Garry Robson design and illustration folio March 2023

Garry Robson Design and Illustration March 2023

About me

I am a freelance graphic designer and illustrator based in London, UK. I provide a wide range of quality bespoke services, primarily for not-forprofit organisations, including charities, international NGOs, training and education providers, community-based organisations, publishers, academia and research.

I have long-standing experience working in the design and publishing industries as a designer, illustrator and a project manager – overseeing the delivery of print and digital projects from concept to final production.

What I do

Graphic design

Illustration

Brand development

Print management

I create document design and layout for print including educational and training materials, infographics and illustrations, newsletters, case studies and policy documents, as well as graphic design and illustration for websites, mobile apps and other digital platforms.

I also provide print and creative project management for my clients and work with a number of proof readers, editors, translators, photographers and print companies to help ensure projects are managed efficiently and professionally.

• Telephone: 07504 663982

• Email: mail@garryrobson.co.uk

• Graphic design: www.garryrobson.co.uk

• Illustration: www.garryrobsonillustration.co.uk

Note about illustrations and photography used in this folio:

All illustrations were created by me unless stated otherwise in the ‘Project details’ description included at the top of each project page. All photography was supplied by the client.

Project details: character designs, illustrations and design layout for a series of printed and online resources called ‘We Matter, Value Us.’ These were produced in English, French, Portuguese and Russian. Client: Global network of young people living with HIV (Y+).

MEASURING HOW WELL ORGANISATIONS ARE ENGAGING YOUNG PEOPLE LIVING WITH HIV

1 The organisation has a safeguarding policy.

2 The sta have been trained on the importance of the safeguarding policy and our duty of care.

3 The organisation carried out a risk assessment for activities directly with young people to identify potential risks and actions to mitigate risk and harm.

4 You have been informed of actions the organisation is taking to prevent or mitigate risk and harm to young people working with them

5 You were provided with information and training on the safeguarding policy, safety and security for travelling and reporting procedures for raising any issues.

Meaningful and ethical engagement of young people in the HIV response

For young people working with organisations

WHY IT MAT TERS

Young people living with HIV play a critical role in the response to HIV as they have been impacted so heavily. Over the years, we have seen the number of young people involved in shaping the global HIV response grow. Their engagment has been crucial in reducing HIV transmission rates amongst young people and improving the quality of life and access to treatment for young people living with HIV (YPLHIV).

As young people directly a ected by the HIV pandemic, we have so much to o er to the HIV response, to highlight our issues and challenges, to advise on how best to reach and engage our peers, and to identify innovative youth-led and youth-engaged approaches and solutions. We have energy and passion for this work, but how we partner with organisations and the way in which we are treated is critical to getting the best results

6 The organisation has discussed how they will use your information and data and have asked for your consent.

7 The organisation has o ered you practical and personal support to ensure your health and wellbeing through mentoring, counselling, communication or accompaniment.

Keeping young people safe

Valuing the contribution of young people

Ensuring diverse representation of young people

Providing support

Building positive youth-adult partnerships

Investing in the sustainability of youth-led organisations

Promoting greater accountability to young people

This booklet provides a summary of the key messages in the guideline and provides questions to help you reflect on meaningful and ethical engagement and your work with organisations.

Remember you have a right to be heard and to participate in programmes, event s, and advocacy but it is important you think about the types of partnership you build with organisations and that are you are clear about what you expect when working as a youth advocate and activist.

This booklet has been written to introduce you to the work we have been doing to produce a guideline for organisations to help them work with young people, to ensure that young people are meaningfully engaged and actively participate as partners in the development and implementation of policies, programs, and processes that a ect them. The guideline helps organisations think about their work with young people within 7 areas.

We hope that these guidelines wil l improve the way organisations work

“We want young people to feel positive not have a bad experience. Find out who they are and what they want and what is their need.”

Project details: character designs, illustrations and design layout for a series of printed and online resources called ‘We Matter, Value Us.’ These were produced in English, French, Portuguese and Russian. Client: Global network of young people living with HIV (Y+).

response

Safe and sensitive to risk – the process takes

These principles2 are important in how we work with all young people and are critical across each of the 7 key themes identified in this project as the foundation of meaningful and ethical engagement.

For more detailed discussion on participation read the summary on participation (www.yplusglobal.org/resources/ we-matter-value-us) 2.

The Global Net work of Young People Living with HIV (Y+ Global) is immensely grateful to the young people from di erent parts of the world for contributing to the development of this set of resources. We would like to show appreciation to those who gave their valuable time to be inter viewed and take part in focus group discussions and social media platform debates. Our deepest gratitude to our dynamic Steering Committee (SC) members who have given their time to work together to shape the document and its tools and ensured that the voices of young people are at the heart of the work- Georgie Wallis, Anmar Khalid, Eddy Rudram, Joshua Oliyo, Martha Clara Nakato and Beatrix Vas. A special thank you to Mercy Shibemba and Magda Conway for their invaluable contribution to the guideline.

We would like to thank the team who led the project; Cedric Nininahazwe, Daren Paul Katigbak, Tinashe Rufurwadzo, Igor Kuchin and our funder, ViiV Healthcare for their support and guidance. A special thank you to Bakita Kasadha and Renatta Langlais who helped us on the initial stages of the project including the development of the grant proposal. And finally, this piece of work would not have been completed without the technical assistance from our amazing consultants – Kate Iorpenda and Pascal Akahome, and our graphic designer, Garry Robson.

Young person from Zimbabwe

A guideline for organisations on the meaningful and ethical engagement of young people living with HIV in the HIV

I didn’t have the power to stand up and say no.

I was uncomfortable about it but did it anyway. programme as giving a ‘testimony’ about living with HIV

When I got there, I saw myself as listed on the but I prepared what I was going to say.

Zambia I had only one week’s notice, I was asked to present in a conference in ACKNOWLEDGEMENTS

There is growing expectation that any organisation working to improve the uptake of HIV ser vices and support for young people living with HIV should be listening to young people’s experiences to help define, design and implement ser vices. As a result, several guidance documents and recommendations have been developed to advise how this should be done. However, few of these publications reflect the experiences of young people themselves and, despite being engaged more regularly, too often we report feeling unsupported exploited, or used

Despite large numbers of organisations signing on to global statements or endorsing models of ‘meaningful youth engagement’, there is still work to be done to ensure organisations are fulfilling their duty of care in safeguarding young people and working in ways to ensure young people can participate fully.

The phrase ‘nothing about us, without us’ continues to be a powerful call used by many youth activists to ensure that young people are involved in the decision-making processes that a ect our lives. Y+ Global hopes that this guidance will encourage organisations to reflect on their work with young people living with HIV and provide clear, specific, and practical suggestions and recommendations, based on our experience. The guideline presents the practices we want to see and the processes that must be in place to ensure work with young people living with HIV is ethical and meaningful – work that is important to young people, has a purpose and tangible impacts, demonstrates the highest standards of respect, safeguarding and collaboration to ensure young people living with HIV are supported and engaged appropriately.

How was the guideline developed?

This guideline has been developed in consultation with YPLHIV from around the world, who have o ered advice and recommendations on the issues that matter most to them. It has been developed through speaking directly to over 30 YPLHIV, as well as collecting experiences from many more through our social media channels. The structure and themes of the guideline have been shaped by the ideas and recommendations of a youth steering committee of 8 YPLHIV who have overseen the project.

The need for this guidance was initially identified in 2018, when a group of youth activists came together in London to explore the key global concerns for YPLHIV. Those attending the Youth Activists and Advocates Scoping Project (YAASP) were representatives from all regions of the globe, were all living with HIV and representatives of regional net works or organisations. This diverse group included those born with HIV, members of the LGBTIQ+ community, young people who use drugs, young people who sell sex and young people with disabilities.

