The Training of Trainers Manual - UNFPA

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10 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how do you rank your confidence and skills in setting up and conducting role-play exercises for peer educations ❑ 1 ❑ 2 ❑ 3 ❑ 4 ❑ 5 11 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how confident and comfortable are you in bringing a speaker living with HIV/AIDS to a workshop for youth ❑ 1 ❑ 2 ❑ 3 ❑ 4 ❑ 5 12 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how confident are you in conducting at least three team-building exercises for peer educators ❑ 1 ❑ 2 ❑ 3 ❑ 4 ❑ 5 13 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how well do you think you know at least four icebreaker exercises ❑ 1 ❑ 2 ❑ 3 ❑ 4 ❑ 5 14 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how well do you think you know at least three different ways to teach factual information in a training ❑ 1 ❑ 2 ❑ 3 ❑ 4 ❑ 5 15 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how well do you think you know at least three different motivational techniques to use in a peer education training ❑ 1 ❑2 ❑ 3 ❑ 4 ❑ 5 16 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how well do you think you know at least five different life skills to address in a health education programme ❑ 1 ❑ 2 ❑ 3 ❑ 4 ❑ 5 17 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how strongly do you feel that you would involve a person living with HIV/AIDS in the design and implementation of your peer education programme ❑ 1 ❑ 2 ❑ 3 ❑ 4 ❑ 5 18 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how do you rank your confidence in providing services related to the areas discussed in this training ❑ 1 ❑ 2 ❑ 3 ❑ 4 ❑ 5 19 On a scale of 1 to 5 (1 being the lowest; 5 being the highest), how do you rank the usefulness of this training for your work ❑ 1 ❑ 2 ❑ 3 ❑4 ❑ 5 180 Training of Trainers Manual
20 Please specify two to three critical challenges related to peer education programmes in your work. Feel free to write in your language of choice. 21 Please feel free to write comments about any topic related to this training (e.g., your expectations) Thank you for completing this form! Y-PEER Education Training of Trainers Manual Section 5. Annexes 181
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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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To introduce the topic, mention tha
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■ What do we evaluate in our proj
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they argue that programmes are more
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Exercise: Introduction of the spect
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Returning to the example, ask the p
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Closure Ask one participant from ea
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126 Training of Trainers Manual
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3 A Sample Peer Education Session o
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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 139 and 140: 134 Training of Trainers Manual
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 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: Annex 1 • Sample Pre-training and
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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The Training of Trainers Manual - UNFPA

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