Circle of Friends - Older Adolescent Edition - An Educational Curriculum by laurie delgatto

OLDER ADOLESCENT EDITION

C I R C L E of F R I E N D S AN EDUCATIONAL RESOURCE FOR YOUNG PEOPLE IN GRADES 9–12

This educational resource was produced by World Vision New Zealand and adapted by World Vision Resources, World Vision United States, 2008. Copyright ÂŠ 2008 by World Vision, Inc., Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716 wvresources@worldvision.org. All rights reserved. No part of this resource may be reproduced by any means without the written permission of the publisher (unless otherwise indicated). Editorial Director: Milana McLead Editor-in-Chief: Jane Sutton Redner Editor: Laurie Delgatto Copy editor: Brooke Saron Marketing and Distribution Manager: Jojo Palmer Design: Journey Group, Inc. The Circle of Friends study guide may be reproduced only with the written permission of World Vision Resources, Mail Stop 321, P.O. Box 9716, Federal Way, WA 98063-9716, wvresources@worldvision.org.

World Vision United States is grateful to Development Education of World Vision New Zealand for allowing this resource to be adapted for use in the United States.

Printed in the United States of America ISBN 978-0-9817927-1-2 During the preparation of this resource, all citations, facts, figures, names, addresses, telephone numbers, Internet URLs, and other cited information were verified for accuracy. World Vision Resources has made every attempt to reference current and valid sources, but we cannot guarantee the content of any source and we are not responsible for any changes that may have occurred since our verification. If you find an error in, or have a question or concern about, any of the information or sources listed within, please contact World Vision Resources.

Overview In the Circle of Friends video, young people from Romania and Malawi, Africa, talk about the effects of AIDS on their lives. Yet they are all determined to fight prejudice, to educate peers about the disease, and to try to live healthy lives. The activities in this study guide are designed to help the participants further understand the challenges faced by the young people living with or affected by HIV and AIDS. They are intended to provide facts and knowledge, draw out opinions and perspectives, provoke discussion, introduce child rights, and take the participants deeper into the challenges of stigma and discrimination faced by young people living with HIV and AIDS. Note: The Circle of Friends Video has been made with the consent of the young people and families involved. To respect the conditions agreed to with them, please refrain from using any information or images of the young people from Romania outside a classroom or ministry setting, such as on a Web site or in printed materials.

Objectives Through the video, Participants will: · identify how young people are living positively with HIV in different parts of the world (specifically Romania and Malawi, Africa) · describe the effects of HIV and AIDS on the lives of young people, their families, and communities · explore the stigma and discrimination faced by young people living with HIV and AIDS · describe the significance of child rights (outlined in the United Nations Convention on the Rights of the Child) to children and youth affected by HIV and AIDS · identify and assess social action to reduce stigma, promote human rights, and make a difference for young people living with HIV or AIDS

Video Synopsis The Circle of Friends video tells the stories of young people living in Nthondo, Malawi, Africa, whose lives and families have all been impacted in some way by HIV and AIDS, as well as young people in Romania, who are living with HIV. The video is available for viewing and downloading at worldvisionresources.com. Simply click on the “free resources” icon and then go to “video resources.” Total running time: 15 minutes

Leader Preparation View the video. Choose which activities you will incorporate into a specific session based on time and objectives. Photocopy relevant pages, prepare newsprint and other relevant materials, and set up viewing space and equipment.

Time Required 40–50 minutes per activity

Activities

· AIDS Facts and Opinions..............4 · Introduction to Rights. . . . . . . . . . . . . . . . . 7 · Video: Circle of Friends. . . . . . . . . . . . . . . 9

· Rights Reality Check.................10 · Stigma Story Rotation................11 · God's Welcoming Banquet Table. . . . 1 3 OLDER ADOLESCENT EDITION

AIDS

Facts and Opinions

I N THIS ACTIVITY, the participants explore and discuss what they know

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and think about HIV and AIDS.

» four signs that read “True,” “False,” “Strongly Agree,” and “Strongly Disagree” » a roll of masking tape

Procedure

T E L L T H E PA RTICIPANTS that this is an interactive activity with two parts. In the first

part, they will test their knowledge of HIV and AIDS. In the second part, they will have an opportunity to express their opinions about HIV and AIDS by placing themselves along a human continuum. Post the “True” and “False” signs at opposite ends of the room with space in between for the participants to move around. Read the first statement from the following list, and invite the participants to move to either the “True” or “False” side of the room, depending on their answers. After each person has chosen his or her position, read the correct answer aloud. Repeat this with the remaining statements.

AIDS is caused by HIV. T R U E . AIDS is caused by the human immunodeficiency virus, which damages the

body’s defense system; when the immune system has been damaged, a person loses the ability to fight diseases.

You can tell if someone has HIV. FA L S E . You cannot tell if someone has HIV just by looking at her or him. HIV is a

hidden virus. Someone with HIV may look healthy and normal, but she or he is still able to transmit the virus to someone else.

