The Training of Trainers Manual - UNFPA

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Handout 16 • From Youth Participation to Youth-Adult Partnerships 16 Hart’s Ladder of Participation depicts participation on a continuum, from manipulation and tokenism, which do not constitute real participation, to higher levels of participation in which young people initiate, direct, and share decisions with adults. The ladder of participation highlights two important characteristics about true youth participation. First, simply having a young person present does not result in true participation. Young people must have a certain level of empowerment, responsibility, and decision-making power to participate meaningfully. Second, the quality and type of the partnership between youth and adults is important. Ladder of Participation 8. Youth-initated, shared decisions with adults 7. Youth-initated and directed 6. Adult-initated, shared decisions with youth Degree of Participation 5. Consulted and informed 4. Assigned but informed 3. Tokenism 2. Decoration Non-participation 1. Manipulation An example of participation at the lower end of the ladder is involving young people on a programme discussion panel without giving them decision-making power or any role in the management of the programme. Examples of higher levels of participation include having youth serve on boards or steering committees and participate in day-to-day decision-making. Section 4. Participant Handouts 163
Youth-adult partnership A true partnership between youth and adults in a professional setting has several distinguishing characteristics: ■ It integrates the realistic perspectives and skills of youth with the experience and wisdom of adults. ■ It offers both parties the opportunity to make suggestions and decisions. ■ It recognizes and values the contributions of both young people and adults. ■ It allows young people and adults to work in full partnership – envisioning, developing, implementing, and evaluating programmes. Sharing the power to make decisions means that adults respect and have confidence in young people’s judgement. It means that adults recognize the assets of youth, understand what youth can bring to the partnership, and are willing to provide additional training and support when youth need it. Both youth and adults may need to embrace change in order for the partnership to work. For example, adults may need to modify their ideas about what will and will not work and about times and conditions under which work proceeds. Similarly, youth may need to understand the limitations and realities that affect a programme’s development, operation, and evaluation. In addressing adolescent and reproductive health issues, youth and adults can work together in a number of ways, such as conducting a needs assessment, writing a grant proposal, raising funds, designing a programme, training staff, delivering services, implementing interventions and projects, overseeing a programme, collecting data, evaluating a programme’s effectiveness, improving unsuccessful aspects of a programme, and replicating successful programmes. Safeguards should protect youth from abuse Minors need special protection when working with people who are older than they are. Institutions should have anti-harassment policies designed to prevent abuse as well as discrimination or harassment on any basis: racial, ethnic, religious, sexual, socio-economic, or age. The policies should outline how they are to be enforced, including a clear and safe grievance procedure. In countries where it is legal and possible, the backgrounds of all adults and older youth should be checked before they are hired. This process should also be clearly stated by organizations in its recruitment guidelines and followed for all staff. 164 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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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
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Page 117 and 118: To introduce the topic, mention tha
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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: Youth involvement This term is ofte
Page 171 and 172: ■ Youth as partners. Adults who h
Page 177 and 178: Impact on youth Youth participation
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Page 183 and 184: 7. HIV can also be transmitted when
Page 185 and 186: Annex 1 • Sample Pre-training and
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Page 189 and 190: 10 Provide definitions for: Gender
Page 191 and 192: 27 Please specify two to three crit
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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
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Page 207 and 208: 6. Journals Xcellent. The journal o
Page 209 and 210: Annex 5 • Exercises Used in Secti
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