Download Handout on lesson 1 - The World Starts With Me | Ethiopia

Background Information to
Lesson 1 The World Starts With Me and
Lesson 2 Emotional ups and downs
1. Introduction
Worldwide, there are more young people now than ever before in history. Globally, about half
of all people are under the age of 25. These 1.2 billion adolescents make up nearly one-fifth
of the world population. Out of these adolescents, 87% live in developing countries.1
Ethiopia is characterised with a young population with over 48% being younger than 15
years. This means that over half of Ethiopia’s population (total of about 80 million) is aged
below 24 years, with a large proportion being adolescents2
Young people are a major population segment who deserve particular attention because of
the challenging period of adolescence they are in and because young adults hold the key to
the country’s future population growth. Today, many of them face sexual and reproductive
health problems, particularly HIV/AIDS. Within the broad UN agenda on sexual and
reproductive health for the coming years, local governments have committed themselves to
expanding adolescents' access to reproductive health information and services, to promoting
young people’s well being and to promoting social equality and sustainable development for
the twenty-first century.
This commitment is a result of a series of global conferences of governments in the last
decades, such as the Convention on the Entitlements of the Child UNCRC (1989). This
commitment has been articulated in the Millennium Development Goals (MDGs), which were
formulated by the UN together with all its 191 Member States for the period up to 2015.
MDGs aim to improve the sexual and reproductive health of men, women and young people
with a particular focus on HIV/AIDS, gender equality and women’s empowerment.
International forums state that meeting the MDGs requires making sexuality and reproductive
health education a mandatory part of primary and secondary school curricula worldwide. 3
Today, the attention on issues affecting the youth can be noted with introduction of a
guidance and counselling curriculum in schools to help teach adolescents on issues related
to HIV/AIDS and other SRH topics. The curriculum of The World Starts With Me (WSWM)
broadens the scope of HIV prevention by including sexual and reproductive health issues
such as unintended teenage pregnancy, early motherhood, living with HIV/AIDS and sexual
harassment and abuse, as well as topics on culture and drug abuse. To reach young people
effectively and to have a genuine impact on them, the WSWM curriculum focuses on helping
adolescents to get to know themselves and on supporting them in building their self-esteem.
All sexual health problems, therefore, are embedded in explaining adolescent development,
while taking a consistently positive approach towards sexuality.
This Background Information to Lessons 1 and 2 of the WSWM curriculum provides some
general information about adolescence, the changes young people go through and the needs
and entitlementss of young people in their development. It provides tips for guidance on
young people’s development and sexual education, which can be used throughout all
lessons in the WSWM curriculum. Finally, some specific suggestions on how to address
Lesson 1 and 2 in the classroom are provided.
All WSWM issues discussed in this Background Information on the fifteen WSWM lessons
should be considered in the framework of entitlementss: the entitlements to information and
education, to health, to protection and being protected, to equality and being free of
discrimination, to participation in programmes and policies and to making up your own mind
and making your own decisions. Entitlements can help to empower young people in taking
control over their own lives by voluntarily making their own informed decisions on maintaining
sexually health and planning their future. This is the overall goal of the WSWM curriculum.
Focus of lessons 1 and 2 of WSWM
Lessons 1 and 2 discuss some general aspects of adolescence. Lesson 1 focuses on having
students think about themselves, getting to know themselves, including their personalities,
identities, values and characteristics. Lesson 2 addresses the concepts of self-esteem and
self-determination. For many adolescents, their teenage years are characterized by a lack of
self-esteem. Therefore, both lessons aim to support young people in building up self-esteem
and learning to feel good about them. Adolescence is also a time when young people get
more responsibilities and increasingly start to define their own future. Lessons 1 and 2 deal
with young people becoming aware of themselves, their strong and weak points, their values
and entitlementss and how to stand up for their entitlementss and respect the values and
entitlementss of other people. This helps to give young people the foundation for making
their own decisions and planning their own future.
Lesson 2 particularly reflects on the emotional changes adolescents go through.
Adolescence is a time when important and rapid developments take place: young people’s
bodies mature, and their characters are formed; they develop their values, gain autonomy,
become more independent of their parents and build up their identities. It also is a vulnerable
time. Although many adolescents sail through these changes being proud of becoming
adults, other people feel insecure. Therefore, it is important that adolescents get the
opportunity to learn about coping with these changes in a balanced way.
Lessons 1 and 2 aims to support young people in this development process by stimulating
them to communicate about their values, sexuality, relations and sexual and reproductive
health with their relatives, friends and peers. Adolescents need guidance. Adults such as
parents and teachers should provide such guidance and take young people seriously and
respect them as people with their own decision-making skills.
2. Defining adolescence
All cultures recognize and mark the transition from childhood to adulthood. However, the
concept of this transition as a life stage, called adolescence, did not exist in developed
countries until the late 1800s and early 1900s. In many developing countries, the concept
arose as recently as 30 years ago, and in some regions the idea is still new today.4
The World Health Organization (WHO) and UN organizations define young people as all
young men and women aged 10-24. The WHO defines youth as all people between 15-24
years old, and adolescents (or teenagers) as people in the age range of 10-19. Young
people aged 10-14 years are defined as being in their early adolescence, and those aged 1519 in their late adolescence.5 The Ethiopian Adolescent and Reproductive Health and
Development Policy uses the same definitions6 In this Background Information, the term
‘adolescent’ is used in the same way: it refers to the age group of the 10-19-year olds.
