Transcript Slide 1

Adolescent
Education Program
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RESOURCE PERSONS
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DAY 1
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Some Indicative Ground Rules are
Listed below
• Maintain confidentiality at all times.
What is shared by the group remains
strictly within it.
• Punctuality and time management.
Mutual support in maintaining
timings for the training.
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Ground Rules(contd.)
• Compulsory attendance on all
days.
• Openness. It is important not to
disclose others’ personal or
private lives. It is acceptable to
discuss general situations without
using names.
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Ground Rules(contd.)
• No interruptions. It is better to
raise hands so that the
Resource Person can invite the
individual’s comment.
• Ask questions one at a time
and also give others a chance
to talk.
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Ground Rules(contd.)
• Questions can also be asked by
writing them down and putting
them in the Question Box in
the room.
• Non-judgemental
approach.
Do not laugh at any person.
• Respect each other’s feelings,
opinions and experiences.
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Objective of the Training Programme
This three-day training programme has
been designed to:
• Provide the rationale and framework for the
Adolescence Education Programme (AEP).
• Build the knowledge base of Nodal Teachers
(NTs) with accurate information on Growing
Up, Adolescence, HIV/AIDS, SubstanceAbuse, as well as the myths and
misconceptions surrounding these issues.
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• Train Nodal Teachers to transact training
sessions by reinforcing skills essential for
preventing HIV infections and SubstanceAbuse.
• Empower Nodal Teachers in dealing with
issues of Growing-Up.
• Ensure that Nodal Teachers are equipped
with adequate skills to conduct an inschool,
skills-based
Adolescence
Education Programme (AEP) in the
course of the academic year.
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Group games
Role play
VIPP
Situation
analysis
Methods
Presentation
Group
guided
discussion
Case studies
Brainstorming
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Setting
the
Context
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Who are Adolescents?
• Adolescents: 10-19 years
• Youth: 15-24 years
• Young people: 10-24 years
Growth phases:
• Early adolescence: 10-13 years
• Mid adolescence : 14-16 years
• Late adolescence: 17-19 years
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Why focus on Adolescents?
• Large human resource
(22% population)
• Caring, supportive
environment will promote
optimum development –
physical, emotional,
mental.
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Why focus on Adolescents?
• Their behaviour has impact
on national health indicators.
• Adolescents are vulnerable
to STIs, HIV/AIDS and
various other forms of abuse
• Health of girls has intergenerational effect.
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Age structure of India’s
population-2005
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Comparative age structure of
population-2005 Nigeria and USA
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India’s demographic bonus
• ‘Window of Opportunity’.
• How can we make this a reality?
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Adolescent concerns
• Growing Up concerns
• Developing an identity.
• Managing Emotions.
• Body image concerns
• Building Relationships.
• Resisting Peer-Pressure.
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What are the issues
related to Adolescent
Health?
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Issue: Education
• Enrollment figures have improved but
dropout rates are high – 68% from class 1
to X. (Source: NSSO, 55th round, 2001).
• Gender disparities persist - girls
enrollment less than 50 % at all stages
• Young people not at school join the
workforce at an early age – nearly one out
of three adolescents in 10-19 yrs is
working. (Source: Census 2001).
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Issue: Education(contd.)
• Quality of education is poorstudents are not equipped with
skills to face life challenges
Please reflect on
• How can we make education useful
in handling day-to-day issues?
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Issue: Marriage
• Despite laws prohibiting marriage before
18 years, more than 50% of the females
were married before this age. (Source:
Census 2001).
• Nearly 20% of the 1.5 million girls who
were married under the age of 15 years
are already mothers. (Source: Census 2001).
• Choices are limited as to: whether, when
and whom to marry; when and how many
children to have.
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Issue: Marriage(contd.)
Please reflect on
• How can you contribute to
prevent early marriages?
• What can we do to equip young
people to have children by
choice, not chance?
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Issue: Health
• Adverse sex ratio 10-19 years: 882/1000,
0-6 years: 927/1000. (Source: Census
2001).
• Malnutrition and anaemia - boys and
girls below 18 years consume less than
the recommended number of calories
and intake of proteins and iron.
• Higher female mortality in the age
group of 15-24 years.
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Issue: Health
• For rape victims in the age group of 14-18
years, a majority of the offenders are
known to victims.
• More than 70% girls suffer from severe or
moderate anaemia (Source: District Level
Health Survey – Reproductive and Child Health,
2004).
Please reflect on
• How can we improve the nutritional
status of Adolescents?
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Issue: HIV/ AIDS
• There are 2 – 3.1 million (2.47 million)
people living with HIV/AIDS at the
end of 2006.
• Number of AIDS cases in India is
1,24,995 as found in 2006 (Since
inception i.e. 1986 to 2006). (Source:
naco.india.org)
• 0.97 million (39.3%) are women and
0.09 million (3.8%) are children
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Issue: HIV/ AIDS(contd.)
• India – 2nd largest population of HIV
positive persons infected. Over 35% of all
reported HIV cases are in the age group
of 15-24 years (NACO).
• India has the second largest population of
AIDS patients. Over 35% of all reported
AIDS cases occurs among 15-24 year olds.
{Source: NACO and UNICEF, 2001.
Knowledge, attitudes and practices for young
adults (15-24 years; NACO. 2005. India
Resolves to Defeat HIV/AIDS)}.
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Issue: HIV/ AIDS(contd.)
• Lack of abstinence is a
contributory cause.
• Persons living with HIV/AIDS
face stigma and discrimination.
• The estimated adult prevalence
in the country is 0.36% (0.27% 0.47%).
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Issue: Substance Abuse
• Estimated number of drug abusers
in India is around 3 million and that
of drug dependents is 0.5 - 0.6
million. (Source: UNODC and Ministry
of Social Justice and Empowerment,
2004)
• Problem is more severe in the
North-Eastern States of the Country.
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Issue: Substance Abuse(contd.)
• Most drug users are in the age group
16-35 years.
• Drug abuse rate is low in early
Adolescence and high during late
Adolescence.
• Among current users in the age
group of 12-18 years, 21% were using
alcohol, 3% cannabis and 0.1%
opiates (NHS-UNODC 2004).
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Issue: Substance Abuse(contd.)
• A Household Survey on Drug Abuse
indicated that 24% of 40,000 male drug
users were in the age group of 12-18
years. (Source: UNODC and Ministry of
Social Justice and Empowerment, 2004)
Please reflect on
• How
can
we
reduce
the
vulnerability of young people to
Substance - Abuse?
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Salient Findings on Study on
CHILD-ABUSE
• Two Out of every three children were
Physically-Abused.
• Out of 69% children Physically-Abused in
13 sample states, 54.86% were boys.
• Over 50% children in all the 13 sample
states were being subjected to one or the
other form of Physical-Abuse.
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Salient Findings on Study on
CHILD-ABUSE(contd.)
• Out of those children Physically-Abused
in family situations, 88.6% were
Physically-Abused by parents.
