The Training of Trainers Manual - UNFPA

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Handout 15 • Definitions of Youth and Youth Participation 15 Definitions of youth Webster’s Dictionary, 1998 The quality or state of being young; youthfulness; juvenility; the part of life that succeeds childhood; the period of existence preceding maturity or age; the whole early part of life, from childhood, or, sometimes, from infancy, to adulthood. United Nations General Assembly (the basis for UN statistics on youth) Defines youth as those ages 15 to 24. Note that by this definition, children are those under age 15. However, the United Nations Convention on the Rights of the Child defines children as up to age 18, thus theoretically providing more protection and rights to those up to age 18. There is no similar United Nations Convention on the Rights of Youth. U.S. Agency for International Development Youth is generally defined as the cohort between ages 15 and 24, the generation straddling childhood and adulthood, especially by researchers working with U.S. Agency for International Development funding. United Nations Division for Social Policy and Development Calls those ages 12 to 19 ‘teenagers’, and those 20 to 24 ‘young adults’. This distinction is important since the sociological, psychological, and health issues these two groups face may differ. Some countries consider young people to have become young adults when they pass the ‘age of majority’, which is usually age 18, at which point they are treated as adults under the law. However, the operational definition and nuances of the term ‘youth’ often vary from country to country, depending on sociocultural, institutional, economic, and political factors. Definitions of youth participation Adolescent participation UNICEF uses this term, defining it as ‘adolescents partaking in and influencing process, decisions, and activities’. Children’s participation Roger Hart uses this term in his essay Children’s Participation: From Tokenism to Citizenship. In it, he describes participation as the process of sharing decisions that affect one’s life and the life of one’s community. Youth-adult partnerships As defined by Advocates for Youth, this term refers to a situation where adults work in full partnership with young people on issues facing youth and/or on programmes and polices affecting youth. Section 4. Participant Handouts 161
Youth involvement This term is often used interchangeably with ‘youth participation’. Youth participation This is the most common term used in the fields of youth development, youth governance, and health. It follows the terminology used for the inclusion and involvement of other marginalized groups (i.e., participation of people living with HIV/AIDS). The U.S. National Commission on Resources for Youth defines youth participation as: ‘Involving youth in responsible, challenging action that meets genuine needs, with opportunity for planning and/or decision-making affecting others, in an activity whose impact or consequences extends to others – outside or beyond the youth participants themselves.’ 162 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
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Exercise: One day in my life Object
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■ Tanya, age 16, three months pre
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Process Introduce this exercise to
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Wrap-up The facilitator provides a
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Getting Started Stretching exercise
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▼ ▼ ▼ ▼ ▼ Do invite your
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Closure Explain that no matter what
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Exercise: Debate - how to retain pe
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Stress and self-care Peer educators
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Balancing act - keeping the energy
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■ 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
Page 145 and 146: 7. A person with herpes can infect
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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
Page 195 and 196: Suitable for Peer educators’ trai
Page 197 and 198: Annex 3 • Skills Rating Form 3 Th
Page 199 and 200: Annex 4 • Annotated Peer Educatio
Page 201 and 202: Summary Booklet of Best Practices J
Page 203 and 204: Together We Can: Peer Educator’s
Page 205 and 206: contains a theoretical section and
Page 207 and 208: 6. Journals Xcellent. The journal o
Page 209 and 210: Annex 5 • Exercises Used in Secti
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