Many statistics report on the 10-19 age group, while others cover 15-24, but neither range is
intended to mark a universal beginning and ending of being a young person, either socially or
biologically. Puberty with its body changes officially marks the biological beginning of
adolescence, but markers of its completion are diverse and not well-defined (see the annex
and Background Information to Lesson 3 on physical changes).
Adolescence is a critical stage in people’s life in which physical, psychological, and social
changes take place. The World Health Organization (WHO) (1995) defines adolescence as
the progression from secondary sexual characteristics – changes in puberty such as a
growth spurt, the maturing of reproductive organs, the onset of menstruation and having wet
dreams, the growth of pubic hair, the development of breasts, voices becoming deeper – to
sexual and reproductive maturity, the development of adult mental processes and adult
identity, and the transition from total socio-economic dependence to relative independence.
In this phase, in which children become adults, major decisions about roles in life are made.
It is also a period in which preparatory activities for adulthood are undertaken.7 The annex
provides an overview of the biological, emotional and social changes in adolescence. The
only universal definition of adolescence is that, although the young person is no longer
considered a child, he or she is not yet considered an adult.8
During adolescence many young people experience critical and defining life events such as
early marriage, first sexual intercourse, and parenthood. These life events were once
considered inseparable, but this no longer holds true for many young people. The average
age for the onset of puberty is dropping, while the average age for marriage is rising. The
length of time between young people’s puberty and their first marriage has increased. This
means that, for many young people, first sexual experience and childbearing may take place
in different personal and social contexts than they used to do in the past.9
Changes during adolescence have different effects for boys and for girls. For boys in most
cultures, the world expands as they begin to enjoy new privileges reserved for men; for many
girls, the world contracts as they face new restrictions reserved for women. While we do not
wish to engage in stereotype, boys generally gain autonomy, mobility, opportunity and power
(often including power over girls’ sexual and reproductive lives), whereas girls are
systematically deprived of these assets.10
Gender roles and expectations assigned to the different sexes also bear effect on the
validation and approval of conduct. Boys are expected to take initiative, to be resolute, go
straight to the point, and show dominance and aggression in dealing with problems. Girls are
expected to be submissive, charming and elegant. Sexual activities by boys and girls are
valued differently by adults, society and culture.11 For more information about gender roles
and expectations for boys and girls, see the Background Information to Lesson 5 on Gender.
Young people as actors and decision-makers in their own entitlements
In many African societies, including Ethiopia, adolescents are often regarded as children and
hence have mostly been ignored or neglected, due in part to the culture of silence imposed
upon them. Consequently, they lack a way of expressing themselves and critical decisions
even regarding their sexual lives continue to be made for them by adults.
However, a more realistic and effective approach to promoting adolescents’ wellbeing is to consider them as actors and decision-makers in their own entitlements with the
potential ability to effect change themselves. This approach – used in the WSWM curriculum
– focuses on young people’s flexibility and capabilities that allow them to adapt to changing
circumstances by taking control and initiative themselves.
International agreements and development programmes affirm that young people are entitled
to exercising their human entitlements, including sexual and reproductive health entitlements.
Many of today’s programmes proceed on the basis of such a entitlements-based approach,
as does this WSWM curriculum. This entitlements-based approach invests in young people’s
strengths, capabilities and opportunities instead of seeing them as a problematic group for
whom decisions need to be made. In this approach, young people are not seen as empty
vessels without norms and values. By experimenting with their own values and views in the
real world, young people check their views and attitudes in the process of successfully
abandoning the security of childhood and dependence on other people. This is a crucial
process in which they learn to build their self-esteem, develop their own values, set life goals
and acquire an adult identity.
3. Personality, identity and self-esteem
Identity, self-image and personality
During adolescence, children are becoming more independent and begin to look at the future
in terms of career, relationships, families, housing, etc. During this period, they explore
possibilities and begin to form their own identity based upon the outcome of their
explorations. Identity12 is a strong sense of self, a set of definitive characteristics that are
recognizable as ‘me’. It involves an awareness of your own uniqueness and distinct
personality. If the development of this sense of self is impeded, this often results in young
people’s confusion about themselves and their role in the world (‘I don’t know what I want to
be when I grow up’). Exploration, therefore, is at the heart of the adolescent transition.
Exploration and experimentation with their own norms, values and boundaries is needed in
the remaking of a personal identity, which is necessary to complete the transition form child
to adulthood13.
Personal identity is a combination of physical features and personal characteristics. Identity
is shaped by personal characteristics inherited from parents and by influences in people’s
environment: their socialization from birth by family, school, culture, tradition, friends, religion,
etc. Identity evolves over time, but the biggest change takes place during adolescence.
Relations of adolescents with the people around them change, and so do influences of
different people on the development of their identity.
Identity means knowing who you are and how you fit into society. It requires you to take all
you have learned about yourself and life and mould it into a unified self-image, usually one
that your community, family, friends and peers find meaningful. Self-image defines how
people evaluate themselves and how they think other people see them. It guides people’s
behaviour and thought. It affects creativity, integrity and stability. Self-image plays an
important role in the way people presents themselves, how they dress and perform, the kind
of friends they have and the jobs and partners they choose. People with a positive self-image
are more likely to succeed in life, to overcome barriers and obstacles and to turn challenges
into opportunities.14 Self-image is related to one’s self-esteem.
