ADOLESCENCE EDUCATION

ADOLESCENCE EDUCATION A FRAMEWORK Dr. Saroj Yadav Prof. & Head Deptt of Education in Social Sciences, NCERT, New Delhi

No longer Children, Not Yet Adults Young people 10-24 Years Adolescence 10-19 years Youth 15-24 Years

Characteristics of AdolescenceEarly Adolescence (age 9 to 13 years):Develop Physically, Socially and emotionally Mid Adolescence (age 14 to 15years): Late Adolescence ( age 16-19 years) : Intense need to be a member of the group acceptance of self

Adolescents Worldwide • One fifth of the world’s population is between 10-19 years of age; • 83.5% of the world’s young people live in developing countries; • 914 million rising to 1.13 billion by 2025;

The Realities of Youth in India Today • Thirty percent of India’s population (243 million individuals) is in the age group of 10-19 • Adverse Sex Ratio (0-6 years): 914 females per 1000 males. Sex Ratio is 940 • In the age group of 15-19, 65% females and 53% males not in school (Population Council, 2009) • Gender role attitudes still conservative; 53% women and 56% men in the 15-24 age-group reported that wife beating was justified under specific circumstances. • Both tobacco and alcohol consumption more prevalent in rural married youth with less/no education • One in every 1000 youth is HIV positive (prevalence of 0.1% in females and 0.09% in males) (NFHS 3)

The Realities of Youth in India Today • Only 28% of young women and 54% of young men in the age group of 15-24 had comprehensive knowledge about HIV/AIDS. • Over 35% of all reported AIDS cases in India occur among young people in the age group of 15-24 years and more than 50% of the new HIV infections occur also among young people (NACO, 2005).

Myths • • People with intellectual or developmental disabilities are not sexual beings. • • People with I/DD are not attractive to others. • • Sexual or physical assault on persons with I/DD is usually by strangers. • • People with I/DD don’t suffer Post Traumatic Stress following an attack. • • People with I/DD don’t have a right to the same protections as everyone else.

Reality • People with disabilities of any type are sexual beings and have the same • curiosities as everyone else. Sometimes these curiosities can put them in harm’s way. • Having sexual urges and having the capacity to understand the consequences of acting upon them are two different things. • Rape has nothing to do with whether or not a person is attractive. It has everything to do with one person violently enforcing control and power over another individual. • Compounding the issue is the fact that 97 - 99% of abusers are known and trusted by the person with an intellectual or developmental disability (Reynolds, 2005). • Reports on abuse cases show that 32% of abuses were committed by family members or friends, and another 44% came from professionals working with individuals, such as care staff or transportation providers (Reynolds, 2005). • These figures are staggering and imply that more needs to be done with people with I/DD to help them better protect themselves.

Needs and Concerns of Adolescents Need authentic knowledge that helps them understand the process of growing up in particular reference to their reproductive and sexual health needs. Need to be well equipped to cope with the problems which they confront during the transitional phase. Need guidance and independence simultaneously, education as well as opportunities to explore life for themselves in order to attain a level of maturity required to make responsible and informed decisions

What do Adolescents Require? • Education in Process of Growing up, Substance Abuse and HIV and AIDS; • Life Skills for self protection: (Risky behavior: Substance abuse, early sexual debut, conflict resolution, violence); • Safe and Supportive Environment; • Better communication with adults and society at large. • Adolescent Friendly Health Services (AFHS) – easily accessible and “barrier free”;

CONTENT

MAJOR COMPONENTS OF AE I. PROCESS OF GROWING UP • Physical Development • Psychological Development: Sex drive, Body Image • Social Development: Changing relations -- Parents, Peer group, Opposite sex, Gender Roles • Adolescent Girls: Specific Issues - Concepts of gender and sexuality, Irrationality of roles, and stereotypes related to gender and sexuality, Myths related to gender and sexuality

UNDERSTANDING ADOLESCENCE Activity 1: We Are Changing!

