The Training of Trainers Manual - UNFPA

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Handout 4 • STI Challenge 4 1. Condoms are the most effective protection against the spread of sexually transmitted infections (STIs). FALSE ■ Abstinence from sexual intercourse is the best way to prevent the spread of STIs. ■ Condoms are the next best prevention, but only complete sexual abstinence is 100 percent effective. 2. Biologically, both men and women have an equal risk of acquiring an STI from a sexual partner. FALSE ■ Women are more vulnerable to STIs than are men because women’s mucous membranes are larger and more sensitive. Small tears are common in the vagina. 3. Women who take contraceptive pills are protected from pregnancy and STIs. FALSE ■ Fluid exchange puts you at risk of contracting STIs. The pill is not a barrier that protects from fluid exchange. ■ When taken consistently, the pill is an effective hormonal method for preventing pregnancy. 4. Using two condoms at once (‘double bagging’) provides more protection against STIs. FALSE ■ Condoms are made to be used alone – friction between two condoms can cause breakage. ■ Do not combine a male condom with a female condom. 5. Condoms are not always effective in preventing human papilloma virus (HPV), which causes genital warts. TRUE ■ HPV can be transmitted by touching (hand to genital or genital to genital) an infected person’s lesions. ■ Genital warts can be found on parts of the genitals (testicles, vulva) that are not covered or protected by a condom. ■ Genital warts are transmitted during an outbreak. However, a person may not be aware that he or she is having an outbreak, since warts are not always visible. 6. Someone infected with chlamydia usually has noticeable symptoms. FALSE ■ Most people infected with chlamydia show no symptoms (the same is true for gonorrhoea). ■ If left untreated (with antibiotics), chlamydia (and also gonnorhoea) can cause long-term complications (infertility and pelvic inflammatory disease in women and prostatitis in men). ■ Symptoms: In women – pain or dull ache in cervix, heavy feeling in pelvic area, pain when urinating or during intercourse, heavier menstrual flow, heavy cervical discharge; in men – urethral discharge, pain when urinating, epididymitis. Section 4. Participant Handouts 139
7. A person with herpes can infect a partner even if he or she does not have any visible lesions. TRUE ■ Transmission is possible in the absence of lesions. ■ The contagious time is at the beginning of an outbreak, during ‘shedding’, when the infected person feels pain or a tingling, burning, itchy sensation. ■ The least contagious period is when the infection is dormant and there are no visible lesions. 8. Gonorrhoea can be cured with antibiotics. TRUE ■ There are two types of STIs: bacterial and viral. Gonorrhoea is a bacterial STI. Bacterial STIs can be cured with antibiotics. Viral STIs cannot be cured, although they sometimes go into remission (meaning you have no symptoms); antiviral drugs may help some people maintain a state of remission. ■ Symptoms: In women – pain or dull ache in cervix, heavy feeling in pelvic area, pain when urinating or during intercourse, heavier menstrual flow, heavy cervical discharge; in men – urethral discharge, pain when urinating, epididymitis. 9. Only women can be tested for STIs. FALSE ■ Both men and women can be tested for most bacterial and viral STIs. ■ The tests differ for men and women and depend on a person’s sexual behaviours (the healthcare provider may need to take oral, cervical, urethral, or anal cell cultures). ■ There are three types of STI tests: blood tests (syphilis, HIV); cell cultures (chlamydia, gonorrhoea); and visual inspections (HPV, herpes). 10. Which one of the following STIs cannot be cured ❏ Chlamydia ❏ Gonorrhoea ❏ Herpes HERPES ■ There are two types of STIs: bacterial and viral. Herpes is a viral STI. Bacterial STIs can be cured with antibiotics. Viral STIs stay in the human body, sometimes without symptomatic outbreaks (remission); antiviral drugs may help some people maintain a state of remission. 140 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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Ensure that both columns include po
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TOT Workshop Day 3 Getting started
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Training topic Techniques for build
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Exercise: Saying ‘no’ role play
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Training note Remember that abstain
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Process Begin the exercise with a r
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Those of you who selected the paper
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Closure Allow the participants to t
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Getting Started Stretching exercise
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Also suitable for training of peer
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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
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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 and 122: they argue that programmes are more
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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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
Page 177 and 178: Impact on youth Youth participation
Page 179 and 180: ■ Organizations placed a greater
Page 183 and 184: 7. HIV can also be transmitted when
Page 185 and 186: Annex 1 • Sample Pre-training and
Page 187 and 188: 20 Please specify two to three crit
Page 189 and 190: 10 Provide definitions for: Gender
Page 191 and 192: 27 Please specify two to three crit
Page 193 and 194: ■ 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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