Application of Informatio, Communication and Technology in Supply Chain Management Article

ISLAMIC MEDICAL ASSOCIATION OF

UGANDA

MADARASA AIDS EDUCATION AND AVOIDANCE

INTEGRATION OF LIFESKILLS IN

MADARASA (ILIM) PROJECT

TRAINING CURRICULUM

P. O. Field 2773, Kampala, Uganda

Email: [email protected] co. ug

Website: www.imau-uganda.org

twenty

03

MATTER NO . 1:

Time:

INTRO:

1 hour

Process:

1 .

Question participants to say what needs to be mentioned the moment introducing a fresh person or perhaps new part of an area or before others.

2 .

To get introduction, be an example: mention the names, in your area, what you do, wants, dislikes and reason for arriving. Ask every single participant to complete the same.

three or more.

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

4.

Notify participants in the aims and objectives with the workshop plus the period anticipated for the workshop.

5.

Ask individuals the importance of setting up rules to follow throughout the workshop.

6th.

Ask members to advise ground rules for the workshop and pin them up for use during the workshop.

Key Issues:

Main Goal of the Job:

To help young Ugandans to be strong enough as they make decisions and options for a bright future. Workshop objectives:

To aid participants to:

1 .

be familiar with meaning of lifeskills

2 .

identify needs of a kid when away from school.

3.

prioritise the lifeskills needed by a child when outside a school

four.

analyse their very own attitudes to Lifeskills education

5.

be familiar with aims of lifeskills education

6.

understand the health promoting home

six.

understand the importance of promoting self-pride in a home

almost eight.

internalise the role of lifeskills inside their lives

on the lookout for.

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

Examples of ground rules:

Being honest, respecting others and their contributions, listening and respecting other's contributions, surrounding, keeping time, being private.

TOPIC NO . 2:

Period:

THE DEFINITION OF LIFESKILLS

a couple of 1/2 several hours

Procedure:

1 )

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

2 .

Inquire participants to provide examples of existence skills they know of. Add other cases, which have certainly not been pointed out

3.

Inquire participants to say the goals of lifeskills.

4.

Ask participants the primary goal of lifeskills among the list of children and youth.

5.

Ask individuals why kids and youth need lifeskills

6.

Question participants whom should give lifeskills to children

7.

Ask members who and what might influence (positively or negatively) one's purchase of lifeskills

Important Issues:

Lifeskills: are the tactics or talents one uses to be friends with one's very own personality, their friends, family, the society and the environment as a whole. These types of strategies empower the young person to interact with the society in which they live while effectively as is possible.

Examples of Lifeskills:

- Assertiveness

- Coping with emotions

- Coping with tension

- Successful communication

-- Empathy

-- Formation of friendships

-- Interpersonal human relationships

- Settlement

- Non-violent conflict resolution

-- Peer pressure resistance

-- Self-awareness and self-esteem

- Critical pondering

- Creative thinking

- Decision making

- Solving problems

Some elaboration (give sceneries)

i)

Assertiveness: Briefly, this kind of refers to the ability to:

-

exhibit one's feelings, needs or desires openly and straight but in a respectful method

-

operate for one's beliefs without writing others along the way

-

know what you wish and be able to consider necessary procedure for achieve what you need within the specific context.

ii)

Coping with emotions:

Coping identifies the ability to manage or deal effectively which has a situation or maybe a problem. Thoughts are mental or in-born feelings reacting to internal or external stimuli. Emotions may be considered...

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