Understanding Adolescence Activity : Clarifying myths and misconceptions (related to adolescents)

Activity : Clarifying myths and misconceptions The facilitator should emphasize that:

Contd…

Module 4 Activity 7: Clarifying myths and misconceptions (related to adolescents) The facilitator should emphasize that:

Contd…

Activity 7: Clarifying myths and misconceptions (related to adolescents) The facilitator should emphasize that:

TO CONCLUDE • everyone matures and goes through the changes at there own speed • Some of the changes in our lives are predictable. For example, growth and maturation is a continuous process and adolescence is a stage in the continuum of growth and development across the life span • Adolescents need to be prepared for the physical, mental, psycho-social and emotional changes that take place during this phase of life.

Contd… • Some people mature early, others mature later. • All changes related to adolescence (physical, psycho-social and cognitive) do not take place at the same time. • It is also possible that physical changes may take place early, but psycho-social changes take place later in the same individual. • Often, adolescents feel inadequate because they look different from their peers. • There are a lot of myths and beliefs attached to the growing up process, which need to be discussed

Characteristics Adolescence Physical – Strength energy level, stamina, sexual maturation and other physical changes Programme should focus on physical activities time for fun and time for relaxation

Activity 4: Peer Relationships, Friendship, Peer Influences and Attraction • Case Study 1: Friendship and Bullying • Case Study 2: Positive and Negative Peer Influences • Case study 3: Attraction and Romantic Feelings • Case study 4: Attraction and Romantic Feelings

Activity: Differences in the process of maturation during adolescence and their effect on body image There are a lot of harmful or ineffective products which claim to increase height and muscle mass very quickly, without any additional input of diet and exercise. Adolescents are drawn towards these products because they feel that these will enable them to hasten the growing up process. Need to discuss ill effects of using such products Similarly, advertisements for cosmetics over-emphasize physical appearance often leading to feelings of inadequacy and low self-esteem.

Contd… • Adolescents’ anxiety and confusion is further compounded by adults who expect them to conduct themselves in a more mature manner without preparing them for their new role • Care givers, including teachers and parents should realize that it is important to inform and prepare young people for the rapid pace of physical, emotional and psychological changes that they undergo during adolescence • School spaces can play a very powerful role in enabling young people to be comfortable with their changing selves, appreciate their unique identity and challenge stereotypes perpetuated by media and the larger society related to ideal physical appearance

Self-confidence and assertiveness are essential for maintaining positive relationships • Trust is a very important element in all relationships • There is a need for mutual respect and honesty in all relationships • In any relationship, it is important to assess our feelings and communicate them honestly • Peer relationships can have both positive and negative dimensions • Adolescents and their parents and teachers should interact more so that they appreciate one another’s concerns and understand each other better • In most situations, feelings should be recognised rather than pretending they do not exist. • Having feelings of any kind is never `bad.’ What is important is how we acknowledge, express, act upon, handle and balance our feelings. • Repressing feelings or pretending they do not exist can give rise to chronic frustration, anger and/or depression. At the same time, over-indulgence in feelings is also unhealthy, and can create many serious problems in life. We need to learn how to handle our feelings in a balanced way.

Emphasize the following: • Every one experiences a range of emotions from positive to negative in different situations, for example happiness, satisfaction, sadness, anger, frustration etc • As we have high expectations from ourselves that are further reinforced by people around us, there are many occasions to get stressed, feel angry or frustrated • It is normal to feel both positive and negative emotions • It is important to be aware of one’s feelings and emotions • It is necessary to express these emotions but there are both positive and negative ways of expression • It is important to recognize that stress and anger are emotions that can be tackled, controlled and decreased • Oftentimes, we may not necessarily be in control of what caused the situation, but we can control our overall response to any situation • It is possible to learn positive ways of responding to stress and anger

There are a lot of prejudices and harmful stereotypes attached to the growing up process, which need to be discussed and countered • Due to prejudices and ignorance about the process of growing up, people are sometimes drawn to harmful or ineffective commercial products which claim to hasten the growing up process. • Similarly, advertisements for cosmetics and beauty parlours reinforce prejudices and over-emphasize physical appearance, leading to feelings of anxiety, inadequacy and low self-esteem. • Adolescents’ anxiety and confusion is further compounded by adults, who might be themselves holding on to negative ideas and stereotypes. Adults might also expect young people to conduct themselves in a mature manner without preparing them for the new roles • Adult care givers, including teachers and parents should realize that it is important to inform and prepare young people for the rapid pace of physical, emotional and psychological changes that they undergo during adolescence • School spaces can play a very powerful role in enabling young people to be comfortable with their changing selves, appreciate their unique identity and challenge stereotypes perpetuated by media and the larger society related to ideal physical appearance