HIV always develops into AIDS within one to two years. FA L S E . From the time of HIV infection, the onset of AIDS varies for each person,

taking up to 10 years for some people. A person infected with HIV may look and feel healthy for many years, but he or she can still transmit the virus to someone else.

There is no cure for AIDS. T R U E . The treatment that exists for AIDS (anti-retroviral drugs) only helps to

prolong life; it cannot cure AIDS.

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HIV can be transmitted from a mother to a child through breast milk. T R U E . HIV can be carried in any bodily fluids. Sexual intercourse and contaminated

needles are the most common forms of transmission. HIV is not transmitted through hugging, shaking hands, coughing, sneezing, or using the same toilet seat, or through insect bites.

HIV and AIDS are found within the homosexual community only. FA L S E . People of all races, colors, nationalities, lifestyles, genders, and ages can be

infected.

Around the world, someone dies of AIDS every fifteen seconds. T R U E . Those who die include mothers, fathers, children, farmers, teachers, and so

on. AIDS is the greatest humanitarian crisis of our time.

According to the United Nations, ten million people in Africa are living with HIV. FA L S E . The actual number as of 2008 is 33.4 million. The rate of adult infection in

Africa is six times higher than in the rest of the world. Sixty percent of those infected are women.

More than 33.2 million people are living with AIDS. T R U E . In 2008, 2.7 million people were infected with the virus, and nearly 6,000

people die from AIDS every day.

People living with AIDS are taking action and fighting back. T R U E . Countless people are responding by mobilizing community resources to

educate about HIV and AIDS, provide care for people affected by HIV and AIDS, and advocate for the resources and support needed to fight the disease. (These statistics are drawn from UNAIDS, the Joint United Nations Program on HIV/AIDS, at www.unaids.org, accessed July 21, 2010).

N O W R E P L A C E the “True” and “False” signs with the “Strongly Agree” and “Strongly

Disagree” signs, and tell the participants that the next part of the activity will require them to consider their opinions on a number of statements relating to HIV and AIDS. Point out that they can place themselves anywhere along the invisible continuum between the two signs, depending on the extent to which they agree or disagree with each statement. Explain that the middle of the room is the midpoint on the continuum and is for those people who haven’t yet formed an opinion on an issue or have reasons to both agree and disagree with an opinion statement. Read the first statement from the following list, and invite the participants to move to a point on the invisible continuum that corresponds to their opinion. After all the participants have chosen a position, ask a few volunteers to explain their opinions on this issue. Repeat the activity with each of the remaining opinion statements. » People with HIV should always tell their sexual partners. » Young people with HIV should tell their classmates and teachers. » If someone has HIV or AIDS, it’s that person’s own fault, because he or she should have 5

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HIV/AIDS Facts and Opinions (continued) been more careful. » AIDS is not my problem, and taking action is not my responsibility. » AIDS is the result of moral fault, such as promiscuity or “deviant sex,” that deserves to be punished. » If a friend told me that she or he were HIV-positive, I wouldn’t act any differently toward that friend. (Be honest!) » The United States should spend more money helping to fight the AIDS epidemic.

G AT H E R B A C K THE PARTICIPANTS and discuss the activity using the following

questions: » What is the difference between a fact and an opinion? [A fact is a piece of objective information. An opinion is a subjective view, judgment, or appraisal of information.] Can one be based on the other? » Where do you get your facts and knowledge about AIDS? » What influences your opinions on issues relating to AIDS? » Were you influenced by where your friends stood along the continuum? Why or why not? » Why is it helpful to have additional knowledge and facts on a subject like HIV and

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Intro

to Rights

I N THIS ACTIVITY, the participants are introduced to the United Nations

MAT ERIA LS N EED ED

Convention on the Rights of the Child (UN CRC) and its relevance to HIV and AIDS.

» copies of handout 1, “A Summary of the United Nations Convention on the Rights of the Child,” found on page 16, one for each participant » pens or pencils, one for each participant » copies of handout 2, “Rights Continuum Worksheet,” found on page 17, one for each participant

Procedure

L E A D A B R I E F I NTRODUCTORY DISCUSSION with the participants based on the

following questions: » What are rights and responsibilities? » What does it mean to have a right fully met, partially met, or unmet? » What is the United Nations Convention on the Rights of the Child (UN CRC)? B E S U R E T O I N CORPORATE the following key points into the discussion:

» Rights are universal principles and standards that apply equally to every human being. » The UN CRC stipulates that the rights it enshrines apply to all children equally, regardless of race, color, gender, caste, class, language, religion, place of birth, or any other factor. » According to the UN CRC, a child is a person under eighteen years of age. » Each of us has the responsibility to ensure that child rights are fully met for children around the world. This is particularly important for vulnerable groups, such as young people living with HIV or AIDS and children orphaned by AIDS. » The UN CRC is an instrument for holding governments and other decision makers accountable and responsible for decisions that affect these groups.