• 53.22% children reported having faced
one or more forms of Sexual -Abuse.
• Andhra Pradesh, Assam, Bihar and Delhi
reported the highest percentage of
Sexual-Abuse among both boys and girls.
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Salient Findings on Study on
CHILD-ABUSE(contd.)
• 21.90% child respondents reported facing severe
forms of Sexual-Abuse and 50.76% other forms
of Sexual-Abuse.
• Out of the child respondents, 5.69% reported
being sexually assaulted.
• In matters of Sexual-Abuse, 50% abusers are
persons known to the child or in a position of
trust and responsibility.
• Most children did not report the matter to
anyone.
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Vision for Healthy and
Empowered Adolescents
Through information, education
and services adolescents are
empowered to:
• Make informed choices in their
personal and public life promoting
their creative and responsible
behaviour.
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Empowering adolescents
Provide opportunities for
making informed choices in
real life situations.
Improve adolescent-friendly
health services and link with
existing programmes.
Provide education and build life
skills.
Create a safe and supportive environment.
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Adolescence Education Programme
(AEP)
Upscaled to
Adolescence Education as a
component of National
Population Education
Programme(NPEP)
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Objectives of AEP
• To
develop
essential
value
enhanced Life-Skills for coping and
managing concerns of adolescence
through co-curricular activities
(CCA).
• To provide accurate knowledge to
students about process of growing
up, HIV/AIDS and SubstanceAbuse.
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Objectives of AEP
• To develop healthy attitudes
and
responsible
behaviour
towards process of growing up,
HIV/AIDS and SubstanceAbuse.
• To promote respect for the
opposite sex and deal with
gender stereotypes.
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Process of Growing Up
• Nutritional needs of
Adolescents in general and
Adolescent girls in particular.
• Physical growth and
development.
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Process of Growing Up
• Psychological development.
• Adolescent Health Issues
(AHI)
• Gender sensitisation.
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HIV / AIDS
• HIV/AIDS: Causes and
consequences.
• Preventive measures.
• Treatment: Anti-Retroviral
Therapy (ART).
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HIV / AIDS
• Individual and social
responsibilities towards people
living with HIV/ AIDS (PLWHA).
• Services available for prevention of
the spread of HIV, and of HIV
infected persons and also of drug
abusers.
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Substance Abuse
• Situations in which
Adolescents are driven to
Substance-Abuse.
• Commonly abused
Substances.
• Consequences of SubstanceAbuse.
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Substance Abuse
• Preventive measures.
• Treatment.
• Rehabilitation of drug
addicts.
• Individual and SocialResponsibilities.
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APPROACHES
CURRICULAR
CO-CURRICULAR
Students
Teachers
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Co-Curricular Approaches
STRATEGIES
Interactive
Activities
Teacher
Counseling
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Peer
Education
Interventions for Co-curricular
Activities
• Advocacy
• Capacity building of Teachers/Peer
Educators
• Student activities
• Health services – Counselling and
referrals to Adolescent-Friendly Health
Services
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School-level Activities
Time: Minimum of 16 hours per
academic year (more than 16 hours,
wherever feasible).
Training: At least two Nodal Teachers
and two Peer-Educators per school are
trained along with a plan of action for
schools to conduct activities by teachers.
• Advocacy activities at the school and
community levels.
• Conducting sessions by organising
interactive activities.
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School-level Activities(contd.)
Using Question-Box activities and
responding to questions raised by
students.
• Training Peer-Educators and
students to reach out to children who
have dropped out or were never
enrolled in school.
• Strengthening linkages with
Adolescent/Youth-Friendly Health
Services.
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Effective implementation
of the programme is the
key to its success
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Perspective
Building on
Life Skills
Development
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Life- Skills: Definition
Life-skills are abilities for adaptive
and positive behaviour that enable
individuals to deal effectively with the
demands and challenges of everyday
life. Life-Skills are abilities that
Facilitate the Physical, Mental and
Emotional well-being of an individual.
(WHO)
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LIFE SKILLS
SelfEmpathy
Critical
awareness
thinking
Creative
Decision
Problem
thinking
making
solving
Interpersonal
Effective
Coping with
relationships communication emotions
Coping with stress
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Cont…
• In particular, life skills are psychosocial
competencies and interpersonal skills that help
people make informed decisions, solve problems,
think critically and creatively, communicate
effectively, build healthy relationships, empathise
with others and cope with managing their lives in a
healthy and productive manner.
• Life skills may be directed towards personal actions
or actions toward others or may be applied to
actions that alter the surrounding environment to
make it conducive to health.
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Self-Awareness
Self-awareness includes our recognition of
‘self’, of our character, of our Strengths and
Weaknesses, Desires and Dislikes. Developing
Self-Awareness can help us to recognise when
we are stressed or feel under pressure. It is also
often a prerequisite to Effective-Communication
and Interpersonal - Relations, as well as
developing empathy for others.
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Critical- Thinking
• Critical -Thinking is the ability to analyse
information and experiences in an objective
manner. Critical-Thinking can contribute to
health by helping us to recognise and assess the
factors that influence attitudes and behaviour,
such as values, Peer-Pressure, and the media.
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Problem- Solving
• Problem solving enables us to deal
constructively with problems in our lives.
Significant problems that are left unresolved can
cause mental stress and give rise to
accompanying physical strain.
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Creative Thinking
• Creative-Thinking contributes to both DecisionMaking and Problem-Solving by enabling us to
explore available alternatives and the various
consequences of our actions or non-action. It
helps us to look beyond our direct experience,
and even if no problem is identified, or no
decision is to be made, Creative -Thinking can
help us to respond adaptively and with flexibility
to the situations of our daily lives.
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Decision Making
• Decision-Making helps us to deal constructively
with decisions about our lives. This can have
positive consequences for the health of young
people when they actively make decisions about
their own health practices by assessing different
options and the effects of different decisions.
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Other Life Skills
• Interpersonal-Relationship Skills help us to relate to
the people we interact with in positive ways. This
means being able to make and sustain friendly
relationships, which can be of great importance to our
mental and social well-being. It means keeping good
relations with family members, who are an important
source of social support. It may also mean being able to
end relationships constructively.
• Effective-Communication means that we are able to
express ourselves, both verbally and non-verbally, in
ways that are appropriate to our cultures and situations.
This means not just being able to express opinions and
desires, as well as needs and fears. And it may mean
being able to ask for advice and help in time of need.
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• Empathy is the ability to imagine what life is like for
another person, even in a situation that we may not be
familiar with. Empathy can help us to understand and
accept others, who may be very different from
ourselves. This can improve social interactions, for
example, in situations of ethnic or cultural diversity.
• Dealing with Emotions includes skills for increasing
the internal locus of control for managing emotions,
anger etc.
• Coping with Stress means that we take action to
reduce the sources of stress, for example, by making
changes to our physical environment or lifestyle. It also
means learning how to relax, so that tensions created by
unavoidable stress dowww.schoolofeducators.com
not give rise to health problems.
