SRH Club Activities

and
Games

By
 A. H. Jano

Edited by
 Etana Tolessa
 F ufa Qana’a

Nekemte College of Teacher Education

January 2015
 “The future of any society hinges on the effectiveness of this preparation!”

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Table of Contents

Preface ............................................................................................................................................................................... 3
Vision ........................................................................................................................................................................ 4
Mission ...................................................................................................................................................................... 4
Objectives .................................................................................................................................................................. 4
SRH Target Groups .................................................................................................................................................. 4
Approach................................................................................................................................................................... 5
Definition of SRH ..................................................................................................................................................... 7
THE ABCDEF+ message and Positive Approach ........................................................................................................ 9
A ................................................................................................................................................................................ 9
 is for abstinence ................................................................................................................................................. 9
B .............................................................................................................................................................................. 11
is for be faithful ........................................................................................................................................................ 11
C .............................................................................................................................................................................. 13
is for Consistent and Correct Condom Use ............................................................................................................. 13
D
............................................................................................................................................................................. 15
Stands For Delay Sex/ Clear Communication ......................................................................................................... 15
E .............................................................................................................................................................................. 16

Stands for Equal Consent between both Sex/ Communicating and Negotiating Safer Sex....................................... 16
............................................................................................................................................................................... 21
†
................................................................................................................................................................................. 21
stands for testing and treatment ............................................................................................................................... 21
Appendix III: Programme Finances ........................................................................................................................ 24

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Preface

Sexual reproductive health and well-being are essential if people are to have responsible, safe, and

satisfying sexual lives. Sexual health requires a positive approach to human sexuality and an understanding of

the complex factors that shape human sexual behaviour. These factors affect whether the expression of

sexuality leads to sexual health and well-being or to sexual behaviours that put people at risk or make them

vulnerable to sexual and reproductive ill-health. The pandemic of human immunodeficiency virus (HIV) has

played a major role in this, but it is not the only factor. Sexually Transmitted Diseases (STDs), unwanted

pregnancies, unsafe abortion, infertility, gender-based violence, sexual dysfunction, and discrimination on the

basis of sexual orientation has been adequately documented and highlighted in some studies.

In line with the recognition of the extent of SRH related problems, there have been huge advances in

knowledge about sexual function and sexual behaviour, and their relationship to other aspects of health, such

as mental health and general health, well-being and maturation. These advances, together with the

development of new contraceptive technologies, medications for sexual dysfunction, and more holistic

approaches to the provision of family planning and other reproductive health care services have required

health providers, managers and researchers to redefine their approaches to human sexuality.

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Vision

To see an informed and assertive young people on sexual reproductive health issues.

Mission

To enhance SRH knowledge, attitudes, skills and behaviours among youths for their physical, spiritual,

socio-economic development through comprehensive interventions.

To contribute to the promotion of SRH through provision of age and gender appropriate information.

Objectives

•To decrease early and pre-marital sex, unwanted pregnancy, rape, abduction, cross-generation sex, abortion,

unsafe sex behaviour for young male and female students from 34.6 to 10% in the coming 3 years.

•To sensitize 80% of male and female students on positive approaches through ABCDEF+ messages by 2017.

SRH Target Groups

The primary target groups of the club are young male and female students (age 16-24 years) who are

attending their college education at Nekemte College of Teacher Education. This developmental stage is the

stage at which most young people become sexuality active, and experiment with sex without care and guidance

which puts them at risk of contracting STIs + HIV/AIDS and unwanted pregnancies. This stage involves

biological, cognitive and social emotional changes. Much attention is on girls because the needs assessment

shows that they are the most affected gender group in terms of SRH uptake. Many adolescents are less

informed, less experienced, and less comfortable accessing SRH services. It is the age range at which teenagers

often lack basic SRH information, knowledge, and access to affordable, confidential health services for SRH.

On other hand, this is a stage of preparation for adulthood. The future of any society hinges on the

effectiveness of this preparation. The secondary target groups are teacher-educators, health service providers,

cluster schoolteachers, parents and teacher-students. If these groups are well trained, they can help to reach a

common goal of promoting SRH education.

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Approach

Sexual Health 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. Our college believes in the importance of healthy and informed young people to achieve its

objectives. The Club is involved in a number of activities in addressing SRH related challenges among male

and female students. To this end, the Club gives due attention and works on the unique behaviour and needs

of young people. The Club also recognizes that young people are sexual beings and decision makers in their

own right; yet, they need close guidance, age and gender appropriate information to deal with their own

healthy development and informed decision-making. Our college acknowledges sexuality is a fundamental part

of being human.

