Adolescent Peer Educators Leadership

In Life Skills, Health and Wellbeing

Orientation Program Matrix

DAY 1 ( 3 PM TO 5 PM) MODULE I SESSION FLOW METHODOLOGY
PROGRAMME INTRODUCTION & SETTING
3:00 PM - 3:20 PM
THE CONTEXT
UNDERSTANDING & EXPLORING LIFE
3:20 PM - 3:40 PM
SKILLS
LET'S LEARN TO APPLY LIFE SKILLS FOR MENTIMETER
3:40 PM - 4:00 PM BRAINSTORMING
ADOLESCENT WELL BEING
PPT
KNOWING AND APPRECIATING MYSELF
4:00 PM - 4:20 PM VIDEOS
(SELF ESTEEM + SELF CONCEPT)
CASE STUDIES
CHARM AND CHALLENGES OF ROLE PLAY
4:20 PM - 4:40 PM ADOLESCENCE " BUILDING RESILIENCE" RAPID FIRE
WITH 21ST CENTURY SKILLS
KEY MESSAGES - PEER EDUCATORS
4:40 PM - 5:00 PM LEARNING
FAQS
 MODULE I

◼ Theme 1: INTRODUCTION: The journey from core

life skills to 21st century skills
◼ Theme 2 : Building Resilience for coping and capacity
building Activities to be conducted in session demo
 ICE BREAKER: Duration: 5 minutes
Instructions for the participants:
What is this?
What is it used for? (Elicit responses
from the participants)
No answer is incorrect.
Note for the Peer Educators:
Allow 8 or 9 responses.
Encourage them to speak.
Appreciate every response.
Explain we all agree this is a cup and it
is used to hold liquid or drink tea/coffee.
 ICE BREAKER: Con d

Instructions for the

participants:
What is this?
What is it used for?
Explain this is also a cup used to
measure quantity. We as a
g o gene ali e ha hi i a
cup. Some generalizations are
good and some are not good.
 ICE BREAKER: Con d ...
Instructions for the participants:
If we had to rediscover the purpose of a CUP or DOOR,
each time we encountered one, it would be a tough world.
Can o hink of ome o he Gene ali a ion ha e
make in daily life? Type in the chat box please.
Note for the Peer Educator: Allow 4 to 5 participants to
unmute and share.
While we generalized that this is a cup, it could also be a
hat (place on your head), a toy (walk it across the table
top).
ICE BREAKER: Con d ..
Sum up by the Peer Educator:
Today, we need you to set aside your generalizations
of the way things are done and hone your life
changing skills essential for an individual, to grow up
into a healthy, happy and empowered adult.
To begin with, what is Health?
Note: Move to the next slide after eliciting a few responses.
Encourage the participants to type in the chat box. Ask 4 or
5 participants to unmute and share their responses.
HEALTH
HEALTH
 ADOLESCENCE AND MENTAL HEALTH

Adolescence is a period of enormous physical and psychological changes and

is a transition from emotional dependence to relative independence
Le Di c

Physical

Social Emotional

NIMHANS
ADOLESCENCE AND MENTAL HEALTH

Changes taking place within an adolescent during the transition from childhood
to adulthood

Physical, Physiological & Emotional reactions

Emotional changes and control

Conflicts: Relationships Identity issues

and Social Key
Concerns of
Adolescents
Independence and Gender disorientation
Responsibility

Their roles and Uncertainty about self-worth

responsibilities at social
level
 ADOLESCENT AT RISK

Some adolescents are at greater risk of mental health conditions due to their living
conditions, stigma, exclusion or lack of access to quality support and services

Yo Vie & O inion

Adolescents
at risk
WHAT IS ADOLESCENCE

◼ Adolescence is a period between childhood and adulthood.

◼ Puberty is the name given to changes that happen to girls and
boys as they grow up.
◼ Boys and girls between 10 19 years.
 WHY FOCUS ON ADOLESCENTS?