Framework of Life Skills for AEP
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•
•
•
Thinking Skills
Self awareness
Problem solving/decision making
Critical thinking/creative thinking
Planning and goal setting
•
•
•
•
•
•
•
•
Social Skills
Interpersonal relationships
Effective Communication
Cooperation & teamwork
Empathy building
Negotiation Skills
Managing feelings / emotions
Resisting peer / family pressure
Consensus building
Advocacy skills
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EFFECTIVE COMMUNICATION
Critical
Thinking
Empathy
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Creative
Thinking
Interpersonal Relationship
Self Awareness
Effective
Communication
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Empathy
Key Messages
• The various Life-Skills work best in conjunction.
• Many Life-Skills are required to manage a
particular situation effectively.
• One particular skill may be effectively utilised in
diverse situations.
• The appropriate combination of Life-Skills at a
given moment is an art.
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Cont….
• Adolescents learn their Life-Skills from
Parents/Teachers/Significant others who act as
role models.
• Stories from PANCHATANTRA and JATAKA
TALES are based largely on effective utilization
of Life-Skills, e.g., “The Thirsty Crow”, “The
Clever Rabbit”, etc.
• Participants would need to recognize and
enhance their own Life-Skills to become
effective Facilitators.
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Healthy Growing
up –
Understanding
Adolescence
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Adolescence
• Adolescence is the period
between childhood and
adulthood.
• Boys and girls between 10 and 19
years are called “adolescents”.
• Persons in the age group 15 – 24
years are called “youth”.
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Adolescence
• Persons in the age group 10 –
24 years are called “young
people”.
• “Puberty” is the name given
to the changes that occur in
girls and boys as they grow
up.
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Health
• Health is the state of
complete physical, mental
and social well-being and not
merely an absence of disease
or infirmity. (WHO)
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Health
• Physical well-being refers to
the normal functions of the
body and body organs within
the limitation of gender, age
and occupation.
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Health
• Mental well-being refers not
only to the absence of mental
illness but also to the
awareness of one’s talents,
abilities, emotions, strengths
and weaknesses.
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Health
• Social well-being refers to one’s
ability to interact with, and
adjust to other members of
society.
It also means being responsible
towards oneself, one’s family,
community and country.
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Health
•The spiritual component
of health is now
considered an important
integral part of well
being.
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Physical Changes in Girls
• Growth spurt occurs.
• Skin becomes oily.
• Ovulation occurs (may or may
not).
• Menstruation begins.
• Waistline narrows
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Physical Changes in Boys
• Growth spurt occurs.
• Muscles develop.
• Skin becomes oily.
• Shoulders broaden.
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Physical Changes in
Boys(contd.)
• Voice deepens.
• Underarm and chest hair
appear.
• Facial hair appears.
• Sperm production begins.
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Emotional and Social
Changes
• Preoccupation with body image.
• Fantasy and idealism.
• Mood changes.
• Attention-seeking behaviour.
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Emotional and Social
Changes(contd.)
• Need to establish own identity.
• Inquisitiveness.
• Increased energy levels.
• Changes in dress code.
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Emotional and Social
Changes(contd.)
• Concrete-Thinking, but confused
at times.
• Future-Oriented.
• Increased self exploration and
evaluation.
• Conflicts with family over control.
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Emotional and Social
Changes(contd.)
• Need for attachment to a peer group.
• Peer group defines behavioural code.
• Formation of new relationships.
• Need for independence, self assertion
and urge for expression
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Key Messages
• The quest for information about
changes and its impact starts as early
as class 3 or age 8. Questions across
generations are similar.
• Children are receiving information
directly or indirectly. It is important to
ensure that they receive right
information, at the right time and from
the right source.
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Key Messages(contd.)
• In the current context, lack of
authentic and complete
information will only make
young people more vulnerable
to high-risk behaviours such as
exposure to HIV/AIDS and
Substance-Abuse.
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Analysis of Advertisements for
developing good nutrition practices
Key Message
• Adolescents need to understand that
there are certain food items which can
be labeled as “good” and some as
“bad” for their help.
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Self Esteem – Case studies
Case A
Ritu is a schoolgirl who, since
childhood, has always felt ashamed of
her dark complexion. Her mother
makes her apply curd, milk and
turmeric to lighten her skin, but
nothing seems to have any effect. Her
friends and her sister are fairer than her
and she feels uneasy going out with
them. Is it her fault that she is dark?
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Self Esteem – Case studies
Case B
Rahul is a 16-year-old boy and a student of
standard X. His problem is that he is shy and
not comfortable in making friends. All his
friends call him a bookworm, and he feels that
his only image amongst people is of a
bookworm. This embarrasses him a lot; he
loses Self-Confidence and can’t concentrate
fully on his studies. He feels the lack of friend
and has lost interest in everything. Such
thoughts of inadequacy remain uppermost in
his mind. He often wonders why this is
happening to him.
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Children learn what they live
If children live with
criticism, they learn to
condemn.
If children live with
praise, they learn to
appreciate.
If children live with
hostility, they learn to
fight.
If children live with
fairness, they learn
justice.
If children live with
ridicule, they learn to
be shy.
If children live with
security, they learn to
have faith.
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Children learn what they live
If children live with
shame, they learn to
feel guilty.
If children live with
approval, they learn to
like themselves.
If children live with
tolerance, they learn
to be patient.
If children live with
acceptance and
friendship, they learn
to find love in the
world.
If children live with
encouragement, they
learn confidence.
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Key Messages
No matter what the disability, what
the situation or personal issues are,
each person is precious, has specific
personal attributes, is valued, has
equal rights and dignity and is as
worthy of respect as any other person.
• It is essential for all young
people/adults to have a sense of
appreciation and respect for self.
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Key Messages(contd.)
Only when we respect ourselves, others
will respect us.
• Life is the first gift we receive. It is the
most basic and fundamental gift.
• We have to live our life to the best of our
ability, develop it to its full potential,
protect it from physical and moral danger,
and from any physical abuse. Our body is
like a temple and no body has right to
violate it.
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Sunita Case Study
• 16-year-old Sunita studies in class XI. Of late,
she gets angry and irritable over every small
issue, tends to avoid family members and does
not meet her friends. Unable to bear the stress
any longer, she breaks down and tells her best
friend that her neighbour has recently physically
abused her. She fears that abuse may recur. She
is hurt, depressed, anxious and fears that she
may be put into a very embarrasing situation
including pregnancy.
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Consequences of Sunita's situation
•
•
•
•
•
•
•
•
•
•
Family problems.
Social and community problems.
Education problems.
Psychological problems.
Health problems.
Depression.
Problems for the baby.
Associated RTI/STI and HIV/AIDS, if any.
Effect on future pregnancies.
Complications of unwanted pregnancy.
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My Value System - Key Messages
• Boys and girls are socialised into different roles and
often have different social beliefs.
• Each person needs to be able to sort out and make
clear what his or her personal values, beliefs and
feelings are.
• Our values are what “we think” is right and wrong.
