Application of Informatio, Communication and Technology in Supply Chain Management

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  • Topic: Health care, Health, Self-esteem
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ISLAMIC MEDICAL ASSOCIATION OF
UGANDA

MADARASA AIDS EDUCATION AND PREVENTION

INTEGRATION OF LIFESKILLS IN
MADARASA (ILIM) PROJECT

TRAINING CURRICULUM

P.O.Box 2773, Kampala, Uganda
Email: imau@utlonline.co.ug
Website: www.imau-uganda.org

20
03

TOPIC NO. 1:
Time:

INTRODUCTION:

1 hour

Procedure:
1.

Ask participants to mention what should be mentioned when introducing a new person or new thing in an area or before other people.

2.

For introduction, set the example: mention your names, where you live, what you do, likes, dislikes and reason for coming. Ask each participant to do the same.

3.

Ask each participant to mention his/her expectations during the workshop.

4.

Inform participants of the aims and objectives of the workshop and the period expected for the workshop.

5.

Ask participants the importance of setting up ground rules to follow during the workshop.

6.

Ask participants to suggest ground rules for the workshop and pin them up for use during the workshop.

Key Issues:
Main Goal of the Project:
To help young Ugandans to be strong enough as they make decisions and choices for a bright future. Workshop objectives:
To help participants to:
1.

understand the meaning of lifeskills

2.

identify needs of a child when outside of school.

3.

prioritise the lifeskills needed by a child when outside of a school

4.

analyse their attitudes towards Lifeskills education

5.

understand the aims of lifeskills education

6.

understand the health promoting home

7.

understand the importance of promoting self-esteem in a home

8.

internalise the role of lifeskills in their lives

9.

understand how to mobilise the children and make a workplan for educating them.

Examples of ground rules:
Being honest, respecting others and their contributions, listening and respecting other people’s contributions, contributing, keeping time, being confidential .

TOPIC NO. 2:
Time:

THE DEFINITION OF LIFESKILLS

2 1/2 hours

Procedure:
1.

Ask participants to explain what they understand by the term lifeskills.

2.

Ask participants to give examples of life skills they know of. Add other examples, which have not been mentioned

3.

Ask participants to mention the objectives of lifeskills.

4.

Ask participants the main goal of lifeskills among the children and youth.

5.

Ask participants why children and youth need lifeskills

6.

Ask participants who should provide lifeskills to children

7.

Ask participants who and what may influence (positively or negatively) one’s acquisition of lifeskills

Key Issues:
Lifeskills: are the strategies or abilities one uses to get along with one’s own personality, one’s friends, family, the society and the environment as a whole. These strategies empower the young person to interact with the society in which they live as effectively as possible.

Examples of Lifeskills:
- Assertiveness

- Coping with emotions

- Coping with stress

- Effective communication

- Empathy

- Formation of friendships

- Interpersonal relationships

- Negotiation

- Non-violent conflict resolution

- Peer pressure resistance

- Self-awareness and self-esteem

- Critical thinking

- Creative thinking

- Decision making

- Problem solving
Some elaboration (give sceneries)
i)

Assertiveness: Briefly, this refers to the ability to:

-

express one’s feelings, needs or desires openly and directly but in a respectful way

-

stand up for one’s beliefs without putting down others in the process

-

know what you want and be able to take necessary steps to achieve what you want within the specific context.

ii)

Coping with emotions:

Coping refers to the ability to manage or deal effectively with a situation or a problem. Emotions are mental or instinctive feelings in response to internal or external stimuli. Emotions may be considered...
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