The meeting led to a cal l to change the way in which YPLHIV are engaged local ly, regional ly and global ly, and the need to ensure we are safe, respected and valued. The report* from this meeting provided a core recommendation that guidelines need to be drawn up by and for YPLHIV on our meaningful and ethical engagement. * www yplusglobal.org/resources/wematter-value-us

Sadly, as young people we are often not listened to, we are asked for opinions but see little action based on those ideas. As young people we have a right to be heard and to participate in decisions that a ect our lives. But this should not be the only reason that organisations work with young people. Young people bring unique perspectives, understanding of the things that matter most to ourselves and our peers, as well as passion, enthusiasm, and determination to make change. Young people can recognise challenges, identify opportunities, and create relevant solutions.

We know better than anyone how to reach the young people who are missing from the work, how to make things interesting and fun to ensure young people are engaged, and to describe the kinds of partnerships we want to forge with organisations. It is critical that organisations working within the sexual and reproductive health and HIV sector recognise and value the contribution YPLHIV make.

What young people said:

Are you listening?

As young people our abilities are often underestimated, and our qualifications and skills ignored. We are presented with work that is already designed and ready to be implemented and we are asked to take the plans and deliver them the way other people want. We are invited to meetings to share stories, but end up feeling ignored, or under valued with invitations being sent late; and being given words to speak, on behalf of organisations and if we refuse, we are unlikely to be invited again.

CASE STUDY:

A young advocate from Nigeria said that he had a positive experience working with a state government department and NGO partnership. They were both highly receptive to young key populations. In addition, they valued his skills and opinions, provided stipends for attendees at their meetings and more importantly, provided a safe space for the LGBTIQ+ community in the state to engage freely.

CASE STUDY:

A youth advocate from Uganda, said that in his experience, some donor institutions and international organisations did not value the skills of young people. They would rather pay other organisations to engage youth-led organisations. He described how an organisation was funded with a large sum for the youth engagement component, but they engaged young people as volunteers and gave the youth organisation a fraction of the money.

I most valued the fact that I

and my skil ls were valued had a great learning opportunity,

and put to use

Give us the hundred thousand directly and monitor us and help support our systems and structures then watch us grow

‘ARE YOU LISTENING?’ VALUING THE CONTRIBUTION OF YOUNG PEOPLE

Garry Robson design and illustration

Project details: character designs, illustrations and design layout for a global strategy document. This was produced in English, French, Portuguese, Russian and Spanish. Client: Global network of young people living with HIV (Y+).

CONTEXT

Adolescents and young people represent a growing share of people living with HIV worldwide. In 2020 alone, 410,000 young people between the ages of 10 to 24 acquired HIV (source: UNICEF https://data.unicef.org/topic/adolescents/hiv-aids/).

Despite the e orts to stem the epidemic, young people, and especially young girls and young key populations, are disproportionately a ected by new HIV infections. With increased access to treatment, young people living with HIV can live relatively healthy lives.

But HIV brings with it a distinct set of challenges, in addition to those challenges already faced by young people entering adulthood across the globe.

STRATEGY 2022-2025

Feedback from our net work of young people living with HIV and stakeholders highlighted the following challenges:

■ Poor mental health and wellbeing as a result of dealing with self-stigma as well as stigma and discrimination by others

■ Poor quality health ser vices and negative attitudes in health care settings, especially towards young people

■ Low levels of treatment literacy means that young people do not fully understand the treatment they need and lack the agency to advocate for it

■ The impact of coping with COVID-19 and the restrictions which curtailed access to education, healthcare, work opportunities and social lives

■ Very poor access to comprehensive sexuality education and e ective and safe contraception

■ Lack of understanding of the diverse needs and priorities of diverse young people, particularly those who are marginalised and criminalised

We launch this new strategy with a clear mandate to continue to represent the voice of young people living with HIV across the globe. The world will not end the HIV epidemic without us. In return, we will contribute our energy, our vision, our ideals, our lived experience, and knowledge. We will represent ourselves and our needs. We urge you all to stand by us.

OUR VISION

OUR MISSION

All young people living with HIV enjoy healthy and fulfilling lives.

OUR VALUES OUR STRATEGY

2

■ We challenge inequality and prejudice.

■ We collaborate to reach our goals.

■ We are bold and brave.

■ We are accountable to each other

■ We are diverse and inclusive.

1

To mobilise young people living with HIV around the world to promote our right to live healthy and fulfilling lives.

Raise Our Voice

We will raise and amplify our voice to advocate for our right to live healthy and fulfilling lives.

STRATEGIC PILLAR 1 3

■ We will hold decision makers in the HIV response to account. We will do this by advocating for:

Youth representation within HIV governance structures including policy, budgeting and other decision making spaces

The achievement of the Global Targets and transparency of budget expenditure with a specific focus on meaningful youth engagement and programmes specifically for young people

The development and use of ethical standards for inclusion of and support to young people living with HIV.

■ We will represent our needs based on the voices of our net work, our collective knowledge, and our lived experiences.

■ We will be heard in all our diversity, and we will be clear on what we are asking for – we will develop an annual advocacy plan, which will be agreed and shared across our net work.

Our strategy is divided into three strategic pillars. Under each pillar is a range of activities designed to help us deliver our vision, mission, and strategy.

■ We will develop e ective and responsive youth led communications, using the latest technologies, to communicate with each other and ex ternally.

■ We will build our collective capacity for e ective advocacy via training and facilitation, mentorship and evaluation.

■ We will seek to raise funds for global advocacy work and youth representation in key policy spaces.

Project details: example character designs from a series developed to support printed and online materials for ‘HER Voice Find’. Client: Global network of young people living with HIV (Y+).

Garry Robson design and illustration portfolio

Project details: character designs, illustrations and design layout for monitoring and evaluation resouces. These were produced in English, Portuguese and Swahili. Client: READY and Frontline AIDS (formerly International HIV/AIDS Alliance). Note: some characters used in the illustrations are adapted from existing characters provided by the client.

A POCKET GUIDE TO READY+

Supporting and empowering young people’s health

OUTCOME 1

Resilient and empowered adolescents and young people have increased knowledge and agency to make healthier and informed choices about their bodies and their lives.

n Proportion of adolescents and young people confident to seek sexual and reproductive health information and services.

n % of women and men, aged 15–29, who report discriminatory attitudes towards people living with HIV

n % of adolescents and young people who express equitable gender norms.

n Proportion of women aged 15–29 years who make their own informed decisions regarding sexual relations, contraceptive use and reproductive health care.

Medium-term results

1. Adolescents and young people (including young mothers) have increased access to accurate, relevant and comprehensive information on gender and sexuality.

l % of and number of young vulnerable people who indicate that they do make healthy choices on SRHR.

l % of adolescents and young people surveyed with improved comfort in speaking to others about HIV

How we do it

Sexuality and life-skills tools and materials developed /adapted and shared.

Peer supporters (community adolescent treatment supporters (CATS) and Young Peer Mothers) identified, trained, and supported to conduct outreach.

Adolescents and young people participate in group safe spaces for adolescents and young people to meet and learn together.

Adolescents and young people (including young mothers) receive one to one peer support.

Garry Robson design

OUTCOME 5

Resilient and empowered adolescents and young people have improved skills and better choices/ options to secure livelihoods.

n % of young vulnerable people who have been empowered with integrated skills training (entrepreneurship, vocational training and life skills training).

n % of beneficiaries with access to more income generating opportunities.