• It is important for a Facilitator to respect the beliefs
and opinions of the participants and be nonjudgemental.
• Peer-Pressure and social pressure may compel us into
certain actions which are contrary to our belief system.
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Giving Positive strokes
Giving Positive strokes elevates the
level of happiness in an Individual.
It Gives a feeling of well being
which has positive manifestition for
the individual for the family and the
society.
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Key Messages
• Positive Strokes make one feel good
about one self.
• It also makes you feel good when you
say nice things to others.
• Feeling good makes you behave in a
more positive manner in every day
situations.
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DAY 2
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Johari Window – Key Messages
• As physical changes occur in Adolescents, they also
experience changes in their feelings.
• The best relationships result from both people
contributing to the positive qualities. A good
relationship requires mutual trust, commitment, give
and take, maturity and adjustment.
• Adolescents need to learn to regulate their feelings in a
friendship.
• It is important to communicate to adolescents that they
are responsible for the decisions and actions they take.
• A good friend should be trustworthy, reliable,
empathetic, caring. www.schoolofeducators.com
Understanding gender
• Gender refers to the socially determined
personal & psychological characteristics
associated with being male or female:
masculinity & femininity
• Gender stereotype is any biased generalization
according to which people are wrongly
assigned traits they do not possess & also
extends it to all spheres of activity.
• Gender exploitation: When the sex of the
individual is reiterated & used to promote
products/ideas in a gender-irrelevant situation
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Key Messages
• Many myths and misconceptions
about roles and responsibilities in
the area of social interaction,
gender etc. exists.
• These are usually gender biased
and result in unfair disadvantages
to girls and women.
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Key Messages
• They are outdated and have to be
corrected.
• Gender related discrimination
against girls and women are deep
rooted in our culture and society.
• We can and should all do our best
to promote the idea of equity and
equality.
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Sexual Abuse
• Raghav, a student of Class IX,
constantly bunked his class and
was always found in the primary
block of the school. The disturbing
part was his association with boys
of classes VI or V, who were always
scared of him and reported the
same to the principal.
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• The school watchman
frequently touches and
pets girls, sometimes
brushes their chest and
does other such things
that make them
uncomfortable and angry.
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Discussion Questions
• Should any action be taken and if so
what?
• Suppose the abuser is a teacher, parent
or the boss at work or senior school
mate or a close relative : what action if
any, can be taken?
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Key Messages
• Several instances of Sexual-Abuse and
Sexual-Harassment take place around us
everyday.
• This is one of the problems in our
communities that have to be tackled by us.
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Reproductive Tract
Infections (RTIs),
Sexually Transmitted
Infections (STIs)
&
HIV/AIDS
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RTIs
STIs
• These are infections of
the reproductive tract in
both males and females.
• All RTIs are not sexually
transmitted.
• Some may occur due to
imbalance of the normal
bacteria
in
the
reproductive tract.
• Agents of infection are
bacteria,
viruses
or
protozoa
• STIs are RTIs
transmitted
during
sexual
activity.
• Some of them
have no cure.
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Common STIs
• Chlamydia.
Chancroid.
• Genital warts.
Gonorrhoea.
• Hepatitis B and C. Herpes simplex.
• Syphilis
• HIV which leads to AIDS.
The germs or virus that causes these
diseases are all very small and cannot be
seen with the naked eye. They can be
diagnosed through medical examination
and various laboratory procedures.
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Consequences of Untreated STIs
• Infected persons can transmit STI to their
partners.
• The reproductive organs of the infected
person could get damaged, resulting in
infertility or sterility.
• A pregnant woman can transmit it to her
baby, resulting in the infant suffering from
congenital defects/malformations,
deafness or blindness.
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Consequences of Untreated STIs
• There is increased vulnerability to
HIV.
• There are increased chances of
cervical cancer.
• Repeated abortions or even foetal
death could take place.
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Prevention & Treatment of STIs
• Improving knowledge of RTIs/STIs
via adolescent health education.
• Maintaining proper genital hygiene;
girls should also maintain good
menstrual hygiene.
• Practising abstinence
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Prevention & Treatment of STIs
• Not neglecting any unusual
discharge.
• Seeking medical help
immediately.
• Avoiding quacks.
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Key Messages
• Both girls and boys should practise proper
pubic hygiene to prevent RTIs.
• Girls should follow proper menstrual hygiene
to prevent RTIs.
• It is important to remember that the symptoms
of RTIs/STIs may go away after some time
even without treatment, but the disease
remains in the body and causes damage to the
reproductive tract. Hence all RTIs/ must be
treated adequately and early.
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Key Messages
• Qualified doctors are the only ones who can
give a guarantee of care.
• Self-medication and quacks do more harm than
good and therefore should be avoided.
• STIs increase vulnerability to infections
such as HIV.
• Abstinence is the best form of protection from
STIs/HIV.
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Let’s discuss – HIV / AIDS
HIV is:
Human
Immunodeficiency
Virus
Hence, HIV is present only in
humans.
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Immune System
• In healthy individuals,
infections are kept at a
distance through an array
of defenders which
constitute the immune
system in the body.
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Immune System
• White blood cells are an important
part of this defence, which fight
and destroy the infection-causing
bacteria and viruses.
• HIV directly attacks, enters and
stays inside these white blood cells.
Slowly, the number of white blood
cells in the body is reduced and the
immune system is paralysed.
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Modes of HIV Transmission
• Infected blood – blood
transfusions with untested
blood.
• Infected equipment – needles
/ instruments / syringes.
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Modes of HIV Transmission
(contd.)
• From an infected mother to
her unborn child.
• Unprotected sexual activity
when one of the partners is
infected with HIV. Hence, it
is a STI.
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HIV and Young People
• Six young people are infected
every minute with the HIV
virus. Half of all new HIV
infections worldwide are among
young people aged 15-24 years.
Those affected are likely to die
of AIDS before they turn 35.
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HIV and Young People (contd.)
• In some of the hardest-hit
countries, adolescent girls are
five to six times more likely to
be HIV positive than their
male counterparts due to
various factors.
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Factors that put young
people at risk
• Curiosity about sex.
• Limited information on growing
up and sexuality issue.
• Early marriages.
• Experimentation with alcohol
and drugs.
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How one can tell if a
person is HIV Positive?
• A person living with HIV
may NOT show any
external signs of the
infection, he/she may
continue to be healthy but
can infect others.
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How one can tell if a person is
HIV Positive?(contd.)
• The only way to find out if one has
HIV is to have an HIV test.
This is done at a hospital or clinic and
should involve being counselled about
HIV infection. The test requires a
person to give a sample of blood which
is tested for the antibodies produced
by the body to fight HIV.
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Different types of tests used for HIV
Detection
• Rapid Test / Spot Test
• ELISA [Enzyme Linked Immunosorbent Assay]
• Western Blot
• PCR-DNA
(Polymerase
Deoxyribonucleic Acid)
Chain
Reaction
-
• The Elisa/Rapid/Spot Tests are screening tests that
need to be confirmed by Western Blot Test. They
detect antibodies of HIV. PCR-DNA detects the
presence of the virus.