It is a large demographic
Adolescents dividend
represent 1/5 of the
orld s population Next window of
opportunity

Adolescent: 10 - 19 years
 ADOLESCENCE . . . . . REDEFINED
Le in o ec

✔Adolescence a period of o m and e / or Opportunity for

growth
✔Generation gap or Communication gap
EMOTIONAL AND SOCIAL CHANGES

Attention
Mood changes Fantasy and
Inquisitiveness Seeking
idealism
behaviour

Concrete
Inquisitiveness
Need to
Preoccupation Increased thinking , but
establish
with Body image energy levels confused at
identity
times

Attachment to Increased self Forms new

Future oriented
Peer group evaluation relationship

Need for
independence
PRIORITY HEALTH ISSUES & CONCERNS

✔Health
✔Nutritional Issues
✔Substance Use/Abuse
✔Mental Health Promotion
✔Other issues of Growing Up
LIFE SKILLS

Life skills are abilities for adaptive and positive

behavior that enable individuals to deal effectively with
the demands and challenges of everyday life.
(WHO)
 PROMOTING PSYCHOSOCIAL
COMPETENCE

Interpersonal Coping
relationship with
skills stress
Problem
Communication Solving

Decision
Empathy making

Self Creative
Awareness thinking

Coping 10
Critical
with LIFE thinking
emotions
SKILLS
ADOLESCENT SERVICES
PARADIGM
Knowledge,
attitudes,
values

Life skills
(for
psychosocial
competence)

Behavior
change

Positive
health
behavior

Prevention
of health
problems
APPLICATION OF LIFE SKILLS

▪ Life skills promote mental well being and competence.

▪ Life Skills can be utilized in many content areas :

Views from Peer Educators

 LIFE SKILLS

Thinking Skills Social Skills

• Self awareness • Interpersonal relationships
• Problem solving/decision making • Communicating effectively
• Critical thinking/creative thinking • Cooperation & teamwork
• Planning and goal setting • Empathy building

Negotiation Skills
• Self-management skills
• Managing feelings / emotions
• Resisting peer / family pressure
• Consensus building
• Advocacy skills
METHODOLOGY

Active and Experiential

⮚ Methods used are brainstorming, Group discussion, Games,

Role-plays, Story telling(Panchatantra), Case studies, Poster
Making, Nukkad Natak, Quiz, Jingles and Debates.

⮚ Structure is provided through the use of processing

questions. They help in student involvement and reflection.

⮚ Practice of skills in a supportive learning environment.

LIFE SKILLS - SCHOOL PERSPECTIVE

Objectives:
▪ Face challenges and changes of a complex world

▪ Multi strategy, interactive and practical approach

▪ Promote healthy life choices

▪ Reduce high risk behavior

▪ Shaping attitudes and values

IDENTIFY THE
LIFE SKILLS
APPLIED/NOT
APPLIED BY
THE
CHARACTERS
IN THE STORY.
THEME I - KEY MESSAGES:

Life Skills help adolescents to behave in healthy and positive ways.

The 10 life skills work best in conjunction.

Life skills are not taught as these are inherent but are dormant. We need to
sharpen them and enhance through constant practice.
Life skills enhancement is an ongoing process cannot be dealt stand alone, it
needs to be integrated into school curriculum.
School is the best platform for developing the 10 life skills as there is much more
scope to create opportunities to rehearse.

Many life skills are required to manage a particular situation effectively.

One particular skill may be effectively applied in many diverse situations.

THEME I - KEY MESSAGES:

The appropriate combination of life skills in a situation is an art.

Life skills are transacted in the early years by parents, teachers, other significant
members in the society who act as role models for an individual.

Creative thinking is required when we face difficult situations.

It is best to make thinking 'out of the box a habit to find the best solution
when in a difficult situation.

Through Critical thinking we can analyze the pros and cons of any situation and
make right choices most of the time.

Rehearsing application of life skills in simple situations makes it easy to use them in
complex situations.
THEME I - KEY MESSAGES:

Adolescence is a natural process. Remember, not just you but everybody goes
through it. It is a period between childhood and adulthood. Biological changes may
vary in time, but they do have a pattern.
Do not hesitate to ask questions from parents, teachers or any other trusted
adult.

Learn to look after the needs of your body - means looking after physical like
fitness & nutrition, emotional needs and psychosocial needs..

Life skills bring greater acceptance by others and helps adolescents to make
this stage of life a joyful experience.
We need to think critically and decide whether we really need to use the
product and whether the use of it is healthy for us.

We all have different attributes/qualities. Some e like, some e don t.

We can either learn to like our shortcomings or change them. We have a choice.
 THEME 2 - BUILDING RESILIENCE FOR
COPING AND CAPACITY BUILDING

OBJECTIVE:
◼ To enable students to cope with the
challenges.