The Club takes a positive approach in disseminating its messages. The approach focuses on guiding

the youths on how to deal with their sexuality in responsible and informed ways. The Club will hold

mobilization and sensitization meetings with young people on behavioural change. The Club will work on

SRH advocacy interventions with the community, like-minded organizations and decision makers. It will

produce IEC (Information Education Communication) materials on youth friendly health services. It will

work on the promotion of youth friendly health services through the media. The club uses positive approaches

and ABCDEF+ (Abstinence, Be faithful, and responsible Condom use, Delay sex, Equal consent, Fewer

partners, and test yourself and your partner whenever you have doubts about your sero-status) messages in its

ICE (Information Communication and Education) approaches. The club shall continue using the ABCDE,

and will quickly adapt to the new affirmative message approaches such as F+ after proper discussions and

consultations with college community and all stakeholders in SRH issues.

The Club discourages a negative and fear-based approach which is full of warnings, Do’s and Don’ts

Do’s. The Club provides age and gender appropriate sex education for young male and female students. The

Club will work with SRH experts, health service providers, teacher educators, cluster school teachers, college

gender office, other role models and like-minded government and non-government organizations. The Club

shall recognize the existence of different sexual orientations and sex minorities. The Club shall provide these

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evidence based information to young people as to recognize and value the natural entitlement of this sub sex

group. In collaboration with the college clinic, the Club will initiate provision of SRH services such as sanitary

pads and bathrooms in the Club to reduce absenteeism among girls due to menstruation. The Club shall be

responsible to monitor its implementation and networking with partners involved in SRH activities. The Club

will provide direction on SRH activities and mobilize resources through round table discussions and proposal

development.

The Club shall promote and access counselling services using the gender office, student counsel,

college clinic and other professionals. The Club shall advocate to government for comprehensive inclusion of

SRH issues in the curriculum, and develop IEC (Information Education Communication) materials for

knowledge dissemination to teacher-educators, student-teachers and cluster school-teachers. Considering the

ethical and cultural background of the students, panel discussions, debate, drama, role-play and talent shows

will be used to encourage interaction and participation. For sexual health to be attained and maintained, the

sexual rights of all persons must be respected, protected and fulfilled. As segmentation of interventions is

desirable to address the diverse needs and contexts of young people‘s lives, studying young people’s

knowledge and attitudes towards SRH services and their determinants is highly relevant to design appropriate

intervention programmes and strategies in the local context. The Club recognizes that young peoples’ SRH

needs for information and services, and their risk of negative outcomes vary depending on age, gender, family

background, education background, media exposure culture, economic status etc. The Club believes that

young people shall be empowered to play the leading role in addressing their own SRH issues. Thus, SRH

Club shall ensure participation and involvement of young people in designing, implementing, monitoring and

evaluating SRH interventions. As young people were active and comfortable in discussing SRH matters, so

they will also be active and concerned individuals in tackling SRH related problems. The Club shall guide the

young people on how to behave and deal with their sexuality in responsible and informed ways.

The club shall positively deal with all sensitive issues such as premarital sex, contraceptives

including condom use for unmarried youngsters, masturbation and sex minorities so that it can assist young

people to understand the naturally existence of the third sex group and recognize and value their sexual make

informed decisions on their own way in line with their values. SRH Club shall apply this concept to empower

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all teacher-educators, student teachers as well as parents eloquently to address the SRH needs of the youths in

their communities.

SRH Club will promote social norms in conformity with human rights and the college core values. The

club has been sensitizing young people and discouraging harmful traditional practices such as FGM (Female

Genital Mutilation), early marriage, extra-marital affairs, polygamy, multi-sexual partners, rape and abduction.

On the other hand, The Club shall continue to intensify age and gender appropriate and culturally acceptable

sex education for young people, and fight against stigma and discrimination. SRH Club will take advantage of

the introduction of SRH and Life Skills education into curricular and extra-curricular activities. Moreover,

The Club will educate parents and community leaders on the dangers of FGM, rape, abduction, early and

forced marriages. SRH Club shall condemn all social norms (harmful traditional practices) that put the lives of

young people at risk.