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Integrated Counselling and
Testing Centres (ICTCs)
• A person can get tested for HIV
at a general hospital or
Integrated Counselling and
Testing Centres (ICTC) or any
medical centre that provides
these facilities.
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Integrated Counselling and
Testing Centres (contd.)
• ICTCs provide pre- and post-HIV
test counselling to understand the
need for testing as well as the test
results.
• Counsellors are bound by
confidentiality – that means that
whatever is disclosed should not be
shared or discussed with others.
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Progress of HIV in the body.
HIV Infection
• Entry of virus in the body through
any of the four routes.
Window period
• 6 Weeks – 6 months.
[appearance of antibodies]
Silent Infection
• No symptoms 5–10 yrs.
AIDS
• Uncontrolled diarrhea and fever,
Unexplained weight loss, general
weakness, enlarged lymph nodes,
skin infections & opportunistic
infections
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AIDS results from HIV infection
Acquired:
Not genetically inherited
but contracted from
somebody.
Immune Deficiency: Inadequacy of the body’s
main defense mechanism to
fight external disease
producing organisms.
Syndrome:
Not just one disease or
symptom, a group of
diseases or symptoms
present in the body.
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Difference between HIV & AIDS
• HIV+ means that the person
has been infected with HIV.
• Being HIV+ does not mean that
a person has AIDS.
• AIDS is the advanced stage of
HIV infection.
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Difference between HIV & AIDS
(contd.)
• A person is said to have AIDS when
the immune system is completely
destroyed & potentially opportunistic
infections invade the body.
• An HIV+ person can appear healthy
and carry out most day-to-day
activities.
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Signs & Symptoms of AIDS
As the person’s immune system starts
getting weak, signs and symptoms of
AIDS develop. These can be:
• Weight loss greater than 10% of previous
body weight.
• Fever longer than one month.
• Diarrhoea longer than one month.
• Persistent severe fatigue.
• Repeated infections.
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Signs & Symptoms of AIDS
(contd.)
These symptoms can also occur in
people who do not have HIV
infection.
However, when several of these occur
at the same time in the same person
and are persistent, they may indicate
the development of AIDS and need to
be investigated.
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Prevention
There is a lot that young
people/adults can do to protect
themselves from HIV infection:
• Practice abstinence.
• Learn the facts about growing
up and HIV/AIDS.
• Clarify doubts and fears.
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Prevention(contd.)
• Resist peer pressure to
engage in sexual activities.
• Avoid substances such as
alcohol and drugs, which
cloud one’s judgement and
make one prone to risky
behaviour.
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Prevention(contd.)
• Sterilise any instruments that
pierce the skin, such as
needles and syringes.
• Test all blood being used
before transfusion; it should
be certified HIV free.
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Prevention(contd.)
• Pregnant women should get themselves
tested; treatment that will prevent mother
to child transmission is now available in
all government medical hospitals; if
necessary, seek treatment.
• As adolescents: abstinence till marriage.
• As adults: faithfulness to one’s partner.
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Key Messages
• Everyone is vulnerable – especially
young people. Global data shows that
50% of all new infections occur in the
15–24 year age group and 35% of all
reported new infections in India are in
the 15–29 year age group.
• Young people are at the centre of the
epidemic.
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Key Messages(contd.)
• Learn to protect yourself, and
dispel myths about HIV.
Remember, HIV is preventable.
• A person living with HIV may
not show any external signs of
the infection, he/she may
continue to be healthy but can
infect others.
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Key Messages(contd.)
• The only way to find out if a person
has HIV is to have an HIV test. This
is done at a hospital or clinic and
should involve being counselled
about HIV infection. The test
requires the person to give a sample
of blood, which is tested for the
antibodies produced by the body to
fight HIV.
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Key Messages(contd.)
• For every person with AIDS, there are
many more who are infected with
HIV but have no visible symptoms.
• There is an important distinction
between infection with HIV and
AIDS (the late stage of the
infection).Being HIV+ does not
mean that the person has AIDS.
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Key Messages(contd.)
• Even if the HIV tests are negative,
the person should take preventive
measures in the future.
• It has been difficult to develop a
cure or vaccine, because the HIV
virus hides inside the very cells
that are supposed to attack such
viruses.
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Assessing the Risk of HIV Transmission
Key Messages
How HIV is not transmitted
• The virus can live only inside a living human
body and survives for just a few minutes
outside it.. Therefore, it is not an air-borne
disease.
• HIV cannot be transmitted through saliva,
tears, vomit, faeces and urine, although very
small amounts of the virus have been found
in these fluids. HIV has not been found in
sweat
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How HIV is not transmitted(contd.)
• HIV cannot pass through unbroken
skin and is not spread through casual
contact such as touching someone
with HIV, or something they have
used; sharing food or drink, using the
same utensils; or using the same toilet
seats or washing water.
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How HIV is not transmitted(contd.)
• Nursing or caring for someone with HIV
is not risky if sensible precautions are
followed, such as the safe disposal of sharp
needles and keeping cuts covered.
• HIV is not transmitted by mosquitoes or
other blood-sucking insects because the
virus cannot survive in their bodies.
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Attitudes – AIDS: Creating Empathy
• Individuals living with HIV/AIDS
need just as much of our support and
understanding as those with any
other life threatening illness.
• Persons living with HIV/AIDS need
to be respected and treated with
dignity.
• It is possible for them to lead a
reasonably normal and healthy life.
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Attitudes – AIDS: Creating Empathy
• They have a right to education, accurate
information, friendly health services,
along with support and understanding
from the community.
• They need the following:
– Love & support from family & friends.
– Prompt treatment of opportunistic
infections.
– Healthy life style.
– A nutritious diet, sufficient rest &
exercise.
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Preventing
Substance Abuse
Know The Facts
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Drugs
A drug is a chemical substance that
changes the way our body works.
When a pharmaceutical preparation
or naturally occurring substance is
used primarily to bring about a
change in some existing process or
state, it can be called a ‘drug’.
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Substance Abuse
Substance abuse is “The use of illicit
drugs or the abuse of prescription or
over-the-counter drugs for purposes
other than those for which they are
indicated or in a manner or in
quantities other than directed.”
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Substance Dependence
• Substance dependence is defined as
“compulsively seeking to use a
substance, regardless of the potentially
negative social, psychological and
physical consequences.”
• Substance abuse leads to substance
dependence with the development of
tolerance and withdrawal.
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Substance Dependence(contd.)
• Tolerance is defined as a need for increased
amount of substance to achieve intoxication or
the desired effect.
• Withdrawal symptoms occur when the user who
is dependent on a substance stops using it.
They range from mild tremors to convulsions,
severe agitation and sometimes death.
Withdrawal symptoms vary depending upon the
substance abused, the duration of the use of
substance and the quantity abused.
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Signs & symptoms
• Feeling that one needs the substance
on a regular basis to have fun, relax or
deal with one’s problems.