Medium-term results

1. Increased access to integrated skills training opportunities.

l Proportion of beneficiaries successfully enrolled in integrated skills training programmes e.g. Young Africa centres.

2. Functional Internal Savings and Lending schemes (ISALs) led by young people.

l Proportion of functional Internal Savings and Lending schemes (ISALs) based on a functionality assessment.

How we do it

Adolescents and young people are referred to Young Africa’s training centres. Career plans and other opportunities explored to support CATS transition. Internal savings and lending schemes (ISALs) groups trained.

RESULTS FRAMEWORK

READY+ exists to see the most vulnerable adolescents and young people living with and most affected by HIV become resilient, empowered and knowledgeable, and have bodily autonomy and agency to realise their sexual and reproductive health and rights.

POWERFUL ADOLESCENTS

We will see...

1. Adolescents and young people (including young mothers) have increased access to accurate, relevant and comprehensive information on gender and sexuality

Adolescents and young people are resilient and empowered to make healthy and informed choices about their bodies and lives.

SAFE AND SUPPORTIVE COMMUNITIES

We will see...

1. Communities can discuss and share gender, SRHR and GBV information with adolescents and young people.

Safe and supportive communities advance gender equality, including the sexual and reproductive health and rights and well-being of adolescents and young people.

ACTION ON GENDER

We will see...

1. Improved gender programming. Consortium partners meeting gender programming requirements based on follow up organisational development audit.

Success ✔ READY+ partners and peer supporters implement gender programming.

We will see...

1. Suppressed viral loads.

2. Positive social and mental well-being.

HIGH-QUALITY AND YOUTHFRIENDLY SERVICES Young people have access to high quality and integrated HIV, SRHR and mental health services

We will see...

1. Increased access to integrated skills training opportunities.

2. Functional Internal Savings and Lending schemes (ISALs) led by young people.

Success

Adolescents and young people have the skills and options for better livelihoods.

ACCOUNTABILITY

We will see...

1. Improved advocacy on the needs and rights of adolescents and young people.

Decision makers and policy makers fulfil commitments on genderequality and protecting, promoting and upholding the SRHR of adolescents and young people.

Garry Robson

Project details: character designs, illustrations and design layout for a series of IEC materials called ‘Common questions about...’. Client: UNICEF (east and southern Africa region).

Common questions about...

SE X AN D OT HER S TUFF

Sex is often an impor tant and positive par t of an intimate relationship, but there’s no rush for you to have sex, and it’s important to wait until you and your chosen par tner both feel physically and emotionally ready. It has to be an agreement between both people, and no one should ever feel forced or pressured into having any kind of sexual activity if they don’t want to.

Everyone has the right to enjoy their sexuality and have consensual sex, whatever their sexual orientation, gender identity, HIV status or other differences, including people who have physical or learning disabilities.

Common questions about...

LIVIN G WIT H HIV

Young people living with HIV can have happy, successful and long lives, just like other young people who are not HIV positive. But learning how to live with HIV can mean you are dealing with more challenges than your friends.

Learning how to stay healthy with medication, how to talk about your HIV with others and how to explore relationships as a young person with HIV can be especially hard – par ticularly during your teenage years when you’re already experiencing lots of changes.

I like sending sexy texts to my par tner, should I stop?

Sending messages about sex or sexy pictures to a boyfriend or girlfriend can be exciting and a fun par t of a relationship but remember, there are impor tant rules to keep you safe.

For some people ‘sexting’ is something they like to try out, but others may not feel comfor table with it, and they should never be made to do it. It’s impor tant to talk about this and, if you or your par tner doesn’t consent to receiving or sharing intimate pictures, it needs to stop.

Sending sexually explicit messages between young people under 18 is often against the law There may also be rules on the phone apps you use about the language and content you share (remember companies can check your messages so nothing is 100% private).

If you have discussed how you feel, and you are both happy messaging, you should discuss what type of things you are ok about sharing and also what happens to the messages. Are they deleted straight away?

Everyone reacts differently when they find out they have HIV, but many people feel worried, shocked, sad or angry, especially to begin with. Talking to other young people who are living with HIV, who are going through similar experiences, and may have the same questions or worries as you, can really help.

Many clinics and HIV organisations run peer support groups for people living with HIV to meet up, chat and offer advice and support.

There are also online forums, if you feel shy about meeting up with people or just prefer chatting online.

I have HIV and I just want to talk to someone who gets what I am dealing with. Where can I meet other people who will understand me?

Garry Robson design

Common questions about...

HEA LT HY RELATIONSHIP

S

Friendships and other relationships are part of our everyday lives. They range from casual friendships that you have with classmates and neighbours, to deep, hear t-breaking romantic relationships.

Positive, healthy relationships are important and help us to feel good about ourselves. Friends can help us to overcome any problems we may have, and are the people who are there for us for both the magical and miserable times. However, not all relationships are healthy.

8

How do I know if my friend fancies me or whether they just want to be friends?

What are the signs?

The early days of relationships can be confusing, when a friend might start to feel more than a friend. There are no rules about how someone shows interest in another person, we all learn this over time. The best way to know is to ask the person! Talking is what makes a good relationship, so start as you mean to go on and ask them how they feel about you and tell them how you feel.

You can also think about how you would show someone you like them and see if you see similar signs. These signs may help you get a sense if someone is interested, but asking them is the only way to be sure.

Common questions about...

STAY IN G S AFE

Staying Safe is about looking after yourself and caring for others. As we grow up, the way we think, feel and view the world changes. We are developing our identity, forming new kinds of relationships and trying different things. Growing up is a time of excitement and discovery, but we can face risks and challenges that we need to be prepared to deal with on our own.

Do they like spending lots of time with you?

Do they seem relaxed and happy in your company?

6

Do they like to get close to you?

Watch their body language, do they make eye contact a lot?

I had sex with someone I thought really liked me. Now I’ve found out that they videoed us having sex and have shared it on social media. How can I make them delete the video?

Sharing sexual images without someone’s consent is wrong and, in many places, it is a crime. This is especially true if the images are of a person who is under 18, or considered a minor.

To take images and share them without consent is a betrayal. It often happens at the end of a relationship when someone feels hur t or rejected and they want revenge.

Remember you have done nothing wrong – expressing your sexuality is natural and a private experience. The person is wrong for breaking your trust. It can be very distressing to know that others are seeing images of you and it is really important that you get support and talk to someone about how you’re feeling.

Garry Robson design and illustration portfolio

Common questions about...

BEIN G A YO UN G PA RENT

Having a baby and becoming a parent is life-changing. A new baby can bring great joy, but bringing up a child is also really hard work, whether you’re on your own or in a relationship. There can be many different emotions, depending on whether the pregnancy is planned or unplanned.

Becoming a new mum or dad can feel overwhelming and lonely at times, and for young parents it can be even harder. Sometimes young parents are judged unfairly and face discrimination – even if they’re doing a great job of parenting.

Common questions...

AL L ABOU T HIV

HIV is a virus that affects the immune system and if not treated can lead to AIDS. HIV transmission can be prevented, and the HIV virus is treatable so it’s good to know how you can protect yourself and others.

How do I know if I’m ready to have a baby?

Deciding to have a baby, and bring up a child, is a big decision. Having a child changes your life forever. Being a parent can be the most amazing experience, but it’s also really tough and lots of work. Only you can decide if you feel ready to have a baby, but knowing what to expect can be helpful.

Your child will depend on you totally for all their needs:

Time

Bringing up a child is a full-time job, especially when they are very young, and it can be hard to juggle school or work with having a baby.