The Club shall advocate and create linkage between health service providers and teacher-educators on

SRH issues; train them on SRH youth-friendly health services and life skills education. The Club shall also

create linkage with functioning organizations those actively promotes and provides contraceptives

confidentially and free regardless of gender and marital status, and campaigns against stigma and

discrimination. All this is done to make sure that Sexual and Reproductive Health challenges are addressed;

thereby the College produces healthy and assertive young teachers who can in turn produce healthy and

informed generations .

Definition of SRH

stands for sexual. The term sex is often used to mean “sexual activity”. Sexuality is a central aspect of

S human being throughout life and encompasses sex, gender identities and roles, sexual orientation,

eroticism, pleasure, intimacy and reproduction. Sexuality is influenced by the interaction of biological,

psychological, social, economic, political, cultural, ethical, legal, historical, religious and spiritual factors.

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 stands for reproductive . The reproductive health framework builds on the goals of the International

R Conference on Population and Development (ICPD 1994) of the goal of universal access to

reproductive health to MDG 5, for improving maternal health.

stands for health. Sexual health is a state of physical, emotional, mental and social well-being in

H relation to sexuality; it is not merely the absence of disease, dysfunction or infirmity. Sexual health

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. For sexual health to be attained and maintained, the sexual rights of all persons must be respected,

protected and fulfilled. The responsible exercise of human rights requires that all persons respect the rights of

others.

The purpose SRH Club is to reaffirm sexual health as an important and integral aspect of human

development and maturation throughout the life cycle by providing compressive sexuality education.

Compressive Sexuality Education covers a broad range of issues relating to both physical and biological aspects

of sexuality. It is concerned with more than just prevention of diseases, unwanted pregnancies and sexual

violence. It should be adapted to the age and development stage of the target age group (16-24). The

Compressive Sexuality Education will help young people to acquire accurate information on SRH and dispel

myths. It will also develop life skills of young people such as critical thinking, communication and negotiation

skills, self-development skills, decision making skills confidence, ability to take responsibility, ability to seeks

help, empathy and nurture positive attitudes and values like open-mindedness, respect, self-esteem, non-

judgmental attitude, positive attitude towards of sexual reproductive health .

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THE ABCDEF+ message and Positive Approach

It is important for learners to understand the ABCDEF+. It helps learners protect themselves from sexual

transmitted diseases and unwanted pregnancy.

 Abstinence,

 Be faithful,

 Condom use,

 Delay sex

 Equal consent,

 Fewer partners, and

 test

is for abstinence
A


 This section encourages is for abstinence

Key knowledge:

• Abstinence means to abstain or not do something. Abstinence can mean choosing to not have sex. Some

learners confuse abstinence with absence. Absence means to be away from an event or person such as when

you are absent from class. Choosing to not have sex with someone, does not mean that you have to be away

from them.

• Abstaining from sex is the only 100% guarantee that you will not get Sexually Transmitted Diseases (STDS).

• Everyone has the power to make their own decisions about whether or not they are ready to have sex.

Choosing to abstain is a personal decision.

• choosing to abstain is not a lifelong decision. You can delay having sex until you are older and more mature.

Some people choose to abstain from sex until marriage.

• Even if you have already had sex you can choose to abstain from having sex in the future.

Activity: Abstinence Dramas

This activity reinforces abstinence as a worthwhile life choice for those wanting to minimise the risk of

sexual transmitted infections and unwanted pregnancy. They can think about what works and why in a similar

situation.
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How to play: divide your learners into pairs or groups and ask each group to create a drama about abstinence.

There are two ways to play this game:

1) You can allow your learners to make up dramas on their own with no guidance, or

2) You can provide them with a scenario or situation to act out.

Drama Hints:

Ask the learners to put themselves into the scenario described and to think, speak, and act as if the

situation were happening to them in real life. Give each group five minutes to decide who can play which role,

where the scene takes place and how the scene ends. The learners should only plan the first and last sentences

of the drama, not what each learner says. In their planning, ask them to talk about the attitudes of each

character, how that person behaves and thinks. The learners should decide what to say, while acting, in

response to what is said by others. In all of the suggested scenarios, the genders of the characters may be

switched. It would be interesting to change the sex of one or both of the actors in a scenario: for a boy to

pretend to be the girl, or a girl to pretend she is a boy. This is a good way to work out gender stereotypes and

to challenge them.

Here are some suggested scenarios:

1) A boyfriend and a girlfriend have been going out for a year and really love each other. The boy wants to

make sex, but the girl wants to abstain until marriage. How would she explain this to him? Act out their

conversation.

