O-Week Workshop Booklet

Transcription

RHODES UNIVERSITY
HOUSE
ORIENTATION WEEK
2007
COMMITTEE TRAINING BOOKLET
I
DISCLAIMER:
This booklet is intended to offer basic information on a wide range of subjects. It is by no
means exhaustive. Due to obvious space limitations we cannot hope to answer all questions
related to the issues addressed.
Due to the subject matter some of the images are graphic and may upset sensitive readers.
Rhodes University House Committee Orientation Week Training Handbook
Layout: Larissa Klazinga
Contributors: John McNeill & Allan Webb Hall, Iain L’Ange & Nelson Mandela Hall, Sarah
Fischer, Trevor Amos, Vivian de Klerk, Larissa Klazinga, Louise Vincent, Carla Tsampiras,
George Euvrard, Anthea Ribbink and Mike Naidoo with major contributions from POWA and
RAVESAFE which are very gratefully acknowledged.
Version: 1
Prepared using: Microsoft Word 2003
Document name: House Comm O-Week Workshop Booklet 2007.doc
II
Rhodes University
ORIENTATION WEEK 2007 WORKSHOP BOOKLET
CONTENTS
CONTENTS
1
DEAN OF STUDENTS’ WELCOME MESSAGE
3
TRAINING PROGRAMME FOR HOUSE COMMITTEES
4
HOUSE COMMITTEE PORTFOLIOS
6
SESSION THREE: LEADERSHIP & PORTFOLIO DISCUSSION
Introduction
ALL House Committee Members
Senior Student
Secretary
Entertainment Rep
Sports Rep
Treasurer
ResNet Rep
Community Engagement Rep
Food Rep
6
6
6
6
7
7
8
8
8
9
9
WORKSHOP ONE: DIVERSITY
10
SESSION SEVEN: FACING RACE @ RHODES
SESSION EIGHT: GENDER & SEXUALITY
Definitions
10
16
16
WORKSHOP TWO: SEXUAL HEALTH & HIV/AIDS
20
SESSION SIX: SPREAD THE WORD NOT THE VIRUS
Safer Sex Quiz
Safer Sex Quiz Answers on page 62
Condoms
Sexually Transmitted Infections (STI) FAQ
Chlamydia
Syphilis
Crabs
Hepatitis B
Herpes
Genital Warts
Trichomoniasis
20
20
23
24
27
27
28
30
30
31
32
33
1
Gonorrhoea
Bacterial Vaginosis
HIV/AIDS FAQ
What are HIV and AIDS?
How is HIV spread?
How HIV is NOT transmitted?
The HIV Test
33
34
35
35
35
36
37
WORKSHOP THREE: SUBSTANCE ABUSE
38
SESSION FOUR: DRUGS & ALCOHOL
Drug Quiz
Drug Quiz Answers on page 62
Drug & Alcohol Fact Sheet
Alcohol
Ecstasy
LSD
Heroin
Cocaine
Methcathinone
Cannabis
Speed
Acquaintance Rape Drugs
Protecting Yourself from Date Rape Drugs
Rohypnol
Gamma Hydroxy Butyrate (GHB)
Ketamine Hydrochloride
38
38
38
39
39
39
40
40
40
41
41
41
42
43
43
44
45
WORKSHOP FOUR: CAUSES OF PSYCHOLOGICAL STRAIN & METHODS OF SUPPORT
46
SESSION TWO: DEALING WITH PSYCHOLOGICAL PROBLEMS
The Student Counselling Centre
Depression
Helping Someone in a Suicidal Crisis
Anxiety
Eating Disorders
Rape
Harassment
46
46
48
50
52
53
56
60
SAFER SEX QUIZ ANSWERS
62
DRUG QUIZ ANSWERS
62
EMERGENCY CONTACT DETAILS
64
2
DEAN OF STUDENTS’ WELCOME MESSAGE
Welcome back to all Sub-Wardens, House & Hall Senior
Students and House Committee Members. The purpose of
this training programme is to prepare you to help new
students to cope with the demands made on them during
their first year at University.
Since time is limited, you will not be ‘lectured’ on the way
the University works, what the rules and regulations are
etc. We will assume that you already know much of this,
and that you can read up what you don’t know in the
University Calendar and your Hall and Residence Rule
Books.
Instead, the programme focuses on the broader social
issues which are important in student life: issues such as
substance abuse, harassment, sexism and homophobia,
stress, loneliness and depression and sexual health and
HIV/AIDS. It is in these areas that you will often be called
upon to help during crises, and so we want you to think
about each of these issues carefully, to prepare you for how
you will handle them.
As the Dean of Students, I wish to emphasise that I greatly
value the contribution that each of you will make during
the year that lies ahead, in ensuring that each of our new
students at Rhodes has a positive and enriching experience,
taking advantage of all that the University has to offer. I thank you in advance for this and I wish you a
rewarding year and every success in your own studies.
Good luck,
Prof Vivian de Klerk
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TRAINING PROGRAMME FOR HOUSE COMMITTEES
DATE: WEDNESDAY 31 JANUARY:
VENUE: Eden Grove Red Lecture Theatre & Seminar Rooms
ATTENDANCE: All Sub-Wardens, Senior Students and House Committee members are strongly encouraged
to attend the House Committee Orientation training as it will form the basis of the workshops run in all the
residences during O-Week.
Time
Venue
08h30 - 09h00
Task/Function
Speaker/Trainer
Registration
Eden Grove Red
09h00 - 09h15
Welcome by Vice-Chancellor
Dr Saleem Badat
Session One: Training the Trainers: How to manage small-group Workshops
09h15 - 09h30
Eden Grove Red
Plenary
09h30 - 10h15
Eden Grove Seminar Rooms
Group Discussions
10h15 - 10h30
Eden Grove Red
Report-back
10h30 - 11h00
Eden Grove Concourse
Tea
Prof George Euvrard &
Mrs Anthea Ribbink
Session Two: Causes of Psychological Strain & Methods of Support
11h00 – 11h15
Eden Grove Red
Plenary
11h15 – 11h40
Group Discussions
11h40 – 12h10
Eden Grove Red
Presentation
12h10 – 12h55
Group Discussions
12h55 – 13h00
Eden Grove Red
Report-back
13h00 – 1400
Lunch
Counselling Centre
Staff
Session Three: Leadership & Portfolio Discussion
14h00 - 14h30
Eden Grove Red
Plenary
14h30 - 15h15
Group Discussions
15h15 - 15h30
Eden Grove Red
Report-back
15h30 - 15h45
Tea
Mr Trevor Amos & Ms
Meesbah Jiwaji
Session Four: Substance Abuse
15h45 - 16h10
Eden Grove Red
Plenary
16h10 - 16h50
Group Discussions
16h50 - 17h10
Eden Grove Red
Report-back
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Dr Sirion Robertson &
Mr Michael Naidoo
DATE: THURSDAY 31 JANUARY:
VENUE: Eden Grove Red Lecture Theatre & Seminar Rooms
ATTENDANCE: All Sub-Wardens, Senior Students and House Committee members are strongly encouraged
to attend the House Committee Orientation training as it will form the basis of the workshops run in all the
residences during O-Week.
Time
Venue
Task/Function
Speaker/Trainer
09h00 - 09h20
Achieving Academic
Excellence
09h20 - 09h35
What can the SRC do for you?
Prof Vivian de
Klerk
Ms Bryony Green &
the SRC
Session Five: Maintaining the Balance
09h35 – 09h45
Eden Grove Red
SRC Mentoring Programme
09h45 - 10h10
Sport @ Rhodes
10h10 - 10h30
Community Engagement
10h30 - 11h00
Ms Fatema Morbi
Mr Aziez Madatt &
Mr Kerr Rogers
Ms Ingrid Andersen
& the CSD
Tea
Session Six: Spread the word NOT the Virus - Sexual Health & HIV/AIDS
11h00 - 11h30
Eden Grove Red
Plenary
11h30 - 12h30
Group Discussions
12h30 - 13h00
Eden Grove Red
Report-back
13h00 - 1400
Lunch
Ms Bianca
Camminga &
SHARC
Session Seven: Diversity - Facing Race @ Rhodes
14h00 - 14h30
Eden Grove Red
Plenary
14h30 - 15h15
Group Discussions
15h15 - 15h30
Eden Grove Red
Report-back
15h30 - 15h45
Tea
Prof Louise Vincent
& Dr Petiwe Matutu
Session Eight: Diversity - Gender & Sexuality
15h45 - 16h10
Eden Grove Red
Plenary
16h10 - 16h40
Group Discussions
16h40 - 17h00
Eden Grove Red
Report-back
Ms Carla Tsampiras
& OutRhodes
Session Nine: Safety & Security
17h00 – 17h25
Eden Grove Red
Plenary
Mr Rob Benyon
17h10 - 17h20
Eden Grove Red
Thanks & Closure
Prof Vivian de
Klerk
Friday 02 February has been left purposefully free of scheduled activities to enable you to prepare for the arrival
of new students on Saturday 03 February, for Administrative Registration over the weekend.
5
HOUSE COMMITTEE PORTFOLIOS
SESSION THREE: LEADERSHIP & PORTFOLIO DISCUSSION
Introduction
Congratulations on being elected onto the House Committee. Very often you may find that after being elected
you are wondering what exactly you need to do. You may have some idea of what each portfolio involves – but
you are probably a little confused about what is expected of you.
This document is intended to act as a guideline, listing general expectation. They may differ to some extent from
residence to residence and hall to hall
Each portfolio is defined by what their key Roles and Responsibilities are. For each of the identified roles and
responsibilities, Key Performance Measurements are also defined. It will be against these measurements that a
member can answer ‘yes’ or ‘no’ and so determine their level of success.
ALL House Committee Members
KEY ROLES AND RESPONSIBILITIES
1.
Fulfill portfolio responsibilities (see separate specification)
2.
Participation in residence activities
3.
Communication
4.
Provide leadership
5.
Teamwork (colleague & Warden assistance)
KEY PERFORMANCE MEASUREMENTS
1.
Attend all Hall Social Functions
2.
Support or participate in at least 75% of the inter/intra-res sporting and charity activities
3.
Spend at least one hour a week in the common room interacting with students
4.
Sit at different meal tables frequented by house residents at least once a week.
5.
Attend all House Meetings and House Committee Meetings
6.
Check your portfolio boards every three days and keep it up to date.
7.
Ensure that House concerns are placed on the House Committee Agenda list, or alternatively, discuss the
matter with individual House Committee members (including the Warden).
8.
Identify students who are not participating and actively encourage them to participate in Residence
Activities.
9.
Identify problems (related to the House Committee) and use appropriate mechanisms to approach persons
concerned and actively offer House Committee colleagues assistance.
10. Where problems have been identified work proactively to identify and implement solutions.
Senior Student
1.
To arrange purchasing of the Residence Top
2.
To arrange the House Photograph.
3.
To act as representative of the students in your hall, and to support their views support
4.
To ensure that house comm. members fulfil their duties
5.
To organise food for exam snacks
6.
To run House meetings
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1.
To arrange purchasing of the Residence Top
a.
Put up diagrams of available garment options by end of the first term
b.
Put up lists requesting garment preferences from House Members
c.
Receive sample of selected garment and circulate for confirmation
d.
Put up order forms before the end of SWOT week in the first semester
e.
Have monies collected and final order placed with manufacturers by first week of the third term
f.
Ensure that final product is of suitable quality and distributed to buyers by end of 3rd term or early
in 4th term.
2.
House Photo.
a.
Inform students of the date at which house photo is to be taken and organise a photographer.
b.
Ensure student arrive on time and are dressed appropriately.
c.
Provide names of students to the photographer.
3.
Exam Snacks.
a.
Inform students of the exam snack dates and times
b.
Ensure that the snacks are budgeted for in the annual residence budget
c.
Ensure that there are enough snacks (within reasonable limits) for the residence.
Secretary
1.
Perform secretarial duties
2.
Minor tasks
1.
Obtain house recreational photographs for the Website
a.
Approach students with cameras and request photographs from them after social events
b.
Provide Warden with at least one photograph a month for the Website
2.
Perform secretarial duties
a.
Ensure that the Minutes from all House Committee meetings are out within one week of the
completion of the meeting and distribute them to all members of the house.
3.
Minor tasks
a.
Compile a list of the birthdays of all students, and ensure that the student concerned receives a
birthday card before 09h00 on the day of his/her birthday.
Entertainment Rep
1.
Plan and manage entertainment events
1.
In consultation with the House Committee, prior to Orientation Week draw up a schedule of events for
the year, including deadlines for functions.
2.
Ensure that the event schedule includes non-alcohol based events i.e. movie nights, games evenings etc.
3.
Notify the House of events at least one week before the event.
4.
Using a roster system, organise set-up & clean-up teams for all events.
5.
Ensure that all event venues are returned to their original condition
6.
Ensure that a schedule for entertainment events for each term is kept on the board and is kept up-to-date.
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Sports Rep
1.
Participation
2.
Motivation and provision
3.
Organisation
1.
Participation
a.
Visit members of the residence individually to involve them in inter-res activities.
b.
Attend every inter-res sporting function unless there is a good excuse not to.
c.
Enter at least one team for every inter-res sporting event.
2.
Motivation and provision
a.
Try to follow up on all events or suggestions that are put forward and which are viable.
b.
Keep records of participants in all inter-residence sporting events
c.
In consultation with the Warden, present awards for participation to the most frequent participants
at the Annual Residence Awards Evening (or whatever award is relevant to your Hall).
3.
Organisation
a.
Submit all receipts for inter-res sport to the Treasurer within one week of participation in the event.
b.
Each term ensure that a list of all forthcoming sports events for the Hall is clearly displayed.
c.
Have sports notices, with team sign-up lists up at least one week before the event
Treasurer
1.
Finance
2.
Prepare Financial Reports
1.
Finance
a.
Ensure that the House Committee can have access to the books
b.
Review house funds at every House Committee Meeting, advising the committee of income and
possible budget shortfalls.
c.
Liaise regularly with the Sports Rep and collect all receipts from him/her within one week of the
event.
2.
Quarterly Audit of the transactions by the hall
a.
This must take place once a year, through the auditors
ResNet Rep
1.
Promote and Administer ResNet
2.
Liaise with ResNet Technician
1.
Make sure that people are aware of ResNet before end of first week of the first term.
2.
Respond to all questions about ResNet within a week
3.
Ensure that the House website is updated by the end of the second week.
4.
Liaise with the ResNet Technician at least once a week.
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Community Engagement Rep
1.
Planning community projects
2.
Leading, organising and controlling community projects
1.
Planning community projects
a.
Publish a bulletin of forthcoming community engagements in the house.
b.
Aim to get 60% of students in the house involved in one community project (to benefit the
community or raise money for the community) each semester.
2.
Leading, organising and controlling community projects
a.
Successfully complete projects and get the necessary publicity
Food Rep
1. Facilitating feedback between students and caterers
2. Manage Kitchenettes
1.
Facilitating communication between students and caterers
a.
Put up “meal rating sheets”
b.
Prepare meal complaint forms
c.
Make yourself available to hear complaints at regular times.
9
WORKSHOP ONE: DIVERSITY
SESSION SEVEN: FACING RACE @ RHODES
In this workshop, led by Professor Louise Vincent, you will be asked to think carefully about issues of
race and to discuss the effect that apartheid has had on the way different people understand race and
racism. She has recently done some fascinating research on this question, focussing on the views and
opinions of Rhodes students, and to help you raise your awareness about these issues, we ask that you
read the following quotes from her article, some of which summarise the words and experiences of
various students.
[All quotes are from Vincent, L (2005) “Just a little thing like the colour of their skin ruined everything’ Facing race at
Rhodes 10 years after”. African Sociological Review 9(1). Fuller reference details for each quote are available in the
original]
Read them … and think about your personal responses to their words.
The myriad minute decisions that constitute the practices of the world are at every point
informed by judgements about people’s capacities and worth, judgements based on
what they look like, where they come from, how they speak, even what they eat, that is,
racial judgements. Race is not the only factor governing these things and people of
goodwill everywhere struggle to overcome the prejudices and barriers of race, but it is
never not a factor, never not in play.
1. “She went to a private white school and therefore had no contact with black people. She chose to go to
Rhodes to change this reality. She wanted to meet new people from different places and backgrounds.
She thought it would be so wonderful to belong to a community where everybody would interact and
mingle. She was naïve. She went to the dining hall and discovered that boys sat with boys, girls with
girls, whites with whites, blacks with blacks and so on. Her heart dropped. This was the reason she
hated high school. She eats mostly with the other white girls in her residence. Now she is obsessed
about her weight.”
