Intervention Activities (by ReCAPP)

Below find a list of 29 intervention activities that you may choose to incorporate into your
program. This list is meant to give you an idea of the range of creative ways to share
information, clarify values and attitudes, and teach and practice skills. It is not, by any
means, an exhaustive list.

1. Anonymous Questions
Allowing youth to ask questions in an anonymous way may help to elicit more
meaningful questions, especially when teaching about a sensitive topic. For
example, youth get the opportunity to write questions on index cards (without
names), and then place their questions in a basket. The facilitator reads the
questions out loud to the group and provides answers. When students are given
the opportunity to ask any question, without having their names associated with
the questions, they are likely to ask more questions. They are also more likely to
ask questions that might otherwise be considered "embarrassing" or "taboo."
2. Artwork
Art projects like posters, advertisements, bulletin boards, maps, cartoon strips,
bumper stickers, etc., give youth an opportunity to demonstrate their knowledge
about a subject. For example, youth might develop a poster for a new form of
contraception, create a comic strip about safer sex, or draw a map of the assets
and needs of their community.
3. Brainstorming
Brainstorming is a great way to generate ideas and lists. In brainstorming, all
ideas are valid and recorded. For example, a facilitator may ask a group of youth,
"What are some reasons why young people have sex?" All answers to this
question are accepted and recorded. This technique encourages broad
participation and helps students consider all possibilities.
4. Case Studies/Scenarios
Case studies, hypothetical scenarios and stories are a non-threatening way to
start conversation or apply new skills and information. For example, youth might
read a scenario about a young couple who are dating and deciding whether or
not to have sex. The scenario can be used to start a large or small group
discussion, as an example for applying a decision making model, or for practice
in giving contraceptive advice.
5. Collages
A collage is an artistic representation of an idea (e.g., "my future goals") through
the use of magazine clippings, photographs, drawings, etc. Generally, after a
student creates a collage, he/she is asked to present/explain it to his/her peers.
6. Critical Reading
A reading assignment accompanied by a set of critical questions can be an
effective way to get youth to apply new information or explore values. Readings
from newspapers, books, magazines and the web might be used.
7. Critical Viewing
Critical viewing accompanied by a set of questions can be an effective way to get
youth to apply new information or explore values. Youth might view television
news stories, sit coms, dramas or movies.
8. Debates
In a debate, two groups will argue two sides of an issue (e.g., condom
distribution in schools vs. no condom distribution in schools). In preparation for
 the debate, youth research the issue and practice defending their assigned point
of view. Debates provide opportunity for practice in research, writing, logic and
oral presentation.
9. Demonstrations
Demonstrations are "hands on" practice of a skill or an activity. A classic example
of a demonstration in sexuality education is asking students to properly put a
condom on an object/model that resembles a penis.
10. Field Trips
A field trip to a reproductive health clinic, for example, may be a practical way of
showing youth how and where to get reproductive health services. Youth may be
given a list of questions they need to answer during the field trip. A follow-up
discussion or reflection activity should take place afterward.
11. Fish Bowl
In a fish bowl activity, several youth volunteer to sit in a small circle inside a
larger circle of peers. While inside the smaller circle youth discuss an issue or
question (e.g., How can teenagers prevent sexual violence?) Only while in the
circle can youth participate in the discussion. Youth in the outer circle are asked
to observe and listen. Exchanging youth between the smaller and larger circle is
encouraged and facilitated by a moderator.
12. Forced Choices/Values Clarification
In a forced choice activity, youth are given the opportunity to consider two sides
of an issue and then make a "forced" choice (agree or disagree) based on their
values. For example, "sexual intercourse should be saved for marriage" and
"sexual intercourse outside of marriage is OK." After the youth make their
choices, the facilitator encourages discussion so the youth can learn about
different points of view and clarify personal values. This activity can be facilitated
using a pencil and paper survey or a standing continuum.
13. Gallery Walk
Similar to walking through an art museum, a gallery walk allows youth to view
the ideas of all their peers. Youth write or draw about an issue, post their work
on the wall and then walk the wall to view the work of their peers. For example,
students may create collages of what "family" means to them. Once all the
collages are posted, all youth are invited to tour the gallery of collages posted on
the wall.
14. Guest Speakers
Inviting speakers from the community who have a special area of expertise or
experience and are skilled at talking with youth can be an interesting way for
youth to learn about different issues (e.g., inviting a guest speaker who has been
living with HIV to share his/her experience with the group).
15. Guided Imagery
In guided imagery, the facilitator asks the group to get into a relaxed position
through deep breathing, stretching, closing eyes, etc. After the group is in a
relaxed position, the facilitator talks the group through an experience (e.g., going
to a heath clinic to get tested for HIV) and periodically asks them to notice their
feelings, thoughts, worries, etc. After the guided imagery is completed, a
processing discussion is held.
16. Jigsaw
The jigsaw approach allows for group interaction and participation when a large
amount of information needs to be presented. For example, to teach about five
methods of contraception, five groups of youth are formed and each group is
 assigned one method. These small groups are given information about the
method and asked to answer a series of questions or prepare a brief presentation
about the method. At the end of 15 minutes, each small group is responsible for
presenting its method to the larger group. Everyone participates and a relatively
large amount of information is shared.
17. Journals
Journals provide the learner with an opportunity to document his/her personal
reflections, ideas, thoughts and feelings on an issue, e.g., "dating," "love,"
"sexuality," etc). Journal entries can take on various forms — writing, drawings,
collages, etc. Common notebooks are suitable for journals.
18. Large Group Discussions
Large group discussions are generally led by a facilitator. Information to be
discussed is presented through lecture, video, skit, etc. After this information is
presented, the facilitator leads a discussion that allows for recall, analysis,
generalization and personalization of the information. For example, a teacher
might present some statistics about STDs and teenagers to start a discussion
(introduction) and then asks the youth some questions about the statistics
(recall). Youth discuss why STD rates are so high for youth (analysis). Then they
list the ways they can prevent STDs (generalization) and how they will use this
new information in their lives (personalization).