2) A group of boys is talking about sex. Some of the boys are bragging/ self-satisfied about their sexual activity,

but one boy is still a bachelor. He has decided to abstain from sex until marriage. How will he explain this to

his friends? Will his friends be accepting? Act out the conversation.

3) A girl and a boy meet. They really like each other, and the girl wants to make sex. The boy has decided he

will abstain until he finishes school because he does not want sex to interrupt his studies. He does not want to

offend the girl, but he does not want to make sex. Act out what happens between the boy and the girl.

4) A boy and a girl have been going out for a little while. They have not talked about sex and do not know

what the other one thinks. One of them (or maybe even both) wants to abstain from sex for now. They want to

share their ideas about sex with each other. Act out the conversation between the boy and the girl.

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5) A group of girls are talking amongst themselves about sex. Some of the girls have made sex, others have not.

The girls are all close friends and are honest with each other. They provide each other with good advice. Act

out their conversation.

6) Two girls are talking. One has a serious boyfriend, but wants to abstain from sex. She is scared to tell her

boyfriend and does not know how he will react. What kind of advice can her friend give her? Why is the girl

scared? How healthy is the relationship with her boyfriend? Act out the girls’ conversation.

Activity: Creating Posters and Educating Peers

This activity informs the wider community about STDs and is an easy way for learners to think about

the benefits of abstaining from sex, while also educating their peers about abstinence. You need: paper and

koki pens, (glue/uhu for 3D).

How to play: tell the learners to design posters about abstinence for display around the school or

community. Your learners should combine writing and pictures to share their message. For example, a picture

of a family that says ‘a is for abstinence. I am abstaining from sex now, because I want to stay healthy so I can

plan a big family when I am ready!’ Encourage your learners to be creative and think of all the good things

about abstinence. They can also be creative about how to give the signs three dimensional (3-D). Cut-outs

from newspapers and magazines, recycled packaging, cellophane, sweet wrappers all make good 3D materials.

is for be faithful
B This section encourages a discussion of what relationships are and how society is built from many

relationships between people. By discussing what words like ‘relationship’ and ‘faithfulness’ mean to them,

learners will develop their own beliefs and values.

Key Knowledge:

• Being faithful to one partner – who is also faithful to you – reduces the risk of your exposure to sexually

transmitted infections and unwanted pregnancy.

• Faithfulness will not protect either partner in the way that consistent and correct use of condoms can. You

can abstain in a faithful relationship. You can use condoms in a faithful relationship.

• For faithfulness to work there has to be trust in the relationship. Each partner must know the other’s SRH

status.
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Activity: Be Faithful Discussion Game

This activity helps learners share and discuss their ideas and beliefs about love, sex and relationships.

How to play:

1) Separate the club into small teams of 3-6 learners.

2) Give each team a question about relationships and faithfulness.

3) Each team must spend time discussing the question and preparing answers for the other groups to hear.

4) Ask each team to choose a spokesperson and let each team present their answers to the full group.

Activity Questions

What is the ideal relationship in your cultural tradition? Do most people have this kind of relationship with

their partner in real life? What is your definition of ‘faithfulness’ and what do you think are the benefits of

being faithful to your partner. What is love? How is falling in love different than being in love? What is the

difference between making love and making sex? Can you be in love with your partner and not make sex? Can

you make sex with someone you do not love? How does a man show a woman he loves her? How does a

woman show a man she loves?

Activity: Be Faithful Dramas

This activity places learners in real-life situations. They can think about what they would do in a similar

situation and what kind of decision they would make.

How to play: divide your learners into pairs or groups and ask each group to create a drama about faithfulness.

There are two ways to play this game:

1) You can allow your learners to make up dramas on their own with no guidance, or

2) You can provide them with a scenario or situation to act out.

Below are some suggested scenarios.

1) A boy and girl have been going out for a year, but the boy has recently cheated on his girlfriend. She still

loves him and wants him to apologise to her. He does not think it’s necessary to apologise. How does the girl

feel? Why does the boy not want to apologise? Act out their conversation.

2) Two girls are talking about relationships. The first girl mentions that she has a boyfriend but that he doesn’t

know about her older male friend. The second girl asks her friend if she has sex with the older man. The

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answer is yes: she needs the money and presents to buy food for her family. The second girl’s role is to

convince her friend to think about the possible consequences of her relationships and suggest alternative

sources of money. Act out the conversation between the two friends.

