worth to the worth of
others:
1. Appearance—whether measured by the number on the scale, the size of clothing worn, or
the kind of attention received by others;
2. Net worth—this can mean income, material possessions, financial assets, or all of the
above;
3. Who you know/your social circle—some people judge their own value and the value of
others by their status and what important and influential people they know;
4. What you do/your career—we often judge others by what they do; for example, a
stockbroker is often considered more successful and valuable than a janitor or a teacher;
5.What you achieve—as noted earlier, we frequently use achievements to determine
someone’s worth (whether it’s our own worth or someone else’s), such as success in
business, scores on the SATs, or placement in a marathon or other athletic challenge.
There is a list of things that outlines what does not determine your self-worth (or, what
should not determine your self-worth):
1. Your to-do list: Achieving goals is great and it feels wonderful to cross off things on
your to-do list, but it doesn’t have a direct relationship with your worth as a human;
2. Your job: It doesn’t matter what you do. What matters is that you do it well and that it
fulfils you;
3. Your social media following: It also doesn’t matter how many people think you are
worthy of a follow or a retweet. It can be enlightening and healthy to consider the
perspectives of others, but their opinions have no impact on our innate value;
4. Your age: You aren’t too young or too old for anything. Your age is simply a number
and does not factor into your value as a human being.
5. Other people: As noted above, it doesn’t matter what other people think or what other
people have done or accomplished. Your personal satisfaction and fulfilment are
much more important than what others are thinking, saying, or doing;
6. How far you can run: Your mile run time is one of the least important factors for your
self-worth (or for anything else, for that matter). If you enjoy running and feel
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fulfilled by improving your time, good for you! If not, good for you! Your ability to
run does not determine your self-worth;
7. Your grades: We all have different strengths and weaknesses, and some of us are
simply not cut out for class. This has no bearing on our value as people, and a
straight-A student is just as valuable and worthy as a straight-F student or a dropout;
8. The number of friends you have: Your value as a human has absolutely nothing to do
with how many friends or connections you have. The quality of your relationships is
what’s really important;
9. Your relationship status: Whether flying solo, casually dating, or in a committed
relationship, your value is exactly the same—your relationship status doesn’t alter
your worth;
10. The money (or lack thereof) in the bank: If you have enough money to physically
survive (which can, in fact, be $0), then you have already achieved the maximal
amount of “worth” you can get from money (hint: it’s 0!);
11. Your likes: It doesn’t matter if you have “good taste” or not, if your friends and
acquaintances think you’re sophisticated, or if you have an eye for the finer things.
Your worth is the same either way.
12. Anything or anyone but yourself: Here we get to the heart of the matter—you are the
only one who determines your self-worth. If you believe you are worthy and valuable,
you are worthy and valuable. Even if you don’t believe you are worthy and valuable,
guess what—you still are worthy and valuable!

Examples of Healthy Self-Worth

You might be thinking, “Okay, I know what does and doesn’t (and shouldn’t)
determine self-worth, but what does healthy self-worth really look like?”
Given what we know about the determinants of self-worth, let’s read through a few
examples.
Bill is not a great student. He gets mostly Bs and Cs, even when he spends a great
deal of time studying. He didn’t get a great score on his SATs, and he’s an average reader, a
struggling writer, and nobody’s idea of a mathematician. Even though Bill wishes he had
better grades, he still feels pretty good about himself. He knows that grades aren’t everything
and that he’s just as valuable a person as his straight-A friends. Bill has a high sense of self-
worth and a realistic view of himself and his abilities.
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Next, let’s consider Amy. Amy has a wide variety of interests, including marathons,
attending book club, playing weekly trivia with her friends, and meeting new people.
Amy’s not particularly good at running and has never placed in a marathon. She’s a slow
reader and frequently misses the symbolism and themes that her fellow book club members
pick up on. She only answers about 10% of the trivia questions correctly and leans on her
friends’ knowledge quite often. Finally, she loves to talk to new people but sometimes she
gets blown off and ignored. Despite all of this, she still believes that she is worthy and
valuable. She knows that her worth as a human is not dependent on her ability to run, read,
play trivia, or make new friends. Whether she is great, terrible, or somewhere in between at
each of her vast range of chosen activities, she knows she is still worthy of happiness,
fulfilment, and love.
Finally, consider the case of Marcus. Marcus is an excellent salesman and frequently
outsells most of the other people at his company, but one co-worker seems to always be just a
bit ahead of him. He is also an avid squash player and frequently competes in tournaments.
Sometimes he gets first or second place, but usually he does not place at all. Even though he
is not the best at his job or at his favorite hobby, Marcus still feels that he is valuable. He
thinks he is smart, talented, and successful, even though he’s not the smartest, most talented,
or most successful, and he’s okay with that.
Bill, Amy, and Marcus all have healthy levels of self-worth. They have varying levels
of abilities and talents, and they get a wide range of results from their efforts, but they all
understand that what they do is not who they are. No matter whether they win awards or
garner accolades for their performance or not, they still have the same high on opinion of
their value as a person.
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Activity 4.4: Self Portrait activity

Objective:
To help students get an insight about self-worth using real-life situations.

Time required: 15 minutes

Material needed: None

Procedure:
The students will be divided into 5 groups and they will be provided a case study. Their task
is to evaluate the case and give their insight as to how they would react or deal with the
situation presented.

Case:
Kate is 21 years of age and has struggled with her weight all her life. She remembers
back in primary school how the kids used to call her “fatty” and would not want to play with
her. The taunting continued throughout high school however it was more subtle. Kate found it
difficult to make friends and often found herself excluded from social events.
Although Kate’s mother is very supportive, the put downs continued at home. Kate’s
father would say things like “why don’t you go on a diet” or “what are you eating that for it’s
only going to make you fatter”. Her elder brother was embarrassed to be seen with her and to
make things worse, he was quite athletic.
At the moment Kate has such low self-esteem that she doesn’t even want to try to find
a job, she thinks “who is ever going to hire me”. Kate also described how her friends have
stopped calling her because they say she is constantly criticising them. Kate stays at home all
day and every time she looks in the mirror, she thinks how ugly she is.
It is obvious that the foundations for Kate’s low self-esteem where laid down early in life,
however as an adult it is important for Kate to now recognise that she is in control of her self-
image and hence has the power to change it.

Rationale:
This activity would be essential for students to determine what they can be capable and
worthy of doing and to proactively react to situations by keeping self-worth in their mind and
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empathizes with the case study. This will make them capable of dealing with similar
scenarios in their actual life situations
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Activity 4.5: Self-esteem Checklist

Objective:
To notice an improvement in the way the students feel about themselves.

Relevance:
This exercise is important for individuals to form a positive perception of themselves and
keep a check on their self-worth.

Time required: 10 minutes

Materials required:
Worksheet

Procedure:
The students will be handed over the worksheets. They will be asked to read the following
questions and rate them from 0-10 how much they believe each statement, ‘0’ means you do
not believe it at all and ‘10’ means you completely believe it. We hope they have noticed an
improvement in the way they perceive and feel about themselves and answered on higher
scale after this session.

Rationale:
To help measure how accepting students are about themselves. This exercise is essential for
the students to get an insight about the perception of self-worth.

Source:
https://www.pinterest.com/pin/605100899921849253/

Discussion (10 minutes):

Each student will be individually expected to give 2-3-line feedback of what they have taken
from this session and if this helps to change their perception of self-worth and accept
themselves and know their actual worth.
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DAY 5- PEER PRESSURE

Activity 5.1: Different but alike

Objective:
To address the need to belong, this activity will help participants understand that they are
similar and at the same time different from each other.

Time Required: 30 minutes

Materials Required: None

Procedure:
 All the participants are asked to stand in a circle.

 The instructor says a word/ phenomenon/ phrase out loud (eg. Harry Potter) and gives
further instructions for movements.

 If a participant feels positively connected to the word, he/she will take steps towards
the centre of the circle;

 If a participant feels negatively connected to the word, he/she will step away from the
circle;

 And if a participant feels neutrally about the word, he/she will remain in their
positions in the circular formation.

 The instructor demonstrates with two examples to check if the instructions are
understood clearly.