Family and education are important in helping to shape or influence the development of
young people’s identity. When young people are continuously spoken to in a negative way,
they will develop a poor self-image. On the other hand, people, particularly adults, can boost
young people’s self-image, by saying they do something very well, and thus making them
believe in their abilities and talents. Adolescents need positive response, as their self-esteem
is often vulnerable during this stage in their lives.
While identity reflects how people define themselves from the inside through a combination
of their unique characteristics, hopes, dreams, aspirations, goals, intentions and values,
personality reflects the way people are seen from the outside, also called their reputation.
Personality can be defined by characteristics such as self-confidence, sociability, integrity,
charm and creativity, or their opposites. There are often important disparities between
people’s identity and their reputation.
Young people develop their personality on the basis of who they are (their identity) and the
influences from their environment. They can influence some parts of their personality and will
have to learn to accept or handle other parts of their personality. People’s characters are
determined by how they were socialised in their childhood15. Being outgoing or quiet,
adventurous or careful are personal characteristics and part of someone’s personality.
People may choose to explore, develop or balance these characteristics.
What is self-esteem?
Self-esteem refers to how people feel about themselves as a person16,17. Part of self-esteem
is the feeling that you have a place in the world where you belong. It is about knowing where
your roots are and having confidence in your future. This can be a problem for children who
have come from other countries and lost touch with their roots, or for children from broken
families with fragmented family histories. Self-esteem is about what matters to yourself. If
someone would like to be good at sports but everyone tells him that he is good at art, this will
not help his self-esteem very much. People’s self-esteem will grow if they receive
encouragement and help in things they want to do and if they succeed. If people have
positive or high self-esteem, they like themselves and believe in themselves and the things
they do. Low self-esteem is reflected in dislike of yourself and lack of confidence.
During adolescence, self-esteem can be affected by physical and hormonal changes, and
most importantly by how people look or how they think they look. Young people who have a
goal in life often have higher self-esteem. So do those whose families are supportive.
Belonging to a group of friends is also very important for adolescents' self-esteem. This is
why young people want to do what their friends are doing.
4. Norms and values
Norms
The social environment is important in the development of people’s identity. Family, schools,
the community, culture and traditions provide rules and regulations as well as support and
motivation. Unwritten rules and regulations based on traditions, culture and customs are
social norms. The definition of norms in the Encyclopaedia Britannica is the following: ‘also
called Social Norm, rule or standard of behaviour shared by members of a social group.
Norms may be internalised – i.e., incorporated within the individual so that there is conformity
without external rewards or punishments, or they may be enforced by positive or negative
sanctions.’18
Many norms help to sustain a harmonious way of living together, such as norms relating to
being honest and respectful, to not stealing, to the duty of caring for each other, to not
(sexually) abusing other people, et cetera. Some social norms may have a negative impact
on individuals and society, for example, sexual taboos, not acknowledging young people’s
sexuality and entitlementss, the subordinate position of women and their lack of
entitlementss, Female Genital Cutting (FGC; see also Background Information for Lesson 3).
Culture, social norms, language and ways of life are structures of society that are hard to
separate. However, because cultures are not static and can change and adapt to changing
circumstances, social norms may change as well. Globalization through the media, for
instance, has led to new lifestyles and youth cultures, popping up everywhere all the time.
Today, concepts such as ‘cultural diversity’ and ‘cultural freedom’ are regarded as one of the
main pillars of the democratic state19.
In addition, worldwide sexual liberalization among youth and the impact of HIV/AIDS have
also affected social norms: today, social norms on condom use during premarital sex have
become more realistic; social norms on gender roles, particularly the position of women in
matters of sexual decision-making, are also evolving; supportive social norms on people
living with HIV/AIDS is becoming a fact.
In the process of growing up, most adolescents usually follow the norms that are prevalent in
their community. With loving and caring support from their environment, they will grow up to
be sensible and responsible young adults. In this process, they will learn to think about
concepts such as entitlements and wrong or truth and injustice.20 At certain points, however,
they may take another view than the one that is common in their community or their family:
they may break the culture of silence surrounding sexuality, they may develop into assertive
women or they may consciously choose to have a pre-marital sex life. Social norms and a
sense of what is entitlements will shape their values. However, personal values and personal
experiences may also cause people to disagree with social norms set by their community
and family. This disagreement may lead them to abandon those social norms and to follow
their own, practising their entitlements to self-determination. In this situation too, young
people need understanding, loving and caring support from their environment in order to
grow up into sensible and responsible young adults.
Values and value development
Values are part of people’s identity. Values are our fundamental personal beliefs. They are
the principles we use to define what is entitlements, good and just. Values provide guidance
in distinguishing entitlements from wrong, good from bad. They help us to set goals for
ourselves and to make decisions about life. They are our standards.21
Values are based on experiences gained throughout life; values may change over time –
they are not fixed entities. People establish their own values according to what is important to
them. Values can be characterized as those beliefs people believe to be valuable and
important in their lives. Values do not encompass all beliefs, just those beliefs that define
importance and worth.