3) A boyfriend and girlfriend have been in a relationship for several months and have not discussed

faithfulness. The girlfriend saw her boyfriend kissing another girl and was very upset. She was being faithful to

him and thought he was faithful to her. The boy did not notice his girlfriend when he was kissing the other girl.

Act out the first conversation between the girl and boy since the girl saw him kissing someone else.

is for Consistent and Correct Condom Use

C Condoms are only effective in preventing SRH and STDs if used correctly and consistently every time

you make sex. Directions for condom use:

1) Check the expiry date on the outside wrapper of the condom to see that it is still in date. Never use an

expired condom!

2) Squeeze the wrapper to make sure no air escapes. Make sure the foil package has not been tampered with

or spoiled.

3) Squeeze the condom to one corner of the wrapper, and using only your fingers (not your teeth or anything

sharp), rip a corner and tear down the edge of the wrapper, and take the condom out.

4) Before putting the condom on the penis, you must make sure that it rolls the correct way. if you put it on

the wrong way, and then take it off and turn it round, the fluid which was on the head of the penis is now on

the outside of the condom.

5) Squeeze the condom’s tip and roll it down to the base of the penis.

6) After intercourse, but before the penis becomes soft, hold the base of the condom and take the penis out of

the vagina carefully, making sure the condom does not slip off inside the vagina.

7) Still squeezing the base of the condom, gently slide the condom off the penis, making sure no semen spills

8) Tie a knot in the condom and either put it back into the wrapper or roll it in toilet paper. Dispose of it

carefully by putting it pit latrine where

dogs or small children cannot get to it.

Never use an expired condom!
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The male condom is made out of latex rubber, and oil will dissolve and weaken the rubber. This means that

you can only use water-based lubricants to improve sex such as KY jelly. You must never use two condoms at

the same time, because the friction between them will make one of them burst.

Activity: The Condom Instruction Game

This game tests knowledge and the ability to use words comfortably.

You need: male condoms

How to play: after peer educator or group leader gives a condom demonstration, learners must get into pairs.

Give each pair either a male condom. One learner will give instructions on how to use the condom, and the

other will be following the directions, regardless of whether the directions are correct. The learner giving the

instructions must make the model penis. A model penis is made by extending the middle and index fingers on

one hand.

Activity: Correct Condom Use Team Race:

This game tests male condom knowledge and speed. In order to win, a team must be the first to complete the

game correctly.

You need: a watch or clock with a second hand, male condoms for each team, penis model if available

How to play: learners should be grouped into teams of 8. Any learners left over must form the panel of judges

to oversee the competition and hold the stop watch. Each team member must each perform and state out loud

one of the 8 steps. To be a successful team, the group must work out the playing order, like a race in athletics.

Player 1 shouts, ‘check the expiry date! - March 2020’ and passes the condom to the next player.

Player 2 shouts, ‘squeeze the packet to make sure there is air inside,’ and passes the condom to the next player

and so on. If you do not have access to a penis model, learner 6 should demonstrate with their fingers and

learners 7 and 8 should use learner 6’s fingers. The other teams must be quiet during play to allow the judges

to hear and check that correct instructions are given by the team being timed.

Activity: the blindfolded speed condom competition this game acknowledges the fact that most sexual activity

in that takes place at night without the lights on: the classroom with its lights does not necessarily prepare

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young people for a real life situation! By introducing a blindfold and making it into a competition, practicing

condom use becomes more realistic and more fun.

You need: a group of 2-20 learners, condoms

How to play: after the learners feel comfortable demonstrating correct condom use, they can move on to the

next level: the blindfolded speed condom competition.

The competition has two stages. The first is the qualifying round: qualifying round: the whole club must pair

up. Each pair receives a new condom. One will make a model penis with two fingers, and give the correct

directions out loud; the other has to follow the directions as quickly as possible. Each pair is timed by a judge

with a stopwatch or watch with a seconds’ hand. If mistakes are made in giving or carrying out the instructions,

the pair is disqualified.

Finals: the fastest four pairs go through to the ‘finals.’ these four pairs of learners are all blindfolded and timed

again. Pairs can play head-to-head at the same time; the first to finish, wins. You can adapt this game at the

suggestion of your learners.

Stands For Delay Sex/ Clear Communication

D This section considers the clear communication of emotions and desires and the importance of body

language. Saying, ‘No’ when your body language says, ‘Well…Maybe,’ is not clear communication.

