The Training of Trainers Manual - UNFPA

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Closure Once people have finished marking their papers, ask how many people became ‘infected’, so to speak, in the game. Then ask how many people have four blank papers and how they managed to avoid the virus. Discuss what it was like for participants, asking them, for example, if it was more difficult for women or men to avoid getting the virus. Give some time for people to speak about what it was like to be ‘infecting others’, perhaps knowingly. Ask the participants whether they were surprised by their emotions or responses. Can they see parallels to real-life situations in the strategies they used Was there any peer pressure Did anyone decide to be abstinent at some point Did anyone exchange a room key with only one person (symbolic of monogamy) Did the participants think trusting to luck was a good strategy Be sure to remind people that in reality HIV is not necessarily transmitted with every exposure. Point out that the one or two people who first introduced HIV into the group had an important role in helping us all learn through this exercise. Perhaps their behaviour will help slow the epidemic by making it more real for some and by teaching others. 190 Training of Trainers Manual
Annex 3 • Skills Rating Form 3 This form contains items used as part of an evaluation of peer educators’ and trainers’ skills. Today’s Date: Training location: Please rate the strength of the peer educator or presenter on the items below using the following scale: 1 = Weak 2 = Good 3 = Excellent Name of Peer Educator/Trainer Training Techniques 1. Explaining the purpose of activity/exercise 2. Connection with the audience, eye contact 3. Appropriate body language, movement, gestures 4. Listening skills 5. Intonation and volume of voice 6. Use of visual aids, e.g., flip charts 7. Energy and enthusiasm level 8. Practical versus theoretical skills 9. Agenda preparation for presentation Section 5. Annexes 191
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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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The health belief model The health
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Page 145 and 146: 7. A person with herpes can infect
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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 and 192: 27 Please specify two to three crit
Page 193 and 194: ■ Women should remain virgins unt
Page 195: Suitable for Peer educators’ trai
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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