Value-building starts at an early age. Young children start copying their parents’ values. Later
in life, young people incorporate other people’s influences into their values: friends, school,
peers, the community, etc. New experiences and new information make us re-evaluate our
values. Values are important when we ‘evaluate’. When we evaluate something, we compare
it to a standard and determine the merit of a thing or an action in comparison with this
standard. We determine whether it meets the standard or falls short of it. Values can be
categorised into three domains: moral values (fairness, truth, justice, love, happiness),
pragmatic values (efficiency, thrift, health, variety, patience) and aesthetic values (attractive,
ugly, soft, cold, square).
Certain values are shared by many people, such as good health, or being respectful to other
people. The sexual and reproductive entitlementss articulated in UN Conventions are also
shared values; shared between nations. As Kofi Annan said: ‘Human entitlementss are the
expression of those traditions and tolerance in all religions and cultures that are the basis of
peace and progress. Human entitlementss are foreign to no culture and native to all nations.’
People’s values often differ. For example: one person may attach great importance to
financial wealth, while another person may attach greater value to personal growth and
feeling happy. One value need not be better than another one: they may just differ. Because
values differ for people, it is important to communicate about your values, including those on
sexuality, in order to be in a better position to understand and negotiate with that person. In
the process of growing up, young people may develop values that differ from those of their
parents. Such differences in values can be a main source of miscommunication between
adolescents and their parents and can lead to heated debate, particularly if parents do not
really listen to their children, do not take them seriously and want to impose their own values
on them.
Having clear values guides young people in making decisions that fit their own personalities
and capabilities. All young people, whether sexually active or not, need to have positive
values towards sexuality in general to prepare them for taking their own healthy and
responsible decisions in matters such as abstaining form sexual intercourse, consensual sex
and safe sex. Therefore, exploring values and value development by exchanging and
discussing values in the classroom is a crucial component in sex education for adolescents.
Values, beliefs and opinions differ from facts. Facts are issues that cannot be disputed, like
‘the sun rises every morning’ or ‘apples grow on trees.’ Beliefs or opinions are issues that are
believed or accepted as true. Opinions are based on values, but they are easier to change
than values themselves. An opinion is a view or a judgement that is not necessarily based on
fact, for example: ‘my cousin is a great person’ or ‘I believe my favourite sports team will be
champion this year.’ Opinions can be disputed, but ultimately everyone is entitled to their
own opinions.
5. Emotional changes and stability
Changes during adolescence are not only visible in physical appearance and the formation of
a personal identity, but also in emotional well-being and stability or instability. During
adolescence, physical and hormonal changes contribute to emotional changes that are
accompanied by feelings of insecurity and low self-esteem. The attitudes of adults also
influence young people’s emotional well-being. Many adolescents are confused when they
are treated like an adult one time and like a child next.
Emotional changes during puberty include different aspects. Changes in oestrogen levels in
girls and testosterone levels in boys can cause mood swings. From time to time,
adolescents can be more emotional and react to situations with greater intensity than
before.22 Some adolescents have mood swings happening from one minute to the next – and
they can be extreme: from extreme happiness to the depths of sadness.
In addition, rapid physical changes make adolescents self-conscious about how they look.
Their bodies acquire new shapes and sizes. For many, this is a sign of growth and a source
of pride. For others, it feels strange, and they need to learn how to ‘handle’ their bodies.
Especially young people whose development deviates from the average will feel insecure
about themselves. It is important for adolescents to understand that changes may occur
earlier or later, that this does not mean something is wrong or that they will not develop
‘normally’. Fast physical growth and other bodily changes may give them periods of
boundless energy followed by extreme fatigue, which can affect their moods as well.23
Being insecure, adolescents feel a desire to be accepted and liked by their peers.
Especially in their late teens, peers become increasingly important in the lives of young
people. In the process of becoming less dependent on parents and gaining autonomy,
adolescents need peers as a reference framework; they often look for support from peers
and learn more from them rather than from their families. Being rejected and being accepted
by peers has a great impact on many adolescents and can greatly affect their mood.
In general, adolescents pay increasing attention to their physical appearance, their own
appearance as well as that of other people and what other people think in general. How other
people look and what they think impacts their self-esteem. As adolescents are very aware of
the changes in their bodies, and as some of them may not know very well how to respond to
these changes, the support of their social environment is crucial.24 Even small changes like
pimples or increased sweating may cause feelings of insecurity or desperation.
Relations and autonomy
Parents are critical in providing support and guidance to young people. Individuals, extended
family members and schools all play an important part in this as well. Numerous studies have
demonstrated that the ways in which adolescents connect with their social world influences
their health and development and protects them from high-risk behaviours. Consistent and
positive emotional bonds with a caring adult can help young people feel safe and secure;
giving them the resilience they need to manage the challenges in their lives.25
In their teens, young people start to develop concrete cognitive thought processes. They
learn to reason logically and hence to contradict other people – peers as well as the adults in
their lives. This is part of the process of becoming more autonomous and taking on greater
responsibility.26 Parents may give them more responsibilities in the family household.
Adolescents want to gain more responsibility and independence over whom they choose as
a friend, who they go out with, what time they come home, what they wear, etc. This
autonomy, however, is relative: while adolescents want to make decisions about their own
lives, on the one hand, they continue to need guidance and support from their family,
teachers and other adults, on the other.