Activity: ‘Say No’ Role-Play. This game is about sticking to your decisions and not being persuaded or bullied

into changing them.

How to play: the club forms two queues; one of boys and one of girls. The first learner in each line comes to

the front of the room to extemporise; this means making up a conversation on the spot, without planning it

first. The two learners are player 1 and player 2.

Player 1 must try to convince the other to do something they do not want to do. This could be anything from

getting into a car or going for a walk, to a more sexual proposal.

Player 2 must say, ‘no,’ and give reason. the reason could be, ‘I need to finish my school work,’ or, ‘I am

waiting for a friend.’ player 1must respond to the reason, for example, ‘don’t worry about your school work, I

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will help you with it,’ or, ‘your friend isn’t coming, come with me instead. The two players go back and forth

until one is able to convince the other. The person who wins stays at the front, and the person who loses is

replaced by the next learner in line. If one player cannot think of a response, the game stops and both learners

go to the back of the line. New learners begin a new role-play. Their conversation might be something like

this:

 Player 1: you must come with me to the bar.

 Player 2: I cannot go, because I must go braid my hair.

 Player 1: you do not need to braid your hair, it looks beautiful the way it is. So you must come with me

instead.

 Player 2: I cannot go with you, because I am meeting a friend to help braid my hair.

 Player 1: you must tell your friend to come to the bar. I will introduce her to my friends.

 Player 2: my friend does not like bars, so I must go home.

 Player 1: um…

Stands for Equal Consent between both Sex/ Communicating and Negotiating Safer Sex

E This section helps learners develop their communication and negotiation skills. Knowledge of

ABCDEF+ is worthless without the skills to put knowledge into practice. Practicing saying, ‘I only have sex

with condoms’ may sound simplistic, but practice is important. If the first time you say something is the first

time you have to say something, it may not come out right and may not be persuasive enough. However, if the

communication and negotiation skills are in place, safe sex is more likely to be practised.

Key Knowledge:

• knowing how to protect yourself is important, but it can be difficult to communicate this in a real-life

situation. Practicing communication can prepare you for real situations by making you more confident and

more comfortable talking about issues like sex.

• If you want to negotiate for safer sex, you must be very clear in your words. If you do not act as though you

are sure of what you want, the other person might think they can persuade you or change your mind.

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• You can control your own body and make your own decisions. Learning how to express yourself will make

it easier to remain in control of your own body and decisions.

• It is important to think about what you want to do with your body and what you don’t want to do, before you

are in a position where your life may depend on it. You can make decisions before you have to act on them.

Activity: negotiating safer sex role-play this activity enables learners to practice how they would argue for a

specific method of protection and helps them become more comfortable talking about these issues. The

learners will also learn from watching their peers.

How to play: divide the learners into pairs and provide each pair with a scenario. The learners must make up

their own dialogue and act out the scenario in front of the class. Here is a list of possible scenarios.

 A boy and a girl have been dating for a long time. They love each other, but one partner wants to make sex

while the other partner is not ready to make sex. Act out how they communicate their desires to one

another.

 A girlfriend and boyfriend have been together for a year. One of them has cheated on the other. He or she

still loves the partner and wants to stay together. What do they do? How does the betrayed partner react?

Act out their conversation. You are in a relationship with someone you love, but one night you start talking

to someone to whom you are attracted. This person wants to make sex with you. What would you do?

What do you decide? Act out the conversation.

 A boy and girl have been dating for one month. One of them realises they really like the other and wants

to see only that one person. He or she wants the partner to agree, but are unsure how the other feels. How

would they talk about faithfulness? Act out their conversation.

 A boyfriend and girlfriend want to have sex. The boy has never used a condom and does not know what to

do. He is nervous and wants to impress the girl. The girl wants to use a condom to protect herself and her

partner. She has learned about condoms in her SRH Club but has never had sex before. How can she

communicate this to her partner?

 A boyfriend and girlfriend are in love and want

“Everything You Always Wanted to Know
to have sex. The boy has never used a condom About Sex but Were Afraid to Ask.
“David Reuben (1933)

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 and does not want to. The girl wants to use a condom to protect herself and also her partner. How does

she explain this to him? Act out a conversation in which she convinces the boy to use a condom.

 Two learners who met in their SRH Club are in love and want to make sex. They both know they should

use a condom and how to use it correctly. They are nervous about talking about sex and condoms. Act out

their first conversation about condoms and sex, outside the club.

