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Activity Descriptions

1. Community Mobilization and Sensitization

This involves facilitating parents/guardians, teachers, community leaders and the general community to change their knowledge, attitudes and practices (KAP). Participants are sensitized on the challenges young people face, the orphans, HIV/AIDs, STDs and what they can do to help. It also entails encouraging parents to participate, get involved and contribute part of the physical and financial organizational resources to the Project programs/activities.

Community Mobilization and Sensitization involves the provision of information Education and Communication (IEC) to communities to ensure their participation, contribution and involvement in solving a common problem, through change of Knowledge, Attitudes and Practices (KAP) towards young people orphans and those living with HIV/AIDS.

The objective of soliciting for community participation and involvement through change of knowledge, attitudes and practices in this project ensures that the community is a full member of the planning, implementation and evaluation team which designs and implements programmes for the benefit of all people. Secondary, promote a sense of belonging amongst stakeholders through opportunities for community participation and contribution in key area of HIV/AIDs prevention and life skills development.

Communities will be given the opportunity to contribute ideas during planning implementation and on-going monitoring. Community participation will be ensured through the utilization of existing community structures and institutions such as local council leadership, churches and NGO’s/CBO’s to mobilize the communities forinvolvement and participation.

To ensure ownership of the Project by the Communities, efforts will be made to utilize community structures and institutions to:


  • Participate in supervision of community – based structure and activities. 

  • Contribute materially and physically in programme implementation.

  • Participate in planning, implantation, monitoring and evaluation.

  • Participate in the development and operation of the community based information systems.

Tools to be used in mobilizing and sensitizing communities:

  •  Letter to local council, church and Ngo’s/CBO’s leaders.

  •  Meeting with local council, church and NGOs/CBOs leaders. 

  •  Seminars

  • Media radio & Television

  • Music, dance, drama campaigns

  • Debates and discussions on topical issues

  • Community video shows

  • Personal testimonies from people living with AIDS

2. Training of Volunteer peer educators, counselors and community Health workers and home based care providers.

The use of peer educators as a means to effect behavior change is born out of studies in social psychology with various types of peer groups, which showed that behavior patterns in issues of dress speech patterns, entertainment and preference for food or drink tend to be influenced by the group.

In youth groups and communities at large sexuality is a frequently discussed topic and group norms are built about how they relate to the opposite sex. Group pressure is brought to bear on members to succumb to acceptable sexual standards of the group. The standards may be negative or positive. If negative, they may lead to premarital sex, adultery, and promiscuity and eventually to STIs including HIV/AIDS. Today, it is not uncommon to hear youngsters saying their peers led them into having sex.

Selection Criteria for Peer Educators and Community Health Workers and home based care providers.

  • Experience Criteria for Peer Educators and Community Health Workers and home based care providers.

  • Ability to communicate in local language.

  • Basic leadership and inter personal communication skills.

  • Gender in Uganda, the impact of HIV and AIDs on women has been considerable due to a number of factors including the fact that women have a greater chance of becoming HIV infected sexually for biological, social and economic reasons. Women also have less access to information about how to care for themselves. For these reason, Christ the King feels it is important to include women in its selection criteria for training.

  • Ability for relate easily with and influence others.

  • Recommendation from local council, church and NGO’s/CBOs leadership.

3. Family Life and Family Health Education Program. 


    A) Positive Parenting


It is a life skills training for parents and guardians in the following area: Disciplining young people: family        fun: developing a confident child:


  • Parent-child communication; development values in the child; relationship with a teenager; sensible sexually; helping a child study and helping the youth make the most of their time at home. It is an on-going support to our programmes for children and youth. Knowing that our good approach to develop life skills in the children and youth can easily be do at home should the parents not be of help in this area.

