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This manual was produced by the Gender and Development Committee of Peace Corps Vanuatu. For more
information about GAD or Peace Corps, pleace email contact@GADVanuatu.com.

2014 Gender and Development Committee

Peace Corps Vanuatu

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TABLE OF CONTENTS

Introduction ................................................................................................................................................................ 4
Welcome Letter ................................................................................................................................................................ 5
Training for Camp Leaders ................................................................................................................................................ 6
At the Start of the Program .............................................................................................................................................. 7
How to become a facilitator ............................................................................................................................................. 8
Ice Breakers and Energizers .............................................................................................................................................. 9
Optional Activities ........................................................................................................................................................... 12
Tie Dye Guide .................................................................................................................................................................. 16
Life Skills .................................................................................................................................................................... 17
Leadership Compass ....................................................................................................................................................... 18
Healthy Communication: ................................................................................................................................................ 21
Public Speaking: .............................................................................................................................................................. 24
Beliefs and Values ........................................................................................................................................................... 27
Trust and Team Building ................................................................................................................................................. 30
Making Decisions ............................................................................................................................................................ 32
Beliefs and Values ........................................................................................................................................................... 35
Making Decisions ............................................................................................................................................................ 38
Setting and Achieving Goals ............................................................................................................................................ 40
Youth in Action................................................................................................................................................................ 41
Healthy Relationships ........................................................................................................................................... 45
Act like a Man, Act like a Woman ................................................................................................................................... 46
TAF TUMAS: .................................................................................................................................................................... 47
Self Respect ..................................................................................................................................................................... 50
Ideal Partner.................................................................................................................................................................... 52
Building up or Breaking Down ........................................................................................................................................ 54
Sexual Reproductive Health ................................................................................................................................ 56
The Story of ARH ............................................................................................................................................................. 57
Puberty Changes ............................................................................................................................................................. 58
Anatomy Matching.......................................................................................................................................................... 60
What is Sex? .................................................................................................................................................................... 63
Menstruation and Pregnancy ......................................................................................................................................... 64
Sperm Cycle..................................................................................................................................................................... 67
Healthy Mama, Healthy Baby ......................................................................................................................................... 68
Family Planning and Pregnancy ...................................................................................................................................... 70
Understanding Sexually Transmitted Infections: ............................................................................................................ 72
The Immune System and HIV/AIDS ................................................................................................................................. 78
Viral Load and Transmission Routes ............................................................................................................................... 83
HIV Prevention Methods................................................................................................................................................. 87
Know your status ............................................................................................................................................................ 92
Dealing with Stigma ........................................................................................................................................................ 94
Planning a Camp GLOW/BILD ............................................................................................................................. 97
All Things to Consider When Planning a Camp ............................................................................................................... 98
Making a timetable for your camp ............................................................................................................................... 101
Financial Planning for a Camp GLOW/BILD................................................................................................................... 101
APPENDIX................................................................................................................................................................ 102

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INTRODUCTION

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WELCOME LETTER
Camp GLOW and Camp BILD are youth leadership camps. They help train all girls and boys on life skills,
communication, health, goals and teamwork. It is also a good time to come together as a community to support
and encourage self empowerment within the participants.
Camp GLOW and BILD is a Peace Corps Program in many countries all over the world in South America, Europe,
Asia and Africa. After this week, you too will be a member of the Camp GLOW/BILD family.
Camp BILD was created to complement Camp GLOW in order to reach and develop the skills of all youth.
Originally, Camp GLOW was created first but there was a need to create an equivalent camp for boys so all could
work together for youth empowerment.

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TRAINING FOR CAMP LEADERS
Last year, Peace Corps volunteers made this a national training with all the islands from Ambae to Tanna. After,
many successful Camp GLOWs took place on every province.
This year, we decided that all participants will learn together how to make this camp, and then with their Peace
Corps volunteers, they will go back and run it on their island, in their village. Its up to the facilitators, if they
want to make the two camps, GLOW & BILD, at the same or different times but they must work together to
make the two camps.
We, all Peace Corps volunteers, have selected you all because we recognize that you possess many leadership
skills already. We will encourage you all during this week to continue to develop these skills and influence as a
leader to become a peer educator in your community. Then, you all will take that guidance and do the same in
your community, because youth today are the leaders of our world tomorrow.

Youth Today are the Leaders of

our World Tomorrow

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AT THE START OF THE PROGRAM
Before you start your program, you as a facilitator must find a way to manage each session and program in a way
that is not too forceful or controlling. One good method of managing a group is to set ground rules before the
program begins (and to review them on each new day), and to use a mango tree (like a parking lot) throughout
the workshop.

GROUND RULES
It is important to set rules before you start your program. It is good to ask participants to say what they believe
the ground rules should be. Most times, the group will identify all the rules, but sometimes they may miss a few.
This is when you can insert yourself into the rule making process. Ensure that the following are on the list:
All opinions are important. Participants must respect one another. If one says something that others
do not agree with, those who disagree must use constructive criticism in order to resolve the
disagreement.
Participants must participate in the entire workshop. The structure of this program has many
activities. Each activity links with the next one. If you skip an activity, participants will miss essential
information needed in the next session.
The facilitator must respect participants time. He or she must use patience with participants, but
also stick to the time for each activity so the entire workshop can be accomplished.

MANGO TREE
There are times when a participant has many questions that are very important, but due to time limitations
within the activity OR there is another activity later on that will answer these questions, you cannot answer it at
the time they ask the question. Because these activities build upon the next one, many times questions asked
early on will be answered by an activity later on.
Questions are good, and as a facilitator we do not want to discourage participants from asking questions. When
a question comes up that you know will be answered by an activity later on, tell the participant that they have
asked a good question, and you are going to put their question underneath the mango tree so that you as a
group can discuss it later on. Write their question on a piece of paper or sticky note, and stick it on a flipchart
that has a mango tree drawn on it.
At the end of each day, look back at the Mango Tree and ask the group if they have answered all the questions
that day or if there are some that still remain. If there is a question on the Mango Tree that you know will not be
covered inside the program, answer that question. However, if you see a question that hasnt been answered
that day but you know the answer has yet to come out in another activity, leave it on the Mango Tree to be
answered the next time.

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HOW TO BECOME A FACILITATOR

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ICE BREAKERS AND ENERGIZERS

PASSING THE SOUND

Participants must stand in a circle. One participant should make a sound (any kind of sound) and an action. After
the first participants send this sound and action to the next participant in the circle, the next participant will
repeat the sound and action and continue to pass the sound around the circle as each participant repeats the
sound and action. When the sound and action reach the beginning, the first participant should make the same
sound and action again, but this time the group should hurry and pass the sound quickly around the circle.
After this you can choose another participant to start passing the sound. This is a good activity to energize the
group.

HUMAN KNOT
Have the group break into smaller groups of 6, 8, or 10 and form circles. Ask each circle to get really close and
then ask each participant to put his right hand into the middle of the circle. Ask each participant to grab the right
hand of another participant that is not standing next to them. After each participant is holding the right hand of
another participant ask each participant to do the same with their left hand, but they must hold the left hand of
another participant that is not next to them and that they are not already holding hands with thus forming a
large knot with the hands of all participants. Once each participant is holding the left and right hand of two
different participants tell the groups they must form a circle again by untangling the current knot. They cannot
let go of the hands they are holding and must work together to untangle themselves and once again form a
circle with no hands crossed in the center. This is a good activity/analogy for communication and leadership.

FIND A BOAT
This activity should be done in a large, open area. The participants should spread out in this open space and the
group leader should loudly say 3 must find a boat. Then all the other participants must run and find groups of
three and hold hands. If the group leader says 4 must find a boat or 5 must find a boat, the other
participants must find groups with the respective numbers. If anyone cannot find a group they are out of the
game. The game should go until only two participants remain. This activity is good for energizing the group.

ANIMAL NOISE
Beforehand, the group leader should prepare small pieces of paper with names of animals that make distinctive
noises (ex. dogs, cats, chickens, flying fox, cows, etc.) there should be two pieces of paper for every animal (i.e.
2 x dog, 2 x cat, 2 x chicken, etc.). Ask the participants to spread out and give each participant a piece of paper.
Once every participant has a piece of paper and knows their animal they must close their eyes and make the
sound of their animal. Then every participant must walk around and try to find the other participant who shares
their animal they must keep their eyes closed the whole time and just move toward the sounds. Every
participant should finish with one partner who shares their animal. This is a good activity to create
partners/teams for other activities.

SIT DOWN WITH A NEW FRIEND

The group leader should ask all participants to find a partner who they did not know before they came to the
Camp. The partners should sit down and learn three interesting facts about their new friend. After every partner
has learned three interesting facts about their new friend, the group should back together and every participant
should share the three facts with the rest of the group. This is a good activity for introductions and breaking the
ice.

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HUMAN BINGO
The group leader should pass out pieces of paper with a large square broken down into smaller squares inside.
The small squares will each have different objectives: Find a person who has 2 brothers, Find a person who
can weave mats, Find a person who has seen a volcano, etc. The participants must find different people for
each square who have met the objectives in each square. When a participant finds someone who fits one of the
objectives they should write that persons name in the box only using that person once. When a participant
has filled up an entire row or column they should yell BINGO! and will win a prize. Then you can tell the rest of
the group that the first participant to fill in the entire card will win a prize too. When finished, ask the
participants to say some of the names they collected for each objective. This is a good activity to introduce
participants and learn interesting facts about each other.

CHANGE THREE THINGS

The group leader should have every participant find a partner and stand up facing each other. The participants
should study their partner so they can remember exactly what they look like. Then ask the participants to turn
away from each other and, while facing the other way, change three things about the way they look (mess up
their hair, turn their shirt inside out, take off shoes or jewelry, etc.). Then the participants should face each other
again and each should try and find the three changes their partner made.

BALLOON TOSS
Participants should make a circle and the group leader should say the name of one participant and toss the
balloon to them. After they have caught the balloon they should say the name of another participant and throw
it to them. Every participant must remember the name of the participant they tossed the balloon too. Once the
balloon has been tossed to everyone in the circle, start the toss again and every participant has to remember
who they tossed the balloon to the first time.

COCONUTS FALL DOWN

Participants should make a circle and the group leader should stand up in the middle. Participants should take
off their shoes/sandals and use them to mark their place in the circle. The group leader should then say
Coconuts fall down on anyone who is wearing blue. Then every participant who is wearing blue must leave
their spot in the circle and find another one that someone has left. The group leader will also try and find a spot
to take. When the participants have filled up every space in the circle, the last participant left must stand in the
middle and say the next Coconuts Fall Down (ex. have a brother, been to Vila, can weave a fan, or ate bananas
in the morning).

HAND PASS
Participants should sit down in a circle. Every participant should place their hands on their legs (palms down).
The group leader should then hit his right leg with his right hand and then his left leg with his left hand. Then the
participant to the left of the group leader should do the same and so on as the action is passed around the circle.
When the action reaches the group leader again they should start the hand pass again, but speed up the
passage. Once the action has reached the leader again, each participant should put their right hand on the leg of
the participant to the right of them and their left hand on the leg of the participant to the left of them. Then the
group leader should start the hand pass again.

TOUCH BLUE

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 The participants should stand up in a circle. The group leader will then say Everyone must touch something
blue. Then every participant must run and find something blue to touch. Then the group leader should say
again Everyone must touch the group leader can say anything (ex. wood, red, glass, etc.).

COUNTING NUMBERS
The participants should stand up in a circle. Every participant should raise their right hand, count 1, 2, 3, 4, 5,
6, and shake their hand with every count. Then every participant should count with their left hand, then their
right leg, and then their left leg. Then every participant should go through the same actions, but count to 5 only
(1, 2, 3, 4, 5). Then again only to 4, then to 3, then to 2, and finally 1.

BEAR, NINJA, SNIPER

This game is similar to Rock, Paper, Scissors, but you use actions and your entire body. Ask every participant to
stand up with their back to another participant. When the group leader counts to three every participant must
turn and make the actions corresponding to Bear, Ninja, or Sniper (these actions should be decided and shared
by the group leader before the activity begins). Bear beats Ninja, Ninja beats Sniper, and Sniper beats Bear. After
every match-up the losing participant should sit down and each winner should find a new partner. This should
continue until only one participant remains standing. This activity can also be done with two large groups
opposed to individual match-ups. In this method everyone in the group make the same action at the same time.

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OPTIONAL ACTIVITIES

NAME TAGS
During registration, name tags are a great activity. When the participants first arrive, provide paper, markers,
and any items to style their name tag (ex. stickers). Ask the participants to style their name tags with all things
that they like (ex. cats, ocean, etc.).

QUESTION BOX
On the first day of camp, place a box where people can write and put questions anonymously. Anytime a
participant has a question, but is too frightened to ask, they can write the question and put in the question box.
Every night the group leader should read the questions and answer them.

SUPERLATIVES
All the Camp Leaders decide to give
every participant a certificate
expounding a certain quality a particular
participant exemplifies (ex. best smile,
best laugh, best speaker, best leader,
best dancer, etc.).

AFFIRMATIONS
Ask all the participants to write their
names at the top of a piece of paper and
hang each paper on the wall. Ask every
participant to take the time to write
things that they like about other
participants on the respective
participants paper (ex. Youre a good
speaker; I like you because youre a kind
person, etc.). At the end of the Camp,
the participants can take their
respective papers.

JOURNALS
On the first day of the Camp, give paper
or an exercise book to every participant.
Every night ask the participants to answer some questions in their journals. These journal logs are for the
participants alone.
Example questions:
What kind of skills did you learn today? How will you utilize these skills in your own life when you go
back to the island?
Think about something which intimidated you before, but now you are no longer intimidated by.
What has changed? How?
Try to think about all the leaders in your community. What good qualities do you recognize in all of
them that you want to improve in your life?

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PARTICIPANT PRIZES
Prizes are a good way to encourage participation. Every time a participant talks or answers a question one group
leader should write down the participants name on a small piece of paper. Every night the pieces of paper with
participants names on them should be put inside a box and the group leaders will draw a name from the box. If a
participants name is drawn they win a prize prizes can be anything you want (ex. DVDs, Candy, Books).

GUEST SPEAKER
Ask a person to come and talk regarding a particular topic or subject in the Camp. If the topic or subject is health
related, ask a Village Health Worker to come speak. If your topic or subject is Public Speaking, ask a confident
and admired community leader to come speak.

ROLE PLAY / SKITS

Assign small groups for every participant. Provide every group with a place and problem regarding the topic or
subject (ex. Making Decisions tell the groups Youre at a party with some friends and one of your friends asks
you if you want to smoke. What do you do?, then allow the groups to prepare and present a role play / skit
regarding the scenario).

SPORTS
Assign a time everyday dedicated to sports. It is good to have a variety of sports too (ex. Volleyball, Football,
Netball, Baseball, Swimming, Athletics, or Yoga).
Why? It is important to exercise everyday and give
participants opportunities to play.

GLOW/BILD OLYMPICS
Organize a time for sports. Assign each participant to a small
team. Every team should designate a team name. The
Olympics should consist of multiple different events three-
legged race, relay race, sack hop, football, etc. The team that
wins the most point, after every event, wins.
Why? This activity is good for exercise, building team bonds,
and playing around.

LONG WALK
Try to find a participant, leader, or community member to lead a long walk or hike around the surrounding area.
You can climb a hill, a volcano, go to the ocean, go to a beach, or just walk around in the jungle. Tell the
participants to be ready to go on a long hike. Tell the participants where you want to reach (the goal).
Remember to bring water, food, a first aid kit, a knife, flashlight, and any other supplies you might need.
Why? This activity is good for building team spirit, playing around, exercising, reaching goals, and having fun.

HIP HOP DANCING

Participants have time to perform a Hip Hop Dance. If a participant knows how to dance Hip Hop style, they can
teach the other participants. Assign participants to small groups to learn dances. Then each group can present
their dances o the group.

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SCAVENGER HUNT
Assign the participants to small teams with 4 6 participants each. Create a list of things each team must find.
Teams must try to find everything on the list. The first team to find everything on the list is the winner. A list
could include Blue Island dress, ripe mango, Namele Leaf, Twisties Bag, etc.

CAMP FIRE
Choose a night to have a bonfire. Find firewood and a place to have the bonfire. Participants can sit down
around the fire and, if possible, one participant can play guitar and participants can sing.

I CANT FUNERAL
Before you have the bonfire, ask the participants to write three things they think they cant do on a piece of
paper. Tell the participants to bring this paper with them to the bonfire. Every participant must say one of the
three things they wrote that they believe they cant do (ex. I cant dance Hip Hop, I cant speak in front of
groups of people, I cant run, etc.). After the participants say one thing they think they cant do, they should
throw their paper into the fire: Your belief that you cant do something is now gone.

MOVIE NIGHT
If you have a television and a DVD deck you can have a
movie night. You can use movies from Wan Smol Bag or
any others that you have.

TALENT SHOW
The last night of the Camp is a good time to have a Talent
Show a chance for participants to sing, dance, perform
skits, or share any talent of theirs. If you want, you can
assign a judge to watch the talent show and choose a
winner or you can choose to not have any winners just
have a good time.

FRIENDSHIP BRACELETS
A Participant or Group Leader who knows how to make
friendship bracelets can teach the participants how to
weave a bracelet. You can use string, beads, pandanus, or
calico.
Why? This activity gives the participants a chance to learn how to weave bracelets and a chance to
share a gift with a friend.

TIE-DYE
Give a t-shirt or cloth or fabric to every participant or ask each participant to bring a t-shirt or calico that they
can tie-dye. Dedicate a time during the camp for tie-dying.

DECORATE JOURNALS
Assign a time where all participants have a chance to decorate their journals. They can use markers, stickers,
magazine cut-outs, etc.

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COLLAGE
To make a collage you must have magazines, colored paper, newspaper, or pictures.
Give every participant a piece of paper, Tell the participants to write their names, cut-out parts of a magazine
and glue to the paper, glue pictures, and color the paper with markers to make a collage. They should have
pictures that represent themselves. After the participants finish you can have them explain their collages and
why they chose the pictures they did.

MAKING HEALTHY MEALS

Give a piece of paper to every participant. Ask them to shout out some
examples of Three Kinds of Food Food to help build muscle, Food to
help the immune system, Food for energy. Then the participants should
draw a plate on their piece of paper and divide the plate into three
different parts. Ask the participants to draw one meal (breakfast, lunch,
or dinner) that has food from all groups of Three Kinds of Food.

COOK
Ask a Village Mama or a person that can cook healthy meals to come
cook with the participants. The participants will have a chance to
learn to cook new foods.

SEWING SKIRTS OR DRESSES

Ask a Village Mama who can sew cloths and fabrics to come and
teach the participants how to sew skirts or dresses. Then, if you
want to sew skirts or dresses to fundraise for your next Camp you
can now do so.

THE THING GAME

Put a lot of different objects in the middle of the group. Divide the group into two teams. Then tell them that
they use the objects to act out something, but you cannot use the object as the object is normally used (ex. if
you have a comb you cannot use it to brush your hair). Give a point to a team every time they act out something
that nobody has acted out yet. This activity is good for giving the participants energy and for big laughs.

RIDDLE OR PUZZLE
If you have a time where participants do not want to do an energizer that requires a lot of energy you can use
riddles or puzzles. Then you can ask the participants to share any riddles or puzzles that they know.

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TIE DYE GUIDE

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LIFE SKILLS
SESSIONS IN THE LIFE SKILLS SECTION WILL HELP PARTICIPENTS TO THINK ABOUT THE WORLD IN
WHICH WE LIVE. IT WILL ALSO HELP BUILD CONFIDENCE, ENCOURAGE CRITICAL THINKING, PROMOTE
INDEPENDENCE, AND DEVELOP HEALTHY COMMUNICATION SKILLS

LEADERSHIP COMPASS

HEALTHY COMMUNICATION

PUBLIC SPEAKING

BELEIFS AND VALUES

TRUST AND TEAM BUILDING

MAKING DECISIONS

SETTING AND ACHIEVING GOALS

YOUTH IN ACTION

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LEADERSHIP COMPASS
DIFFERENT WORKING AND LEADERSHIP STYLES

OBJECTIVES:
Developing a deeper sense of self-awareness about ones leadership style and approach
Developing a more balanced approach to work style; seeking out areas of growth or change
Developing an understanding of how one's work style affects team functioning
Deliberately build skills in all four directions to enhance personal and team performance

MATERIALS:
- 4 Butcher Paper of Working Style for each direction
- 4 Butcher Paper of Extremes for each direction
- 4 Butcher Paper of Ways to Work With for each direction
- BluTak

PART 1: GIVE AN INTRODUCTION TO THE GROUP:

The Leadership Compass is from a Native American Indianbased practice called the Medicine Wheel or the
Four-Fold Way. In the Four-Fold Way, the four directions are described as warrior (north), healer (south),
teacher (west), and visionary (east). All directions have big strengths and potential weaknesses, and every
person is seen as capable of growing in each direction in order to become more whole.
Each direction has a characteristic that it is paired with, including power (north), love (south), wisdom (west),
and vision (east), as well as typical struggles that each direction may experience, associated with loss or
difficulty.
This workshop builds on the Leadership Compass to allow you to dig deeper into your perceptions of self and
team.You must understand yourself before you can understand others. One style isnt better than any other.

PART 2: PRIMARY DIRECTION

Hang the Working Styles posters around the room so that everyone can see. Have everyone look around at
these posters and choose the direction that best suits them.
NOTE: Acknowledge that a person may be temptedto tell all of us that he/she isn't always "south. Its
normal for people to feel that theyhave qualities of all of the sides, but ask them which direction jumps out at
them the most and choose that one. Stick with the exercise which allows people to later explore and discusstheir
many sides.
In order to make their decision, tell the participants to think about:
Whats your first thought when you start something new?
How do you normally act when youre under pressure?
What have people told you about yourself?
What seems most comfortable?

Note: Remember, later in the workshop, we will explore skills from all of their directions.

3. Once everyone has chosen their direction, ask each direction group:
Whats really great about being your direction?
Whats really hard about being your direction?
Whats difficult about working with the other directions?

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 Note: In this discussion, people can recognize that although they are at the same "primary"
direction, they have different responses to these questions.

4. Once they have all had a chance to share, ask to group to complete a task within their direction group. Each
group sitting in their primary direction will address this question:

Plan a trip to New Zealand (or any other task that is not too serious and more on the recreational
side this is to keep people at ease and not to start controversial conflict in the beginning of this
exercise)

Each group must report out their solution to the above question.

Note: As the facilitator, observe each group while they are accomplishing this task and take note
on the different ways they do this.

5. Have each group present their solution. Once they are all finished, reflect back on the statements on their
directions poster. Are they really Norths? Souths?Easts?Wests?
6. Now ask the groups to focus on how their style might be misunderstood, conflict with others, or be taken too
far in a group setting. This should raise awareness of people for the "balancing" possibility of different styles.
Give each direction group five minutes to focus on the following question:

When you stand strong on your working style, what do you think the other directions are saying
about working with you?

Ask groups to brainstorm their responses. Have each group report out (10 minutes of
report backs and discussion) what they say.
7. Once all the groups have gone, reveal the Extremes posters for each direction and have everyone read not
just their own, but others as well.
You can introduce them by saying: "Take a look at these charts. Some of the items you may
recognize came up in your group. Some may be new."
The discussion of Extremes of directions is a good lead in to the next part, which is a focus on
how one can balance one styles.

