Certificate and Transcript UVQF Level 2 or experience gained through on job training ( Coverage of Assessment and Training Package-ATP)
UVQF Level 1
UVQF Basic
Worker’sPAS
Certificate and Transcript (All Modules covered from Assessment and Training Package-ATP)
Ability to Work under moderate supervision in the occupational field
Ability to perform practical skills under moderate supervision in the occupational field Ability to perform occupational skills under supervision
Worker’sPAS (All Modules covered from Assessment and Training Package-ATP)
Ability to perform practical skills under supervision in an occupational field
Modular Transcript (Partial Modules covered from Assessment and Training Package-ATP)
Ability to perform practical skills under supervision in a single occupational module
Worker’sPAS (Partial Modules covered from Assessment and Training Package-ATP)
Ability to perform practical skills under supervision in multiple occupational modules
Completion of 2 years post S.4 training at a public/private BTVET institute
Shop floor employee in relevant occupation
UVQF Level 1
Regardless of educational background. Not less than 10 years experience in occupational practice in a registered enterprise
Completion of 3 years post P.7 training at a public/private BTVET school
Regardless of educational background. Occupational experience acquired through on job training in either formal or informal sector
Regardless of educational background. Occupational experience acquired through on job training in either formal or informal sector
UVQF Level 4 or Diploma in relevant occupation
Journal of Guidance and Counseling Volume 3, Issue 2
UVQF Level 3
ContribuƟng writers Shop floor employee in relevant occupation Self employed
UVQF Level 3 (With possible foundation course)
UVQF Level 2 Shop floor employee in relevant occupation Self employed
Shop floor employee in relevant occupation Self employed
Nalumansi MMR (Hajat)
Editorial
1
Sizoomu ChrisƟne Kiwanuka
Drug preven on should be rooted in our school
3
Mukyawe Saidi Nsamba
Divorce & its effects on performance of our children in schools & homes
6
Ssemakula Henry
Frequently asked ques ons about drugs
8
Mirembe Eseza
Teacher-parent rela ons core in student career guidance
11
Suppor ng children with visual impairment
12
Poems
14
Updates
14
Remainder
14
Stephen Mbasani UVQF Level 2 (With possible foundation course)
TABLE OF CONTENT
2013 Ministry of Educa on & Sports www.educa on .go.ug
Coverage of the remaining occupational modules provided in the ATP
NB: The issue of Job opportunities is quite wide and varies between occupations. I need to address it in detail to possibly appear in the revised or separate version of the brochure. For example in a single occupation like Catering and Hotel Management: UVQF Level 1: one could be employed as a Waitron, House keeper, Receptionist, cook, laundry and dry cleaner in a Hotel environment. UVQF Level 3: in the same occupation one could be employed as a Front Desk Manager, Casher, Chef, Baker, Chief receptionist, Tour guide, Flowering and decorator, etc. S/He could operate a Bakery as an entrepreneur.
Quarterly Journal APRIL – JUNE 2013
16
Quarterly Journal APRIL – JUNE 2013
1
UVQF System Skills Certification job opportunities and career pathways in BTVET Sub-Sector
or improve and develop facilities, amenities and a safe environment for pupils/students care and career development.