• Giving up familiar activities such as
sports, homework or hobbies.
• Sudden changes in work or school
attendance & quality of work or marks.
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Signs & symptoms(contd.)
• Doing things that a person normally wouldn’t
do to obtain the substance, such as frequent
borrowing of money or stealing items from
employer, home or school.
• Taking uncharacteristic risks, such as driving
under the influence
• Anger outbursts, acting irresponsibly and
overall attitude change.
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Signs & symptoms(contd.)
• Deterioration of physical appearance and
grooming.
• No longer spending time with friends
who don’t use substances and/or
associating with known users.
• Engaging in secretive or suspicious
behaviours such as frequent trips to the
toilet, keeping room and things locked,
always going out of the house at
particular hours, excessive resistance in
giving an account of movements, etc.
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Signs & symptoms(contd.)
• Feel the need to use greater
amounts of the substance of
choice to achieve the same effects.
• Talking about the substance all
the time and pressuring others to
use.
• Feeling exhausted, depressed,
hopeless, or suicidal.
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Substances of Abuse
• Cannabinoids (e.g., hashish,
charas and marijuana).
• Stimulants (e.g., amphetamines
and cocaine, nicotine, tobacco).
• Depressants (e.g., alcohol,
barbiturates, methaquolone etc.)
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Substances of Abuse(contd.)
• Narcotics (opioids and morphine
derivatives, e.g., heroin, opium).
• Hallucinogens (e.g., LSD and
mescaline).
• Other compounds (e.g., steroids
and inhalants).
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Gateway Drugs
The commonly abused
substances among adolescents
are tobacco and alcohol, which
act as gateway to the use of
other drugs.
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Harmful effects of smoking cigarettes
• Diminished or extinguished sense of smell and
taste.
• Smoker’s cough.
• Gastric ulcers.
• Chronic bronchitis.
• Increase in heart rate and blood pressure.
• Premature and more abundant face wrinkles.
• Heart disease.
• Stroke.
• Cancer of the mouth, larynx, pharynx,
oesophagus, lungs, pancreas, cervix, uterus,
and bladder.
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Harmful effects of smoking cigarettes
Cigarette smoking is perhaps the most
devastating preventable cause of disease
and premature death. Smoking is
particularly dangerous for teens because
their bodies are still developing and
changing and the 4,000 chemicals
(including 200 known poisons) in
cigarette smoke can adversely affect this
process.
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Harmful Effects of Alcohol Abuse
Short-term effects
• Distorted vision,
hearing, and
coordination.
• Altered perceptions
and emotions.
• Impaired
judgement.
• Bad breath.
• Hangovers.
Long-term effects
•
•
•
•
•
•
Loss of appetite.
Vitamin deficiencies.
Stomach ailments.
Skin problems.
Liver damage.
Heart and central
nervous system
damage
• Memory loss.
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Harmful Effects of Other Substances
of Abuse
Frequent respiratory infection,
Cannabinoids impaired memory and learning,
increased heart rate etc.
Rapid or irregular heart beat,
reduced appetite, weight loss,
Stimulants
panic, paranoia, aggressiveness,
damage to respiratory areas etc.
Fatigue, confusion, impaired
Depressants coordination, respiratory
depression and arrest, death etc.
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Harmful Effects of Other Substances
of Abuse(contd.)
Narcotics
Nausea, unconsciousness,
coma, death, etc.
Persisting perception
Hallucinogens
disorder, sleeplessness, etc.
Inhalants
Unconsciousness, cramps,
weight loss, memory
impairment, damage to
cardiovascular and nervous
system etc.
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Psycho-social Complications of
Substance Dependence
Spending money on substance instead
of essential needs; exhausting savings;
Financial
borrowing money, etc
Inefficiency due to decreased
performance; unpunctuality; fights,
Occupational quarrels, thefts; absenteeism; accidents
at work place; suspension, etc.
Arguments over substance use; neglect
of family obligations; quarrels and
Familial
physical violence; divorce; ostracism by
family, etc.
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Psycho-social Complications of
Substance Dependence(contd.)
Social
Legal
Peer alienation; arguments,
fights; decreased social
reputation, etc.
Violation of rules; thefts
and petty crimes; arrests
and court cases.
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Why are Adolescents Vulnerable?
Personal Factors
• False beliefs and perceptions about the
benefits of Substance-Abuse.
• Lack of knowledge of consequences.
• Feeling of enhanced Self-Efficacy.
• Personality factors, e.g., depression, low
Self-Esteem.
• False sense of psychological well-being.
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Why are Adolescents Vulnerable?
Behavioural factors
Adolescents:
• Tend to be heavier and more frequent
users of Substances than adults.
• Often use more than one Substance.
• With poorer academic achievement are
statistically at higher risk for Substance
Abuse.
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Why are Adolescents Vulnerable?
Behavioural factors(contd.)
Adolescents:
• Tend to engage in more high-risk
behaviours than adults.
• Often lack well-developed self-control
and may behave more impulsively than
adults.
• Experiment out of curiosity.
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Why are Adolescents Vulnerable?
Environmental factors
• Attitudes and values of parents and peers
in support of Substance -Abuse.
• Parental, sibling and peer use of
Substances.
• Advertising and media glamorisation of
Substances.
• Easy accessibility of Substances.
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Why are Adolescents Vulnerable?
Environmental factors(contd.)
• Social and cultural norms accepting
Substance-Abuse.
• Factors such as low socio-economic
status are statistically related to the
tendency to use Substances.
Physiological factors
• Developing brains and bodies are more
sensitive to drugs.
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Protective Factors
High Self-Esteem; high intelligence;
optimistic about future; coping
Individual skills; belief in self, expectations,
norms and values.
Strong
parent
and
youth
attachment; consistent discipline
Family
and supervision; no family history
of Substance-Abuse.
Non-Substance
Abusers;
have
Peer Group conventional values and shared
interests.
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Protective Factors(contd.)
Connectedness; quality
school with opportunity
School
to succeed.
Health, support and
recreational facilities; safe
Community
neighbourhood;
& Society
connectedness to culture,
religion, etc.
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Treatment and Rehabilitation
• Interventions are multimodal and planned.
• Treatment goals
– Achieve and maintain abstinence from the drug.
– Relieve him/her of adverse health and psychosocial consequences of substance use.
– Prevent relapse into the habit.
• Adequate support and participation of
family members is a must to help recovery
and maintain a drug free lifestyle.
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Common Myths about Drug Intake
MYTHS
There is no
harm in
trying drugs
just once.
FACTS
Almost all drug addicts start by trying
just once. Drugs alter the metabolism of
our brain and body. Once the drug is
taken, the user is always at risk to
increase the drug intake, which becomes
a part of his/her habit.
Alcohol
promotes
good sleep.
People dependent on alcohol cannot
sleep well without it. Those who do not
use alcohol regularly may have disturbed
sleep after alcohol consumption.
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Common Myths about Drug Intake
MYTHS
FACTS
Will - power alone
can help a drug
addict stop taking
drugs.