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Intro to Rights (continued) Âť Rights are interdependent and interrelated. When one right is denied to a child, denial of other rights often follows. For example, a young person infected with HIV who is denied the right to the best health care available might also be denied the right to an education, the right to have fun and play, and ultimately the right to life. Conversely, a young person with HIV who is receiving the health care and anti-retroviral treatment he or she is entitled to, will be more likely to have other rights met as well. Âť Rights are universal, but children and young people often experience many of them being only partially met or even completely denied.

D I S T R I B U T E T O EACH PARTICIPANT a copy of handout 1 and a pen or pencil.

N O W P R O V I D E EACH PARTICIPANT with a copy of handout 2. Invite the young

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Ask the participants to review the handout and circle the right they think might be denied to children and young people who are HIV-positive or have been affected by HIV or AIDS. Remind them that when one right is denied to a child, denial of other rights often follows.

people to mark their own initials at the point on each right continuum that they believe corresponds to the extent to which that right is being met in their own lives. Direct them to hold on to this handout, as they will be using it in the next two activities.

Video:

Circle of Friends

I N THIS ACTIVITY, the participants watch a video that tells the stories of

MAT ERIA LS N EED ED

five school friends affected by HIV living in Nthondo, Malawi, and of three young people living with HIV in Romania.

1 2 3 4

»the video Circle of Friends, available for download at worldvisionresources.com » a television and a DVD player »pens or pencils, one for each particpant

Action Steps I N V I T E T H E PA RTICIPANTS to gather around the television. Explain that the video

they will be watching is about young people living in Romania and in a rural community in Malawi, Africa. It focuses on the ways community members are affected by AIDS and the strategies they use to cope with this disease. V I E W T H E V I D EO TOGETHER. R E F E R T H E PA RTICIPANTS back to handout 2, from the previous activity. Give each

participant a pen or pencil, and then ask them to consider the status of the rights for Kunthata and Claudiu. They can do this by marking on each continuum a K for Kunthata and a C for Claudiu. D I S C U S S W I T H THE PARTICIPANTS their observations and opinions using the

following questions: » What, if anything, surprised you about the experiences of these young people? » How do the experiences of the Malawian young people affected by HIV and AIDS compare with those of the Romanian young people? How are they similar? How are they different? » Did your opinions about HIV and AIDS change as a result of watching the video? If so, on which topics? Why? » Why do you think some of the young people have decided not to tell their friends they are HIV-positive? » What would be your biggest fear if you found out you were HIV-positive? Would you tell your friends? 9

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Rights

Reality Check

I N THIS ACTIVITY, the participants explore how the fulfillment of rights for an

MAT ERIA LS N EED ED

individual relates to the social and economic conditions of that person’s country.

» copies of handout 3, “Rights Checklist,” found on page 18, one for each participant » pens or pencils, one for each participant

Procedure

I N V I T E T H E PA RTICIPANTS to form pairs. Distribute a copy of handout 3 and a

N O T E F O R T H E PARTICIPANTS that handout 3 includes a list of statistics for the pairs

3 4 5

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pen or pencil to each participant. Ask them to refer once again to the “Rights Continuum Worksheet” they used in the last two activities. Invite them to discuss, as pairs, the four continua they completed for Kunthata and Claudiu after viewing the video. Then each pair should discuss the questions noted on handout 3.

to review. They should then compare their marks on the continua with those statistics and answer the questions noted in the second part of the handout. W H E N T H E PA I RS have completed both tasks, invite each to share a brief summary of

their discussion. A S K T H E PA I R S to take a guess at how these statistics might be different for the people

of the U.S. Allow the pairs time to come to a consensus for each statistic and to write their guesses in the last column on the handout. C O N C L U D E B Y CHALLENGING the participants to take their handouts home and to

check to see how accurate their guesstimates for the U.S. statistics might (or might not) be.

Stigma

Story Rotation

I N THIS ACTIVITY, the participants learn how young people with HIV

MAT ERIA LS N EED ED

and AIDS often live their lives fighting for justice despite the stigma and discrimination they experience.

» five sheets of newsprint » several markers » five dictionaries » three copies of resource 1, “Five Stories of Affected Young People,” found on pages 22-26, cut apart as scored

Procedure

D I V I D E T H E L A RGE GROUP into five smaller groups and give each group a sheet of

A S K E A C H S M A LL GROUP to come up with a definition for its word. Emphasize that the

N O W A S K T H AT ONE PERSON in each small group look up the definition of the word

P R O V I D E E A C H SMALL GROUP with three copies of just one of the stories found on

newsprint, several markers, and a dictionary. Assign each small group one of the following words: stigma, discrimination, rights, justice, determination.

definition must be written in their own words, and they must not refer to the dictionary for assistance. When the group members have agreed on a definition, one member should write the word and the definition at the top of the sheet of newsprint.

in the dictionary and read it aloud to the rest of the small group. Invite the small groups to compare and contrast their made-up definitions with the definitions in the dictionary, noting how similar or different they are.

resource 1, ensuring that each group gets a different story. Ask the groups to read their assigned story and then write a few phrases or sentences on their newsprint about how the people in their stories have been affected by what their assigned words describe. Groups should include the names of the people with the phrases. For example, if the word is discrimination, the group with the story about Georgiana might write: Georgiana has not told close friends she is HIVpositive; she’s afraid they will treat her differently and stop talking to her. W H E N E A C H S MALL GROUP has a few phrases on its newsprint, have each group pass

its story to the small group to its right. The members of each small group should then read their new story together and repeat step 4.