Competence Level
Qualification award
Level descriptor
Guidance and Counseling Personnel, Teachers, Tutors, Lecturers/Instructors
Editorial Nalumansi M.M.R (Hajat) Ag Commissioner Guidance & Counseling
Together with the Head teachers/Principals/Directors of Studies/Dean of Students, the guidance and counseling personnel (teachers/tutors) should ensure that:
UVQF Level 5
a)
The roles / responsibilities of governing bodies, teachers, school imams/chaplain in the provision of Guidance & Counseling In the previous issue, the role of the DIS, DEO, MEO, MIS, & Education managers was examined. In this issue, we examine the roles of the governing bodies, the teachers, & school Imams/ Chaplains in the provision of guidance and counseling: SMCs, PTAs, BOGs and other governing bodies As statutory organs at the school level that represent government, they are to ensure successful implementation of guidance and counseling programs by: a)
Ensuring that guidance and counseling activities are adequately budgeted for and monitor the utilization of the funds allocated. b) Working as a linkage between the school and the community by ensuring that schools draw programs that involve parents/community. c) Ensuring that guidance and counseling activities are carried out appropriately without undermining pupils/students’ rights. d) Providing overall direction for the guidance and counseling polity; and undertaking leadership role to upgrade
Quarterly Journal APRIL – JUNE 2013
Documentation and up to-date record keeping of the information of the pupils/students. The information should include: (Name, age, sex, place of birth, family background, religious affiliation, nationality, tribe, health status, social environment, achievements, interests and intelligence, etc). b) They provide guidance to pupils/students on choices of: UCE subject combinations and schools for UACE and other institutions for further studies. c) They make available information on universities and other tertiary institutions and courses that are offered. d) They develop costed school guidance and counseling programs (helping in organizing curriculum improvements). e) Monitor progress of pupils/students under their care and providing psychosocial support services to them. f) Develop an orientation program for new pupils/students. g) Conduct guidance and counseling meetings/workshops for pupils/students and parents.
Diploma and Transcript
Ability to manage and administer a vocational training institution
Ability to work as a Technician in the technical field
UVQF Level 4
Diploma and Transcript
Certificate and Transcript
Ability to deliver vocational Education and Skills Training to a learner in an accredited educational environment
Ability to Work as supervisor in the occupational field at a workplace
Admission requirements
Qualified and in possession of recognised technical and pedagogical qualifications and appointed to head a BTVET institution or unit. UVQF Level 4 and above A private sector enterprise manager UVQF Level 2 UVQF Level 3 Completion of S.6 and able to perform minimum of UVQF Level 2 Skills in the relevant occupation Qualified and in possession of recognised technical and pedagogical qualifications and appointed to instruct in a BTVET institution. UVQF Level 4 and above A supervisor in a private sector enterprise
UVQF Level 2
UVQF Level 3
School Imams/ Chaplains Certificate in Vocational Training Instruction (CVTI)
They should: a) Ensure there is spiritual guidance and pastoral care in schools. b) Provide moral, religious and other programs of spiritual guidance
2
Ability to deliver vocational Education and Skills Training to a learner in an accredited educational environment
Quarterly Journal APRIL – JUNE 2013
UVQF Level 3 and above
Job Opportunities
Head/Deputy of BTVET institution Head of department in BTVET institution
Supervisor at a workplace in the occupational field Middle Manager of SME Enterprise Self employment Training of Trainers in BTVET College Instructor in BTVET institutions Plant supervisor and trainer in enterprise Head of department in BTVET institution Head of Production unit Workplace supervisor Entrepreneur Middle level manager Self employment Head of department in BTVET institution Instructor in BTVET institutions Plant supervisor and trainer in enterprise
Further Education
NQF Level 6 or Degree in relevant profession
NQF Level 6 or Degree in relevant profession UVQF Level 5 or Higher Diploma in relevant profession Tertiary professional
NQF Level 6 or Degree in relevant profession UVQF Level 5
UVQF Level 4 or Diploma in relevant occupation Diploma in Business administration
UVQF Level 5 or Higher Diploma in relevant profession Tertiary professional training
15
Poems The 10 leƩers
1. 2. 3. 4. 5. 6. 7. 8.
Most selfish le er “ I” , avoid it Most sa sfying le er “ WE’, use it Most poisonous le ers “EGO”, avoid them Most used le ers “LOVE”, value them Most pleasing le ers “SMILE”, keep them Most spreading le ers “RUMOUR”, ignore them Most working le ers “SUCCESS”, achieve them Most disabling le ers “JEALOUSY”, keep a distance from them 9. Most powerful le ers “KNOWLEDGE”, acquire them 10. Most essen al le ers “CONFIDENCE”, trust them
What life means It does not mean sleeping and waking up It means being careful However, what can you do to be careful? You have to obey your elders. It doesn’t mean ea ng and drinking It means understanding nature You have to be friendly. It doesn’t mean walking and running It means being ac ve However, what can you do to be ac ve? You have to be hard working It doesn’t mean talking and shou ng It means being crea ve However, what can you do to be crea ve? You have to think fast.