2. “It was at Rhodes that he began to be fully aware of and bothered by racism. He frequented the black
dominated clubs as often as he did the white dominated ones. However, he would often go to the latter
alone because his friends had long sworn they would never visit clubs filled with whites. On one
occasion he went up to a group of white girls. They smiled at him but their body language changed. The
two guys with them gave a half manly acknowledgement but then the one closest to him leaned over
and whispered into his ear so that only he heard, ‘fuck off’. He walked away feeling that he was simply
where he did not belong. The next morning he woke up and felt a boiling anger. Since then, his
consciousness of racism has heightened.”
3. “He … went to a Model C school and is used to multicultural diversity. During his first two weeks at
Rhodes he became attracted to a white girl. They started having a relationship which had to be ‘silent’
for reasons known only to her. Then he overheard some of her friends discussing the relationship. They
said she was worried about how everyone would react if she was seen with a black man. What if her
parents found out? They white boys wouldn’t want to talk to her. They would call her a slut and think
she might have Aids. She broke up with him. What hurt the young man was that he thought people had
changed and that all South Africans see each other as one. Even students who have never experienced
apartheid, who have been to school with black people since the early 1990s still think stereotypically of
black people. What killed him was that most of his black friends told him he should have stuck to his
own skin colour, he should have known better.”
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4. “She is a young student, just enjoying life. She has fun, doing whatever she pleases, not generally
phased by other people’s opinions. One evening, while out with friends she happens to kiss another girl,
who happens to be black. This is done not as a sexually political or racial statement; she was just being
herself (like so many girls her age she is exploring her sexuality). She never realised that others had
seen or even cared. The following evening a boy, a farmer’s son from Zimbabwe approaches. ‘Did you
kiss a black girl?’ This took her completely by surprise. He was a friend. ‘That’s disgusting. I hope you’re
embarrassed. But don’t worry, just apologise and we’ll forgive you. The guys think you’re a cool girl.
Just say you’re sorry’. She burst into tears and walked home.”
5. “Coming to Rhodes he had an overall feeling of trepidation at moving into a more ‘exposed’
environment than he had been in the past, growing up as a white male. He had been to boarding school
but it was an elite private school. Although there were plenty of black people they had always been in a
minority and had never seemed a threat as it were. Now he didn’t know what it would be like living
somewhere where his race was a minority. He had been warned that at other universities where
residences were ‘pitch black’ everything had to be kept totally locked up as a result of the endless
stealing. Furthermore his black classmates had been from wealthy families and most of them had no
problem mixing with the white majority. The prospect of res. now presented a different scenario. Whites
were a minority and blacks were from all walks of life, not just a tiny rich elite. His fears and worries
turned out to be totally unfounded. Life in res. turned out to be very much like life in boarding school.
White boys seemed to be the only ones who really stuck together. There was no black ‘popular group’
which everyone tried to fit in with. Instead, he ended up having the same colour friends, and ran around
the res. getting drunk and having fun as if he owned the place, just as he would have had he been in a
predominantly white res. He also found that theft was never a problem.”
6. “White people don’t see white privilege. Many of them believe in individuality and sometimes go as far
as to profess to not having a culture. For this reason they are not controlled by the stereotypes attached
to race and are allowed to be whoever they want to be. In the case of Rhodes the strong colonial
influences and Rhodes’s history of it being a white university campus under apartheid have more than
contributed to the dominant white culture in this campus. White culture is taken as the norm on campus.
It affects you from whatever background you come from. Personally we struggled with getting used to
eating with a fork and knife, but we had to learn. I didn’t want to stick out. Yet this pressure to conform
to the norm goes far beyond how a person eats in the dinning hall. It has affected who gets what.”
7. “In terms of race, I found that I was very sheltered. By living in a coloured area, I had never really come
into contact with real racism. The way that I did things was never ‘made strange’ the way that it is now
that I spend most of my time at a white-dominated university. As a result, I have become more aware
and sensitive to people’s remarks and attitudes towards my behaviour. This sensitivity has allowed me
to see if not racism, then at the very least, prejudice as I do not conform to people’s stereotypes.”
8. “I remember being fascinated by being in the same lecture theatre as two white students. It was my first
interaction with another race, and it felt strange as well as being lectured to by a white lecturer for the
first time.”
9. “I went to a Model C school where I encountered my first black child in my school in Standard One and I
now recall how shocked I was. I am not ashamed about it because I believe it is a natural reaction to be
shocked by something you do not see every day, never mind having never seen it before. Race is real
to me. I have a different colour skin to that boy in my class in standard one. I will always be a different
colour skin to him.”
Black participants, including many from neighbouring states, reported seeing themselves as black for
the first time, or at least coming to a new awareness of their black identity only through experiences
that placed them in prolonged contact with whites, for example at school, university or work.
For those who did not attend Model C schools it is at Rhodes where they first come to recognise
themselves ‘as black’. The shift is one from encountering ‘the other’ in a limited range of highly
11
unequal settings to encounters as neighbours, fellow pupils or students, playmates, potential
lovers, opponents and friends.
10. “Growing up in the post-apartheid era I have had to conform to make myself more acceptable, leaving
my roots behind. I suffer from a dominant social discourse about coloured identity which says that
coloured people are alcoholics, unemployed and teenagers who fall pregnant very easily. I was raised
in a good home which was family oriented as many coloured families are, but I also grew up in a
coloured area thus I have a thick coloured accent. I admit that when speaking to white people I hide this
accent as this will allow them perhaps not to think of me as coloured but as an educated female.
Although I am often mistaken for being Indian, my colouredness comes out when I speak. I try to adapt
to be more acceptable.”
It remains very common for South Africans, including young university students, to regard race and in
particular, the existence of four main ‘race groups’ – white, coloured, Indian and African – as a selfevident, common-sensical, ‘utterly uncontroversial fact of life’.
11. “She felt that even though many don’t view colour as an issue on a conscious level, deep down
everyone has a problem somewhere along the line with race. She experienced this openly at Rhodes.
At night it is always the same thing: black students at CJs, white students at the Rat and Pop Art used
to be frequented by the Indians and coloureds. Everyone, on some level, would rather be with their own
colour.”
12. “He never thought he was a racist until he lived and studied with people of different racial groups at
Rhodes University. He found it extremely difficult to adjust to his new environment since he had never
encountered such a situation before. He hails from a place inhabited by 99% Indians because it was a
group area during the apartheid years. The older generation who were victims of apartheid taught him
never to trust a white person, never to become friends with a white person. This is how his view of race
evolved. Growing up in the new South Africa he finds it extremely difficult to interact with members of
other racial groups.”
13. “When I first arrived at university a worrying factor for me was how I would share bathrooms with fellow
black students. Contrary to my expectations I found them to be the cleanest of all other race groups.
While I profess my deep-seated love for black people, I am aware of how to a certain degree I respond
to black people in a negative way. For example, a fellow Indian friend remarked how her res. neighbour,
a black girl, asked her to tie her hair up into a ponytail. And she, my friend, was extremely hesitant to do
so. Feeling compelled, she did it, but afterwards washed her hands in jik. I couldn’t help but wonder if I
would have felt the same. Shame on me. Unless I am able to grow out of this constricting mould of
prejudice I am a disgrace to society. But how am I to do so?”
14. “In res. he quickly learnt that the common room is for the ‘darkies’ and the bar is for the ‘white dudes’.
The moment a white student walked into the common room to find a congregation of darkies watching
television the white student would say he was ‘just checking what was on’ and leave immediately. At
lectures it is not any different. He always noticed in his ________ lecture which was taken by a black
lecturer how little attention she received from the white students. Its either complete chaos or they walk
out. It still amazes him today how white students always complain about black lecturers when there’s
nothing to complain about. He was present when one black female lecturer said, ‘one of the challenges
in my profession is the utter disrespect I receive from students who do not listen to me. I cannot teach
them anything worthwhile because I am black.”
15. “In orientation week we were invited to the SRC’S parties at the union. Like good little first years we
went along but quickly grew tired of the rock music and beer guzzling. My friend and I thought it would
be best if we were to have a quiet night in at res. Just before walking out of the union area a black guy
approached us and told us to go to Masakhane. My friend and I later discovered that Masakhane was
the dingy little ‘black spot’ under the union where black people congregated and danced to their music.
Not knowing it then the space at the union versus that at Masakhane was a clear sign of white culture’s
12
dominance over black. If we had not met that black guy we would not have known that Masakhane
exists. The SRC made sure that it advertised the Union, but there was no mention of the alternativeMasakhane. White dominance at Rhodes is apparent from what gets advertised (i.e. rugby world cup) to
what doesn’t (All Africa games).”
16. “In my first year at Rhodes University we wrote an essay in the _________ Department. One black
woman in the class received a mark of 80 per cent from the tutor but the lecturer reduced it to 60 per
cent, saying there were too many grammar mistakes and spelling errors. However, she had taken a first
draft of the essay to a lecturer in the English Department to check for mistakes before submitting. To
our surprise, the tutor, who was a white lady, said she had marked the essay according to the
departmental criteria and that it had all the essential requirements to get 80 per cent. She said that it
was the lecturer’s habit to question the marks of black students. In my mind that was implying that black
students are not worth a mark of 80 per cent or more.”
17. “It was the year 2003 when he started his university studies at Rhodes. It marked the worst year of his
life because he encountered racism for the very first time in his life. At university he expected different
lecturers in terms of race, standard of education and many other things that could make one different
from another. What shocked him was that students responded differently to lecturers because of their
race. For example, when a black lecturer in his ________ class was instructing students prior to the
final examination, a white student stood up and asked, ‘where do you get that instruction from? Do other
lecturers in the Department know what you are talking about?’ This gave him the impression that white
students undermine black lecturers at this university while white lecturers do not get that kind of
response from students. This black lecturer was tested all the time. He was asked questions that were
targeted at testing his character and thinking skills. It was enough to make him conclude that white
students were racist.”
18. “She questions whether or not she has a bright future because she is white. Is there a point to paying
for an education if she may not be able to use it? Will she have unwillingly to move overseas? She
hates that because she is white, she loses her privileges and opportunities. Apartheid was not her fault.
She realises that whether you are liberal or not, you are white and should be scared of your past
because you are now paying the consequences for it and it lives on in your consciousness. She wants
to be African – a white African.”
Many of the white participants in this research process started out from the position that apartheid was
not of their making and had little to do with them; a position of confusion about why they as young
white South Africans could somehow be regarded as complicit. Moreover, they asked why apartheid
was such an issue for black students when they had not, after all, really known its full burden. In short,
they felt that black students with access to all the privileges of a Rhodes education should ‘get over it’.
The white participants were surprised to learn that they were not regarded by the black participants as
unique and diverse individuals but rather, ‘as whites’, whatever their particular history of liberal views,
interracial dating and friendships, might be. One such significant moment of realisation for all the
white people present in one group, including myself, was when a young black woman whom no-one
had hitherto really noticed sitting in the front of the room, stood up during a discussion on race and
waved her arm across the room, saying, ‘it’s you whites, that’s the problem’, her breaking voice filled
with loathing and anger. For many Rhodes students as with most young South Africans this is an
unusual experience because relations between black and white remain in so many instances
superficially friendly, masking underlying suspicions, even hatreds.
19. “By virtue of being black you know that you have a ‘cloud’ of stereotypes that is always with you when
you are living. This has contributed to the lowering of success of most black students, even at university
…. I feel uncomfortable even in tutorials because of having internalised an ideology that black people
13
are stupid and they do not think as a white person. Although there is talk of a rainbow nation there will
always be a great divide between black and white.”
20. “I realised that I unconsciously feel that I am a better or higher quality human than those who have a
darker skin than me. This is because I have always been advantaged by my whiteness. For example
when collecting a passport or ID book I still feel as though because I am white I can skip the queue. I
have learned a grading system for human identity. The more black, feminine, homosexual or poor you
are, the lower your grade will be.”
21. “Personally I feel uncomfortable in tutorials because of ideologies that people have about blacks. Black
people are considered stupid and they do not think like white people. A lot of black students question
why I do Philosophy. They say that black people are not meant for Philosophy and that we cannot think
beyond what is there.”
22. “I am black. I believe that to be black is to have certain characteristics like I listen to kwaito music and
speak the Venda language. Growing up I knew that I was not white and that there were things I could
not do. I have this belief that white people are superior and because of their whiteness they always
dominate all human beings.”
23. “She came to Rhodes from a township school were there were only black students. When she got here
she met a lot of other races. She particularly made friends with this white girl. They became very good
friends but she experienced some problems. Black students from her res. did not want to be around her
because they said they did not want a friend who is friends with the whites. And other white people did
not want to be friends with her because of her colour. She was in the middle. She loved her new white
friends and she was learning a lot from her about the white culture which she knew nothing about. But
she did not want to lose her black friends because they represented a part of her that would always be
there. She kept on trying to have them both. At the end a solution came when her white friend went
away to study somewhere else.”
24. “Black people have different interests from white people. So they are not involved in a lot of the
activities that take place at Rhodes. This is why they feel like Rhodes does not cater for their needs.
Another thing is that there are so many divisions within the black people. Black South African girls do
not hang around with Zimbabweans. They suffer from Xenophobia maybe because the number of
Zimbabweans at Rhodes has increased making them feel like the minority in their own land.
25. There are also divisions among black South Africans. Like the Xhosas do not mix with the Zulus. It is
these differences that contribute to the great division within the black family.”
26. “Her friend at University is black. She comes from England and she doesn’t seem to be black. She
doesn’t know any of the culture and can’t speak any African languages. She thinks this is strange and
never really considered her friend as an actual ‘black’.”
27. “She’s never had any black friends. Not really close ones in any case. Her father taught her English
before her home language. Soon she couldn’t remember how to construct grammatically correct Zulu
sentences. Making friends is still today much easier with white people than with black people. With her
white friends she is free to talk and be herself. The black kids never know what to do with her. Most just
get angry and call her a ‘coconut’ and a ‘model C’ product. There are always the jeers and snide
comments whenever she goes anywhere with her white friends. She feels comfortable and a part of
them – except when talk turns to boys. She feels confused – she doesn’t know if she is expected to like
black boys or white boys.”
28. “People thought that she thought she was better than them because she spoke English. They assumed
that this was a choice she had made and not that it was the only language she could speak in. White
people thought that she was American, black people thought she took no pride in her ‘blackness’.”
29. “My biggest scare is that not enough people have been part of this process. It should be made
compulsory for the whole university. It is only in this way that we can break the ice and allow people to
14
express themselves. We cannot hide our differences especially as leaders of the next generation. There
is a whole lot of sensitivity and tension that people don’t want to address. People are scared to air their
opinions about race because they might be viewed as racists. No-one knows how the other culture
thinks and we fake this ideology of togetherness. While here we have discussed race … etc. outside we
don’t. We talk about money girls/boys and social status. We want to become part of the Rhodes
hegemony because its cool and no-one wants to become the outsider.”
When we are unwilling to engage in a serious process of confronting race and racism this seems to be
based on the idea of letting sleeping dogs lie; the fear that things will somehow be made worse if we
‘go on about it’. My research leads me to the opposite conclusion. Even if the dog of racism is indeed
asleep at Rhodes – and I doubt it is – we should be prepared to give it a vigorous shake in order
respectfully to continue to engage with, learn from and understand more fully our past and its
continuing implications for the present.
15
SESSION EIGHT: GENDER & SEXUALITY
Rhodes University’s policies reflect the rights culture entrenched in the South African Constitution, making
specific reference to the Bill of Rights:
“(3) The state may not unfairly discriminate directly or indirectly against anyone on one or more grounds,
including race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, age,
disability, religion, conscience, belief, culture, language and birth.
(4) No person may unfairly discriminate directly or indirectly against anyone on one or more grounds in
terms of subsection (3). National legislation must be enacted to prevent or prohibit unfair discrimination.”
The Constitution of the Republic of South Africa, 1996 (Act 108 of 1996), Chapter 2, Bill of Rights, Section
9, Equality.
The following list of definitions aims to help you navigate the difficult issues you may face in a multi-cultural
environment.
Definitions
Bigotry: Bigotry is not "intolerance," but "unreasonable intolerance." Jews are understandably intolerant of
Nazis; that doesn't necessarily make them anti-Nazi bigots.
Intolerance: the absence of tolerance toward others of differing viewpoints. As a social construct, it is very
much open to subjective interpretation. The murder of Matthew Shepard (a young gay man murdered in 1998) is
considered by some to be the pinnacle of intolerance. Others consider the web pages and picketing by Fred
Phelps to be as bad or worse. Common forms of intolerance include racism, sexism, homophobia and religious
intolerance.
Prejudice: the process of "pre-judging" something. In general, it implies coming to a judgement on the subject
before learning where the preponderance of the evidence actually lies.
Prejudice generally refers to existing biases toward the members of such groups as women, black people, and
gay people etc, often based on social stereotypes. For example, if a person has grown up with the concept that
members of group "X" have certain characteristics, they may apply this prejudice by assuming that all members
of the group fit that stereotype, as in racism or homophobia.