 A boy and a girl meet at a bar. They have been drinking and want to make sex. They do not have a

condom. One partner argues that they must either find a condom or abstain if they cannot find it. What

happens? Act out their conversation.

Stands for Few Sex Partners. Approximately three in ten female and male adolescents aged 15–19 years reported

F having had two or more concurrent sexual partners. Libido -Latin -pleasure or lust- in psychoanalytic theory, the

energy of the Id is responsible for acts of creation. The libido is the sex instinct, and artistic creation is an

expression of the sex instinct that has been rechanneled. This section helps strengthen learners’ decision

making.

Key knowledge:

Peer pressure demonstrates itself in many forms.

• Sometimes it means doing something with your friends or in front of your friends to impress them.

• Sometimes it means otherwise unacceptable behaviour is normalised. This means that learners can begin to

think it is acceptable to do something simply because their peers do it.

• Sometimes it is positive if learners convince their friends to act wisely, through example or advice.

Often learners can be influenced by their friends to do things they feel uncomfortable doing; this can include

bullying or swearing. If peer pressure involves sex, alcohol or drugs, learners’ chances of getting sexual

transmits diseases is increased. It is important that learners think about their own values before being placed in

a new situation where others can influence their opinion. To be forewarned is to be forearmed.

Activity: peer pressure dramas-This activity helps learners understand peer pressure.

You need: a group of learners willing to act and improvise

How to play: divide the learners into pairs or groups and tell them they will act out a scenario or situation

showing peer pressure in front of the club. You can use the scenarios below or create new ones. In the

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scenarios below, one learner thinks differently from the group and is pressured to change his or her mind. As

the group or pair act in front of the club, let the one learner fight back or resist the pressure for several

minutes, then stop the drama. Ask learners to describe how their character’s felt during the scene. When we

talk about peer pressure, it is important to understand how someone can feel isolated, excluded and even

rejected because he or she does not do what the group does. Give the learners an opportunity to share how

they felt as individuals during the drama.

1) A group of girls is talking together. A new girl at the school has just joined the group of friends. She is not

ready to have sex but says her boyfriend wants to make sex. Her friends have all had sex and encourage her to

have sex also.

2) A boy is talking to his girlfriend. They want to make sex. He does not want to wear a condom and she

knows that it is not safe to have unprotected sex. He pressures her to have sex without using a condom.

3) A group of boys is talking together after a game of football. One of the boys is not good at sport because he

hurt his leg as a child. His parents have taught him not to have sex until after marriage, but his girlfriend wants

to have sex. The group of friends encourages him to have sex with his girlfriend.

4) A group of friends (girls and boys) is talking together outside the hotel one evening. One person brings out

some ‘shisha’ (cannabis). Some of the friends try smoking the substance. One boy has never smoked before

and is scared. His friends try to convince him to try it.

5) Two boys are talking together. One is bragging about all the girls he has slept with recently without a

condom. One friend knows about STDs and is worried; he wants his friend to change his behaviour and get

an HIV test.

6) Some boys are talking together and an attractive girl approaches them and begins to chat up/seduce with

one boy. She offers to have sex with him. This boy has a girlfriend whom he loves, but the others try to

convince him to go with the girl.

Activity: The Path of Life

This activity connects learners to their goals and dreams for the future, and helps them become comfortable

discussing their values.

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How to play:

1) Ask each learner to draw a curved line on a sheet of paper. They should write ‘birth’ at the left-hand end of

the line and ‘death’ the other end. This line represents the learner’s path of life.

2) Writing on the line, learners should put the following words in the correct order for them: marriage, sex,

having children, falling in love, trusting someone, a discussion about condoms with their partner, an HIV test

with their partner. Each learner’s ‘path of life’ will be different because each one has different ideas about their

own future.

3) Below their ‘path of life’, ask each learner to make two lists: ‘goals and dreams’ and ‘stumbling blocks’ -

stumbling blocks include anything that can stop the learner from achieving their goals and dreams.

4) After each learner has completed their individual ‘path of life’, discuss how every path is different and how

they can each be healthy. As a club, you may create a ‘traditional’ path of life, a ‘modern’ path of life and a

‘sad but common’ path of life.

Activity: myth list and discussion

This game helps learners laugh at the ridiculousness of myths.