You have taught me to see the shiny glint on every dark cloud And when I’m down, the thought of you gives me courage to get up You bring out the very best in me You make me feel so special because you speak Language that the dear hear The blind see And the dump speak The love language Parents, I want you to know that You are my heroes May you live to see all the best from me? Bravo mama, bravo papa
oriented approach to drug prevention in schools in the East African region. A School is not only about repairing all social evils, but also about repairing the evil of ignorance. We all have responsibilities as adults for these evils, and to correct them. Some Individual teachers will more than care when students use drugs, or contract sexually transmitted diseases, or adopt poor nutritional practices. Schools can of
EducaƟon Without me, you achieve nothing
Drug prevention should be rooted in our schools
You hate me, you face trouble in future You misuse me, you regret for that If you wish to get the best out of me, love me
Mukyawe Saidi Nsamba,
Use the li le me you have for me
Guidance and Counseling department, MOES
You may delay, but me will not Success has a simple formula Do your best and people will like you I’m Educa on, you partner in life endeavors
Reminder! Guidelines for uƟlizaƟon of SubvenƟon Grant funds Subven on grants are meant to be used to support learners with special educa onal needs in special schools. They can be used for: a) Teaching/learning materials b) Provision of light meals c) First aid medica on The following guidelines should be observed:
It doesn’t mean laughing and crying Then what does it mean? You have to know what it means It means trus ng God.
Great parents I never thought I would know someone so special I never thought I would have someone so loving I have never known such joy and sense of belonging apart from you You have taught me to press on To never quit, however hard the struggle is
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Acknowledge receipt of funds paid directly to the school bank account to the accoun ng officer, through the commissioner Special Needs Educa on; Funds should be used for the subven on ac vi es and no diversion should be made except with permission from ministry of Educa on & Sports; SNE staff & school finance commi ee should be involved in planning for the funds; Make all accountability using original documenta on within two month from receipt; no funds shall be released to your school before accoun ng for the previous funds received; The Head teacher shall be held responsible if funds are withheld for not
14
It is possible, and desirable, for schools to be concerned with drug demand reduction, drug supply reduction and mitigating the health and social consequences of drug use, with the major focus on demand reduction. However, education authorities should accept responsibility for
Drugs/ substance abuse is another evil that has penetrated the education sector, with diverse effects. A number of schools, rural or urban are being threatened by this vice; that passionate teachers, school administrators, and parents are trying to fight the evil without much success. Age, sex or school setting is no longer a factor for drug use by school going children, and hence a need for a new strategy to invest in strengthening the school social institutions especially Guidance, counseling and education social work department. Preventive approach and benchmarking best practices from other schools can offer much relief to our education sector. For some decades now students have been given lessons about drugs in school with belief that education about drugs can change their behavior. Some educators however, question the goal of behavior change and propose a more education-
Quarterly Journal APRIL – JUNE 2013
course, influence behaviours of its learners through the development of knowledge, skills and the cultivation of values in their students. The fact though is that schools do not have it in their power to stop smoking, drinking, or poor eating patterns. They instead do have it in their power to improve students’ knowledge and skills and to encourage the development of defensible values. They should be blamed, or at least held accountable, if students do not gain essential knowledge and skills regarding health, and cannot articulate a value position. This article does not offer a pre-packaged program of education for drug abuse prevention that can be picked up and implemented, but rather an attempt to provide a conceptual basis upon which teachers, and school administrators can pick one or two issues and work on them for a period.
3
School staffs are best placed to decide on the most appropriate response to tackling drugs within their school. This is most effec ve when: a) Drug and substance abuse is supported by the whole school community; b)
Drug educa on is part of a well-planned program of guidance, counseling and psychosocial support delivered in a suppor ve environment, where learners are aware of the school rules, and feel able to engage in open discussion; and confident about asking for help if necessary; c)
The Staff has access to high quality training and support to offer quality guidance and support to learners.
