Peer education approach has been adopted in the college level for the promotion of LSE and ARSH. Out of around 1500 students of college, 75 active students having leadership quality and communication skills have been identified with the support of college faculty and resource persons. These 75 peer educators were systematically oriented and subsequently trained with the support of RGNIYD, in a five-day residential training. The major areas covered in the training were: internalization of 10 core life skills and its implication, peer education and peer counseling, leadership as well as on responsible citizenship.
After training of peer educators, follow-up activities were planned by the peer educators for promotion of peer education in the institution. The trained peer educators have developed action plans for promoting health, hygienic practices, ARSH, peer counselling and for sensitizing on 10 core life skills through formal and informal settings to their peers.
The peer educators have successfully organized awareness sessions on preventive aspects of communicable diseases and promoted health and hygienic practices among the peers. The good practices like hand washing, cleaning of utensils, nail cutting, hair cutting, keeping the book in order and general cleanliness have been promoted by peer educators remarkably. The peer educators also organise role plays, puppet shows, Pala and Daskathia, debates, quiz competitions, and poster & slogan competitions among the students for internalization of Life skills. A kit comprising of information and communication material and articles have been provided to the peer educators for strengthening the process.
After several rounds of consultations at KISS involving teachers of the institute and external experts several LSE topics have been identified from the curriculum and additional topics specifically on ARSH was developed. Care has been taken to ensure that the information provided is age appropriate. A separate period is allotted for LSE session in the existing time table from 6th grade onwards.
Accordingly the resource persons have also been allotted different classes for imparting LSE. A handbook has been developed and shared with all the stakeholders for facilitating the sessions. Till date almost all the LSE sessions are following the scheduled time table. Case studies, role plays, simulation games etc are added by the resource persons for making it joyful learning and systematically working towards transforming knowledge into positive behavior.
Counseling and health services at KISS provide a back up to the LSE intervention at KISS. The services of professional counsellors are hired and separate counselling sessions are being organised for boys and girls. Four approaches have been adopted for identifying the counselling needs viz. setting up question box at strategic locations in the institute, referral from dispensary, cases identified and referred by the peer educators and cases referred by teaching and non teaching staff. Initially the focus was on group counseling to orient and inform the availability and advantages of counselling. Subsequently individual counselling sessions are followed. Individual counselling files have been developed for adolescents and case records kept for each student who has attended counselling sessions. Counselling rooms have been made more user-friendly with addition of posters and reading materials related to adolescent health and personal development. The health counselling in KISS dispensary has been strengthened with the joining of one full time lady obstetrician and gynaecologist, who has been paying specific attention to counselling needs of the adolescent girls on healthy practices as well as on gynaecologic disorders. A total 3008 students (both school and college) received counseling services during the year.
In the counselling sessions the major problems identified among the adolescent girls were reproductive tract infection, menstrual disorders and poor menstrual hygiene. For addressing these issues steps have been taken and emphasis was laid towards promotion and use of sanitary napkins. Looking into the requirement, the adolescent girls have been exposed and trained to prepare sanitary napkins at KISS. A unit has been established for the development, sterilization, packing and distribution of sanitary napkins in the girls’ hostels.
For the promotion of LSE and dissemination of information related to ARSH, students of KISS have performed street theaters on different occasions at KISS and in nearby schools on adolescent issues. In this process thousands of adolescents witnessed street shows on different occasions. The themes were highly appreciated by the adolescents. Similarly puppetry, role play and other activities were organised for the promotion of LSE in KISS and other schools. In addition, a puppetry team with 17 members have been trained for disseminating information on LSE and ARSH. Besides that new skills like Pala and Daskatia (Traditional folk music) have also been adopted for awareness building on LSE and ARSH issues.
Children’s Mock Assembly were organized by Peer Educators for developing leadership and communication skills. This also provided an insight about the Indian parliamentary procedure for passing of legislative bill. The mock assembly was designed to advocate for introduction of Life skills Education in the existing education system.
For the promotion of LSE in other schools social service camp has been organized in a nearby school on 1st October 2010. The purpose of the camp was to disseminate Life skills amongst slum children of the school, as well as to encourage the teachers of the school to promote and adopt LSE through their course curriculum. This activity was highly appreciated by the teachers and they requested for further support to school for continuing such innovative activities. The teachers and parents along with the students of the school were convinced to adopt the good practices at their level.
KISS has been endeavouring to equip its students with adequate knowledge by providing joyful learning experience and also to develop life skills. Exposure visits were organized for students of 8th & 9th grades visit to various public utility places and understand services and functioning. They have been exposed to Railway Station where they interacted with the railway employees regarding its operation, services, provisions and facilities available for the tribal students. In the Capital Hospital the student’s were informed about various services – out patient, emergency, blood bank and other facilities available for the public. They were also taken to the Post Master General’s Office, OMFED, Police station, National Museum etc for making them aware on different services as well as about various governmental provisions and facilities. Students enthusiastically involved in the exposure visits that were facilitated by concerned class teachers, hostel superintendent and peer educators.