Hate: an emotion of intense revulsion, distaste, enmity, or antipathy for a person, thing, or phenomenon; a
desire to avoid, restrict, remove, or destroy its object. Hatred can be based on fear of its object, justified or
unjustified, or past negative consequences of dealing with that object.
"Hate" or "hatred" are also used to describe feelings of prejudice or bigotry against a group of people, such as
racism, religious prejudice, or homophobia, especially when these are particularly intense. Hate crimes are
crimes committed out of hatred in this sense.
Quote about hate
“In time we hate that which we often fear.”
- William Shakespeare
Hate speech: speech intended to hurt and intimidate someone because of their race, ethnicity, national origin,
religion, sexual orientation, disability, or other personal characteristics, or to incite violence or prejudicial
action.
16
Racism: the assumption of superiority of one group over another, based on real or perceived racial
characteristics and/ or culture. Examples of demonstrated behaviours: demeaning and excluding individuals and/
or groups; prejudices and fears based on real or assumed stereotypes and ignorance.
Racial discrimination: treatment which unfairly disadvantages people on the basis of negative attitudes and
assumptions about their cultural backgrounds, colour, country of origin, ancestry, nationality and physiological
characteristics.
Examples of demonstrated behaviours: denial of access to employment, promotion, accommodation, banking
services or school subject choices; focusing on the person not the problem or issue in a dispute or teachers
having low expectations of achievement for a particular student.
Racial harassment: racial harassment is one aspect of racial discrimination. It consists of acts or behaviours
with a racial insinuation which are insulting, offensive, demeaning, humiliating or intimidating.
Examples of demonstrated behaviours: name calling, graffiti, ridicule, put down jokes, pushing, shoving,
bullying. Attacks of physical violence are described as assault and therefore are criminal offences.
Ethnic group: a group of people, racially or historically connected, having a common and distinctive culture.
Most groups prefer to be described a communities. It is offensive to Aboriginal people to be described as ethnic.
Ethno-centricism: the belief in the inherent superiority of one's own group and culture accompanied by a
feeling of contempt for other groups and cultures.
Anti-Semitism: hostility towards Jews. It ranges from ad hoc antagonism towards Jews on an individual level
to the institutionalized prejudice and persecution once prevalent in European societies, of which the highly
explicit ideology of Adolf Hitler's National Socialism was perhaps the most extreme form.
Xenophobia: Fear (phobia) of strangers (xeno-) and of the unknown. Both racism and homophobia are
sometimes reduced to xenophobia. More commonly refers to a dislike of foreigners. Often a dislike of
representatives of a particular nation.
Sexual Orientation: describes the direction of an individual's sexuality, often in relation to their own sex or
gender. Common terms for describing sexual orientation include bisexual (bi), heterosexual (straight) and
homosexual (lesbian, gay).
Sexual preference: often used by those who believe that sexuality is fluid and incorporates an element of
choice, as opposed to those who believe sexuality is fixed early in life.
Lesbian: a woman who is exclusively emotionally, sexually, and romantically attracted to other woman.
Gay/Homosexual: refers to homosexual men or women. Gay sometimes also refers to the culture of
homosexual men and women (as in "gay history"), to things perceived by others to be typical of gay people (as
in "gay music"), or to same-sex more generally (as in "gay marriage").
Bisexual: refers to the aesthetic, romantic, or sexual desire for individuals of either gender or of either sex.
Transgendered: the state of one's "gender identity" (self-identification as male, female, both or neither) not
matching one's "assigned gender" (identification by others as male or female based on physical/genetic sex).
Transgender does not imply any specific form of sexual orientation (transgender people may be straight, gay or
bisexual).
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Straight/Heterosexual: refers to aesthetic, sexual and romantic attraction exclusively between two individuals
of differing genders.
Homophobia: means fear or hatred of, aversion to, or prejudice or discrimination against people who are
homosexual. It is sometimes used to mean any sort of opposition to same-sex romance or sexual activity, though
this opposition may more accurately be called anti-gay bias.
Heterosexism: (or heterocentrism or heterosexualism) is the assumption that everyone or a particular person is
heterosexual. It can be distinguished from homophobia in that it doesn't necessarily imply hostility towards
other sexual orientations, merely a failure to account for their existence.
For more information about lesbian & gay issues on campus please visit the OutRhodes website @
http://outrhodes.soc.ru.ac.za
Sexism: negative discrimination against people based on their assumed or presumed sexual identity.
Sexism as a belief can refer to three subtly different beliefs:
1. The belief that one sex is superior to the other.
2. The belief that men and women are very different and this should be strongly reflected in society,
language, right to have sex and the law.
Sexism can also refer to simple hatred of men (misandry) or women (misogyny).
Sexist beliefs are a species of essentialism, which holds that individuals can be understood (and often judged)
based on the characteristics of the group to which they belong, in this case, their sex group (male or female).
This assumes that all individuals clearly fit into the category of "male" or "female", which is countered by the
existence of intersex individuals defined in terms of their genetics and physiology.
Misogyny: recognised as a political ideology similar to racism or anti-semitism, existing to justify and
reproduce the subordination of women by men.
Forms of misogyny
There are many different forms of misogyny. In its most overt expression, a misogynist will openly hate all
women, and will hurt people simply because they are female. Some rapists and sexual predators fall into this
category.
Other forms of misogyny may be more subtle. Some misogynists may simply hold all women under suspicion,
or may hate women who don't fall into one or more acceptable categories. Entire cultures may be said to be
misogynistic if they treat women in ways that can be seen as hateful.
Misogyny in popular culture
Grumpy, in Disney's Snow White and the Seven Dwarfs, says "All females is poison! They're full of wicked
wiles!"
Rapper Snoop Dogg often says "I don't love hos" in his songs.
Feminism: a social theory and political movement primarily informed and motivated by the experience of
women. While generally providing a critique of social relations, many proponents of feminism also focus on
analyzing gender inequality and the promotion of women's rights, interests, and issues.
Feminist theorists aim to understand the nature of inequality and focus on gender politics, power relations and
sexuality. Feminist political activists advocate for social, political, and economic equality between the sexes.
They campaign on issues such as reproductive rights, domestic violence, maternity leave, equal pay, sexual
18
harassment, discrimination and sexual violence. Themes explored in feminism include discrimination,
stereotyping, objectification (especially sexual objectification), oppression and patriarchy. The basis of feminist
ideology is that society is organised into a patriarchal system in which men are privileged over women. Feminist
activism is a grass roots movement which crosses class and race boundaries. It is culturally specific and
addresses the issues relevant to the women of that society, for example, genital mutilation in Sudan, or the glass
ceiling in North America. Some issues, such as rape, incest, mothering, are universal.
19
WORKSHOP TWO: SEXUAL HEALTH & HIV/AIDS
SESSION SIX: SPREAD THE WORD NOT THE VIRUS
Safer Sex Quiz
Please answer the following questions, choosing only one answer per question. Indicate your choice with a 9
1. Common scenario: You're at the pharmacy perusing the condom rack, doing your best to make the proper
purchase given the wide variety available while keeping a watchful eye out for anybody that might know
you (yeah, it would be horrible to have people thinking that you actually have sex). Which of the following
types of condoms help provide protection against pregnancy and STDs?
a. Condoms lubricated with spermicide.
b. Condoms marked more "sensitive"
c. Condoms marked "stronger"
d. All of the above
2. Common scenario: You're with your partner, you're both in the mood, everything's working properly, but
you only have a limited amount of time to disengage from that passionate kiss and get the condom on before
certain body parts lose their ability stand at attention. Which of the following might cause the condom to
fail?
a. You tear open the condom package carelessly.
b. You place the wrong side of the rolled condom on the penis, realize your error, and flip the condom over.
c. You reuse a condom that's within easy reach.
d. You use the condom you've been carrying in your wallet for the past few months.
e. All of the above
3.
a.
b.
c.
Most condoms fail because of user error, what are the three C's of condom use you must always remember?
Use them Carefully, Correctly and Consistently.
Use one's that taste like Candy, are Colourful and Cost twice as much as regular condoms.
Cover them in Cream prior to Carnality.
4.
a.
b.
c.
d.
e.
Genital warts are:
What fairy tale princesses get when they kiss the wrong frog.
Curable
Caused by the human papillomavirus (HPV), which is similar to the type that causes skin warts.
May be associated with an increased risk in cervical cancer.
Only contagious when warts are visible.
5.
a.
b.
c.
d.
e.
If untreated, syphilis can cause:
Heart disease
Brain damage
Blindness
Death
All of the above (wow, you should have worn a condom)
6.
a.
b.
c.
d.
e.
You are at greater risk for HIV/AIDS if:
You pick-up boys @ Friars & have hot sex with them.
You often have oral sex.
You have anal sex.
You have casual sex.
You do any of the above without a condom
20
7.
a.
b.
c.
d.
e.
People who do not practice safe sex might also enjoy which of the following activities?
Playing Russian roulette.
Sky-diving without a parachute.
Punching a bouncer from “The Control”.
Taking long naps on railroad tracks.
All of the above.
8. A few days have passed from the sexual encounter. With the hopes that it would enhance the experience,
you purchased condoms. Sure enough, the condom broke during sex. Now, when you're not bragging to
your friends about "getting some" you're getting a little nervous about the burning sensation in your genitals.
What form of STD might you have been infected with?
a. Herpes
b. Genital Warts
c. Gonorrhoea
d. Chlamydia
e. All of the above.
9.
a.
b.
c.
Having a sexually transmitted disease increases a person's risk of becoming infected with HIV/AIDS.
True
False
Don't know
10. You're at the Rat, having a stimulating conversation with an attractive person. You make your move with
the old "next rounds on you, six pack's on me" routine." He/she responds favourably, yeah, you've got it
going on, just like one of those characters on the OC. One problem, you don't have any protection at your
place.
a. Don't sweat it, characters on the OC never worry about safe sex, they just get it on.
b. Assume your partner will take care of it.
c. Pick up a six pack of condoms with the six pack of beer.
11. Which of the following statements about the MAP (morning after pill) is NOT correct?
a. The MAP should be used only in emergency situations and should not be relied upon on a regular basis
b. The MAP provides a short, powerful burst of hormones that may prevent pregnancy by temporarily
arresting egg development, fertilization, or by stopping an egg from becoming implanted in the uterus.
c. It is fairly common to experience side effects of nausea or vomiting after taking MAP.
d. MAP is perfectly safe for an unborn foetus if you happen to be pregnant from intercourse previous to the
current 3 days.
e. MAP must be taken within 72 hours of unprotected intercourse in order to be effective
f. I don't know
12. The birth control pill works mainly by preventing ovulation.
a. True
b. False
c. I don't know
13. Combination birth control pills contain which two hormones?
a. Adrenaline and oestrogen
b. Oestrogen and progesterone
c. Testosterone and progesterone
d. Prolactin and testosterone
e. I don't know
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14. Some antibiotics can alter the effectiveness of birth control pills.
a. True
b. False
c. I don't know
15. Douching, or flushing out the inside of the vagina with liquid, can be an effective form of birth control if
done within 8 hours of unprotected intercourse.
a. True
b. False
c. I don't know
16. Which of the following forms of contraception is most effective in preventing pregnancy?
a. Rhythm method
b. Condom
c. Withdrawal
d. Diaphragm with cream or jelly
e. Combined birth control pills
f. I don't know
17. How quickly can condoms begin to break down when used with a lubricant such as Vaseline or baby oil?
a. within 60 seconds
b. within 10 minutes
c. within 1 hour
d. within 6 hours
18. Which of the following Sexually Transmissible Infections (STIs) can be cured?
a. Chlamydia
b. Herpes
c. Genital Warts
d. HIV
e. Hepatitis B
19. Masturbation…
a. Can stunt the growth
b. Can lead to infertility
c. Can reduce the chance of a satisfactory sex life
d. Is a sign of immaturity
e. Is practised by both men and women
20. Which of these lubricants are not safe to use with condoms?
a. Baby oil, coconut oil, suntan lotion and Vaseline
c. KY Jelly
d. "Wet Stuff"
21. Once you have had an STI you can’t catch the same one again.
a. True
b. False
22
22. Hepatitis C is caused by…
a. Using drugs
b. A bacterial infection
c. Drinking too much alcohol
d. A virus
23. Which of the following STIs can not be passed on through oral sex?
a. Herpes
b. Genital Warts
c. HIV/AIDS
d. Chlamydia
e. Pubic Lice
f. Gonorrhoea
24. The most common sign of STIs are sores and discharge.
a. True
b. False
25. If you have sex rarely you are not at risk of contracting HIV.
a. True
b. False
26. A man’s flaccid penis size will determine the size of his erection.
a. True
b. False
27. Alcohol does which of the following?
a. Improves a man’s chances of getting an erection
b. Is often used as an excuse for not wearing a condom
c. Increases your sex appeal
28. Which of the following is the best way to have great safe sex?
a. Sexual intercourse using a condom
b. A sensual massage with aromatherapy oils
c. Frottage (rubbing against each other)
d. Oral sex using a condom or dental dam
e. Phone sex
f. Mutual Masturbation
g. All of the above
Safer Sex Quiz Answers on page 62
23
Condoms
Why do I need to use a condom?
Condoms are the only form of protection which can both help to stop the transmission of sexually transmitted
diseases (STDs) such as HIV and prevent pregnancy.
Getting ready, choosing the right condom.
A number of different types of condom are now available. What is generally called a condom is the 'male'
condom, a sheath or covering which fits over a man's penis, and which is closed at one end.
There is also now a female condom, or vaginal sheath, which is used by a woman and which fits inside her
vagina. The rest of this article is about the male condom.
What are condoms made of?
Condoms are usually made out of latex or polyurethane. If possible, you should use a latex condom, as these are
the most effective against viruses such as HIV, and in most countries, they are the type most readily available.
Condoms, which have been properly tested and approved, carry the SABS mark.
The lubrication on condoms also varies. Some condoms are not lubricated at all, some are lubricated with a
silicone substance, and some condoms have a water-based lubricant. The lubrication on condoms aims to make
the condom easier to put on and more comfortable to use. Some lubricated condoms are also available with a
spermicide (Nonoxynol 9) added. A spermicidal lubricant also aims to provide an additional level of protection
if some semen happens to leak out of the condom. This can help to reduce the likelihood of pregnancy. For
some people the use of Nonoxynol 9 can cause an allergic reaction. This can then result in little sores, which can
actually make the transmission of HIV more likely. Nonoxynol 9 is a suitable spermicide only for women who
are HIV-negative and are at low risk of exposure to HIV or other STD's, and only used for vaginal sex.
What shape should I choose? Why are some condoms flavoured?
It's up to you which to choose. All of the differences in shape are designed to suit different personal preferences
and enhance pleasure. It is important to communicate with your partner to be sure that you are using condoms
that satisfy both of you. Some condoms are flavoured to make oral sex more enjoyable.
What about the condom size?
Condoms are made in different lengths and widths, and different manufacturers produce varying sizes.
There is no standard length for condoms, though those made from natural rubber will in addition always stretch
if necessary to fit the length of the man's erect penis.
The width of a condom can also vary. Some condoms have a slightly smaller width to give a "closer" fit,
whereas others will be slightly larger. Condom makers have realised that different lengths and widths are
needed and are increasingly broadening their range of sizes.
The brand names will be different in each country, so you will need to do your own investigation of different
names. There is no particular best brand of condom.
So when do you use a condom?
You need to use a new condom every time you have sexual intercourse. Never use the same condom twice. Put
the condom on after the penis is erect and before any contact is made between the penis and any part of the
partner's body. If you go from anal intercourse to vaginal intercourse, you should change the condom.
24
How do you use a condom?
Condoms can deteriorate if not stored properly. They can be affected by both heat and light. So, it is best not to
use a condom that has been stored in your back pocket, your wallet, or the glove compartment of your car.
•
•
•
•
•
Open the condom package at one corner being careful not to tear the condom with your fingernails, your
teeth, or through being too rough. Make sure the package and condom appear to be in good condition,
and check that if there is an expiry date that the date has not passed.
Place the rolled condom over the tip of the hard penis, and if the condom does not have a reservoir top,
pinch the tip of the condom enough to leave a half inch space for semen to collect. If the man is not
circumcised, then pull back the foreskin before rolling on the condom.
Pinch the air out of the condom tip with one hand and unroll the condom over the penis with the other
hand. Roll the condom all the way down to the base of the penis, and smooth out any air bubbles. (Air
bubbles can cause a condom to break).
If you want to use some extra lubrication, put it on the outside of the condom. But always use a waterbased lubricant (such as Wet Stuff or Astroglide) with latex condoms, as an oil-based lubricant will
cause the latex to break. A silicon-based lubricant i.e. KY Jelly is also suitable.
The man wearing the condom doesn't always have to be the one putting it on - it can be quite a nice
thing for his partner to do.
What do you do if the condom won't unroll?
The condom should unroll smoothly and easily from the rim on the outside. If you have to struggle or if it takes
more than a few seconds, it probably means that you are trying to put the condom on upside down. To take off
the condom, don't try to roll it back up. Hold it near the rim and slide it off. Then start again with a new
condom.