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Stigma Story Rotation (continued)

T H E S M A L L G R OUPS should continue rotating stories until each group has read all five

N O W A S K T H E SMALL GROUPS to reconsider the definitions they wrote in light of the

C O N C L U D E B Y INVITING each small group to present to the large group its word,

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stories and written phrases about each of the five affected young people. Be sure each small group ends up with its original story.

phrases and words they added from the stories. Direct them to use a different-colored marker to circle words on the newsprint that add new meaning to their original definitions.

definition, and insights gained as a result of reading these five stories. Post-Video STRENGTH

God’s

Welcoming Banquet Table

I N THIS ACTIVITY, the participants explore what Jesus taught about

MAT ERIA LS N EED ED

inclusion, humility, and welcoming people who are marginalized.

» snacks and drinks for all participants » red, blue, and green dot stickers, one-third of each color to total the number of participants (optional) » Bibles, one for each participant » a sheet of newsprint and a marker (optional)

Procedure

D I V I D E T H E L A RGE GROUP into three smaller groups. Identify one group as the red

A F T E R A F E W MINUTES, stop and change the roles around. The blues now serve the

FA C I L I TAT E A LARGE-GROUP DISCUSSION of the activity using the following

group, one as the green group, and one as the blue group. (Distribute the red, green, and blue sticker dots accordingly, if using them.) Ask the members of the blue group to stand together with their noses touching one wall. Tell them they are not going to be participating in this activity. Inform the members of the red group that they may do whatever they want during this activity. Provide them with comfortable chairs, drinks, and snacks. Tell them they are to give orders to the green group, and the members of the green group must listen to their instructions and do what they ask (although they may not ask anyone to do anything that would be embarrassing or humiliating or dangerous).

greens, and the reds face the wall. Then hold a third round so that each group has a chance to experience each of these roles. (Note: The participants will experience stronger feelings to fuel the discussion if they do not switch roles, but switching may be necessary if some participants are quite sensitive or are likely to take this activity personally. Use your discretion as a leader based on your knowledge of the group.)

questions: » At the beginning of the activity, how would you describe the role of each group? [Reds were in a position of privilege, greens were subordinate, and blues were excluded.] » How did you feel in each of those roles? privileged? subordinate? excluded? » Why did members of the green group follow the orders of the red group? [Participants may say because those were the instructions for the game.]

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God’s Welcoming Banquet Table (continued) » What do you think might have happened if the greens had not followed the orders from the reds? What might the consequences have been? » Why did everyone follow the rules of the game? Why did the reds accept their position of privilege? Why did greens obey orders from the reds? Why did the blues remain with their noses against the wall? » What would have happened if the groups had not accepted the rules of the game?

4 5

A S K T H E PA RT I CIPANTS to consider what Jesus’s message might be for each of these smaller

groups. Invite the participants to form small groups of three to discuss. D I S T R I B U T E A BIBLE to each participant, and direct everyone to look up Luke 14:7–14. When

all are ready, read the passage aloud, inviting the participants to follow along. Then direct the small groups to discuss the parable using the following questions: » In this parable, which groups does Jesus suggest are excluded from society? » Which groups are excluded in our world today? » Which groups had power and privilege in this parable? » Which groups have privilege in our world today? You may want to write these questions on a sheet of newsprint for the groups to refer to.

A S K E A C H S M A LL GROUP to share with the large group just one answer to each of the questions

from step 5. Then note the following: » In this Gospel, Jesus tells the parable of a man who gives a feast and sends out his servant to invite guests. When all the usual guests decline, the man tells his servant to bring back whomever he can find. People of all classes, genders, and ranks are invited to the banquet. » The parable is a keen reminder that God’s banquet table is open to anyone who will accept the invitation.

7 8

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N O W A S K T H E SMALL groups to brainstorm three practical ways they can welcome people who

sit on the margins of society. Invite the small groups to share their responses with the large group. C O N C L U D E T H E TIME TOGETHER with prayer. Pray for the groups that sit on the margins of

society. Ask God for forgiveness for the sins of domination and exclusion. Ask God to open the eyes of the participants (and you) to the inequalities in society and to give each person the wisdom and courage to work for the change God desires. Pray that Christians all over the world will prepare a welcoming banquet table where everyone can sit as equals and share a meal together.