Schools should ensure that learners have access to and knowledge of up-to-date informa on on sources of help. This includes local and na onal help lines for drugs, tobacco and alcohol; the youth and community services. These sources can be used as part of or in addi on to the school’s own drug and illicit substance educa on. Any response to drug-related incidents needs to balance the needs of the individual learners concerned with the wider school community. In deciding what ac on to take, schools should follow their own disciplinary procedures. Expulsion should not be the automa c response to a drug incident and permanent exclusion should only be used in serious cases. Drug use can be a symptom of other problems at home or in the community where our students come, and schools should be ready to involve or refer some learners to other specialized service providers when needed. It is important that schools are aware of the relevant youth and family support services available in their local areas. Sources of advice and local services should be listed in the school key contacts for future reference. Some local authori es may also provide lists of sources of support for schools. The senior member of staff Quarterly Journal APRIL – JUNE 2013
responsible for guidance, counseling and educa on social work should make arrangements to compile own support
Drug abuse preven on includes both formal and informal curricular, the crea on of a safe and healthy school environment, the provision of appropriate educa onal- health services and support as well as the involvement of the family and the community in the planning and delivery of interven on programs.
iii)
Iganga Secondary School
43
20
Jinja
Kyomya Primary School
44
Masaka
Tweyambe Primary School
Spire Road Primary School
45
Masindi
Kamurasi Demonstra on
Hornby High School
46
Mbarara
Katukuru Secondary School
Hornby Junior School
47
21 22
Kabale
23 24
Kamuli
Luteete Mixed P. S
Mbarara Early Learning and
Kiworela Army School P. S
Assessment Centre
Muhokya Primary school
48
26
Muntanywana S. S
49
27
Nyakasanga Primary School
50
28
Rukoki Model Primary School
51
Develop a drugs policy which sets out their role in rela on to all drug ma ers. This includes the content and organiza on of drug educa on and the management of drugs within school boundaries and on school study trips/fieldworks/tours.
29
Saad Memorial S. S
52
Kayenje C/U P. S
Bishop Rwakaikara P.S
53
Nkozi Demonstra on
St. Theresa P. S - Kibale
54
Masindi
Kasambya Unit for the Blind
Have a designated senior member of staff with responsibility for the guidance, counseling, and educa on social work, including drug issues within the school.
32
Kiboga
Kateera Bikiira P. S
55
Kampala
Sir Apollo Kagwa S. S
33
Kitgum
Kitgum Primary school
56
Nebbi
Angal Girls’ Primary school
34
Koboko
Kochi Secondary School
57
Angal Secondary School
35
Nyailo Primary School
58
Packwachi S. S
36
Teremunga Primary School
59
Pajobi P. S Paida Primary School
Schools can do the following drug preven on strategies to respond and mi gate the effect of drugs and substance use on our learners, the school reputa on and performance:
ii)
Iganga
25
ins tu ons/ individuals in the preven on of drug abuse efforts.
i)
19
Develop drug / substance abuse policies in consulta on with the whole school community including pupils, parents, staff, governors and partner agencies.
Establish rela onships with local children and young people’s service providers especially in areas of health services and psychosocial support to pupils affected by drug misuse (including parental drug or alcohol problems). v) Have established rela onships with local agencies to understand what support is available for the learners.
30
Kibaale
31
iv)
Drug abuse preven on is defined as the educa onal program, policies, procedures and other experiences that contribute to the achievement of broader educa on and health goals of preven ng drug/ substance use and abuse.