 The activity begins with the instructor saying neutral words/phrases initially.

 Gradually, words/phrases addressing aspects related to peer pressure are said to

continue the movement of the circle.

 The participants are encouraged to say words/phrases to initiate movement in the

circle for further turns.
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 Go on for a few rounds till all words in the instructors' list and some given by the
participants are done.

Rationale:
This activity will be done to enhance the participants’ awareness about their similarities and
differences with different people of their peer group. This will also help them understand that
while each person is unique and different, they share similarities with somebody or the other
in their peer circle in various ways and therefore do not need to lose their identity just to
belong to a group and still can feel like they belong.

Theory:
Belonging to a peer group can be wonderful. We all, being social animals, have a
need to belong with others. Belonging to a group often helps people feel more secure.
However, one negative aspect of being part of a group is the pressure to look or act in a
certain way in order to continue to be part of the group. People may be willing to do things
that go against their beliefs or that they really don’t want to do in order to maintain their place
in the group. They might even give up their own identity, likes, dislikes to be accepted by
their peers. In this activity we just saw how for each one of you are similar to your peer group
in some aspects or the other. This was done to bring to light, that no matter how much
different one can feel from the others, everybody is similar and hence, belong.

Theory: (5 minutes)
Introduction - Before going to the term peer pressure, let's clarify who are peers and why are
they important?
So, as you all correctly pointed out, Peers play a huge role in our social and emotional
development. Peers influence one’s behaviour and choices. Peers are not only close friends
but also other people who you know and are of the same age group such as people in your
class, community, area, etc. As kids we spend most of our day with our peers in school,
classes or doing other activities which means we spend more time with peers than with our
parents. While they are learning about their social place and their identity, they are
subconsciously looking to their friends for information about how to act and interact with
others. Where there are humans, there will be peer pressure. Peer pressure is the influence of
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peers which encourages the individual to change their attitudes, behaviours and beliefs in
order to become a part of the group.
Nearly everyone ends up in a peer pressure situation at some point, no matter how
wisely you choose your friends. It may be as simple as spending your pocket money or
savings on buying something just because everyone else is. Peer pressure can be both
negative and positive. Sometimes, peers who are kind and loyal influence you to build these
qualities in yourself or they may encourage you to work hard and take part in something like
concerts, quiz, sports or important seminars. Whereas, sometimes, peers may pressure you
into doing something you're uncomfortable with, such as shoplifting, doing drugs or drinking,
taking dangerous risks when driving a car, or having sex before you feel ready. A person
might feel like there is pressure to do something just because others are doing it. Peer
pressure can influence a person to do something that has more serious consequences.
Peer pressure is something that can be experienced in any age group be it children,
adolescents or adults. Different age groups will face peer pressure in different forms. For
instance, children face peer pressure because they want to fit in and they want to be liked by
their friends. They might want to have similar things as their friends so that they can fit in the
group or share their belongings with friends to feel accepted. The teenage brain is
hypersensitive to the opinions of others and their place in the social group. Areas of the brain
associated with reward are more active when they are with peers, giving them a lot of
positive feedback when they are being observed or interacting with others. For the same
reason, they also learn more quickly in the presence of their peers. Young adults face the
problem of peer pressure which demands them to act in ways where they feel uncomfortable
which causes them to suffer from low self-esteem, depression and anxiety. Adults might face
such pressure in their work setting or with their friends too.
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Activity 5.2: Peer pressure in a bottle

Objective:
To help the young people see the importance of not letting peer pressure be the only guiding
force in their lives and knowing it’s positive and negative sides.

Time Required: 30 minutes

Materials Required:
4-5 balloons, thread, 1 transparent bottle, 10 ruled sheets

Procedure:
Participants are asked to pick 3 volunteers.

 Volunteer 1 - Participant is asked to place a balloon inside the transparent bottle,

making sure to leave the end of the balloon hanging out of the mouth of the bottle.
He/she is instructed to blow air in the balloon to fill it up.

 Volunteer 2 - Participant is asked to blow air in the balloon continuously without

stopping.

 Volunteer 3 - Participant is asked to blow air in the balloon and the rest of the
participants are asked to guide the person to stop when they feel the balloon is full, so
that it does not burst.

Participants are told how all 3 conditions can be related to conditions of peer pressure.

The participants are then divided into 2 equal groups -

 Group 1 - To list the types or instances of positive peer pressure.

 Group 2 - To list the types or instances of negative peer pressure.

The points will be discussed amongst all and instructors will add or correct any point if
necessary.
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Rationale:
This activity will help the participants to get a better understanding of peer pressure and its
types - Positive and Negative, and how to distinguish one from the other. Listing the types
will require them to remember and recall their own experiences, therefore enhancing their
self-awareness in context with the sub-domain.

Theory:

Participants will be told how all 3 conditions can be related to conditions of peer pressure.

 Condition 1 - The participant was able to fill the whole balloon up. How the negative
pressure around us can keep us from living up to our full potential.

 Condition 2 - The balloon bursts. How not considering anybody’s opinion or advice
and lack of appropriate guidance and judgement can lead to damage.

 Condition 3 - The balloon is fully blown and secured with a thread. How positive
pressure around us along with our own judgement can help us grow to our full
potential.

Where there are peers, there is peer pressure. Peer pressure can be of two types from a
broader perspective, positive and negative. Positive peer pressure occurs when friends try to
influence others to do something positive, proactive, or productive. This encouragement
improves the behavior and attitude of the individual, leading to positive change and growth.

Examples of positive peer pressure:

1. A gym buddy who does not let you skip cardio day. For e.g. If you want to start
working out at the gym more often, then find a friend or co-worker who already does
it on a regular basis. They can help you find a gym, teach you how to use the
equipment, and encourage you to go a few times every week. Exercising regularly
will also help to reduce stress and remain fit.
2. That ranker friend who teaches you a night before the exam and motivates you to
study. Also, if you want to boost your grades at college, then find a student in your
class who knows the material really well. Try to set up a date to study for the next
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exam. Or exchange research papers and give each other constructive criticism.
Working hard like this will also lead to achievement.
3. That friend who drags you to participate in all the co-curricular activities which in
turn makes you more active and improves your self-confidence and your listening and
thinking skills. If you have an influence of someone who encourages you to join a
debate team or other co-curricular activities, this can increase your knowledge.
4. That friend who referred you for your first internship, helping you build confidence to
start working and become independent. If in the group of your friends everyone gets a
job or internship and they convince you to start working too because it's fun to have
spending money. This will give you the confidence to apply for a job.
5. That extroverted friend who is the reason for 75% of the people you know and
socialize with. If you want to be more social and meet new people, then find a friend
who already likes going out and socializing with others. They can motivate you to go
out more on weekend nights and introduce you to new people. This way you can
interact with people having different perspectives as well.

Positive peer pressure can be encouraged by telling the students that their behavior is
always influencing others, by talking to them about what their values are, and how they can
demonstrate them. They can then be encouraged to seek out friends with similar values. A
role model can offer powerful peer pressure or influence. Encouraging them to identify traits
they want to emulate about their role models, and supporting them to explore interest in good
role models can also be helpful.
Thus, positive peer pressure results in a sense of belonging and support, increased
self-confidence, introduction to positive hobbies and interests and reinforcement of positive
habits and attitudes. They can overcome negative self-talk and low self-esteem, allowing
them to live happier, more productive lives.
Negative peer pressure occurs when individuals are compelled or coerced to
participate in risky and antisocial behaviors. The peers put pressure on an individual to
perform actions that are harmful to their own health. A person who is negatively influenced
follows the crowd and would want to be accepted by the masses. He would want to become
more popular among the crowd. There will be the need to be with peers all the time for
validation. In order to feel accepted in a social circle, the individual starts smoking, drinking
or doing drugs because they want to feel that they belong.
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Examples of Negative Peer Pressure:

1. Underage drinking and smoking
2. The use of drugs such as heroin and marijuana
3. Pressure to have sex or indulge in sexting or hook-up
4. Being dishonest and lying to parents which then increases the communication gap
5. Bunk classes and this could lead to academic performance declining, adapting to a
more laid-back attitude.
6. Shoplifting or stealing
7. Driving without a license
8. Watching adult content

Young adults face the problem of peer pressure which demands them to act in ways
where they feel uncomfortable which causes them to suffer from low self-esteem, depression
and anxiety. When subjected to peer pressure or being rejected from peers’ individuals feel
isolated and inadequate. The individual loses confidence in their own abilities and becomes
dependent on their peers. It was found that adolescents who feared negative judgments were
susceptible to peer pressure. There is a possibility that if peer pressure becomes very difficult
to handle, the individual could attempt self-harm or engage in suicidal thoughts.
It is very important to cope with peer pressure. Some ways in which one can handle
peer pressure is pursuing their own interests and being surrounded by people whose values
are similar to yours, saying a ‘no’ and being assertive about your choices, not judging and
respecting the idea that everyone has a different choice, and understanding that friends do not
have to agree on everything. Do not trust your peers so blindly. You can also look out for
advice and suggestions from someone wise and then make your decisions.
After this, the participants were further encouraged to share their experiences and give
one example for positive and negative pressure which they faced in their life.
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Activity 5.3: Walk your talk

Objective:
To help the participants to focus on common problems encountered by those in their peer
group and determine appropriate ways to deal with these problems.