When do you take off the condom?
Pull out before the penis softens, and hold the condom against the base of the penis while you pull out, so that
the semen doesn't spill. Condoms should be disposed of properly for example wrapping it in a tissue and
throwing it away. It's not good to flush condoms down the toilet - they're bad for the environment.
What do you do if a condom breaks?
If a condom breaks during sexual intercourse, then pull out quickly and replace the condom. Whilst you are
having sex, check the condom from time to time, to make sure it hasn't split or slipped off. If the condom has
broken and you feel that semen has come out of the condom during sex, you should consider getting emergency
contraception such as the morning after pill.
What condoms should you use for anal intercourse?
With anal intercourse more strain can be placed on the condom, so it is sensible to use stronger condoms and
plenty of lubricant. But if you can't get hold of a strong condom, a normal condom is better than no condom.
Is using a condom effective?
If used properly, a condom is very effective at reducing the risk of being infected with HIV during sexual
intercourse. Using a condom also provides protection against other sexually transmitted diseases, and protection
against pregnancy. In the laboratory, latex condoms are very effective at blocking transmission of HIV because
the pores in latex condoms are too small to allow the virus to pass through. However, outside of the laboratory
condoms are less effective because people do not always use condoms properly.
25
How can I persuade my partner that we should use a condom?
It can be difficult to talk about using condoms. But you shouldn't let embarrassment become a health risk. The
person you are thinking about having sex with may not agree at first when you say that you want to use a
condom when you have sex. These are some comments that might be made and some answers that you could
try.
EXCUSE
Don't you trust me?
ANSWER
Trust isn't the point, people can have infections
without realising it
I'll feel more relaxed, If I am more relaxed, I can
make it feel better for you.
I'll help you put it on, that will help you keep it
hard.
I do.
If you can't ask him, you probably don't trust him.
It does not feel as good with a condom
I don't stay hard when I put on a condom
I don't have a condom with me.
I am afraid to ask him to use a condom. He'll think I
don't trust him.
I can't feel a thing when I wear a condom
Maybe that way you'll last even longer and that will
make up for it
It's your health. It should be your decision too!
I'd like to use it anyway. It will help to protect us
from infections we may not realise we have.
Not if I help put it on
I do, but I am not risking my future to prove it
Women can get pregnant and STDs from preejaculate
Then you'll help us to protect ourselves.
Once is all it takes
It's up to him...it's his decision
I'm on the pill, you don't need a condom
Putting it on interrupts everything
I guess you don't really love me
I will pull out in time
But I love you
Just this once
There are many reasons to use condoms when having sex. You could go through these reasons with your partner
and see what s/he thinks.
Reasons to use condoms
a.
b.
c.
d.
e.
f.
g.
h.
Condoms are the only contraceptive that also helps prevent the spread of sexually transmitted infections (STIs)
including HIV when used properly and consistently.
Condoms are one of the most reliable methods of birth control when used properly and consistently.
Condoms have none of the medical side-effects of some other birth control methods may have.
Condoms are available in many shapes, colours, flavours, textures and sizes- to increase the fun of sex with
condoms.
Condoms are widely available in pharmacies, supermarkets and convenience stores. You don't need a prescription
or have to visit a doctor and they are free from SAN, Family Planning or your Sub-Warden.
Condoms make sex less messy.
Condoms are user friendly. With a little practice, they can also add confidence to the enjoyment of sex.
Condoms are only needed when you are having sex unlike some other contraceptives which require you to take/ or
have them all of the time.
26
Here are also some tips that can help you to feel more confident and relaxed about using
condoms.
Confidence tips
Keep condoms handy at all times. If things start getting steamy- you'll be ready. It’s not a good idea to find
yourself having to rush out at the crucial moment to buy condoms- at the height of the passion you may not?
When you buy condoms, don't get embarrassed. If anything, be proud. It shows that you are responsible and
confident and when the time comes it will all be worthwhile. It can be more fun to go shopping for condoms
with your partner or friend. Nowadays, it is also easy to buy condoms discreetly on the internet.
Talking with your partner about using a condom before having sex. It removes anxiety and embarrassment.
Knowing where you both stand before the passion stands will make you lot more confident/ that you both agree
and are happy about using a condom, will make you both lot more confident.
If you are new to condoms, the best way to learn how to use them is to practice putting them on by yourself or
your partner. It does not take long to become a master.
If you feel that condoms interrupt you passion, then try introducing condoms into your lovemaking. It can be
really sexy if your partner helps you put it on or you do it together.
Sexually Transmitted Infections (STI) FAQ
While this section deals primarily with safer-sex, which implies sexual activity, it is worth mentioning that the
only 100% safe choice is abstinence. Should you choose to be sexually active, monogamy is the safest option.
The fact sheet that follows is intended to offer a simple method of risk assessment, which should inform
responsible sexual practise.
Chlamydia
What is chlamydia?
It’s a bacterium (bug) and a very common sexually transmitted infection. It can go undetected for many months
or years.
How commonly does it infect people?
It’s extremely common and infection is on the increase. About 1 in 10 young people are already infected,
possibly more. Chlamydia is not choosy about who it infects and it doesn't matter how clean you are or think
your partner is.
How could I catch chlamydia?
Chlamydia is passed from one person to another by vaginal, oral or anal sex and can be found in semen and
vaginal fluids. Chlamydia is easy to contract and the sneaky thing is that you or your partner may not realise that
anything is wrong, so it's easy for it to get passed on.
Why worry?
Chlamydia’s a bit of a silent enemy to begin with, but is serious because it can cause pain and infertility and
could be the cause of an ectopic pregnancy.
Could I be at risk?
Yes - if you are sexually active. Condoms do reduce your risk but they must be used every time.
How would I know if I was infected?
27
You usually don't and Chlamydia can stay hidden for many years. You may well have caught it from a previous
partner without realising. A test can be done to check for infection even if there are no symptoms.
Sometimes you may notice:
•
•
•
•
Soreness when you pass urine
Discharge from vagina or penis
Pain low in the stomach or pain during sex (women)
Bleeding between periods or after sex (women)
Can I get rid of chlamydia?
YES! If found early complete cure follows a course of antibiotics but you must take the whole course as
prescribed by a doctor. Your partner and any partners whom they may have had will also need to go for a check.
You should not have sex until your partner has also been treated.
Remember - It won't disappear without treatment and will go on causing harm and could infect any partner that
you have. It may even affect your chances of having children.
Syphilis
What is syphilis?
Syphilis is caused by the bacterium Treponema pallidum. It has often been called
“the great imitator” because so many of the signs and symptoms are
indistinguishable from those of other diseases.
How commonly does it infect people?
It’s fairly common, with an estimated 1 in 11 people in the South African
population infected. (Stats from the late 1990’s).
How could I catch syphilis?
Syphilis is passed from person to person through direct contact with a syphilis
sore. Sores occur mainly on the external genitals, vagina, anus, or in the rectum.
Sores also can occur on the lips and in the mouth. Transmission of the organism
occurs during vaginal, anal, or oral sex. Pregnant women with the disease can pass it to the babies they are
carrying. Syphilis cannot be spread through contact with toilet seats, doorknobs, swimming pools, hot tubs,
bathtubs, shared clothing, or eating utensils.
Why worry?
Syphilis, if left untreated can cause a multitude of horrible things, including, dementia and death.
Could I be at risk?
Yes - if you are sexually active. Condoms do reduce your risk but they must be used every time.
You may not have any symptoms for years, but you are still at risk for late complications if you are not treated.
Although transmission appears to occur from persons with sores who are in the primary or secondary stage,
many of these sores are unrecognized. In other words, you are most likely to be infected by someone who
doesn’t know they are infected. There is a blood test that can determine whether you have syphilis.
I’ve heard there are levels of syphilis. What does that mean?
There are three stages in the progression of the disease if left untreated:
28
Primary Stage
The primary stage of syphilis is usually marked by the appearance of a single sore (called a chancre), but there
may be multiple sores. The time between infection with syphilis and the start of the first symptom can range
from 10 to 90 days (average 21 days). The chancre is usually firm, round, small, and painless. It appears at the
spot where syphilis entered the body. The chancre lasts 3 to 6 weeks, and it heals without treatment. However, if
adequate treatment is not administered, the infection progresses to the secondary stage.
Secondary Stage
Skin rash and mucous membrane lesions characterize the secondary stage. This stage typically starts with the
development of a rash on one or more areas of the body. The rash usually does not cause itching. Rashes
associated with secondary syphilis can appear as the chancre is healing or several weeks after the chancre has
healed. The characteristic rash of secondary syphilis may appear as rough, red, or reddish brown spots both on
the palms of the hands and the bottoms of the feet. However, rashes with a different appearance may occur on
other parts of the body, sometimes resembling rashes caused by other diseases.
Sometimes rashes associated with secondary syphilis are so faint that they are not noticed. In addition to rashes,
symptoms of secondary syphilis may include fever, swollen lymph glands, sore throat, patchy hair loss,
headaches, weight loss, muscle aches, and fatigue. The signs and symptoms of secondary syphilis will resolve
with or without treatment, but without treatment, the infection will progress to the latent and late stages of
disease.
Late Stage
The latent (hidden) stage of syphilis begins when secondary symptoms disappear. Without treatment, the
infected person will continue to have syphilis even though there are no signs or symptoms; infection remains in
the body.
In the late stages of syphilis, it may subsequently damage the internal organs, including the brain, nerves, eyes,
heart, blood vessels, liver, bones, and joints. This internal damage may show up many years later. Signs and
symptoms of the late stage of syphilis include difficulty coordinating muscle movements, paralysis, numbness,
gradual blindness, and dementia. This damage may be serious enough to cause death.
Can I get rid of syphilis?
YES! Syphilis is easy to cure in its early stages. A single intramuscular injection of penicillin, an antibiotic, will
cure a person who has had syphilis for less than a year.
Additional doses are needed to treat someone who has had syphilis for longer than a year. If you are allergic to
penicillin, other antibiotics are available to treat syphilis. There are no home remedies or over-the-counter drugs
that will cure it.
Treatment will kill the syphilis bacterium and prevent further damage, but it won’t repair damage already done.
Because effective treatment is available, it is important that you be screened for syphilis on an on-going basis if
your sexual behaviour puts you at risk for STIs.
If you receive syphilis treatment you must abstain from sexual contact with new partners until the syphilis sores
are completely healed. If you have syphilis you must notify your sexual partners so they also can be tested and
receive treatment if necessary.
Remember - It won't disappear without treatment and will go on causing irreparable damage that could make
you crazy or paralysed or could kill you.
29
Crabs
What are crabs?
Crabs are a tiny and troublesome little organism with crab-like claws. It loves to
hang out on humans, clinging on to pubic hair. It can be hard to spot - and can be
hard to get rid of.
How could I catch crabs?
Crabs can be caught through intimate contact with someone who is infected, so
just lying in bed can spread it. Sometimes crabs get adventurous and take up
residence on other hairy parts of your body. They can also be 'shared' by sharing
clothing, towels and bedding with friends.
Could I be at risk?
Yes, if you do any of the above.
Crabs will make you very itchy. They bite into your skin to suck your blood. Sometimes you can just see them
or their eggs in your pubic hair.
Can I get rid of crabs ?
Yes, with lotions that can be bought from a pharmacy, but you must follow the instructions carefully. Shaving
off pubic hair won't get rid of crabs; they can still cling on and crawl back. Make sure that all your clothing,
towels and bedding are washed on a hot wash as soon as you start treatment, to prevent them coming back.
Hepatitis B
What is Hepatitis B?
It’s a very serious virus that can affect your liver.
How is Hepatitis B passed on?
Hepatitis B lives in body fluids, blood, semen and vaginal fluid. So you could get it through having unprotected
sex with someone who is infected. Because it lives in the blood it can be passed from one person to another
through blood-to-blood contact. This means that people who inject drugs and share any IV equipment are
especially at risk.
Why worry?
Hepatitis B could affect your liver very seriously, causing long term liver disease and eventually this may result
in death.
Could I be at risk?
You are most at risk if you have unprotected sex or if you are an IV drug user. Hepatitis B is found all over the
world and is very common in Africa, Asia, Eastern Europe and in South America.
You might not have any symptoms and might be unaware that you have been infected, but are still infectious to
others. If you do develop symptoms these may include:
•
•
•
•
•
Flu-like illness
Tiredness
Loss of appetite
Fever
Nausea/Vomiting
30
•
•
Abdominal pain
Jaundice - a yellow discolouration of the skin and eyes. Urine becomes dark in colour and bowel
motions become pale.
How to avoid getting hepatitis B?
• Individuals who have a high-risk lifestyle (e.g. IV drug users, people with many sexual partners etc.)
should consider immunisation. Discuss with your GP.
• Vaccination is available and advisable for close family contacts and sexual partner(s) of people with
HBV. They should go to see their GP or Family Planning Clinic for advice about their risk of infection,
testing and immunisation.
• If you inject drugs, do not share needles, syringes, spoons, water, filters, or anything you use to prepare
your fix. This will also help to protect you from hepatitis C and HIV infection.
• Avoid skin piercing procedures (e.g. tattooing) with unsterilised equipment.
•
•
•
•
Do not share toothbrushes or razors
Use condoms for sexual intercourse. This also provides protection fro HIV, hepatitis C and other
sexually transmitted infections as well as preventing unwanted pregnancies.
Always cover any cuts or wounds immediately with a waterproof dressing e.g. plasters.
Clean up spilled blood immediately, wearing rubber gloves, and use a weak bleach solution for hard
surfaces. On carpets and soft furnishings use lots of hot soapy water to clean the area and dry
thoroughly.
Can I get rid of hepatitis B?
Most adults who get infected recover completely. A few people develop long term, serious liver problems and
need treatment from doctors specialising in liver disease. There is a vaccine to protect against hepatitis B which
can be given to people who are especially at risk. You can get more information from your own GP or from
your local Family Planning Clinic.
Herpes
What is herpes?
It’s a very common infection called herpes simplex virus (HSV). It
can be dormant for long periods, but can be unpleasant when active!
You may have it’s close cousin HSV 1 which responsible for cold
sores around the mouth.
HSV 2 is more at home in those dark warm places around the vagina
or penis.
How could I catch genital herpes?
You could catch herpes through having sex with someone who has 'active' herpes. You could also catch it by
having oral sex with someone who has cold sores.
Could I be at risk?
Almost everyone comes into contact with one or both types of herpes at some time in their lives, and could be
infected with or without symptoms. But you are especially at risk if you do not use condoms or dental dams*.
Early symptoms are tingling or itching around the genital area. Blisters appear and form painful ulcers or sores.
31
For girls, it might be uncomfortable to pass water. The ulcers will form scabs and heal in 1-2 weeks. Lymph
glands in your groin could swell and you might feel as if you have the flu.
Can I get rid of you?
Mild attacks do not need much treatment because the ulcers heal themselves. You can wash affected areas with
salty water or solution of bicarbonate of soda, and then keep dry. Or you could ask your pharmacist for a
suitable antiseptic. Take care not to spread the infection to other parts of your body, especially your eyes.
It can stay quietly inside your body for months and at that time you are not infectious. Sometimes however it
might travel back to your skin and cause you to have another attack, for example if you are run-down or under
stress. You could then pass it on to a sexual partner.
It's best always to use a condom, because you may have an attack without any symptoms.
Genital Warts
What are genital warts?
They are a knobbly and stubborn virus that belongs to a family called human
papilloma viruses. They can live anywhere on the skin of the genitals, around
the vagina or on the shaft or head of the penis. And they’re getting more
common.
How could I catch genital warts?
You can catch them by having sex with someone who is infected. Sometimes
they don't start to appear until several months after you have been infected.
Could I be at risk?
You are more at risk if you have a number of sexual partners and if you don't use condoms.
You might see or feel them, or your partner might notice them first. Usually genital warts look like little lumps
that stand up from the skin and vary in size and number. In men they are most commonly found under the
foreskin and on the head of the penis, and sometimes around the anus. You don't have to have had anal sex for
them to turn up there.
In women they can be found on the skin around the genitals, at the opening of the vagina and around the anus.
Sometimes genital warts can be found inside the vagina and on the cervix.
Sometimes they can cause minor irritation, itching and bleeding.
Can I get rid of genital warts?
Yes. Genital warts can be treated in different ways, including painting on chemicals, freezing off or surgical
removal. They can be stubborn and quite difficult to get rid off, and you might need several treatments.
Your own GP may be able to help, or you could go to the Family Planning Clinic where they specialise in
sexually-transmitted infections.
32
Trichomoniasis
What is trichomoniasis?
Trichomoniasis is more common in women, but does sometimes infect men. Its nickname is just 'TV'.
How could I catch trichomoniasis?
It can be caught by having sex with an infected person - except that you won't know that they are infected, of
course. Symptoms usually develop 4 days to 4 weeks after contact.