At some point, adolescents may have their first boyfriend or girlfriend, which entails having to
make decisions about their sexuality, even if parents will not like this or have difficulties
accepting it. Parents may find it difficult to accept the independence of their teenage child. If
this is the case, adolescents should learn to take one step at a time and show their parents
they can be trusted by demonstrating responsibility and trust.27 Parents should be
understanding and accept the changes their children are going through; they should maintain
good relations with adolescents by being flexible and rethinking some issues that may need
change.28
While adolescents may feel more autonomous from their family, a new type of dependence
grows: the dependence on peers and friends. The influences and opinions of friends become
more important. This is also reflected in young peoples’ values: they will shift from copying
their family’s values to adopting values that are based on their friends’ influences and those
of their social environment (see also Background Information to Lesson 4 about relations
with parents and friends).
Gaining autonomy is generally different for boys and girls. Boys tend to get more
opportunities to develop autonomy, whereas girls are expected to stay in the home and do
housework. This may even include girls being kept home from school, whereas boys have
greater freedom to explore their possibilities in public life outside the home. More information
on gender differences can be found in the Background Information to Lesson 5.
Relations with friends will change in this period of their lives. As young people feel more selfconscious and less confident about themselves, they will look for affirmation from their
friends. In addition, sexual feelings will develop, and they will experience sexual curiosity and
attraction to other people. This may develop into an interest in romantic love and their having
a crush on someone. They may fall in love for the first time, and experience confusion and
physical effects such as stomach ache, possibly nausea, and lack of concentration or
sleeplessness.
6. Young people’s entitlementss, self-determination and decision-making
Adolescents are entitled to entitlementss – as laid down in the 1989 Convention on the
Entitlementss of the
Child – including entitlementss to information, education and life skills; access to services for
health, recreation and justice; to a safe, supportive and protecting environment; and to
opportunities to participate and to have their voices heard.29 They have the entitlements to
make their own decisions and the entitlements to express them.
Adolescents are often unaware of their entitlements. It is important; therefore, to provide
information about their entitlements and help them exercise it. One step to becoming aware
and exercising their entitlementss is for young people to be supported in developing selfesteem and taking control over their lives. This increases their sense of autonomy and
responsibility and helps them to exercise the entitlements to self-determination.
Having the entitlements to self-determination means that young people can make their own
decisions about the goals in their lives, friendships, relationships, futures, etc. Self-
determination usually starts with small decisions that may have a great impact in later life, for
example in choosing who their friends are and what subjects they will study. Young people
will also make decisions about who they want to be, about their gender role, their sexuality
and career – topics that are addressed later in this curriculum.
The changes in their adolescent bodies and lives take up a great deal of young people’s time
and attention. Adolescence is a time when young people typically think about themselves
first – this is one of the characteristics of adolescence. By experimenting, adolescents learn
to reflect about themselves, their actions and the consequences of their decisions. As they
acquire greater responsibility and autonomy over their lives, their decisions will have more
impact on other people’s lives.
Adolescents, therefore, need to learn to think about the consequences of their actions both
for themselves and for other people, while taking the perspective of those other people. This
will help them to develop decision-making skills and take responsibility for their actions.
When young people learn to anticipate possible negative consequences for themselves or
other people, they also learn to think about alternatives and to see things from different
perspectives. Adults are crucial in this process of learning to anticipate consequences of
decisions and helping to choose responsible alternatives.
Communication skills
In the process of growing up, communication with parents and friends changes. For
adolescents, parents and other adults, it takes time to adapt to these changes in
adolescents’ lives. It is important for young people to have people they trust for them to talk
to about their feelings, doubts and ideas. Particularly if the have questions and doubts about
sexuality, adolescents will increasingly be turning to their peers and friends. Even with
friends, it may be difficult to talk about personal or sensitive issues.
The following are some general communication tips for adolescents:
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When you want to talk about sensitive issues, find a quiet and private space.
Be prepared to trust and respect the other person; he/she will respect and trust you.
Listen and give feedback, by summarizing what the other person has said and asking
whether this is correct (i.e., Do I understand correctly that you …?).
Do not impose an opinion or a judgement.
Ask questions for clarification.
Don’t be afraid to ask for help or tell another person you feel bad. During adolescence,
everyone has bad days, mood swings and feelings of unhappiness. These will pass, but it
may help to talk about it.
If a conflict arises, stay calm and keep listening to the other person. Both parties should
have the opportunity to explain their feelings on the issue and both should listen to the
arguments of the other person.30
Media influence
Environmental factors influence personality, value development and self-esteem. In addition
to family and friends, the mass media are an important source of influence. Young people
increasingly receive information through different media, such as radio, television, movies,
magazines and the Internet. These media often portray images of what society considers to
be ‘beauty’, ‘youth’ and ‘being a modern young person’. The media send out messages that
you need to have a certain look, a certain status, certain values and a certain lifestyle, and
they promote all sorts of products that promise to deliver such must-haves. The media also
send out messages on what the ideal man or woman should be and do, what their role
should be and what behaviour is acceptable and unacceptable. These messages are not
necessarily entitlements and may differ from people’s personal values.31
Messages about body images may cause young people to develop eating disorders such as
anorexia nervosa – extreme weight loss in order to look ‘good’ and thin. Peers often reinforce
these images, as they are all influenced by the same messages. It is important to encourage
students to question these messages and to develop their own values and opinions.
7. Addressing sex education in the classroom: general suggestions for implementing
the WSWM curriculum in a participatory way
Preparation
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Consider informing colleagues (teachers, mentors, counsellors and school clinical
officers, nurses or psychologists) at the start of the curriculum. Check with them to whom
students can be referred if they need a personal talk to discuss a personal problem or a
personal question during the curriculum. Inform students at the start of the course.
