The Training of Trainers Manual - UNFPA

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Day 5 ■ Peer educators should be expected to work independently, contacting their supervisors rarely. ■ Most peer educators leave a program because they do not feel appreciated by their organizations. After you have read the first statement, the participants should go to the spot that best describes their response to it. When they are all standing somewhere along the line, ask a volunteer to explain why he or she is standing there. Ask participants to provide examples of the types of financial and non-financial incentives that can be used to motivate peer educators. Let three volunteers give their viewpoint, then let the other participants react to these opinions. Continue with the other statements in the same way. At the end of the session, provide a copy of Handout 11. Incentives for Peer Educators. Closure After reading and reviewing all the statements, explain important points about motivating and retaining peer educators. (See the box below.) Tips for managing relationships among peer educators ▼ Frequently change the composition of small groups of peer educators to ensure that they all have opportunities to work with each other, separate from their closest friends or cliques. ▼ As much as possible, ensure that small groups include equal numbers of male and female participants and make sure that members of both sexes are able to play active roles in the activities. ▼ Plan activities that encourage trainees to show ‘who they are’ early in the training. Sharing vulnerabilities and personal information is likely to lead to increased bonding within the group, provided that the trainees feel their work is taking place in a ‘safe space’. ▼ To identify issues on which young women and young men may have differing perspectives, ensure that some exercises are done by small groups of only male or female peer educators. They can then present their results to one another, compare their answers, and discuss similarities and differences. ▼ Identify and deal with points of stress within group relationships early on. Some interpersonal difficulties are inevitable. ▼ Encourage the group to respond collectively to contentious issues that may arise (e.g., a peer educator’s irregular attendance). The impact can be greater if decisions on how to deal with the issue emerge from a group consensus. Section 2. Guidelines for Training of Trainers 105
Stress and self-care Peer educators may feel especially dedicated to their work because of the severity of the repercussions of HIV/AIDS, especially those in high-prevalence countries and those who work with vulnerable groups. However, even when working in low-prevalence countries and with generalpopulation youth, trainers and peer educators experience stress from the competing demands of work, home, and school. Stress is physical, mental, or emotional pressure caused by overworking the body or mind. It can lead to physical and emotional symptoms. Common symptoms include: ▼ Pain (headaches or backaches) ▼ Changes in feelings (such as anger or sadness) ▼ Changes in eating habits (overeating or undereating) ▼ Social retreating (wanting to be alone) ▼ Changes in sleeping habits (insomnia or sleeping too much) ▼ Loss of concentration (restlessness) A few symptoms of stress might be considered normal or fairly common for motivated and committed individuals. But stress can be limited by positive peer support and a commitment to inform trainers and peer educators about ways they can care for themselves. In serious cases, stress can lead to burnout, a serious medical condition. Self-care is a way that individuals can prevent stress from building up (see Handout 12. Self-Care). Exercise: Design of peer education training Objective To discuss various models and strategies for training peer educators 45 minutes Materials Flip chart paper, markers, and tape Process First, explain that there are many different designs for peer educator training programmes, all with their own advantages and disadvantages. Some programmes use an intensive training schedule over several full days; others employ shorter, individual sessions that extend over a period of weeks or months. One successful design of a peer educator training programme requires a consistent commitment by the trainees to one evening of training per week throughout the (academic) calendar. In such a training format, the peer educators can, for 106 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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The scenarios described above may o
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TOT Workshop Day 2 Getting started
Page 57 and 58: Explain that the choices for ending
Page 59 and 60: Exercise: STI challenge Objective T
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Page 67 and 68: Exercise: Do you agree 45 minutes O
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Page 75 and 76: Training topic Techniques for build
Page 77 and 78: Exercise: Saying ‘no’ role play
Page 79 and 80: Training note Remember that abstain
Page 81 and 82: Process Begin the exercise with a r
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Page 87 and 88: Getting Started Stretching exercise
Page 89 and 90: Also suitable for training of peer
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 105 and 106: Closure Explain that no matter what
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Page 115 and 116: TOT Workshop Day 6 Getting started
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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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