Time Required: 30 minutes

Material Required:
1 paper/per person, 1 pencil/per person, 1 advice clipping sample

Procedure:
 The sample advice column is shown to participants; talk about its purpose and the
reasons that people might want to ask someone for help or advice with a problem.

 Participants are explained that they will each be creating her/his own advice column –
both the question and the answer side.

 Paper and pencil/pen are distributed to every participant.

 Participants are asked to write a letter asking for advice about a real or imagined
situation that applies to most people of their age.

 After they have finished, all the letters are collected and passed out in a different order
to the whole group.

 Everyone is asked to answer the letter that they receive and give helpful advice.

 After everyone completes her response, each participant is asked to share with the
group the letter she/he received and the advice she/he offered the writer.

Rationale:
This activity will help the participants to focus on common problems encountered by those in
their peer group and determine appropriate ways to deal with these problems. It will also help
them to let go of their inhibitions in seeking advice when needed.
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Discussion Questions
 Which question do you think was most applicable to people your age? Explain why.
 Which response did you find most helpful? Explain why.
 Who are some people you ask for advice? Why do you ask these people?
 How will you use what you have learned today?

There will be an open discussion on these pointers among the participants and the instructor.

Theory:
As we know that every problem is different and so is every solution. But then
ironically most problems follow a template and that is why it is important to look for problem
solvers. Asking for advice is the only way to go about it. Seeking advice encourages
information exchange, learning, and meaningful connection between you and your friends or
colleagues. It also allows us to make a surprisingly positive impression on the advisor.
Asking for help demonstrates trust and helps build bonds of intimacy in friendships.
Exposing your human limitations to someone shows that you're willing to be vulnerable to
them. Remind yourself that asking for help means you're strong enough to admit you don't
have all the answers. And that's a real sign of strength. It means you're trying to deal with
uncomfortable emotions, like humility, fear, and embarrassment, head-on.
Seeking multiple opinions can help someone make a better choice because it allows a
person to seek multiple options, this way a person could sort the options out in their head, and
make the decision faster. When you ask for advice, you have chosen to live in a discomfort
zone, which forces you to grow and develop.
Asking for advice from someone wise opens up a different angle to your way of
thinking and helps you realise who are the people who will be willing to support you when in
need. Those workers generate fresh ideas and perspectives on how to solve problems that
they otherwise wouldn’t have imagined. You gain different and varying insights. Seeking
help is a way to show people that you trust their ideas, feel competent in their skills, and
cherish their advice. Thus, building the people around you.
Different ways in which you can ask for advice can be starting with a positive tone,
identifying the type of advice you are seeking. One must come prepared with specific details.
You must not ask everyone for help but only the right person. You must be grateful to attain
the knowledge and not assume that you already know the answers.
 105

So do not refrain from asking for advice or support from a parent or other trusted
family member, a friend or colleague, a clergy person, a mentor, or a counselor if you need it.
Asking for help reinforces a growth mindset in yourself and also helps you make progress
better and faster.
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Activity 5.4: Decision making- A dilemma

Objective:
To help participants practice making a decision when facing peer pressure.

Time required: 30 minutes

Materials Required:
5 ‘The dilemma’ sheets

Procedure:
The participants are divided into 4 groups.

 A brief description of a scenario of peer pressure is distributed to each group.

 The scenario provided is the same for all groups, however, the task to be done by each
group written underneath the description differs -

1. Group 1 - Benefits of saying ‘Yes’

2. Group 2 - Risks of saying ‘Yes’

3. Group 3 - Benefits of saying ‘No’

4. Group 4 - Risks of saying ‘No’

 The groups are given 15 minutes to come up with as many points as possible.

 Once all groups have completed their task, they are instructed to discuss and
considering all points put forward by each group, collectively come up with the
smartest decision to be made for the scenario given.

Rationale:
Peers can play a major role in influencing the decision-making skills and techniques of
students, in both positive and negative ways. This activity will orient the participants to the
balance-sheet method that is effective in making decisions when faced with a dilemma in a
situation of peer pressure.
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Theory:
Does anyone make a pros and cons list when you are bemused as to what decision to make?
How does it help you and does it simplify the problem at hand?
When we come across a difficult situation, we're afraid of making the "wrong" choice,
so we spend a huge amount of time analysing every possibility, and struggling to reach a
conclusion.
At other times, however, we are convinced that we already know what the best
solution is, so we make decisions quickly and don't consider all the alternatives.

Listing down pros and cons is an effective decision-making strategy that allows you
to look at the situation from different angles, consider appropriate solutions, and make a
confident choice. This strategy can speed up the decision-making process, improve your
understanding of the situation, and help you avoid confusion while decision-making. It helps
you reach a balanced, informed decision and encourages you to approach your decision
objectively, without being influenced by your ‘gut feeling’.
When you write down all the points, it minimizes the possibility of missing out on
important factors. Assigning value to each pros and cons, will promote more profound
thinking. It will help to make better-quality decisions. The thoroughness of the process is
simple and of great benefit. It is something which is easy to make and use. Discussing your
options before making a decision could be helpful.
Making a balance sheet also provides emotional distance. Relevant decisions always
involve some degree of emotional involvement. When creating a list, it is better to adapt a
“self-distance perspective.” This exercise will treat the issue you need to address as an
outside problem. This eases-out the emotions factor that may surround the decision. You can
eliminate powerful emotions by postponing the decision while awaiting the pro-con analysis.
Providing a space in time will allow a cooling-off period for emotions.
For e.g., if you are at a party and you smoke one joint, this might not harm you till
you know you can handle it. But when you know your capacity and you still choose to
consume beyond your capacity then that is an inappropriate decision on your part. Knowing
the pros and cons of the situation will allow you to make a better decision. In this case, even
when you know the consequences of smoking a joint you might not be sure of what to do as
everyone around you is doing it. A pros and cons analysis might help you make a better-
quality and smarter decision.
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DAY 6- PEER PRESSURE AND SUBSTANCE ABUSE

Activity 6.1: RECRUIT versus RESIST

Objective:
To facilitate an understanding of how peer pressure works and help participants explore ways
in which to resist peer pressure.

Time Required: 45-60 minutes

Materials Required:
4 mission cards

Procedure:
To begin, participants are told that they will be playing a game to see how good their powers
of persuasion and resistance are.

 Four participants are to volunteer to be ‘recruiters’ for the game. (If your class is
particularly small, you may want to reduce the number of ‘recruiters’)

 Each ‘recruiter’ is asked to pick a ‘mission’ card for one of these listed groups:

1. The Smoking Group - this group wants to recruit others to start smoking.

2. The Drinking Group - this group wants to recruit others to start drinking
alcohol.

3. The Bunking Class Group – this group wants to recruit others to skip classes.

4. The Sexy Selfie Group – this group wants to recruit others to share sexy
profile pictures on the internet (or other social media).

 The ‘recruiters’ are instructed not to share their mission with other learners yet.