Safety in the classroom
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Create a relaxed and open atmosphere by being relaxed and open yourself, setting clear
ground rules (see below) and having an inviting attitude to students. Tell them that
embarrassment and shame are normal feelings when personal and sensitive issues such
as sexuality are discussed openly. You may create openness and safety by telling
students something about your own adolescence and sex education.
Together with the class, draft ground rules about language use and how to get along with
each other, such as:
- Respect other people’s opinions, emotions and lifestyles.
- Laughter is healthy, but laughing at somebody is hurtful.
- What is being said in the classroom remains within its walls.
Define norms and borders for mutual respect. Respect for each other implies taking
different attitudes and behaviour seriously, like views on virginity, sexually activity or its
absence, homosexual feelings, et cetera. It is counter-productive to be judgmental and to
disapprove of students. Stress the diversity of young people of the same age.
Encourage students to communicate with each other and help each other with tasks.
They learn to take a reciprocal perspective and to feel at ease with each other.
Be aware that, as a teacher, you are an important role model for students. Expressing
opinions on sensitive issues can be very directive, causing students to feel they have little
opportunity left to express their own opinions. Invite students to express their views
before the teacher gives his or her own opinion.
Do not put personal questions to students in a directive way, but have them discuss in
groups and present opinions on behalf of the group. Working in groups provides safety
and creates opportunities to go deeper into an issue. Encourage different students to
present what groups have discussed.
Let students compose their own groups, but guide them if necessary. Be alert for less
popular students staying alone.
Communication skills and language use
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This course is based on a participatory approach: students are taking actively part in
discussions and exchange information.
A participatory approach allows young people to develop their analytical and decisionmaking skills and develop self-confidence. In a participatory approach, the teacher is a
trouble-shooter and process-guide rather than the central source of information. The
teacher does not merely transmit information but asks questions and introduces problems
so students can gain knowledge, develop attitudes and learn skills by collectively
addressing questions and solving problems.’32 By allowing students to participate, to
develop theories for themselves, to solve problems and generally to have ownership of
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their ideas, teachers can raise their confidence levels and help them to develop critical
thinking skills and a better understanding of the lessons.
Encourage students to listen actively to each other and understand what other students
say, think and feel. It is crucial to show respect for the opinions, feelings, views and
lifestyles students express. Stress that everybody in the classroom has valuable ideas
and that a question or opinion is never wrong or stupid. Stimulate students to put
questions to each other and to the teacher. Reinforce them by telling them that it is good
or brave to ask that kind of question.
Take a sincere interest and show respect for students’ opinions and feelings. Do not
interrupt them while talking. Stimulate them with questions like ‘What exactly do you
mean?, ‘What did you think about it?’, ‘Can you tell us some more about it?’, et cetera in
order to support them in clarifying their ideas, thoughts, values and feelings. In addition,
students can be encouraged and feel safe to discuss their thoughts and feelings through
non-verbal communication: nod your head, just say ‘Yes’, ‘Good’, ‘Go on’, or remain
silent. However, be aware that students may say more or get more personal than is
required in order to ‘please the teacher’ or because they may feel the teacher expects
them to, even if you do not. Also watch out for students’ non-verbal language (facial and
bodily expression) and intervene when you feel they are getting into trouble. It is always
good to show your empathy while students are talking and to let them know that you
understand him or her, for example, by saying ‘I have the impression that you ... Is that
true?’ or ‘Yes, that’s very clear and it’s very brave of you to tell us!’ and ‘Thank you for
sharing this with us.’
Never ignore questions; take each question seriously. Give honest answers, no matter
how difficult this may be. If you do not have an answer to a question, tell the students that
you will look it up and get back to them when you have the answer or information.
If you expect problems in creating an open atmosphere and eliciting active student
involvement, consider preparing your lessons with a small, active, mixed group of
students from this class, who you regard as leaders of the group.
Teachers are role models. Be aware that your attitude towards the topics and the
students will reflect on them.
Give students the opportunity to approach you after class if they have a personal problem
related to the issues discussed in class. You do not need to solve the problem: listen,
take them seriously and try to refer students to a counsellor, health service or other
appropriate person or service.
8. Addressing lessons 1 and 2 in the classroom
Students need recognition of their skills and personality to build up their self-esteem. Make
sure this happens in the class; avoid negative judgements and stress students’ positive
qualities.
In an entitlements-based approach, it is important that students can develop their own values
and opinions. It is easy for a teacher, as role model, to transfer their values to the students
instead of helping them to develop their own values. Be aware of this and stimulate students
to think about their personal values and to exchange them with each other.
In preparing for this lesson, find out to which students with problems can be referred.
Students may show strong reactions to the issues discussed. Give them the opportunity to
approach you with questions after class or put a box in the classroom in which students can
drop their questions or remarks anonymously at the end of each lesson. Take students with
problems seriously and listen to their problems, however trivial they may seem to you. A
teacher is not a counsellor – you may need to refer students to professional help. Explain this
to students.
Help students build up self-esteem. In relation to adolescents, parents and teachers should:
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Develop good relations with adolescents by being flexible and rethinking some issues
that may need change.
Keep all communication doors open.
Understand and accept young people’s search for their own identity.
Accept adolescents’ restlessness and discontent.
Allow adolescents to be independent and support them.