You need: a chalkboard or pen and paper

How to play: learners make lists of myths about SRH. These are often reasons why people might fear or avoid

talking about sex and not like talking about the sexual transmitted diseases. After the list has been made, you

can have a discussion about each of the items on the list. Include questions like:

• Why do people believe these things?

• Why are they not true?

• Why is it important to end stigma about SRH?

• How do we change false beliefs in the community?

Other activity suggestions:

Invite someone with SRH to come and speak to your club. The guest speaker can share their experiences and

answer learners’ questions. Find a story or hand out about stigma and people talking about sexual and

reproductive health and sex orientation issues. You can read the story to the group and have a discussion

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afterwards. Check your school library to find hand outs on SRH and sex orientations create role-plays and

dramas about stigma, and conclude with a discussion.

t t
stands for esting and reatment

† This section concerns testing for STD/ pregnancy and how it is treated.

Key knowledge:

Being tested for SDTs can be a scary experience; but it is easy to do. It does not hurt

and you receive the results in under an hour. Once you know your status, you can be proactive or reactive.

Activity: ‘What would you do?’

In this activity, learners decide how they would react in each of the following situations. It allows them to

discuss their ideas with each other and learn more about the resources available to them.

You need: a group of 1-40 learners

How to play: read the following questions to your learners. Then ask them ‘what would you do in this

situation?’

1) You and your partner have been dating for a few weeks. Your partner wants to have sex with you. You want

to have sex too, but are concerned about the risks like pregnancy, and STDs. What would you do?

2) You find out that a previous boyfriend or girlfriend has gonorrhoea. What would you do?

3) You have heard rumours from your friends that you cannot get STD if you always use a condom, but you

are not sure if this is true. You want to know the truth. What would you do?

4) You think you are STD positive. What would you do?

5) You know you are STD positive and you are pregnant. What would you do?

6) Your best friend, brother or sister is told they are STD+. They are very upset, and you want to try to help.

What would you do?

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Activity: Discuss this Photograph - Roadside advert -

General activities and games -Agree, disagree, and don’t know game

This game allows learners to discuss topics related to SRH that they would not

otherwise talk about. The game forces learners to think about their values and

makes them more confident in expressing their beliefs. In addition, learners listen

to their peers and get new ideas, as well as realise that it is fine, even fun, to

discuss personal beliefs.

How to play:

1) Pick three locations in the classroom or outside and label each of them. One location is labelled ‘agree’,

another ‘disagree’ and the third ‘don’t know’.

2) read a statement to the group and tell the learners to decide if they agree, (the statement is true for them)

disagree (the statement is false for them) or don’t know how they feel.

3) Learners should go to the place which best reflects how they feel.

4) Ask a few learners from each location why they are standing where they are. Try not to sound accusatory,

otherwise they will not want to talk!

5) Learners can change groups if they are persuaded to change their minds. If they do, ask them why they chose to

move.

6) When all the learners have shared their views, or when you think the conversation has been long enough,

you can read a new statement and have the learners move and play again. Below is a list of sample statements.

You may also make up your own.

• Sex before marriage is okay as long as both partners love each other.

• You must always tell your current partner about past sexual relationships.

• You must always tell your partner the truth if you are unfaithful.

• If you use condoms, you cannot get STD.

• Masturbation is healthy for both men and women.

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• Alcohol helps me feel comfortable in a sex gratification.

• Alcohol can create an unsafe or unwanted situation.

• It is not cool for someone to still be a virgin after grade 10.

• I often feel pressured by my friends to do things I would rather not do.

• I feel comfortable talking openly about sex with my parents.

• I feel comfortable talking openly about STD with my parents.

• You cannot be in love if you do not make sex.

• I would be happy knowing my SDT status.

• I’d like my partner to get tested.

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Appendix III: Programme Finances

To date the club has received 10 desk top computers, 1 HP Printer, 1 sonny digital camera, stationery

Nr Funding Required for participants Unit Cost Total Cost Remark

1. Animated- Sex Education 120 14400 43,200
2. Stationery 120 4800 43,200
3. Education, Recreation, and Sports 480 3840 43,200
4. Peer Educators Training 21 2520 7,560
5. Material Production and Adaptation 6 3000 43,200
6. Refresher Training 6 3000 2,160
7. Life-Skills Print Materials 6 3000 2,160
8. Parenting Booklet 6 3000 2,160
9. Logistical Support 2 1000 720
10. Networking and Provincial Meetings 90 10800 32,400

Grand Total ETB 219,960

* Costs are over a three-year period.

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