The Training of Trainers Manual - UNFPA

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3. Training manuals 3.1. Peer education training manuals The Crunch: Negotiating the Agenda with Young People. A Peer Education Training Manual The Health Education Board for Scotland, 1997, £20 This manual describes the context in which peer education has developed, offers a theoretical framework to support the development of peer education work, and offers practical guidelines for good practices. The manual illustrates theory and practice using examples of drug, alcohol, and tobacco education. However, the guidelines can be applied to any form of peer education. Available by mail at: Fast Forward, 4 Bernard Street, Edinburgh EH6 6PP, UK or by e-mail at: admin@fastforward.org.uk Know the Score UK Youth, 1999, £17.95 Drug education is the focus of this peer education resource. Designed to be used as a preparation programme for peer educators, this publication includes: ■ hints and tips on the strengths and challenges of peer drug-education work ■ training manuals that can be photocopied and used to train peer drug educators ■ activities that peer educators can use or adapt to increase other young people’s awareness about drug issues ■ different ways to evaluate peer drug-education initiatives ■ case studies of two different peer drug-education projects Available online at: http://www.ukyouth.org or by mail at: UK Youth, Kirby House, 20-24 Kirby Street, London EC1N 8TS, UK Peer Education: A Manual for Training Young People as Peer Educators Book 1: Peer education: an introduction Book 2: Training peer educators (15 training sessions in five modules) Book 3: HIV/AIDS and sexuality (training sessions) Murtagh B. National Youth Federation in association with the Health Promotion Unit, Ireland, 1996, Euro 13.00 These three manuals provide information, guidance, and models for peer education projects in youth services. All manuals draw on actual field experience. Book 1 is designed to clarify the concept of peer education and includes guidelines on evaluating peer education. Book 2 provides five modules for use in the general preparation and training of potential peer educators. Book 3 provides two modules: one for training HIV/AIDS peer educators and one to help them reflect on aspects of sexuality. Available online at: http://www.nyf.ie/, by mail at: National Youth Federation, 20 Lower Dominick Street, Dublin 1, Ireland, or by e-mail at: info@nyf.ie 196 Training of Trainers Manual
Together We Can: Peer Educator’s Handbook and Activity Kit Jamaica Red Cross HIV/AIDS Peer Education Project, 1995 This manual is for teenage peer educators working in HIV/AIDS and STI prevention. Includes activities for managing risk situations, assessing personal values, and developing skills in condom use. Available online at: http://www.gysd.net/doc/resources/TWC_InstructorManual.pdf and http://www.gysd.net/doc/ resources/TWC_ActivityKit.pdf, or by e-mail at: jrcs@mail.infochan.com Yes Me! UK Youth, 1996, £12.00 This easy-to-follow self-development programme enables young peer educators to acquire the understanding and skills needed to run a peer learning group. Yes Me! is divided into six broad sections: getting started, getting others talking, tackling health issues, working with groups, planning tactics, and doing it for real. Yes Me! contains 23 sessions for young people to work through individually or in a group. A popular and long-standing title, Yes Me! explores topics such as non-verbal communication and group dynamics and encourages young people to plan projects systematically and to evaluate their own qualities and strengths. Available online at: http://www.ukyouth.org/resources, by e-mail: publications@ukyouth.org, or by mail at: UK Youth, Kirby House, 20-24 Kirby Street, London EC1N 8TS, UK 3.2. Related training manuals Action with Youth, HIV/AIDS and STDs: A Training Manual for Young People International Federation of Red Cross and Red Crescent Societies, second edition, 2000 This manual is intended for youth leaders who wish to develop an HIV/AIDS health promotion programme among young people. It includes basic information on HIV/AIDS and the impact of the epidemic, guidelines for programme planning, and ideas for educational activities and community projects. Available in English, French, Spanish, and Arabic. Order online at: http://www.ifrc.org/publicat/ catalog/order.asp, by mail at: International Federation of Red Cross and Red Crescent Societies, PO Box 372, CH-1211 Geneva 19, Switzerland, or by e-mail at: jeanine.guidera@ifrc.org AIDS: Working with Young People Aggleton P, Horsley C, Warwick I, et al. AVERT, 1993 This training manual is intended to be used with young people age 14 and over in youth clubs, training schemes, and schools. It includes exercises and games introduced by background text that gives an overview of the medical and social aspects of AIDS as well as advice on HIV/AIDS education. Available online at: http://www.avert.org Exploring Healthy Sexuality Jewitt, C. Family Planning Association UK, 1994 This manual is aimed at youth workers with little training in sexuality education. Order by mail at: Family Planning Association UK, 2-12 Pentonville Road, London N1 9FP, UK Section 5. Annexes 197
Page 1 and 2:
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 151 and 152: 146 Training of Trainers Manual
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 and 198: Annex 3 • Skills Rating Form 3 Th
Page 199 and 200: Annex 4 • Annotated Peer Educatio
Page 201: Summary Booklet of Best Practices J
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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