Allow adolescents to make their own decisions and mistakes.
Support adolescents by placing trust and confidence in them and by recognizing that they
can make sound judgments.
Avoid scolding or labelling adolescents in front of friends; make positive suggestions and
praise them.
Clearly express your own values to adolescents without imposing them.
Clarify rules and expectations regarding homework, chores, responsibilities, hours to
come home, etc.
Avoid giving conflicting messages; state clearly ‘Yes’ or ‘No’ or ‘It is your choice’ and
justify your answer.
Avoid needless criticism as adolescents are not sure of themselves and need adult
understanding.
Distinguish between the person and the behaviour of that person; criticise the specific act
in question but not the person.
Annex: Characteristics of adolescence
This model has been adapted from James-Traore.33 In this overview, adolescence is divided into three categories: early (10-14, middle (15-19) and late (20-24)
adolescence, which are characterized by different changes. The pace of changes may vary for each person and may be different in different cultures, or
environments. The age limits will not be as straightforward as presented below, but they do give an indication.
Early adolescence 10-14
Biological
Puberty begins and body changes; growth spurts occur.
Ovaries mature in girls in preparation for menstruation.
Menstruation begins in most girls.
Breasts enlarge in girls.
Hips widen in girls.
Girls are able to get pregnant.
Boys can produce sperm.
Genitals enlarge.
Acne develops.
Boys experience nocturnal emissions (‘wet dreams’).
Muscles enlarge in boys.
Emotional
Exhibits behaviour driven by feelings.
Has frequent mood swings.
Is confused about emotional and physical changes.
Identity
Models same-sex behaviour.
Learns gender roles and differences.
Tends to associate with members of the same sex.
Girls tend to focus on relationships and nurturing, while
boys focus on achievement and competition.
Has self-esteem that is primarily influenced by other
people.
Is preoccupied with physical appearance.
Middle adolescence 15-19
Biological
Continued physical growth, development and sexual
maturation.
Pace of physical and emotional development in relation
to peers’ development is important.
Young adults 20-24
Biological
Has reached sexual and physical maturity.
Emotional
Starts to challenge rules and test limits.
Feelings contribute to behaviour but do not control it.
Is less impulsive. Begins to respond on the basis of
thoughtful analysis of potential consequences.
Develops more advanced problem-solving skills.
Concerned with self-image compared with peers.
May be encouraged to participate in rites of passage.
Males more likely to engage in sexual activity before
marriage, with multiple partners, than females.
Identity
Has sense of self that is largely shaped by peers,
although becoming less so.
May be struggling with gender identification.
May be married and under strong influence of spouse,
relatives.
Emotional
Is better able to resolve conflicts.
Develops more stable relationships.
Is able to recognize and seek help when needed.
Has developed a stronger sense of self.
Identity
Struggles with adult roles and responsibilities.
Struggles between dependence and independence.
Struggles with competing demands of spouse, family,
community and self.
Family
Spends most time with family but is beginning to move
away from family toward peers.
Generally has close relationship with parents or
extended family, caretakers, and advisors.
Family
May become more removed from family and may seek
more privacy.
Moves away from parents toward peers.
May marry and move away from family of origin.
May have children.
Sexuality
Begins to develop an interest in opposite sex.
Is interested in his/her own physical development,
particularly in relation to peers.
May begin to masturbate.
May begin to experiment with sex play.
Social
Increasingly transfers interest from family to friends and
other people as central focus.
Recognizes wider social spectrum outside the family.
Is concerned with social and sexual behaviour and
acceptance by peers and adults.
Begins to interact with opposite sex.
May be socially recognized as an adult. May go through
pre-marriage or marriage rules or rituals.
Experiences rites of passage in various forms.
Seeks acceptance by peers.
Sexuality
Has increased sexual interest.
May initiate sex within or outside of marriage.
May struggle with sexual identity.
May be introduced into the sex industry.
Ethics/Morality
Values, beliefs and religion are primarily determined by
family.
Is aware of different values.
Ethics/Morality
Increases exposure to the values and beliefs of other
people.
Starts to question his/her own beliefs, which may lead to
conflicts with parents or family.
Begins to develop his/her own set of values.
Social
Peers influence leisure activities, appearance,
substance use and initial sexual behaviours.
Family influences education, career, religious values
and beliefs.
Relationships are developed and are based on mutual
expectations and on conformity to group norms
regarding time apart from spouse and children, family
obligations, hairstyles, dress, music, etc.
Family
Begins to reintegrate into family as a new, emerging
adult.
Begins to create a ‘fit’ between newly defined self and
family.
Is clearer about roles and expectations.
Is more aware of self in relation to other people,
including spouse.
Relates to spouse and family as a fully autonomous
adult.
Is comfortable with role as adult.
Sexuality
Develops serious intimate relationships that replace
group relationships as primary.
Develops adult social relationships.
Is ready to enter into a committed relationship.
Social
Shows that importance of peer interaction for decisionmaking has diminished.
Has a diminished role of peer relationships as a decisive
factor in personal beliefs and actions.
Makes choices about career or vocation and about roles
inside and outside the home.
Completes education; prepares for employment.
Prepares for parenthood.
Can balance the needs of self and other people on the
basis of healthy interaction.
Achieves socially recognized status with clear adult
entitlementss and responsibilities while showing
advanced
stages of ‘social conscience’.