Unlike some other STI’s TV can survive outside the body if it’s kept moist. So you could catch it by using
someone else's towel.
Why worry?
TV won't go away without treatment, and the symptoms are really unpleasant. You can infect everyone you
have sex with.
Could I be at risk?
Definitely, if you're having sex without condoms, and especially if you have several partners.
Women may notice the following symptoms:
•
•
•
•
an increase in vaginal discharge which is thin and watery with a fishy smell
your vagina may be red, irritable and sore
sex may be painful,
pain during urination, and you may want to go more often.
Males may notice
•
•
•
discharge from the penis
pain during urination
rash on the head of the penis and around the foreskin.
Can I get rid of you?
Yes, if you see your GP or visit the Family Planning Clinic. Your sexual partner must also be treated and you
should not have sex again, even with a condom, until you have both been given the all-clear.
Gonorrhoea
What is gonorrhoea?
It’s a common and nasty little bacterium (bug) - very unpleasant and too.
People used to call it 'clap' many years ago – it’s been around for a while!
Gonorrhoea gets into moist places - vagina, cervix, urethra, rectum, or even
your throat.
•
•
How could I catch gonorrhoea?
• It can be contracted by unprotected vaginal sex, anal sex or oral
sex.
It may be possible to catch it through French kissing, but that's quite rare.
It can't live long outside the body, so it can't be contracted from toilet seats or swimming pools, or by
sharing cups and towels.
33
Why worry?
Early treatment is vital. Without treatment, symptoms might disappear but gonorrhoea can still be spreading
inside your body.
In women it can cause pelvic inflammatory disease (PID) which can make you feel very ill with fever,
abdominal pain and backache. It could eventually cause you to become infertile.
In boys it can cause the testes and prostate gland to become inflamed. They could find it painful and difficult to
urinate and it could eventually make men infertile too.
Could I be at risk?
You're at risk if you're sexually active. Condoms reduce the risk of being infected but they must be used every
time.
How would I know if I am infected?
You might not, and sometimes gonorrhoea can hide behind other infections.
Women may notice:
• a change in the natural moisture of your vagina, this could increase as a discharge, and become thin or
watery or yellow or greenish
• pain or discomfort when you pass urine
• a sore throat
Men may notice:
• white or yellow discharge from the tip of the penis, sometimes enough to stain underpants
• pain or discomfort when urinating
• itching or discharge from the anus
• a sore throat
Can I get rid of gonorrhoea?
Yes, you can get rid of it completely if you go early to get help.
Your own GP may be able to help, or you could go to the Family Planning Clinic where they specialise in
sexually-transmitted infections. You don't need a letter from your doctor and their service and treatment are free
and completely confidential.
Gonorrhoea can be cured by antibiotics. Your sexual partner should also be checked out, and you should not
have sex, even with a condom, until you have both been given the 'all-clear'.
Bacterial Vaginosis
What is bacterial vaginosis?
It’s the most common cause of abnormal vaginal discharge in young women.
It’s a bacteria which normally lives in the vagina but can cause problems when it multiplies too much.
How can I catch it?
It can be present in both sexually active and non-sexually active women.
How could I tell if I have bacterial vaginosis?
Sometimes it can cause a watery white or grey discharge and may have a fishy smell.
Can I get rid of it?
34
Yes, if you see your GP or visit a Family Planning Clinic. You may be prescribed tablets or cream, which will
get rid of your symptoms.
Partners do not need to be treated.
*Dental dams are pieces of latex used for cunnilingus.
HIV/AIDS FAQ
HIV is a virus that can damage the body's immune system, so that
it can be hard to fight off infections. If someone with HIV has
certain serious illnesses, this condition is known as AIDS.
HIV can be spread by some kinds of sex - but a condom is the best
protection against it.
It's important to know what the risks are, and ways to reduce them.
What are HIV and AIDS?
What is HIV?
HIV stands for Human Immunodeficiency Virus, which can lead to AIDS. It damages the body's immune
(defence) system. A virus is a type of germ and HIV affects only humans.
What does HIV positive mean?
When a person becomes infected with HIV the body's immune system tries to fight off the virus by making
antibodies. Antibodies are one of the body's lines of defence against infections. If antibodies to HIV have shown
up in a blood test, a person is described as HIV positive.
Someone with HIV will be infected for the rest of his or her life. They may look and feel fine, and completely
healthy; most people with HIV do. Unless they are tested for antibodies to HIV they may not know they have
the virus. You can't tell by looking at someone if they are infected with HIV. They look no different from
someone who doesn't have the virus.
What is AIDS?
AIDS stands for Acquired Immune Deficiency Syndrome. AIDS describes the later stages of HIV when a
person has a collection of illnesses because their immune system has been damaged as a result of HIV.
There is no cure for HIV or AIDS yet, although new drugs and new ways of using existing drugs are constantly
improving medical care. Many people live with AIDS for many years and feel well most of the time. Many
infections are treatable, although as the body's immune system weakens, infections become more difficult to
treat.
How is HIV spread?
Three main ways of passing HIV
1. Sex
Some kinds of sex carry high risks of getting HIV from an infected person. However, it is important to
remember that there is no way you can tell if another person is infected or not.
With HIV, safer sex means not allowing your partners blood, semen or fluid from the vagina to get inside your
body. Vaginal and anal sex without a condom carry the highest risk - whether male or female.
35
Always use a condom, even if you have been with your partner long enough that you feel you can trust him/her.
The only way to know whether a person has HIV or not is for them to have an HIV test.
Condoms also protect against other sexually transmitted infections and unintended pregnancies.
Other kinds of sexual activity carry either no, or very little, risk of HIV infection. This includes kissing and
masturbation. Oral sex carries a small risk, which can be reduced by:
•
•
•
avoiding getting semen in the mouth, particularly if there are any cuts, sores or ulcers in the mouth
using a condom for oral sex with a man (flavoured varieties are available!)
using a latex square - called a dental dam - for oral sex with a woman. Placed over the genital area, it
can protect against infection from vaginal fluid and menstrual blood. Dental dams are available from
some clinics, chemists, shops and mail-order companies.
2. Drugs
HIV can be spread if you share drug injecting equipment - or 'works' - with other people. This can include syringe, needle, spoon, bowl and water.
3. Mother to child transmission
There is a risk that a mother with HIV can pass it on to her baby, either in the womb or through breastfeeding.
HIV screening for pregnant women is not routine but may be requested.
Some treatments (i.e. Nevirapine) have been shown to reduce the risk of passing HIV to the baby, as have some
kinds of delivery. If a woman with HIV has a baby, it can take a few months to know whether or not the baby
has the virus too. A doctor or midwife can explain this in more detail.
How HIV is NOT transmitted?
You can't get HIV by:
•
•
•
•
•
•
•
kissing, touching, hugging or shaking hands
sharing crockery and cutlery
coughing and sneezing
contact with toilet seats
insect or animal bites
swimming pools
eating food prepared by someone with HIV.
Other Risks
There are other ways of getting HIV, but these are much lower risk than unprotected vaginal or anal sex.
Giving/receiving blood
There is a very small risk of getting HIV by receiving a blood transfusion in South Africa. All blood, blood
products, organs and tissues for donation and transplant in South Africa are screened for HIV. Also, potential
blood donors are asked to complete a questionnaire meaning that the chances of being infected from donation or
transplant are minimal.
Donating blood through the blood transfusion service in South Africa is completely safe. The equipment used is
sterile and only used once.
36
Doctor/dentist treatment
All healthcare workers in South Africa take routine precautions to prevent any risk of any infection to patients.
First Aid
The best precaution is to avoid any direct contact with the injured person's blood. Use gloves, and follow
standard health and safety precautions. If blood gets on your skin, simply wash it off.
Dropped needles
Avoid handling the metal needle. If someone does get pricked by a used needle, pinch the wound to make it
bleed a little. Clean the area with soap and water, cover with a plaster, and then seek medical advice.
Skin piercing
Tattooing, piercing, acupuncture and hair removal by electrolysis also pose a risk of passing on HIV and other
infections. Only use these services where sterile and/or disposable equipment is used. Ask if you are unsure.
The HIV Test
The 'AIDS Test' as it is commonly known, does not actually test for AIDS. However, there is a test which can
show whether or not someone has HIV. The test checks for the antibodies which the body produces to fight off
HIV infection. Tests are carried out by Family Planning Clinics, your GP or the Rhodes San.
Family Planning Clinics & the San offer free tests and all information is strictly confidential. You don't have to
use a local clinic or be referred by your GP. If you do ask your GP to organise the test, the result may be entered
into your medical records.
The test involves a sample of blood being taken from your arm or finger - the time taken for the results to arrive
varies. For more information about HIV tests, contact your GP, San or Family Planning Clinic.
If you would like to get involved in the struggle against HIV/AIDS, join SHARC.
37
WORKSHOP THREE: SUBSTANCE ABUSE
SESSION FOUR: DRUGS & ALCOHOL
Drug Quiz
Please answer the following True or False questions. Indicate your choice with a 9
1. Alcohol is a drug.
True
False
2. Drinking black coffee helps the sobering up process.
True
False
3. People can become physically dependent on cannabis.
True
False
4. A person can overdose on alcohol.
True
False
5. More deaths are caused by tobacco than by heroin.
True
False
6. By the age of 17 approximately ¾ of teenagers have experimented with marijuana.
True
False
7. A drug user is developing a tolerance to a drug if he/she needs to increase the amount of the drug to get the same
effect.
True
False
8. Regular marijuana use always leads to use of other drugs.
True
False
9. Because of the effects it produces, alcohol can be classified as a stimulant.
True
False
10. Approximately 50% of Matric students have experimented with Ecstasy.
True
False
11. Cigarettes slow down the central nervous system, help for stress & calm you down.
True
False
12. Magic mushrooms are safer than LSD because they are produced naturally.
False
True
13. Amphetamines (like Speed/crystal meth) increase the appetite.
True
False
14. An overdose is when a person dies as the result of using a drug.
True
False
15. Hash oil is a product of the plant Cannabis Sativa.
True
False
16. The same amount of the same drug will affect people in the same way.
True
False
17. People can’t overdose from smoking heroin.
True
False
18. The ambulance must notify the Police at the scene of an overdose.
True
False
19. Heroin makes the pupils in your eyes get smaller.
True
False
20. The active ingredient in marijuana is MDMA.
True
False
21. Tuk is a slang term for Marijuana.
True
False
22. It is legal to sell cigarettes to a 16-year-old.
True
False
23. If you combine a stimulant and a depressant it has an evening out effect on the body
True
False
Drug Quiz Answers on page 62
38
Drug & Alcohol Fact Sheet
Rhodes University DOES NOT condone the use of illegal narcotics. Possession of illegal narcotics
is an offence under the Student Disciplinary code, which if found guilty, could result in exclusion
from Rhodes University.
Alcohol
General: Alcohol is a natural chemical, and is
produced by fermenting and distilling organic material
such as hops, grapes, wheat etc. Drinks vary in the
percentage of alcohol present, from beer and wine,
which contains anything up to 5-15 % alcohol by
volume, depending on brand, to spirits such as Stroh
Rum, which contains 80% alcohol. The concentration
is published on the packaging.
Immediate effects: Distorted vision, hearing, and
coordination, altered perceptions and emotions,
impaired judgement, euphoria, dehydration, nausea
and vomiting as well as bad breath and hangovers. In
large amounts can cause loss of consciousness, coma and sometimes death.
Long-term effects: Loss of appetite, vitamin deficiencies, stomach ailments, skin problems, sexual impotence,
liver damage, heart and central nervous system damage and memory loss. Alcohol can cause major neurological
damage.
Warning: Alcohol should not be mixed with Ecstasy since it makes the danger of dehydration more
severe. The same applies to depressant drugs (e.g. Heroin). Alcohol and GHB should NOT be mixed since
both of them have a sedative effect on your body. Mixing the two compounds can lead to deep
unconsciousness for a few hours, even a coma.
Ecstasy
AKA: X-TC, Pill, E
Appearance: capsules(any colour) or pills
Ingredients: In its purest form the compound called
MDMA. There are about 55 types of Ecstasy
available at the moment, all varying in strength and
about 80% are mixed with other dry ingredients,
including strychnine, pool acid, starch, sugar, chalk,
diazepam, Ketamine, ephedrine and powdered heroin.
Immediate effects: Euphoria and feelings of
wellbeing; tight jaw; nausea; sweating and dry mouth,
increased blood pressure and heart rate, overheating and dehydration or over-hydration.
Long-term effects: Reduced immunity, memory loss, depression and mental health problems.
39
LSD
AKA: Acid, A, Microdot, tab
Appearance: A liquid, on its own or on printed paper
cut into tiny squares. It is also available in a highly
concentrated granule, approx the size of the head of a
pin known as a micro-dot.
Ingredients: Lysergic acid diethylamide (LSD), a
hallucinogenic drug originally derived from wild
fungus.
Immediate effects: Heightened senses, intensified
colours, distorted shapes and sizes, movement in
stationary objects, time lengthening. Hallucinations
begin after about 30 minutes and may last up to 20
hours.
Long-term effects: No evidence that it leads to physical dependence or overdose (though people have died in
accidents under the influence), or of the 60’s scare that LSD damages chromosomes and therefore future
children of the user.
Heroin
AKA: H, brown sugar, mud, horse, smack
Appearance: Pure heroin is a dusty brown colour, while very
refined heroin is pure white.
Ingredients: Made from the opium poppy.
Immediate effects: A rush in seconds if injected, in 10 to 15
minutes if snorted or smoked. Euphoria followed by drowsiness,
clouded mental function or stupor, decreased respiration and
heat beat, plus feelings of well-being for 4 to 6 hours. There is a
flushing of the skin, dry mouth, watery eyes, runny nose and
heaviness in extremities plus nausea, vomiting and severe
itching.
Long-term effects: Severe addiction and withdrawal, collapsed,
scarred veins, bacterial infections, infection of heart lining and
valves, abscesses or boils, arthritis or other rheumatologic
problems, liver and kidney diseases, increased risk of pneumonia
and TB and other infectious diseases, increased risk of contracting HIV.
Cocaine
AKA: Rocks, coke, snow, blow, white, marching powder,
shnarff.
Appearance: White crystalline powder.
Ingredients: Made from the leaves of the coca shrub.
Immediate effects: Increased confidence, heightened
sexuality, dry mouth, sweats, loss of appetite, increased
heart rate, anxiety, death from respiratory or heart failure
(very rare).
Long-term effects: Nausea, insomnia, hyperactivity,
weight loss and paranoia may develop. Damage to nasal
membranes.
40
Methcathinone
AKA: KAT, CAT, khat,
Appearance: White crystalline powder.
Ingredients: made from the shrub catha edulis which contains Cathinone, more
commonly synthesised using Methcathinone.
Immediate effects: Feelings of euphoria, stimulation, heightened awareness,
increased confidence, alertness and energy. However some medical research
suggests that concentration and judgement are actually impaired. Increased
aggression and inhibited appetite. Long comedown period with depression and
mood swings are common.
Long-term effects: Regular powder use damages the sinuses, dependency,
amphetamine psychosis, which is similar to schizophrenia and includes paranoia
and panic attacks, delusions, auditory illusions. In the worst case, the psychological
damage is permanent and the only treatment is lifetime use of antipsychotic
prescription drugs.
Cannabis
AKA: Dagga, dope, dubie, zol, joint, grass, weed, pot, ganja
Appearance: dried herb or resinous block.
Ingredients: From Cannabis sativa, a plant containing
tetrahydrocannabinols, chemicals that affect the brain.
Immediate effects: Euphoria, relaxation and pain relief.
Increases pulse and appetite, reduced blood pressure, dizziness
and memory loss.
Long-term effects: No proof that long-term moderate use of
causes lasting damage. But frequent use over years may lead to
respiratory disorders and cancer of the lungs or digestive system. Motivational Syndrome, a group of symptoms,
experienced mostly as the inability to concentrate or achieve goals in life. Short-term and long-term memory
loss, severe paranoia and the risk of psychosis.
Speed
AKA: Speed, amphetamine; ice; crystal, crystal meth; bennies, uppers and ‘tuk’
Appearance: Crystals, chunks, tablets, capsules, or powder, white to off-white or
yellow in colour.
Ingredients: The active ingredient in speed is methamphetamine, though it often
contains other ingredients like chalk or flour as a base.
Immediate effects: Increased energy, euphoria and alertness and decrease in
appetite and fatigue. With speed, many people feel very confident and alert. Also
produces increased blood pressure and heart rate, sweating, anxiety, irritability,
insomnia, paranoia, and sometimes even psychosis. Coming down off of speed or
"Crashing", usually involves total physical and mental exhaustion, including deep
mental depression.
Long-term effects: Extreme weight loss, depression and brain and organ damage as
well as amphetamine psychosis, which results in symptoms of paranoia, anxiety and distortions of perception,
fear of harassment, and hearing voices.
