The Training of Trainers Manual - UNFPA

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Team Work 1. Co-operation with co-facilitator 2. Practical assistance 3. Sharing the training space 4. Respecting each other 5. Smoothness of teamwork 6. Keeping to agreed agenda 7. Communicating agenda changes if needed Managing Participants 1. Creating a safe learning environment 2. Dealing with troublemakers, talkers, bored participants 3. Motivating the participants 4. Giving feedback and acknowledging participation Comments: Note: The three-point rating scale for this form may not be necessary. In many cases, one could use the items as guidance regarding skills and techniques in feedback sessions with peer educators or trainers. 192 Training of Trainers Manual
Annex 4 • Annotated Peer Education Resource List 4 Note: all resources are available for free unless otherwise noted. 1. Guidelines on peer education/youth participation European Guidelines for Youth AIDS Peer Education Svenson G, et al. (eds). European Commission, 1998 This Europeer (the European peer education network) publication provides guidance on setting up, running, and evaluating AIDS peer education projects for young people. The first two chapters examine the benefits and limitations of the peer education approach. Available in English, French, German, Greek, Italian, Portuguese, Spanish, Swedish, and Czech. Available online at: http://www.europeer.lu.se/ index.1002---1.html, by mail at: Department of Child Health, Church Lane, Heavitree, Exeter EX2 5SQ, UK, or by e-mail: europeer@exeter.ac.uk Guide to Implementing TAP (Teens for AIDS Prevention) Advocates for Youth, second edition, 2002 This step-by-step guide aims to help adults and teenagers develop and implement a peer education programme on HIV/AIDS prevention in schools and communities. It includes plans for 17 sessions with suggested activities and descriptions of ongoing projects. Available online at: http://www. advocatesforyouth.org/publications/tap.htm or by mail at: Advocates for Youth, 2000 M Street NW, Suite 750, Washington, DC 20036, USA How to Create an Effective Peer Education Project: Guidelines for AIDS Prevention Projects Family Health International, nd This document provides practical guidelines for planning and implementing a peer education project and creates awareness of potential difficulties. Available online at: http://www.fhi.org/en/ HIVAIDS/pub/guide/BBC+Handbooks/peereducation.htm or by mail at: Family Health International, Attn: Publications, P.O. Box 13950, Research Triangle Park, NC 27709, USA Peer Approach in Adolescent Reproductive Health Education: Some Lessons Learned UNESCO Asia and Pacific Bureau for Education, Thailand, 2003 This booklet focuses on research on the impact of peer education in promoting healthy behaviour among adolescents, synthesizes field experiences, and offers guidelines to enable policymakers and programme implementers to adopt or adapt appropriate strategies in their own settings. Available online at: http://www.unesdoc.unesco.org/images/0013/001305/130516e.pdf Peer Learning Harey M. UK Youth, second edition, 2000, £11.00 Peer Learning is a popular resource that provides tools with which to train young people to run a peer learning programme. It offers clear guidelines and a flexible structure that can be used across differing levels of participation by young people in many settings. It is suitable for work on a range of Section 5. Annexes 193
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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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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 and 196: Suitable for Peer educators’ trai
Page 197: Annex 3 • Skills Rating Form 3 Th
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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