C I R C L E of F R I E N D S

Handouts and Resources 15

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HANDOUT 1

A Summary of the

United Nations Convention on the Rights of the Child

T H E R I G H T to express our opinions

THE RIGHT of child refugees and of

about things that affect us personally

children deprived of their families to special assistance and protection

T H E R I G H T not to be tortured, or

treated or punished in a cruel, unkind, or humiliating way T H E R I G H T , if we belong to a minority

group, to have our own culture, practice our own religion, and speak our own language T H E R I G H T to meet with other children

or teenagers and to join and set up clubs, groups, and associations T H E R I G H T to be protected from abuse

of any kind T H E R I G H T to the best health care

available T H E R I G H T to benefit from money given

by the government to parents and guardians to help them raise children T H E R I G H T , for those who are disabled,

to special care and training that will help them lead dignified, independent, and active lives T H E R I G H T to privacy T H E R I G H T to an identity, name, and

nationality T H E R I G H T to freely communicate our

views to others through various media (for example, letters, posters, petitions, artwork)

THE RIGHT to an education that

considers our real needs and develops all our talents and abilities THE RIGHT to living standards and

conditions that enable us to grow and mature (for example, enough food, warm clothing, money, good housing) THE RIGHT to be protected from drugs THE RIGHT to life THE RIGHT to have fun, to play, and to

join in leisure and cultural activities THE RIGHT to be protected from bad

treatment by parents and others responsible for us THE RIGHT to our own thoughts and

beliefs and, if religious, to practice our faith THE RIGHT to not be recruited into the

armed forces or to fight in wars THE RIGHT to live with our parents or,

if they are separated, to see both parents regularly unless it is not in our best interest THE RIGHT to an education in

which we learn how to live in a spirit of understanding, peace, tolerance, equality, friendship, and respect for human rights and the natural environment

T H E R I G H T to access information and

ideas from a wide variety of sources but also to be protected from information that could harm us T H E R I G H T to not be exploited for

purposes of money making (for example, doing dangerous work or working long hours for little pay)

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(This handout is adapted from Graham Pike and David Selby, Global Teacher, Global Learner, [London, England: Hodder and Stoughton, 1988]. Copyright ÂŠ 1988 by Hodder and Stoughton. All rights reserved.) Handout 1: Permission to reproduce is granted. Copyright ÂŠ 2008 by World Vision, Inc.

HANDOUT 2

Rights Continuum Worksheet Every child and young person has . . .

T H E R I G H T to living standards and conditions that enable them to grow and mature.

______________________________________________________________________________ right not met right partially met right fully met

T H E R I G H T to an education.

______________________________________________________________________________ right not met right partially met right fully met

T H E R I G H T to the best health care available.

______________________________________________________________________________ right not met right partially met right fully met

T H E R I G H T to life.

______________________________________________________________________________ right not met right partially met right fully met Appendix — Student Worksheet TO STR Handout 2: Permission to reproduce is granted. Copyright © 2008 by World Vision, Inc.

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HANDOUT 3

Rights Checklist S T E P 1 . Work in pairs to compare responses on handout 2, “Rights Continuum Worksheet.” Choose

one continuum on which you and your partner gave different responses for the extent to which you think the right is being met for you, and then answer the following questions: » On which continuum were your responses different from those of your partner?

» Explain your reasons for each of your responses.

» Are you, Kunthata, and Claudiu at different places on this continuum? Why or why not?

» How does being HIV-positive affect where people fall on this continuum?

» How does poverty affect where people fall on this continuum?

» For those who do not have this right fully met, what could be done to change this?

» Whose responsibility is it to ensure this right is met?

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HANDOUT 3

S T E P 2 . Study the statistics provided for Malawi and Romania and answer the following questions:

» Do Kunthata and Claudiu have adequate living standards and conditions? Why or why not? How do their living standards compare with their own country’s statistics?

» Is the right to an education being met for Kunthata and Claudiu? Compare education enrollment and literacy rates between Malawi and Romania.

» Describe the health care that Kunthata and Claudiu are receiving. Consider the health care available in each of their countries. Is the right to the best health care available being fully met for both of them? Why or why not?

» What does it mean to have a “right to life”? What are the chances that Kunthata and Claudiu will live to an old age? How does this compare with life expectancy in their countries?

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HANDOUT 3

COUNTRIES »

MALAWI

ROMANIA

Population

12.6 million

21.8 million

Birthrate per 1,000 people

Death rate per 1,000 people

Population under 18

7,286,000

4,276,000

Life expectancy at birth

40 years

72 years

Infant mortality rate per 1,000 people

110

Number of people per doctor

50,000

550

Hospital beds per 1,000 people

1.3%

6.6%

Population using adequate sanitation facilities

61%

89%

UNITED STATES

DEMOGRAPHICS

G E N E R A L H E A LT H

(The statistics on this handout are drawn from UNICEF’s The State of the World’s Children 2008, at www.unicef.org, accessed June 21, 2008; copyright © 2008 by UNICEF; all rights reserved; used with permission; and from the Central Intelligence Agency’s (CIA) The 2008 World Factbook, at www.cia.gov, accessed June 21, 2008; copyright © 2008 by the CIA; all rights reserved.)