Warning: When used in combination with Ecstasy, Speed can cause body temperature to soar,
causing overheating, putting strain on the heart especially. DO NOT mix the two.
For more detailed information about these and other narcotics visit http://www.ravesafe.org.za
41
Acquaintance Rape Drugs
In recent years a new kind of rape threat has reared its ugly head at parties, on campuses and in nightclubs - so
called "predator" or "date rape" drugs. What exactly are date rape drugs? Technically speaking, any substance
that renders you incapable of saying no or asserting yourself and your needs can be used to commit rape. This
can include things like alcohol, marijuana or other street drugs, designer or club drugs like ecstasy, over-thecounter sleeping pills and antihistamines, even cold medications. However, the term "date rape drug" usually
applies to the drugs Rohypnol, Gamma Hydroxy Butyrate (GHB) and Ketamine Hydrochloride.
Why do these drugs make effective date rape drugs? There are many factors that make these drugs desirable to
sexual predators. The drugs are virtually undetectable; they are tasteless, odourless and colourless. All traces of
the drugs will leave the body within 24 hours of ingestion and are
not found in any routine toxicology screen or blood test - doctors
and police have to be looking specifically for them and they have to
look quickly! Date rape drugs are easily slipped into drinks and
food and are very fast acting. They render the victim unconscious
but responsive with little or no memory of what happens while the
drug is active in their system. The drugs also make the victim act
without inhibition, often in a sexual or physically affectionate way.
Like most drugs, date rape drugs render a person incapable of
thinking clearly or of making appropriate decision. This makes for a
very passive victim; one who is still able to play a role in what is
happening but who will have no clear memory of what happened
after-the-fact. Without any memory of events the victim is often
unaware that they have even been raped, and if they are aware or have suspicions they make very poor
witnesses.
So how do you know if you have fallen victim to a rape using a date rape drug? It is difficult, but not
impossible. First, there are some very clear signs that sexual activity has taken place even if you have no
memory of actually "doing it." (It is important to note here that if you have had sex but can not remember doing
it or offering consent you have been raped under the law, whether a date rape drug has been used or not.) Signs
that a sexual assault has taken place can include; soreness or bruising in the genital area, soreness or bruising in
the anal area, bruising on the inner and/or outer thighs, bruising on the wrists and forearms, defensive bruising
or scratching (the kind that would occur during a struggle), used condoms near you or in nearby garbage
containers, and traces of semen or vaginal fluids on clothes, body or nearby furniture. Since people who have
been slipped a date rape drug appear to others to be very intoxicated, an extremely reliable sign that you have
been raped using a date rape drug is gossip from others about your behaviour or the behaviour of those around
you. Aside from indications of sexual activity, other clues that a date rape drug may have been given to you
include: feeling "hung-over" despite having ingested little or no alcohol, a sense of having had hallucinations or
very "real" dreams, fleeting memories of feeling or acting intoxicated despite having taken no drugs or drinking
no alcohol, no clear memory of events during an 8 to 24 hour period with no known reason for the memory
lapse, and stories from others about how intoxicated you seemed at a time when you know you had taken no
drugs, medications or alcohol. Short of being told that you have been given a date rape drug, there is no way to
be sure without medical testing. If you suspect that you have been given a date rape drug you need to get to a
hospital quickly and you must request that you be properly tested. The drugs can be found in your system if you
act quickly. If you suspect that you have been raped using any one of these drugs go to a hospital and request a
preliminary rape exam with testing for date rape drugs. This is the only way to know for sure.
42
Protecting Yourself from Date Rape Drugs
Steps you can take to decrease the risk that you will become a date rape drug victim:
The introduction of date rape drugs into mainstream culture has put a very powerful weapon in the hands of
sexual predators. Rapes can be easily committed behind a foggy haze of intoxication often leaving the victim
oblivious to the fact they have been assaulted. It is a frightening thought that begs the question: "What, if
anything, can be done to stop a person from falling victim to a rape using a date rape drug?" There are some
simple behaviour modifications you can make to ensure that you do not fall prey to a rapist armed with a date
rape drug. To protect yourself always follow these simple rules:
•
•
•
•
•
•
Don't accept open drinks (alcoholic or non-alcoholic) from others who you do not know or do not trust;
this includes drinks that come in a glass.
When in bars or clubs always get your drink directly from the bartender and do not take your eyes off the
bartender or your order; don't use the waitress or let somebody go to the bar for you.
At parties, only accept drinks in close containers: bottles or cans.
Never leave your drink unattended or turn your back on your table.
Do not drink from open beverage sources like punch bowls.
Keep your eyes and ears open; if there is talk of date rape drugs or if friends seem "too intoxicated" for
what they have taken, leave the party or club immediately and don't go back!
Learn more about the three most common date rape drugs including how they effect you and what they look
like.
Rohypnol
What are the street names?
Rophy, Ruffles, Roofies, Ruffies, Ruff Up, Rib, Roach 2,
R2, R2-Do-U, Roche, Rope, Ropies, Circles, Circes,
Forget It, Forget-Me-pill, Mexican Valium.
What is it?
A prescription sedative/depressant belonging to the
Benzodiazepine family of drugs - it is produced worldwide
by Hoffman-La Roche, Inc. The generic name for
Rohypnol is Flunitrazepam. This drug is not manufactured
or approved for use in North America but can be found as a street drug. The drug comes in pill form in .5, 1 and
2 milligram dosages. It is tasteless, colourless and odourless and can be crushed and added to any drink,
including water, without detection. In the late 1990's as an answer to Rohypnol's popular use as a date rape drug,
the manufacturer voluntarily changed the formula to change colour when it comes in contact with liquid, but it
is still easy to find in it's original generic formulation. Repeated use of the drug can lead to dependency.
What are the effects?
The most common effects include; disinhibition and amnesia, excitability or aggressive behaviour, decreased
blood pressure, memory impairment, drowsiness, visual disturbances, semi-consciousness, dizziness, confusion,
stomach disturbances, and urinary retention.
43
How quickly does it act on/leave the system?
It is quick acting, with noticeable effects occurring within 20 minutes of ingestion. Mixed without alcohol the
effects last 8 - 12 hours, with alcohol the effects last longer, up to 36 hours. After ingestion it can be found in
the blood stream for 24 hours and in urine samples for 48 hours.
What does it look like?
The pills are small and white with a split-pill line on one side and the word "ROCHE" with the number 1 or 2 in
a circle stamped on the other. They are quickly dissolved in liquid especially when crushed first.
Gamma Hydroxy Butyrate (GHB)
Easy Lay, EZ Lay, Liquid Ecstasy, Ellie, Clear X, Liquid X, X-rater, Chemical X,
Liquid Dream, Scoop, Scoop Her, Get-Her-to-Bed.
What is it?
It is an odourless, colourless, liquid that acts on the central nervous system as a
depressant/ anaesthesia. It was banned in the United States in 1990 under the
Samantha Reid Date-Rape Prohibition Act of 2000. It is also illegal in Canada and
many parts of Europe. It is not produced or manufactured by any pharmaceutical
company; instead it is made in illegal drug labs or by amateur chemists in their
homes. It can be easily made with common and readily available ingredients and novice chemistry skills and the
recipe is easy to find.
The most common effects include: euphoria, amnesia, intoxication, drowsiness, dizziness, nausea, amnesia,
visual hallucinations, hypotension, brady-cardia, severe respiratory depression, and coma. In lower doses the
most common side effects are: drowsiness, nausea, and hallucinations. In higher doses the most common side
effects are: unconsciousness, seizures, severe respiratory depression, and coma. Since the drug is not
standardized it is impossible to be certain what dosage you are taking or being given and accidental overdose is
a distinct possibility.
GHB begins to take effect 10 - 15 minutes after ingestion. The effects last for 3 - 6 hours when taken without
alcohol and 36 - 72 hours when mixed with alcohol or other drugs. In very high dosages unconsciousness, or
even coma, can occur within 5 minutes.
It looks exactly like water.
44
Ketamine Hydrochloride
Special K, Super K, K, OK, KO, Vitamin K, Kid Rock, Ket Kat,
Make-Her-Mine.
What is it?
A legal drug sold as a veterinary sedative or hospital grade
anaesthesia and goes by the brand names Ketaset® or Ketalar®). It is
in the same family of drugs as PCP (phencyclidine). When used in
humans the drug acts as a dissociative anaesthesia; it renders the user
vaguely aware of, but comfortably detached from, all bodily
sensations.
The most common effects include; delirium, vivid hallucinations, cardiac excitement, mild respiratory
depression, confusion, irrationality, violent or aggressive behaviour, vertigo, ataxia, slurred speech, delayed
reaction time, euphoria, thinking, altered body image, analgesia, amnesia, and coma.
This depends on how it is ingested. When taken orally or nasally the effects take 10 - 20 minutes to be realized.
When taken intravenously the effects are instantaneous. The effects last less than 3 hours and the drug is
detectable in the system up to 48 hours depending on the method of ingestion. Since it is often mixed with other
mind-altering drugs, like heroin and cocaine, many people do not ever realize they have been given this
substance.
In undiluted form it looks like an off-white powder, in diluted form it looks like slightly cloudy water.
45
WORKSHOP FOUR: CAUSES OF PSYCHOLOGICAL STRAIN & METHODS OF
SUPPORT
SESSION TWO: DEALING WITH PSYCHOLOGICAL PROBLEMS
There are a multitude of causes for psychological stress and each cause has many ways of manifesting itself. As
House Committee members you are NOT expected to act as counsellors or psychologist. This workshop is
designed to enable you to identify students in distress, which may have any number of causes, and then to assist
those students to access the support services offered by the University, including, but not limited to the
Counselling Centre.
The following focus areas are common stressors, and the information provided should assist you to give
immediate, appropriate support and then call for assistance.
The Student Counselling Centre
The Student Counselling Centre provides a service to all Rhodes Students experiencing socio-emotional
difficulties.
Currently we offer the following services:
•
•
•
•
•
•
•
Confidential brief individual counselling
Provision of referral information (helping students know which other support services are appropriate
and linking them with these services)
Couples counselling
Group therapy for students with similar interests and goals
An after-hours line for psychological emergencies (during office hours students experiencing a crisis
can just drop in at any time to make an appointment and will be accommodated as soon as possible)
Anti-Harassment services (to explore options for dealing with harassment)
Running workshops on issues pertinent to students such as time management, stress management and
exam preparation
The staff includes three full time psychologists and three intern psychologists as well as a part-time
psychologist, a once weekly consultant psychiatrist and a secretary.
The Student Counselling Centre is located on the top floor of the Student Union Building in Prince Alfred Street
and is open Monday to Friday from 08h30 – 13h00 and 14h00 – 17h00.
To contact the Student Counselling Centre for more information telephone (046) 603
7070 during Office Hours or email [email protected]
The Psychological Emergency Number is operated by the staff of the Counselling
Centre after normal office hours. This number is for the use of students who are
experiencing psychological emergencies which cannot wait until the next working day.
This number is 082 803 0177.
46
Activity
Icebreaker
Introduction: Counselling Centre
staff and Psych Clinic facilitators
Introduction: Introduce yourself to
someone you don’t know and tell
them a quality that your best friend
likes about you
Aim
Contextualises different personal
backgrounds/ worries/ problems etc.
Counsellors introduced to group and goals
of workshop clarified
Presenter
Target
Time
Ms Jean Luyt
All
5
Dr Charles
Young
All
5
All
5
Getting to know each other and
identifying personal strengths useful in
psychological difficulties
BREAK INTO 9 GROUPS
“Worry in a hat”
Each participant writes a concern
that they are currently facing on a
piece of paper without identifying
themselves and drops it in the ‘hat’.
The ‘hat’ is then passed around so
each person gets someone else’s
worry. Each person takes a turn to
speak about that worry as if it were
there own.
Discussion:
What kinds of problems do you
think students face at Rhodes?
Discussion
Discussion
Presentation (Power Point)
Empathy, discussion of problem/issues
that students typically face. This makes
the experience of addressing problems
more personal.
1 facilitator/
group
Groups
10
Deepening understanding of the kinds of
problems that students might face.
1 facilitator/
group
Groups
5
1 facilitator/
group
Groups
5
1 facilitator/
group
Groups
5
All
30
Groups (each
scenario discussed
in smaller group,
and then strategies
discussed in
group)
30
Groups
10
Groups
5
All
5
Sub-Wardens: What types of problems do
you think students in your residence might
approach you for assistance with?
First years: What types of problems do
you think you will face this year?
Sub-Wardens: What types of problems
would you be most concerned about
having to manage?
First years: What types of things concern
you the most about the coming year:
BACK TO LARGE GROUP
Depression and Suicide
Stress
Anxiety
Eating disorders
Harassment
(for each topic: what it is; how to
recognise it; what you can do to help and
how to look after yourself)
BREAK INTO 9 GROUPS
Scenarios
5 different scenarios related to above topic
(e.g. Student has this difficulty – how
would you deal with this?)
1 facilitator/
group
Discussion
Resources on campus/ in Grahamstown/
internet
Discussion
Confidentiality and how to deal with it
1 facilitator/
group
1 facilitator/
group
Conclusion
BACK TO LARGE GROUP
Services offered by Counselling Centre
47
Depression
What Is Depression?
The symptoms of depression vary from person to person. Although everyone feels down at times, some people
describe depression as a heavy black blanket of misery that falls over their lives. People might feel like they
have no energy and cannot concentrate, while others feel irritable most of the time. If you have felt sad or down
for more than two weeks, and these feelings are negatively interfering in your life, you may be depressed.
Most people with depression do not seek help, even though the majority will respond to treatment. Getting help
for depression is vital because it affects you, your family and friends, as well as your work. It is also important
to seek treatment because in severe cases depression can be life threatening as suicide can be a possible
outcome.
DEPRESSION CAN BE
EFFECTIVELY TREATED
What Causes Depression?
Depression often occurs as a result of a combination of factors rather than from one single cause. Depression is
not simply a “state of mind”. It is also related to physical changes in the brain, resulting from an imbalance of
chemicals known as neurotransmitters.
Common features:
• Family history. There is growing evidence that depression can have a biological basis. It is known to be
more common in individuals with close relatives who have been affected.
• Trauma and stress. Life events such as relationship difficulties, the death of a loved one, financial
problems, lack of social and emotional support, and events requiring significant psychological
adjustment (such as a career change, getting married, or coming to university) may contribute to
depression.
• Pessimistic attitude towards life. Individuals with low self-esteem, or who have a tendency to view
themselves and the world around them in a negative manner are at a higher risk for depression.
• Medical conditions. Some medical conditions, such as heart disease, HIV, hormonal disturbances, and
cancer, may contribute to depressive feelings. Similarly, depression may influence an individual’s
physical well-being, and play a detrimental role when there is already a pre-existing medical condition.
In some cases, depression can be caused by medications used to treat medical conditions.
• Other psychological conditions such as anxiety disorders, eating disorders, schizophrenia and substance
abuse may place an individual at risk for depression.
Signs of Depression
Anyone who feels down nearly every day for weeks or months may be clinically depressed. Depressed
individuals may experience:
• ongoing feelings of sadness, irritability or tension
• decreased pleasure or interest in usual activities
• feeling of lethargy or loss of energy
• change in appetite, resulting in weight loss or weight gain
48
•
•
•
•
•
•
change in sleeping pattern, sleeping too much or too little
restlessness or feeling slowed down
difficulty with making decisions or concentrating
feelings of worthlessness, guilt or hopelessness
thoughts of suicide or death
diminished interest in sex
Who gets depression?
Although depression may make you feel alone, many people suffer from depression during their lives. It can
affect anybody, although its effect may differ according to your age and gender.
• Women – are more than twice as likely to become depressed as men. The higher risk may be partly due
to hormonal changes. It has also been hypothesised that women are more likely to talk about feelings of
sadness, and seek help when necessary.
• Men – although their risk of depression is lower, men are less likely to seek help than women. They
may show some of the typical signs of depression, but are more likely to be angry and hostile and mask
their condition, sometimes with alcohol or drug abuse. Men who are depressed are particularly at risk
for suicide, and they are more than four times more likely than women to kill themselves.
• Elderly – Older people often have to make significant adjustments to their living circumstances. They
may lose a partner, have to adjust to living alone, or become physically ill and unable to care for
themselves as they used to. Some signs of depression may be ignored or misunderstood as indications
of ageing, and many older people may be reluctant to talk about their feelings.
What Treatments Are Available?
Friends and family can offer a great deal of support for individuals who suffer from mild cases of depression.
Someone who is willing to listen and ask concerned questions can make a big difference. However, even the
most caring and patient companions can find themselves frustrated when depression is more severe. It is
important to seek professional help.
Psychologists and psychiatrists are professionally trained to recognise and provide therapeutic support for
people suffering with depression. Some people prefer to first consult their medical practitioner. While each
speciality has its own perspective and expertise, it should be remembered that practitioners of all kinds have
experience in dealing with depression, and can refer to others when necessary.
