The Training of Trainers Manual - UNFPA

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Annex 2 • More Exercises 2 Exercise: Sex and gender – what do they mean Objective To help participants distinguish between the concepts of ‘sex’ and ‘gender’ and identify their own values related to these concepts Time 30 minutes Materials Three signs with the following titles: 1) Agree, 2) Disagree, and 3) Not sure; Handout 6. Sex and Gender Suitable for All training and field work Process Post the three signs on a large wall (‘Agree’ on the left, ‘Disagree’ on the right, and ‘Not sure’ in the middle of the wall). Ask the participants to stand, facing the trainers and the signs. Explain to the participants that they will now have an opportunity to try to express and clarify their thoughts and feelings about sex and gender. Tell them that you will read several (six or seven) statements aloud. After you read the first statement, each participant should decide whether they agree, disagree, or are unsure about the statement. Once they decide, each participant should stand under the sign on the wall that matches their position. After you have read a statement and the participants have moved, ask for a few volunteers to explain why they chose their position. Repeat this process with five or six more value statements. Make sure you hear different points of view from the participants. Remember that processing the statements and expressing and explaining thoughts and feelings is the most valuable part of this activity. Below is a list of statements that may be used for this exercise. Choose six or seven statements that are appropriate for your participants. You may adapt and modify this list to make it appropriate to your setting: ■ Women can breastfeed babies; men can bottle-feed babies. ■ Females are sensitive and need more love than males. ■ Females are better parents than males. ■ Boys should pay when a boy and girl go out on a date. ■ Males should never cry. ■ Men and women are equal. ■ Because men are physically stronger, they should be paid more money for work. ■ Women give birth to babies; men do not. ■ A man who remains a virgin until he is married is probably homosexual. ■ A boy’s voice breaks at puberty; a girl’s does not. 186 Training of Trainers Manual
■ Women should remain virgins until they are married. ■ Having sex is a good way for a man to prove his masculinity. ■ Getting pregnant is an acceptable way for a girl to prove her fertility. Closure Distribute Handout 6. Sex and Gender. Read through the definitions and ask if the participants have any questions. Exercise: Media images analysis Objective To have participants analyse how women and men are portrayed in the media and how images may reinforce or challenge gender-based stereotypes Time 25 minutes Materials Pictures from newspapers and magazines, flip charts, markers Suitable for All training and field work Process Before the workshop, collect images (advertisements, cartoons, articles) from magazines and newspapers that show women or men in different circumstances. They should include images that both reinforce and challenge stereotypes. Positive and negative images should also be used, as there is a tendency among participants in this exercise to criticize each image without acknowledging that there are positive images. It is helpful if you can make overhead transparencies of the images. Divide the participants into groups of three people. Give each group a large sheet of paper, a marker, and three images. Explain that stereotypes are beliefs or assumptions that seem so ‘natural’ that many of us do not question them. Even if we do not hold these beliefs, we hear or see them expressed over and over − for example, in the media. We need to understand how stereotypes can affect our attitudes and behaviour. Ask the participants to look at the images they have received and answer the following questions for each image: ■ What is the main message the image gives about women or men ■ Does the image show women or men in a positive or negative way ■ Does the image reinforce or challenge gender-based stereotypes ■ Would you like yourself (or your mother or father, or your brother or sister) to be shown this way in public Why or why not Section 5. Annexes 187
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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,
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HIV/AIDS: Basic facts and questions
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S e c t i o n 4 Participant Handout
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134 Training of Trainers Manual
Page 141 and 142: The health belief model The health
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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 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: 27 Please specify two to three crit
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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