 The ‘recruiters’ are explained about their job to think of ways to persuade the other
learners to join their group and are given a few minutes and some ideas are given to
them as samples.
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 When the game begins, the ‘recruiters’ must go around the classroom trying to
convince their peers to join their group by using persuasive arguments.

 If a participant is convinced to join the group, then that person walks with the
‘recruiter’ and has to help the leader to recruit more people to the group.

 If a participant does not want to join the group, they are instructed to resist the
arguments of the recruiters with their own counterarguments.

 An open discussion is begun where recruiter’s experiences are shared on how easy or
difficult it was to convince people. It proceeds to the experience shared by the people
who were and weren’t able to resist and the ways that were successful for resisting the
pressure.

Rationale:
This activity will increase the participants’ awareness of peer pressure and help them get a
practical understanding of how often they are on both or either the recruiter’s or the
resistance side in real life during college especially. This will enhance their skills to identify
peer pressure in situations where it mostly goes by without awareness. It will also help them
to explore ways they use or could use to resist peer pressure.

[source:
http://www.ghjru.uct.ac.za/sites/default/files/image_tool/images/242/schools/Ch4/CH4_EX5
_Final.pdf ]

Discussion Questions
 Was it difficult to say a no when your friends approached you to join the group?
 What was the hardest part about saying no?
 What were you afraid of if you would say a ‘no’ to your friends?
 How do you feel about your friends when they pressure you?
 How do you feel when you ask for a favor or want a friend to do something with you
and he/she says “no”?
 Share experiences where you did or didn’t say “no” and what it felt like. (Look at
feelings of guilt, regret, hurt, anger, as a result of not saying “no” in some situations).
 110

Theory:
We all face situations where others encourage us to do something or become a part of
something that might not be risky or something that we are not willing to get involved in.
This happens when we do not know how to respond to a situation. Sometimes we are unable
to say no due to various reasons like not knowing how to respond to the situation, being
afraid of losing a friend, looking uncool or being left out.
We have already discussed what peer pressure is so now let's discuss a few ways to
deal with peer pressure and how can we say no when we face such situations. Some of the
ways are:

1. Make a joke.
2. Give a reason for why it is a bad idea.
3. Make an excuse why you can’t do that particular thing.
4. Suggest an alternative.
5. Say ‘no’ politely or sometimes firmly if it is needed.

Which of the above suggestions do you think can you apply in the activity that we just did?
Would you like to add more ways in which we can deal with such a situation?

The instructors and the participants will have an open discussion about peer pressure and the
ways to deal with it or say no, in reference with the activity and also giving other examples.

The participants are also explained about how they should not fall for any kind of
rejection like someone threatening to end a friendship or a relationship and because of this
succumb to peer pressure. Also, other aspects like others insulting or calling a person names
to make them feel bad like ‘You're never any fun.’, ‘You're such a wimp.’, etc. There are
times when one experiences unspoken peer pressure. This is something you feel without
anyone saying anything to you. You feel unspoken pressure if you want to do the same things
others do. Some unspoken pressure tricks could be like:
1. The Huddle: A group of kids standing together in which everyone is talking and
maybe looking at something you can't see, laughing and joking.
2. The Look: Kids who think they're cool give you a certain look that means we're cool
and you're not.
3. The Example: A group of popular kids decide to get the same backpack and you want
one too.
Thus, one should beware of these bags of tricks and not give in to peer pressure!
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Activity 6.2: Lets unravel?

Objective:
To introduce the topic of substance use and substance abuse.

Time Required: 20 minutes

Materials Required:
10 crossword puzzle sheets, 10 fills in word puzzle sheets, pencil

Procedure:
The participants are asked to form pairs for the activity.

 Each pair is given 1 crossword puzzle and 1 fill in word puzzle sheet.

 They are instructed to solve and get as many accurate answers as possible.

 Discussion regarding the participants’ knowledge of the words they just filled in
begins after most pairs are done filling the puzzles.

 In case, no pair is able to get all answers after a span of 15 minutes, the instructor
guides them through the answers, before the discussion begins.

Rationale:

Participants belonging to the target age group of this training program usually tend to like
challenges and games. Puzzles will help introducing the topic of substance use and abuse. It
will also help to initiate a healthy discussion about their knowledge, perceptions and opinions
about it.
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Theory:

How many of you all are familiar with these words or at least some of these words?

Are we aware of the term substance use? Can someone briefly describe what is substance
use?

Substance use, substance abuse and substance dependence are often confused with
each other. Substance use refers to the use of drugs or alcohol including cigarettes, illegal
drugs, prescription drugs (medicines), inhalants and solvents. Substance use has a risk that it
can lead to addiction.
Substance abuse on the other hand is when a person consumes alcohol or drugs
regularly even when it is causing problems in their day to day life. It can cause problems in
their work, relationships, academics or even safety. Those who abuse drugs or alcohol
continue to consume it regardless of the consequences that follow.
Substance dependency is basically a full-blown addiction. Its symptoms include
developing a tolerance for the drug, going through withdrawal symptoms without it, etc.
Many sociocultural and psychodynamic factors could influence the use of alcohol or
drugs. Now we are aware of the term peer pressure, right? Having friends or colleagues who
drink or do drugs relatively increases the chances of someone doing these things. Peer
pressure is not the only factor. Some people use these things as an escape whereas some
people use it for the first time just to try something new and end up not being able to stay
away from it. Emotional issues, past history, family history or psychological issues are some
other factors that could contribute to the use of these substances.
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Activity 6.3: Just a minute!

Objective:
To help the participants understand a spec of experience of craving, as experienced during
addiction by an addict.

Time Required: 20 minutes

Materials Required:
22 Strongly Flavoured Chocolates

Procedure:

 One piece of strongly flavoured chocolate is handed out to everybody.

 Everybody is instructed to hold the chocolate close to their nose and mouth but not to
put it in their mouth.

 After a minute, they are allowed to put it on their tongue, but not to chew it.

 After a minute, let them chew it once or twice, but no more.

 The group is asked:

Who is pretending not to chew?

Who finds it easy not to chew?

Who finds it hard not to chew?

Who has not chewed the chocolate? How did you resist chewing it? What did you say
to yourself?

What was it like? How did it feel to want the chocolate?

 Instructors share their experience to help the participants answer the questions and
participate in a discussion
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Rationale:
All individuals crave some or the other item. Craving is natural and not everyone can resist it.
Drug addicts experience a similar feeling. This activity will help the participants understand
how it feels when you experience craving, as experienced during addiction by addicts.

[source:
http://westernhealth.nl.ca/uploads/Addictions%20Prevention%20and%20Mental%20Health%
20Promotion/SU%20Prevention%20Activities%20-%202017.pdf ]

Theory:
What did you experience through this activity? The way your mind told you that you
really wanted to eat the chocolate, the minds of the people who are addicted to drugs tell
them that they really want the drug. With drugs the feeling is much stronger than it is with
chocolate. When a person is addicted to a drug, they crave it and want to consume it. Every
individual is different which means the way they think and feel is also different. The
addiction feeling is stronger for some people than others. Therefore, everyone goes through a
different experience even though there are similar symptoms.

Theory:
Introduction - Everyone has heard the word 'addiction’ right? So, let's start with the question:
What is addiction? Addiction is a complex condition, a brain disease that is manifested by
compulsive substance use despite harmful consequences. People with addiction (severe
substance use disorder) have their major focus on using certain substances, such as alcohol or
drugs, to the point that it takes over their life. They keep using alcohol or a drug despite the
consequences.

Can someone tell us about the symptoms of addiction?

