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Let the group develop their own rules and write them on a piece of cardboard.
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Introduce the 'feeling thermometer'.
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Explain to the group what the feeling thermometer is and how it works. Hand out a piece of cardboard to each group member
and coloured pens/pencils. On this card they have to write down their names and decorate the card. For the younger children
who have not yet started to write, the facilitator has to write down his or her name. The child then decorates the card. Each
member has to fix his or her name card next to the feeling face they think will most fit their feeling for the day.
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We have a break halfway through the session, during which the children can go to the bathroom.
Activity 1 -The Blind Walk with Directions game
The Blind Walk with Directions
Aim: This game is to enhance trust and self-confidence and to encourage children to take responsibility for one another.
Material: Enough pieces of cloth to blindfold one child in each pair, and some items to build the obstacle course
Instructions: Before starting the game, build an obstacle course with various obstacles found in the environment. Keep the children's
safety in mind when choosing the objects. Agree on the start and the finish line. Blindfold one child in each pair. The children gather
at the start and set off together in pairs. The blindfolded child has to cross the obstacle course from the start to the finish. His or her
partner calls directions to guide the blindfolded child over or around obstacles so that he or she can reach the finish as quickly as
possible.
Tip: It is easier to start with one child mastering the obstacle course at a time. Once the children have got used to the game, several
children can start at the same time. This makes the game more difficult, because each blindfolded child has to focus on the voice of
his or her own guide. It is also more difficult for the guides because they have to be very observant in order to prevent the blindfolded
children from bumping into each other.
Allow each child to take a turn being blindfolded.
When setting up the obstacle course, make sure that the obstacles are manageable for the children. You don't want them getting hurt!
Avoid making the children jump: not being able to see has an influence on a person's balance and jumps that can be performed easily
with open eyes are more difficult when wearing a blindfold.
Discuss these questions with the children:
-How did you feel before you did the obstacle course?
-How did you feel afterwards?
-Were your partner's instructions helpful? When were they the most helpful?
-Would you have managed the obstacle course without help?
-How did it feel when several children crossed the obstacle course at the same time?
-In real life, other kinds of obstacles make a person feeling helpless and frightened - can you name any?
-In real life, how does it feel when you manage something you thought you would never be able to cope with?
-In real life, do you have someone who helps you to overcome obstacles, like a guide? Who?
Ending: What was today about?
Ask the children what they enjoyed most during this session.
Ask the children what they didn't enjoy during this session.
Refer back to certain highlights of the session and discuss them in the group.
Climbing up the Tree exercise
ASSESSMENT
At the end of the session, recap the important core concepts. Ask the children if they have any questions. Assess if they know each
other's names and if they can name the group ru les.
HOMEWORK
None
HIV
Intervention Programme for the ENHANCEMENT OF CHILDREN'S RESILIENCE
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