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HANDOUT 3

COUNTRIES »

MALAWI

ROMANIA

Gross national income per capita (income per person)

$170

$4,850

Population living on less that $1 a day

42%

Adult (ages 15–49) HIV prevalence

14%

Less than 0.1%

Estimated number of people living with HIV and AIDS

900,000

6,500

550,000

—

Primary school attendance

76%

89%

Secondary school enrollment ratio

22% of boys 27% of girls

91% of boys 89% of girls

Adult literacy rate

64%

97%

UNITED STATES

ECONOMY

H I V A N D A I D S S TAT I S T I C S

Children (0–14 years) orphaned by one or both parents AIDS

E D U C AT I O N

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RESOURCE 1

Five Stories of Affected Young People Claudiu M Y N A M E I S C L A U D I U . I like to play football, and I love the Internet. When I

was a baby, I had some liver problems, and doctors got my mother to agree to a blood transfusion. Nobody checked that the blood they gave me was okay, and I got infected with HIV. When my mom found out, she freaked out and didn’t want to tell me. But years later I went for a check-up and the nurse handed me my records by mistake. The records said I was HIV-positive. I was only eight years old, and I didn’t really take it in. Later it really hit me. Back then people got scared about HIV and AIDS because they didn’t understand it. They thought if I was around them, they would get it too. When people at school found out I had HIV, they wanted to throw me out. I had to leave and go to a special school, which is a long way from my village. I remember crying a lot because of people’s attitudes towards me, but I’m over it now. Maybe if I were them, I would have behaved the same way. In some ways, I think things are getting better. I remember when I was in first grade, there was one boy who just used to mock and beat me every day—just because I had HIV. Then it turned out he was HIVpositive too! Now he’s really sorry about laughing at me, and we’re good friends. Other people in our village are also changing—maybe because I’m really lively and I like to talk to people. Slowly they’re starting to like me. But I feel weak at the moment, and in the last few years, I’ve lost a lot of weight. I enjoy soccer, but I play goalie because I get exhausted if I’m running around. I was in the hospital recently. My face was covered with disgusting sores and blisters. The food in the hospital was horrible, so my mom brought me extra food from home. I don’t like to think about the future too much. Sure, I’m afraid of death, but then I’m conscious we all have to die one day.

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RESOURCE 1

Kunthata T H I N G S A R E N O T GOOD for me right now. I have frequent malaria, headaches,

sores all over my body, and diarrhea. But the real problem is that I have AIDS. My father and mother also had AIDS, and I watched them both die. Now I live with my grandmother, Lydia. She is poor, but she does her best to look after me. She takes me to hospital when I get really bad and also cooks for me and washes my clothes. I love her dearly. It’s hard for her, because she is old. If things were different, my family would be looking after her in old age. So I think it’s important to do my bit to help her and bring in some money to keep us both going. Although I’m often sick, some days I feel as strong as anyone, and that’s when I really try to make a difference. One thing that really excites me is my cooking business. I put maize flour and mashed bananas in a pot, then I roast them in oil and take them to school to sell. On a good day, I can sell fifty banana doughnuts; I use the money to buy groceries and more ingredients for my cooking. When I am well, school is the thing I enjoy most. My favorite subject is math, and I love to play netball during breaks. I am keen to learn everything I can. My greatest ambition is to become a doctor. After seeing my mother and father get sick, and being so sick myself, I think it would be so good to treat sick people. To make a sick person well again would be the most wonderful thing any person could do. I love school, but some people at school talk about me. They keep asking, “Why is she always looking so sick?” Someone will say I have diarrhea and then be rude to me. At times like this, I feel like giving up. It makes me feel I can have no future. I get very frightened because of my sickness, and think I am going to die.

OLDER ADOLESCENT

RESOURCE 1

Georgiana G R E E T I N G S . My name is Georgiana. I remember the day I found out I was infected

with HIV. I hadn’t been feeling well, so I went along to the hospital. The doctor was puzzled and said she wanted to do some tests. I went back a few days later, and she told me I was infected with HIV, from a hospital needle that was used on me when I was just a baby. I was devastated. I used to have this feeling I would always be a healthy, happy, normal person. But there in the hospital, my whole world fell apart. One of the hardest things is being too scared to tell people about my condition. I’ve seen the negative reactions towards people who have AIDS. People are so ignorant. At school they tell mean jokes and invent silly stories about the virus. I find this sort of talk really disturbing. It’s bad enough to have to suffer a disease like AIDS; then people, through their ignorance, make it a lot worse. It’s really taught me a lesson: never laugh at or mock people who are in difficult situations. I’m even reluctant to tell my close friends I have the disease. They might pretend to continue to accept me at first, but after a while, I’m worried they will drift away. So I try as best I can to live a normal life. I love dancing, and I like to watch the latest dance moves on MTV. My other great hobby is cooking—my specialties are soups and cakes. I’m always eager to find new recipes, and sometimes I invent my own. I also like to write poetry. I write about joy and sadness and falling in love. I used to dream a lot about falling in love and having children. Now I’ll never have a family without problems. But I can’t allow myself to feel sorry for myself. I basically have to take my treatment and go on living.