PART 3: ALL OTHER DIRECTIONS

8. Ask the participants to now choose their secondary direction, or the direction they feel they would use if they
werent using their first direction.
Take a few comments or ask a few questions -- who moved "across" (west - east, north -
south) and who moved "around" (west - south, west - north, north - west, north - east, and
soon).
9. After they have chosen, ask them to choose their third direction (sometimes this is hard for people, so explain
that they are ranking their directions if they get stumped).

PART 4: LAST DIRECTION

10. Lastly, ask them to choose their least likely direction, one that they hardly ever use at all or that is their
weakest direction.
11. Once they have all chosen their weakest direction, in these new groups give them the following task, which
we call Walking in someone elses flip flops. This activity must be performed FROM THE PERSPECTIVE OF THE
FOURTH (WEAKEST) DIRECTION (the one they are in now). Tell them:

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 You are a youth group in a community. You as a group are trying to build a club house. How do
you handle this situation (remember from your weakest direction). Make an action plan.

12. When all the groups are done and present back, ask them:
Was it challenging to have to play out your weakest direction?
What did you learn?
Does this make you think that you may have more of that direction than you thought?
13. Now ask the groups how they in their primary direction may work with someone from their weakest
direction (ex. If a North, who then chose West as their weakest, had to then work with a West, what might they
do to work well with that other person?)
14. Reveal the last chart Ways to Work With. Have everyone look at the flipchart in their weakest direction
first, and then go back to their primary direction to see if they feel the Ways to Work With flipchart is true or
not (they should also look at the other directions after).

PART 5: CLOSING
The Leadership Compass is a good tool to use to see where our comfort zone is in our leadership style. We
recognize that we need all the points of the compass to be a leader and even our comfort zone is probably
between two points.
We work on teams all the time when we are cleaning the community or the church, doing fundraisers,
preparing for big events in the village like marriages, funerals, birthdays, etc.
The Leadership Compass is also a good tool to use when determining the success of working in a team, because
it is very rare for a team to have people from all the same direction. Many times, you may have one person from
one direction, and a few from another direction, and so on. Every time you work in a team, think about every
one of these questions so you step into someone elses savats other than your own:

VISION (EAST)
What was the vision of what we wanted to do?
How did we imagine and look at everything that was possible?

RELATIONSHIPS (SOUTH)
How did people in the group relate to each other?
How did individuals identify with the group?
What did people feel about the task and their participation and contribution?

PROCESS (WEST)
How did we do the task?
What was our plan and how did we come up with it?
How as the task managed and evaluated?

RESULTS (NORTH)
Did we finish the task well?
Did we do everything we said we would?

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HEALTHY COMMUNICATION:
BEST WAYS OF SPEAKING AND LISTENING

OBJECTIVES:
Identify what makes healthy communication
Understand why good communication is important
Identify all different kinds of communication
Discuss when it is appropriate to use different kinds of communication

MATERIALS:
Colored dot stickers
Flip chart paper
Markers
Written papers
Hat

PART 1 - DOT GAME

1. The facilitator puts a colored dot sticker on each participants back. Make sure the participant cannot see
his/her own sticker
2. Explain that the participants must put themselves into groups based on the stickers on their backs, but they
cannot talk. Only non-verbal communication can be used.
3. After the game is finished, ask the group if this was a challenging activity. Why or why not? Would it have
made the game easier if they could have talked to each other?

PART 2 WHAT IS COMMUNICATION?

4. Write the word Communication on the flip chart paper and ask the group: What is Communication?
5. Often the first answer will have something to do with talking or verbal communication. Ask the group if they
used communication during the dot game. Was that verbal?
6. Try to get an answer like: Communication is a way to share information or messages.
7. Ask the group how many people it takes to communicate. Try to bring out the answer that communication
takes at least 2 people because communication has two sides.
8. Ask the group what the different ways of communicating are. They should come up with verbal, non-verbal
(actions), and written.
9. Write the following on individual papers posted all around the room. Give each of the participants three
different colors of stickers. Have them go around the room and put the corresponding sticker on the paper
based on which form of communication they think would be most appropriate in each situation (ex: red = verbal,
green = non-verbal, blue = written). Statements are:
You want to invite a chief to an important meeting
You want your daughter to do the dishes
You see someone in a crowded nakamal and want to say hello
You want to request a meeting with your sons teacher
You want your wife to know you are angry with her
You are in church and you want to tell your nephew across the aisle to stop misbehaving
You want to let the whole community know about a workshop you are running

Page 21 of 136
 You want to make a public speaker feel more comfortable
You want your husband to help with the laundry
10. Once everyone is finished, go to each statement and ask someone to share why they put up the sticker they
did. Does anyone disagree? Could there be more than one correct way to communicate in each example?
Discuss how important it is to choose an appropriate form of communication.

PART 3 WHAT CAN MAKE COMMUNICATION HARD?

11. Before you start this session you must have a man or women draw four or five different pictures on
something and put a number in the corner. These pictures should not be too difficult or too easy to draw,
because another individual is going to re-draw these pictures.
12. Divide the group into four or five small groups and tell every group to choose one to draw. Give one blank
piece of paper and marker to the individual that is going to draw.

13. Put all previously prepared drawing outside the place where each group is; be sure not to put them too
close.
14. Tell them that one at a time an individual in the group will have 45 seconds to look at the groups picture and
come back to describe to the Drawer what to draw.
15. The person who went to see the drawing cannot use their hands (perhaps tell them to put their hands
behind their back). Also, the Drawer cannot talk. Everyone else in the group must keep quiet unless it is their
turn to describe the drawing to the Drawer.
16. When everyone in the group has had a turn collect all pictures and compare them with all original drawings.
17. Write on the board What Makes Communication Hard or Unsuccessful? Use the picture activity to start
thinking. Ask what made the activity hard. Your list should look like the one below:
Too short of time
You cannot use all modes of communication (For example: only talking)
Too many Senders of information
Receiver is not paying attention or listening well
No feedback
You cannot hear voice (For example: tone of voice)
Information doesnt always pass clearly
Channel of communication does not work well
Different kinds of communication (like talking and actions) can tell two different things

PART 4 NON-VERBAL CHARADES

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 18. Split the participants into two groups
19. Put the following phrases into a hat
I Love you
Im angry with you
Please dont do that
Im uncomfortable
Yes, thats ok
I dont understand
Im unhappy with something that just happened
Thank you
Im exhausted
Why are you acting like that?
I feel sick
Why didnt you do what I asked you to?
Im jealous
20. Pick one participant to start the game. He/she pulls and expression out of the hat but doesnt show it to the
group. He/she must act out the expression without using any words. The first group to guess what the leader is
trying to communicate gets a point.
21. Another volunteer comes to the front of the room and draws an expression. Repeat until all the expressions
have been acted out.
22. Discuss the game. Was it sometimes difficult to understand what the person was trying to communicate? Did
you always know how he/she was feeling or did it take some guessing? What might be some of the
consequences of guessing how someone feels? Would it be easier if there had been verbal communication
involved?
23. Make sure the group gets the main points:
-verbal communication can be a very powerful form of communication but is easily misunderstood or
overlooked completely.
-verbal
communication.
always best to ask.

OPTIONAL ACTIVITY- TELEPHONE

You can use this activity to highlight gossip, important messages, or health.
1. Group sits in a circle and one individual thinks of a message (about anything). Then, the individual whispers his
or her message to one individual that sits next to him. This individual then sends the message to the person next
to him/her. The message is passed on like this until it reaches the end of the line or comes back to the person
who started it.
2. When finished compare the final message with the original message. Usually it is quite different from the
original message.
3. Look back at the list of what makes communication hard or unsuccessful and see if anything on the list is
relevant to what happened in the Telephone game. You can send an important message and it can end up funny.

Page 23 of 136
PUBLIC SPEAKING:
DONT BE AFRAID OF SPEAKING

OBJECTIVE:
Learn why public speaking is important
Learn traits of bad public speaking
Learn traits of good public speaking
Practice public speaking
Build confidence for public speaking

MATERIALS:
White board or a place to write
White board marker or chalk etc.
Individual 1 Minute Topic Cards (see below)

PART 1 SKIT WITH GOOD AND BAD PUBLIC SPEAKING

First, have one volunteer or trainer go to the front and give an example of bad public speaking (for example:
talking quietly, covering their mouth, looking down, etc.).
Second, have another volunteer give an example of good public speaking.

PART 2 DELIVERING A SPEECH

Ask the participants what they noticed about the delivery of the two speeches, or how they physically presented
to the group. You are looking for answers based on the following: Eye Contact, Posture, Gesture, and Projection.
Once they have identified at least these 4 categories, run the following exercises with the group to familiarize them
with how they physically should act when presenting.
Eye Contact - practices both personal and group eye contact.
Some good ways to practice eye contact are:

A staring contest in pairs. Continue pairing winners against winners until you have a grand
champion.
All the students walk around the room shaking hands with everyone else and looking into
their eyes.
Posture - How you position yourself makes a big impact on others.
A few exercises for participants to practice:
Ask them to stand up straight, slouch, try to take up as much space as you can, try to take up
as little space as you can, put your hands over your face, stretch your arms out wide, stretch
your hands upwards, stand like a soldier at attention, relax with your arms by your side ask
them how do you feel?)
Ask them to move around the class, dancing, waving arms and legs when the command
freeze is spoken freeze in your exact position. After a fe w rounds, ask them how they felt
standing in weird positions over proper ones?
Gesture - Anthropologists believe that verbal speech has its roots in non-verbal gestures and movements.
A few exercises for students to practice:
Mirror mimes students in pairs closely track each others movements as though they are a
mirror image of one another.

Page 24 of 136
 Students in groups think of and act out as many gestures and signs as they can.
One student sits with their hands behind back. Another student, hidden behind, prov ides the
hand gestures for the one in front. For example, eating a bowl of noodles, using a mobile
phone, doing a difficult exam, putting on a tie, etc.
Projection having a loud voice that is not blocked by any objects will keep audience focused on your words and
not your body movement. Participants should again form a circle to try to following:
Have each participant place one hand on their own belly, and take a few breaths in and out
One at a time, going around the circle, have each participant exhale quickly on a sound, such a
"Ha."
Participants should focus on power coming from their stomach movement and not from
movement in the chest. Repeat the breath using other letters, such as "Ba," Ca" and "Da."
Once every participant has had a chance to practice their projection, split the group into two
teams, as far away from each other in the practice space as possible.
Have each group use their vocal projection to call to the other side, noting that participants
should use their stomach and not simply yell from their throat.
Remind participants that saying something loudly should not be a hard on your throat or a
strain.

PART 3 JUST A MINUTE! ACTIVITY

1.Put them in groups of 4 or 5 people.
2.Cut up the following topic cards. One set of cards for each group.
3.Have just a few participants take it in turns to select a card. Have them look at the topic and give them one
minute to think of what to say. Then they must speak for one minute without help or interruptions on their topic
to the rest of the group.
4.Instruct the rest of the group to listen carefully to the presenter, but if the presenter pauses for too long or
uses interjections like umm, but, uhhh, uhh wanemia??, or giggles, the whole group must pat their
heads (or some other non-verbal action that will draw the speakers attention to their interjection).
5.After youve gone through a few participants, ask the presenters what was hard about this exercise? What was
easy?
6.Ask the group what made it easy or difficult to listen to each of the presenters?
7.Gather all these on a flipchart like the one below and discuss each whether it be a positive or negative
Short and to the point this exercise made you think about the most important facts and put
them into 1 minute. Have you ever heard a speech that kept going around and around a topic?
How did you feel?
Interjections can be distracting. What may your audience think if you use too many
interjections? When are pauses OK or what is the correct use of a pause in a speech?
Rate one minute is not a very long time, so be careful not to rush. What are some ways you can
slow down your speech so that people can understand you? If you are talking to slow, what may
happen to your audience?
Topics - dont include too many topics in your presentation. This exercise only allowed you
one topic, which kept your participants focused on just one thing. What may happen if you
have too many topics in a speech?

PART 4 ORGANIZING A SPEECH/PRACTICING WITH PEERS

1.Explain to the group that

Page 25 of 136
 As leaders we must be able to stand up and talk in front of a group. This is no easy task, even
strong and confident people can be afraid to talk in front of a group. However, if you practice and
focus on the qualities previously compiled your presentation will be successful. If you have
something important to say, but your delivery is not clear or your audience recognizes that you are
timid, then your audience will pay attention to your delivery instead of the message you are trying
to convey. However, if you practice the traits we listed, then your audience will understand your
message.

Have everyone make their own list of 5 questions they would want to ask someone to find out their story.
Ask everyone to split into groups of two. Tell them they are going to use those 5 questions to interview the other
person. Explain that when you are being interviewed by your partner, try to answer using good public speaking
techniques. For interviewers, if needed, write the main points as to not forget.
Give them around ten minutes to interview each other.
When pairs seem to be finished, but them in smaller groups if time allows to practice presenting to one another
about the person they interviewed.
After everyone has had time to practice, have each go to the front of the group and present what they learned
about the other person.
When each individual has finished have the group state all good qualities the presenter demonstrated.

Page 26 of 136
BELIEFS AND VALUES

OBJECTIVES:
Understand that individuals have their own beliefs
Recognize that individuals will have their own opinions even if you dont agree
Understand how beliefs and values are created and changed

PART 1: OPENING ACTIVITY

Agree or Disagree
Write on one card agree and put it on one side of the room. Write on another card disagree and put it on
the other side of the room.
Ask all participants to stand on a line in the middle of the room so that the agree card is on one side of the
room and the disagree card is on another side.
Explain to the participants that you will read a statement. After reading the statement, everyone must think
about the statement and decide whether they agree or disagree. If they agree, they must go to the side of the
room with the agree card. If they disagree, they must go to the side of the room with the disagree card.
Tell everyone to share their thoughts. The activity is for you to decide for yourself, not to go along with your
friends. Its your decision only. There is no right or wrong answer. The activity is to express different ideas.
Write down the following statements to show to the group. You can choose which statements you like and you
think is good for the group.
All children should go to school.
Mangos are better than pineapple.
Volleyball is better than football (soccer).
Church is more important than school.
Mathematics is more important than English.
Lucky Dube is better than Bob Marley.
It is ok to drink kava and Tusker once in a while.
Amical is cooler than Tafea.
If an uncle or auntie tells you its ok to steal something, its alright for you to steal it.
Life on the island is better than life in town.
Add your own.
It is good to ask why? after they choose a side. Talk about how some statements do not respect everyones
rights but also talk about how everyone has to their own ideas whether they are alright or not. Also talk about
the difference between doing something often or just once in a while (like drinking an occasional shell of
kava/beer v. drinking until you are drunk, or drinking a shell of kava/beer once a week v. drinking every day).
Explain:
Beliefs can change
Peer pressure can force your answer
You might have a good friend but not have the same belief as them
Just because someone has a different opinion, does not mean that they are incorrect
You cannot force someone change a belief even if you force them to go on the other side of
the line, they have to change it themselves

PART 2. YOUR BELIEFS/VALUES/ IDEAS

Page 27 of 136
 Create a discussion about the word value or belief. Ask, What does the word mean to you?
Explain how there are some things that help you make your choices before you do something. You think about
them first after you decide whether or not to make the decision. All beliefs and values can tell you whether or
not something is good or bad. All beliefs are ideas that you strongly support. They reflect the person you are.
Everyone individually has a different belief. No one cannot tell you to have the same beliefs as someone else.
All your beliefs come from different places:
(Ask everyone to brainstorm and make a web on a piece of paper)

Sc

Vi

Things
that Cust
Com
affect
Fa
mli Frie

You have some ideas that you developed from church. Some you developed from your friends, but it is very
important to choose your beliefs because some people can tell you something that is maybe alright with them,
but isnt alright with you. You must make the choice on whether or not something is alright with you.

PART 3 - CHANGING KASTOM

Note to Facilitator: Be culturally sensitive towards certain things that may still be practiced that
we dont necessarily believe in such as custom medicine, etc.

Open with the following: In Vanuatu we see many examples of practices that our abus had but that we no longer
practice. These are still talked about as part of kastom, even though they are no longer performed in daily life.
We also see many things in daily life that are not part of kastom. Why do we let go of some old practices but
adopt some new ones?
Ask the participants to story about custom in Vanuatu and on their island (make sure they include the things that
are no longer practiced such as wearing nambas, cannibalism, kicking dirt on recently circumcised peniss, not
allowing women who are menstruating to touch food or share toilets, certain dances etc.) and write them on a
board or a flip chart paper.
Facilitator note: Add kastoms from around the world, both positive and negative. Such as:
Christianity/Christmas, hip hop music, slavery, foot binding, genital mutilation, wedding practices, rice, and
clothing/calico.
Ask the group if they still see all of these customs being practiced in their community.
Facilitate a discussion about what they like and are proud of about custom in Vanuatu and ask if there are parts
of kastom which are no longer improving their lives.
Then ask them if there is anything they do see or use on a daily basis that are not custom in Vanuatu such as
mobiles, stoves, trucks, water tanks, etc

Page 28 of 136
Discuss why these introductions are being adopted. Should include a discussion about kastoms being adopted to
improve peoples lives. Emphasize that the determination of whether a particular practice is continuing to be
positive or negative must ultimately be made by those who practice the kastom and will pass it on to future
generations.

Page 29 of 136
TRUST AND TEAM BUILDING
WHAT YOU NEED TO DO TO WORK AS A TEAM

OBJECTIVE:
Learn what trust is and why it is important when working with a group of people
Understand that trust when working a group of people can help you achieve a goal

MATERIALS:
One 2x4 timber
2 concrete blocks
10 plastic or paper cups
Water

PART 1: OPENING TEAM BUILDING ACTIVITY

Planks
You need a flat piece of timber (eg. 2x4) with concrete blocks. Place the piece of timber on top of the blocks
then ask the participants to stand on top of the piece of timber. Make sure that everyone stands shoulder to
shoulder. You explain that everyone must find a way to cross the timber and to go to the other side, but they
cannot fall off the timber. If someone falls off, everyone must start over.
If they all try but cannot make the activity work, try to ask everyone if they have another way to do the activity
so they can work together and make the activity more easy.
Carry Water
You must have 10 paper or plastic cups filled with water in one tray. Divide the participants into two groups.
Place 5 cups on one side and 5 cups on the other side. Everyone must find a way to place every cup on the tray
without spilling the water. The group can carry one cup at a time on the tray and carry the tray to the other side
to exchange the cup. Every participant must stand on one leg and use one hand. If a participant spills the water,
they must re-fill the cup and start again at the beginning. When the group is able to place every cup of water on
the tray, the activity is finished.

PART 2: DISCUSSION ABOUT TEAM

Ask everyone to list the different kinds of team they know in their community. Examples: church, sport teams,
family, community, youth, mamas, etc. Ask everyone who is part of a team if every year their team is the same
or if it changes. Try to have them understand that this discussion shows that everyone is part of a team within
their community. Ask, Because you are all part a team, do you think team work is important? If they agree, ask
them, Why is team work important? Here you will look for answers such as:
You can make good work easily
Everyone has different ideas
You have someone to support you
Anything else that someone thinks about
Ask everyone what makes good teamwork? With every answer ask them to say what is important. Try to look for
answers such as:
Communication
You cant just think about yourself/Not being selfish
You know your role in a team
Trust

Page 30 of 136
 Works well together
Thinks about other people before themselves
Training

PART 3: TRUST ACTIVITY

Trust Fall: Everyone lines up in two lines. Everyone crosses arms and holds hands with another friend on
another line. One person stands on a high surface (like a table), places their hands on their shoulders, and falls
back into the joined arms of the participants. Everyone must participate. The activity shows that you when you
are a part of a team, you must trust them. If you trust someone, you will make sure that they wont fall down.
Follow the Leader: Have everyone pair up (two people per group). Place a piece of calico over one of the
partners eyes. Make sure that they cannot see through the calico. After the partner who is not blindfolded will
lead the partner on a path until the end.

PART 4: TRUST DISCUSSION

Ask them if they trust everyone all the time or if it is something that someone must earn. If it is not clear to
them, ask them if they would lend something like money to someone they do not know. When they agree that
trust is something that everyone must earn, ask them how a man or woman can earn their trust. The best
answer to look for is HONESTY. When you see that they understand that answer, try to talk about what is
honesty and why it is the most important aspect of trust. Ask everyone how a man or woman can break your
trust. Ask for an example on how someone can break your trust. That it can hurt them emotionally. You can use
the trust fall activity as an example. If they do not understand someone falling town in a team situation, they
will understand the physical hurt used in the trust fall activity. Then explain that there are different kinds of hurt
such as physical, emotional, economic, etc. and you can come up examples. It is hard to earn someones trust
after youve lost it. You can use the trust fall activity as an example once again. If someone falls down during the
trust fall, will it be easy for them to do the trust fall again? You can tell them an example on how someone can
earn or lose trust. Trust is like a house. It can take a long time to build a house because there are a lot of things
that you must do. You must clear the ground, cut the posts, weave the bamboo, make the blocks, dig the
foundation, etc. Trust is the same, you must do what you say and be honest before people can trust you. But if
you destroy the house, it isnt easy to repair. If the house burns down, the house is destroyed. It is the same as
trust. It takes a long time to build trust, but if you break someones trust it is easy to lose. If you want to build a
new house again, you have to clean up the rubbish that was there before. With trust, you have to let time heal
because it takes a long time to earn back trust. When you end the discussion, try to ask them to give a personal
example of when someone they know earned

Page 31 of 136
MAKING DECISIONS

OBJECTIVES:
Understand how individual decisions affect your future
Understand you have the freedom to make a decision
Understand the rationale behind your decisions

PART 1: MAKING DECISIONS GAME

For this game you choose a place outside that has trees, a house, and different kinds of structures. Ask the
leaders of the different groups to stand next to
one of the different structures, trees, or houses
and hold a card with a scenario. Try to make it
so map of all life choices is easy to follow but
so all the different choices are not too close to
each other. There are 13 scenarios: Year 8,
USP/Teachers College/Nursing School,
Australia/China, Work, Village, RTC, Training
Center, Bank or Vanwoods, Port Vila, Security,
Business, School/Aid Post, Hotel/Restaurant,
Secondary School.
Explain that every time you make a choice that
it can tell what can possibly happen in your
future. Every choice you make may put you on a
path that you may or may not want to follow, so
you must be aware of what choices you are making.
Tell everyone that you will go outside to play a game and act like you know what path you choose.
Explain the following scenario: You are close to finishing year 8 in school and you are now thinking about the
next step in your life. Now everyone individually has a choice to choose what path to follow. Every choice will
have a different consequence, like will there be something that happens because of the choice you made, so
think before you choose.

PART 2: THE GAME AND ITS MEANING

GROUP A, VILAGE MAN/WOMAN

You are the men and women of the village. You have a family and a garden. You have enough food to feed your
family but you have a little bit of trouble in earning enough money to pay for school fees and other things that
you may want.

GROUP B, COMMUNITY LEADER

You are a community leader. You help make decisions that will affect life for your village and community. Your
family lives well and you have enough money to pay for school for your children and anything else you may
want.

GORUP C, VILLAGE BUSINESSMAN OR WORKER

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 You are the village businessman or village worker that has steady money that comes in all the time. Because of
all of your hard work that you made, you have useful skills that you can use and you have a chance to better
your life.

GROUP D, WORK THAT EARNS SMALL

MONEY

You are a village worker that earns

some money, but not a lot. Your
work earns you enough money for
just you. If you have a big family, it
will be some trouble to buy
something that you need.