4
37
Kole
Wigwa Unit
60
38
Ko do
Abim Primary School
61
39
Lomukura Primary School
62
40
Ngeta Primary school
63
Balita - Lwogi Primary School
64
41 42
Luwero
Ka kamu Sebamala P. S
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65
St. Hellen Primary School Moroto
Kangole Primary School Kangole Secondary School
Mpigi
Soro
Kakubansiri C/U Primary School
St. Francis P. S for the Blind St. Francis Sec. School for the blind
Wakiso
Hassan Tourabi Educ. Centre Kigomba Primary school
Buyende
Namasagali Secondary School
13
Supporting Children with Visual Impairment Eseza Mirembe PEO, Special Needs Education Visual Impairment refers to a visual loss that significantly affects performance of visual tasks like reading and writing. It is the consequence of functional loss of vision rather than the eye disorder itself, though the eye disorder can lead to visual impairment. It is in two categories: i) Low Vision ii) Blindness. Low Vision This affects a child to the extent that the reading of ordinary print is difficult even when she/he uses optic devices. Blindness The child who is blind cannot see. But a child with Visual Impairment can benefit from class. A child with Low Vision may benefit from larger print. Optic devices may help to improve the vision. When teaching a child with Low Vision, the following are important: - Contract - Size of the letters - Distance from the material to be read - Good clear handwriting - Glare should be controlled - The direction in which the source of light and the reader’s position - The amount of light should be adequate (remember albinos do not need so much light, some eye conditions may need more light).
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Drug abuse preven on includes both formal and informal curricular, the crea on of a safe and healthy school environment, the provision of appropriate educa onal health services and support as well as the involvement of the family and the community in the planning and delivery of programs.
Blindness Blind children can learn reading and “writing”. They use raised dots that are read by touch called Braille. They need specialized materials, equipment and teachers. They can go to any school as long as the above is there. Some of these children go to special schools like:
The school-based drug abuse preven on strategy, educa on and interven on program should have the following key components: a)
Schools with Blind/Visually Impaired Children 1. DISTRICT
SCHOOL
2. Apac
Aberi Primary school
3.
Apac Primary 7 School
4.
Ikwera Primary School
5. Arua
Arua Demonstration School
6.
Ediofe Primary school
7.
Mvara Secondary School
8. Bugiri
Waluwerere Primary School
9.
York Primary School
10. Bushenyi
Bushenyi Centre Ruhandagazi
11.
Rugazi Primary School
12. Namutumba
Kisiki College
13. Gulu
Gulu High School
14.
Gulu Primary School
15. Hoima
St. Benaddeta P. S
16. DEO
St. Adrea Secondary School
17. Iganga
Bishop Willis Dem. School
18.
Bishop Willis P.T.C
b)
c)
A program based on the guiding principles for school-based drug abuse , and focuses on equipping young people with informa on about drugs/substances; the life skills necessary to enable them to deal with different situa ons without turning back to drugs/ substances; the ability to resist pressure to use drugs and an understanding of what drugs are. A safe and suppor ve school environment made possible by a set of clearly communicated policies and procedures that provides care, counseling and support for all students and ensures a coopera ve approach among staff, students, parents, the community and related professionals agencies. Strategies for ensuring that all members of the school community Contribute to and support the school policies and procedures for dealing with drugs/ substance abuse.
d)
Appropriate professional training for relevant staff to gather Informa on and support par cular parents of students involved in il licit and other unsanc oned drug use.
e)
Mechanisms for con nuous monitoring and review of the school’s approach to drug/ substance abuse, preven on and incident management of deviate behaviors within the school se ng.
Supply reduc on strategies that aim to disrupt the produc on and supply of illicit drugs, as well as limit the access and availability of these drugs in certain contexts. In the school se ng this includes measures taken to limit the entry, use, and possession of drugs on school premises. Strategies to mi gate the nega ve health and social consequences of drug use These strategies aim to reduce the impact of drug use and drug-related ac vi es on individuals and communi es. It is possible and desirable for schools to be concerned with drug demand reduc on, drug supply reduc on, and mi ga ng the health and social consequences of drug use. However, educa on authori es should accept responsibility for changing students’ health behaviors including reducing drug and substance use. Schools are well able to influence drug use behavior and it is hoped that they do so. It is also the role of the schools to teach skills, to impart knowledge, and to establish a sound values base in rela on to health living and drug use to change behaviors of their learners. Schools, therefore, should not make change in health behaviors of students, par cularly drug use, the only measure of the success or effec veness of drug preven on program. Schools should report to the community / stakeholders on the achievement of educa onal outcomes that have been iden fied as contribu ng to the achievement of the broader na onal goals of educa on; preven on of drug / substance use and reducing its adverse consequences to individuals and society. Email:
[email protected]
‘Drug preven on’ or ‘drug abuse preven on’ has three main components: Demand reduc on strategies to reduce the desire and willingness to obtain and use drugs; and to prevent, reduce or delay the uptake of drug use. They may include abs nenceoriented strategies.
