The Training of Trainers Manual - UNFPA

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Day 5 ■ What strategies can be used to advertise peer education recruitment ■ What methods can be used to choose peer educators After each group has discussed and developed lists, ask them to report back to the entire group. Encourage the groups to present their lists by improvising role plays on them. Ensure that participants have captured the most common responses to the questions (see the table below). After all four groups have reported back, lead a discussion on the advantages and disadvantages of the presented strategies. Important selection criteria ▼ Peers of target audience ▼ Can meet expectations of project (this will vary according to objectives) Key personality traits ▼ Respected by peers ▼ Non-judgemental ▼ Discreet ▼ Tolerant ▼ Role model ▼ Energetic ▼ Interested ▼ Self-confident Common recruitment strategies ▼ Posters and flyers ▼ Television and radio announcements ▼ Website, e-mail ▼ Word of mouth, via existing peer educators and their friends Methods for selection ▼ Application forms ▼ Nomination ▼ Interview ▼ Pre-selection training event Section 2. Guidelines for Training of Trainers 101
Closure Explain that no matter what recruitment strategy is used, programmes should seek to represent their target audience and choose recruits based on the objectives of a project. This often means selecting a balance in gender, vulnerability, and age. Emphasize that making recruits and selected individuals aware from the beginning of what is expected will help to decrease turnover or dropping out. Finally, they should look for people who are charismatic facilitators, organized workers, modest observers, and sensitive communicators. Training note Building and retaining a peer educator team After recruiting and training a team of peer educators, it is useful to develop a contract of expectations with them. The contract should be a result of collaboration with peer educators, trainers, and program staff. This contract acts as guidelines to help peer educators understand their roles. It also establishes clear responsibilities from the beginning and a timeline of commitment. Ask the team to agree to abide by the contract and sign it. The contract should include: ▼ Guidelines about attendance, punctuality, and following established ground rules. ▼ Notification if team members know they will be absent (for example, if they have a doctor’s appointment). Participants should understand that if they miss some training sessions, they are responsible for gathering the relevant information that they have missed. Explain that excessive absences or tardiness might be grounds for reassessing suitability for the team and that participants will be given warnings if their continued participation is in question. All team members should have certain basic skills, although some might be specialists with a particular talent in a given area. Experience shows that many peer education groups naturally fall into a pattern in which they tend to rely on the same people to do the same things. For example, the group may begin to rely too much on one or two of the educators to provide scientific or medical information. If the group’s ‘experts’ are suddenly unavailable for a training session, the others may feel incompetent or unqualified to present the relevant teaching unit. 102 Training of Trainers Manual
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Youth Peer Education Toolkit Traini
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This publication was made possible
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TOT Workshop Day 3 70 Getting start
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Acknowledgements The first edition
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Introduction Since the inception of
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The manual is composed of four main
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S e c t i o n 1 From Theory to Prac
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1 From Theory to Practice in Peer E
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The theoretical base for peer educa
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Health belief model The health beli
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Translating theory into practice Wh
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Use of role plays and other theatre
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2 Guidelines for Training of Traine
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training or when supervising peer e
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The workshop agenda: an overview Da
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Getting Started Workshop opening Th
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Introduction to the training method
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Things to consider when using energ
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Begin the game as described above.
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Training topic Peer education - the
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Exercise: Theory - practise it 30 m
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written on the flip chart (if they
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The following exercises will help p
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Training topic Introduction to team
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Exercise: The human knot Objectives
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Closure Lead a discussion about how
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Page 57 and 58: Explain that the choices for ending
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Page 79 and 80: Training note Remember that abstain
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Page 87 and 88: Getting Started Stretching exercise
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Page 91 and 92: What sort of lifestyle do you have
Page 93 and 94: Exercise: One day in my life Object
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Page 97 and 98: Process Introduce this exercise to
Page 99 and 100: Wrap-up The facilitator provides a
Page 101 and 102: Getting Started Stretching exercise
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Page 107 and 108: Exercise: Debate - how to retain pe
Page 109 and 110: Stress and self-care Peer educators
Page 111 and 112: Balancing act - keeping the energy
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Page 123 and 124: Exercise: Introduction of the spect
Page 125 and 126: Returning to the example, ask the p
Page 127 and 128: Closure Ask one participant from ea
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Page 131 and 132: 3 A Sample Peer Education Session o
Page 133 and 134: Why we are here For this exercise,
Page 135 and 136: HIV/AIDS: Basic facts and questions
Page 137 and 138: S e c t i o n 4 Participant Handout
Page 141 and 142: The health belief model The health
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Youth involvement This term is ofte
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Youth-adult partnership A true part
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■ Youth as partners. Adults who h
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Impact on youth Youth participation
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■ Organizations placed a greater
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7. HIV can also be transmitted when
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Annex 1 • Sample Pre-training and
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20 Please specify two to three crit
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10 Provide definitions for: Gender
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27 Please specify two to three crit
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■ Women should remain virgins unt
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Suitable for Peer educators’ trai
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Annex 3 • Skills Rating Form 3 Th
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Annex 4 • Annotated Peer Educatio
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Summary Booklet of Best Practices J
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Together We Can: Peer Educator’s
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contains a theoretical section and
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6. Journals Xcellent. The journal o
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Annex 5 • Exercises Used in Secti
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