Counselling or psychotherapy can provide insight into the depression, emotional support, and address negative
patterns of thinking. Group therapy can be a particularly effective form of treatment for depression.
Psychologists may help individuals to make changes in difficult life situations. With the individual’s
permission, they can set up meetings with friends or parents to explore ways of resolving a crisis. Depressed
individuals who are at risk of killing themselves may need to be in hospital temporarily. While this is often seen
as a drastic measure, it can be life-saving, and it may allow effective treatment to begin.
Antidepressant medications work for many people. They can make you feel better, either improving or
completely removing your symptoms. Many studies, however, have shown the benefits of combining
medication with counselling or psychotherapy which will provide insight to the feelings you are experiencing,
and offer emotional support for you.
49
If you are taking antidepressant medication, here are some important tips for you:
•
•
•
•
•
Be patient, antidepressants may take some time to work. You may start to feel better within a few
weeks; however the full effect of the medication may not be experienced for several weeks.
When starting antidepressant medication, or increasing or reducing your dose (following your doctor’s
recommendations), it is important to know that you may experience a sense that the depression is
worsening, or that you are feeling more hopeless than previously. You may experience anxiety,
agitation, panic attacks, insomnia and irritability during this initial period. Although these symptoms
almost always disappear within the first 2 to 3 weeks of treatment, they can be very unpleasant. It is
essential that you report any of these symptoms to your doctor or psychologist.
Follow your doctor’s instructions. It is important to keep taking your antidepressant for as long as your
doctor recommends. This can help to lower the chances of becoming depressed in the future.
Stopping the medication abruptly may cause some potentially serious side-effects. If you are thinking
about stopping your medication, only do so once you have discussed this with your doctor.
Antidepressants may cause side effects and interact with foods and other medications. Tell your doctor
about any medical conditions you have and about other medicines you are using. Notify your doctor
immediately if you experience any side-effects.
References and self-help resources
•
Burns, D. (1980). The feeling good handbook. New York: Pume.
•
Emery, G. (1987). Getting undepressed. New York: Simon and Schuster.
•
http://www. depression.com
•
Martorano, J. T. (1989). Beyond negative thinking: Breaking the cycle of depressing and anxious thoughts. New
York: Plenum.
•
Scott, J. (2001). Overcoming mood swings: A self-help guide using cognitive-behavioural techniques. London:
Robinson.
Helping Someone in a Suicidal Crisis
It’s 3:00 in the morning and you have just fallen asleep after studying for your exam. The telephone
rings and your best friend is on the other end. Words that you never thought you’d hear come
piercing across the line … “I just can’t do it anymore! The pain is too much to continue living… I
know that I have got to end it – I must kill myself!” You instantly feel the adrenaline surge through
your body. With trembling hands and sharpened senses, the question looms through your mind:
“What do I say… what should I do!”
A suicidal crisis is very difficult to deal with. It is usually unanticipated and requires the helper to mobilize a
variety of skills and resources. Following is a list of suggestions should you face the challenge of dealing with
or preventing a suicide attempt.
If the person is under the influence of drugs or alcohol, or if an attempt is imminent:
1. Call an ambulance (10177). The person requires medical and psychological intervention as soon as
possible.
2. Call the police (10111) if the student is behaving in a manner which is difficult to control or which
might be placing his or her life, or your life, in danger.
3. Call the Rhodes Psychological Emergency Number at 082 802 0177.
4. If the person forbids you to call, is angry about it, or upset, you must call anyway.
50
If the person has indicated that they are feeling hopeless or are thinking about suicide, or “ending it all”.
1. Take the person seriously. Many people have taken their lives when people thought their statements
about suicide were “manipulative” or person was being “melodramatic” or it was “just a cry for help”.
While it is true to say that there are times when a person is being manipulative, it is best to err on the
side of caution.
2. Don’t panic. Keep your voice calm and matter-of-fact.
3. Encourage the person to discuss what prompted “death” thoughts. The more the person is able to
talk about the specific details of the experience, the better he or she is able to understand the source of
the crisis. Once a source is delineated, a course of action and intervention can be developed.
4. Elicit the person’s feelings. Expressing emotions is a way for the person to vent frustrations while
securing validation and support. Common probes and statements include; “how did you feel when that
happened” or “I would have felt hurt if that happened to me”.
5. Use the term “suicide”, “kill yourself”, and “suicidal plan” when talking about the threat.
Oftentimes, people contemplating suicide envision the process from a distorted perspective. It may be
even seen as a passion ‘romanticized’ escape….a solution without notable consequences. Using these
terms can bring the person into a sharper reality focus while enabling the helper to determine if a plan is
in place. If the person has a reasonable plan to carry out the threat to end his or her life, the cry for help
is more serious and warrants careful attention.
6. Assist the person in defining alternatives and options. Those who are contemplating death do not see
life as having positive alternative solutions. Highlighting the fact that death is a permanent solution to a
temporary problem can impart hope. Alternative solutions are available. With assistance, the person in
crisis can have the option to select the best solution for the situation.
7. Involve professional resources as needed. Trained professionals can assist the person in crisis to deal
more effectively with the problem and work to instil hope again. The challenge may be cultivating a
sense of trust to include an outside person. In many cases, the suicidal person wants the helper to
maintain confidentiality. It is important to emphasize that he or she came to you because of trust and
confidence that you care to do the right thing. Encourage the person in crisis to value your decision to
involve a professional counsellor if needed.
8. Talk with someone after the crisis is over. Taking the time to share what it was like to be in the
stressful situation is important. Venting your feelings and decision processes is crucial to re-stabilizing
after your adrenaline surge. In addition, you may find yourself feeling ‘guilty’ or ‘inadequate’ for
securing outside help. Remember that by bringing other helpers into the situation your intention was not
to betray a confidence, but to save a life.
9. Realise the limitations of your responsibility. There are a number of ways to offer assistance in a
crisis. Some include connecting the suicidal person with a crisis line counsellor, accompanying the
person to a counselling centre, making an appointment with a psychologist, notifying his or her parents,
or calling the police. If you have taken substantial measures to prevent someone from committing
suicide and the suicidal person refuses help options, there may be nothing more that can be done.
Anyone who is determined to end his or her life will find a way. Your responsibility as a friend or
associate is to assist, support, and possibly refer. Once you have care enough to incorporate all
resources humanly possible, your responsibility as a fellow human being ends.
If you currently know of someone dealing with suicidal thoughts, you are encouraged to consult with a professional psychologist in
your area. The Counselling Centre at Rhodes is available to assist you, or somebody close to you. The Counselling Centre can be
contacted at (046) 603 7070 during office hours (08h30 – 17h00). If you are dealing with a psychological crisis after hours,
please call the Rhodes Psychological Emergency Number at 083 803 0177.
Note: This document is based on an article script developed at the University of Texas, Austin.
51
Anxiety
What Is Anxiety?
Anxiety is different from fear in various ways. When you are afraid, your fear is usually focused on a
recognised external threat. The event that you fear usually is within the bounds of possibility, for example
failing an exam, being unable to pay your bills, or being rejected by someone you want to please.
Anxiety is an unpleasant emotional state and it is often difficult to identify what it is you’re anxious about. The
focus of anxiety is more internal than external. It seems to be a response to a vague, distant, or even
unrecognised danger. You might be anxious about “losing control” of yourself or a particular situation. Or you
might feel a vague anxiety about “something bad happening.”
Anxiety affects your whole being – it has physiological, behavioural, and psychological components all at once.
Psychologically, anxiety is a subjective state of apprehension and uneasiness. A behavioural manifestation of
anxiety may be the avoidance of anxiety-provoking situations. Physiological symptoms include: shallow
breathing, mouth dryness, cold hands and feet, diarrhoea, frequent urination, fainting, heart palpitations,
elevated blood pressure, increased perspiration, muscular tension (especially in the head, neck, shoulders, and
chest), and indigestion. These symptoms may cause fatigue or even exhaustion.
Different types of anxiety
Anxiety can appear in different forms and at different levels of intensity. It can range in severity from a mere
twinge of uneasiness to a full blown panic attack marked by heart palpitations, disorientation, and terror.
Anxiety that is not connected with any particular situation, that comes “out of the blue,” is called free floating
anxiety or, in more severe instances, a spontaneous panic attack.
If your anxiety arises only in response to a specific situation, it is called situational anxiety or phobic anxiety.
Situational anxiety is different from everyday fear in that it tends to be out of proportion or unrealistic. Phobic
anxiety is when you actually start to avoid the situation. Often anxiety can be brought on merely by thinking
about a particular situation, what is called anticipation anxiety. You may “worry yourself into a frenzy” about
something for an hour or more and then let go of the worry as you find something else to occupy your mind.
Anxiety versus Anxiety Disorders
Anxiety is an inevitable part of life in contemporary society. It’s important to realise that there are many
situations that come up in everyday life in which it is appropriate and reasonable to react with some
anxiety. If you didn’t feel any anxiety in response to everyday challenges involving potential loss or failure,
something would be wrong.
Anxiety disorders are distinguished from everyday, normal anxiety in that they involve anxiety that
1) is more intense (for example, panic attacks),
2) lasts longer (anxiety that may persist for months instead of going away after a stressful situation has
passed), or
3) leads to phobias that interfere with your life.
52
A variety of anxiety disorders have been identified:
• Panic Disorder
• Agoraphobia
• Social Phobia
• Specific Phobia
• Generalized Anxiety Disorder
• Obsessive-Compulsive Disorder
• Post-Traumatic Stress Disorder
• Acute Stress Disorder
• Agoraphobia Without History of Panic Disorder
• Anxiety Disorder Due to a General Medical Condition
• Substance-Induced Anxiety Disorder
If you suffer from persistent and excessive anxiety symptoms which result in avoidant behaviour, it is
important to seek professional help. By determining the type of anxiety disorder from which you suffer, a
psychologist will be able to offer more effective treatment and a better prognosis.
Most forms of psychological treatment focus on the following processes:
1. Reduce psychological reactivity.
2. Eliminate avoidance behaviour
3. Change subjective interpretations (or “self-talk”) which perpetuate a state of apprehension and worry.
•
Bemis, J. & Barrada, A. (1994). Embracing the fear: Learning to manage anxiety and panic attacks. Centre City,
MN: Hazelden.
•
Bourne, E. J. (2000). The Anxiety and Phobia Workbook (3rd ed.) Treatment book. California: New Harbinger
Publications.
•
Burns, D. (1980). The feeling good handbook. New York: Plume.
•
Simmons, M. & Daw, P. (1994). Stress, anxiety & depression: a practical workbook. Bicester: Winslow Press.
•
Sue, D., Sue, D. & Sue, D. (1994). Understanding abnormal behaviour (4th ed.). Houghton Mifflin Company,
Boston.
Eating Disorders
The term “eating disorders” refers to a group of problems within two main categories – overeating (binging) and
undereating (anorexia). These disorders, such as anorexia, bulimia and binge-eating disorder, involve
extreme attitudes and behaviours surrounding weight and food issues. While each eating disorder involves a
preoccupation with weight and food, the problems involve much more than simply food. These illnesses have a
biological basis, but are also influenced by psychological, interpersonal, and cultural factors.
Eating disorders must be distinguished from eating problems and dieting. Eating disorders can cause very
serious medical problems, and may be life-threatening. Individuals who suffer from an eating disorder
experience marked psychological distress associated with concerns about weight and body shape, and the eating
disorder interferes with day-to-day responsibilities and pleasures.
These disorders involve extreme dissatisfaction and preoccupation with body size and shape, and individuals
may regard themselves as overweight when their weight is actually lower than normal, or they may measure
their self-worth by their weight. Individuals with eating disorders may experience overwhelming feelings of
self-loathing about large amounts eaten and panic about possible weight gain. In addition to over-eating or
under-eating, individuals engage in compensatory behaviours such as purging (self-induced vomiting or
53
inappropriate use of laxatives, enemas, or diuretics), fasting, excessive exercise, and restricting calories or food
types.
People with eating disorders may experience a sense of shame about their thoughts and behaviour, and may
work hard at keeping the problems secret for many years. It is essential that these disorders are recognised and
properly diagnosed in order to guide an effective treatment process.
Although women are more prone to developing an eating disorder, men are also at risk.
Anorexia nervosa
This condition involves restricted eating or self-starvation in a relentless pursuit of thinness. This eating
disorder is defined by a refusal to maintain normal body weight for age and height, and intense fear of gaining
weight, a disturbance in self-image and body-image. While the person with anorexia has an appetite, and food
tastes good, food is regarded as “the enemy”.
Other characteristics of anorexia include:
•
•
•
•
•
•
In women – absence of menstrual periods for at least three months
In men – decrease in the level of male sex hormones
The person denies the dangers of low weight
Person reports feeling fat even when very thin
Emotional features such as depression, irritability, or withdrawal,
Peculiar behaviours such as compulsive rituals, strange eating habits, division of food into “good/safe”
and “bad/dangerous” categories
54
Bulimia nervosa
This eating disorder is characterised by recurrent episodes of binge-eating (eating an extreme amount of food)
together with a sense of a lack of control over amounts eaten, and a feeling of being unable to stop. The
disorder is further classified as either purging or non-purging bulimia depending on whether the individual uses
fasting or exercising instead of purging to “compensate” for binging.
Other characteristics of bulimia may include:
• The person may vomit, misuse laxative, exercise excessively, or fast to compensate for the excessive
intake of calories
• When not binging, the person often diets, then becomes hungry and binges again
• The person strongly believes that a sense of self-worth requires being thin
• Weight may be normal or near normal
• Although the person may seem cheerful, they may feel depressed, lonely, ashamed, worthless, and
empty inside
Binge-eating disorder
This disorder is sometimes referred to as “stress eating” or “emotional overeating”. It is characterised by
compulsive overeating, usually in secret and without purging, followed by guilt or remorse for the episode. It is
estimated that up to 40% of people with obesity may be binge eaters. The term “binge eating disorder” was
officially introduced in 1992. Unlike non-purging bulimia, there is no attempt to “compensate” for the binge by
fasting or over-exercising.
55
What can I do if I know someone who may have an eating disorder?
• You cannot force someone to seek help, change habits, or adjust attitudes
• But you can make progress through honestly sharing concerns, providing support, and knowing where
to go for information
• Learn as much as possible about eating disorders
• Know differences between facts and myths about weight, nutrition and exercise
• Be honest about your concerns
• Be caring but firm
• Compliment your friend’s personality, successes and accomplishments
• Be a good role model
• Speak to a professional
Treatment of eating disorders
Eating disorders can be physically and emotionally destructive. It is essential that people with eating disorders
seek professional help as early intervention can significantly enhance recovery. Recognition of the eating
disorder is often difficult, as people with the illness are often in denial or embarrassed. People with anorexia
often do not know there is a problem with their behaviour while people with bulimia may be aware of the
problem, but hide their behaviour. Family, friends, or health care professionals are often the people who
recognise the problem.
The most effective treatment for an eating disorder is counselling or psychotherapy accompanied by medical
and nutritional supervision. Treatment may be a long process. Unlike other forms of addiction or habit involve
total avoidance of the banned substance, eating is necessary for survival and thus the management of eating
disorders can be complicated. It is important to note that treatment is available and recovery is possible.
•
Cooper, M., Todd, G. & Wells, A. Bulimia nervosa: A cognitive therapy programme for clients. London: Jessica
Kingsley.
http://www.edap.org
•
http://www.healthline.com/galecontent/eating-disorders
•
http://overeatersanonymous.org
•
•
Garner, D.M. & Garfinkel, P.E. (Eds.) (1997). Handbook of treatment for eating disorders (2nd ed.) New York:
Guilford.
Rape
Over the past 2 years Rhodes University has made improvements to campus security, adding panic buttons
around campus. Rhodes takes harassment and sexual violence seriously and has a well set out harassment policy
to protect students. (See http://www.ru.ac.za/safety for more information)
This Rape Fact Sheet was produced by POWA, a Women’s Organisation based in Gauteng.
No matter how vigilant the institution is, crime and violence are a part of the South African reality. The
following information could prove helpful should the worst happen…
56
What is Rape?
In South African law, rape is defined as "intentional unlawful sexual intercourse with a woman without her
consent." There are several problems with this definition:
•
•
Forced anal or oral sex is not considered rape. Neither is penetration
with an object or a body part other than the penis. These are considered "indecent
assault", which carries a lower penalty than rape.
Violent sexual crimes between people of the same sex are not recognised
as rape.
POWA defines rape as ANY forced or coerced genital contact or sexual penetration.
Sexual assault is defined as any other form of undesired sexual contact and is often just as traumatic.
Many people think that rape only occurs between strangers. This is not true. Acquaintance rape and date rape
are the most common kinds of rape. Many people also believe that a man cannot rape his wife, or that a
boyfriend cannot rape his girlfriend. This is also untrue. Rape is sex without consent: it does not matter if the
woman knows the man, if they have gone on a date, if she has had sex with him before, or if she is married to
him.