GROUP E, WORK THAT EARNS YOU

A LOT OF MONEY

You are a village worker that makes a lot of money. Your

work earns you enough money to live in Vila and you have no trouble looking out
for your family and buy something that you need.

GROUP F, GOVERNMENT WORKER (NURSE, TEACHER, BANK)

You are a government worker like a nurse, teacher, or bank manager. Your work affects the life and future of
your community and your island. With this kind of position you can give your family the things they need and
give your children plenty of opportunities and knowledge.

GROUP G, IMPORTANT GOVERNMENT PERSON

You are an important person from the government. Your

work affects the life and future of your country. With this
position you can provide everything you need for your
family and provide plenty of opportunities and knowledge
to you children.
Discussion Questions
Who ended up where?
Discuss how you feel about where you
ended up?
Did anyone go to the same place?
What are some decisions that you
might have made that resulted in where
you ended up?
o ID a stronger participant to act
as an example to show consequences,
give a roadblock opinion to participants (be careful not
to force participants or give leading questions)

Page 33 of 136
Page 34 of 136
BELIEFS AND VALUES

OBJECTIVES:
Understand that individuals have their own beliefs
Recognize that individuals will have their own opinions even if you dont agree
Understand how beliefs and values are created and changed

PART 1: OPENING ACTIVITY

Agree or Disagree
Write on one card agree and put it on one side of the room. Write on another card disagree and put it on
the other side of the room.
Ask all participants to stand on a line in the middle of the room so that the agree card is on one side of the
room and the disagree card is on another side.
Explain to the participants that you will read a statement. After reading the statement, everyone must think
about the statement and decide whether they agree or disagree. If they agree, they must go to the side of the
room with the agree card. If they disagree, they must go to the side of the room with the disagree card.
Tell everyone to share their thoughts. The activity is for you to decide for yourself, not to go along with your
friends. Its your decision only. There is no right or wrong answer. The activity is to express different ideas.
Write down the following statements to show to the group. You can choose which statements you like and you
think is good for the group.
All children should go to school.
Mangos are better than pineapple.
Volleyball is better than football (soccer).
Church is more important than school.
Mathematics is more important than English.
Lucky Dube is better than Bob Marley.
It is ok to drink kava and Tusker once in a while.
Amical is cooler than Tafea.
If an uncle or auntie tells you its ok to steal something, its alright for you to steal it.
Life on the island is better than life in town.
Add your own.
It is good to ask why? after they choose a side. Talk about how some statements do not respect everyones
rights but also talk about how everyone has to their own ideas whether they are alright or not. Also talk about
the difference between doing something often or just once in a while (like drinking an occasional shell of
kava/beer v. drinking until you are drunk, or drinking a shell of kava/beer once a week v. drinking every day).
Explain:
Beliefs can change
Peer pressure can force your answer
You might have a good friend but not have the same belief as them
Just because someone has a different opinion, does not mean that they are incorrect
You cannot force someone change a belief even if you force them to go on the other side of
the line, they have to change it themselves

PART 2. YOUR BELIEFS/VALUES/ IDEAS

Page 35 of 136
 Create a discussion about the word value or belief. Ask, What does the word mean to you?
Explain how there are some things that help you make your choices before you do something. You think about
them first after you decide whether or not to make the decision. All beliefs and values can tell you whether or
not something is good or bad. All beliefs are ideas that you strongly support. They reflect the person you are.
Everyone individually has a different belief. No one cannot tell you to have the same beliefs as someone else.
All your beliefs come from different places:
(Ask everyone to brainstorm and make a web on a piece of paper)

Sc

Vi

Things
that Cust
Com
affect
Fa
mli Frie

You have some ideas that you developed from church. Some you developed from your friends, but it is very
important to choose your beliefs because some people can tell you something that is maybe alright with them,
but isnt alright with you. You must make the choice on whether or not something is alright with you.

PART 3 - CHANGING KASTOM

Note to Facilitator: Be culturally sensitive towards certain things that may still be practiced that
we dont necessarily believe in such as custom medicine, etc.

Open with the following: In Vanuatu we see many examples of practices that our abus had but that we no longer
practice. These are still talked about as part of kastom, even though they are no longer performed in daily life.
We also see many things in daily life that are not part of kastom. Why do we let go of some old practices but
adopt some new ones?
Ask the participants to story about custom in Vanuatu and on their island (make sure they include the things that
are no longer practiced such as wearing nambas, cannibalism, kicking dirt on recently circumcised peniss, not
allowing women who are menstruating to touch food or share toilets, certain dances etc.) and write them on a
board or a flip chart paper.
Facilitator note: Add kastoms from around the world, both positive and negative. Such as:
Christianity/Christmas, hip hop music, slavery, foot binding, genital mutilation, wedding practices, rice, and
clothing/calico.
Ask the group if they still see all of these customs being practiced in their community.
Facilitate a discussion about what they like and are proud of about custom in Vanuatu and ask if there are parts
of kastom which are no longer improving their lives.
Then ask them if there is anything they do see or use on a daily basis that are not custom in Vanuatu such as
mobiles, stoves, trucks, water tanks, etc

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Discuss why these introductions are being adopted. Should include a discussion about kastoms being adopted to
improve peoples lives. Emphasize that the determination of whether a particular practice is continuing to be
positive or negative must ultimately be made by those who practice the kastom and will pass it on to future
generations.

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MAKING DECISIONS

OBJECTIVES:
Understand how individual decisions affect your future
Understand you have the freedom to make a decision
Understand the rationale behind your decisions

PART 1: MAKING DECISIONS GAME

For this game you choose a place outside that has trees, a house, and different kinds of structures. Ask the
leaders of the different groups to stand next to one of the different structures, trees, or houses and hold a card
with a scenario. Try to make it so map of all life choices is easy to follow but so all the different choices are not
too close to each other. There are 13 scenarios: Year 8, USP/Teachers College/Nursing School, Australia/China,
Work, Village, RTC, Training Center, Bank or Vanwoods, Port Vila, Security, Business, School/Aid Post,
Hotel/Restaurant, Secondary School.
Explain that every time you make a choice that it can tell what can possibly happen in your future. Every choice
you make may put you on a path that you may or may not want to follow, so you must be aware of what choices
you are making.
Tell everyone that you will go outside to play a game and act like you know what path you choose.
Explain the following scenario: You are close to finishing year 8 in school and you are now thinking about the
next step in your life. Now everyone individually has a choice to choose what path to follow. Every choice will
have a different consequence, like will there be something that happens because of the choice you made, so
think before you choose.

PART 2: THE GAME AND ITS MEANING

GROUP A, VILAGE MAN/WOMAN

You are the men and women of the village. You have a family and a garden. You have enough food to feed your
family but you have a little bit of trouble in earning enough money to pay for school fees and other things that
you may want.

GROUP B, COMMUNITY LEADER

You are a community leader. You help make decisions that will affect life for your village and community. Your
family lives well and you have enough money to pay for school for your children and anything else you may
want.

GORUP C, VILLAGE BUSINESSMAN OR WORKER

You are the village businessman or village worker that has steady money that comes in all the time. Because of
all of your hard work that you made, you have useful skills that you can use and you have a chance to better
your life.

GROUP D, WORK THAT EARNS SMALL MONEY

You are a village worker that earns some money, but not a lot. Your work earns you enough money for just you.
If you have a big family, it will be some trouble to buy something that you need.

GROUP E, WORK THAT EARNS YOU A LOT OF MONEY

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 You are a village worker that makes a lot of money. Your work earns you enough money to live in Vila and you
have no trouble looking out for your family and buy something that you need.

GROUP F, GOVERNMENT WORKER (NURSE, TEACHER, BANK)

You are a government worker like a nurse, teacher, or bank manager. Your work affects the life and future of
your community and your island. With this kind of position you can give your family the things they need and
give your children plenty of opportunities and knowledge.

GROUP G, IMPORTANT GOVERNMENT PERSON

You are an important person from the government. Your work affects the life and future of your country. With
this position you can provide everything you need for your family and provide plenty of opportunities and
knowledge to you children.
Discussion Questions
Who ended up where?
Discuss how you feel about where you ended up?
Did anyone go to the same place?
What are some decisions that you might have made that resulted in where you ended up?
o ID a stronger participant to act as an example to show consequences, give a
roadblock opinion to participants (be careful not to force participants or give leading
questions)

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SETTING AND ACHIEVING GOALS
MAKING A LIFE PLAN

OBJECTIVES:
Define what is a goal
Develop objectives to guide achievement of goals

MATERIALS:
Butcher Pater (A3 paper)
Markers

PART 1: GOALS
What is a goal?
Use an example, such as a soccer team
Ask a participant to come forward to draw a soccer field
Ask her to explain what happens in a soccer game
Tell a story You are all playing in a soccer game. It is a very important game, such as Vanuatu vs. Fiji. You are all
playing but then you notice something different about the field. All the players are kicking the ball but now the
game is not progressing. You notice that, on the field, there are no goals! If there are no goals, the game does
not have a purpose. Same as with our lives- if we dont have a goal, we are just kicking a ball.
What is a goal? Who here can define it?
To develop our goals, we use the following:
Mission: small discussion of what you want to do
What: clearly define mission
Who: Who can help you achieve your goals
Where: where do you need to go to achieve your goals
When: make a time table with dates
How: make a list of how you plan to achieve your goal
Why: your motivation for wanting to achieve your mission
Make an example on a big sheet of paper:

What:

Become a nurse

Why: Because I Who:

have plenty to mother, father,
give to help my aunt who is a
nation and nurse, friends
community from GLOW

Mission:
go to school
to become
a nurse
How: make Where:
contacts at
schools, look for nursing school in
scholarships, talk Vila, after I will
with my family study in Fiji

When:
apply next year,
must start filling
out application
now

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PART 2: PHASES OF GOAL SETTING
1) When you set a goal, sometimes you dont achieve everything. Like a good football player, he doesnt always
score a goal every time he tries.
2) There are four phases:
Draw this circle on a big piece of paper

4. Growth 1.Honeymoon
You are ready to keep Everything is going well
working towards your towards achieving your
goal goal

3. Solutions 2. You
Must think of a new envcounterproblems
way to solve this Here many people
problem give up on their goal

THEN
a) Divide the participants - Three per group.
Ask all the girls to write one goal and address all sections (what, who, where, when, how, why). Give them 30
minutes. They may write it on any size paper or draw it as a picture if they do not want to write.
b) Tell them: To dream is FREE. Dream big, dream crazy, be open to new ideas. Anything is possible to achieve if
you really want it.
c) Allow the groups to share their thoughts
Set a Goal
If you have a session where you talk about how to set a goal for your life, this is a good activity to do after.
Ask all the participants to think about a goal that they want to achieve after one year and
another one theyd like to achieve after five years.
Give each one of them a piece of paper and ask them to fold it in half. After, ask them to
write their goal for one year on one side and their goal for five ye ars on the other and a
picture of themselves achieving each goal.
Then they will turn the paper over and make a plan for how they will achieve the goal on the
other side. Use the goal prompts: Who? When? Where? Why? To make your plan.
What will you do first? Who will you need to seek help from? When they finish, ask some girls
to share their plan.
YOUTH IN ACTION
MAKING AN ACTION PLAN

OBJECTIVES
Understand the importance of making a plan

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 Conduct a fair voting of options for a work plan
Create an action plan to reach a goal

MATERIALS
A4 Paper
Markers
Priority Matrix chart

PART 1: POINTING FINGERS

Ask the group to close their eyes. Ask, 'We are going on a journey, but where are we going? Please point your
finger to where you think we are going.'
After everyone has pointed somewhere, ask the group to open their eyes. Many fingers might be pointed in the
same general direction, but there are probably many fingers pointed all over the room.
Ask 'What would need to happen to have everyone pointing their fingers in the same direction?' Capture the
answers on an easel chart.
Ask the following questions:
Does the team have a collective vision?
Do you know where you are going?
How could you have avoided going in different directions?

PART 2 WHY MAKE A PLAN?

Tell the following scenario:

You are in a community and you have, as a community, set a goal to make a community house. In
a community meeting, everyone voted and agreed to complete this project. The meeting closes,
but after nothing happens.

Ask the participants if they have seen this happen before.

Explain that:

The problem with this story is that even though the community set a goal, they did not make a
plan of action to reach their goal. Even if you vote to do something, it doesnt mean that everyone
agrees on how it should be done, just like in the finger pointing activity. Thats why its important
to set a plan in place, one that everyone is aware of and agrees on.

PART 3 CHOOSING WHAT TO PLAN (PRIORITY MATRIX)

Explain that before we talked about personal GOALS. But now we are going to act as a community and vote on
a common GOAL for the community.
In small groups, ask participants to develop a ways that answer the question: What would make our community
better?
Discuss the items on the list, combining similar items, eliminating items if they do not seem relevant, and so on.
Everyone in the group should be clear about each item before ranking begins.
When they have the list done, put each of the methods into the priority matrix chart. Whatever order you write
the items in on the row down must also go in the same order as the row on the top. (see chart below)

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 Explain that you are now going to compare all the possible choices you have for projects and see which one
people prefer. Have everyone close their eyes.
Read out the first two choice. For example, the chart below shows the first comparison is Build youth house
verus Clean the football field.
Word it as such: If you think you should build a youth house instead of clea ning the football
field, raise your hand.
Count how many raise their hand.
Then ask If you think you should clean the football field instead of building a youth house,
raise your hand.
Count how many raise their hands.
Put which ever choice that won in the box. So in the example below, Build youth house got
more votes than Clean the football field.

After you have had participants vote on every pair, count how many times each one won. So in the chart above,
Build Youth House got the most votes, Clean the School got the least. It means that as a group, the most
important thing for them is to build a youth house.

PART 4 THE PLANNING PROCESS

Use the project that just won in the priority matrix, and explain that now they will make a plan to reach that
goal..
Tell them that in order to make a work plan, the first step is just listing out every little task that might go into the
plan. They dont need to worry about order of the tasks at this point.
Example list for a youth house
Cut posts
Weave the bamboo
Cut the natangura leaves
Clear an area of ground
Cut the bamboo
Hold a fundraising

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After, ask each participant to draw a picture of a task on the list. Make sure no one draws the same task.
Ask each participant to take the pictures of the tasks and put them in order from first task to the very last task.
Ask them to present back, and ask if they missed any steps.
Explain that this process is important because it allows you to see where you need to start. Without this, you
might try to do a step that comes later on first, and feel like youve wasted time once you realize that you missed
a key step before. Also explain:

Sometimes we have big projects that seem really difficult to finish. But when you make a plan,
you dont have to worry about all the steps at once. You take each step one at a time.

After youve set the order of the pictures, put a name for each picture of who will be in charge of completing
that task. Make sure every picture or task has a name assigned to it. This is important because it makes people
responsible for their task, and so that no one can point fingers if it doesnt happen.
If there is more than one name on a task, just ask the participants to assign a leader out of all
the names on that picture.
The leader of the task must tell how much of the task is needed example: if the task is to
cut posts then the leader must tell out how many posts need to be cut.

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HEALTHY RELATIONSHIPS
HEALTHY RELATIONSHIPS WILL HELP ALL PARTICIPANTS UNDERSTAND DIFFERENCES BETWEEN
GENDER AND SEX, UNDERSTAND THE THINGS YOU NEED IN A HEALTHY RELATIONSHIP (BOYFRIEND,
GIRLFRIEND, FAMILY, MARRIED VS FRIENDS), AND HOW TO PRACTICE GOOD COMMUNICATION WITH
YOUR FRIENDS, FAMILY, AND SPOUSE.

ACT LIKE A MAN, ACT LIKE A WOMAN

TAF TUMAS

SELF RESPECT

IDEAL PARTNER

BUILDING UP AND BREAKING DOWN RELATIONSHIPS

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ACT LIKE A MAN, ACT LIKE A WOMAN
THE QUALITIES OF MEN AND WOMEN

OBJECTIVES:
To understand how sex and gender are different
To understand the different roles and responsibilities of men and women
To have participants take into consideration which types of roles and responsibilities can and
cannot change

MATERIALS:
Thing Game Kit (random items collected may include bush knives, plastic bottles, clothes,
empty coconut shells, etc.)
2 poster papers
Markers

STEPS:
Break up the participants into 2 different groups and ask them to stand on opposite sides. *It would be ideal to
separate the groups according to sex. Assign group names.
Put the Thing Game Kit in the middle between the 2 groups.
Say: We are now going to play the Thing Game. Group 1 will play the part of the men and Group 2 will play the
part of the women. Each group will have 30 seconds to Act like a man or Act like a woman. I will write down
each action that is made as you all play. Each action made will be a point and the group with the most point
wins. If Group 1 makes an action belonging to men but Group 2 feels that this action can belong to women too,
then Group 2 can win a point if they choose to make that same action during their turn.
*Note: It works very well when the males play the part of females and vice versa.
While the two groups are playing, have a scribe write down each activity and action being made on individual
papers, one for Man and one for Woman.
When each group is finished and there are no more actions being made, count the points and announce the
winner.
Go through each activity and mark G for things participants believe have to do with Gender and S for things
participants believe have to do with Sex.
This is a good time for any conversations or disagreements.
Make sure the group is clear on what gender is and what sex is.
Guide a discussion about how a mans actions and womans actions and their gender roles can affect the
relationships in their lives. Relationship between yourself, relationship between you and your friends, your
community, your church.
When the discussion has come to an end, ask them what theyve learned and what they enjoyed and maybe
would like to change about the activity.

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TAF TUMAS:
WHO IS REALLY TAF TUMAS?

OBJEKTIF:
To recognize the different inner and outer qualities of men and women
To understand the difference between someone who is TAF TUMAS vs . someone who is a
good role model
To understand the meanings and messages of the actions that we make

MATERIALS:
Poster paper
Markers
Taf Tumas Pictures (located in Appendix)

PART 1 WHO IS REALLY MORE TAF?

1. Write Taf Tumas and i no Taf Tumas on top of 2 different pieces of poster paper. Cover up the two
headings so the participants cannot see the titles.
2. Separate the Taf Tumas pictures according to pictures of the men and pictures of the women.
Explain to the group:
In the last activitiy, we looked at what kinds of actions men and women make in Vanuatu. (Give an example of
an action that was made during the game).
A lot of the times, we like to comment on the quality of men and women according to what we see, but those
qualities and actions dont explain why they may dress like that or behave that way.
Behind each action, there are beliefs that cause that person to behave that way. In this session, we will be
looking at what kinds of behaviors and actions that men and women make and what are the types of qualities
that we value.
*You and the facilitator will choose if you want to do the comparison of the male pictures first or the female
pictures first. (You can choose to use the comparisons provided in the chart underneath as a guide.)

Foto blong ol woman blong kompea Foto blong ol man blong kompea

Michelle Obama Yangfala Gel Mike Tyson Rambo

Rihanna Vanessa Quai Jackie Chan Yangfala Boe

Kastom Woman Hannah Montana Walter Lini Papa

Africas Best Miss Vanuatu Barack Obama Yangfala witem bebe

If the participants dont recognize who the people in the picture are, you may explain who each one is at the end
of the this session.
1. For each pair comparison, show 2 pictures at a time ask the participants to take a good look at the pictures.
Then ask them to close their eyes and vote for which person they believe are TAF TUMAS. (Essentially they
are voting at face value OR they maybe voting for other reasons but well find out.) Do this for every picture
pair comparison.

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 a. Tell the participants to open their eyes but do not tell them who won! (youll get a chance to tell
them at then end)
2. Show the picture that had the least votes and ask the participants, What makes this person taf tumas?
Write their answers on the poster paper titled i No Taf Tumas. (remember these headings are covered and
hidden!)
3. Show the picture that had the most votes and ask the participants the same question, What makes this
person taf tumas? Write their answers on the poster paper titled Taf Tumas.
a. You may reveal who won after steps 5 and 6 have been completed.
4. Afterwards, you can say, Good observations everyone, you all thought man A or woman A was more TAF
than man B or woman B. There are no wrong or write answers, every answer is good.
5. Repeat steps 5 and 6 for every picture comparison pair.
6. Once all voting has been completed, there will be plenty of different kinds of inner and outer qualities on the
two poster papers headed Taf Tumas and i No Taf Tumas. Quickly go through the gathered answers.
7. Uncover the headings of each poster paper and explain to the participants that this is what they believed
was Taf Tumas and this is what they believed is NOT Taf Tumas.
8. Ask the group to look at the 2 lists and see if they feel some of the qualities are in line with that they believe
or maybe should be moved. Then go ahead with the next part.

PART 2 WHO IS REALLY MORE TAF?

1. Ask the group, What are some different or similar things you guys see on the two pieces of poster paper?
Does one tell a story that maybe different or the same as the other one?
Note: For the mens evaluations, you might see some qualities about being violent and for the women you might
see many outer beauty qualities.
2. Then ask, Do you guys think we should keep the list as is or should we move some qualities? Make sure this
is presented in a way where the participants dont feel pressured or judged about their beliefs. Encourage the
group that everyone has different values and beliefs and that there are no wrong or right answers.
3. Now write Rol Model Blong Mi as a heading on one piece of poster paper. Ask the participants to identify a
role model in their life. You may need to explain what a role model is. (Man o woman we yu tink hevi long hem o
wan gudfala man)
4. Ask the group to shout out some qualities of their Role Model and write these down on the piece of paper
headed Rol Model Blong Mi.
5. Then look at the three poster papers together; Taf Tumas, i no Taf Tumas, and Rol Model Blong Mi. Ask
the participants, What are some things that you all see on each poster paper. What do you think? Do you see
anything that appears on more than one poster paper? Which ones? If there arent any differences or
comments, then ask if they feel some qualities should be moved or not?
HELP: To help the participants recognize the difference, choose 2 different qualities that were identified
by the group and compare them
Example: if being violent is under TAF TUMAS but at the same time trust is under Rol Model Blong Mi,
you can say something like, can you trust someone who is violent and may hit you if he gets angry? or
if being light skinned or style is under TAF TUMAS and the same time education is under Rol Model
Blong Mi, you can say something like, Can you tell if he/she is educated by their skin color or how they
dress?
6. Explain that the qualities in TAF TUMAS usually are things that we see, the outer appearance and qualities of
men and women. Sometimes people do things (example, drink too much alcohol and smoke marijuana) to be
TAF or believe that TAF means being rich, ladies man, or dressing in ways to get attention from boys. Maybe
some people view that as TAF when really, some of these decisions are affecting their lives.

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 HOW?
Ruining his/her health
Ruining his/her mental health that can lead to other violent behaviors such as murder or rape
May give opportunities for them to abuse their power to control others.
But the qualities of Rol Model Blong Mi talk about beliefs and values, the inner qualities of people. (Example,
trust, honesty, kind) Sometimes these qualities can:
Help someone protect others from harm or value their relationship with themselves and
others
Help him/her use his/her power and authority for the good of helping others
Help him/her stand up against sexual violence and violence against men or women

PART 3 - CLOSING
1. The main message behind this session:
Being TAF and being a Good Role model is not the same.
A good role model who cares about people will try their best to help others and keep them safe. A good role
model is a man or women who:
Has the heart to help others and uses their kindness to build up their relationships with
others.
Doesnt put importance on outer qualities but has strong beliefs and values on inner qualities
of people
Sometimes, people who think theyre TAF TUMAS or flas might try and peer pressure you to join them. But
really, theyre afraid because they dont want to lose control of the power that they believe that hold.
Understand that were all strong people and have the right to say no. You are the only person control of you and
only you have that power.