How many of you all have seen the movie Udta Punjab? Would someone like to talk about
the movie in terms of addiction? The movie was based on drug abuse. It shows how Shahid
Kapoor, who plays the role of a singer in the movie, abuses drugs (cocaine) and influences
his fans into addiction. His addiction affects his career and even lands him in jail.
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Which other movies can you think of when it comes to addiction? (There will be an open
discussion with the participants)

These substances affect the way you feel, both physically and mentally. These substances
create a powerful urge to be used again which makes the client inclined towards using them
again and eventually getting addicted to them. There are effective treatments available for
people to recover from addiction and lead a normal life again. The most common symptoms
of addiction include severe loss of control, continued use despite serious consequences, being
preoccupied with using substance, failed attempts to quit, tolerance and withdrawal.
Addiction leads to causing damage to an individual’s work and personal life. Substance abuse
can have serious psychological and physical effects. A person with addiction might give up
on some activities like their hobbies. Many people who are addicted to substances are not
aware and therefore deny or refuse the need to seek help or treatment for it. Addiction can
also affect an individual's financial situation. The substance they are abusing might be
expensive and since they are addicted, they want to keep buying it which ultimately might
affect their financial situation. Sleep and appetite are also affected in cases of addiction.
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Activity 6.4: A fact or a myth?

Objective:
To help the enhance the groups’ awareness about the general facts and myths that revolve
around drugs.

Time Required: 20 minutes

Materials Required:
10 ‘It is a mess’ sheets, pencils

Procedure:
The participants are asked to pair up with new partners for this activity.

 Each pair is provided with 1 ‘It is a mess’ sheet.

 The participants are explained that the sheets have multiple statements, some of which
are facts, while other are myths.

 They are instructed that, working as a team of 2, their task is to separate facts from the
myths, as soon as they can.

 The pair to finish first and with all accurate answers wins the round. The pair is
appreciated and congratulated.

 The whole group is asked whether they had any fact mistaken for a myth or vice-
versa.

 A discussion regarding the same is initiated.

Rationale:
More often than not, we tend to overestimate our knowledge. This activity is to help get a
better and clear understanding of the facts and myths that may cloud our judgement and
opinion about drugs and their impact. This is done with a belief that the more knowledge one
has, the better decisions and choices can be made.

[source: https://www.fnha.ca/Documents/FNHA-Myths-About-Addiction-Factsheet.pdf
 117

Theory:
Different people will provide you with different inputs related to the information
about substance use. Sometimes we end up believing everything that we hear without
knowing if it is true or not. This activity brought about more awareness about substance use
than before.
Has anybody experienced a similar situation where they received false information
about drugs or other substances? Which facts from these were you unaware of?
It is very important to receive the right information from a knowledgeable and
trustworthy source and after being aware about the impacts of substance use, one is in a better
position to make decisions for himself. If a person knows the facts and myths it becomes
easier for them to make appropriate decisions. If one does not have sufficient and appropriate
knowledge, then the person fails to make a smart decision and also succumbs to peer
pressure. This could also lead to the person not being cautious about the use and indulging in
it on a regular basis ultimately leading to addiction.
When one has the correct knowledge and guidance, one is able to resist peer pressure
such as the pressure of being involved in a risky or unhealthy behaviour like consuming
drugs or alcohol. Thus, it is important to differentiate the knowledge as which is a fact and
which is a myth.
Therefore, it is important to cope with the negative peer pressure and encourage
positive peer pressure to make our lives productive and meaningful. Being aware about the
negative impact substance abuse has, one must refrain from indulging into this risky and
unhealthy behaviour. It is always better to take suggestions or advice from others to make a
smarter choice. One must also always remember that saying a ‘No’ is also a choice one
individual can make for himself. Both peer pressure and substance use can lead an individual
to become a part of a risky situation. To be able to avoid or deal with these situations it is
necessary to be aware of what you are getting into.
We hope the information provided to you through the activities was insightful,
informative and implemental!
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DAY 7- SEXUAL HEALTH AND SAFETY

Introduction and Rapport

Hello everyone, I hope you all are doing well. We are here to help you guys understand some
important factors regarding sexual health.

Taking care of our sexual health is as important as physical health or mental health, but how
much do we actually know about sexual health, especially about the prevention methods.

Rapport Building Activity

Name-Chain Game

Objective:
To build rapport with the students.

Time required: 10 min

Material required: None

Procedure:
The students would be told to introduce themselves one-by- one, but they would have to also
name a body part or an organ along with their name. For e.g. My name is Rahul and my word
are Heart.

Theory:
What is sexual health?

According to the World Health Organization, “Sexual health is a state of physical,

mental and social well-being in relation to sexuality. It requires a positive and respectful
approach to sexuality and sexual relationships, as well as the possibility of having pleasurable
and safe sexual experiences, free of coercion, discrimination and violence.”
Sexual health is the ability to accept our sexuality and appreciate it throughout our
lives. It is an important part of our emotional and physical wellbeing. Being sexually healthy
means:
1) Understanding that sexuality is a natural part of life, involving more than sexual
behaviour.
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2) Recognition and respect for the sexual rights which we all share.
3) Getting access to information, education and treatment regarding sexual health.
4) Make an effort to prevent unintended pregnancies and STDs and seek care and treatment
where possible.
5) Being able to experience sexual gratification, satisfaction and intimacy if desired.
6) Being able to communicate with others about sexual health including sexual partners and
health care providers.

Importance of Sexual Health:

Sexuality is an integral part of being human. Love, affection, and sexual intimacy lead
to healthy relationships and wellness for individuals. But in addition to the positive aspects of
our human sexuality, there are also illnesses, mixed emotions and unintended consequences
which can impact our sexual health. Promoting sexual health and responsibility is essential to
open discussion of sexuality issues.
Sexual health is important because it allows people to take responsibility for their
reproductive health and the emotional well-being that affects their intimate relations. Having
healthy, fulfilling relationships can improve the quality of life of a person, improve his or her
physical and mental health, and even extend life.
Most people learn about the physical aspects of sex and sexuality when they are in
school. Unfortunately, in India, teachers themselves feel uneasy when it comes to talking
about sex or sexual health. Hence, knowledge is gained through friends or internet where
there is no proof whether the information gained is valid or not. Hence, it has become
extremely important to educate the youth regarding sexual health.

Factors affecting Sexual Health:

Sexually Transmitted Disease:

The word sexually transmitted disease (STD) is used to refer to a disease transmitted
by sexual contact from one person to another. STD can be contracted by having unprotected
vaginal, anal, or oral sex with someone who has the STD. Although, it doesn’t mean that sex
is the sole means of transmitting STDs. Infections can also be spread by sharing needles and
breastfeeding, depending on the particular STD.
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Symptoms of STD’s in Men

Contracting an STD is possible without symptoms. But some STDs cause symptoms which
are obvious. Common symptoms in men include:
1) Pain or discomfort during sexual or urinary sores.
2) Bumps or rashes on or around sexual organs, thighs and mouth.
3) Unusual discharge or bleeding from sexual organ
4) Painful or swollen testicles.

Symptoms of STD’s in Women

Common STD symptoms in women include:

1) Pain or discomfort during sex or urination
2) Bumps or rashes on or around sexual organs, thighs and mouth.
3) Bleeding from the vagina
4) Itchiness in or around vagina.

Unwanted Pregnancies:
An unwanted pregnancy is either an unwanted pregnancy, such as the pregnancy that
happened when no children or no more children were needed or the pregnancy is mistimed,
as has happened earlier than expected. The definition of unwanted pregnancy helps
understand population fertility and the unmet need for contraception, also called birth control.
Most unwanted pregnancies are triggered by either not using contraception, or not using it
correctly or properly.

Non-consensual Sex:
Consent means giving permission for something to happen or agreement to do
something. Non-consensual sex would mean engaging in sexual intercourse without taking
permission from the other person. There are many types of non-consensual sex, including
forced sex, inappropriate touch and molestation. Perpetrators can be strangers, colleagues,
and intimate partners, members of the family and sources of authority such as teachers. Non-
consensual contact, in any form, has negative consequences for its victims. Some non-
consensual sex threats include anxiety, depression, social isolation, academic problems,
sexually transmitted infections, unintended pregnancy, abortion, and a potential propensity to
risky behaviour. Especially young people are at risk from non-consensual sexual experiences.
Individual risk factors include financial need, alcohol consumption, violence history and
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involvement with multiple partners. Poverty, patriarchy, gender inequity, early marriage,
weak education and health systems, and ineffective policies and laws include environmental
and structural risk factors.
“To maintain good sexual health, the factors mentioned above are important to
remember. Now we will do an activity, let’s see how much you guys remember”
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Activity 7.1: Alphabet soup

Objective:
To engage young people on sexual health concepts. To open discussions about aspects of safe
relationships, condom use, consent and protective behaviours.