Ethics/Morality
Is often caught between traditional and modern roles
and values.
Balances between his/her own beliefs and those of the
family.
UNFPA State of the world population 2003. Investing in adolescents’ health and entitlementss. New
York UNFPA. Available at http://www.unfpa.org.
2 Central Stastics Agency of Ethiopia ,est ,July 2011 .
3 Family Care International (2005). Millennium Development Goals& Sexual & Reproductive Health.
FCI, New York, USA: see: www.familycareintl.org
4 McCauley A and Salter C Population reports: Meeting the needs of young adults Population reports
Vol. XXIII, no. 3, October 1995. Baltimore: Johns Hopkins school of public health. Chapter 1. Available
at: www.infoforhealth.org/pr/j41/j41chap1_1.shtml.
5 WHO Coming of age: from facts to action for adolescent sexual and reproductive health. Geneva,
World Health Organization 1997 (document WHO/FRH/ADH/97.1).
6 NCAPD Ministry of planning and National development-and Ministry of Health(MOH: Adolescent
Reproductive Health and Development Policy, 2004, Nairobi
7 ORC Macro Reproductive Health of Young Adults in Uganda: A Report Based on
the 2000-2001 Uganda Demographic and Health Survey. Calverton USA July 2002. Available at
http://www.measuredhs.com/pubs/pdf/OD23/OD23.pdf. Accessed 19 July 2005.
8 McCauley A and Salter C Population reports: Meeting the needs of young adults Population reports
Vol. XXIII, no. 3, October 1995. Baltimore: Johns Hopkins school of public health. Chapter 1. Available
at: www.infoforhealth.org/pr/j41/j41chap1_1.shtml
9 McCauley A and Salter C Meeting the needs of young adults Population reports Vol. XXIII, No. 3
Baltimore USA: October 1995. Available at: http://www.infoforhealth.org/pr/j41edsum.shtml.
10 Mensch B., Bruce J. and Greene M. The Uncharted Passage: Girls’ Adolescence in the Developing
World New York, Population Council 1998, p. 2. Available at: www.popcouncil.org/pdfs/passage/pp112.pdf
11 WHO. Sexual relations among young people in developing countries Evidence from WHO case
studies. WHO, Geneva, 2001.Available at: http://www.who.int/reproductivehealth/publications/RHR_01_8/RHR_01_08_chapter8.en.html.
1
Erikson’s Stages of Psychosocial Development. In: Dr. Christopher L. Heffner (2001). Psychology
101. Chapter 3: Personality Development. See:
http://allpsych.com/psychology101/social_development.html
14 Steyn P. Op. Cit. p. 3.
15 Steyn P. (ed) Today’s choices. A resource for life orientation in the FET phase. University of
Stellenbosch 2004. p. 5.
16 Steyn P. Op. Cit. p. 7
17 Parenting SA Self-esteem Child and Youth Health, 2003 Available at:
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=141&id=1702.
18 Encyclopædia Britannica. Encyclopædia Britannica Premium Service, 2005. Available at:
http://www.britannica.com/eb/article-9056133. Accessed 7 September 2005.
19 UNESCO Report, 1996
20 Unicef Adolescence: a time that matters. New York: Unicef. 2002, pp. 4-6. Available at:
http://www.unicef.org/publications/files/pub_adolescence_en.pdf.
21 The Ethics Resource Center (ERC). Ask the expert. What is the difference between ethics, morals
and values? Frank Navran, ERC's Principal Consultant See: http://www.ethics.org/ask_e4.html
22 American Social Health Organisation Puberty. Emotional Changes. Available at:
http://www.iwannaknow.org/puberty/emotional.html. Accessed 12 August 2005.
23 Children and Youth Health (CYH) Puberty - what it feels l like. Available at:
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=243&np=292&id=2166.
24 ETR Resource centre for Adolescent pregnancy prevention Parent workshop: Puberty and
adolescent development. Background Information for the facilitator. Available at:
http://www.etr.org/recapp/freebies/pubertybckgrd200209.pdf. Accessed 12 August 2005.
25 UNICEF Adolescence: A time that matters. p. 9.
13
26
WHO Briefing kit 2003. Adolescent health and development in the African region. Challenges and
opportunities. Brazzaville: WHO regional office for Africa, 2003 pp. 12-13. Available at:
http://www.afro.wjp.int/drh/adolescent_health/.
27 Ibid.
28 Dhun Panthaki Education in human sexuality. A sourcebook for educators. Mumbai: Family planning
association of India 1997. pp. 24-25.
29 Unicef Adolescence: Op. Cit., p. 5. Available at:.
30 Students can find more information in Straight Talk Handling strong emotions. Vol. 12 No 4 April
2005. Available at: http://www.straight-talk.or.ug/Issues/strtalk/1stapr2k5.htm.
31 Steyn P. O. cit. p. 40.
32 Auerbach, E. R. Making meaning, making change. Washington, DC: Center for Applied Linguistics,
1992. Cited at: http://adulteducation.smartlibrary.info/NewInterface/segment.cfm?segment=2696.
33 James-Traore, TA Developmentally based interventions and strategies: Promoting reproductive
health and reducing risk among adolescents. Cited in: Catalyst Consortium ‘Adolescent sexual and
reproductive health: a training manual for program managers. Available at:
http://www.cedpa.org/publications/pdf/catalyst_adolescentmanual_english.pdf.