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SELF RESPECT
LOVING YOURSELF FIRST

OBJECTIVES:
Help each participant think about themselves and personal interests
Show them that they are important in any relationship and should have self -respect

TIME:
2-3 hours

MATERIALS:
Human Bingo Cards
White Paper
Glue
Scissors
Magazines, newspapers, etc.
Markers
Tape

PART ONE: HUMAN BINGO

Give each participant a Human Bingo card.
Explain that the object of the game is to find one person
that fits the description in the box then writing that
persons name in the space. Only one name can be in the
box. The winner of the game is the first person to fill out
the card.
If youd like, read out everything that is on the winners
card to question everyone about their answer.

1.1.2 COLLAGES

First start with a small introduction about why it is import to love

yourself or have self-respect:
When we think about relationships, we think about the
relationships we have with our friends, family, girl/boyfriends, etc,
but first you must think about the relationship you have with
yourself. When you love yourself or have respect for yourself,
everyone else will give you love and respect as well. It is the base
of every good relationship. Also, when you are happy with your
life and you love yourself, you are free to give you love to
someone else (because you are not jealous, you dont need
competition).
Give white paper, scissors, glue, magazines/newspapers, and
anything else the participants may need. Each participant
should have a piece a paper for him/herself. Explain that they
will cut out small pictures from the magazines and

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 newspapers and glue them to the white piece of paper to explain their life (their likes/dislikes, dreams about the
future, things that make them happy, etc.). If magazines are not available, have the participants draw out the
images. Give the participants time to complete their collages. They can cut out pictures or draw pictures.
When they are finished, give them time to share their pictures with their friends and explain why they chose
those pictures.
To close the activity, tell them that it is important that they think about what they like, what they dislike, what
makes them happy, what they want to do in the future, etc. If you do not know yourself well, you do no love
yourself or the activity can help you know yourself. Every picture is different because every picture is different.
It is alright if not everyone likes or agrees with your pictures.

1.1.3 I LIKE YOU BECAUSE

Give each participant a piece of paper. Tell them to write/ draw their name on the piece of paper if theyd like.
Hang up the pieces of paper throughout the room.
Give the participants a marker and tell them to walk around the room and write nice things about the other
participants. Think about things like, I like this person becausethey have a nice smile, theyre kind to
everyone, theyre good at football, etc.
When everyone is done writing on the pieces of paper, ask the participants to read everything that was written
and have them tell everyone how they feel about everything written.

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IDEAL PARTNER
WHO IS YOUR PERFECT PARTNER?

OBJECTIVES:
Identify what makes a good partner
Talk about how you identify a good partner
Acknowledge cultural barriers to choosing a good partner

TIME:
1-2 hours

MATERIALS:
Paper with man outline (attached)
Markers/pencils/pens
Flip chart paper

PART 1: ANIMAL NOISES

Put the names of different animals into a hat (these should be animals that can be found in the village ex:
chicken, dog, cat, pig, cow, etc.). There should be two of every animal and enough for every participant. Each
participant chooses a paper from the hat but doesnt share which animal they chose.
Instruct all the participants to close their eyes. They must make the noise associated with their animal and walk
around the room trying to find their partner (the other person who chose the same animal). It is very
important that the participants keep their eyes closed and find their partner only by making noises.
Once the two same animals have found each other they can open their eyes and step to the side. The game
continues until everyone has found his/her partner.

PART 2: DRAW YOUR IDEAL PARTNER

Give every participant a paper with the outline of a human
Tell participants to draw on the outline all the things they think would make an ideal partner (i.e. husband or
wife). Show an example first.
Ask the group what the qualities of a good partner are. Write the answers on a flip chart. Often you will hear
answers like:
Good at sports
Well educated/smart
Can cook well
Funny
Loves me
Has respect (for me and others)
Works hard
Likes children
Happy
Good looking
Etc.
Ask why these are important qualities to look for when choosing a partner.

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Ask if all these qualities are equally important or if some are more important. If the group chooses some as being
more important put stars by them on the paper.
Ask the group if there are some bad qualities that they dont want their partner to have. Write the answers on
the flip chart paper. Often you will hear answers like these:
Abusive
Fights often
Drinks too much alcohol/kava
Lazy
Neglectful
Cheats
Ask the group if all these qualities (both good and bad) are easy to see right away or if you have to get to know
someone first to find out. They should say you have to know someone well first and it takes time to discover
these qualities or the lack thereof. Explain that this means that when you choose a partner you should wait until
you know him/her well before you make any decisions. It should not be like the animal noise game where you
walk around blind until you find the first person who sounds like you.

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BUILDING UP OR BREAKING DOWN
WINNING AND LOSING TRUST

OBJECTIVE:
To identify what makes family relationships healthy
To examine different behaviors and identify whether they work toward a healthy or an
unhealthy relationship

MATERIALS
Flip chart paper
Markers
Jenga games

NOTE TO FACILITATOR
Its important that through the discussion of how many pieces will be added or removed, the severity of the
actions is discussed among the participants. The facilitator should not be greatly involved in the decision making
process. If they end up taking out the same amount each time, it may be good to ask questions to help them
recognize that some of these may be more important than the others.

ACTIVITY
Split the participants up into group of two (more people may be in each group if you dont have enough games
of Jenga for pairs)
Explain how to build a Jenga tower (four pieces form the bottom level all facing the same way. Four pieces go on
top all facing the opposite way. Repeat)
Once each group has their tower built, explain the rules of the game. The facilitator will read out an action or a
behavior that might happen within a family or a household. Everyone will decide as a big group whether that
action builds up healthy relationships or breaks them down. If the action breaks down relationships each small
group must remove one or more Jenga pieces from the tower. If it builds up relationships, each small group may
put one or more Jenga pieces back on top of the tower to start a new level. The amount of pieces removed or
added will be determined by the group, the idea being that the actions that would have a bigger effect on the
relationship result in the removal or addition of more pieces. Actions that are smaller and more inconsequential
may result in only moving one (Because of time limits, it is recommended to make a rule that when removing a
piece it cannot be on the top two levels). The game continues until one groups tower falls down.
Some examples of family actions are:
Dad sees that Mom is tired but he decides not to help with the housework ( -)
Mom steels money from Dad to buy kava (-)
Mom goes to the garden so Dad does the wash (+)
Mom sends the children to buy matches but they go play with their friends first ( -)
Dad and Mom shell out copra together to pay for school fees (+)
Dad hits Mom (-)
The baby cries because shes hungry but Mom doesnt feed her ( -)
Mom doesnt want to have sex but Dad forces her (-)
The children go find coconuts for the evening meal (+)
Dad wants to use a condom but Mom refuses (-)
Dad inappropriately touches the children (-)
Big sister watches the small children while Mom and Dad go to the garden (+)

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 Mom has sex with a different man (-)
Mom goes to the garden everyday but Dad is lazy and stays in the house all day ( -)
Dad takes school fee money to buy kava with it (-)
Once the game is over, discuss with the group. Talk about how some of these actions may be more dramatic
than others, but even the small wrongs build up over time. When you are a part of a family you have to try your
best to build up healthy relationships instead of breaking them down. If a family member (or members)
continually acts in a negative way, eventually the family will fall down, just like the Jenga tower.
Ask the group if they can think of other activities that might break down family relationships. Write their
answers on the flip chart.
Ask the group if they can think of other activities that might build up family relationships. Write their answers on
the flip chart.

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SEXUAL REPRODUCTIVE
HEALTH
THIS HELTH SESSION WILL HELP ALL PARTICIPANTS TO UNDERSTAND THEIR BODIE AND KNOW THE
IMPORTANCE OF PHYSICAL, MENTAL, EMOTIONAL, AND SEXUAL HEALTH. PARTICIPANTS WILL ALSO
LEARN HOW TO MAKE CHANGES IN THEIR LIFE TO PREVENT THESE KINDS OF SICKNESS.

This session is best conducted in a setting where participants feel comfortable and at ease to discuss such
subjects. An example in Vanuatu is the beach, or a place in the bush where it is quiet, apart from the rest of the
camp. Note that this session usually does not go well when done in a classroom due to the formality.
Additionally, this session is very time consuming and may take up to a full day, so usually this session is best
paired with a planned lunch where the participants can join in the cooking to add a sense of fun and normality to
an possibly uncomfortable discussion.
THE STORY OF ARH

PUBERTY CHANGES

ANATOMY MATCHING

WHAT IS SEX?

MENSTRUATION AND PREGNANCY

SPERM CYCLE

HEALTHY MAMA, HELATHY BABY

FAMILY PLANNING AND PREGNANCY

UNDERSTANDING SEXUALLY TRANSMITTED INFECTIONS

THE IMMUNE SYSTEM

VIRAL LOAD AND TRANSMISSION ROUTES

HIV PREVENTION METHODS

HIV/AIDS TESTING AND TREATMENTS/THERAPIES

DEALING WITH STIGMA

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THE STORY OF ARH
WHAT HAPPENS IN YOUR COMMUNITY

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PUBERTY CHANGES
ALL CHANGES TO THE BODY

OBJECTIVE:
Understand the meaning of puberty
Identify different ways that a females body changes at puberty
Identify different ways that a males body changes at puberty

TIME:
30 minutes

MATERIALS
Flip chart of male body outline
Flip chart of female body outline
Markers

PART ONE: BODY CHANGES

Pass out two pieces of butcher paper (or two pieces of flip chart paper), markers, small pieces of paper, and blue
tack to every group.

This activity is about understanding the changes of the body. Children in class 5 or 6 are not the
same as children in class 9 or 10 each are going through different levels of changes in the body.
We call this puberty. Its important to know what changes happen to both males and females.
On a piece of flip chart paper, draw a girl. On another paper, draw a boy. After, take the small
pieces of paper and either write or draw the changes that happen during puberty and place them
on the corresponding place on the body of the boy, girl, or both. Give the groups 15 minutes to do
the activity.

When everyone is finished, ask one member of each group to explain to the rest all the different changes to the
body. Be sure to at least cover the following points:

Physical Changes Behavioral Changes

Boys His body starts to make sperm and semen. He may try to behave tougher with
friends.
He may start to have wet dreams these are
when sperm and semen come out of his private part He may begin to exhibit slightly more
while he sleeps, which is normal. aggression.
Hair begins to grow on his face, armpit, and He may begin to show more
chest. independence.

Girls Her breasts begin to grow (sometimes they do She may become very self-conscious
not grow very big). about her looks.
Begin menstruation. She may begin to feel very sensitive
about some statements.
The skin around her vagina will become more
defined and developed. She may become shy around the
opposite sex.
Labia and vagina may become wet because her

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 body will begin to make clear

Discussion Questions:
Do boys and girls experience the same puberty changes? If not what are the different changes boys and girls
experience?

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ANATOMY MATCHING
ANATOMY OF MEN AND WOMEN

OBJECTIVES
To understand the different parts of male reproductive system
To understand the different parts of female reproductive system

MATERIALS
Flip chart of male body outline
Flip chart of female body outline
Markers
Pictures coded BM

PICTURE MATCHING ACTIVITY:

Pass out the Body Matching (BM) Picture sets.
Show the group a picture of one of the private parts of a male and another of a female and tell the following
narrative: This activity specifically looks at the parts of the body in terms of our genitals. There are pictures of
genitalia in one pile and names of those parts in the second pile. As a group, try to match the pictures with as
many words as possible.
Give them 15 minutes to complete their work.
When every group is finished, explain each of the body parts and its respective name in the male or female
genitalia. Make sure to explain the male and female anatomy separately in order to avoid confusion.

Facilitator note: In Bislama the word tabu pat describes all of these different parts. It is important
that participants understand the various parts that make up the tabu pat and their different
functions so when something isnt working properly we can think about which part it is and better
explain it to health workers.

Facilitator Questions:
Why do you think that it is important to know all of the different parts of our bodies?
What new things have you learned today?

MALE ANATOMY

Name of Part Function of Part

Basket blong Ples blong This pouch-like sac hangs below the penis and encases the testes, or
Mekem Sperm (Scrotum) (Le testicles.
Scrotum)

Praevet Pat blong Man This muscular organ becomes filled with blood during arousal, thus making
(Penis) (Le Pnis) sexual intercourse possible.

Doa blong Sit Sit (Anus) This is the passage for feces or fecal matter that is connected to the rectum
(LAnus) inside the body.

Rod blong Sperm (Vas The vas deferens is a long, muscular tube that travels from the epididymis

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 Deferens) (Le Vas Deferens)
Paep blong Sperm mo Pis Pis
(Urethra) (Lurtre)
Haos blong Sperm
(Epididymis)(Lepidiymis)
Haos blong Melek blong Man
(Prostate) (La Prostate)
Ples blong Mekem Sperm
(Testes) (Les Testicules)
FEMALE ANATOMY
Nem Blong Pat
Doa blong Rod blong Pikinini
(Vaginal Opening)
(Luverture Vaginale)
Skin blong Praevet Pat blong
Woman (Vaginal Folds) (Le
Plis Vaginaux)
Praevet Pat blong Woman
(Vulva) (La Vulve)
Doa blong Sit Sit (Anus)
(Lnus)
Doa blong Pis Pis (Urethra)
(Lrtre)
Ples blong harem gud
(Clitoris) (Le Clitoris)
Rod blong Eg (Fallopian Tube)
(La Trompe Utrine)
into the pelvic cavity, to just behind the bladder. The vas deferens brings
mature sperm to the urethra, the tube that carries pee or sperm to outside
of the body, in preparation for ejaculation.
The urethra is the tube that carries urine from the bladder to outside of the
body. It also is the same pipe that semen flows out of during arousal and
ejaculation. When the penis is erect during sex, the flow of urine is blocked
from the urethra, allowing only semen to be ejaculated at orgasm.
The epididymis is a long, coiled tube that rests on the backside of each
testis. It transports and stores sperm cells that are produced in the testes. It
also is the job of the epididymis to bring the sperm to maturity, since the
sperm that emerge from the testes are immature and cannot fertilize an
egg. During sexual arousal, contractions force the sperm into the vas
deferens.
The prostate gland is a walnut-sized structure that is located below the
urinary bladder in front of the rectum. The prostate gland gives extra water
to the ejaculate. Prostate fluids also help to give the sperm more life.
These two oval shaped organs produce sperm cells and testosterone.
Wok Blong Pat
This is the opening into the vagina, where a baby comes out of, what
menstruation blood comes out of, and if having vaginal sex a penis would
enter.
They surround the openings to the vagina and urethra (the tube that
carries urine from the bladder to the outside of the body). This skin is very
delicate and can become easily irritated and swollen.
This is the equivalent of tabu pat in Bislama. It refers to the whole organ
of the female reproductive system on the outside of the body.
This is the passage for feces or fecal matter that is connected to the
rectum inside the body.
This is the hole out of which urine exists the body. It is unlike the male
urethra because it is only for urine
A small, sensitive part of skin that looks like a small button that is
comparable to the penis in males. The clitoris is covered by a fold of skin,
which is similar to the foreskin at the end of the penis. Like the penis, the
clitoris is very sensitive to stimulation and can become aroused.
These are narrow tubes that are attached to the upper part of the uterus
and serve as road for the eggs to travel from the ovaries to the uterus.
Fertilization of an egg by a sperm normally occurs in the fallopian tubes.
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 The fertilized egg then moves to the uterus, where it implants to the
uterine lining.

Haos blong Eg (Ovary) (Les The ovaries are small, oval-shaped glands that at first glance look like a
Ovaires/Lvaire) chicken egg, that are located on either side of the uterus. The ovaries
produce eggs and hormones.

Eg blong Woman (Egg) This small egg holds all the chemicals needed to make a baby, except for
(Leuf) all the chemicals from the male. Only females have eggs, and they are
born with a certain amount of eggs. The ovary usually releases one egg a
month, which if it doesnt meet a sperm it is flushed out which makes
menstruation. Once all of a females eggs have been released, they stop
having menstruation.

Doa blong Pikinini (Cervix) (La It is the lower, narrow portion of the uterus where it joins with the top
Nuque) end of the vagina. The cervix has an opening to allow sperm and menstrual
fluid to move through. During sex, the penis normally does not go past the
cervix.

Basket blong Pikinini The uterus is a hollow organ that is the home to a developing fetus. It can
(Uterus)(Ltrus) easily expand to hold a developing baby. A canal through the cervix allows
sperm to enter and menstrual blood to exit.

Rod blong Pikinini (Vagina) The vagina is a passage that joins the cervix (the lower part of uterus) to
(Le Vagin) the outside of the body through the vaginal opening. It also is known as
the birth canal.

Bed blong Bebe When an ovary lets go of an egg, the uterus starts to make a bed for the
(Endometrium Lining) (La egg with blood, which acts as food for an egg that has joined with a sperm.
Doublure D-Endometrium) If after about 28
days the egg
does not meet
a sperm, the
uterus will get
rid of the
endometrium
lining, which is
what sikmun
or menstruation
is.

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WHAT IS SEX?
WHAT DOES SEX MEAN?

OBJECTIVES
Understand the 3 kinds of sex
Find alternative ways to show love and pleasure

MATERIALS
Flip chart
Markers

ACTIVITY:
1. Hang a piece of flipchart in the front of the room, and explain you are going to do a brainstorming exercise.
2. Write the word sex on the top and ask, Weve talked about this word a few times already, but when you
hear this word what are the first few things that you think of? Write their answers on the flipchart.
3. You will get a variety of things just associated around sex such as sexuality or issues around sex, but what you
are aiming for are the 3 types of sex: Vaginal (penis inside vagina), Oral (mouth on penis or mouth on vagina), or
Anal (penis inside anus). This is why its important to do the anatomy matching before-hand so everyone
knows where these parts are. Explain what each of these 3 kinds of sex mean. If people dont agree that oral,
anal, or vaginal are forms of sex then ask them to literally explain it. No matter what they say, it will probably
always come down to something in regards to the penis or vagina. Try to define sex for disagreeing participants
around these terms.
4. Hang another piece of flipchart. Title this one Other Ways to Show Affection. Ask the participants, What if
you and your friend are not ready to have sex, what are other ways you can show your friend that you like
them?
Ex: hold hands, kiss, go for a walk, write letters, talk
5. Close with this narrative If one person in the relationship is not comfortable making any of these activities,
you should NOT do it again because it would cause more discomfort. In a good relationship, respect is very
important. Weve talked about communication and healthy relationships already, so when you or your partner is
not comfortable with something, communication is the most important thing, as well as respect for the persons
feelings and body.

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MENSTRUATION AND PREGNANCY
CAN YOU SEE MENSTRUATION OR NOT?

OBJECTIVES:
Understand the menstruation cycle
Understand how pregnancy may affect the menstruation cycle

MATERIALS:
Pictures coded SM

PART 1: SIK MUN (MENSTRATION) PICTURE SET

1. Break the group into 4 small groups.
2. Pass out the menstruation (SM) pictures for this activity.
3. Tell the following narrative: Every month, if sperm does not meet an egg, a female will menstruate. This
activity will go through the cycle of menstruation. Each group should look closely at each picture and place them
in the correct order of the cycle of menstruation.
4. When every group is finished, ask all the groups to come together and check the work of the other groups. If
there are any differences between groups, ask the groups to discuss the differences and come to a conclusion of
the correct answer.
5. Encourage them to ask questions of each other and let the participants try to find the answer first before
stepping in.
6. Be sure to explain that there are only 3 days where the egg is available to join with a sperm. These three days
are the three days after the day where the egg falls down (fertility).
7. Tell the following narrative: When you want to increase or decrease you chances on pregnancy its
important to know when you ovulate. Ovulating is when an egg is released from an ovary. Knowing
when you ovulate allows you to know your window for becoming or preventing pregnancy while having
unprotected sex. Note: This method is not 100% preventive and not recommended to use this
method as a form of birth control. The easiest way to estimate when you'll ovulate is to count back.
First, figure out what day your next period will probably start. (If your period is very irregular, this
method won't work for you.) From that day, count back 16 days. You're most likely to ovulate during the
first five-day range of your 16 day count. Ask for any questions.
8. After, move to the next activity to identify if a female is pregnant or not.

PART 2 PREGNANT OR NOT?

9. This is an activity done at the individual level (versus small groups like in activities before)
10. On small pieces of paper, write a number on each going from 1 to 30. Divide these numbers randomly and
put the pieces of paper in two hats (or boxes or buckets).
11. One hat is labeled Day which the egg is released from the ovary. The second hat is labeled Day sex
occurs.
12. Either on flipchart or On the ground, draw a calendar of a month. Number each box of calendar for one
month (4 weeks, 7 days a week). It should look as such:
13. Tell the following narrative: If women do not understand their bodies well, they will not know what day one
of their eggs will be released. Additionally, boys will not know either unless they take the time to study the cycle.

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 We are going to play this game to demonstrate the chance of getting pregnant. For the purposes of this game,
pretend that a boyfriend and his girlfriend are together and having sex. In one month, this couple has had sex 5
times. However, we do not know what days they decided to have sex. We will choose out of the hat Day sex
occurs.
14. If making it on the ground, ask five volunteers to stand up and choose 5 numbers from the box Day sex
occurs.
15. After, they should go stand up on the calendar on the day that they just pulled from the box. (If making it on
flipchart just ask 5 volunteers to come up and put their finger on a day).
16. Tell the following narrative: When a man ejaculates after sex, sperm can live for 3 days inside a females
private parts. If the couple has sex on Day 1, sperm can be alive on days 1, 2, and 3 (On the calendar, show the
days where sperm is still alive). So now we need to see what Day the egg is released from the ovary.
17. Ask one participant to choose a number out of the box Day which the egg is released from the ovary and
decide if the girl is pregnant or not based on the knowledge just given.
18. Play as many rounds as needed.

PART 3 KIAMAN OR TRU (TRUE OR FALSE)

19. Tell the group to sit down and that you will be reading statements regarding Menstruation. After each
statement if you believe the statement is true STAND UP if you believe the statement is false STAY SEATED.
20. As a facilitator you should explain the answer after each statement clearly and answer all questions the
participants might have regarding the statements.
1. Menstruation is a sickness.
FALSE: Menstruation is a naturally happening occurrence. Every month (variable between individuals) the ovaries release an
egg and, if left unfertilized, the egg and the endometrium lining in the uterus are expelled. This results in monthly bleeding.
2. A female cannot swim in the ocean for fun if she is menstruating.
FALSE: A female can swim in the ocean while menstruating and this will not affect anyone else in the ocean. The same is
true when she is using a pad or tampon.
3. A boy can tell when a girl is menstruating from her physical experience.
FALSE: There are no physical signs that a female is menstruating.
4. Every girl will experience menarche (first menstrual cycle) before she reaches 16 years old.
FALSE: Every female experiences menarche at different times. The age range can be anywhere from 12 19 years old.
5. When a female menstruates, she will experience bleeding for 3 6 days.
TRUE: The average female experiences bleeding for 3 6 days, but the range can actually be expanded to 2 10 days. If
bleeding lasts longer than 10 days she should seek medical attention as something might be wrong.
6. If a female menstruates and then does not menstruate again the next month she is pregnant.
FALSE: Not menstruating is a sign of pregnancy, but many factors affect menstruation and these confounding factors might
explain why she has not menstruated in her regular cycle.
7. A female cannot get pregnant if she has sex while menstruating.
FALSE: While the chance is small, the possibility of pregnancy still remains.
8. If a male touches menstrual blood he will get sick.
FALSE: Menstrual blood is just like any other blood and does not transmit any special kind of infection. Care should be taken
though if the female carries any blood-borne pathogens as those can be transmitted via menstrual blood.
9. There are times, monthly, when the chance of getting pregnant increase.