Relevance:
Due to lack of sex education in India, especially in the school and college level, students are
usually informed about sex either through friends or internet. But it is not possible to know
whether the information that they have gained is valid or not.

Time required: 10-30 mins (depending on the group)

Materials required:
1 alphabet soup worksheet per participant, 1 pen per participant

Procedure:
Each participant is supposed to be given a worksheet and pen. Then they would be asked if
they have ever played Scattergories? The game is very much similar to Scattergories. The
facilitator will call out a letter, players have to write that letter on the space given on the top
of their worksheet. The players have to answer each question on the worksheet that starts
with that particular letter. Only original answers would score a point, if two players have
given the same answer, they would not be scored. The answers could be two-word answers as
well. The players would be informed that the activity has to be completed within a certain
period of time.

Rationale:
The rationale of this activity is to help the students understand the importance of safety i.e. to
always use protection and to get tested regularly as well. It also helps them understand that
sex is a choice and they have a right to make their own decision, they cannot be forced into it.

Source: https://stipu.nsw.gov.au/gp/sexual-health-for-young-people/working-with-young-
people-around-sexual-health/section-3-games-and-activities/alphabet-soup/
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What is sexual safety?

Sexual safety refers to respecting the physical (including sexual) and psychological
boundaries of a person and their maintenance.
Factors affecting Sexual Safety
1) Violent Pornography- watching violent pornography can give a wrong idea and image of
a sexual relationship.
2) Peer pressure- Adolescents might feel the need to ‘fit in’ or be included in a particular
group of friends, those friends might pressure an individual into engaging in sexual
behaviours, labelling it as ‘cool’ or giving them an ultimatum such as, “We would include
you in our group only if you do this!”
3) Alcohol or drug abuse: Alcohol and drugs have a tendency to lower the inhibitions of an
individual; hence it can result into non-consensual and unprotected sexual behaviours.
4) Non-consensual Sex: Non-consensual sex includes sexual assault, inappropriate touching
and molestation. Perpetrators can be strangers, colleagues, and intimate partners,
members of the family and sources of authority such as teachers.
5) Unwanted Pregnancies: Lack of knowledge regarding birth control measures or
irresponsibility from either one of the partners could lead to unwanted pregnancies.

How to maintain sexual safety?

Practicing Safe-sex
1) To use a male or female condom for intercourse
2) To use condoms or dental dams for oral sex
3) Get tested, along with your partner, before having sex.
4) Avoid sex when under the influence of alcohol or drugs
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Activity 7.2: Scenarios

Objective:
To connect young people with realistic and relatable situations that they may encounter in the
future. To reiterate an understanding of the rights, knowledge and skills associated with
sexual health. To invite an exchange of strategies for negotiating safer sex and practice them
in a safe environment.

Relevance:
The focus on understanding of the scenarios and then giving suggestions as to what to do next
would help the students think and reflect when it comes to sexual safety. This activity is very
practical in its nature and it really helps in testing the existing knowledge that the students
have regarding sexual health and safety.

Time required: 5-10 minutes per scenario card

Materials required:
Printed Scenario Cards, Printed Scenario facilitator’s guide, Pens and paper.

Procedure:
The participants would be explained that they would be given a scenario or story, after which
they would be asked some questions, there can be groups of 4-5 students and each group
would have its spokesperson as well. After the group receives its scenario card both the
facilitators would divide themselves into the groups, giving each personal attention. The
facilitators would ask prompt questions to the group as to elicit expression of values and
sustain the conversation within the group.

Rationale:
The rationale of this activity is to provide practical real-life examples as scenarios to help
them discuss and reflect towards what steps that they could take towards sexual safety. The
facilitators could also guide the students when they face difficulties in getting towards the
solution of the problem situation given. Hence, the doubts that students have can be cleared
in this environment.

Source: https://stipu.nsw.gov.au/gp/sexual-health-for-young-people/working-with-young-
people-around-sexual-health/section-3-games-and-activities/scenarios/
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Activity 7.3: Quiz cards game

Objective:
To use quiz to explore sexual health issues in a fun and non-threatening environment

Relevance:
Quiz round would help the facilitator understand how much have the students understood
about sexual health and sexual safety.

Time required: 15-20 mins (depending on the group)

Materials required:
Quiz cards with answers and Buzzers

Procedure:
The whole class of 20 would be divided into 4 groups, each group would have 5 members.
The quiz cards would contain questions related to sexual safety, the questions asked would be
in form of True/ False

Rationale:
The rationale of this quiz card game is that it would create a healthy competitive environment
between the students and it is a great way to test their knowledge, also when the students
would make mistakes they would be corrected on the spot. This would help in providing
more clarity towards the concepts of sexual health.

Source: https://stipu.nsw.gov.au/wp-content/uploads/S3_ACTIVITY_QUIZZES_ONLINE-
FINAL.pdf
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DAY 8- SEXUAL HEALTH AND SAFETY

Introduction and Rapport

When someone uses the word “sexual health” they might believe that it only applies
to avoiding an unplanned pregnancy or Sexually Transmitted Infections. It can also refer to
staying safe from sexual abuse, assault, rape, or sexual exploitation. While both sexual health
is critical of avoiding unplanned pregnancy and remaining STI-free, sexual health is really a
paragliding term that encompasses several different facets of a person's physical and
emotional well-being around sex and sexuality. Everyone needs to understand that sexuality
is a natural part of someone’s life, and sexuality involves more than just sexual behaviour.
Sexual health is considered a state of emotional, mental, physical, and social well-being that
relates to sexuality. Sexual health isn’t just the absence of a disease or referring to sexual
dysfunction or infirmity.

Here's playing a little ice-breaker activity to make the students comfortable. A reinvention of
classical bingo game using sexual health terms instead of numbers.

Activity 8.1: Bingo

Objective:
To make the students more comfortable and create a non-judgemental environment.

Relevance:
The students are introduced to the sexual health concepts relating to safer sex, sexually
transmitted diseases and sexual health testing.

Time required: 20 minutes.

Materials required:
Bingo playing cards, Bingo caller’s cards, Pens and Box/hat etc. (to draw caller's cards out
of)

Preparation:
Print and cut bingo playing cards (included in the resource kit). Print, cut and fold bingo
caller's cards (in the resource kit) and put in box/hat etc.
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Procedure:
Give each participant a bingo playing card and pen. Explain game rules. One at a time, draw
a bingo caller's card from the box/hat. Read the item on the caller's card and an associated
health message. Use the information on the caller's cards to introduce more information,
discuss and check everyone’s understanding. Anyone with this item on their playing card can
mark it off with a cross. The first person to cross off a complete horizontal, vertical or
diagonal row and call out ‘bingo!’ wins the game. Alternatively, play can continue until there
is a first, second or third place.

Rationale:
The following activity will help the students loosen up and talk comfortably about sexual
health and not get conscious.

Key messages:

 To keep sex safe always use a condom and get tested regularly for sexually
transmitted infections.
 Condoms are most effective when used properly.
 Familiarise yourself with condoms, how to use them and where to get them so you are
prepared.
 Condoms offer the best protection against STI’s and at the same time prevent
unplanned pregnancy.
 Condoms are strong and flexible.
 Young people have a right to make their own decisions about sex.
 Consent can be given and taken away at any time.
 STI testing is quick, ready, painless and usually free with medicare.
 Young people should be tested for STI's when they change partners or at least every
year, even if they have no symptoms.
 Talk with your partner about sexual health.
 Each person is unique and had a right to feel comfortable with who they are.
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Sexuality encompasses nearly every aspect of our being, from attitudes and values, to
feelings and experiences. It is influenced by the individual, family, culture, religion, laws,
professions, spirituality, institutions, science, and politics. Sexual health is a sensitive topic.
Engaging in sexual activity is a choice for teens, but not the only choice. When is the right
time to make those choices? Is it better to choose from the backseat of a car or before you
even leave your house to go on a date or to a party?

Activity 8.2: Awareness about sex and language

Objective:
To explore participants understanding of different words related to sexual health.

