The Training of Trainers Manual - UNFPA

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Ask each group to present one of their images to the entire group and give their answers to the questions about it. Ask the other participants if they agree. Closure Point out that this exercise provides an opportunity to analyse the impact of one information source – the print media – on gender stereotypes and beliefs. Explain that it is possible to interpret images from different points of view; not everyone receives the same ‘message’ from an image. We may receive a different message than was intended by those who produced the image. The common experience that all people share is that we are influenced in our ideas about ‘proper’ or ‘desirable’ characteristics and behaviours for women and men by such images, often without realizing it. Point out that both adolescents and adults continue to learn about gender roles and responsibilities in this way and that these lessons are important in determining our sexual and reproductive behaviour as well as the consequences of that behaviour. Emphasize that challenges to gender stereotypes are good – for example, advertisements showing women playing sports or men caring for children demonstrate that both men and women can carry out such activities. Point out that media advertisements try to get people to buy products, and they often do this by reinforcing gender stereotypes. However, as ideas about women’s and men’s roles change in society, the media may also challenge gender stereotypes in a harmful way. For example, tobacco advertisements specifically target women by appealing to their desire for ‘adventure’ or ‘independence’. We need to be aware of the health consequences of the messages we see, even if they challenge gender stereotypes that we want to change. Exercise: Singles party weekend Objectives To have participants become more motivated to protect themselves from exposure to HIV infection To increase their awareness about how easily HIV transmission can become a reality for someone as a result of behavioural choices Time 30-40 minutes Materials Four small pieces of blank paper (about 3 square cm) for each participant to represent hotel room keys, four to eight pieces of paper with HIV written on them in small letters, pens and pencils, a cassette or disc player with tapes or discs of dance music 188 Training of Trainers Manual
Suitable for Peer educators’ training Process Have each participant take four pieces of paper from a bag or envelope. Arrange in advance to have one or two participants or facilitators who will participate in the party to get four ‘hotel room keys’ with HIV written on them. Explain to participants that in this exercise we are going to pretend we have been invited to a special three-day weekend at a famous resort. It is Friday night, and our group has arrived just in time to get to the club for a big party for single people. Everyone can mingle and get to know each other. What you are holding in your hands are your four room keys. If you would like, you can trade your room keys with other people you find attractive. The rule is that when you give a room key to someone, you get one from that person, so you always have four room keys. Also make sure that you do not look at the keys when exchanging them. ‘I think I hear the music starting up right now! Let’s go to the party!’ Start the music. After the first round of exchanging room keys (about two to three minutes), stop the music and instruct participants to be silent and listen carefully to instructions. Explain that at this point, participants should not indicate the results of what they are about to find out. Without letting anyone else know, they should quietly check their room keys to see whether they picked up a room key with ‘HIV’ written on it in very small letters. Remind them not to react visibly so that the other participants will not be able to tell from their reaction who has HIV on their room keys. Explain that some participants will still have blank cards, while others will have one or more room keys with HIV written on them. At this point, ask everyone to take a pencil and pretend they are writing ‘HIV’ on all four of their room keys. Explain that anyone who noticed at any time that they were holding a room key with HIV written on it (even if they already passed it onto someone else) should really mark all four keys they are holding with a small HIV. Point out that although one can give a room key away with HIV written on it, once they have come in contact with the key they have still technically ‘got’ HIV. Announce that after a busy day of swimming, skiing, and sunbathing, it is Saturday night, and the second party is starting. The participants use the room keys they are now holding for the second party. Begin the party. Explain that the rules are the same as before. Remind participants that, ‘If you see someone you like and you would like to exchange a room key with them, you can do so.’ End the party and instruct the participants to mark their papers as before. Announce that we have been invited to stay over one extra night. Repeat the party procedures as before. Section 5. Annexes 189
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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
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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
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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: ■ Women should remain virgins unt
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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