For more information on facilitating large group discussion, see Guiding Large

Group Discussions in ReCAPP's Skills for Educators.
19. Lecture
A lecture is a prepared oral presentation that may or may not use visual aids
(charts, diagrams, slides, etc.). A lecture is generally used to present factual
material in a direct and logical manner to entertain or to inspire an audience.
Lectures appeal to those people who learn by listening
20. Quizzes
Quizzes, self-assessments and myth/fact sheets are ways to assess how much
information participants have about a subject, what they want to learn about a
subject, and/or what they have learned from a session. Reviewing the answers to
quiz with a group also allows for additional opportunities to teach or reinforce
information.
21. Panel Discussions
Similar to a guest speaker, several "experts" with different experiences or points
of view are invited to make short presentations. After their presentations, the
audience has an opportunity to ask questions to the panelists.
22. Role Plays
Scripted and unscripted role plays provide an opportunity for youth to practice
skills. For example, after learning the steps for refusal, youth might act out a role
play in which they actually apply the steps in a hypothetical situation. For more
information about using role plays, see Role Play for Behavioral Practice in
ReCAPP's Skills for Educators.
23. Skits
Skits are dramatic presentations of situations that can serve as input for a large
or small group discussion. Skits are effective at engaging an audience because
the performance is live and involves the participants as actors.
24. Small Group Discussions
Small group discussions generally allow for more youth to feel involved and
 express their ideas. Generally, the small group is given a set of guidelines or
instructions for completing a task together (e.g., generate a list of reasons why
teenagers have sex and write those reasons on flipchart paper). Small groups
report their work to the larger group. For more information about managing
small groups, see Managing Small Groups in the ReCAPP's Skills for Educators.
25. Think, Pair, Share
This activity allows everyone to participate when there is limited time. For
example, if the facilitator asked, "What are the characteristics of your ideal
mate?" it may take too much time to hear from all 20 students in the room. In
"Think, Pair, Share," students partner in pairs and share their ideas with one
another.
26. Timeline
Students depict a series of events chronologically on paper. For example,
chronicling one's sexual development may be a interesting way to show the
succession of biological, social and emotional events that affect an individual's
sexuality.
27. Training Games
Training games are generally thought of as interactive or cognitive activities that
help to break the ice with a group of learners (icebreakers), stimulate a group
whose energy is waning (energizers), or bring closure to a workshop/training
(wind downs). ReCAPP's Library contains reference information for several
training games books/resources.
28. Video
A wide variety of health education videos are available from various health
education organizations. Videos are often very popular with youth and are
effectively used to stimulate group discussions and reinforce learning. For more
information about videos, see ReCAPP's Library and Links.
29. Worksheets
A worksheet requires youth to think about the topic at hand and review
important/critical points. Worksheets are better used when the product is
authentic. For example, asking youth to write a letter to a friend about
preventing HIV is more authentic than asking youth to answer ten straight-
forward questions about HIV prevention methods.