◼ To empower them with decision making

steps

◼ To generate hope
◼ To shift focus from problem orientation
to solution
orientation
ICE BREAKER
Close your eyes. Focus on breathing. At the count of 1 breath in, hold it and
count of 2 breathe out. Svas hee Jeevan hai: Breath is life. Beautifully
engineered body and system which has been given by God to us to enjoy our
lives. Now I want you to visualize yourself in a mirror. What do you see?
Look at this person in mirror carefully. Such a wonderful person. Once you
have been able to visualize. Please open your eyes and write on sheet of
paper what you see.
ACTIVITY 1:

STEP 1:
▪ Ask participants to visualize themselves in a mirror and draw/write what
they see.
STEP 2:
▪ Ask them to think of 3 wishes and write it.

Now write 3 wishes which you have . You have got an

Aladdin ka chiraag: Gennie and here he/she is to fulfil your
wishes. So, feel free to write 3 wishes.
My 3 Wishes

Me and my I believe . I have faith .

wishes I have HOPE.
WE KNOW

Great, Thank you, I hope you could meet yourself with these 2
activities. Let's now talk about Resilience. What do you understand
by Resilience?
Expected Responses and deliberation:
◼ Bounce back

◼ Adversity to adaptation

Like our immunity system which fights diseases,. Similarly,

Resilience prepare us to handle tough situations.
CONTINUED ..
WE KNOW

What is Resilience?

◼ The capacit to recover quickl from

difficulties; toughness
◼ The abilit of a substance or object to
spring back into shape; elasticit .
◼ Capacity of a system to adapt
successfully to challenges that threaten
system function, survival , or
development . Masten 2014, 2018
STEP 3: Now that we understand what is resilience? Let's think of a
person who has shown resilience. Can be someone in friend circle,
family, neighbourhood, Role model, leader, artist, character in
book.
I CAN - STEP 3 CONTINUED

Think of strategies this person used to face the challenge and come
out of it. Reflect for 2 minutes and send an appreciation wish to this
person. Close your eyes and send a positive vibe for him/her. Was it
easy or difficult to think of someone who has shown resilience? Ask
participants, engage in a dialogue. Appreciate their inputs
STEP 4

Let's continue our journey, Now think of a situation when you

faced a challenge, you could come out of it using some strategies.
How did you manage? You are here today attending this session
and learning to unlearn and relearn.

Now send an appreciation note to yourself. A pat on your back.

Celeb a e I CAN
STEP 5 - I AM SUPER HERO

All of us have a super hero. The concept of

super hero was taught to us when we were
toddlers. Agree? Can I see some thumbs
up? Wo .Thank ou . So the super
hero Each super hero has a super hero.
We are also a super hero of some one for
someone. Think of a moment when you
could help someone and be a super hero of
someone. Lets read beautiful composition
HERO and simultaneously reflect on how
are you a super hero.
NOTE: INVITE THE PARTICIPANTS TO READ THE CONTENT ON
THE SLIDE.
STEP 5 : CASE STUDY - 1
CASE STUDY - 2
 STEP 6 - Nature has given us opportunity to survive and bounce back. As we can
see in this picture on slide . ant is considered as smallest creature , however with
strong will power and critical thinking survives odds of life and big creatures. This
can be used a s metaphor as well . I might feel that problems are big monsters or
people are stronger but actually it is not so.

◼ Think about an animal (Zebra, cow, giraffe, cat, tiger, etc.) or

something found in nature (tree, mountain, river, etc.) which you
think symbolizes who you are.
◼ Write / Draw in notebook
◼ Why? Similarities? Qualities? Associations?
◼ Imagine and write about any of the challenge the animal you have
picked up faces and
◼ how they solve it?
◼ Reflection : Class discussion : How nature has given us strength to
conquer the world around.
 AFFIRMATIONS - We have reached to the landing time. It was indeed a
beautiful journey knowing self, acknowledging resilient being around us, celebrating
super hero within. Let's close with an affirmation . You may make a note of it or
i e in a chi and i in o ocke , o able o , almi ah o a h oom mi o
Read it slow and read it daily.

I know I can do this

I can manage this
There is nothing that I cannot
achieve through Hard work
 LIFE SKILLS ENHANCED: SELF
AWARENESS

Acknowledge
Self Awareness Believe in Self the strength and Believe in Self
limitations

Talk to people
Find a Solution Believe in Self Believe in Self
you trust

Re- Start Believe in Self

THEME II - KEY MESSAGES:

Resilience is an essential skill for adolescents.

They learn and grow in all situations.

Acknowledge strengths in self : Self Awareness

Celebrate the progress : Each milestone achieved is important

Ability to regulate emotions especially in tough times.

Change the approach from Problem focussed to Solution oriented.

I WILL LOOK AT THE
UMPTEEN POSSIBILITIES
AROUND ME.