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TRUE: The time of the month when the ovaries have released an egg (fertility time) have a much higher chance of
pregnancy.
10. When a female menstruates this means she is not pregnant.
TRUE/FALSE: While menstruation usually means that a woman is not pregnant, some woman experience normal
menstruation in the first trimester of pregnancy though if bleeding occurs into the second trimester medical attention
should be sought.
11. While menstruating, a female should keep good hygiene and make sure to wash her genitals regularly.
TRUE: Good hygiene in regards to genitals is always a recommended practice and helps ensure that no infections occur in
the menstruating female.

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SPERM CYCLE
HOW DO EGG AND SPERM MEET?

OBJECTIVES
To understand the process of Sperm, Fertilization, and Pregnancy

MATERIALS
Picture cards coded BB.
Rocks, shells, or coral to hold the pictures down

PICTURE SORTING ACTIVITY:

1. Keep participants in the same small groups.
2. Pass out the pictures for this activity. One set per group.
3. Hold up the picture of the sperm and the picture of the newborn baby the sperm in the testicles is the
beginning of the story and the baby is the end.
4. Tell the following narrative, This activity reviews sperm production, travel through the male genitalia, and
ejaculation during intercourse, fertilization, and pregnancy the journey a single sperm takes to create life. There
is a picture of sperm production in the testes on one side, and a picture of a newborn baby on the other end. Use
the remaining pictures to fill in the rest of the story place the pictures in the correct order that demonstrate
how a sperm can help make a child. You must use every picture this activity has a right and wrong answer.
5. When every group is finished, ask all the groups to come together and check the work of the other groups, like
an art gallery tour. If there are any differences between groups, ask the groups to discuss the differences and
come to a conclusion of the correct answer.
6. Encourage them to ask questions of each other and let the participants try to find the answer first before
stepping in.

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HEALTHY MAMA, HEALTHY BABY
TO HAVE GOOD HEALTH AND CHILD DEVELOPMENT

OBJECTIVES
Explore healthy behaviors for pregnant mothers
Explore good parenting practices
Explore child rights

MATERIALS
Picture set coded HMHB

PICTURE SORTING ACTIVITY:

1. Tell participants to go back into their small groups.
2. Pass out the Healthy Mama, Healthy Baby (HMHB) pictures
3. Lay out the three signs, Good, Not Good, In between.
4. Tell the following narrative, Look at all the pictures on the ground and in your hands. Go through them slowly
and decide as a group where those pictures should go good, not good, or in between? To decide, you as a group
must identify what is going on in the picture.
5. Give them 20 minutes to complete the activity.
6. Ask participants to present their answers to the group, and encourage them to ask each other questions.
7. Be sure to ask them these questions
What are the differences from group to group?
Did one group put a picture in a different pile? Why? (This is important because sometimes one group may see a
picture and interpret it one way, and another group will look at the same picture and explain a completely
different story)
NOTE: Use this time to talk about different issues that arise from the pictures. Try to encourage conversations
that touch on the following topics:
What age should mothers have babies?
Who should look after the baby?
While it is healthy to have a baby at 22, is it socially ok? Or should the mothers wait?
If one group has put a picture in the NOT GOOD pile while another group put the same picture in the GUD pile
ask specifically about the different reasons why they chose the places they did and why their opinions differ.

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Get the group to engage in an open conversation about lifestyle choices, child spacing, household incomes,
qualities of good and bad fathers and mothers the pictures provide the grounding and the inspiration to cover
these topics. There is not necessarily always a right answer for these questions, so allow everyone to share their
thoughts and facilitate the discussion without passing judgment.

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FAMILY PLANNING AND PREGNANCY
PREVENTING PREGNANCY AND STIS

OBJECTIVES
Identify different methods of family planning
Rank their effectiveness in blocking prenancy

MATERIALS
Picture set coded FP
Family Planning Flipchart

PICTURE SORTING ACTIVITY:

1. Divide the participants into 5 groups.
2. Pass two Family Planning (FP) Pictures to each group.
3. Tell the following narrative: Every group has two forms of ways that women can block pregnancy. Discuss
within your group to try to find the answer to the following questions what is the name of the family planning
in your picture? How does this family planning work to prevent pregnancy? Use the pictures from Part 5: Sperm
Cycle and explain in which step does your family planning prevent pregnancy. Secondly, write the benefits and
positives of your type of family planning. After, write everything that is not good about that family planning
method.
4. Give them 20 minutes to complete the tasks.
5. When they are all finished, ask each group to choose a representative to explain what the group has decided.
6. When they are finished give each group each Family Planning Picture and tell them: Now that youve sorted
your pictures, we are going to review the level of effectiveness of each method as some work better than others.
We are going to see which one works best and how it works, as well as the ones that do not work as well and
why. Within your group, please rank your pictures from the most effective in blocking pregnancy to the least
effective.
7. The ranking should look as such
1. Tying of fallopian tubes
2. Vasectomy
3. IUD
4. Deprovera
5. Pills
6. Male Condom
7. Female Condom
8. Breast feed for the first 6 months after birth
9. Fertility Awareness Methods rhythm method
10. Withdrawal

Note: You can also have the groups fill in a chart or multiple charts in small groups the chart would
have the effectiveness of pregnancy prevention on the left represented by 3 stars 1 star ( ) or

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 Excellent, Good, and Poor. Each group will create a chart and then use the stars to rank each
Family Planning Method respectively:

8. When are finished, ask the following questions:

Which methods are specifically used by men? Which methods are specifically used by women?
Which methods do a couple need to come to agreement on and require cooperation of both?
When it comes to deciding on a method, whose decision is it?
Before we talked about the importance of family planning for a man, woman, or family. But
why is it important to talk about family planning in the com munity?

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UNDERSTANDING SEXUALLY TRANSMITTED INFECTIONS:
INFECTIONS RESULTING FROM SEX

OBJECTIVES:
List the signs and symptoms of prevalent STIs
Understand that some STIs are curable bacterial/fungal/parasitic infections
Understand that some STIs are treatable viral infections, but do not have cures
Mode of transmission for prevalent STIs
Prevention of some prevalent STIs in our local setting

MATERIALS:
Poster paper
Markers
A4 Paper
Blue Tack or Tape

IDENTIFY THE STI

Break the group into three groups.
Have the groups brainstorm all the different kind of STIs and then organize the STIs according to their root
organism (bacterial, viral, and fungal/ parasitic):

Bislama (English/French)

Bacterial Viral Fungal/Parasitic

Gonorea (Gonorrhoea Hepataitis B (Hepatitis Sikras (Scabies/Gale)

/Gonococcie) B/Hepatite B)

Klamidia Hepataitis C (Hepatitis Pubic Laus (Pubic Lice, Morpions)

(Chlamidia/Chlamydia) C/Hepatite C)

Sifilis (Syphilis) HIV/AIDS (HIV/AIDS/SIDA) Fungal o Kandidaisis

(Candidiasis/Candidose - Thrush o
Yeast Infection)

UTI (Urinary Tract Infection) Jenitol Hepis (Genital Herpes, Trikomomaisis

Herpes Genital) (Trichomoniasis/Trichomonase)

HPV (Human Papillomavirus)

Jenitol Wots (Genital

Warts/Condylomes)
1. Once the groups have finished, ask them to walk around and discuss the other groups answers. Help the
group to the correct answer then ask the group the differences between the three categories.
2. After asking the group about the differences between the 3 categories, explain to the group the differences
between the categories that they did not cover clarify that viral diseases cannot be cured.
3. Have the groups break up into three different groups to talk about the three bacterial STIs most prevalent in
Vanuatu. Each group should try to cover the following:
Signs and symptoms of their respective STI

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 Modes of transmission of these STIs
Prevention and treatment of STIs in Vanuatu
4. Explain to the group that there are NOISY/PAINFUL STIs and SILENT STIs. NOISY/PAINFUL STIs
have explicit signs and painful symptoms while SILENT STIs can almost seem hidden without signs or
symptoms.
5. The groups will have 30 minutes and certain requirements to meet when they present their data. The different
requirements follow (you should print these out and hand the requirements to the groups or explain the
requirements to the groups individually so the other groups remain oblivious to other groups requirements
and STI).
6. Lastly, provide the respective groups with the following information on their STI:

1. GONOREA (GONORRHOEA /GONOCOCCIE)

Symptoms:
Most women and some men have no symptoms
Symptoms appear 2 21 days after exposure
In men, a yellow or white discharge from the penis with burning on urination
Women may have yellow or white vaginal discharge and burning on urination
Modes of Transmission:
Penetrative sex (where the penis enters the vagina or anus)
Oral sex (from mouth to genitals)
Mother to baby during birth

2. KLAMIDIA (CHLAMIDIA/CHLAMYDIA)

Symptoms:
Most women and some men have no symptoms
Symptoms generally start 7 21 days after exposure
Men may have burning on urination and a watery/white discharge from the penis
Women may have a vaginal discharge, burning on urination, and /or abnormal vaginal
bleeding
Modes of Transmission:
Penetrative sex (where the penis enters the vagina or anus)
Oral sex (from mouth to genitals)
Mother to baby during birth
Occasionally by transferring the infection on fingers from the genitals to the eyes.

3. SIFILIS (SYPHILIS)

Symptoms:
A painless ulcer on the genitalia or mouth 1 -12 weeks after exposure
Sore lasts 1 5 weeks and goes away even without treatment
Without treatment the secondary and late stages can affect many parts of the body
Modes of Transmission:
Penetrative sex (where the penis enters the vagina or anus)
Oral sex (from mouth to genitals)
Mother to baby during pregnancy

GROUP 1:

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 Gonorrhea is a NOISY/PAINFUL STI, so your group will need to come up with a song, dance, poem or any role
play that is amusing and will illustrate the information. Your group will have 30 minutes to prepare your
presentation.

GROUP 2:

As Chlamydia is most of the time a SILENT infection, your group will be given a flip chart, and have to come up
with a few drawings to illustrate silently their topics on Chlamydia. Your group will have 30 minutes to come up
with a few drawings to present to the whole group, so that the whole group can shout out and guess what the
drawings are trying to say.

GROUP 3:

Syphilis is mostly a SILENT STI, apart from the ulcers, your group needs to illustrate their information by acting
out without speaking in a game of Charades. You will be given 30 minutes to prepare within your group, you will
perform in front of the whole group, and the group will need to guess what message your group is trying to get
across.
After each group has presented have the groups discussed what they learned and then present the correct
information to the whole group allowing the participants to attempt answering parts of the questions.

PREVENTION METHODS
Break the group into the 3 groups they were in before.
Tell the groups that we will be looking back at Family Planning Methods and whether or not they can prevent
transmission of STIs. Have each group create a chart with two columns Prevent STI Transmission and Does Not
Prevent STI Transmission. Have the groups select whether each Family Planning Method can prevent STI
Transmission or not. After each group finishes, each group should present their answers. After the groups finish,
have them discuss the various answers they saw and help them come to the correct answer. See below for
correct answer.
With the chart, in comparison with the Family Planning and Pregnancy chart, reinforce that Only Condoms can
prevent STI Transmission no other Family Planning can. All of these STIs can be prevented by consistent
condom use, having a single partner, and abstinence.
Explain that, as they have seen in the first activity, there are many and more STIs and the important part is not in
understanding the vast details of every infection, but in the prevention and mitigation of the high STI prevalence
in Vanuatu. Tell them if they have any questions about specific STI details to feel free to ask for more
information. Encourage them to spread prevention methods education and explain to them that they have the
power and ability to reduce STI prevalence by talking with their friends and family.
Explain to participants the importance of seeking treatment at first sign of a problem. Practicing safe sex is not
enough - people must utilize their medical facilities. In order to reduce STI prevalence in Vanuatu people must
use appropriate prevention methods and, if necessary, also go to their respective medical facility for treatment.

ADDITIONAL INFORMATION ON STIS:

HEPATAITIS B & C (HEPATITIS B & C/HEPATITE B & C)

Signs and symptoms:

Sudden onset of poor appetite
Nausea, vomiting
Fever and joint pains

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 Itchy generalized rash, itchiness all over the body
Darkening of the urine
Jaundice (yellow eyes) worse for 1-2 weeks, then fades in 2-4weeks
White stool
Enlarged tender liver
Mode of Transmission:
Contaminated blood products: blood transfusions
Sharing needles in drug users
Sexual contact
Mother to child transmission during CHILDBIRTH
Healthy carriers may also spread the virus

TRIKOMOMAISIS (TRICHOMONIASIS/TRICHOMONASE)

Signs and symptoms:

Parasitic infection, usually see signs and symptoms in 2 to 20 days after exposure for men and
7 to 15 days after exposure for women
Men experience discharge from the penis and itching in the urethra
Women experience vaginal discharge (usually green with a strong smell), itching around the
genitals, soreness in the urethra, and soreness during sex
Modes of Transmission:
Vaginal Sex
Sometimes through Oral sex, Anal sex, or touch - Rare

UTI (URINARY TRACT INFECTION)

Signs and symptoms:

Burning with urination
Having to urinate frequently
Sometimes vaginal discharge and significant pain
Modes of Transmission:
Frequent sexual activity (vaginal intercourse)

JENITOL HEPIS (GENITAL HERPES, HERPES GENITAL)

Signs and symptoms:

Viral infection causing symptoms 2 30 days after exposure
Small, painful blisters on the genitalia or mouth lasting 1 3 weeks
Some people have no symptoms
Blisters go away, but you still have herpes and they can return
Modes of Transmission:
Unprotected oral, anal sex
Kissing someone with sores on their mouth
Mother to baby during childbirth

JENITOL WOTS (GENITAL WARTS, CONDYLOMES)

Signs and symptoms:

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 Signs and symptoms develop weeks to 8 months after exposure
Warts develop on the shaft and head of the penis and the vaginal opening, inside the vagina,
and on the cervix
Modes of Transmission:
Unprotected oral, anal, vaginal sex
Kissing someone with sores on their mouth
Mother to baby during childbirth (eye infections in newborns, meningitis)

HPV (HUMAN PAPILLOMAVIRUS)

Signs and Symptoms:

Caused by a VIRUS (HPV)
Symptoms begin 1 6 months after exposure
Small, bumpy warts on the genitalia, in the vagina or around the anus
May cause itching or burning around the genitals
Modes of Transmission:
Unprotected oral, anal, vaginal sex
Kissing someone with sores on their mouth
Mother to baby during childbirth (eye infections in newborns, meningitis)

FUNGAL O KANDIDAISIS (CANDIDIASIS/CANDIDOSE - THRUSH O YEAST INFECTION)

Signs and Symptoms:

Very, very itchy, and very, very common in the Pacific, where our environment is humid and
warm
Men: red rash, around the scrotum, and sometimes on the underwear line
Women: red rash on the panty-line, but also sometime a CHEESY, WHITE vaginal discharge
Modes of Transmission:
Can be sexually transmitted as well
Caused by a fungus, that grows on the skin, or in the vagina, on the folds of the scrotum
Fungus loves warm, moist environments, so it appears more o n the areas of the body that
sweat a lot

SIKRAS (SCABIES/GALE)

Signs and Symptoms:

Itchiness
Movement of the mite at night time, makes the itching more itchy at night
Modes of Transmission:
Spread by skin to skin contact, and sharing clothing and beddings
Can be sexually transmitted, but not always
Caused by the sarcoptes scabei mite, it is microscopic

PUBIC LAUS (PUBIC LICE, MORPIONS)

Signs and Symptoms:

Favors the hair in the genital and anal area
Itchy genitals
In males they can be found on hair of the abdomen, armpits and beard

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 In children can be found on eyelashes.
Modes of Transmission:
Hair to hair contact

HIV/AIDS (HIV/AIDS/SIDA)

See "Understanding HIV" Session

Discussion Questions:
Whaat are the most prevalent STIs in Vanuatu?
What methold can be use to miniumize the risk of contracting an STI?
Where can you go to get tested?
What can we do to encourage our friends and family to get tested?

DISCUSSION QUESTIONS:

1. What STIs are in Vanuatu?

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THE IMMUNE SYSTEM AND HIV/AIDS
HIV/AIDS IS A BIT DIFFERENT THAT OTHER STIS

OBJECTIVES:
Understand how a healthy immune system functions
To understand the immune system's role in fighting disease
Demonstrate through drama how HIV can affect a person's immune system
Demonstrate through drama how HIV can affect a person's life style

MATERIALS:
White board / Flipchart Paper
Markers
Blu-Tack / Tape
Outline of Body flipchart

IMMUNE SYSTEM HOW DOES THE IMMUNE SYSTEM WORK

Facilitator using flipchart paper draw:
Outline of a human body
Inside the outline draw white blood cells or make them all look like Soldiers
When you talk about HIV during Point 4 cross out the white blood cells / soldiers with an X to demonstrate HIV
eliminating white blood cells in the body.
You can also use small pieces of paper and an adhesive (i.e. Blu-Tack) instead of drawing on the flipchart paper.
You can move the pieces of paper around and demonstrate HIV reducing the number of white blood cells in the
body.
Additionally, you can add in diseases or infections to demonstrate how the body normally fights off the
infections with the aid of white blood cells / soldiers, but HIV weakens the bodies leaving it vulnerable to
opportunistic infections.
Discussion:
Inside everybodys body there is something called an Immune System. Your Immune System fights off sicknesses
caused by germs, bacteria, and viruses. The Immune System has white blood cells that fight off infections and
disease.
When youre sick it means that germs, bacteria, or viruses have entered your body and the white blood cells are
fighting the sickness. A lot of time you dont feel the sickness, but if germs, bacteria, and viruses overpower the
white blood cells youre body starts focusing all of its energy on fighting the sickness and you feel weaker and
tired.
When youre just a baby your body does not recognize many of the germs, bacteria, and viruses that can make
you sick, so babies are more vulnerable to sickness. But every time you get sick, youre body is better prepared
to fight off the sickness the next time because it will remember the infection and be prepared to defend your
body against it.
Sicknesses, infections, diseases generally attack your body and your immune system triggers to defend your
health, but HIV works differently. HIV attacks the white blood cells (specifically, T-Cells a kind of white blood
cell responsible for fighting infections) of the immune system leaving your body defenseless.
If you have time, ask the participants some of the following questions:
What do you think will happen if your immune system no longer works?

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 What do you think will happen if a baby is born without white blood cells?
Can people live without an immune system? Why?

HIV & IMMUNE SYSTEM DRAMA

Facilitator Talking Points:
This drama will demonstrate how HIV affects your immune system after infection. We will need 10 volunteers to
participate in the drama.
The Facilitator will act as narrator to tell the story.
10 participants will play: ANN HIV
1 x Ann
5 x Soldier / White Blood Cell
1 x Flu
1 x HIV
1 x Tuberculosis WHITE BLOOD CELL
1 x Cancer
Drama Talking Points:
Ann is a healthy girl who has not had any significant illnesses her whole life. Inside her body, her Immune System
works hard to fight off any sicknesses. The Immune System fights with the help of white blood cells that act like
Soldiers defending your body. Her bodys Soldiers recognize enemies and swiftly eliminate threats to her health.
Have the participants playing the part of Soldiers make a line in front of Ann
Now we will dramatize how Anns Soldiers defend her body against germs, diseases, and infections. What do you
think will happen if a flu virus attempts to infect Ann?
Have the participant playing flu try to tag Ann and have the Soldiers block the
participant trying to tag Ann.
Many times your bodys Soldiers fight off sicknesses. Most of these times FLU TB CANCER you
dont feel different and you dont even know your body is preventing infections. HIV, though, does not work the
same way as most infections. Now we will look and see how HIV works in the body.
HIV should now stand by Ann. After which HIV should tag one of the Soldiers and that Soldier should change his
name tag to say HIV and should join HIV next to Ann.
As you can see HIV does not attack Ann directly, but indirectly. HIV targets the bodys Soldiers and kills them
while creating additional HIV cells. In this way the body does not recognize the HIV infection because the virus
does not attack the body and does not defend the body against the virus.
Have HIV tag another Soldier and have that Soldier change to HIV and stand with Ann too.
As you can see Ann has lost a significant amount of Soldiers, but do you think Flu can infect her now or perhaps
Tuberculosis?
Flu and Tuberculosis should try tagging Ann. Make sure the Soldiers block Flu and Tuberculosis so they
do not touch Ann.
Flu and Tuberculosis still cannot infect Ann because some of her bodys Soldiers still fight and prevent infection,
but what if HIV reduces her Soldiers again?
Have HIV tag another Soldier and have that Soldier switch to HIV and join Ann. There now should only be one
Soldier now. Have Flu, Tuberulosis, and Cancer try to tag Ann, but make sure the Soldier continues to prevent
them from tagging her.
And still Anns lone Soldier defends her against sicknesses that are attempting to infect her, but what would
happen if HIV eliminated all of her Soldiers?

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 Have HIV tag the last Soldier. That Soldier should change to an HIV name tag and join Ann. No Soldiers should
remain. Now have Flu, Tuberculosis, and Cancer surround Ann and tag her.
Now that Anns Soldiers have been completely depleted she has no defense against infection and the sicknesses
are able to attack her. At this point Ann has reached the stage of AIDS where opportunistic infections have
bombarded her body. It is at this point that these opportunistic infections can result in Anns death.
Ann should put on a name tag that says AIDS and act out dying.

WHAT DOES HIV/AIDS MEAN?

On a white board or flipchart paper write HIV and AIDS. Next you will ask the participants what they think
these two acronyms mean.
After the participants have had a chance to answer, move on to describing the meaning to each letter:
Human = consisting of people
Immunodeficiency = impairment of the immune response
Virus = an infectious agent that replicates in the cells of living hosts

Acquired = to get as ones own

Immune = pertaining to the production of antibodies
Deficiency = to lack or be insufficient
Syndrome =group of symptoms that together are characteristic of a disease.

OBJECTIVES:
Understand the time it takes for each phase of HIV to affect the body
Understand where you might see a sign that someone is sick with AIDS

MATERIALS:
Scissors
String
Clips
Signs for Anns Timeline (Baby *0 2 years], Child [2 12 years], Teenager [13 19 years],
Married, Mother [20 59 years], Give Birth, Senior [60+], HIV Infection, 8 10 years, Various
Small Infections, AIDS and Early Death)

ANNS TIMELINE TO DEMONSTRATE THE EFFECTS OF HIV/AIDS ON SOMEONES LIFE AND HOW
THESE EFFECTS CAN DRASTICALLY CHANGE SOMEONES FUTURE
Attach a clothesline to one of the walls in the room you are using and tie the other end to the opposite wall.
Then hang all of the signs that indicate major points in Anns life on to the clothesline (you can add additional
signs with major life events at your own discretion to expand the story).
Explain that the lifeline shows Anns life as it should be: starting from birth to old age. You can create a story to
explain the events on the line and discuss the events of Anns life.
Next, ask the question: what would happen if Ann was infected with HIV when she was a teenager. At this point
you should put the HIV infection sign on the clothesline right after the Teenager sign.
Then hang the 8 10 year sign on the clothesline and explain that after being infected with HIV, the virus takes 8
10 years before depleting the white blood cells in your immune system. Hang the Various Small Infections
sign on the clotheslines. After these years your body becomes susceptible to various opportunistic infections and

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 this collection of diseases is referred to as AIDS. Hang the AIDS and Early Death sign on the clothesline and
explain that due to HIV diminishing the immune response, several opportunistic infections were able to invade
Anns body and, due to a lack of defenses, prevent her body from recovering resulting in Anns early death.
Before getting married, before having children, before growing old, Ann passed away due to an HIV infection.
Use scissors to cut the clothesline, so everything crashes down.