Love and care

Children need parents who are loving, kind and patient to care for them, keep them safe and guide them as they grow up.

How long does it take to get the results from an HIV test?

Resources, including money Children need somewhere to live, clothes, food, and healthcare.

Usually, you will get your HIV test results within a few days, but it may be quicker depending on the type of test. Normally an HIV test involves taking a small amount of blood from your finger or arm, or a saliva sample from your mouth.

If you’re taking a rapid test, you will be given your results within 20 minutes, but you will need to do a follow up test to check the result. Other types of tests will be sent to a lab, and it may take a few days to get the result.

Although HIV tests are very reliable, you should be asked to have a second test to double check your result if your test comes back positive. If your second test is also positive, you will get an HIV diagnosis and will be supported to start treatment.

Garry Robson

Examples of the characters designed for the ‘Common questions about...’ series. These are designed to be aged between teenage and young adult.

Garry Robson

Project details: design layout, character design and illustrations for two case studies about the work of Scope UK in Brighton and Hove and West Norfolk. The case studies were designed as ‘memory books’ for viewing online as PDFs. Versions were also designed for use with screen reader software for people with sight impairment. Client: Scope.

OUR JO UR NE Y, OUR STORY.

Capturing the journeys of change made by disabled people and unpaid carers involved in the Local People projects in

OUR JO UR NE Y OUR STORY:

Capturing the journey of change made by disabled people and unpaid carers involved in the Local People project in West Norfolk.

Brighton and Hove

Robson

Our Journey, Our Story, shows what can be achieved when people grow in confidence and skills, start to speak out, and take action.

The Local People project in West Norfolk have been working with local disabled people and unpaid carers for over five years, from 2015 until 2021. The three individual stories shared here are part of this journey: a journey of individual and collective growth and action that has resulted in real change in our local communities.

Garry Robson

Project details: character designs for two case studies about the work of Scope UK in Brighton and Hove and West Norfolk

Client: Scope.

Garry Robson design

Project details: character designs and illustrations created for a mobile phone app called ‘VOICE+’, developed as a two-way digital platform designed to address the specific concerns of people living with HIV during the COVID-19 pandemic. The small images on the left are mock-ups of the mobile app. Client: Global Network of People Living With HIV (GNP+).

Garry Robson design

Project details: examples of alternative illustration styles explored for use with the ‘VOICE+’ mobile app.

Client: Global Network of People Living With HIV (GNP+).

Garry Robson design and illustration portfolio

Garry Robson

Project details: character designs and illustrations for ‘Boost’ – a downloadable mobile phone app for supporting community health workers across Southern Africa. The small images on the left are screen shots of the mobile app. View the app at: https://boost-uat.avert.org/. Client: AVERT.org

Garry Robson design and illustration portfolio March 2023

Garry Robson design and illustration portfolio

Willleadto...

How Co-created and regularly updated content and functionality, and disaggregated data on usage

How

Outcomes

How

knowledgeable and confident CHWs with access to information and screening/referral tools

How Expansion of Boost content modules outside of HIV and sexual health could widen impact on health service uptake and wider health outcomes

Project details: character designs and illustrations for ‘Cricket without boundaries’ – a project supported by AVERT in collaboration with partners in Southern Africa. It uses cricket to deliver key messages about HIV, while promoting HIV testing, inclusion and non-discrimination. These resources have also been developed in French and Swahili. Client: AVERT.org

What advice would you give?

I am scared about what they will think when I say that I am HIV-positive

What does HIV treatment do?

Keeps the virus low in my body so I can be healthy and live a normal life with my friends!

Are they ready for sex?

My boyfriend wants to have sex and everyone else is doing it. I don’t want to look immature.

What should they think about?

I really like her, but if we have sex, I want to make sure we are safe from STIs and don’t get pregnant

Garry Robson design and

Project details: character designs, illustrations and design layout for a guide on facilitating participatory workshops with young people and adolescents. Client: READY (Resilient and empowered adolescents and young people) and Frontline AIDS (formerly International HIV/AIDS Alliance). Produced in English, French, Portuguese and Swahili.

SEXUALITY

LIFE-SKILLS AND

If

PARTICIPATORY ACTIVITIES ON SEXUAL AND REPRODUCTIVE HEALTH WITH ADOLESCENTS AND YOUNG PEOPLE

GENDER AND IDENTITY

SESSIONS

GROWING UP AS A GIRL AND AS A BOY

Not if yo u use ones that have not expired and are not torn and put them on right.

AIMS

■ To remember how we learned about being female or male

■ To understand the roles that we are expected to play as females and males and how they are changing

■ To learn how gender roles affect our choices in life and our health and well-being

■ To think about whether we would like to see some changes in gender roles

KEY IDEAS

■ Our sex describes the biological differences between males and females.

■ Men have a penis and testicles and produce sperm to make babies

■ Women have breasts, a womb and a vagina and produce eggs to make babies.

■ Gender describes the norms, roles and responsibilities given to females and males by society

20. Heads, hearts, bodies, actions p56

hour All groups

1 hour 30 minutes

All ages, including parents and caregivers (also see guidance in the session activitiy description)

Older people teach girls and boys how they should behave to become ‘ideal’ women and men, according to the culture

■ Gender norms can change because people, not biology, make them – and therefore people can change them.

■ Some gender norms are harmful and need to change. For example, girls may be taught always to obey men, even if men are violating their rights. We may suffer violence or unfair treatment if we look or behave in ways that are ‘outside the norm’.

■ It is good to understand our own values and opinions about gender roles and how they affect our lives and our sexuality. Then we can change those which are harmful.

■ Empowerment means we understand and are able to exercise our rights to enjoy information, services, skills, money and time equally We have equal say in decision-making and equal respect and together bring about development.

■ We can improve sexual health by achieving equality for all members of society

Garry Robson

1. Ask:

➜ What is the difference between gender and sex?

➜ What are some gender roles we see around us? For example, do we see women and men doing different jobs inside and outside of the home? Add to their ideas.

2. Tell the group to shut their eyes and think back to the time when they were growing up. They should imagine themselves when they were 5 years old.

Ask:

➜ What were you doing?

➜ How were you dressed?

➜ Who were you playing with?

3. Now ask them:

➜ What is your earliest, most important memory of something that happened to make you discover you were male or female and for this reason treated differently from the opposite sex?

4. When everyone has had time to think into their past, ask them to go into small groups of four or five people, choosing people that they feel free and comfortable with. This may be people of the same sex and of a similar age to them

5. Ask everyone to share only what they wish of their memories in the group. Then work together to make a five-minute role-play that shows the memories shared within the group. Ask them to prepare to present it to the larger group.

6. Ask each group to make its presentation.

Ask:

➜ How did you feel sharing this memory with your group?

➜ What did the memory tell you about being female or being male?

➜ How did your family expect you to behave, to talk, to be?

➜ What did you like and not like about this?

7. Ask:

➜ What did you learn from this activity?

WHAT WE THINK IS RIGHT FOR GIRLS AND BOYS

KEY IDEAS

AIMS

■ To find out how we think girls and boys should behave

■ To learn which of these ideas protect us from STIs, including HIV and HIV reinfection, and which ones may put us at risk

■ This activity is also good practise for listening skills

53 OUR FEELINGS AND RESPONSES TO CRITICISMS

AIMS

■ To understand how to give people good criticism or feedback in a positive way that helps them do better rather than makes them feel angry or small

■ To recognise helpful criticism and see it as a gift intended to help us do better

KEY IDEAS

■ Criticism is when people tell us something they do not like about us or our behaviour or some way they think we could improve ourselves.