Why does Rape happen?
Many people believe that rape is a crime of passion: that men rape because they get so sexually aroused that
they cannot help themselves. This assumes that men are incapable of delaying gratification or controlling sexual
urges, which is clearly untrue. It also suggests that rape is impulsive.
Interviews with rapists reveal that most rapes are premeditated and planned. Rapists rape to feel powerful and in
control, not for sexual pleasure. Many rapists fail to get an erection or ejaculate. Many rapists are involved in
sexually satisfying relationships at the time of the rape.
A study comparing rape rates in different countries found lower incidences of rape occurred in societies where:
•
•
•
•
there were lower levels of overall violence
there was mutual task sharing between man and women
women generally enjoyed higher status
there was strict condemnation and prosecution of all forms of rape
South Africa is a rape-prone society:
•
•
•
•
South Africa has very high levels of overall violence and many people believe that it is OK to use
violence to feel powerful or get what they want.
South Africa's legal definition of rape in no way condemns all forms of rape and we have some of the
lowest conviction rates for rapists in the world (see above).
In South Africa, many tasks (such as dishwashing) or careers (such as nursing) are commonly believed
to be "women's work". Women are expected to be sexually available and submissive.
53% of women in SA have no income. While 33% of Parliamentarians are women, these changes have
not yet filtered to everyone. Women lack economic, political, social and religious power compared to
men, and this leaves them vulnerable to male violence.
57
What to do straight after rape
After being raped, a woman needs care and support. She also needs to get back her sense of power, control and
safety in the world. Family and friends should support her as she decides what to do, but must not put any
pressure on her. She will need to consider the following things:
Medical Attention:
It is best to seek medical attention even if she does not appear to be injured. She needs to find out if she has any
internal injuries, and determine her risk or pregnancy, HIV and other sexually transmitted diseases.
Preventing HIV after Rape:
There are anti-retroviral medicines that you can take that may reduce the risk of becoming infected with HIV.
You can take these medicines (anti-retrovirals) if:
•
•
•
•
•
You have been raped or forced to have anal sex.
You have been told about how these medicines could stop you from being infected with HIV.
You have been told about the possible side-effects of these medicines.
You have had an HIV test and have tested negative.
You have made your own choice to take these medicines.
How can I get these medicines?
1. Go to a doctor as soon as you can and ask about anti-retroviral medicines that could reduce the risk of
getting HIV. These medicines are called "post-exposure prophylaxis" or PEP. You must start taking
the medicine as soon as possible. If more than 72 hours (3 days) have passed since you were raped, it is
too late for these medicines to work. You should not take them.
2. You should ask the doctor to give you an HIV test. Before taking an HIV test you must be counselled
and receive information about what the test means. You should also get counselling after you receive
the results of an HIV test.
3. While you are waiting for the results of the HIV test, the doctor may give you the medicine so that you
can start taking it immediately. This is called a starter pack.
4. If you test HIV positive, the medicines will be stopped. Ask the doctor about things you can do to look
after yourself when you have HIV. Find out about organisations and people that can help you live
positively.
5. If you only get a starter pack, come back to the doctor to get the results of your HIV test. Also get the
rest of the medicines if you are HIV negative. If you think it will be impossible for you to come back to
the doctor to get the rest of the medicines, remember to ask the doctor for all the medicines in the
beginning.
6. If you test HIV negative, take the medicine for 28 days. Remember that the starter pack of 3 days
medicine will not protect you from HIV. You must take the full course for all 28 days or it will not
work.
7. These medicines are strong and may have side-effects like headaches, tiredness, skin rash, a running
stomach, nausea and others. These side-effects are usually not serious and will not last long. If the sideeffects are very unpleasant, go back to the doctor.
8. Have another HIV test after six weeks, three months and again after six months after the rape. It is very
important for you to find out the results of your HIV test so that you can know your HIV status. If you
test HIV negative each time, it means that you did not contract HIV from the rape.
58
Where can I get these medicines?
You can get these medicines at state hospitals and some clinics for free. If the hospital cannot give them to
you, call the AIDS Helpline (Tel: 0800-012-322) and ask them where you can get these medicines. This is a
free call.
You can also get these medicines at a chemist, but you will need a prescription and they may be very
expensive to buy. If you are on medical aid, check whether your medical aid pays for them.
Can children take these medicines?
YES. If you are over 14 you do not need your parent or guardian's permission to have an HIV test. You also do
not need their permission to take these medicines. If you are younger than 14 years, one of your parents, or your
guardian or the hospital superintendent will have to give consent. But there may be emergency situations where
children under 14 have been raped and need urgent assistance. In these situations, doctors should be guided by
the best interests of their patients and their duty to give emergency medical treatment.
The above information on Preventing HIV after Rape is courtesy of the Aids Law Project - (011) 717-8600
Police Intervention:
You are the only person who can make the decision about whether or not to report; nobody should pressure you
one way or the other.
Counselling:
Rhodes offers free counselling at the Counselling Centre. All consultations are strictly confidential.
Notes for Survivors on the Police:
•
•
•
•
The first person you tell about the rape is called the first witness. This person will have to make a statement
to the police about your emotional
state, your physical condition and the state of your clothing. If possible, the first witness should come with
you to the police station.
You can report the rape at any time; however, it is best to report within 72 hours so that evidence such as
blood or semen can still be collected. Also, many officials still believe that if a person does not report a
crime immediately then it did not happen.
Try not to wash or change clothes before reporting the rape: this will destroy important evidence. Take a
fresh set of clothes to the police station if possible in case the clothes you are wearing are needed for
evidence.
It is better not to take any tranquillisers or alcohol before going to the police. You need to be clear-headed
when you are giving your statement.
Steps to Take:
1.
2.
3.
Go to a police station and make a statement. You have the right to make your statement in a private room
and/or to a female police officer (if one is available). You also have the right to have someone with you to
support you.
Your statement must be as detailed and accurate as you can make it. If you are too upset when you first
report, you can ask to make the statement the next day. Read your statement over and make all needed
corrections before you sign it. You can ask for a copy of your statement and have it verified.
You will need to have a medico-legal examination to collect evidence. The police will take you to the
District Surgeon (DS) for this exam. You may see a private doctor instead, but this doctor must be willing
to testify in court. The DS exam is free; however, the DS cannot treat you for injuries or illnesses. You will
need to see your own doctor later for a check-up and treatment.
59
4.
Before you leave the police, make sure you know: the name of the Investigating Officer, your case number,
the name of the police station, and a phone number you can call to check on how the investigation is going.
During the Investigation:
•
•
The Investigating Officer should keep you up-to-date about the progress of your case. If you do not hear
anything, phone the station to be sure they are following up with the investigation.
If the police hold an identification parade, you DO NOT have to touch the rapist; merely indicate which
person he is. If there is a situation with a one-way mirror facility nearby, you can ask that the identity
parade be held there.
Going to Trial:
•
•
•
When the police have finished their investigation, they will give the docket to the public prosecutor. The
prosecutor will then decide if there is enough evidence to go to trial. The police may not make this
decision; they must simply collect evidence.
In court, the rapist must be proven guilty beyond a reasonable doubt. If the magistrate or judge has any
doubt about the guilt of the accused, he must be set free. A "not guilty" verdict means that there was not
enough evidence to convict the rapist; it does not mean that you were not raped, or that the people at the
court don't believe you.
The court case can take many months, and can be postponed many times before it is finalised. This can be
very traumatic. If your case is going to trial, you may want to contact POWA or another women's
organisation. We can give you more information, help you prepare to testify, and send a support worker
with you on the day of the trial.
Harassment
Definition of Harassment
The Rhodes University Harassment policy defines harassment as follows:
Harassment is either verbal or physical conduct that denigrates or shows hostility towards an individual because
of the individual’s race, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation,
age, disability, conscience, belief, culture, language, birth and health status. Harassment can occur in many
forms and covers a wide range of actions and behaviour, but will be considered to be any conduct of an
offensive nature including the following:
Behaviour which is unwelcome, or ought to be known as unwelcome, distinguishable from behaviour that is
welcome and mutual.
For example - racist remarks, lascivious leering or unwelcome physical contact, rape, attempted rape, indecent
assault, or statutory rape (whilst rape is a form of harassment, it is a heinous criminal offence).
A. Any action which affects the dignity or violates the rights of any person
For example - offensive, abusive or suggestive communications.
B. Actions which have the element of coercion or abusive power implicit in such conduct
For example - actions which have the implied or expressed promise of reward for complying with or submitting
to a sexually oriented request, or the implied threat of reprisal for not complying with or submitting to a sexually
oriented request or advance.
60
Derogatory reference to age, gender or sexual orientation, as well as insensitive or derogatory remarks about
ethnic, social, cultural or religious background.
C. Conduct which creates an intimidating, hostile, or offensive environment for working, learning or living in
the Rhodes community.
D. Display of inappropriate or offensive material in a public location.
The standard for determining whether conduct constitutes harassment is whether a reasonable person in the
same or similar circumstances would find such conduct intimidating, hostile or abusive. A reasonable person’s
standard includes consideration of the perspective of persons of the alleged victim/s race, colour, religion,
gender, national origin, age or disability.
The Dean of Students’ Office is responsible for ensuring that issues of harassment amongst students are dealt
with through inter alia: educating students, dealing with complaints of harassment and the recording of
incidents.
Additional resources available, particularly for counselling are:
The Counselling Centre.
The Dean or Assistant to the Dean of Students
The Sanatorium.
This does not preclude anyone contacting other people for assistance, e.g. their Wardens.
Options Available to Complainants
Persons who believe they have been harassed can utilise any number of the following options:
1. The complainant may request that the dispute be mediated, and or resolved through informal resolution i.e.
resolved in a non-adversarial manner;
2. The complainant may utilise the grievance and disciplinary procedures of the University;
3. The complainant may seek remedy by laying charges with the police;
4. The complainant may use the Counselling Centre and/or any other remedial services of the University.
Confidentiality & Anonymity
The University will make every effort to conduct all proceedings in a manner that will protect the confidentiality
of all parties. Parties to the complaint should treat the matter under investigation with discretion and respect for
the reputation of all parties involved. However, complaints against an alleged perpetrator cannot be pursued
unless the complainant is prepared to be identified.
61
SAFER SEX QUIZ ANSWERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
d
e
a
c&d
e
e
e
e
a
c
d
a
b
a
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
b
e
a
a
e
a
b
d
e
a
b
b
b
g
DRUG QUIZ ANSWERS
1. Alcohol is a drug.
T: Alcohol is a depressant as it slows down the central nervous system (CNS).
2. Drinking black coffee helps the sobering up process.
F: Only time enables the sobering to occur! The liver metabolises 1 standard drink (10 grams of
alcohol) per hour. About 10% of the alcohol in the blood is discharged via breath, sweat and urine, and
90% by the liver.
3. People can become physically dependent on cannabis.
T: Physical dependency on marijuana can develop. This means that you may experience withdrawal
symptoms if you stop or suddenly cut down. e.g. include; headaches, nausea, depression, anxiety,
difficulties in sleeping.
4. A person can overdose on alcohol.
T: Excessive amounts of alcohol can cause breathing to cease.
5. More deaths are caused by tobacco than by heroin.
T: Tobacco is the leading cause drug-related deaths in Australia.
6. By the age of 17 approximately ¾ of teenagers have experimented with marijuana.
F: Approximately 40% have experimented with Marijuana by the age of 17 (2000).
7. A drug user is developing a tolerance to a drug if he/she needs to increase the amount of the drug to get
the same effect.
T: Because the body adapts to the presence of a drug, greater doses are needed to achieve the drug’s
original effect.
8. Regular marijuana use always leads to use of other drugs.
62
F: There is no automatic progression. Some people stay with one drug, some ‘progress’ and some give
up altogether. It is true that most (but not all) heroin dependent users have previously used cannabis,
alcohol and other drugs. Most users of alcohol and cannabis do not go on to use heroin.
9. Because of the effects it produces, alcohol can be classified as a stimulant.
F: Alcohol is a depressant as it slows down the CNS.
10. Approximately 50% of Matric students have experimented with Ecstasy.
F: Approximately 6% (2000).
11. Cigarettes slow down the central nervous system, help for stress & calm you down.
F: Cigarettes are classed as stimulants as they speed up the CNS.
12. Magic mushrooms are safer than LSD because they are produced naturally.
F: Both produce the same effects and therefore pose the same risks.
13. Amphetamines (like Speed/crystal meth) increase the appetite.
F: A side effect of amphetamine use is decreased appetite.
14. An overdose is when a person dies as the result of using a drug.
F: An overdose may result in death but not necessarily.
15. Hash oil is a product of the plant Cannabis Sativa.
T: Hash oil is the resin of the plant Cannabis Sativa. It is the strongest part of the plant.
16. The same amount of the same drug will affect people in the same way.
F: There are many factors that affect the drug experience. They can include; body size, gender, mood,
whether or not the person has eaten, previous experience with the drug, other drugs taken, the
environment in which the drug is taken etc.
17. People can’t overdose from smoking heroin.
F: People can overdose from smoking heroin as the body slows to a point in which breathing and the
heart stop completely.
18. The ambulance must notify the Police at the scene of an overdose.
F: The priority of the ambulance is to attend to the sick person. There is no obligation to involve the
police (unless they encounter violence).
19. Heroin makes the pupils in your eyes get smaller.
T: Heroin causes the pupils to constrict.
20. The active ingredient in marijuana is MDMA.
F: MDMA (MethyleneDioxyMethAmphetamine) is the active ingredient in Ecstasy. The active
ingredient in marijuana is THC (Delta-9 tetrahydrocannabinol).
21. Tuk is a slang term for Marijuana.
F: Tuk is a slang term for methamphetamine.
22. It is legal to sell cigarettes to a 16-year-old.
F: It is legal to buy cigarettes at 18; however it is legal to smoke them at 16.
23. If you combine a stimulant and a depressant it has an evening out effect on the body
63
EMERGENCY CONTACT DETAILS
DEAN OF STUDENTS
Prof Vivian de Klerk
Office: 046 603 8181
Office fax: 046 622 9514
Home: 046 622 6075
Cell: 082 886 4755
E-mail:
[email protected]
HALL WARDENS
Allan Webb
Mr John McNeill
Office: 046 603 8247
Home: 046 603 8011
Drostdy
Mrs Laureen Rautenbach
Office: 046 603 8889
Home: 046 603 8014
Oppidans
Mr Gordon Barker
Office: 046 603 8430
Home: 046 636 1303
Oriel
Mrs Albertina Jere
Office: 046 603 8687
Home: 046 603 8886
Doctors
Dr Marx & Partners
120 High Street
Tel: 046 636 2063
After hours: 082 573 3678
EMERGENCY CONTACT
NUMBERS
Dr Lloyd & Partners
The Colcade, 41 Hill Street
Tel: 046 636 1732
Counselling Centre
Dr Charles Young
Tel: 046 603 7070
Email: [email protected]
Rhodes Psychological
Emergency Number
Tel: 082 803 0177
Hobson
Mrs Philippa Callaghan
Office: 046 603 8137
Home: 046 603 8578
Harassment Officer
Ms Sarah Green
Tel: 046 603 7070
Email: [email protected]
Jan Smuts
Dr Godfrey Meintjes
Office: 046 603 8226
Home: 046 603 8581
Rhodes Sanatorium
Sr Jeanne Shaw
Tel: 046 603 8532
Nelson Mandela
Dr Brendan Wilhelmi
Office: 046 603 8082
Home: 046 603 8693
Fort England Hospital
York Street
Tel: 046 622 7003
St Mary’s
Mrs Ros Parker
Office: 046 603 8617
Home: 046 603 8576
Founders’
Mr Mervyn Wetmore
Office: 046 603 8180
Home: 046 603 8021
Kimberley
Prof Jimi Adesina
Office: 046 603 8172
Home: 046 603 8582
Acting Hall Warden from
07/2007
Mrs Nolene Ferreira
Home: 046 603 8036
Cell: 083 288 2537
Settlers Hospital
Milner Street, past the bridge
Tel: 046 622 2215
Campus Protection Unit
Tel: 046 603 8146/7
Police
Tel: 046 9111/10111
Ambulance
Tel: 10177
Private Ambulance
Tel: 046 622 7976
Cell: 083 708 2928
Fire Brigade
Tel: 046 622 4444
64
Dr Oosthuizen
25 Pepper Grove Mall
Tel: 046 622 8498
Dr Dwyer
Hemmingway Street
Tel: 046 622 4846
Dr Murali
69 Bathurst Street
Tel: 046 636 1114
Dr Pellissier
12 New Street
Tel: 046 622 2970
Dr Santhia
10 High Street
Tel: 046 622 6648

O-Week Workshop Booklet

Transcription

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