Relevance:
The following activity will help the participant understand meanings of different areas of sex.
It will help the student’s proper information about the words that they usually here but do not
know the exact meaning. As they are usually informed about sex either through friends or
internet.

Time required: 25-30 minutes

Materials required:
30 chits of paper in which the words would be written. These chits would be randomly
divided amongst the class.

Procedure:
The chits would be distributed amongst the group. If there are extra chits they would be
distributed randomly to few members. The participants then would be asked to read aloud the
word written on that chit and explain the meaning of it according to their understanding.
Other members can help the participant in saying the meaning. The participants then agree on
a common understanding of what is meant by the different words. We’ve included answers to
help but the facilitator should only intervene if the participants are way off track.

Rationale:
The following activity will help the students to walk away with learning more information
about the different words.
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List of the words:

Straight, Heterosexual, STI, Gay, Celibate, Lesbian, Transvestite, Bisexual, Snogging,
Homophobia, Tomboy, Homosexual, Masturbation, Orgasm, Sex, Rape, Anal sex, Oral sex,
Contraception, Safer sex, Cuddle, Puberty, Transgender, Vaginal sex, Abortion, Consent,
Confidentiality.
Meaning of the words:
 Straight: Common word for heterosexual.
 Heterosexual: A person who is mainly sexually attracted to people of the opposite sex.
 Sexually transmitted infection: Infections passed from person to person mainly
through sex.
 Partner: Person you are having a close relationship with (often, but not always,
sexual).
 Gay: Man, who is mainly sexually attracted to men. Also known as homosexual.
 Celibate: Person who chooses not to have sex.
 Lesbian: Woman who is mainly sexually attracted to other women.
 Transvestite: Person who likes to dress in clothing usually worn by the opposite sex.
 Bisexual: A person who is sexually attracted to both men and women.
 Snogging: Another word for kissing.
 Homophobia: Hating, abusing or bullying people because they are gay or lesbian.
 Tomboy: Girl who enjoys activities traditionally associated with boys.
 Homosexual: Person mainly sexually attracted to people of the same sex.
 Masturbation: Touching rubbing or stroking your own or another person’s sexual
organs for pleasure.
 Orgasm: Sexual climax. In both men and women, a series of muscular spasms
followed by relaxation. In men, usually involves ejaculation.
 Sex: Be aware that you may need to be quite specific when talking about sex. If it is
important to the message you are getting across you may need to clarify if you are
talking about oral sex, anal sex, vaginal sex, penetrative sex, non-penetrative sex,
touching each other’s genitals, using sex toys, masturbation, and gay, lesbian, straight
and bisexual sex.
 Rape When a man has sex with someone without their consent. This is against the law
and convicted rapists are imprisoned, possibly for life. In England and Wales rape
includes vaginal, oral or anal sex with either a man or a woman. In Scotland rape is
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defined as vaginal sex with a woman. In Northern Ireland rape can be vaginal or anal
sex with either a man or a woman.
 Anal sex: Sex in which the penis goes into the anus.
 Oral sex: Arousal of a partner’s sexual organs using the mouth and tongue.
 Contraception: All methods of preventing pregnancy.
 Kissing: Touching or caressing with the lips as a sign of love, sexual desire or
greeting.
 Cuddle: Hold someone closely as a way of showing love or affection.
 Love: Strong feeling of affection.
 Puberty: Time of rapid physical and emotional change, usually between the ages of
eight and 18.
 Transgender: Someone who identifies themselves as one gender, but is seen by other
people to be another. Transgender people do not always have surgery to change their
bodies.
 Sexual feelings: Feelings and body changes connected to physical attraction or
contact between two people.
 Sexist: Someone who is prejudiced against someone else because of their gender.
 Vaginal sex: Sex involving the penis entering the vagina.
 Abortion: Ending a pregnancy.
 Consent: It is against the law for anyone to have sex with a young person under the
age of 16 (under 17 in Northern Ireland). This is the same for young men and women
and for heterosexual and homosexual sex. This is known as the age of consent.

Many of us are shy to talk about our feelings, particularly about sexuality with someone of
the opposite sex. People say that it is a taboo to talk about sexuality in our culture. This lack
of communication makes it difficult for people to enjoy their sexuality safely and express
their love and care for each other fully. We can all learn how to communicate more about our
dreams, needs and desires for friendship, love, sexual pleasure and safety.
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Masturbating is totally normal and totally healthy. Most people don’t talk about it, but
almost everybody does it. There’s an old joke about masturbation: “80% of people
masturbate, and the other 20% are lying about it.” This isn’t a real statistic, of course (and
some people truly don’t ever masturbate). It is the self-stimulation of the genitals to achieve
sexual arousal and pleasure, usually to the point of orgasm (sexual climax). It is commonly
done by touching or stroking one’s genitals. Some people are embarrassed about
masturbating because there are a lot of myths out there that masturbation is dirty or shameful.
It may seem like nobody does it, because masturbating is private and people usually don’t
talk about it.

Activity 8.3: Masturbation- Myths and Taboos

Objective:
To help the students gain an understanding of what is masturbation and what are some of the
related myths and taboos regarding it. To clarify meaning of words associated with
masturbation.

Relevance:
Because of the lack of sex education, there are a lot of myths regarding this subject.
Masturbation is often seen as a taboo subject, something that is assumed that everyone does
but no-one talks about. Often young people feel that there is something wrong with them if
they masturbate. This exercise is to prompt discussion about this subject.

Time required: 20-25 minutes

Materials required:
Cards on which sentences regarding masturbation will be written.

Procedure:
Initially the facilitator will discuss about masturbation and encourage students to talk about it.
This will help the students to talk about it comfortably. Later, the facilitator will divide the
students randomly in groups of 4 or 5 members each. A set of cards will be distributed in
each group and they will be asked to place the cards on left if they ‘agree’ and on right if they
‘disagree’. Place the discussion cards face down in the middle of the participants. Ask them,
one at a time, to pick up a card, read out the statement and place it at some point between the
two cards that reflects how strongly they agree or disagree with the statement. They then state
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their reasons why they placed it at this point. Once the participant has had the opportunity to
give their reasons, the rest of the group can discuss and move the card if agreed.
The facilitator can ask:
● How easy or difficult is it to talk about masturbation?
● Where would it be appropriate and inappropriate to masturbate?

Rationale:
The rationale of this activity is to help the students discuss about masturbation comfortably.
To make them understand that there is nothing wrong to masturbate and what are some of the
myths and taboos related to it.

Facts:
Abstinence, that is not having anal or vaginal sexual intercourse, is the way to achieve 100%
protection against sexually transmitted HIV. We don’t have to be virgins to practice
abstinence. A person who has been having sex can choose to abstain because they are not in a
loving relationship or they want to protect themselves from pregnancy, STIs, HIV and HIV
re-infection. Masturbation by ourselves is 100% safe. Massage, caressing, cuddling, dancing,
holding hands, touching breasts and hot spots, other than the genitals, is safe as long we can
both stop before touching the genitals or having sex.
If either person has HIV, it may be transmitted through:

 sexual intercourse, when the penis goes into the vagina or anus
 oral sex, when a person takes the penis in their mouth or licks or sucks the woman’s
private parts
 blood transfusion (blood from one person put into another) when the blood contains
HIV
 injections with dirty needles or cutting with instruments not cleaned properly to kill
HIV; using the same razor one after the other if there is blood on it
 mother-to-child in the womb, when giving birth or breastfeeding.