■ Anger and violence are often the result of people feeling disrespected or criticised. It helps if people can learn to handle criticism in a calm and balanced way instead of getting angry or feeling bad.

■ Understand that the criticism is about something you have done, not about you as a human being.

ACTIVITIES

■ Treat criticism as a gift that can help you to be stronger, more confident and able to grow and improve. Criticism can mean that someone cares about you rather than being an attack on you.

■ Learn to tell the difference between true and untrue criticism

■ If you agree with a criticism, say so. Ask for suggestions on how you might change or how your behaviour affects the other person.

■ If you disagree with a criticism, say so and explain why. Ask the person for an example of the behaviour they are criticising.

All groups 30 minutes for each activity

Activity 1: Receiving criticism

1. Ask:

➜ How do we feel when we are criticised by someone?

2. Divide into threes and role-play two situations:

➜ A person giving helpful criticism to someone

➜ A person giving unhelpful criticism to someone

Take it in turns to play the roles, and practise reacting to the criticism in an angry way, a sad way or a calm and balanced way.

In the big group, ask:

➜ What are the things that make criticism helpful or unhelpful?

➜ What is the best way to respond to criticism?

■ Harmful gender norms for females and males can put us in danger of STIs, HIV, HIV reinfection, unwanted pregnancy, abuse and rape.

■ It is good to think about our own ideas on gender norms and how we express these in our lives, and see whether we need to change any.

ACTIVITY

All groups. Adapt the statements to make them appropriate for different age groups. 1 hour

1. Make one sign with a happy face, meaning ‘agree’, one with a cross face for ‘disagree’, and one with a puzzled face for ‘not sure’. Put them in three corners of your space.

2. Prepare some sentences like the examples in the box on the next page

3. Explain that you are going to read out some sentences one by one and people should go to the corner that best shows what they think about the idea in the sentence

4. If they agree with the sentence, they go to the corner with the smiling face. If they disagree, they go to the corner with the

cross face. If they are not sure, they go to the corner with the puzzled face.

5. To begin, everyone should stand in the middle of the room.

6. Read out the first sentence. Repeat it and make sure that everyone has understood it.

7. Ask people to think about the sentence and then go to their corner

8. When everyone has gone to their corner, give them a few minutes to talk together about why they chose that corner

ACTIVITIES (continued)

3. Ask people in threes to think about:

➜ A time when someone gave you some criticism that was true

➜ A time when someone gave you some criticism that was not true

Ask them to tell each other about the situations, how they reacted and how the situations turned out.

➜ How could they have changed their reaction to improve the outcome?

Finish by sharing one thing you like about yourself and one thing you like about the other members of your group

Activity 2: Giving helpful criticism

1. In small groups ask people to think of situations where they might want to give someone helpful criticism

2. Ask them to choose someone to act the part of the person who you want to criticise. Role-play giving the criticism as helpfully as possible, so that the person sees it as a gift, not an attack

3. The person being criticised and the rest of the group members give feedback and the person re-plays it until it is helpful.

Don’t yo u th ink yo u are drinking too much? It wo uld be better if yo u co uld th ink more about yo ur health

What right do yo u have to tell me what to do!

Garry Robson

Project details: examples of document layout and illustrations from a participatory workshop guide. Client: READY (Resilient and empowered adolescents and young people ) and Frontline AIDS (formerly International HIV/AIDS Alliance). Produced in English, French, Portuguese and Swahili. Note: some characters used in the illustrations are adapted from existing characters provided by the client.

A5

TESTIMONIALS AND PERSONAL COMMITMENT

Objective

To document the diversity of participants and their commitments to integrating SRHR and HIV interventions for young people.

Activities

Individual commitment statements

15 minutes

■ Write out the statements (below) in large letters on separate sheets of flip chart paper and pin them up in different parts of the room. You can add other statements if you wish. Ask participants to individually complete one or more of the statements.

In te grat io n is impo rt an t be cause…

I thin k this area of wo rk has po te nt ia l in my coun tr y be cause…

Me et ing th e ne eds an d righ ts of yo ung pe ople is impo rt an t be cause…

Th e one ne w thing I have le ar nt in this training has be en

In te grated SRHR and HI V in te rventions for yo ung pe ople will make a di fference in my coun tr y or co ntex t by…

I am de dicate d to wo rking wi th yo ung pe ople in al l th ei r di ve rs it y be cause…

Sharing commitment statements with the group

25 minutes

■ Read out the statements again and af ter each one ask for a show of hands from participants who completed it Then ask if anyone wants to volunteer to share their statement.

Documenting commitments

20 minutes

■ This should be fun! If possible (depending on time and budget) arrange a photographer in advance to take professional portrait photographs of participants holding up their statements (in bold and legible handwriting!) on flip chart paper – and perhaps a group photo at the end.

■ You could also encourage participants to stand by a statement they would like to talk about and use a mobile phone camera or other video equipment if available to record them

■ Another idea is to ask participants to write their statements on large Post-it notes and stick them to the flip chart sheet whose statement they have completed. These can then be grouped into common themes discussed with the group and documented in the evaluation. They can be kept anonymous if participants prefer

■ Alternatively, you or the participants themselves can write their statements on flip chart paper to include in the workshop evaluation

Key messages

■ To be successful will take the personal and professional commitment of everyone involved

■ We all must take responsibility for translating the learning from this training into actions that will contribute to the success of READY and similar initiatives that aim to integrate SRHR and HIV for young people in all their diversity.

Facilitator’s tips

■ You can do this activity in many di fferent ways. The main thing is to keep it quick and light-hearted but meaningful. The session should be fun, reflective and action oriented

INTERACTIVE SESSION WITH YOUNG KEY POPULATIONS

Time 60 minutes

What This session involves a panel discussion where young people from key populations are invited to debate topics specific to their needs.

Why It is only by listening to and hearing the voices of young people from key populations that we can properly support them in designing and delivering activities, including advocacy interventions. In READY, all activities should involve young people.

Preparation

■ Chairs (table optional)

■ Microphones, if a large room

Interview questions

■ What do you think makes young people vulnerable to HIV in our country today?

■ How can HIV prevention activities (services, campaigns and information) be designed to suit young people’s needs?

■ Can you describe your experiences of dealing with the police and the education system, and of accessing the health system? To what extent did they meet your need s?

■ If you feel comfor table to do so, can you describe how HIV has af fected you in different ways (directly or indire ctly)?

Objective

To hear directly from young people from key populations to understand the kinds of stigma and discrimination they have encountered and the impact this has had on their lives, especially on their health and sexual and reproductive lives.

Facilitator’s notes Activities

Exercise: Panel discussion

60 minutes

■ Host a panel discussion with invited young people from key populations on the kinds of stigma and discrimination they have encountered and the impact this has had on their lives, especially their health and sexual and reproductive lives.

■ The panel could be conducted like a television chat show with celebrity guests. A young person should interview the panellists using the questions on the next page.

■ Refer back to the discussion on evolving capacities, and run the session in line with the guidance given in the sections on the consent process and creating a safe environment for young people.

■ The exercise will enable topics, such as the impact of double standards, gender-based violence, stigma and discrimination, to be discussed.

■ Wrap up the session by asking volunteers from the group to say what they have learnt, or will do or think differently because of the panel discussion. Thank everyone, especially the young people, for their open and honest participation. Then close the session.

CONSENT C4

Time 150 minutes

What This session explores the concept of consent and the different ways people express and ask for consent.