CIRCLE OF FRIENDS

RESOURCE 1

Yosofati H E L L O . My name is Yosofati, and I’ve been asked to talk about AIDS. I’ve gotten to

know quite a bit about the disease because both my mother and father are HIV-positive. Both of them get sick often, and they can’t do as much work as they used—to.Student That puts Appendix Handout STRENGTH TO STRENGTH pressure on me and my brothers and sisters. We all need to do what we can to help out so we can keep our farm going and have enough to eat. It’s really sad to see my parents get sick, and I know they haven’t got long to live. But one thing I respect my parents for is being open about the fact they have the disease. YOSOFATI: Honesty is the best policy This has cost them a lot sometimes. People used to say they were sinners and refused to eat with them or have anything to do with them. But there are a few other HIVpressure on me and my brothers and sisters. We all positive people in our village, and slowly they be can opentoabout it too. need to started do whattowe help out so They we can keep got together to form a support group. Theygoing talkedand about to fight prejudice our farm havehow enough to eat. and discrimination, and things are much better now. Today people treat them as It’s really sad to see my parents get sick, and I know equals, and that is real progress. they haven’t got long to live. But one thing I respect Sometimes people are scared to even get an AIDS test because they feel they my parents for is being open about the fact they can’t cope if it’s bad news. Buthave I’m the gladdisease. my parents it. This had has the costcourage them ato lotdosometimes. Knowing what has happenedPeople to themused has to inspired me were to do sinners what I can stop to say they and to refused eat with them or have anything to do with them. the spread of AIDS. I volunteered to become a peer educator in my village. This But there are a few other HIV-positive people in our vilmeans I talk to young people about the disease and how to make sure they don’t lage, and slowly they started to be open about it, too. get infected. The most important thing I tell them is not to sleep around. If they They got together to form a support group. They do, they will get infected for sure. Theyabout will have talked howno to future. fight prejudice and discrimination andwe things now.toToday AIDS is a terrible thing, but mustare notmuch allowbetter ourselves get sopeople treat them as equals, and that is real progress. frightened by it that we don’t face up to reality. If we know what we are dealing with, we can fight it and overcome it. Sometimes people are scared to even get an AIDS test because they feel they can’t cope if it’s bad news. But I’m glad my parents had the courage to do it. Knowing what has happened to them has inspired me to do what I can to stop the spread of AIDS. I volunteered to become a “peer educator” in my village. This means I talk to young people about the disease and how to make sure they don’t get infected. The most important thing I tell them is not to sleep around. If they do they will get infected for sure. They will have no future. OLDER ADOLESCENT

HELLO. MY NAME IS YOSOFATI and I’ve been asked to talk about AIDS. I’ve got to know quite a bit about the disease because both my mother and father are HIV-positive. Both of them get sick often and they

AIDS is a terrible thing, but we must not allow ourselves to get so frightened by it that we don’t face up to reality. If we know what we are dealing with, we can fight it and overcome it.

RESOURCE 1

Olipa O L I PA I S T W E N T Y- F O UR years old and has HIV. But she refuses to be beaten by this virus. Cul-

turally, Malawians avoid talking about illness and death. They are much less likely to admit to having a virus that’s predominantly transmitted by sex because of the stigma it carries. As a result, many Malawians never get a blood test, even when it’s available. Not Olipa. She knows her HIV status and now has a goal: a community where people with HIV can live free of stigma and discrimination. When Olipa was a teenager, an older man forced himself on her and left her pregnant with a son, Francis. The man returned years later, only to abuse and impregnate her again. That time he also gave Olipa HIV. Francis, now seven years old, does not have HIV, but 2-year-old Miriam, Olipa’s tuodnaH tnedutS — xidneppA

HTGNERTS OT HTGNERTS

daughter, is HIV-positive.

After Miriam’s birth, Olipa took stock: she was sick with a deadly virus that her baby daughter had also contracted. In all likelihood, her son would face life as an orphan. Olipa made a choice to live despite HIV, to spend nearly every moment ytinuofmhermprecious oc a etime gnon ahthings c nathat c ematter. garuOlipa oC

: APILO

asked World Vision staff to train her and help her start a support group, Nthondo People Living with HIV and AIDS. Now she encourages people to get a blood test so that if -mih decrof nam redlo na ,reganeet a saw apilO nehW

they’re infected, they can plan for the future. .sicnarF ,nos a htiw tnangerp reh t fel dna reh no fles

