LIFE SKILLS EDUCATION TOOLKIT FOR ORPHANS AND VULNERABLE CHILDREN IN INDIA• 55
Life Skills Education Programs also generate
demand for other services, such as vocational,
educational services, support groups and
youth clubs. Many programs have encouraged
the development of HIV awareness clubs or
youth clubs providing a forum for young
people to meet, support each other and work
towards community needs.
CHANGING COMMUNITY PERCEPTIONS:
CHILDREN ADOPT A POSITIVE ROLE
A Life Skills Education Program needs to create a
supportive environment with many stakeholders,
some of who may not be sympathetic to children.
Programs may need to challenge perceptions of
vulnerable children.
In the case of street children, stakeholders could be
the police or temple trustees where children spend
the night. The images of street children are that they
are dirty, steal, rude, get into fights or take drugs.
In the case of children living with HIV,
stakeholders could be family, teachers or health
workers who have stigmatized them. Children
living with HIV are often discriminated against,
isolated and their needs for belonging, love and
affection are neglected.
As children grow competent in life skills and
increase their self-esteem, it is important for them
to initiate and participate in community events.
Children can provide a positive image rather than
the typical negative image, which leads to
marginalization and discrimination. For example,
children could perform shows for children of the
police, assist in community health events, help in
a school functions or even send out get well or
birthday cards to important stakeholders.
Such activities challenge community perceptions
and create an environment for positive
relationship building between children, family
and communities. This is particularly important
if the children are marginalized or face stigma.