Why Consent is integral to healthy and pleasurable sexual behaviour It should be informed, uncompromised and freely given on the basis of equality

Preparation

■ Flip chart and pens

Facilitator’s notes

Objective

To define consent in the context of relationships and understand how it links to social and gender norms.

Note: It is likely that one or more participants will have experienced some form of non-consensual activity, potentially on going, and may need support. Be ready with information about local services that can help them

Activities

Let’s talk about consent

60 minutes

■ Tell the group that we are going to talk about how other people might touch you or talk to you in ways that you do not like. This could be a colleague, an older peer, a man or a woman.

■ Tell the group that:

■ No one has a right to touch parts of your body in ways that you do not like

■ No one has a right to approach you or talk to you in ways that ma ke you feel uncomfor table.

■ Let’s find ways to identify unwanted sexual at tention and what we can do about it

■ Divide into two groups, either mixed or separated by gender

■ Ask each group to draw a body map: one group draws a feminine figure, the other group draws a masculine figure

■ What is your message (or wish) either to policy-makers, programme managers, the people in this room or the RE ADY programme?

■ What single piece of advice would you give to the president/prime minster to improve things for young people in our country?

Facilitator’s tips

For meaningful and safe participation of young people, make sure:

■ The experience is kept simple and light.

■ The panellists have help with translation if they need it – be sure to arrange a translator if appropriate.

■ The session is set up to recognise that young people have valuable insights into their health and well-being that adults do not possess.

■ The panellists have given informed consent in writing after thorough discussions about the pros and cons of taking part, both now and in the future (e.g. once they are in a serious relationship or pursuing professional opportunities).

■ The panellists are adequately supported, either by friends and family and/or an institutional representative accompanying them to the session. To do this, learn more about the family

friends and environment in which the panellists live. Bear in mind that some caregivers are not ready to be open about their own or the young person’s HIV status.

■ Ensure that privacy and confidentiality are guaranteed, and that the panellists are aware of this. You could do this by referring to the group contract agreed at the start of the workshop.

■ Make sure the panellists feel comfortable. One way to protect the panellists is by having a mediator (the lead facilitator) filter questions from the audience back to the panel, and vice versa. In that way, if something inappropriate is asked and/or one of the young people’s answers needs clarification, filtering can be provided respectfully by the facilitator Let the young people know they can also skip answering any questions.

■ Ask both groups to mark on the ma p:

■ Parts of our body (if any) that are OK for anyone to touch.

■ Parts of our body that are OK for certain trusted people to touch. (Who?)

■ Parts of our body that are private, which no one should touch unless we want them to and unless we gi ve our consent for them to do it

■ Ask the group:

■ Why did you mark these parts as private? What does this mean? Did everyone agree? (Emphasise that everyone has the right to decide their own boundaries.)

■ Why do we think that a sense of privacy about our bodies and personal space becomes more important as we grow up?

■ How do we feel when our privacy isn’t respected? What are the possible result s?

■ Write the word ‘consent’ on a board or a flip chart.

■ Ask the group:

■ What is the first thing that comes to your mind when you hear the word ‘consent’?

■ Write some of the answers on the board or flip chart. This activity will give you a sense of what the group already knows about this subject.

■ Present this definition of consent: ‘Consent means actively agreeing to engage in romantic or sexual interaction with someone. Consent means letting someone know that their touch, sexual or romantic at tention and interactions are wanted.’1

■ Go over each key part of this definition and ask the group to explain what it means in their own words. (For example, what does ‘actively agreeing’ mean? What is ‘romantic or sexual interaction’?)

■ Talk about the following:

■ Consent is not only for sexual activities. If someone is forcing us to do something we don’t want to do (for example, disclose HIV status) we can always say no and ask for help if we don’t know how to handle it

■ Consent is for sp ecific things. Go back to the body maps and make it clear that if someone says it’s ok to touch their arm, it doesn’t mean they’re letting you touch other parts of their body, such as their private parts.

■ Consent can be expressed verbally when the other person says ‘yes’, but it also shows in their body language and in their enthusiasm

■ Likewise, non-consent can be expressed both verbally and through body language

■ An important way to check for consent is by asking, for example, ‘Is it ok if I do this? Do you like this? Do you want me to continue?’

1. Adapted from Planned Parenthood, Sexual Consent (accessed May 2020). www.plannedparenthood.org/learn/relationships/sexual-consent.

Project details: design layout and graphics for a guide to harm reduction programmes. Client: Frontline AIDS (formerly International HIV/AIDS Alliance).

This guide has been developed with meaningful involvement from women who use drugsfrom diverse backgrounds and sexual identification/orientation. Their involvement included extensive consultation, input, review and testing of approaches It draws on good practice both driven and endorsed by and for women who use drugs.

The meaningful involvement of women - including trans-women who use drugs - in the design, delivery, monitoring and evaluation of services and interventions should be the cornerstone of policy and practice to meet the SRHR needs of women who use drugs in their diversity. The values and preferences of women who use drugs should be gathered through a consultative process led by and for women who use drugs, to determine their needs and life priorities The outcomes of this process can be used to both shape and monitor services and interventions.

Women who use drugs should also be involved in the delivery of services and interventions as managers, peer outreach workers, counsellors, researchers, etc, with appropriate training, remuneration, workforce development and support. The appointment of women who use drugs in the harm reduction workforce should not merely fulfil gender inclusive and gender equity quotas as an end in themselves. Meaningful involvement promotes and provides environments for women to advocate for the inclusion and needs of women. In advocacy women who use drugs should be resourced and empowered to speak for themselves and represent their community at all levels

PART 1: THE CONTEXT FOR WOMEN WHO USE DRUGS

using the drop-in centre described how this helped her:

I didn’t know how to handle a child before and I was scared of the day I will give birth. This was really traumatic for me and I had to undergo several traditional abortions.

Eventually through female friendly hours, I overcame my fear and gave birth to a bouncing baby boy – I am now happy and feel complete as the sessions on parenting, maternal child health care and hygiene have built my confidence in caring for the child. – Zainab5

While there is no data available on the larger community of people who use drugs, among the estimated 15.6 million people who inject drugs worldwide, nearly one in five lives with HIV.6 Women make up one third of people who use drugs globally and one fifth of the global estimated number of people who inject drugs. Drug use is of ten seen as contrary to the socially normative roles of women as mothers, partners and caretakers, leaving women who use drugs facing greater stigma and experiencing a range of specific harms7

ADVANCING THE SEXUAL AND REPRODUCTIVE HEALTH AND RIGHTS OF WOMEN WHO USE DRUGS A

CERVICAL CANCER TREATMENT 07

WHY IS THIS RELEVANT TO WOMEN WHO USE DRUGS?

There is no evidence that the use of illicit drugs in women causes reproductive cancers. However, all sexually active women, including trans-women who have had vaginoplasty47 should be encouraged to undergo regular screening for cervical cancer especially if they are living with HIV. Due to higher prevalence of cervical cancer in women living with HIV, WHO recommends they should be screened for cervical cancer on diagnosis, and every 12 months for the first three years following diagnosis, regardless of age. 48

WHAT CAN HARM REDUCTION SERVICES DO?

