The Training of Trainers Manual - UNFPA

More documents

Recommendations

Info

participation and real challenges. Proponents of youth development programmes and of youth-adult partnerships have in common a belief that youth are caring and capable. Rather than seeing youth as problems to be managed, youth development proponents view young people as valued resources. Proponents of youth-adult partnerships see young people as individuals with the capacity to make positive and wide-ranging contributions when they receive support and the opportunity to develop their skills. Few things can more concretely demonstrate a belief in young people’s capabilities than when trusted adults share with youth the power to make decisions. The literature leaves little doubt that youth involvement benefits those youth who participate meaningfully in programmes. By providing young people the opportunity to develop skills, competencies, leadership abilities, self-confidence, and self-esteem, youth involvement programmes contribute to building resilience, a protective factor that can help prevent negative health outcomes and risky behaviors. Impact on adults and community Youth involvement also has an impact on adults involved in the partnerships. A U.S. study examined organizations in which youth had decision-making roles such as advisory board members, staff members, peer educators, and programme planners. Interviews and focus group discussions with young people and adults from 31 organizations showed that adults began to view youth as competent individuals who contributed to the organizations rather than simply as receiving its services. The energy of youth also enhanced adults’ commitment to the organizations and their ability to work collaboratively. The study found that adults: ■ Experienced the competence of youth firsthand and begin to perceive young people as legitimate, crucial contributors ■ Found their own commitment and energy was enhanced through their work with youth ■ Felt more effective and more confident in working with and relating to youth ■ Understood the needs and concerns of youth, became more attuned to programming issues, and gained a stronger sense of connection to the community ■ Received fresh ideas from different perspectives ■ Reached a broader spectrum of people ■ Developed more relevant and responsive programming and services ■ Shared knowledge The study also identified positive outcomes for the organizations: ■ Young people helped clarify and bring focus to the organization’s mission. ■ The adults and the organization, as a whole, become more connected and responsive to youth in the community, leading to programming improvements. Section 4. Participant Handouts 173
■ Organizations placed a greater value on inclusion and representation and saw programmes benefiting when multiple and diverse voices participated in making decisions. ■ Having youth make decisions helped convince foundations and other funding agencies that the organization was truly committed to meaningful youth development and youth involvement. Impact on reproductive health and HIV/AIDS Programmes involve youth in various ways in the reproductive health and HIV/AIDS fields. Substantial partnerships at the local programming level include youth involvement in planning and developing programmes, peer education projects, youth-led clubs and sports teams, and youth-run newspapers. Youth involvement with advocacy, policy development, governance, and evaluation is also expanding. Below are brief summaries of the limited research that does exist on the impact of such efforts, most of which covers peer education. Adult partners typically work with these projects, encouraging youth to make decisions and providing assistance where needed. Peer education ■ In Peru, a peer programme resulted in improved youth knowledge and attitudes, a reduction in the proportion of sexually active males, and increased contraceptive use at most recent intercourse. ■ In Cameroon, a community-based peer programme resulted in improved knowledge about contraception in the intervention site, with increased condom use at last sex associated with influence based on peer education. ■ A Family Health International study of 21 peer programmes found that most peer educators reported changes in their own behaviors as a result of their involvement. Thirty-one percent said they were practicing safer sex, including using condoms, and 20 percent said they had reduced the number of partners. ■ Some researchers have concluded that peer education interventions tend to influence only the behaviors of small numbers of peer educators, not necessarily the target populations, making these interventions not cost-effective enough to justify implementation on a large scale. Other programme activities ■ In Nigeria and Ghana, through the West African Youth Initiative, youth worked as peer educators and were involved in programme planning, design, implementation, and evaluation. Reproductive health knowledge, willingness to buy contraceptives, ability to use contraceptives, and proportion of sexually active youth reporting use of a modern contraceptive increased significantly. ■ A media campaign in Zambia (called HEART) included seven youth on its design team and a youth advisory group of 35 young people from 11 youth organizations. Focus group discussions, in-depth interviews, and pre-testing of materials with young people who were the target audience helped shape the media messages. A year after the campaign, viewers were 46 percent more likely to be practicing primary or secondary abstinence and were 67 percent more likely to have used a condom at last sex, compared to non-viewers. ■ In Kenya, the Mathare Youth Sports Association (MYSA) in a slum area of Nairobi offers reproductive health education while operating football teams, garbage collection, and other community projects. Youth manage MYSA, emphasizing the skills and ideas of youth as its strongest resource. 174 Training of Trainers Manual
Page 1 and 2:
Youth Peer Education Toolkit Traini
Page 3 and 4:
This publication was made possible
Page 5 and 6:
TOT Workshop Day 3 70 Getting start
Page 7 and 8:
Acknowledgements The first edition
Page 9 and 10:
Introduction Since the inception of
Page 11 and 12:
The manual is composed of four main
Page 13 and 14:
S e c t i o n 1 From Theory to Prac
Page 15 and 16:
1 From Theory to Practice in Peer E
Page 17 and 18:
The theoretical base for peer educa
Page 19 and 20:
Health belief model The health beli
Page 21 and 22:
Translating theory into practice Wh
Page 23 and 24:
Use of role plays and other theatre
Page 25 and 26:
2 Guidelines for Training of Traine
Page 27 and 28:
training or when supervising peer e
Page 29 and 30:
The workshop agenda: an overview Da
Page 31 and 32:
Getting Started Workshop opening Th
Page 33 and 34:
Introduction to the training method
Page 35 and 36:
Things to consider when using energ
Page 37 and 38:
Begin the game as described above.
Page 39 and 40:
Training topic Peer education - the
Page 41 and 42:
Exercise: Theory - practise it 30 m
Page 43 and 44:
written on the flip chart (if they
Page 45 and 46:
The following exercises will help p
Page 47 and 48:
Training topic Introduction to team
Page 49 and 50:
Exercise: The human knot Objectives
Page 51 and 52:
Closure Lead a discussion about how
Page 53 and 54:
The scenarios described above may o
Page 55 and 56:
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
Page 61 and 62:
Training note The following are exa
Page 63 and 64:
Ask each group to write on the flip
Page 65 and 66:
Explain to participants that when e
Page 67 and 68:
Exercise: Do you agree 45 minutes O
Page 69 and 70:
Training note When integrating a ge
Page 71 and 72:
Ensure that both columns include po
Page 73 and 74:
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
Page 83 and 84:
Those of you who selected the paper
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:
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
Page 129 and 130: 126 Training of Trainers Manual
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
Page 177: Impact on youth Youth participation
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
show all

The Training of Trainers Manual - UNFPA

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?