Centre for Youth Development & Activities (CYDA)
A COMMON VISION
Creating an enabling environment for youth to become responsible and independent adults, with a focus on promoting human rights, democratic values, accountability and transparency and the courage to speak up.
WHat THEY DO
CYDA’s Health4Change program is implemented at various schools for senior students with a view to achieving a Healthy Attitude, Healthy Mind and Healthy Behaviour.
TARANG: Educating senior students on reproductive health and gender.
WASH: Creating awareness and training modules around water, hygiene and sanitation within schools, and educating children and staff to maintain the facility where toilets were set up or renovated.
Counselling: Providing individual support to senior students in academic, social and emotional needs.
CYDA guides teachers on how to create an enabling environment
TARANG empowers adolescents with the right knowledge & skills
The program employs engaging & interactive methods of learning
A safe space for students to express their concerns & doubts
CORNERSTONES
The CYDA teams that work in the schools are from similar backgrounds to the students. CYDA operates on the principle that the educators themselves should be role models for the promoted behaviours. The team is first given the same knowledge that students would receive and only once they adopt the principles are they trained to impart these learnings.
CYDA’s focus is on fundamental areas, like access to water & sanitation, the right to information and support in dealing with the challenges of adolescence. They see a tremendous impact on education and livelihoods once these needs are addressed. They also work extensively on driving policy change.
Life skills education along with better health & sanitation facilities
Awareness about cleanliness and personal hygiene
MAKING A DIFFERENCE
100 students from 6 schools between grades 8 to 10 have been part of CYDA’s Health4Change program with Bansuri. About 66 students have taken individual counselling and 64 participated in group counselling sessions. It was found that students who participated in the program were able to manage their emotions better and be more assertive in conversations.
The teachers observed a change in the confidence level of the students and found them to be less hesitant to speak up in class. There was an improvement in their academic focus as their ability to deal with their problems increased. In addition to students overcoming substance addictions, the frequency of physical fights and use of abusive language reduced as students learnt to deal with anxiety, stress and phobias.
HIGHLIGHTS