■ Ensure that sexually active women who use drugs – especially those living with HIV – are aware of the need to screen regularly for cervical cancer and integrate cervical cancer screening services Where screening can’t be provided on site, or where visual inspection tests reveal abnormalities, link women to trusted and reliable service providers

■ Advocate for regular cervical cancer screening for women who are living with HIV, in line with WHO guidelines

PROMOTING SEXUAL HEALTH AND WELLBEING OF WOMEN WHO USE DRUGS

In Nigeria, women who use drugs face a lack of tailored SRHR services there is criminalisation of drug use and persistent gender-based violence perpetrated by both their male partners and law enforcement agents

To help address these challenges, the NGO YouthRISE runs a drop-in centre for women who use drugs which provides social and health care. They offer a range of services including information on SRHR in a locally produced manual; as well as condoms, hygiene kits family planning, HIV tests, STI screening and legal support for gender-based violence cases. One woman had her life transformed by the programme:

I am 19 years old. I never used condoms when engaging in sex and I had many sexual partners to keep up with my drug demands. I got pregnant a couple of times and had a series of abortions.

I did not have access to information on HIV, safe sex and SRHR. I came in contact with one of the community outreach workers from YouthRISE Nigeria who invited me to a 5-day ‘Peer Educators Training on Sexual Reproductive Health organised at the YouthRISE Centre. I got information there on drug use, HIV, human rights, sexual and reproductive health. This training also built my capacity in being a community peer educator. I now provide information on SRHR and HIV to young women in my community 49

PRIORITIES PARTICULARLY RELEVANT FOR ADDRESSING CRITICAL BARRIERS FACED BY WOMEN WHO USE DRUGS INCLUDE:

In addition to the seven service areas described above, the Guttmacher-Lancet Commission report emphasises the importance of holistic sexual health and wellbeing. This implies more than the absence of problems like those discussed above, but also the ability to: enjoy a safe and pleasurable sex life with a partner (or partners) of one’s choosing and/or avoid unwanted sexual contact (e.g sexual harassment or violence); make and enact decisions related to how, where, when and with whom to have sex, relationships, and children and access reliable appropriate, and respectful information and services about matters related to sex and sexuality.

A reduction in healthy, fulfilling sexual relationships can increase depression and anxiety - both for men and women. When working with women over 45 years it is also important to address issues around menopause in the context of sexual health

Some drug use can have physiological effects on sexual and reproductive processes. For instance long-term opioid use is known to decrease sexual desire and libido (and may cause erectile dysfunction), while amphetamine type substances can temporarily increase sex drive and reduce sexual inhibitions leading to possible increase in sexual risk-taking and injury

Counselling and treatment of sexual dysfunctions needs to be included in SRHR programmes

They can include strategies such as establishing support groups for people who use drugs as well as their sexual partners; couples counselling and training on communication skills and how to talk about this issue with a partner.

In most cultures, it is difficult for people to talk about issues related to sex and sexuality. Staff must be equipped with the knowledge and skills to balance sensitivity to cultural practices with the need to promote health and wellbeing, including discussion of the full range of LGBTQ+ sexuality issues in a non-judgementa way.

OTHER IMPORTANT THINGS WE CAN DO ARE:

PUT WOMEN WHO USE DRUGS AT THE CENTRE OF YOUR ACTIVITIES

To ensure that women access a broad range of SRHR services and can enjoy satisfying sexual health and wellbeing, they need to be at the centre of what we do. This means:

■ Meaningfully involving women who use drugs in all their diversity in the design, implementation and monitoring of all services, so that their needs are at the centre of each response and so that services are welcoming and responsive

■ Offer women who use drugs training and sensitisation around their rights and other issues related to their (sexual) health for them to take informed decisions.

■ Facilitate peer support, peer networks, peer outreach and other types of peer-led initiatives.

■ Provide safe space for women who use drug, their family members and children. Consider women-only spaces or women-only hours.

■ Involve (sexual) partners of women who use drugs and other members of their support networks, such as relatives and friends.

ENSURE STAFF ARE EQUIPPED TO WORK WITH WOMEN WHO USE DRUGS IN THEIR DIVERSITY

services, by

providers with

design

SRHR research needed for policy and programme decision-making. Evidence around the SRHR of women who use drugs is inadequate Gender disaggregation is missing in virtually all estimates related to people who use drugs, as are intersectional identities and issues, such as the overlap between drug use and sex work and drug use among trans-women. Research priorities should be identified in consultation with women who use drugs, who should also be meaningfully involved in data gathering, analysis and validation of the research Use accountability processes at all levels to ensure that SRHR goals and commitments are realised. Women who use drugs should meaningfully participate in the development, implementation, monitoring and evaluation of national and international frameworks, guidelines and policies related to drug use. The needs and rights of women who use drugs should be integrated in national plans and strategies on topics such as HIV, SRHR, and gender-based violence

For services and spaces to be safe for women who use drugs in all their diversity it is vital that people working in those spaces respect them and are able to at least empathise with their realities. Teams should incorporate women who use drugs as full members of the team, rather than tokens. All team members should be trained on cross-cutting issues that relate to women who use drugs, such as transsexuality, gender norms, sexual practices and fertility. This is a first step to engaging respectfully with women who use drugs in their diversity; team members also need to be non-judgemental, not make assumptions, and be open to discussing anything that is of importance to the women they are serving. This way can they provide accurate and unbiased information.

Harm reduction service providers should also sensitise and train other professionals who women who use drugs encounter, such as health workers and other staff of health centres (reception, administration, guards), social workers, police officers, prison staff, prosecutors and other law enforcement officials. Only then can they start to establish referral systems with health, social and legal facilities.

DOCUMENT AND ADVOCATE

Harm reduction implementers can and should also contribute to creating an enabling environment. Together with (networks of ) women who use drugs in their diversity they need to challenge the narrative on drugs: denouncing both the war on drugs with its criminalisation of drug use and drug possession as well as the disease model that turns people who use drugs into passive victims. But they also need to advocate against the laws that criminalise same sex, sex work and abortion, and the social, cultural, medical and legal practices that limit the freedom of women to make their own informed choices. Finally, it is important to contest (sensationalised) misinformation

Harm reduction implementers, alongside women who use drugs, need to document their work and use this information to show what works and what is needed so this can feed into national guidelines and frameworks

FINALLY

We should always remember that holistic sexual health and wellbeing means much more than the absence of problems Everyone has a right to enjoy a safe and pleasurable sex life avoid unwanted sexual contact; decide on whether or not, when and how to have children; and access reliable, appropriate, and respectful information and services related to sex and sexuality.

Project details: illustration, icon design and graphic design layout for a social media campaign.

Client: AVERT.org

Garry Robson design and

Project details: Examples of infographics and icon designs for use on the Avert website and social media. Client: Avert.

Discrimination against people living with HIV creates barriers to the HIV response

At least 68 countries

have laws that specifically criminalise HIV nondisclosure, exposure or transmission. 19 countries* are known to have applied other criminal law provisions in similar cases

At least 20 countries

Source: UNAIDS 2019

www.avert.org

In 19 countries

still impose travel restrictions on people living with HIV

approximately one in five people* living with HIV reported having been denied healthcare, including dental care, family planning services or sexual and reproductive health services.

*With available data

Garry Robson design and

Project details: illustration and design layout for an infographic about the Sustainable Development Goals (SDGs) presented as a board game focusing on SDG16: Promote peaceful and inclusive societies for sustainable development Client: Saferworld.

Putting SDG16+ into practice

11 steps to promote peace, justice and inclusion

2

Raise awareness of SDG16+

Raise awareness of SDG commitments to peace, justice and inclusion

Map the context 1

Map political and conflict dynamics, identify stakeholders and current development plans

Find out what people want

3 Consult people about the priorities for peace, justice and inclusion in their context

What is SDG16+?