Olipa leads thedngroup’s advocacy a esuba o t ylno ,retawork. l sraey She denrexplains uter nam to ehTanyone

apilO evag obars, sla ehin emchurches, it tahT .niain ga schools—about reh etangerpmi how who will listen—outside dlo-raey-2 tub ;VIH evah ton seod ,7 won ,sicnarF .VIH

serious HIV is and how.eto HIVvitavoid isop-VIits H sspread. i ,rethgua“We d s’apwho ilO ,mare airiM positive have more impact than others who try to spread the

kcis saw ehs : kcots koot apilO ,ht rib s’mairiM ret fA osla dah rethguad ybab reh taht suriv yldaed a htiw cannot deny sthe a efivirus l ecaf dislureal.” ow nos reh doohilekil lla nI .detcartnoc o t , V I H e t i p s e d eviltaking ot eciohplace c a edin amher apilcommunity. O . n a h p ro n a Olipa sees small changes no emit suoicerp reh fo tnemom y reve ylraen dneps More people in Nthondo are getting tested..rHer ettamchurch taht sgconn ih t

same message,” she explains, “because when people see us, they

gregation is changing its attitude toward HIV sufferers and

pleh dna reh niart ot f fats noisiV dlroW deksa apilO gniviL elpoeP odnohtN ,puorg t roppus a t rats reh Her church now and for ot eprovides lpoep segacare ruocnfor e ehthose s woNwho .SDIare A dnsick a VI H h tiw n a c y e h t , d e t c e f n i e r ’ y e h t f i t a h t o s t s e t d o o l b a r o f o children orphaned by AIDS. Olipa has been accepted into g .erutuf eht rof nalp

reaching out with compassion rather than discrimination.

her church’s women’s guild. Through courage and determinaehS .krocloser w ycactoward ovda s’puher org goal eht sdofaeal apilO tion, Olipa is moving -tuo — netsil lliw ohw enoyna ot snialpxe tuoba —sloohcs ni ,sehcruhc ni ,srab edis sti diova ot woh dna ,si VIH suoires woh Resource 1: Permission to reproduce is granted. evah evitisop-VIH era ohw eW “ .daerps Copyright © 2008 by World Vision, Inc. ot y rt ohw srehto naht tcapmi erom ,snialpxe ehs ”,egassem emas eht daerps -nac yeht ,su ees elpoep nehw esuaceb“ ”.laer si suriv eht yned ton

community free of stigma and discrimination.

CIRCLE OF FRIENDS

-moc reh ni ecalp gnikat segnahc llams sees apilO -tset rof gniog era odnohtN ni elpoep eroM .ytinum edutitta sti gnignahc si noitagergnoc hcruhc reH .gni -moc htiw tuo gnihcaer dna sreref fus VIH drawot won hcruhc reH .noitanimircsid naht rehtar noissap

tuB .VIH SAH DNA DLO SRA EY 42 SI APILO ,yllarutluC .suriv siht yb netaeb eb ot sesufer ehs yehT .htaed dna ssenlli tuoba gniklat diova snaiwalaM s’taht suriv a gnivah ot timda ot ylekil ssel hcum era eht fo esuaceb xes yb dettimsnart yltnanimoderp

»About World Vision WORLD VISION IS a Christian humanitarian

organization dedicated to working with children, families, and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Motivated by our faith in Jesus Christ, World Vision serves alongside the poor and oppressed as a demonstration of God’s unconditional love for all people. We envision a world where each child experiences “fullness of life” as described in John 10:10. We know this can be achieved only by addressing the problems of poverty and injustice in a holistic way. World Vision is unique in bringing 60 years of experience in three key areas to help children and families thrive: emergency relief, long-term development, and advocacy. We bring our skills across many areas of expertise to each community where we work, enabling us to support children’s physical, social, emotional, and spiritual well-being. Partnering with World Vision provides tangible ways to honor God and put faith into action. By working, we can make a lasting difference in the lives of children and families who are struggling to overcome poverty. To find out more about how you can help, visit www.worldvision.org. A B O U T W O R L D V I SION RESOURCES

Ending global poverty and injustice begins with education: understanding the magnitude and causes of poverty, its impact on human dignity, and our connection to those in need around the world. World Vision Resources is the publishing ministry of World Vision. World Vision Resources educates Christians about global poverty, inspires them to respond, and equips them with innovative resources to make a difference in the world. For more information about our resources, contact: World Vision Resources Mail Stop 321 P.O. Box 9716 Federal Way, WA 98063-9716 Fax: 253-815-3340 wvresources@worldvision.org worldvisionresources.com

OLDER ADOLESCENT

C I R C L E of

A I D S I S N O L O N G E R J UST A DISEASE; it is the number-one health issue facing

our world today. How do we make sense of the AIDS pandemic with young people who will increasingly face its impacts in their own lives and lifetimes? The Circle of Friends video tells the stories of young people living in Nthondo, Malawi, Africa, whose lives and families have all been impacted in some way by HIV and AIDS, as well as young people in Romania, who are all living with HIV. The stories of these families bring human faces to the issue and help young adolescent experience how others are responding, one community at a time. The Circle of Friends Leaderâ&#x20AC;&#x2122;s Guide offers lessons and activities for young adolescents to explore the social and economic impacts of the AIDS crisis.