  • The Family Life and Health Education Programme empowers low-income rural women and men with the necessary life skills to make a tangible improvement to the quality of their lives. It builds on the knowledge and skills that the women and men already have in the areas of hygiene, health and childcare. If facilitates the women and men already have in the area of hygiene, health and childcare. It facilitates the sharing of knowledge and gives technical input where needed in the above areas. Those trained are expected to share other skills and knowledge they have learnt with at least 5 of their neighbors/friends. When working with a given community, the programme is divided into three phases.

  B) Condom contraceptives procurement and Distribution

In this activity, condoms will be increased in supply specifically in the rural areas. Where condoms appear to be hardly available. It will be too good to extend condom awareness and promotion. As well it will be a chance to clear the contradicting messages passed on to the rural from both government religion and cultural barriers. Increased awareness of condom use, distribution and clarity of messages in the urban area have paid off as it may be one of the leading factors to the down word trend of infection in urban areas of Uganda . In the areas about aoo cartons will be procured and distributed free of change to the sexually active men and women.

  1. Home Based Care

  2. Resource identification and Awareness Seminars

  C) Training in Micro Finance and Entrepreneurship skills.

This approach aims at increasing awareness for the clients in business management through practices of book keeping and prepare the clients for loan disbursement.

This will be based on the understanding that people learn effectively from members of their own communities who share similar cultural values experiences, needs and examine their sexual behavior to identify the effectiveness, the effects of irresponsible sexual activities specially HIV in off setting their lives. Clients will be given skills to start income generating activities; small will be given skills to start income generating activities, small business and small trade management, resource and savings mobilization, record keeping and group dynamics. This will be implemented in the rural communities targeting HIV/AIDs orphans, widows and widows and widowers in our training workshops.

   E) Income Generating Fund.

This will target the widows and widowers in selected communities of Mukono, Buikwe and Kamuli Districts. This is aimed at strengthening and empowering people living with HIV in the community and HIV/Aids orphans to acquire business skills and start income generating activities.

The goal is to encourage more people be involved in effective HIV/AIDS education and prevention to the rural communities. Thirty families will be reached to and supported according to what project each one will have identified. Examples of income generating activities may include poultry, bee keeping, small-scale retail business, agriculture, and brick laying among others. Each individual will be given funds raging from 150,000= to 300,000= as the maximum. However, this will mainly depend on the kind of proposals they submit.

Both OHRA and the individuals themselves at their respective homes will maintain records of their activities. The clients will be involved in visiting each other to see how other community members are benefiting from the funds and also learn from each other’s experiences.

   F) Behavior Change worker shops targeting adolescents and youth between 10 – 24 years.

The workshops models are grounded on the belief that people can change and to change one’s behavior, is a process. Utilizing participatory approaches/methods, participates in the Behavior Change workshop are equipped with knowledge attitudes and skills (KAS) that will encourage its rapid spread. Alumni of the workshop are in a better position to cope with and/or solve any other problems encountered in side. More importantly, beneficiaries of this program are started on the journey of evaluating every step and action that they take.

The formation of peer support groups wherever the workshops is conducted helps in the sustainability of the new ideas, attitudes, values and perceptions that alumni are adapting and at the same time makes it easier to follow them up.

The workshop modules aim at:

       a)  Helping young people explore the risky health behaviors that they may be involved in.

       b)  Facilitating individuals to explore reasons/factors that lead to such behavior.

       c)  Initiating change in present risky health behavior.

       d)  Facilitating individuals to develop and internalize life skills that enhance their capacity to avoid engaging                in risky health behavior such as casual sex, taking drugs & drinking alcohol/substance abuse.

       (e)  Reinforcing positive and safe health behavior.

By the end of the workshops the participants will have been equipped with the following skills.

  1. Skills of knowing and living with oneself which includes self awareness, self image, self esteem, assertiveness, coping with emotion, and stress.

  2. Skills of knowing and living with others. These include interpersonal relationships, friendship formation and empathy, peer-resistance, negotiation, non-violent conflict resolution and effective communication skills.

