The Training of Trainers Manual - UNFPA

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Day 1 male roles from time to time so that they have a chance to place themselves in situations encountered by members of the opposite sex. ■ Visit small groups as they are creating a role play to make sure that they are developing a scene that is no longer than five to seven minutes long and to ensure that all members of the group are involved in some way. ■ Make sure that the group does not spend all the exercise time devising a script – they need to practise their role play as well. ■ Create sufficient space for the performance so that all other participants can see it when it is presented. ■ Encourage the players to speak loudly so that the whole audience can hear the dialogue. ■ If the role play goes on too long or seems to get ‘stuck’, invite the players to stop so that everyone can discuss the situation. ■ Allow the other participants to offer their observations after each group has performed. For example, you might ask the audience what they saw and then ask the actors whether they intended to portray that. ■ Sometimes, when doing a very serious or emotional role play, it might be necessary to ‘de-role’, so that the actors can acknowledge who they are in real life, outside the role of the character they just played. ■ If you have time, ask the participants how the role play relates to their own lives. Suggestions for role play scenarios ▼ Condom demonstration. You are about to engage in a sexual encounter with someone who is applying a condom incorrectly. Show your partner how to do it correctly, while not ‘spoiling the moment’. ▼ Not ready for sex. A group of girls are debating when the right time to have sex might be. At least one member of the group feels that the time is not right for her. ▼ Drug or alcohol use. A good friend has decided to try a drug her boyfriend has been using for a while. Her boyfriend told her how wonderful it feels and that she will forget all her school and family problems. How would you handle this situation ▼ Parents find a condom. Parents find a condom in their teenage daughter’s bedroom. What are the subjects and issues that may come up in conversation Role play both the parents’ and daughter’s part. ▼ Drunkenness, parties, and sex. Your teenage friend is bragging to you about drinking alcohol and having sex with a woman he met at a party. He hints that he does not remember all the details of that night. Similar incidents happen almost every weekend. What would you say to him ▼ Being there for someone who is HIV-positive. A friend confides in you that he or she is HIV-positive. How would you handle this situation Section 2. Guidelines for Training of Trainers 49
The scenarios described above may offer opportunities to provide information on numerous topics, such as: ▼ When is the right time to have sex ▼ What is the window period of HIV infection ▼ Who should be tested for HIV ▼ Can STIs be treated ▼ What is the difference between a latex and lambskin condom ▼ What are spermicides and lubricants ▼ What are the effects of ecstasy (or a drug used in your community) on sexual decision-making Exercise: Role play revolution Objectives To serve as a topic lead-in to introduce various sides of an issue 20 minutes To provide information, motivate people to change behaviour, and demonstrate a variety of negotiation and decision-making skills To model appropriate behaviour To provide information about accessing resources Also suitable for training of peer educators Others as may be identified by trainer Materials Two chairs Process Have eight to ten volunteers stand in a semi-circle behind the backs of two chairs. Ask two volunteers to sit on the chairs; explain that they will do a little acting. Ask one of the players sitting on the chairs to start an improvised role play by saying something to which the other player responds. Explain that at any point, one of the participants standing behind the chairs can ‘tap in’ and take over by simply lightly tapping the shoulder of one of the actors in the improvisation (provided this kind of touch is acceptable in the local culture). The participant who taps in can either continue the story or start a new scene. Closure After most or all of the participants have had a chance to act, end the role play and start a discussion about what the participants experienced while playing their roles. 50 Training of Trainers Manual
Page 1 and 2: Youth Peer Education Toolkit Traini
Page 3 and 4: This publication was made possible
Page 5 and 6: TOT Workshop Day 3 70 Getting start
Page 7 and 8: Acknowledgements The first edition
Page 9 and 10: Introduction Since the inception of
Page 11 and 12: The manual is composed of four main
Page 13 and 14: S e c t i o n 1 From Theory to Prac
Page 15 and 16: 1 From Theory to Practice in Peer E
Page 17 and 18: The theoretical base for peer educa
Page 19 and 20: Health belief model The health beli
Page 21 and 22: Translating theory into practice Wh
Page 23 and 24: Use of role plays and other theatre
Page 25 and 26: 2 Guidelines for Training of Traine
Page 27 and 28: training or when supervising peer e
Page 29 and 30: The workshop agenda: an overview Da
Page 31 and 32: Getting Started Workshop opening Th
Page 33 and 34: Introduction to the training method
Page 35 and 36: Things to consider when using energ
Page 37 and 38: Begin the game as described above.
Page 39 and 40: Training topic Peer education - the
Page 41 and 42: Exercise: Theory - practise it 30 m
Page 43 and 44: written on the flip chart (if they
Page 45 and 46: The following exercises will help p
Page 47 and 48: Training topic Introduction to team
Page 49 and 50: Exercise: The human knot Objectives
Page 51: Closure Lead a discussion about how
Page 55 and 56: TOT Workshop Day 2 Getting started
Page 57 and 58: Explain that the choices for ending
Page 59 and 60: Exercise: STI challenge Objective T
Page 61 and 62: Training note The following are exa
Page 63 and 64: Ask each group to write on the flip
Page 65 and 66: Explain to participants that when e
Page 67 and 68: Exercise: Do you agree 45 minutes O
Page 69 and 70: Training note When integrating a ge
Page 71 and 72: Ensure that both columns include po
Page 73 and 74: TOT Workshop Day 3 Getting started
Page 75 and 76: Training topic Techniques for build
Page 77 and 78: Exercise: Saying ‘no’ role play
Page 79 and 80: Training note Remember that abstain
Page 81 and 82: Process Begin the exercise with a r
Page 83 and 84: Those of you who selected the paper
Page 85 and 86: Closure Allow the participants to t
Page 87 and 88: Getting Started Stretching exercise
Page 89 and 90: Also suitable for training of peer
Page 91 and 92: What sort of lifestyle do you have
Page 93 and 94: Exercise: One day in my life Object
Page 95 and 96: ■ Tanya, age 16, three months pre
Page 97 and 98: Process Introduce this exercise to
Page 99 and 100: Wrap-up The facilitator provides a
Page 101 and 102: 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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TOT Workshop Day 6 Getting started
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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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Youth involvement This term is ofte
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Youth-adult partnership A true part
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■ Youth as partners. Adults who h
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Impact on youth Youth participation
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■ Organizations placed a greater
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7. HIV can also be transmitted when
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Annex 1 • Sample Pre-training and
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20 Please specify two to three crit
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10 Provide definitions for: Gender
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27 Please specify two to three crit
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■ Women should remain virgins unt
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Suitable for Peer educators’ trai
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Annex 3 • Skills Rating Form 3 Th
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Annex 4 • Annotated Peer Educatio
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Summary Booklet of Best Practices J
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Together We Can: Peer Educator’s
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contains a theoretical section and
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6. Journals Xcellent. The journal o
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Annex 5 • Exercises Used in Secti
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