Games & Activities for all Settings
ABC game (Hepatitis C Council of NSW)
This is an interactive knowledge based game that tests participants’ knowledge of hepatitis A, B and C transmission, disease course, testing and treatment.
Box Project Activity 9.1 – The values continuum (Hepatitis Council of QLD)
This is an exercise that can be initiated within a small or large group setting, or adapted as a group brainstorming exercise to challenge and explore people’s social values in relation to hepatitis C. This exercise helps workshop participants to clarify their own value system and address negative attitudes that could lead to discrimination.
- You will need to develop and make one set of the following five cards:
- Strongly Agree
- Neither Agree nor Disagree
- Strongly Disagree
- Spread Continuum cards on the floor in a straight line.
- Tell participants that you are going to read a series of statements (see Example Statements below). For each statement you would like them to stand near the card that best represents their personal view on the statement.
- Reinforce group rules regarding being non-judgmental and maintaining confidentiality. Ask people at different points of the continuum to state why they are standing where they are. Encourage discussion between participant’s different areas of the continuum.
- Make it clear that this is an opportunity to hear and appreciate different points of view and acknowledge the power of peer pressure in the dynamic.
- Stand near anyone who is alone on a particular position to provide support for minority views.
- You may have some participants telling you what they believe is a fact, rather than a belief: be prepared for this and flexible to different ideas.
- Do not dismiss views that you or the majority of participants disagree with. Use the group as much as possible to discuss these issues. Dismissing people’s views almost guarantees that the participants will dismiss whatever you have to say, and will also affect dynamics throughout the workshop.
- Some facilitators choose to take part in the game. However, if facilitators choose to engage in the activity it is important to choose your position after participants have moved to their particular areas to avoid participants moving to areas they think you may approve of.
- I would feel fine if my child’s kindergarten teachers were hep C positive
- A hep C positive chef should have to disclose their status at work
- I feel more sorry for people who contracted hep C through blood transfusions than I do for people who contracted hep C from drug use
- People with hep C should not be allowed to play contact sports
- I would feel comfortable entering a sexual relationship with someone who is hep C positive
- Hep C positive patients should be in different areas of the hospital
- People in high risk groups for transmission of hepatitis C should be made to take a hepatitis C test
- Hepatitis C is self-inflicted by drug user’s own behaviour
- Current drug users should not have access to pharmaceutical treatments due to the chaos of their lives and the risk of reinfection with hepatitis C
- A hep C positive persons dental appointment should be at the end of the day to minimise risk to other people attending the surgery
- Quarantining people with hepatitis C would have stopped the disease spreading so far across society
- I would feel comfortable telling my employer if I had hepatitis C
- Health care workers with hepatitis C should disclose their status.
If this activity becomes uncomfortable for participants or different viewpoints create conflict between viewpoints of other participants be sure to explain that this exercise requires no ‘right’ or ‘wrong’ answers and that everyone is entitled to their views and beliefs.
This game was developed by an educator at the Hepatitis Council of Queensland and is based on the game show Jeopardy.
Activities for schools
Hepatitis C and Body Art (Hepatitis C Council of Victoria)
The resource contains several activities suitable for use in the secondary school environment.
- The Body Art Continuum activity introduces the idea of body art and how different forms of body art are viewed by society (from “normal” to “?” to “ strange”). Examples of different forms of body art are provided.
- The Famous activity involves students in small group discussions about body art, society and youth culture. Students will identify famous people with body art and discuss whether their body art influences the way body art is viewed by society.
- The Ink activity involves role play in a tattoo parlour which provides students with the opportunity to visualise and understand the issue of blood awareness and cross contamination in a body art context.
- Hep C quiz provides students with the opportunity to demonstrate their knowledge of hepatitis C.
Talking sexual health (Australian Research Centre for Sex, Health and Society, La Trobe University)
The resource outlines a series of activities about hepatitis C such as Safety in numbers (p.81), Rights and responsibilities (p.82) and Sex, drugs and making choices (p.186).
What is this hep C thing? (Education and Resource Centre)
The activity is an interactive web site for young people on hepatitis C in the body art setting. This is now being produced as a stand alone CD with background notes for teachers and classroom activities. The CD kit is expected to be available in 2008.
Online hepatitis C information site for young Vietnamese people developed by young people. Features two “mini movies” on hepatitis C transmission and offers the opportunity to win prizes after completing an online knowledge quiz.
Other warm up activities and exercises could be adapted from Miller and Mahamati (2000) who developed a series of activities related to HIV/AIDS training.