Anns Timeline

Baby Child Teenager Married Giving Birth Mom Senior

HIV Infection AIDS and Early Death

8 10 years Various Small Infections

HIV does not have any signs or symptoms. Many times those infected are unaware they have been infected with
HIV.
AIDS is a collection of opportunistic infections that characterize the disease.

DISCUSSION POINTS
After initial infection with HIV there is 3 6 months where tests cannot identify HIV infection.
During these first 3 6 months and the 8 10 years before achieving immunodeficiency, HIV
positive individuals have a high chance of passing infection to others (Window Period see
sidebar [p. 7]).
When HIV has depleted a persons white blood cell count to a certain level
(immunodeficiency) and key opportunistic infections invade the body, the person is
considered to have AIDS.
HIV does not directly kill people. HIV depletes the bodys defenses and allows opportunistic
infections to kill the infected individual.
The specific white blood cell that HIV targets in your immune system is the T -Cell whose main
function is to eliminate infections.
Anti-Retroviral (ARV) Treatment/Therapy (ART) can reduce HIV viral load and allow the body
to produce more white blood cells. This results in a person living a relatively normal life, but
HIV still remains inside the body (Session 4 HIV/AIDS Testing and Treatments/Therapies).
HIV has a wide spectrum of problems that come alongside infection. These problems are not
only physical, but include living with HIV, family and community dynamics, and stigma
(Session 4 HIV/AIDS Testing and Treatments/Therapies).
There are various methods to prevent transmission, both horizontal and vertical. We will talk
about horizontal preventative methods during the third session. Now we will talk about
transmission routes.
Facilitators Note: During the Immune System Drama and the Timeline activities you can use both men and
women as examples. It is not necessary to always use "Ann" - you can change the name to be more appropriate
for your area - man or woman.

Facilitators Note: During the Timeline activity you can also use multiple strings while telling your story. You can
have different "storylines" veer off the main storyline. You can also - after cutting the line - re-tie it and
demonstrate what would happen if the person got tested and started taking medicine or if they had used a
prevention method earlier. In this way the Timeline activity can demonstrate multiple possibilities in a life
(avoiding risky behaviors, using protection during sex, getting tested, beginning ART, etc.) and not end with an
ultimatum that might stigmatize People living with HIV/AIDS.

Discussion Question
1. Why do you think its important to take an HIV test?

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2. Do you think if a person has HIV there life is over? Why or why not?
3. What are some things Ann could have done to prevent HIV/AIDS?

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VIRAL LOAD AND TRANSMISSION ROUTES
ALL WAYS OF SHARING HIV

OBJECTIVES:
Identify different ways that HIV/AIDS can and cannot be passed
Understand the probability or chance of transmission of HIV /AIDS through different actions
Understand the window period

MATERIALS:
Blu-Tack / Tape
Picture Set coded SS (save serem)
Picture Set coded JS (Janis serem)
Markers
Whiteboard or Flipchart

FLUIDS OF TRANSMISSION TO UNDERSTAND VIRAL LOADS AND WHICH BODY FLUIDS CAN TRANSMIT
HIV
The human body has various fluids that can transmit HIV. In the next activity we will examine which body fluids
can transmit HIV and which body fluids cannot.
Give out Body Fluids Picture Sets to each of the small groups and tell the groups:
As individual groups, sort the pictures into two different categories: Body fluid can transmit HIV and Body fluid
cannot transmit HIV. After each group has sorted the pictures each group will share its answers with the rest of
the group. Finally, we will come to a final answer as a whole group.
Facilitate a discussion on the answers and clarify any misunderstandings and explain any answer that is unclear.

BODY FLUIDS THAT CAN TRANSMIT HIV

Blood
Semen
Vaginal Fluids
Breast milk

BODY FLUIDS THAT CANNOT TRANSMIT HIV

Sweat
Tears
Nasal Mucus
Pus
Feces
Urine
HIV can also be passed vertically during childbirth through the Amniotic Fluid within the uterus or blood and
vaginal fluids during birth (Mother to Child Transmission).

WINDOW PERIOD:

Due to HIV testing looking for HIV antibodies; the test cannot identify an HIV infection until approximately 3 6
months after the initial infection.

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 Within the first 3 6 months HIV begins to eliminate white blood cells while replicating. Thus, the infected
persons white blood cell count plummets and the HIV count increases dramatically. After 3 6 months the body
recognizes a danger and begins to make HIV antibodies.
The HIV antibodies mitigate the damage caused by HIV, but the antibodies cannot eliminate HIV. Thus,
temporarily, the HIV count goes down and the white blood cell counts increases.
Eventually, though HIV cells overpower the immune system and the white blood cell count drastically plummets
again and opportunistic infections invade the body resulting in AIDS.
HIV tests look for these antibodies, formed by the body 3 6 months after initial infection, to determine a
persons HIV-serostatus.

NO RISK, LOW-RISK, HIGH-RISK ACTIVITIES TO UNDERSTAND THE RISK OF TRANSMITTING HIV

During this activity we will examine the level of risk of transmission during a variety of activities.
Give out Risk Activity Picture Sets to each of the small groups and tell the groups:

As individual groups, sort the pictures into three different categories: Activity has HIGH RISK of
HIV transmission, Activity has LOW RISK of HIV transmission, and Activity has NO RISK of HIV
transmission. Assume that one person in each picture is HIV positive. After each group has sorted
the pictures each group will share its answers with the rest of the group. Finally, we will come to a
final answer as one group.

Facilitate a discussion on the answers and clarify any misunderstandings and explain any answer that is unclear.

NO RISK of HIV transmission: LOW RISK of HIV transmission: HIGH RISK of HIV transmission:
Kava drinking Sex with condom ** Sex with a broken/expired
Coconut Scratching * Oral sex condom
Shaking hands Giving Birth *** Cut with a knife with a man
Swimming together Anal sex with condom** touching the wound
Sharing Food Sex no condom
Kissing * Tattoo sharing a needle^
Changing a baby Mama with bleeding child
Hugging Breastfeeding
Sharing a toothbrush* Blood transfusion
Tattoo with different needles
^
Sharing a bed
Mosquito
Sharing toilet
Black Magic / Nakaemas
Knife wound with man alone
Nurse giving shot****
*Questions might arise regarding blood, up to the facilitator if they want to explain the complicated possibilities
or just tell them the chances are so small to be considered a risk.
**In these cases the condom does down the chances, but it is not a 100% and this must be made clear.
***In the case of Giving Birth, it depends on who they think has HIV in the picture; listen to their reasoning.
****Regarding needles people might not recognize the additional needles in some pictures. If they explain that
sharing needles is why the chance is high then that is fine.

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 Note: In this activity you tell the participants to assume one person in each picture has contracted
HIV, but they must decide who they think that is as a group. It is important to listen to their
reasoning and why they chose to put each picture where they put it. Sometimes there are not black
and white answers and discussion is needed.

OPTIONAL ACTIVITY: CONTINUUM OF RISK

After you have had them separate each picture into the three different groups, you can take LOW RISK of HIV
transmission and HIGH RISK of HIV transmission pictures and ask the participants to make a continuum of risk.
This would look like a line with LOW RISK of HIV transmission at the beginning and HIGH RISK of HIV transmission
at the end. After, ask the group to put LOW RISK of HIV transmission and HIGH RISK of HIV transmission pictures
on the line according to what activities have a greater or smaller risk on the continuum. This will allow you to
discuss and visualize the more complicated activities that can share HIV (i.e. anal sex with condom, oral sex, sex
with a condom, etc.)

ADDITIONAL INFORMATION REGARDING HIV TRANSMISSION ROUTES

HIV can only be transmitted during certain activities. During this last activity we were able to cover and clarify a
number of risk activities for HIV infection.
To summarize, risk activities for HIV infection include:

SEX:

Heterosexual (Male-Female) and Homosexual (Female-Female and Male-Male) sexual intercourse (including
vaginal, anal, and oral) have a high risk of transmitting HIV. The majority of global HIV infections are transmitted
through Male-Female Vaginal Intercourse.

MOTHER-TO-CHILD (VERTICAL TRANSMISSION):

While in the uterus or during birth, an infected mother can infect her unborn child. HIV can transmit through the
amniotic fluids inside the uterus and during birth. Additionally, HIV can pass to the child if there is blood present
during birth.

BREASTFEEDING:

An infected mother can transmit HIV through breast milk to her breastfeeding child. Studies have determined
that, with the use of ART, it is best for infected mothers to continue breastfeeding for the first 6 months before
stopping (exclusive breastfeeding the first 6 months being more important versus the risk of transmitting HIV to
the newborn).

SHARING NEEDLES:

Injections result in a needle coming into contact with various body fluids, especially blood, and this
contamination means that sharing a needle (or using a needle that has been used before) puts people at high
risk for HIV infection.

TOUCHING BLOOD:

Blood, out of all body fluids, has the highest HIV viral load, thus any situation that involves blood and HIV is high
risk. While handling blood suspected to be HIV-positive, a person should wear protective layers (covering the
eyes, mouth, hands, etc.) and be sure to avoid direct contact with the blood and any cuts or open sores on their
body.

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BLOOD TRANSFUSION:

During a blood transfusion another persons blood is injected into your body. This activity is very high risk for HIV
infection.
A sampling of activities that have NO RISK of transmitting HIV:
Touching, hugging, and kissing
Sharing food
Sharing a bed
Sharing a toilet
Mosquitoes
Black Magic

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HIV PREVENTION METHODS
HOW TO BLOCK HIV TRANSMISSION

OBJECTIVES:
Identify ways to prevent transmission of HIV
Understand the effectiveness of prevention methods

MATERIALS:
Prevention Methods Picture Set (Coded "BR")
Whiteboard or Flipchart paper
Roll of String/Rope
Pieces of Paper for String Activity (marked as follows: 1 x HIV, 6 x C, and 9 x X)
Condom Steps Picture Sets (Coded "KS")
Banana or Fake Penis
Plastic bottles with top cut out for female condom practice
Male and Female Condoms

PREVENTING HIV: DIFFERENT METHODS

Now that we understand what HIV does, what fluids HIV can be found in, and risk activities for transmission, we
will talk about prevention methods: what works and what does not.
During the next activity, each group will sort the Prevention Method pictures into two different groups: Can
Prevent Transmission or Cannot Prevent Transmission.
After each group has finished, ask the groups to share their answers with the other groups. Once each group has
shared facilitate a discussion and try to come to a singular answer as a large group.
Once the group has come to a singular answer, facilitate a discussion about prevention methods. Answer any
questions and clarify any misunderstandings.
Can Prevent Transmission
Gloves
Bleach
Condom
Visiting Health Clinic
Cannot Prevent Transmission
Family Planning
Custom Medicine
Prescription Medicine

Note: Visiting Health Clinic can be interpreted many ways meant to represent awareness and
taking initiative to know your HIV-serostatus or acquire condoms.

ALPHABETS OF PREVENTION
There are some specific methods to prevent HIV transmission:
A Abstain, delay sexual debut, say no to sex
B Be Faithful, reduce number of partners
C Consistent Condom Use

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 D Do it yourself (masturbation)
E Enquire if your partner has been tested for HIV
F Find other ways of giving and receiving pleasure
G Get tested
H - Help those who are HIV Postitive
These preventions methods can be used to prevent HIV transmission through sex. Simply not having sex, staying
monogamous (assuming your partner is HIV-negative), consistently using a condom, masturbating, talking to
your partner, pleasuring your partner differently than intercourse (vaginal, anal, or oral), and getting tested
yourself can prevent HIV infection through sex.

STRING ACTIVITY TO DEMONSTRATE THE THREE DIFFERENT METHODS FOR HIV PREVENTIO N

#1 ISLAND WILD FIRE

Ask for 15 participants to make three circles of five.

Give a roll of string to one participant in one of the circles and instruct them to throw the string to another
participant on the other side of the circle, but make sure they keep hold of the string so the string crosses the
circle. Have each participant do the same and when it reaches the last person have that person throw the string
to the next circle and so on until each circle and everyone within each circle is connected by the string.

As the string is thrown, the facilitator should follow it and give out the pieces of paper with HIV,
X, and C the first participant should receive the HIV paper; everyone else in their group should
receive an X. The next circle should also receive all Xs until the last person who should receive a
C. The last circle should have all Cs. The paper should be folded and the participants should not
know what is written on them and should not know the facilitator knows what is written on them.

Explain to the group that the string represents HIV transmission through sex and the three different circles
reveal three different islands in Vanuatu. Go to the first person and ask them to unfold their paper. After they
have revealed the HIV written on their paper, explain to the group that this person has already contracted HIV.
Follow the string and reveal the HIV transmission route as everyone reveals an X meaning they did not use a
condom on through to the next circle. Follow the string until the first C meaning the person used a condom
at the end of the second circle. Explain, as you follow the string through the last circle, that this person and
everyone on this island used condoms and prevented HIV transmission, so, while in the first two islands
everyone contracted HIV, the last island remained HIV-free because of condom use.

#2 CONSISTENT CONDOM USE

Ask 5 participants to make a circle and make sure the other participants can see and hear the commentary.
Give a roll of string to one of the participants in the circle and have them throw the string to another participant
across the circle make sure they keep hold of the string and continue this until everyone in the group has
hold of the string.
While everyone throws the string around the circle, the facilitator should follow the string and hand out the
String Activity Pieces of Paper. The first participant should receive an HIV, the next two should receive an X,
the next man should get a K, and the last man should get an X. As you hand these out, make sure the
participants do not look at them and make sure they do not know that you have looked at them.
After each participant has had a chance to throw the string and each participant is holding a part of the string.
Explain that the string represents an HIV transmission route.
Ask the participants to now look at their papers and, starting with the first participant to throw the string, ask
them to read what is on the paper out loud.

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 Explain to the group, again, that:
HIV means that the person has already contracted the virus.
X means that the person did not use a condom.
C means that the person did use a condom.
After everyone is aware of the meanings of each paper, discuss what the activity demonstrates:
Our first participant has already contracted HIV and, not using a condom had sex with our second participant
who, consequently contracted HIV. Our second and third participants also had sex and failed to use a condom
and thus our third participant also contracted HIV. But our fourth participant used a condom and prevented
transmission, thus when our fourth and fifth participants had sex, there was no fear of transmission because
neither had contracted the virus.
At this point the facilitator should cut the string just before the fourth participant to signify the prevention of HIV
transmission and the termination of this transmission route.
After discussion is finished collect the string and String Activity Pieces of Paper again.

#3 BE FAITHFUL

Ask two participants to stand across from each other and have the rest of the participants circle them. Make
sure the other participants can hear and see the commentary.
Have the first participant hold the string and throw the roll to the other participant. Next, have the second
participant hold the string and throw the roll back to the first participant. Again, make sure the first participant
holds the string and have him throw the roll back to the second participant. Again, make sure the second
participant holds the string and have him throw it back to the first participant. Have the two participants repeat
this approximately 10 times (5 throw each).
Explain that the activity demonstrates that if two people stay faithful to each other (monogamous), and neither
has previously contracted HIV, HIV does not have a transmission route and neither can contract the virus.
Collect the string and have the participants throw the roll of string back and forth, but this time have a third
participant stand to the side between the two other participants. After approximately 4 throws, have the first
participant throw the string to the third participant instead of the second. Make sure the third participant holds
the string, but have them throw a different color string back to the first participant. After this have the first and
second participants continue as before (approximately 4 more throws each).
Explain that the activity now displays how cheating in a relationship not being faithful (not practicing
monogamy) can open an HIV transmission route and result in partners both contracting HIV. Discuss the
importance of staying faithful and trustworthy in a relationship with the participants. Discuss the importance of
communication in a relationship, especially regarding sexually-transmitted infections.

#4 ABSTINENCE

Ask one participant to stand up in the middle and have the rest of the participants circle them. Make sure the
other participants can hear and see the commentary.
Have the participant hold on to the end of the string. Then, as the facilitator, circle the participant allowing the
string to tie the person up in circles.
Explain that the activity displays abstinence (abstaining from not having sex). That this prevention method
means that HIV does not have a transmission route and, thus, you cannot contract HIV through sex while
abstaining from sex.

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CONDOM PRACTICE HOW-TO INSTRUCTIONS ON PROPER CONDOM USE AND PRACTICE USING A
CONDOM
Explain to the group that there are two important reasons to use condoms:
To prevent STI and HIV transmission
To prevent pregnancy and as a family planning method
Discuss the advantages and risks involved with condom use:
Condoms can greatly reduce the risk of STI and HIV transmission. Additionally, condoms can
significantly reduce the chances of pregnancy.
Condoms can break, expire, and be used improperly. In these cases condom efficacy drops
considerably, but if the condom has not expired and is used properly condoms can be
effective barrier methods. Lastly, female condoms are stronger and less susceptible to bre ak
versus male condoms.
1. After the discussion, split the group into small groups and hand out the Condom Steps Picture Sets.
Explain to the groups that they should order the pictures according to the proper method of using male and
female condoms. After every group has finished ordering their picture set, each group will share their answers
with the other groups. Finally, the group will come to a final answer.
When the group has come to a final answer, the facilitator should discuss each step of condom use (for both male
and female condoms), answer any questions, and clarify any misunderstandings. Emphasize that both male and
female condoms are meant to be used one-time only.
Give to every two participants two male condoms.
Ask one participant from each group to hold out their index and middle finger together and ask the other
participants to fit the condom on the two fingers following the steps defined during the last activity. If you
have bananas or fake penises you can use them instead of extending two fingers. One participant should still
firmly hold the banana or fake penis.
Participants should follow the proper male condom steps (as discussed previously):
Check the expiration date and the packaging for any rips or tears.
Push the condom down in the packaging.
Tear the packaging with your hands. Avoid using your mouth.
Take the condom out of the packaging.
Examine the condom and find the proper way to put the condom on the penis.
Squeeze the air out of the reservoir tip and roll the condom down the peni s until it reaches
the base of the shaft.
Fornicate.
Pull penis out of the vagina.
Take the condom off the penis.
Tie off the end of the condom and dispose of in trash or toilet.
After every participant has had a chance to practice using the male condom, hand out a female condom to every
participant. Additionally, hand out plastic bottles to participants. Depending on how many plastic bottles are
available, you can break the groups into smaller groups accordingly.
Ask one participant to hold the plastic bottle while the other participants practice inserting the female condom.
Participants should follow the proper female condom steps (as discussed previously):
Check the expiration date and the packaging for any rips or tears.
Push the condom down in the packaging.
Tear the packaging with your hands. Avoid using your mouth.
Take the condom out of the packaging.
Examine the condom and find the proper way to insert the condom into the vagina.

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 Squeeze the smaller ring in the middle creating an 8 and insert the ring into the vagina.
Hold the larger ring outside the vagina while the man inserts his penis.
Fornicate. The female condom works more effectively if the woman lies down. Efficacy is
diminished in other positions.
Hold the larger ring outside the vagina while the man withdraws his penis.
While lying down, pull the condom out of the vagina.
Tie the end of the condom and dispose of in trash or toilet.
After each participant has had a chance to practice the female condom, answer any questions regarding the
proper usage of condoms and their efficacy. Explain that in the next section we will talk about Testing and
Treatment for HIV.

OPTIONAL ACTIVITY:

Condom Race
Assign the participants to 4 different teams.
One person in every team will be assigned to hold the banana/fake penis.
The Race will work as a relay where each participant will be in a line and the first will run to
the banana/fake penis, open a condom and, following the proper steps for usage, put the
condom on the banana/fake penis. Then the participant will take the condom off and properly
tie it off before running back to the next participant. Once they touch hands the next
participant will go.
The winning team is the first team where all the participants have finished properly, followi ng
the steps for usage, putting their condoms on the banana/fake penis, taking it off, and
running back to the line.

DISCUSSION QUESTIONS:
1. What are some reasons you think men and women do not use condoms?
2. Do you think it is hard to discuss condom usage and family planning in your village. Why or why not?

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KNOW YOUR STATUS
HIV/AIDS TESTING AND TREATMENTS/THERAPIES

OBJECTIVES:
Relay what VCCT means
Identify VCCT centers across the nation
Understand how HIV/AIDS is treated in Vanuatu
Understand the difference between treatment and cure

MATERIALS:
Whiteboard or Flipchart Paper
Markers
Blu-Tack / Tape
Name tags for Drama (Ann x 1, HIV x 6, AIDS x 6, Flu x 1, Soldier x 5, TB x 1, Cancer x 1
include an additional name tag: ART)

TESTING
Explain to the group that because HIV does not have any signs or symptoms and medical professionals cannot
identify by sight HIV infection, testing is necessary to establish HIV-serostatus.

HIV TESTING TALKING POINTS

Every provincial hospital in Vanuatu has a testing center. The most reliable testing centers are
located at Vila Central Hospital and on Santo. Additionally, HIV testing centers exist at Wan
Smol Bags Kam Pusum Hed Klinik and the Vanuatu Family Health Associations Clinic in Port
Vila.
Testing is free and easy.
Testing is confidential.
Testing is open to anyone.
After HIV testing, free counseling services are available.
To get tested for HIV in Vanuatu you must:
Go to the nearest clinic or hospital where testing services are available.
Request an HIV test from the medical staff.
The medical staff in charge of HIV testing will sit down with you and discuss the testing process and why you
have chosen to get tested. Finally, the testing center will take a sample of your blood for testing.
After a week you will return to the testing center to receive your result.
Medical staff will discuss your test result with you and offer counseling services.
Discuss with the group why it is important to get tested and how testing can prevent HIV transmission.
Additionally, explain the importance of counseling services counseling services provide an outlet for discussion
into why an individual felt at risk for HIV. The counseling can explore what risk activities the person engages in
and how they can mitigate their risk of infection in the future.

DISCUSSION QUESTIONS:

Why is it important to learn your HIV-serostatus?

What are some things you could do to prevent the stigma around taking an HIV test?

