Life Skills Education Toolkit

30 • PART TWO: FACILITATOR’S GUIDE

Basic ethical principles: Strict observance of the

ethical principles of respect, beneficence, and justice

is especially important when working with children

and adolescents due to the implicit power

differential between the participant and the

facilitator, which leaves the child or adolescent

vulnerable to exploitation.

Cultural considerations: Facilitators must consult

with local advisors to make sure that the activity is

culturally acceptable.

Gender: Facilitators must ensure that a gender

perspective informs the planning, implementation

and analysis of activities, taking account of the role

of gender inequality and power imbalance in boys’

and girls’ ability to participate and the related risks.

Considerations for especially vulnerable

children: Children who are in especially vulnerable

situations (e.g., in institutional care or separated

from parents) require additional safeguards to

protect their welfare.

The facilitator must be aware of what cannot be

discussed in the life skills training. Life skills

sessions are general and broad based and teach

skills for positive living. This is not the place for

children to share traumatic or deep-rooted

problems. Such children require personal

counseling and must be referred to these services.

The organization must be in a position to support

counseling services or have access to an

appropriate referral resource.

CREATING A SUPPORTIVE COMMUNITY

ENVIRONMENT

Sexual health and HIV/AIDS prevention programs

require a supportive environment in which children

can discuss their problems, misconceptions and

worries. Some common arguments against

discussing these issues are:

1. Talking about sex is against our culture!
   The threat of HIV has created a new challenge: It is
   a matter of life and death. As responsible adults, we
   must inform and help our children protect
   themselves from HIV.


2. If we talk about sex with children, we will give
   them ideas and make them experiment with sex.
   If children have proper knowledge and are able to
   discuss their worries, they are more likely to delay
   having sex and to practice safe sex. Children are
   given information on abstinence and other
   methods of prevention such as condoms, the skills
   to make responsible choices and the ability to act
   on these choices.


3. Why should we talk to young girls and women
   about HIV?
   Women are biologically, socially and culturally
   more vulnerable; young girls are even more so. In
   addition, inequality and economic need make it
   difficult for women to assert themselves, make
   choices and negotiate safe sex. They are also
   vulnerable to coercive sex or sexual violence.