A person dependent on Substances is
suffering from a disease, not just from a
failure of will-power. He or she requires
medical and psychiatric treatment.
Alcohol helps
people to forget
their problems.
This has become a ‘truth’ because
regular and heavy alcohol users often
use this excuse for their drinking. Very
often the opposite is found to be true –
people bring up forgotten problems
only when they are intoxicated. Alcohol
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adds on other problems.
Common Myths about Drug Intake
MYTHS
Most addicts
get their first
dose of
drugs from a
peddler or a
pusher
FACTS
Most of the addicts get
their first dose of drugs
from a friend or close
associate.
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Common Myths about Drug Intake
MYTHS
Beer is not
‘hard liquor’
and can be
consumed
safely.
FACTS
Beer is an alcoholic beverage,
although it contains less alcohol
than hard liquor like whisky or
rum. Beer contains 4% to 8%
alcohol. One 285 ml bottle of beer
is equal to a peg of whisky; thus,
drinking six such bottles of beer in
an evening, is equivalent to
consuming six pegs of whisky.
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Influence of advertising media on
drinking & smoking
• What attracts you in these ads.?
• What message seems to run through all the
advertising?
• What influence will such ads. for alcohol &
cigarettes have on you & other people?
• Do these ads. fail to tell us the negative
aspects? If so what are they?
• How do you feel about the ads? Is it right to
have such ads?
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Key Messages
• Commonly Abused Substances among
Adolescents are tobacco and alcohol, which
act as gateways to the use of other drugs.
• Substance dependence involves tolerance,
withdrawal and disruption of psychological,
occupational and social functioning.
• There are severe financial, occupational,
familial, social and legal consequences of
Substance dependence.
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Key Messages(contd.)
• Factors which make Adolescents vulnerable to
serious Substance-Abuse are poor Self-Esteem,
family history of Substance-Abuse, low
achievement at school, family instability,
history of abuse and aggressive / impulsive
personality.
• No one starts taking Substances with the aim
of getting addicted. However, these Substances
have such brain-altering properties that, after a
point of time, a person loses control and
becomes addicted to them.
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Let’s know-Peer Pressure
Key Messages
• Peer pressure is a part of life.
• Peer pressure can be negative or positive. Acting under the
influence of negative peer pressure can often have
detrimental consequences for one’s life.
• Peer pressure may compel us into certain actions which are
contrary to our personal values. Therefore it is important
to choose friends or peers who share our values and
beliefs.
• Positive peer pressure can be used for bringing about
desirable change.
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• It is important for adolescents to communicate in an
assertive manner.
• This can help them to stand firm and resist external
attempts to mould thoughts and behaviours.
• Assertive
communication
leads
to
greater
selfconfidence and control and evokes respect from
other.
• Passive behaviour leads to feelings of helplessness,
anxiety, disappointment and a violation of your rights.
• An aggressive style can lead to feelings of anger,
frustration; you win at the expense of others.
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DAY 3
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Ways to say “No”
Peer pressure
(situations young
people may encounter)
Strategies that can be
adopted
Possible answers
“Would you like to
come to the cinema?”
Polite refusal.
“No, thanks,
“How about a drink?”
Give reason.
“I don’t like alcohol –
it tastes horrible.”
“Here, smoke this
cigarette with me.”
“Come on!... We
always do fun - things
together.” “Just try it.”
Broken record.
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“No thanks.”...
“No thanks.”...
“No thanks”….
Peer pressure
Strategies that
(situations young
can be adopted
people may encounter)
“Hey, do you want to try
Walk away.
some alcohol – it will give
you a high – it really
makes you feel good.”
“Do you want to watch
Cold shoulder.
some adult movies
(NB: Not the best
tonight?”
strategy to use with
close friends).
“Will you come with me
Give an alternative.
for a night-show movie?
Aren't we grown up?”
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Possible answers
Say “No” and walk away
while you are saying it.
Keep going as if you did
not hear the person.
“I’d rather stay home –
why don’t you come join
my family with me for
dinner. We can watch the
movie on T.V. – it is a
really nice movie”
“Come on, just
spend some time
alone with me.”
Reverse the
pressure (change
the topic).
“What did I just tell you? Weren’t you
listening?”
“There is nothing Owning your
harmful in this, do it feeling.
for my sake. I do so
much for you, won’t
you do this one
thing just for me?”
“I am not comfortable doing this, it
makes me unhappy. Would you like me
to do something that made me
unhappy?”
Explicit high-risk
situations such as
smoking, drinking
etc.
Avoid the
situation.
If you know of people or situations
where you’re likely to be pressurized
into doing things you don’t want to,
stay away from them, such as parties
where you know these things will
definitely happen.
Explicit high-risk
situations such as
smoking, drinking
etc.
Strength in
numbers.
Associate with people who support
your decision not to drink, not to use
drugs, or watch adult movies, etc.
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Coping with stress
Key Messages
• Everyone experiences stressful situations
in life.
• There are healthy and harmful ways to deal
with stress.
• Sharing feelings with a trusted person is
healthy.
• If feelings are not expressed or shared,
then pressure builds up inside the person
and the effects can be harmful.
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Coping with stress
Key Messages(contd.)
It is essential to
• Analyse how stress affects our lives.
• Find ways to control levels of stress.
– Learn to relax.
– Not indulge in self pity.
• Learn to accept failures and find alternatives.
• Focus on strengths – the positive components of
life and self.
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Anger Reducing TechniqueGet RID of Anger
R – Recognise your anger signals and accept that
you are angry.
I - Identify a positive way to analyse the situation
D - Do something constructive to calm down.
•
•
•
•
Count to 10.
Take a deep breath.
Ask for time to calm down.
Leave the scene.
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Cont…
• Talk about your feelings with someone not involved.
• Listen to music.
• Exercise or do some physical activity.
• Write –and then destroy –a letter to the person.
• Explain how angry you are.
• Help someone else.
• Watch a funny movie.
• Spend time on your favorite hobby.
• Do something creative.
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Tips on Facilitation
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Facilitation vs Teaching
Facilitation
Teaching
Paradoxes are
appreciated
There is no place for
paradoxes
The experiences of the
participants are valued.
Empathy is the key.
The experiences of learners
are most valued for
introduction of the topic
No scope for Empathy.
The Facilitator is one
with the participants.
The Teacher is a superior
being.
More teaching is
achieved by teaching
less.
To teach more, the quantum
of teaching has to increase
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Facilitation vs Teaching
Facilitation
Teaching
The child as participant is
respected and encouraged.
Learning takes place in circles
and straight lines.
The Facilitator discovers
himself/ herself as much as
the participants.
Contents undergo adjustment
and even change with the
spontaneity of the moment.
No scope for such
a thing
Learning is
unidirectional
Participants’
persona is not
important
Contents are rigid
and cannot be
changed.
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Facilitation vs Teaching
Facilitation
Learning is behaviour
centered.
Teaching
Learning brings in
behavioural
changes.