  3. The skills of making and problem solving skills.

G) Country Life skills Education Workshop


  • The life Skills Education program targets adolescents and youth between 10-24 years. The program aims at helping the learner appreciate, analyze and recognize Life Skills in the various programs offered by our trainers. This is a professional approach to life skills, whereas the other programs emphasize internalization of the life skills internalized.

  • Skills of knowing and living with oneself which includes: Self awareness, self image, self esteem, assertiveness, coping with emotion, coping with stress.

  • Skills of knowing and living with other: these involve interpersonal relationships, friendship formation and empathy, peer resistance negotiation, non-violent conflict resolution and effective communication skills.

  • The skills of making effective decision: these include: critical thinking, creative thinking, decision making and problem solving skills.

Life skills education teacher’s skills as an integral part of a variety of other programmes such as:

  •  Drug abuse prevention

  •  Prevention of adolescent pregnancy

  • Protecting young people from abuse

  • HIV/AIDS education

  • Programs for vulnerable youth such as orphans, street children

  • Abortion

  • Proper and effective Condom use

  • Use of safe clean water and sanitation at house holds


​H) Community Leaders’ Workshop

Two (2) HIV/AIDS/STDs peer education workshops each lasting seven (7) days involving 90 participants will be conducted. Participants in the 7 days and 8 contract hours peer education workshop will for the first three days be taken through a Behavioral change, life skills development workshop module. The last four days will be spent on equipping participants with the knowledge, skills and attitudes (KAS) required of a peer educator. We believe that for individuals to effect behavior change they must be changed themselves and/or engaged in the continuous process of change.

This area is expected to be given particular attention.  Great emphasis will be placed on the need for all peer educators and community health workers to undergo the same process before they can help others do the same.

I) Documentation, Education and Communication (IEC)

This involves the retrieve of documents, collection of data, making relevant statistics and documentation on activity profiles, lessons learnt in the target districts etc. The documentation provides data for report writing research and the information centre.

To reach the target beneficiaries, the project will utilize communication media such as music, dance, drama and publications to inform, educate and communicate to communities. These IEC media brings out messages on issues affecting youth such as depression, lack of family planning, moral decay, corruption, poor leadership, stress, poverty, abortion, conflicts, AIDS, early marriages, unemployment. Etc. Group discussions after each IEC presentation is carried out so that the participants can outline the tools they have picked from the IEC media and how these can be used in real life situations.

J) Choose Freedom Workshop

This is to follow-up programme aimed at helping young people 10-24 years internalize life skills. Values and adapt positive attitudes that lead to enduring behavior change.The main activities involve face-lifting a two-hour session to enable youth to:

  • Clearly understand the meaning and value of freedom Develop a positive self-image and self-discipline.

  • Develop a positive self-image and self-discipline Cultivate effective communication skills.

  • Appreciate the importance of building value based relationship Understand how values influence behavior.

  • Appreciate what it means to love and be loved.

  • Escape HIV/AIDs

Debates & Discussions

Music & Drama

An overwhelming evidence indicates that using this approach in educating informing and communicating to the masses is the cheapest and one of the most effective means of training especially when applied in indigenous languages, symbols and ideas. Individuals identify with the characters being portrayed in the drama. This enables them to relive practical experiences. Participants usually open up, and talk about the situations/problems afflicting them and how they intend to overcome them.

Drawing from the ideas, individuals are helped to appreciate the dynamics of problems thereby imparting decision and problem solving skills and mechanisms.

In communities where we have used this approach, evidence abounds that people easily remember a massage they have seen and heard in a drama or song. Scene in a drama or song keep echoing in the minds, which makes them emulate the scenes that they viewed as being helpful in their circumstances. Knowledge imparted in this manner has indelible imprints on the minds of people. We will, therefore, use this midmonth to sensitize, inform and educate communities. During the project period, women, children and youth will be encouraged to participate in music and drama, concerts aimed at:

  • Educating the public about the causes and effects of AIDS.

  • Exposing and tapping the enormous talents that young people have encouraged positive interaction among young people.

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