Sexual hygiene:
Engaging in sexual intercourse results in releasing a lot of fluids, hence it is very
important to clean up well after engaging in sexual intercourse. For both men and women,
rinsing one's genitals with lukewarm water could help in maintaining hygiene.
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CONCLUSION

Mental hygiene involves the maintenance of mental health and prevention from
neurosis, and therefore it incorporates a healthy communication and relationships as crucial
factors. Healthy and effective communication involves the use of right questions, appropriate
nonverbal communication consisting of right body language and paraverbal communication,
paraphrasing, two-way communication, using “I” statements to express your thoughts and
feelings, active listening, avoiding judgements, and giving feedback or advises about
someone in terms of their undesirable behaviour without generalising it to their personality.
Healthy communication is an important aspect to also having healthy relationships. A
relationship may have many issues that affect the psychological well-being of an individual,
which at times are even considered normal. The ups and downs in a relationship can occur
due to many reasons, which contribute to having emotional disturbances. Therefore, along
with healthy communication, for healthy functioning, prevention of many relationship related
issues must be done. It is really important to make sure that we understand violence and
abuse of different kinds, to overcome jealousy and trust issues, understand boundaries and
respect them. Along with the following aspects we even need to teach negotiation skills to
avoid conflict, assertiveness to keep their point in a non-passive, non-aggressive manner.
Therefore, healthy communication, relationship issues and relationship building activities
incorporated in the training module will help participants learn effective ways of
communication with family and others, make them aware of various relationship issues and
also enable them to see the shared qualities to improve the relationship with their partners.
Mental hygiene is an essential part of living an authentic life. A higher self-worth can
significantly improve a person's emotional, physical and mental well-being thus, enhancing
the quality of life. Body image is our thoughts and feelings about ourselves physically, and
how we believe others see us. Body image issues stem from attitudes, feelings, and
behaviours toward your physique. During adolescence and puberty, our brain and body go
through huge changes. Teenagers are striving to discover who they really are, which makes
them vulnerable to change. Therefore, the influence of the messages they receive from
society and the media can affect them more than any other age group. A poor or negative
body image can be the starting point for serious mental illnesses. If a person feels good about
themselves then they are more likely to connect with others and have a positive relation with
others around them. Encouraging them to develop their strengths and have a more positive
view about themselves will help them build their confidence and self-esteem.
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It is important to understand that the sources and effects of both positive and negative
pressure, and peer pressure are essential in the journey of development for young people. It is
essential to teach the teenagers and young adults the essential skills needed to deal with the
problems and adversities of life in a healthy and productive manner, without resorting to
drugs and alcohol as a crutch in times of hardship. It is not always effective as a coping
mechanism as it has its own downfall. Thus, life skills training can go a long way in helping
youngsters deal with the above-mentioned issues while avoiding risky, damaging and
unhealthy behavior like negative peer pressure, substance abuse and addiction. It will also
encourage positive peer pressure resulting in the wellbeing of the individual. Exploring risky
and stressful situations through the activities and discussion, will enable students to develop
greater confidence in their ability to face the challenges they come across.

Sexual health is an integral part of living an authentic life. Making sexual health a
priority can significantly improve a person’s emotional, physical, and mental well-being, as
well as enhance their intimate relationships and quality of life. Students will be able to safely
explore the consequences of their sexual health choices. Students will be able to identify how
sexual health choices made while they are teenagers can affect them for the rest of their lives.
Students will be empowered with knowledge to make healthy sexual choices. Students will
be able to analyse how their sexual health choices affect aspects of their overall health
(considering physical, mental, emotional, social, and spiritual health).
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APPENDICES

Day 1: Healthy Communication

Handout 1
 136

Handout 2
 137

Handout 3
 138

Appendix 1.2
 139

Appendix 1.3
 140

Worksheet 1
 141

Worksheet 2
 142

Day 2: Relationship Issues

Appendix: 2.1 (Worksheet 1)

143
 144

Appendix: 2.2 (Worksheet 2)

 145

Appendix 2.3
146
 147

Day 3- Body image

Appendix 3.1
 148

Day 4: Self-worth
Appendix 4.1: Self-confidence activity
149
 150

Appendix 4.2
 151

Day 6- Substance abuse and Addiction

“Sample Advice Column”

My query: Your Advice:

I feel I have become very lazy these You can try making a ‘To-Do’ List for

days and can’t complete a task without your tasks. That may serve as a self-

somebody reminding me frequently. reminder and you’ll be able to see

How can I get things done without whether you completed everything or

bothering other people? missed anything. :)

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Appendix: 6.2

“The Dilemma”

Tarun is having a blast at his first inter-college sports event. Then a friend texts and

invites Tarun and Tarun’s friends over to his house after the game because his parents

are out of town. Tarun’s friends want to go and are pressuring him to come along. They

try to convince him by telling him that such parties will help them socialize with their

seniors which will be good for their image in college. Tarun knows that last-minute

plans and late night parties are not okay with his parents, and they are expecting him to

come home by evening from the event. Tarun is now in a dilemma and he is struggling

to make the right decision…

He needs your help in listing all possible benefits of saying ‘yes’ to the plan?

He needs your help in listing all possible risks of saying ‘yes’ to the plan?

He needs your help in listing all possible benefits of saying ‘no’ to the plan?

He needs your help in listing all possible risks of saying ‘yes’ to the plan?
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Appendix: 6.3

“Top Ten Refusal Skills to Respond Assertively to Peer Pressure”

Make a joke. Sometimes humor is the best way to respond to a situation, as it can
lighten a serious mood. It can also divert attention away from you and onto something
else.
Give a reason why it’s a bad idea. Maybe you can‟t smoke because you want to be
able to run the mile for the track team. Maybe you don‟t want to drink because you
know someone who is an alcoholic and you can see how drinking has messed up their
life. Backing up your refusal with evidence gives it more power.
Make an excuse why you can’t. Maybe you have something else to do that will
interfere. Or you have to be somewhere at a specific time. Or your mom will kill you.
Whatever. But say it and stick to it.
Just say no, plainly and firmly. In some situations, just saying no without a lot of
arguing and explaining is the best response. Just make sure you‟re “no” is a strong
and determined one.
Suggest an alternative activity. Lots of kids wind up doing stuff they shouldn‟t
because they lack other options. They‟re bored. By thinking of something better to
do, you‟re offering everyone an “out.” You just might be surprised who might take
you up on it.
Ignore the suggestion. Pretend you didn‟t hear it, and change the topic to something
else. Act like you don‟t think the idea was even worth discussing.
Repeat yourself if necessary. Sometimes it takes more than once, on more than one
occasion. Just because someone asks more than once, that doesn‟t mean you have to
cave.
Leave the situation. If you don‟t like where things are headed, you can take off. It
might seem risky, but with you leading the way, other kids who really don‟t want to
do it either just may follow you.
Thanks, but no thanks. You can be polite, but you still aren‟t interested. It just isn‟t
something you‟re into.
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Appendix: 6.4

“Mission Cards”
 155

Appendix: 6.5

“Crossword”
 156

Appendix 6.6

Word Puzzle
 157

Answer Key
 158

Appendix: 6.7

It is a Mess!

The destruction caused by inhalants could go as deep as inside your bones.

Drug addiction is voluntary behavior...

Drug addiction is a character flaw...

Using inhalants just one time can kill you!

Do a drug once and you are addicted...

When you hurt your brain, you hurt your body...

By using inhalants, you risk depression...

We just need to get all the drugs and drug dealers out of the community to end the drug

problem...

Addiction is a disease and there’s nothing you can do about it!

Drug addiction is treatable and can be successfully managed...

Overcoming addiction is simply a matter of willpower, you can stop using drugs if you

really want to!

People taking LSD may also lose touch with reality.

You can detox from drugs or alcohol on your own...

No matter how inhalants are taken, they still spell danger...

Relapse proves that addiction treatment doesn’t work.

Alcohol is the most commonly abused substance...

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Day 7- Sexual health and safety

Appendix 7.1: Alphabet soup
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Appendix 7.2: Scenario cards

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163
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Day 8- Sexual health and safety

Appendix 8.1: Bingo Playing Cards
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Appendix 8.1: Bingo Caller cards

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Appendix 8.3: Masturbation myths and taboos

Agree Disagree

Masturbation can stop you having babies in Masturbation can make you go
the future blind

Masturbation makes the palms of

Masturbation is harmless
your hands go hairy

You can’t catch sexually transmitted

infections if you masturbate on your own Only teenage boys masturbate

It is okay to masturbate in front of your It is embarrassing to talk about

sexual partner masturbating with your partner

Everybody masturbates Masturbation is normal

Masturbation can help you learn about Most people are happy to talk about
your body masturbation

Not masturbating is normal Masturbation is a private activity

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People only masturbate when they haven’t

Women don’t masturbate
got a sexual partner
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Image credits: Ketnipz