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5
Children always feel that they are the cause of conflict between both of you. This is made worse if there are orphans and step children in the family. Some parents are not even ashamed to insult them using all sorts of evil words. Children feel responsible for bringing you back together. Although some succeed in doing so in the long run but in most cases they fail and shoulder self guilt, feeling that they are not good enough or are responsible for what happened.
DIVORCE AND ITS EFFECTS ON PERFORMANCE OF OUR CHILDREN IN SCHOOLS AND HOMES Sizoomu Kiwanuka ChrisƟne Ag. PEO/GC Divorce has a marked effect on the academic performance, psychological and social wellbeing of our children both in schools and in homes. All children are seriously affected especially those below 18 years of age and end up suffering for the rest of their lives because of the decisions that have been made by their parents. Teachers therefore have a big role to try and understand why some learners act the way they do, and help them to overcome this situa on. Divorce means a legal ending of a rela onship between a wife and husband. The years spent in a rela onship are not considered by the spouses once the rela onship turns out sour. There is anger blame, denial, hatred and resentment from within the whole family and therefore Children should not en rely be blamed for poor performance in school and homes when as we parents are in most cases the cause.
This is not a green card for children to perform poorly assuming that everybody will understand their situaƟon. Teachers in class need to appreciate what these children are going through and should guide and counsel them so as to get over this problem. In most cases children develop deviant behaviors like substance/drug abuse, stealing, or later joining gangs. They o en become bullies and very aggressive towards other children in school especially where the marriage was brutal or abusive. Children develop self-esteem problems, which manifests through either being withdrawn, un-coopera ve or becoming bullies. They feel a sense of loss and lack of trust in anyone especially where one of you walked away when they were asleep. As these children grow up, they grow up with this personal pain which in most cases has great impact on their
If marriage counseling fails and divorce is the only op on, this is what you as parents/guardians and teachers need to know:
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6
TEACHER – PARENT RELATIONS CORE IN STUDENT CAREER GUIDENCE STEPHEN D. MBASANI Many students make career choices basing on what they are told at home than school. It is a common tendency for learners to be inclined to their parents and relatives seemingly high profile career choices e.g. doctors, lawyers, engineers etc without due regard to their abilities and changes in employment trends hence creating placement challenges. Schools should therefore have functional career departments to gather and disseminate up-todate career information to students. This should be done timely and progressively. Career guidance should be a process not just an event Offering career information to a senior six leaver is quite late however up-to-date it may be. This is because at this stage, their career choices have been narrowed due to the subject choices they made earlier. Career information should be part and parcel of senior one orientation so that learners perceive all the seventeen or so subjects they do at that level as resourceful. By the time they reduce them to nine or ten at senior three, and later choose subject combinations at senior five, they are focused and in line with reality. Considering the role parents play in the children’s decision making process, Career guidance should be multi-stake holder based involving both parent and teachers and both parties should as much as possible and regularly engage each other. This helps to avoid conflict and sets the learner free from stress. Schools may engage parents through well planned class days, careers days etc. And as we strive to offer the best career guidance sessions, it is crucial that career guides: Establish the career dream of the child. What is it that the child envisages to be in future? This should form the basis of
Quarterly Journal APRIL – JUNE 2013