Less work accomplishes To accomplish
more.
more, more input
is needed.
The Facilitator states
The course of
his/her assumptions
action is fixed.
and lets the participants
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Do’s and Don’ts of Good Facilitation
Do’s
Don’ts
• Position yourself to
• Turn your back to the
face the entire group.
group.
• Smile at individuals.
• Frown or look
judgemental.
• Listen carefully while
they talk.
• Shuffle papers or look at
your watch while group
• Maintain eye contact.
members
are
talking.
• Nod affirmatively, be
• Stare at individuals.
positive.
• Remain impassive.
• Talk with all the group
members.
• Talk to only a few people.
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Cont..
Do’s
• Continually scan the
group with your
eyes.
• Encourage shy,
withdrawn,
participants to
participate.
• Keep your body open
i.e., unfold your
arms, uncross your
legs.
Don’ts
• Scan too rapidly.
• Impose your beliefs as
the only correct ones.
• Stare at individuals.
• Force people to speak.
• Get personal or
argumentative.
• Walk around
unnecessarily, as it
distracts the
participants
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Essentials for Conducting
Student Sessions
The primary purpose of the programme is
to address the real concerns and issues
young people have. Therefore:
• Have a good rapport with students during
the training and deal with them tactfully.
• Gain the trust and confidence of students.
• Be a resource for accurate information.
• Be non-judgmental.
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Essentials for Conducting
Student Sessions(contd.)
• Respect confidentiality at all times.
Personal issues discussed within
the classroom must remain within
the classroom.
• Never embarrass a student by
telling him or her that a question is
silly.
• Never question motives when a
student asks a question.
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Future Action Plan,
Monitoring and
Evaluation,
Responsibility of
Participants
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Process Evaluation
• Answers the following questions:
– How is the programme being conducted?
– Is it being implemented as planned?
• Dimensions of process evaluation
• Coverage – extent to which the programme
actually reaches the intended audience.
• Quality – adequacy of training, and
satisfaction of stakeholders with training
and delivery of the programme.
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Outcome Evaluation
• Assesses the results and impact of the
interventions.
• Answers the following questions
– To what degree have objectives been accomplished?
– To what extent have knowledge, attitudes, skills and
behaviour of students and staff been influenced?
– Which specific interventions or components of the
programme work best?
• • Which elements did not work?
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LEVELS OF
ASSESSMENT
National Level
State Level
District and School Level
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Key Performance
Indicators in the AEP
• Reach and coverage of the AEP.
• Effectiveness of training
programme.
• Effectiveness of advocacy
sessions.
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Key Performance Indicators
in the AEP(contd.)
• Changes measured by pre- and
post-measurement tools for
knowledge, attitude and life skills
application.
• Integration - Policy level changes
(curriculum, pre-service and inservice teacher training)
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Monitoring of AEP – School Level
AEP Interventions
• Advocacy on AEP
with school
Principals,
parents,
community
leaders
Expected Outcomes
• Supportive family
environment
• Supportive
institutional
environment
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Monitoring of AEP – School Level
(Cont.)
AEP Interventions
Expected Outcomes
• Capacity building
of teachers/peer
educators
• Teachers/peer Educators
knowledge base on AE
increased.
• Teachers/Peer Educators
attitude towards
adolescent issues,
HIV/AIDS, gender
concerns improved.
• Teachers/Peer Educators
skills to use interactive
methodology enhanced.
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Monitoring of AEP – School Level
(Cont.)
AEP Interventions
Expected Outcomes
• Interactive student
activities
• Knowledge and understanding
related to ARSH, gender issues
enhanced
• Health services
including
Counseling for
adolescents
• Attitude towards adolescent
issues, HIV/AIDS, gender
concerns improved
• Life skills (thinking, social,
negotiation skills) improved
• Reduced risk behaviour
• Utilization of services
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Monitoring of AEP – School Level
Indicators for Advocacy
Expected
Outcomes
Suggested Indicators
• Supportive family
environment
• Number and type of
issues related to health
and gender concerns
dialogued between
adolescents and
parents/family
members.
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Monitoring of AEP – School Level
Indicators for Advocacy (Cont,)
Expected
Outcomes
Suggested Indicators
• % of teachers participating in AE activities
• Number of hours devoted to AE activities
• Supportive
institutional
environment
• % of students (class 9-12) available as Peer
educators
• % of students using resources (books,
magazines etc) if available through the
Resource center
• % of students (class 9-12) actively involved
in planning and conducting activities
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School Level Indicators for Capacity Building
Expected Outcomes
Teachers/peer Educators
knowledge base on AE
increased.
Suggested Indicators
% of teachers/PEs giving correct information
on process of growing up, ARSH, HIV/AIDS,
substance abuse, gender issues
Number & type of activities undertaken around
gender issues (gender roles, discrimination,
sexual abuse, vulnerability, rights )
Teachers/Peer Educators
attitude towards adolescent
issues, HIV/AIDS, gender % of teachers have positive attitude towards
concerns improved
adolescent health and gender issues
Teachers/Peer Educators
skills to use interactive
methodology enhanced.
% of trained teachers reporting confidence and
satisfaction in using interactive methodology
% of students reporting satisfaction in teachers
using interactive activities in AEP
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Monitoring of AEP – School Level
Indicators for Health Services
Expected
Outcomes
• Utilization
of services
Suggested Indicators
• % of students aware of health
services available
• Number of students seeking
counseling services in the school
from teachers or counselors (if
available)
• Number of adolescents referred to
professional health workers/clinics
by the teachers
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Monitoring of AEP – School level
Indicators for Interactive Activities
Expected Outcome
Enhancement of
knowledge and
understanding related to
AHI and gender issues
Suggested indicators
Percentage of students
participating in AEP able to
give correct information on
process of growing up,
adolescent health issues,
HIV/AIDS, substance abuse,
gender issues
Percentage of students
participating in AEP with a
positive attitude towards
adolescent health and gender
issues
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Improvement of attitudes
towards adolescent issues,
HIV/ AIDS, gender
concerns
Monitoring of AEP – School level
Indicators for Interactive Activities
Expected
Outcome
Suggested indicators
Improvement Percentage of students participating in
of
AEP reporting improved ability to:
life skills
•Identify personal strengths, weaknesses,
opportunities and concerns (selfawareness).
•Identify alternatives to solve problems in
the context of AHI (problem solving
skills, creative thinking).
•Express views clearly and effectively
(communication skills).
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Monitoring of AEP – School level
Indicators for Interactive Activities
Expected
Suggested indicators
Outcome
Improvement •Empathise with others especially people
of
living with HIV/AIDS, underprivileged
life skills
(empathy).
(contd.)
•Resist negative peer pressure in the
context of AHI (drugs, smoking, alcohol)
(self-awareness, critical thinking, effective
communication and coping with stress).
•Cope with emotions and stress
(managing emotions/ stress).
Reduction of Percentage of students reporting
risk
decreased consumption of alcohol,
behaviour tobacco,www.schoolofeducators.com
drugs
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