4

Start a conversation

Enable dialogue on SDG16+ issues between authorities and civil society

5

Link up initiatives

Connect SDG16+ with existing initiatives to support peace, justice and inclusion

The 17 Sustainable Development Goals (SDGs) include SDG16, as well as a number of targets under other goals that are also critical for building peaceful, just and inclusive societies – particularly SDG5 on promoting gender equality and SDG10 on reducing

inequalities. The term ‘SDG16+’ is used to describe these commitments across the 2030 Agenda, and it provides a framework for comprehensive action on a range of peace-related issues

For more see: https://cic.nyu.edu/sites/default/files/ peaceful_just_inclusive_targets_analysis_aug2016.pdf

6

Develop new partnerships

Work with a range of people: authorities, academics, civil society, private sector and the media

Job done?

Not quite…

11 Monitor changes in the context that may present either threats to the process or new opportunities

10

Don’t get stuck in structure

A formal coalition or network can help sustain action on SDG16+, but beware of bureaucracy

Why this approach?

To achieve the 2030 Agenda commitments to peace, justice and inclusion depends on engagement, ownership and action on SDG16+ by a range of people and institutions at national and sub-national levels. There is no blue-print for this process, but – based on

Mobilise champions

7 Identify and invest in individuals who will champion SDG16+ nationally and globally

Strengthen accountability

8 Support independent reporting to promote accountability for SDG16+

Connect national to global

9 Enable new voices to participate in global forums and present local experiences

Saferworld’s experience of testing approaches with partners over several years – we have identified lessons on how to catalyse and support a locally-led process. These lessons are illustrated above.

For more see: https://www.saferworld.org.uk/globalaction-against-conflict/2030-agenda

Don’t Forget to Celebrate Success!

Whatever the children produce in response to your encouragement, the essential thing is to make a celebration out of their creative endeavours Yes, there will always be improvements to make – that is the nature of learning a craft – but never allow the ‘could be better if ’s to over whelm the ‘what a great writer you’re becoming’s

The point of the experience we are creating for the children is that they are apprentice writers They must be given a space in which to experiment, to take risks with their developing craft, and get it wrong before they begin (more often than not) to get it right.

Recognise when a child has taken a risk with their new skills and compliment them on this (even if at the same time suggesting how something could be ‘tweaked to even greater e ect).

Principles of Feedback in a Nutshell

Feedback should:

Be immediate and require action

1.

2. Guide correction of mechanical errors (spelling and punctuation)

3.

Be meaningful (child-friendly) and guide improvement through use of speci c invitations for redrafting (improving quality of content)

Comments should:

Encourage (and say why something is good)

1. Be constructive (say how to make a sentence better)

2.

3.

Challenge (extend the child to think about their writing in greater depth)

Feedback needs to be pertinent to this piece of writing (not referring to a set of generic objectives) and relate to sentences (or vocabulary choices) that you have highlighted.

Use three colours of highlighting:

A ‘Writing Triumph’

1. An invitation to redraft

2.

Opening Statements

Everybody knows dogs are the smartest creatures on the planet. Don’t you just hate having a younger brother? Maths, ugh, the worst subject in the universe Rainy days were invented so that mums could have a good old moan at you for bringing the mud in.

Statements or questions like these are a direct address from the narrator of the story to the reader, and as such they invite the reader’s empathy, treating them as if they were a trusted friend or con dante

Give the children a sweeping statement such as the ones above and ask questions like:

• Who would make a statement like this?

• What do their words tell us about them?

• What sor t of situation might be typical for them?

• Where do they spend their time?

• What do they like doing? On the basis of this, begin…

Free Writing Time

Give the children an exercise book in which it is entirely up to them what they choose to write about. Either they can run with one of the exercises listed above where you have planned for a story but not actually written it, or they can write a scene for a di erent story or about something else altogether

It’s a good idea to have a box containing lots of cards with writing prompts written on them (e.g write about a memory from when you were very young; or give titles or rst lines to spark the children’s interest). If they so choose the children can go back to something they have already begun, either by extending it or by redrafting what is already there. It doesn’t matter about the ‘what’ so long as they are engaged in writing something that catches their interest (they can even write a textbook about their favourite interest if this is what excites them).

These pieces of writing, although they are to be acknowledged by you and can be annotated with helpful suggestions about what they might try next are not part of the children’s formal writing output, and so they should not be assessed and should be marked with a ‘light touch’.

• Allow fteen minutes

• Opening scenes and plans can be stored in writers’ folders for continuing during free writing time if the children so wish.

Spelling and punctuation errors 3.

The Writing Process – Outline of Stages

What will I Write About?

Generate broad ideas decide on audience and format (if this has not already been set in the prompt)

Test the Idea

Talk through best ideas and choose one to write about

Stor y Road Map / Plan

Key words only to get the ideas on paper

Get it on the Page

First draft – write as much as possible in the time available

• If your timetable allows (!), then it is a good habit to give the children say, thirty minutes in a week when they can write about anything they choose. If they are thinking of themselves as apprentice writers they will constantly be adding to their writers’ notebooks (word books) and adding to the writers’ resource folders on their tables

Review Self-assessment / peer-assessment – how could this be improved?

Write -up!

Up-level one section only – add extra detail / better vocabulary choices / more ambitious sentence constructions

Final Check Check for spelling, punctuation and syntax errors

Take it to Press (optional)

Publish or make ‘best’ copy (remember to repeat Final Check stage if work has been copied out

Garry Robson

Project details: logo, branding design, illustrations, character design and layout for promotional materials.

Client: Jump Start Initiative – UK arts-based community organisation.

start team

Garry Robson design

#1. communications cyborg

#2. mission power lion

mission to share knowledge and ideas that empower local community organisations and businesses.

key roles

online comms media relations

Marketing

powers

super speedy mega brainy batteries incl.

mission

champion jump start's mission to empower communities, business and individuals through collaboration.

key roles brand advocate evaluation strategy

powers super wisdom mega power awesome roar

Garry Robson

#3. the resourceful bear

#4. the busy community bug

mission

to boldly search out and find the goodies needed for jump start and community projects.

key roles fundraising sponsorship skills sharing

powers super agility mega senses fearless

mission to create collaborative partnerships with community groups, businesses & individuals.

key roles connecting people networking buddying

powers super friendly mega multi-task ultra zippy

Garry Robson design and

Client feedback

Saferworld

Elizabeth Bourne (Communications Coordinator).

“Garry took forward the idea we had in mind for our illustration brilliantly. He provided fantastic advice on colours, design and linking the illustration with our existing branding with an impeccable attention to detail. Fantastic work.”

Wendy Skelton (Education consultant).

“Garry did a fantastic, speedy and professional job on producing my book. He was very intuitive and completely ‘got’ what I needed the format and layout to put across. The illustrations and cover design were both engaging and spot-on. Garry was a pleasure to work with and I would definitely recommend him to anyone who needed a creative collaborator.”

Scope

Julia Ajayi (Community Engagement Programme Lead).

“Garry took time to understand our projects and the outcomes we wanted to show. He guided us skilfully through the process of building a resource that has bought the involvement of local people alive with colour and vibrancy.”

AVERT

Simon Moore (Head of Digital Content and Marketing).

“Garry has worked with us on a number of projects and is always professional, dedicated and flexible. He will pull out all the stops to get a job done on time – however tight the deadline.”

Frontline AIDS (formerly the International HIV/AIDS

Alliance)

Jenny Berg (Senior Advisor: Knowledge and Communications).

“Garry is great to work with – flexible around our shifting needs and time frames, delivers on deadline, often provides several options, produces good quality designs, and goes the extra mile.”

Rethinking Security

Celia McKeon (Coordinator).

“I really appreciated Garry’s attentiveness to the brief, imaginative design, problem-solving skills and thoroughness. It was a pleasure to work with him.”

Garry Robson design