OUTLINE OF THE SESSION
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Acknowledge the group, welcoming and apologies.
Open the group session according to the group norms set, for example did the group decide to open with a prayer? Before
commencing with the group session, briefly discuss the previous session.
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Get feedback from the group on anything they feel that they want to share with the group. Ask about any highlights or negative
experiences. Did they discuss the session with any of their family members or a friend, and if so how was this received?
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Ice-breaker (Feelings)
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Continue with life-maps
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Crisis management and bereavement
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How to deal with emotions through externalisation
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Role pla y
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Closure
ICE-BREAKER
Feelings
Materials needed: Feeling figures (knitted dolls with different facial expressions)
Activity
Simply ask the group, "What made you smile today?" and let them go around telling you and the other members about the
things that made their day or morning. Then give every group member an opportunity to choose one feeling figure out of
the stack of figures and ask everyone to explain why he or she chose that specific figure.
LIFE-MAPS
Give each person a chance to share how he or she is feeling and what he or she has gained from the last session. Continue to discuss
the life-maps of participants who did not get a chance in the previous session. Focus on the feelings and coping styles. When everyone
has had a chance, identify the most prominent emotion in the group: such as dealing with death, sadness, and anger or guilt feelings.
Show how these feelings fit into the stages of crisis.
CRISIS
Give information about stages of a crisis to help them understand their own reactions. Share the information and ask them to share
how they experienced it.
BACKGROUND FOR THE FACILITATOR
It is important to emphasise that each person may feel different, but that there are common stages that can be identified when a
person has to handle a crisis. The stages include: denial, anger, bargaining, depression and acceptance. While it seems as if a sequential
order of the stages is implied, it is important to share with the participants that each person is unique and that the way in which a
person comes to terms with his or her impending death or the crisis does not necessarily follow the order of the stages. Some of
these phases are temporary; while other phases will take a long time. The stages will exist at different times and can co-exist within
each other.
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Intervention Programme for the ENHANCEMENT OF CHILDREN'S RESILIENCE
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