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HIV/AIDS TREATMENTS/THERAPIES
Explain to the group the difference between treatment and cure:
A medicinal cure eliminates the disease or infection. After taking the required medicine, such as a series of
antibiotics, the patient returns to full health.
A medicinal treatment/therapy mitigates the disease or infection alleviating the damage done by the disease
or infection. While on treatment, the patient returns, relatively, to full health, but, after abandoning treatment,
the disease or infection will come back.
Treatment merely reduces the damage done by the
Perform the HIV & Immune System Drama
disease or infection, but the source of disease or
again, but this time, when the last soldier has
infection remains in the body.
been eliminated and replaced by HIV, have
Clarify that some STIs have medicinal cures ART join Ann. When ART joins Ann have
meaning that, after a series of antibiotics, the person
the HIVs, that had been changed, change back
returns to full health but HIV lacks any
to Soldiers and have HIV kneel down. Then
medicinal cure. HIV only has series of
have ART leave Ann (not taking the
treatments (Anti-Retroviral
Treatment/Therapy or ART). This means that
treatment) and demonstrate the Soldiers being once a
person acquires HIV they will spend the rest eliminated and HIVs propagating again. of their
lives with the virus.
Explain to the group that this exhibits how
ART reduces the HIV viral load and increases
ANTI-RETROVIRAL TREATMENT/THERAPY (ART)
the T-Cell (white blood cell) count, but not
TALKING POINTS:
taking the medicine can result in the HIV
viral load rising again. Lastly, clarify that Ann
People living with HIV/AIDS can remains infected throughout therapy. take
Anti-Retroviral (ARV) to mitigate the
effects of the infection, but will live with HIV for the rest of their lives.
ARVs reduce an HIV-infected persons viral load and, thus, increase their T -Cell (white blood
cells) count.
People on ART must take medicine everyday of their life for the therapy to work effectively.
HIV-infected persons on ART can still transmit the virus (though ART does reduce the chances
of infection).
HIV-infected persons on ART must live healthy lifestyles as ARTs do not return them to full
health and their bodies need help in fighting off oppor tunistic infections (ex. healthy diet,
abstaining from smoking and drinking alcohol, good hygiene practices, etc.).
To finish, discuss with the group the importance of thinking critically about your behaviors and choices that put
you at risk for HIV infection. Emphasize the importance of preventing HIV now and not ignoring the virus
because of low prevalence in Vanuatu: if we ignore the virus now and an epidemic strikes in the future it is
already too late. Stress the importance of discussing the virus with others and making life decisions that do not
put one at risk of HIV infection.

DISCUSSION QUESTIONS

1. Do you think men and women are afraid to take an HIV test? Why or Why not?
2. If there is any stigma what can be done in your community to prevent the stigma of taking an HIV test?

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DEALING WITH STIGMA
LIFE WITH HIV/AIDS

OBJECTIVES:
Understand what stigma is
Understand how stigma can affect persons with HIV/AIDS
Understand how stigma can affect a community's view on HIV/AIDS
Generate ideas on reducing stigma in communities

MATERIALS:
None

STIGMA AND LIVING WITH HIV/AIDS

What Color is your Parachute?
Ask for four volunteers. Take the four volunteers out of listening range of the rest of the group.
Explain to the volunteers that they are going to pretend to be on an airplane, which is about to crash. However,
there is only one parachute on board the plane so only one person can use this parachute to get to safety.
Explain to the volunteers that they are going to play a role and must convince the rest of the larger group as to
why they should get the parachute:
Person 1 should pretend to be an elderly man on his way to visit his family. He is over 72
years old, married with two children and grandchildren
Person 2 should pretend to be a young boy. He has recently lost his mother to illness and his
father abandoned the family when he was a small baby. He is on his way to live with his
grandmother.
Person 3 should pretend to be a young woman of 28. She is the only person in her family who
is earning a living and she supports four siblings and her elderly parents.
Person 4 should pretend to be a middle aged man who is on his way back from a work related
trip. He is recently divorced and has no children
After the volunteers are comfortable with their roles, bring them in front of the group.
Give each volunteer one minute to make their case to the larger group that they should be the one to have the
only parachute and then ask the group to vote for the person who should get the parachute.
Tally the votes on a flip chart. Ask a few participants to explain their vote.
Now reveal the following additional information about each of the four actors:
Person 1: the old man is in fact Walter Lini (or another famous, older person);
Person 2: the boys mother died from an HIV-related illness and the child may have contracted
the virus, although we dont know for sure;
Person 3: the young woman is in fact a sex worker who feels she supports her family by
engaging in sex work;
Person 4: The man is a policeman and although he is no longer married, he supports his sister
and her four children.
Ask the group to vote again. Tally the votes on a flip chart. Ask the participants if they changed their vote, and
why. Ask them to justify their responses.
Chances are that many participants will change their vote. For example, those who voted for the young woman
may be less inclined to vote for her when they know that she supports her family via sex work and is
comfortable with this choice. Explain that such changes occur as a result of beliefs, attitudes, and values. What

Page 94 of 136
 we believe and feel about sex work and what we have been conditioned to think about it influence how we
respond to the person. For example, by changing our vote, we are actually stigmatizing and discriminating
against the sex workerwe are reacting negatively toward the sex work on the basis of pre-existing beliefs and
values rather than knowing the person herself.

TRUST CIRCLE
Explain to the group in this last section we will discuss the importance of supporting and helping those who have
been infected.
Ask 5 participants to make a circle, 1 participant to stand in the center of the circle, and make sure the other
participants can see and hear the commentary.
Make sure the 5 participants make a tight circle around the participant and ask the participants to make sure the
participant in the middle does not fall down. Then ask the participant in the middle to stand straight and fall
against the 5 other participants.
The other participants can pass the single participant around, but should make sure he does not fall down.
Explain to the group that the Trust Circle demonstrates the various support systems you have in your life, but
that if these support systems abandon you when you are in need your whole life can collapse. That is why it is
important that communities, families, friends, and loved ones continue to support people living with HIV/AIDS.

As the facilitator you can take the place of the participant in the middle of the circle and hold the
discussion as you are passed around the circle. Additionally, you can ask a particular participant,
before starting the activity, to drop you at a certain point during the discussion to emphasize the
consequences of losing support due to stigma.

DISCUSSION QUESTIONS:

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1. What kind of support systems do you have in your life?
2. What would happen if you lost one of these supports?
3. Why do you think people would abandon a friend, a family member, a community member with HIV/AIDS?
4. What can we do to protect / help People Living with HIV/AIDS?
6. Why do you think there is so much stigma regarding HIV/AIDS?
7. If you had a friend or family member who had HIV/AIDS, what would you do to help prevent stigma regarding
their diagnosis?

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PLANNING A CAMP
GLOW/BILD

Page 97 of 136
ALL THINGS TO CONSIDER WHEN PLANNING A CAMP

AWARENESS AND NEEDS ASSESSMENT

Talk with the people in your community and explain the purpose of the workshop in order to find out the needs
of your communities youth. For example: if they dont work or communicate well with each other you can use
this need to plan your camp.

MAKE A COMMITTEE
When you talk with your community, think about how they can help you in planning the camp. Make a small
planning committee with your Peace Corps volunteer and maybe one or two other community members who
can help you lead the camp. Think about the following questions:
Who will make the arrangements for location, food, etc?
Who will handle the money?
Who will recruit all the youth to take part?
Who will keep minutes at the planning meetings?
Who will make the schedule?
Who will get all the supplies?
Make sure there is someone responsible for every job. You can look to all leaders in your community (such as
chiefs, church leaders, youth leaders, and aid post workers) to work as your partners.

GLOW WITH BILD

It is up to you and your community if you want to do the Camp GLOW and Camp BILD at the same time. In some
places it might not be feasible to do both of them in the same place even though it is easier to plan that way. If
they are on two different dates, you need to help your brothers and sisters with their camps so that they will
help you too. Just remember that planning is a lot easier with more people.

THINK ABOUT THE GOALS

First think about all the needs that youve found in your community and structure your goals around them.
Remember that a goal is what you want the participants to learn and what results you want to get out of the
camp.
Example Goal Facilitating a camp to provide give health, leadership, communication, and self-confidence skills
to all the participants.
Example Outcome Supporting Example Goal All youth will leave the camp with sufficient knowledge and skills
to work together and make a plan to work well within their communities.

THINK ABOUT ALL THE PLANNING

Planning includes all essential parts of the camp:
Who will come?
Will you put an age limit on the group?
What village will they come from?
Are you going to hold a GLOW/BILD at the same time?
Are the youth you are inviting still in school?
If you want all the students to come you must consider their school schedule.

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WHAT DATES WILL YOU CHOOSE FOR THE CAMP?
You and your Camp Committee must choose a possible date for the camp to take place. Make sure you consider
holidays, the Communitys calendar, and any special events.

WHERE WILL THE CAMP BE HELD?

Find a good location for the camp to take place: a Church, School, Nakamal, Mamas House, etc. If the Camp
takes place on a weekend or during a school break, a school works very well. Find out if the location of the Camp
requires a usage fee and what dates you can use the location. Then make sure the location has all the
necessities:
Sleeping area
Dining hall
Bathrooms and Toilets
Sports fields

FOOD AND SUPPLIES

Now you have to think about all the things you need to run the Camp. Make a list that covers everything you
need and get it all ready before starting the camp. There is quite a bit to buy, think about if there is there a
business or organization that could sponsor you? Will you fundraise or hold a market to raise funds? Here is a
sample list, but it is not exhaustive:
Food
o Participants bring food or pay a small fee for food?
o Who can cook?
o Will participants share in cooking throughout the Camp?
Supplies:
o Paper?
o Pens?
o Markers?
o Colored pencils?
o Crayons?
o Sports equipment?

WHAT WILL PARTICIPANTS BRING?

Everything that you cannot provide, participants must bring with them to the Camp (ex. sleeping items, bathing
items, clothes, toothbrush, soap, etc.). Maybe you will ask them to bring a basket of local island food or an
exercise book with a pen or pencil. If you need to pay for the location of the Camp or the Cooks, you can ask
participants to pay a small fee.

MAKING THE CAMP SCHEDULE

Camp leaders will decide which sessions will be held during the camp health, goal setting, leadership,
communication, etc. You can run different sessions of your own creation too. After you prepare the schedule,
make sure to assign a leader for every session.
Then assign a leader for every activity too who will lead sports, devotion, meal times, etc. Print the schedule on
a big piece of paper to put on a wall where everyone can see it. If you run a GLOW and BILD together, you must
plan which sessions will be separate and which sessions will be held together.

FINANCES

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 After you finish the supply list, you must determine the price for each item. Create a budget and try to stick to it.
It is completely possible to run camp without buying a single thing but if you decide to buy stuff then you need
to fundraise. Set a date for the fundraiser(s) and make frequent and clear announcements so everyone knows
when and where the fundraiser it is. Some fundraising suggestions include:
Sell handcrafts, food, and/or secondhand items
Braid hair for donations
Host a singing or sports competition.
Whatever you decide on, just make sure you record expenses, profit, and who is holding the money.

GUEST SPEAKER
When you plan your camp, think about who can come speak during sessions: a confident female or male leader,
a businessperson, an officer from VANWOODS, or perhaps a Village Health Worker. Talk with your guest speaker
and schedule a time for their talk. Make sure you get a small gift for them to say thank you like a fan or flowers.

ADVERTISEMENT
Make sure that the communitys youth know they are all welcome to attend the camp. Post signs, make
announcements at church/school, and ask teachers to encourage their students to attend.

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MAKING A TIMETABLE FOR YOUR CAMP

FINANCIAL PLANNING FOR A CAMP GLOW/BILD

OBJECTIVE:
Understand how to keep track of funds to run a camp
Learn how to raise the funds, organize a budget, and record all expenses and profits

MATERIALS:
A place to write, like a chalkboard, A4 paper, or a white board
A marker or chalk
Small pieces of paper for the participants
A budget worksheet
A recording worksheet

STEPS:
1. Introduction. State the objective of the activity and write on top of the board or piece of paper.
2. Have everyone think about how they can raise the funds to run a camp. As they think of different answers,
write them on the board.
Example: Selling crafts (baskets, mats, skirts), donation
3. Tell everyone that they have a chance to raise some money to fund a camp. Now they have to thinks of ways
to manage the money properly. Have everyone count off into fours and split into groups according to their
number.
4. Tell them, When you run a camp, the first thing you have to think about is the budget, the materials you
already have, and the materials you must buy. You can use the list in your binder or you can use your own list of
materials that you think you need to run a camp. You must think about transportation costs, food, paper, all
materials to create posters, and anything else you think is necessary.
Now they know how to raise the funds and what to buy to run a camp. However, now you must have them
thing about how to make a budget and to make a good plan for a camp.
On one side of the paper, have the participants write everything they need to buy. Write on
the top of the paper purchases. Make two columns. In one column, write the item and on
the other side write the cost of the item. If you know the cost of paper is 20 vatu per piece of
paper, think about how much paper you will need and write down the total cost of paper.
On the other side of the paper, youll want to list everything that you want to buy. You will
write income. You will have to keep in mind how much money you will need to fund your
camp.
Once both lists are complete, look at your income. Can your income buy everything in your
purchases column?
If the answer is yes, then you are off to a good start and can buy everything you need. When
you make a budget, it isnt supposed to minimize the money you need but help you plan.
6. If you have earned the vatu you need, now you are ready to buy everything. When you spend the money, it is
important to record everything so you do not make a mistake. Who has the passbook? If you have it, it may
be easy for you but for some people it is hard because they do not know how to record expenses.

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APPENDIX

Page 102 of 136

APPENDIX A LIDASIP KOMPAS OL WOD BLONG BIGFALA PEPA

LIDASIP KOMPAS: NOT (WARIOR)

FASIN BLONG WOK FOR A NOT:

Save mekem disisen isi nomo
Laek blong kontrolem situesen
Laekem ol jalenj mo ol pipol we oli difikult
Mekem disisen hariap mo nidem evriwan blong mekem disisen hariap
Ting hevi long wok so taem wan i talem No, i no posibol, hemi stap go yet, hemi no stopem
wok
Laekem ol niu projek
Laekem stap long foret long rum
Laekem tumas aksen bitem toktok
Toktok blong hem hemi: Mekem naoia!

TAEM HEMI STRONG TUMAS:

Sam taem hemi no ting baot ol smol smol samting taem hemi mekem disisen, olsem hemi
mistem wan samting
Sam taem hemi kros hariap taem hemi rong
Sam taem hemi no pesen o hemi pusum ol narawan had tumas blong mekem disesen
No laekem wok long tim ol taem from hemi laeken tingting blong hem wan
Nidem stret ansa
Sam taem hemi no tingbaot filing blong nara tim memba
Faenem hemi had blong delegeitem wok, so tok tok blong hem hemi Spos yu wantem wan
samting i go ahed, yu mas mekem yu wan

OL WEI BLONG WOK WETEM WAN NOT:

Yu mas talem hem tingting blong yu hariap wetem konfidens
Meksua se oli gat wan rol o stret wok insaed long tim
Fokas long jalenj long task
Stik long taem
Givem olgeta rienforsmen mo pablik rekognisen

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APPENDIX A LIDASIP KOMPAS OL WOD BLONG BIGFALA PEPA

LIDASIP KOMPAS: SAOT (HILA)

FASIN BLONG WOK FOR A SOUTH:

Andastanem hao pipol oli nidem lanim niu infomesen so oli andastanem gud
Tingbaot tingting blong evriwan taem hemi mekem wan plan
Usum rilsensip o frensip blong motiveitem tim blong mekem wok
Givem fulap sapot long evriwan long tim
Trastem bigwan wanem narawan i talem
Mekem ol disisen bes long filing insaed
Non-kompetitiv
Fokus long naoia
Toktok blong hem hemi: Hemi fair? Hemi raet?

TAEM HEMI STRONG TUMAS:

Save lusum fokas long gol taem hemi luk se wan long tim hemi harem no gud
No save talem No taem wan i askem hem long wan samting
Taem wan samting i go no gud, hemi putum bleim long hem wan
Sam taem hemi no stanap strong long tingting blong hem from hemi no wantem mekem eni
rao
No save stik long taem o no save lukim long term pikja

OL WEI BLONG WOK WETEM WAN SAOT:

Tingbaot se hemi ting hevi long rilsensensip
Spos yu ting se yu raet, yu usum jastis mo ethiks blong eksplenem
Lisen gud long hem
Taem yu askem wan samting, yu tingbaot se maet hemi talem Yes even spos hemi tingting
No
Meksua se yu letem hemi save se yu aprisieitem hem tumas

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APPENDIX A LIDASIP KOMPAS OL WOD BLONG BIGFALA PEPA
LIDASIP KOMPAS: EAST (VISENARI)

FASIN BLONG WOK FOR AN EAST:

Visionari hemi save lukluk bigfala pikja
Krietiv (creative), save ting aotsaed long boks
Fokus long fiuja
Usum imajinesen (imagination) blong mekem disisen
Ting hevi long mission mo purpose
Laekem problem solving
Laekem traem niufala samting
Laekem fulap infomesen blong mekem disisen
Toktok blong hem hemi: Posibiliti, imagin, fulap jois

TAEM HEMI STRONG TUMAS:

Ting hevi tumas long visen bitem aksen o diteil
Lusum fokas long task
No folemap long ol projek, olsem yu no save dipen long hem
No save stik long taem
Gat fulap enerji long stat, afta enerji i stap go daon
Harem kros taem wanem yumi mekem i no majem visen blong hem

OL WEI BLONG WOK WETEM WAN EAST:

Soem enerji mo apresiesen long ol tingting
Lisen gud mo pesen taem hemi brainstorm long ol niu tingting
No jadjem o talem hem tingting blong hemi no gud
Sapotem hem long tingting bigwan
Givem hem ol difren kaen task
Givem hem plenti help wetem ol smol smol diteil mo meksua se yu helpem hem folemap long
projek

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APPENDIX A LIDASIP KOMPAS OL WOD BLONG BIGFALA PEPA

LIDASIP KOMPAS: WEST (TIJA)

FASIN BLONG WOK OF A WEST:

Andastanem wanem infomesem evriwan i nidem blong mekem wan disisen
Praktikal mo save dipen long hem blong finisem task
Givem fulap risos blong planem gud wan samting
Folem gud ol instraksen mo rul
Nidem data blong mekem disisen
Tingbaot evri saed long stori bifo hemi mekem disisen
Tingbaot ol gud saed mo no gud saed long wan situesen
Save faenem ol hol insaed long plan
Save usum smol risos nomo blong mekem bigfala samting
Toktok blong hem hemi: Tingting festaem

TAEM HEMI STRONG TUMAS:

Taem hemi gat tumas infomesem, hemi no save muv forward
Sam taem hemi strong hed
Sam taem hemi karem ol data we hemi no nidem
Sam taem hemi luk se hemi no smael tumas o yu no save aprojem hem
No laekem stap long fored be mas stap oatsaed so hemi save lukluk wan em i stap hapen
Sam taem maet bae yu ting se hemi no ting hevi tumas long filing blong yu
No laekem jenj

OL WEI BLONG WOK WETEM WAN WEST:

Givem hem fulap taem blong mekem disisen
Givem hem infomesen o data we hemi save trastem
Taem hemi talem No, yu no harem no gud, hemi jas fasin blong hem blong muv i go long
nekis tingting
No usum fulap emosen o filing, be yu usum fakt mo data

Page 106 of 136

APPENDIX B PABLIK SPIKING OL MINET KAD BLONG PAT 3

School Vanuatu Hobbies Travel Boat Travel

Home Mobile English Future Food

Phones

Free
Movies Plane Music Dreams
Travel Topic

Friends Sport Books Gardens Holidays

Page 107 of 136

APPENDIX C MEKEM DESISEN OL SITUESEN KAD BLONG WAN WAN STESEN
START: SCENARIO YEAR 8: YOU ARE IN YEAR 8 IN SCHOOL AND YOU HAVE A CHOICE THAT YOU CAN
MAKE AFTER YOU ARE FINISHED. YOU CAN

Go to a RTC that is close to your villiage to attend a trainingIf you choose this, you must do 10 push-ups (RTC is
_____________).
Decide not to go to school and look for work in VilaIf you chooise this, you must do 20 push-ups (Vila is
_____________).
Study hard so you can go to secondary schoolIf you choose this, you must do 30 push-ups (Secondary school is
________________).

SCENARIO SECONDARY SCHOOL: YOU ARE IN YEAR 9 OF SECONDARY SCHOOL, NEXT YOU HAVE A CHOICE
THAT YOU CAN MAKE. YOU CAN.

Decide not to go to school and go back to the RTCIf you choose this, you must do 10 jumping jacks (RTC
is________________).
Decide not to go back to school and look for work in VilaIf you choose this, you must do 30 jumping jacks (Vila
is _________________).
Work hard and focus on finishing secondary school and apply to go to USP/Teachers College/ Nursing SchoolIf
you choose this, you must do 30 pust-ups (USP/TC/NS is _______________)

SCENARIO HOTEL/RESTAURANT: YOU WORK IN A HOTEL/RESTAURANT, NOW YOU HAVE A CHOICE IF YOU
WANT TO LEAVE. YOU CAN

Work hard to until you find a better jobIf you choose this, you must do 30 push-ups (Group E).
Quit your job and take all the money you made back to your island to start a business in your villageIf you
choose this, you must do 20 squats (Group C).

SCENARIO SCHOOL/AID POST: YOU ARE AT SCHOOL/AID POST, NOW YOU HAVE A CHOICE THAT YOU CAN
MAKE. YOU CAN.

Become a volunteer like a Teacher Assistant or Nurse Aide for one year because you do not have any experience,
so they will not pay you yet. Then you earn your certificate at a training centerIf you choose this, you must do
50 push-ups (Training center is ____________)
Go to the village, make a house, and work in the gardenIf you choose this, you must do 10 jumping jacks
(Village is _______________).

SCENARIO: SECURITY BUSINESS: YOU ARE WORKING FOR A SECURITY BUSINESS, NOW YOU HAVE A
CHOICE THAT YOU CAN MAKE. YOU CAN

You can go to the village, make a house, and work in the gardenIf you choose this, you must do 10 jumping
jacks (Village is ____________).
Work so that its enough for you onlyIf you choose this, you must do 20 squats (Group D).
Work hard and try to work your way to the top of a business that is better than a hotel/restaurantIf you
choose this, you must do 30 push-ups (Hotel/Restaurant is _____________).

Page 108 of 136

APPENDIX C MEKEM DESISEN OL SITUESEN KAD BLONG WAN WAN STESEN
SCENARIO VILA TOWN: YOU ARE IN VILA TOWN BUT YOU DO NOT HAVE WORK YET. NOW YOU HAVE A
CHOICE YOU CAN MAKE. YOU CAN

Go to the village, make a house, and work in the gardenIf you choose this you must do 10 jumping jacks
(Village is _____________).
Go back to the island and go to a RTC that is close to your villageIf you choose this, you must do 10 push-ups
(RTC is _________________).
Work for a security business and earn some moneyIf you choose this you must do 20 push-ups (Security
business is ________________).
Go to a training in Vila and learn a skill that will help you find work in a hotel/restaurantIf you choose this, you
must do 30 push-ups (Hotel/Restaurant is __________________).

SCENARIO BANK OR VANWOODS: YOU ARE AT THE BANK OR VANWOODS TO TRY TO ASK THEM FOR A
LOAN TO START A BUSINESS. NOW YOU HAVE A CHOICE TO MAKE. YOU CAN..

Go to the village, make a house, and work in the gardenIf you choose this, you must do 10 jumping jacks
(Village is ___________________).
Go to the training center to learn how to make a proposal to open a bank account to receive a loan, then work
hard to pay back the loanIf you choose this you must do 50 push-ups (Training center is
____________________).

SCENARIO TRAINING CENTER: YOU ARE AT THE TRAINING CENTER TO LEARN A SKILL THAT YOU NEED.
YOU HAVE A CHOICE TO MAKE. YOU CAN

Complete a training course and receive a certificate in business/teaching/nursingIf you choose this, you must
do 40 lunges (Group C is _________________).
Go to the village, make a house, and work in the gardenIf you choose this, you must do 10 jumping jacks
(Village is _________________).

SCENARIO RTC: YOU ARE IN RTC, NOW YOU HAVE A CHOICE TO MAKE. YOU CAN

Go to the village, make a house, and work in the gardenIf you choose this, you must do 10 jumping jacks
(Village is _______________).
Try to get a loan from the Band or Vanwoods to start a businessIf you choose this, you must do 40 jumping
jacks (Bank/Vanwoods is ____________________).
Try to find work at an aide post or schoolIf you choose this you must do 40 jumping jacks (Aid post/School is
_________________).