the guidance session. Remember your role as a career guide is to help the child achieve his /her dream. As much as possible let your personal interests be secondary or just alternatives. Approach the guidance session with empathy. Empathizing is “walking in another person’s shoes’’ to understand how that person feels. Empathy helps you to build trust with the learner. Passionately share feelings and knowledge about the Childs’ core career dream. Just in case you are not knowledgeable about the basic requirements for that career, consult authentic sources like Ministry of education career guide handbook, university prospectus, PUJAB and JAB admission guidelines etc. Be courteous and respect the Childs’ opinions. Even though you may disagree, take care to do so without being offensive. Remember the learner knows best his/her abilities to do certain things. Use available source documents like the child’s past report cards to give your opinions. This helps to put him/her in a true perspective basing on his/her performance abilities and potential. Offer possible alternatives and request learners to think about them as well. This broadens the learners mind to new and demand driven career skills. They need to realize that we are operating in a dynamic / changing environment with challenging national and global trends i.e. in relation to the people’s perceptions, needs, interests, priorities, etc, Hence the need to continuously address these changes through attitude adjustments to meet the requirements needed by the new and current trends The write is a teacher at Kololo ss
[email protected] (0776425464)
11
9. Why do most users tell lies? Most drug abusers deny their drug problem. They lie to defend themselves or blame others for their problems. They often betray friends and family members when they need money to buy drugs. In school many of them sell off their property and also misappropriate the school fees. 10. Are there specialists in Uganda to help people with drug problem? Yes. There are several NGO’s doing drug counseling. In these NGO’s you will find experts who listen to your problems and try to help you find appropriate solutions to your problems. Consult Uganda Counseling Association ( located on Nkurumah RD KLA) for details concerning such organizations. If someone is dependent on drugs or otherwise needs medical help, there are drug treatment centers in government hospitals.
offences such as a cash fine or imprisonment.
future rela onships. They tend to become perpetual liars especially when parents were themselves liars.
Buy gi s to win favour from your children, espe cially when you had not previously been buying them.
12. Why are drugs produced and used in the hospital when they are harmful?
HOW TO HELP OUR CHILDREN COPE WITH DIVORCE
Stop one parent from visi ng his/her children un less there is evidence of wan ng to harm them.
Lie or make empty promises to your children as they will never trust you and they will tell lies to please you.
Drugs as well as medicine are used in hospitals to save lives and to reduce pain. This requires that only specialized personnel like doctors and nurses handle these drugs. This guarantees that the right drugs are used for the right purpose and in the right dose. 13. Which steps has the government undertaken regarding drug abuse and illegal trade? The government recognizes a growing drug problem in Uganda as drugs like heroin, cocaine etc. might be smuggled through the country and more and more marijuana is consumed here.
Parents, you should not assume that children know what is going to happen to them a er you have divorced. The life of uncertainty ahead of them cause’s anxiety and depression and therefore you need to prepare the children for it. a) Do not wait un l the actual divorce day to break such bad news to them. b) Talk to the children early enough about what is going on, what they should expect and exactly how the divorce will affect them.
Divorce affects our children most, especially those below eighteen years. The love and care that they will never receive when you are away affects their character and performance in schools and later how they relate to their spouses in marriage. The pain of missing a parent in their developmental years is so great that parents should try to work out all issues that would lead to divorce.
c) Both of you should be present as you talk to children to avoid blaming the other partner. d) Make it clear to the children that the DIVORCE IS NOT THEIR FAULT, and that both of you will s ll love them and provide for them.
11. Which drugs are forbidden in Uganda and what happens when the police arrest you?
e) Children need to know that the whole situa on is very difficult and sad for all of you.
In Uganda, the use, production, possession, transport and dealing with narcotic drugs like marijuana, heroin, mandrax and cocaine is forbidden. This is also the case with prescription drugs, which are not used for medical purposes. If the police arrests a person acting against the law, he/she will be sent to court, sued and prosecuted. The law provides stiff sentences for drug
AS PARENTS DO NOT: Involve the children in the middle of a
row or ask them to take sides. Openly blame one parent for the di
vorce. Forget to always PRAY for your chil
dren and yourselves.
