The Training of Trainers Manual - UNFPA

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Day 6 4) Allows youth and adults to work in full partnership – envisioning, developing, implementing, and evaluating programmes Youth-adult partnerships are not simply a checklist that either youth or adults follow. Ask some volunteers to read that definition out loud and to share their interpretation. Then, continue reading and share with the participants what does not constitute youth-adult partnership: 1) Youth-adult partnerships are not ways to hide the fact that programs are designed, developed, and run by adults. 2) Tokenism is not partnership. Examples of tokenism: ■ Having youth present but with no clear role ■ Assigning to youth tasks that adults do not want to do ■ Having youth make appearances without training ■ Having only one youth on a board or council Closure Distribute the handouts. If participants are still confused about partnerships between youth and adults, explain that defining such partnerships may become easier as the session proceeds. In that case, you might want to continue with the session and come back to the definitions at the end, if time allows. Section 2. Guidelines for Training of Trainers 119
Exercise: Introduction of the spectrum of attitudes theory 15 minutes Objective Materials To introduce a theoretical framework for moving towards effective youth-adult partnerships Flip chart on which you have written the descriptions of ‘Youth as Objects’, ‘Youth as Recipients,’ and ‘Youth as Partners’ from the bold type below (taken from Handout 17. Challenges to Building Effective Youth-Adult Partnerships) Process Explain that research in the field of youth development recognizes that skills (especially, communication skills) are important in youth-adult partnerships but that attitude is even more important. William Loftquist has developed a theory about a spectrum of attitudes, which shows whether youth-adult partnerships will be successful. If adults hold attitudes that undermine partnership, true partnership will not materialize. Attitudes that support partnership provide the potential for true partnership development. Next, distribute the handout and point out the description of the spectrum of attitudes. Begin discussion about the first attitude, ‘youth as objects’. Read the text from the handout or the flip chart, or ask a volunteer to do so. Youth as objects: Adults believe they know what is best and attempt to control all situations in which youth are involved. If read by a volunteer, ask him or her to give an illustrative example. If you read the text, illustrate the attitude with the following example: ‘Let’s say that I am working for a non-governmental organization on a peer education project for HIV/AIDS prevention. I have recruited a young artist named David to help me design a poster with HIV/AIDS prevention messages, to be placed in secondary schools in the district. If I hold the attitude of “youth as objects”, I will tell David exactly how the poster should look, what messages it will deliver, and where the poster will be placed. I will control every aspect of the project. It would be understandable if David did not want to work with me anymore since I am wasting his time and talent.’ Explain that this attitude is often based on the belief that youth are in need of protection from the outside world. Therefore, the adult tells the youth exactly how the programme will run, including all operational details. The adult evaluates the programme without input from youth. 120 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
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Explain that the choices for ending
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Exercise: STI challenge Objective T
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Training note The following are exa
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Ask each group to write on the flip
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Explain to participants that when e
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Exercise: Do you agree 45 minutes O
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Training note When integrating a ge
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Page 73 and 74: TOT Workshop Day 3 Getting started
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 85 and 86: Closure Allow the participants to t
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
Page 95 and 96: ■ Tanya, age 16, three months pre
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
Page 103 and 104: ▼ ▼ ▼ ▼ ▼ Do invite your
Page 105 and 106: Closure Explain that no matter what
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
Page 113 and 114: ■ Is relationship oriented ■ Ad
Page 115 and 116: TOT Workshop Day 6 Getting started
Page 117 and 118: To introduce the topic, mention tha
Page 119 and 120: ■ What do we evaluate in our proj
Page 121: they argue that programmes are more
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
Page 145 and 146: 7. A person with herpes can infect
Page 167 and 168: Youth involvement This term is ofte
Page 169 and 170: Youth-adult partnership A true part
Page 171 and 172: ■ Youth as partners. Adults who h
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168 Training of Trainers Manual
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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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