SCENARIO VILLAGE: YOU ARE IN A VILLAGE AND YOU HAVE A HOUSE AND A CHILD. NOW YOU HAVE A
CHOICE THAT YOU CAN MAKE. YOU CAN

Work in the garden or sell copra to earn some moneyIf you choose this you must do 10 squats (Group A is
_______________).
Join a committee in your community and plant some cacao or sandalwood to earn some moneyIf you choose
this you must do 30 squats (Group B is _______________).

Page 109 of 136

APPENDIX C MEKEM DESISEN OL SITUESEN KAD BLONG WAN WAN STESEN
Try to get a loan with the bank or Vanwoods to start a businessIf you choose this you must do 30 squats
(Bank/Vanwoods is ___________________).

SCENARIO TOO MUCH WORK: YOU HAVE A JOB THAT KEEPS YOU VERY BUSY, NOW YOU HAVE A CHOICE
THAT YOU CAN MAKE. YOU CAN

Write a resume and register with an organization that will help you find work that in an area that is needed or at
your skill levelIf you choose this you must do 20 squats (Group F is ___________________).
Quit your job, you will find another path and work in a restaurant/hotelIf you choose this you must do 10
jumping jacks (Restaurant/hotel is _______________).

SCENARIO AUSTRALIA/CHINA: YOU ARE IN AUSTRALIA/CHINA FOR SCHOOL, NOW YOU HAVE A CHOICE
TO MAKE. YOU CAN

Finish school and hope for a chance to become an important leader in VanuatuIf you choose this you must do
40 push-ups (Group G is ________________).
Quit school and go back to working too much until you find the kind of work that you wantIf you choose this
you must do 10 jumping jacks (Too much work is ________________).

SCENARIO USP/TEACHERS COLLEGE/NURSING SCHOOL: YOU ARE AT/IN USP/TEACHERS

COLLEGE/NURSING SCHOOL; NOW YOU HAVE A CHOICE TO MAKE AFTER YOU LEAVE. YOU CAN

Go to the village, make a house, and work in the gardenIf you choose this you do not need to do anything, you
can just go to the village (Village is ___________________).
Try to get a loan with the bank or Vanwoods to start a businessIf you choose this do 20 jumping jacks
(Bank/Vanwoods is _________________).
Try to find work at an Aid Post or in a schoolIf you choose this you must do 20 jumping jacks (Aid-Post/School
is _____________).
Quit school and try to find work in a restaurant or hotelIf you choose this you must do 30 squats
(Hotel/Restaurant is ______________).
Work hard to finish school and go work until you find a good jobIf you choose this you must finish the race
(Too much work is _______________).
Wok had blong finisem skul mo ko lo wok I kik blong faenem wan gudfala wok Sipos yu jusum jois is yu mas
finisem race (Wok I Kik i stap lo ______________)
Work hard to beat everyone else in your class at school and win a scholarship to go to school in Australia or
ChinaIf you choose this you must win the race (Aus or China is ____________).
*Race : Make participants run from one goal post to the other and back, 20 push ups, 20 jumping jacks, 20
squats, 20 lunges, frogs hos, 5 dizzy bats, run to opposite goal post. Good luck!

Locations of Scenario Stations:

YIA 8:
SECONDARY SKUL:

Page 110 of 136

APPENDIX C MEKEM DESISEN OL SITUESEN KAD BLONG WAN WAN STESEN
HOTEL/RESTAURANT:
SKUL/AID POST:
SECURITY BUSINESS:
VILA TAON:
BANK/VANWUD:
TRENING CENTER:
RTC:
VILIJ:
WOK I KIK:
AUSTRALIA/CHINA: _
USP/TEACHERS COLLEGE/NASING SKUL:
GROUP A:
GROUP B:
GROUP C:
GROUP D:
GROUP E:
GROUP F:
GROUP G:

Page 111 of 136

APPENDIX C MEKEM DESISEN OL SITUESEN KAD BLONG WAN WAN STESEN

KEY

Scenario Station Locations:

YIA 8:
_______________________________________________________________________________________

SECONDARY SKUL:
_______________________________________________________________________________________

HOTEL/RESTAURANT:
_______________________________________________________________________________________

SKUL/AID POST:
_______________________________________________________________________________________

SECURITY BUSINESS:
_______________________________________________________________________________________

VILA TAON:
_______________________________________________________________________________________

BANK/VANWUD:
_______________________________________________________________________________________

TRENING CENTER:
_______________________________________________________________________________________

RTC:

_______________________________________________________________________________________

VILIJ:

_______________________________________________________________________________________

WOK I KIK:
_______________________________________________________________________________________

Page 112 of 136

APPENDIX D TAF TUMAS

Jackie Chan Yangfalla Wetem Bebe

Page 113 of 136

APPENDIX D TAF TUMAS

Mike Tyson Papa Wetem Famle Blem

Page 114 of 136

APPENDIX D TAF TUMAS

Rambo Walter Lini

Page 115 of 136

APPENDIX D TAF TUMAS

Barrack Obama Yangfalla Boi

Page 116 of 136

APPENDIX D TAF TUMAS

Yangfalla Gel Rihanna

Page 117 of 136

APPENDIX D TAF TUMAS

Vanessa Quai Michelle Obama

Page 118 of 136

APPENDIX D TAF TUMAS

Kastom Woman Hannah Montana

Page 119 of 136

APPENDIX D TAF TUMAS

Africas Best Miss Vanuatu

Page 120 of 136

APPENDIX F HUMAN BINGO

Wan man we hemi no save Hemi laekem futbol bitim Favret kala blo hem i grin Wan woman we hemi taf Wan we hemi fit blong draw Wan we hemi tok tok Franis
kakae paenapol volibol blong plei plei futbol

Hemi laekem kakae pima Hemi laekem swim lo Hemi save klaem stumpa blo Wan we hemi laekem lap lap Wan we hemi save 5 o moa Wan we hemi raet wetem lef
solwota kokonas banana bitem ol narawan lanwis han

Hemi save plei guitar Hemi laekem kastom danis Hemi laekem music lo Wan we hemi fraet long dark Wan we hemi no save hao Wan we hemi fit blong
stringband blong mekem wan mat turnem hea

Page 121 of 136

APPENDIX F AEDIL PATNA AOTLAEN BLONG WAN HUMAN

Page 122 of 136

APPENDIX H OL PAT BLONG BODI

Doa blong Sit Sit (Anus) (LAnus) Haos blong Melek blong Man
(Prostate) (La Prostate)
Basket blong Ples blong Mekem Praevet Pat blong Man (Penis)
Sperm (Scrotum) (Le Scrotum) (Le Pnis)

Haos blong Sperm (Epididymis)(Lepidiymis) Ples blong Mekem Sperm

Paep blong Sperm mo Pis Pis
Rod blong Sperm (Vas Deferens) (Testes) (Les Testicules)
(Urethra) (Lurtre)
(Le Vas Deferens)

Page 123 of 136

APPENDIX H OL PAT BLONG BODI
Doa blong Rod blong Pikinini Praevet Pat blong Woman (Vulva) Doa blong Pis Pis (Urethra)

(Vaginal Opening) (Luverture Skin blong Praevet Pat (Vaginal (La Vulve)
Vaginale) Folds) (Le Plis Vaginaux) Doa blong Sit Sit (Anus) (Lnus) (Lrtre)
Ples blo harem gud (Clitoris) (Le Rod blong Eg (Fallopian Tube) (La Haos blong Eg (Ovary) (Les Eg blong Woman (Egg) (Leuf) Doa blong Pikinini (Cervix) (La

Ovaires/Lvaire)
Clitoris) Trompe Utrine) Nuque)
Basket blong Pikinini Rod blong Pikinini (Vagina) (Le Bed blong Bebe (Endometrium

(Uterus)(Ltrus) Lining) (La Doublure D-

Vagin)
Endometrium)

Page 124 of 136

APPENDIX I SIKMUN MO PREGNANCI

Page 125 of 136

APPENDIX I ROD BLONG SPERM

5. Fulap sperm oli res i go long

R 4. Long taem blong seks we penis Fallopian Tubes blong faenem
3. Afta, hemi go long prostate we
2. Afta, hemi go stap long haos hemi stap long vagina, sperm eg.
hemi miks wetem moa wota so
1. Man hemi stap mekem sperm blong melek bifo hemi go long Vas hemi shuti go long utereus
sperm oli save swim gud.
evri dei Deferens

9. Mo afta hem fas long wol blong

6. Hemi go ol baot blong faenem 7. Be wan sperm nomo hemi save basket blong pikinini.
eg. kilem eg mo join wetem hem. 8. Afta, eg hemi split mo gro ikam
fulap. 10. Afta 3 manis, eg hemi stat
blong luk olsem wan bebi.

12. Afta 9 manis hemi bigwan mo

11. Afta 6 manis, hemi stap gro redi blong kamaot.
moa. 13. Wan bebi hemi bon!

Page 126 of 136

APPENDIX J FAMILI PLANING
Nem Pikja Hao I save blokem pregancy
I.U.D./Loo Hemi wan pis plastik wetem wan tred we oli
p pusem insaed long basket blong pikini. Hemi
stap insaed mo I mekem se ol sperm blong
man i no save ko antap kasem ek blong
woman. I save stap 4 kasem 10 yia.
Kondom Hemi wan plastik we man I usum blong
kaveremap rod blong hem bifo I mekem sex.
Taem we man I sutem sperm blong hem,
sperm I ko long smol spes long en blong
plastik ia, I minim se sperm I no save ko
insaed long woman.
Pill Hemi wan meresin we woman I mas takem
wan evri dei. Meresin ia hemi mekem se I no
kat ek I foldaon mo olsem woman I no save
gat bel.
Stik o Hemi olsem ol pill, be oli mas stikem yu
Depo witem meresin ia long evri 3 manis. I mekem
Provera se ek I no save foldaon mo olsem woman I no
save gat bel.
Katem Ol dokta I katem tufala paep blong ek, afta yu
Woman no save gat bel.
mo Katem Man I ko long hospital mo oli fasem paep
Man blong sperm. Afta man I no save givem bel
long wan woman.
Withdrawl
Blokem Bel Blokem From wanem I gud From wanem I no gud
ol STI
Excellent Taem yu wantem karem pikini ol dokta I Dokta I mas putem I ko insaed, I minim se
No save karem aot. yu mas silip long hospital.
I save stap long taem. I save mekem bel blong yu soa taem we
96-99% effective blong blokem pregnancy yu kasem sikmun blong yu.
Ol mama we oli stap givim titi I save usem. I no save protekteyu long ol STI/AIDS.
Excellent Taem we yu usem long stret fasin long Taem yu stat blong mekem sex, yu mas
Yes hem, hemi 95-98% effective. stop smol taem, putem kondom I ko, afta
Hemi no sas. yu jas save go ahead.
Hemi save blokem ol STI mo AIDS. Samtaem I save broke.
Excellent Taem yu takem evri dei I save blokem Yu mas tingbaot blong tekem evri dei.
No pregency 99% long taem. I no save blokem ol STI/AIDS.
I mekem sikmun I kam long semak taem
evri manis.
Taem yu wantem karem pikinini yu finisim
paket long wan manis mo stop.
Excellent Yu mas tinktink long hem evri 3 manis Samtaem I mekem yu yu no save luk
No nomo. sikmun blong yu, be hemi olraet.
Hemi 99% effective. Spos yu wantem karem pikinini, I
I gud long ol mama we oli stap givim tit. samtaem save takem 6-9 manis bifo yu
save gat bel.
Excellent Spos wan woman I karem 3 o 4 pikini finis, Taem we oli katem yu, woman I no save
No mo hem I no wantem karem pikini gat bel nating.
bakagan, method ia hemi gud. I no save blokem ol STI mo AIDS.
Poor Hemi sef mo I no save spoilem man. I no save blokem ol STI mo AIDS.
No Hemi very effective.
Page 127 of 136
APPENDIX M OL WOK BLONG MEKEM BLONG KAMP PLANNING WORKSHEET

KAMP GLOW/BILD PLANNING WOKSHIT

Nem Blong Yu: __________________________________ Vilij: ________________________________

Planning blong Kamp GLOW o Kamp BILD?

Bae vilij blong yu i holdem Kamp GLOW long sem taem wetem Kamp BILD o bae oli stap long tu difren taem?

From wanem yu wantem mekem kamp ia?

Wanem sam nid blong yut long komuniti blong yu?

1)
2)
Wanem sam gol blong yu blong kamp ia?
1)
2)
Bae yu toktok wetem hu long komuniti taem yu go bak long vilij?
1)
2)
Yu mas askem hu bifo yu plan blong mekem kamp ia?
1)
2)
Hu bae i stap long komiti blong kamp blong yu blong planning?
1)
2)
Hu i save stap olsem lida blong kamp wetem yu?
1)
2)
3)
Hu long vilij o komuniti i save helpem yu wetem kamp?
1)
2)
Mekem Kamp i Kam Tru
Hu bae i kam long kamp ia, Gel? Boi? Evriwan tugeta?
Bae ol patisipen i gat hamas yia?

Page 128 of 136

APPENDIX M OL WOK BLONG MEKEM BLONG KAMP PLANNING WORKSHEET
Kamp blong yu, bae i stap hamas dei?
Bae yu holdem long wanem deit?
Deit ia yu jekem hem wetem komuniti mo jif mo skul finis?
Bae kamp i stap wea?
Bae ol gel/boi i silip wea? _______________________
Kakae wea? _________________________________
Swim wea? __________________________________
Tekem wota wea? _____________________________
Holem ol sesen wea? ______________________________
Bae yu kakae wanem?
Hu bae i kukum kakae?
Ol Material o Saplae
Bae yu askem ol man blong karem wanem i kam long kamp?
1)
2)
Mekem wan list blong ol kaen saplae we yu ting se yu nidim.
1) 5)
2) 6)
3) 7)
4) 8)
Bae yu faenem ol material ia wea?

Wanem sam lokol material we yu save usum blong sevem vatu?

Mani Mekem wan Budjet

Ol samting we yu putum long list blong yu, i gat sam ples yu save pem?
Item Kost blong hem
1)
2)
Hamas vatu evriwan yu nidim blong wokem kamp ia?

Yu tingse bae yu faenem vatu blong yu wea? I gat eni man o bisnis we i save sponsa?

Page 129 of 136

APPENDIX M OL WOK BLONG MEKEM BLONG KAMP PLANNING WORKSHEET

Spos yu gat tingting blong mekem fundraising, bae yu mekem wanem?

Insaed long Kamp

Wanem sesen bae kamp blong yu i gat?
1) 4)
2) 5)
3) 6)
Hu bae i lidim ol difren sesen?
1) 4)
2) 5)
3) 6)
Bae yu usum wanem kaen saplae blong ol sesen blong kamp ia?
1) 4)
2) 5)
3) 6)
Afta ol sesen, ol aktiviti blong yu (Olsem spot, handikraf, swim long sol wota)?
1) 4)
2) 5)
3) 6)
Hu i save kam olsem wan Ges Spika?
1)
2)
Spos Kamp BILD wetem GLOW tugeta, wanem sesen bae oli mas stap separate (ol boe wan ples, ol gel naraples)?
1)
2)
Bae kamp blong yu i gat wanem kaen rul?

Bae yu mekem klosing blong kamp olsem wanem?

Bae yu envaetem hu i kam long klosing blong kamp?

Page 130 of 136

APPENDIX N OL WOK BLONG MEKEM BLONG KAMP ADVATAESMEN O SAEN

KAMP G.L.O.W.
GIRLS LEADING OUR WORLD
Wea Ples:

Wanem Taem:

Hu: Eni Gel we i gat 12 yia i ko antap

Wanem ia Kamp GLOW?

Bifo, Kamp GLOW hemi wan program blong Pis Ko long planti kantri long wol finis, long South
America, Europe, Asia, mo Africa tu. Naoia, yumi ol woman Vanuatu i stat blong tek ova program
ia. Afta wik ia, yu tu bae yu wan sista blong GLOW famli.

Gol blong Kamp GLOW hemi blong givim ol skil mo save we i save leftemap laef blong ol yangfala
woman, blong sapotem mo inkarajem paoa blong wan-wan we i stap insaed long hem finis, from...

Ol gel i lidim wol blong yumi!

Long kamp ia I gat ol difren aktiviti olsem:

> Lidasip >Helti Rilejensip >Komunikasen >Mekem Disesen >Setem Gol

>Yut in aksen >Tras mo Tim Building >Adolescent Reproductive Health >Drama, Sport, Art & Craft

Page 131 of 136

APPENDIX N OL WOK BLONG MEKEM BLONG KAMP ADVATAESMEN O SAEN

KAMP B.I.L.D
BOYS IN LEADERSHIP DEVELOPMENT
Wea Ples:

Wanem Taem:

Hu: Eni Boi we i gat 13 yia i ko antap

Wanem ia Kamp BILD?

Bifo, Kamp BILD hemi wan program blong Pis Ko long planti kantri long wol finis, long South
America, Europe, Asia, mo Africa tu. Naoia, yumi ol man Vanuatu i stat blong tek ova program ia.
Afta wik ia, yu tu bae yu wan brata blong BILD famli.

Purpose blong Kamp BILD hemi blong givim ol skil mo save we i save leftemap laef blong ol
yangfala man, blong sapotem mo inkarajem paoa blong wan-wan we i stap insaed long hem finis,
from...

Ol boi i lidim wol blong yumi!

Blong faenemaot moa, plis luk ______________________

Page 132 of 136

APPENDIX O OL WOK BLONG MAKEM WAN KAMP EKSAMPL SKEJUL
Day Time Mon: 23 Tues: 24 Wed: 25 Thurs: 26 Fri: 27 Sat: 28 Sun: 29
6:00 - 7:00 Girap & Yoga/Exercise/Run Silip!!!
7:00 - 7:30 Swim
7:30 - 8:00 Dring Ti
Healthy
Relationships Mini Kamp
Binders &
8:00- 10:00 am Decision Making ARH GLOW/BILD Vols
Leadership Q&A Planning
and Participants
Own Kamp Vols
w/ Participants Yumi witem ol
10:00- 10:30 am Ti Break patipant I go wan
Planning Own wan
ARH (cont)
Kamp (con't) & Ol Mini Kamp
[followed by rus
10:30 - 12:00 Communication Goal Setting leaders present GLOW/BILD Vols
lunch 12:30p-
camps to the and Particpants
1:30p]
group
12:00- 1:00 Lunch
1:00 PM
Public Speaking Tras/Team Building
Prep for Mini
2:00 PM HIV/AIDS Kamp Particpants Collect
and Councelors evaluations, clean
Tie Die Yut in Aksen
3:00 PM up, prepare skits
GLOW/BILD
4:00 PM Capture the Flag Volleybol/Futbol Dance
Olympics
5:00 - 6:00 pm Swim Kava Ceremony
6:00 - 7:00 pm Kakae

Welcome Drama Naet Object Bracelets & WSB Closing,Awards

Paint Banner Bon Fire SingSing
toktok/Intros/Rules/ Game Video and Talent Night
7:00 - 9:00 pm

Get ready for bed and Highlights

9:30pm Ofem Laet

Page 133 of 136

APPENDIX Q OL PART BLONG SKEDUAL BLONG KAMP FASILITETA ROL
Hemi gat ol rol mo risponsibiliti blong ol fasiliteta blong kamp. Bae I gat same we oli mekem sesen,
be hemi gat fulap nara wok yu nid blong mekem. Hemia ol job. Yu shud jenjem job evri dei so nowan oli
taet. Askem ol fasiliteta blong saenap long ol difdifren job long wan wan dei blong serem wok.
Sam oli nidem tu long wan dei, sam 4, sam 1.

Sun: Mon: Tues: Wed: Thur: Fri: Sat:

Tresara
Registresen

Bell Ringer

Day Counsellors

Runner

Time Keeper
Klinap Grup
Night Duty

Evening Program

Moning Spot

Aftanun Spot
Tae Dae
Staf blong Kuk
Sertifikeits
Tresara hemi shud lukaotem ol mani blong kamp
Registresen Taem ol patisipen oli kam, meksua se oli saenen form, mekem nem taf, soem olgeta ol fasiliti
Bell Ringer Ringem bell long moning sport, brekfas, ti, lanj, taem blong aftanun sesen, taem blong
aftanun spot, taem blong sapa, mo taem blong evening aktiviti
Dei Kansala hemi shud lukaotem wellbeing blong ol patisipen long dei mo meksua se evriwan oli kam
long sesen
Runner hemi pasem mesej o go karem material we fasiliteta oli nidem
Taem Kipa hemi meksua se wanwan sesen oli stik long taem
Klinap Grup oli shud meksua se afta evri sesen mo long en blong dei, ples hemi kiln
Naet Kaonsla hemi meksua se evriwan oli go long dorm blong olgeta mo no go wokbaot long naet
Evening Program oli in-jarj long evening aktiviti olsem bana, frensip breslet, sing sing, olsem
Moning Spot hemi shud gat 4 opsen, so mas gat 4 voluntia blong lidem wan spot
Aftanun Spot hemi lidem aftanun spot we evriwan oli patisipeit olsem futbol, Frisbee, olsem
Tae Dae hemi lidem tae dae mo meksua se ol material oli stap mo water hemi boil
Staf blong kuk olgeta oli kuk blong kamp O oli meksua se ol mama we oli stap kuk long kamp oli redi
Sertifikeits oli raetem ol sertifilet long END blong program, mo tu oli save mekem superlatives olsem Bes
Laf, Bes Timwok, olsem

Page 134 of 136

APPENDIX R OL WOK BLONG MEKEM WAN KAMP KONTRK BLONG KAMP

Welkam long Kamp GLOW/BILD. Long wik ia yumi evriwan i kat plante samting blong mekem mo lanem. Blong
mekem sua se woksop ia i gohed gud mo evriwan oli kat wan gudfala taem, yumi mas stap sef mo hemi importan
se ol patisipen oli luksave ol rul:
Bae mi rispectem evri sista mo brata we i stap.`
Bae mi kam long evri sesen blong woksop ia.
Bae mi no livim eria blong kamp long wik ia.
Bae mi finisem woksop ia bifo mi save karem transport blong go bak long ples blong mi.
Bae mi no drink Tuska, Alkohol, o kava long wik ia.
Bae mi no smok long wik ia.
Bae mi no askem eni man (olsem boyfren, famli, narafala fren) blong kam luk mi long ples ia.
Bae mi no tekem eni samting we hemi no blong mi.
Bae mi no mekem wan rao or kilim eni man.
Mi mas askem eni Kamp Lida blong helpem mi spos mi nidim wan samting or kat wan problem.
Bae mi offem mobile fon blong mi insaed ol sesen blong kamp.
Spos mi brekem eni rul ia, mi save se Pis Kop bae oli kontaktem komuniti blong mi from.

Mi, ___________________________ (nem blong patisipen) agri se mbae mi respektem ol rul ia. Mbae mi folem
ol rul ia long ful taem blong woksop,

_____________________________________________________ ______________________
Saen nem blong patisipen Deit

Page 135 of 136

KAMP GLOW/BILD REJISTRASEN
# Fes Nem Famili Nem Genda Aeland Vilij Yia PD Cert given
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