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Quarterly Journal APRIL – JUNE 2013
7
and their partners by using a condom. When drugs are injected and needles or injecting equipment is shared, there is a high risk of getting infected or spreading HIV/ AIDS. This is also the case, when drug abusers sell their bodies in sexual activities for drugs or for money to get drugs.
3. How does one stop to abuse drugs and how long does it take to be fine again?
FREQUENTLY ASKED QUESTION ABOUT DRUGS HENRY SEMAKULA Dept of Guidance & Counseling 1. Is it true that taking drugs reduces stress? Drugs like Marijuana reduce stress in a short-term as it causes a feeling of happiness and relaxation. But of course problems remain and even increase. People smoking marijuana only escape their real world into a dream world for a short while. Once the high feeling produced by marijuana fades away the problems are usually worse than before. Using such substances only postpones and delays the solving of problems.
The most important thing is the eagerness to stop. The first step you should take is to find out why you take drugs. When you imagine the assumed benefits from drugs, it is easier to fulfill these needs in healthier ways. Try to gradually reduce the amount and frequency of the drug and take vitamins and minerals to restore your health. Avoid other drug abusers and places where you are tempted into consuming drugs. If you are not successful at your first attempt, do not give up! Many people do not manage to stop at their first attempt. Try again! Getting away from drugs is like recovering from an illness. The situation is much easier to bear if you get support from friends and family. You might also seek the help of counselors or doctors. Medical support is necessary with heroin or alcohol addicts because they usually experience severe and sometimes life threatening withdrawal symptoms.
This is exactly why drugs are so dangerous! Once you get used to them you have difficulties living life without them! With most drugs your brain adopts to their presence in your blood and then more and more of the drug is required to produce the same effects. This means that over time you use an increasing amount of the drug. Once you try to reduce your drug consumption or give it up completely you might experience a so-called withdrawal reaction. This can be unpleasant, painful or even dangerous for your life. Once a person is addicted, it no longer becomes just a habit, but a disease. Many people dependent on drugs do not use them for the pleasure they bring but to avoid the pain caused but the withdrawal syndrome. The best way to avoid this is simple: be strong and say “no”. Do not experiment with drugs. 5. Why do many people want to have sex after taking drugs? Drugs influence the way our brain works. They change feelings and they help to overcome shyness and restraints. A person feels strong and powerful and is more likely to give in to sexual temptation than when he or she is sober. 6.
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Can people using drugs get children?
Yes, this is possible. But you have to consider that people who use drugs regularly tend to be physically and psychologically weak and may thus not be in a good position to care for a child. They often neglect their own health. They lack motivation and spend a lot of time concentrating on their drug abuse, for which they spend a lot of money. This is not a very conducive environment for raising children. 8. What happens if women abuse drugs during pregnancy? If pregnant women abuse drugs, these drugs also affect their unborn children. The baby in the uterus is nourished through the blood of the mother. When a pregnant woman abuses drugs, these enter into the body of the developing baby. The consumption of drugs increases the chances of having a miscarriage. When effects spill over to the unborn child, the child is likely to have various impairments and child disorders.
Why are people who take drugs often very skinny?
Drugs irritate the normal functioning of the body, especially the stomach and intestines. Therefore drug abusers absorb fewer nutrients, like vitamins and minerals, from food into the blood. This is what may make them skinny. It weakens their immune system and thus puts them at a higher risk to contract diseases including HIV/AIDS. Furthermore, people abusing drugs tend to lose interest in food and proper care for their bodies but concentrate all their energy on having a steady supply of drugs.
2. Is drug abuse one of the causes of HIV/AIDS and other Sexually Transmitted Diseases (STD’s)? Drug abuse is not itself a cause of HIV/AIDS or other STD’s, but drug-abusing people easily gets and spread these diseases. Drug abuse weakens the body and immune system of a person. Drug make people forget about the dangers of having many different sexual partners and having sex with persons whose health status they do not know e.g they may forget to protect themselves
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4. Why do people who start using drugs want to continue?
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