Emotional changes Moods swing , Fear of rejection, Uncertainty, inadequacy in new situations Adolescence need clear limits Opportunities for development of skills - decision making, leadership, etc. Risk free environment Provide opportunities to use there imagination and to explore personal interest. Adolescence have a present as opposed to future orientation. Unaware of consequences of risk taking behavior.

Nutritional needs of adolescents Being a stage of rapid growth and development, adolescents need a carefully planned diet to so that they remain healthy Balanced diet means inclusion of proteins, carbohydrates, fats, vitamins in requisite proportions Every region has locally available nutritious food items. These should be identified and consumed as part of our daily meals. For example, the millet Ragi is a very rich source of calcium and is easily available across many parts of India

Nutritional needs of adolescents Packed and junk food, though very tasty should never replace the regular meal as they do not have adequate nutritional value Healthy eating habits include: Eating slowly, chewing properly Avoiding TV viewing or reading while eating Eating a balanced meal that contains different food groups in adequate proportions

Contd… • Eating moderate proportions at proper intervals • Never skipping meals and not overeating • Drinking sufficient water (8 to10 glasses per day) • Several advertisements that promote girls as being thin and boys as being tall and muscular are targeted at young people and can mislead them into making unhealthy eating choices • Drastic diet plans and slimming medication can be harmful, unless prescribed by a medical doctor for health reasons

saying NO! • Things that adults might say while trying to get the Child to do something inappropriate 1. Come on, everyone is going. You have to come if you want the other kids to like you. 2. If you love me you’ll do what I want. 3. Come on, try it just this once. You won’t get in trouble I promise! 4. It’s ok to come with me. I already talked to your Mom/Dad and they said it is OK. 5. All the other kids are doing it. You want to do what everyone else is doing, don’t you? 6. If you do it this time I’ll never ask you to do it again. 7. Recognizing Good Touch - Bad Touch

Good Touch - Bad Touch Appropriate Social Distance

MAJOR COMPONENTS OF AE • Adolescent Friendly Health Services: < Information & Counselling < Health & Reproductive Health Services in Hospitals and PHCs • Life Skills Development: < Critical Thinking < Interpersonal Communication < Negotiation

LIFE SKILLS IN ARSH CONTEXT THINKING STUDENTS INTERPERSONAL COMMUNICATION NEGOTIATION Communication TEACHERS Non-judgmental Empathic

ACTIVITIES IN AE 1. Question Box 5. Debate 6. Case Studies 2. Role Play 3. Value Clarification 7. Quiz Contest 4. Group Discussion 8. Teacher Counselling 9. Peer Facilitator

Essay Writing Poster Contest One Act Play Street Play Jamboree Students’ Seminar Spel POPDEEDS OTHER ACTIVITIES

THINK BIG START SMALL ACT NOW

THANKS

Many individuals with I/DD who have been assaulted, sexually or physically, are not • given the means for processing what happened to them. They have the same rights as anyone to file police reports, press charges, participate in prosecutions of abusers, and most importantly seek counseling for traumas that they have experienced. • As a parent/caregiver, if your family member experiences abuse, you • would need to look for the right person to provide counseling. You want someone • familiar with working with individuals with I/DD, willing to learn to communicate with • your family member in a way most appropriate for him/her, and who is • knowledgeable in both sexual and physical abuse. You will likely need someone to • help you deal with your emotions, as well, for you too may be very traumatized by • the event. • The following pages will discuss what to look for and how to implement strategies • for helping your family member avoid harmful situations, or what to do should s/he • find him or herself in an potentially abusive situation. • Reynolds, L.A. (2005). People with mental retardation and sexual abuse. Retrieved on October 3, • 2005, from www.wsf.org/behavior/guidelines/sexualabuse.htm

ADOLESCENCE EDUCATION