The Training of Trainers Manual - UNFPA

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Day 2 Process Set up two rows of chairs so that they face each other and ask the participants to sit on them. Have the stack of index cards with words ready to use, but do not let the participants see the words yet. Explain to the group that the goal of the exercise they are about to play is to give each other clues so they can try to guess the ‘peer educator password’ written on the cards. Tell them that the clues can only contain one word, but the answers may have more than one word. The clue should not contain part of the answer in it. Ask the group to avoid ‘cheap shots’ such as a clue that contains nothing about the true meaning of the word. For example, if the answer is ‘penis’, the clue should not be someone pointing to her or his lap and saying ‘Venus’. In fact, rhyming clues are also discouraged. Now, stand behind one row and tell everyone to look straight ahead. Show the ‘password’ on the card to the people in the line facing you. One person at the beginning of the line that has seen the word gives a clue, and the person sitting directly opposite him or her tries to guess the password. If he or she is wrong, the next person gives a clue, and the participant sitting opposite tries to guess the password. This continues until someone guesses the word. Ask the person who guesses correctly to hold the card for a discussion at the end of the exercise. Closure After 15 to 20 minutes, sit with the group and ask participants, one at a time, to tell the group whatever they can about the word on the card they are holding. Then, invite others to add any information that they think might be relevant. As the facilitator, you can then correct any misinformation and fill in any information gaps. Try to get through as many of the cards as possible or review them later. You can also use them in the game some other time. To introduce the next exercise, the facilitator explains how a simple quiz can be used as a springboard for discussions with peer educators. Including one or two difficult questions might also generate additional interest among participants who initially thought they knew everything there was to know about a specific topic. (See Handout 3. HIV/AIDS Quiz and Handout 4. STI Challenge.) Training note When preparing a quiz on STIs or HIV/AIDS for peer educators or trainers, the quiz questions may be somewhat more difficult than those you would include in a quiz for field activities with young people. However, keep in mind that neither peer educators nor trainers are expected to be as knowledgeable about infectious diseases as are professional health workers. Section 2. Guidelines for Training of Trainers 55
Exercise: STI challenge Objective To learn and share information in a way that is fun and appealing 20-40 minutes Materials Chart on which to keep score Process Prepare a list of questions and answers (see Handout 3. HIV/AIDS Quiz and Handout 4. STI Challenge). Also suitable for training of peer educators and field work Divide the participants into two, three, or more teams (depending on the total number of participants) and tell each group to select a name and a speaker for their team. All team members should work together to find an answer, but only one person will be allowed to say the answer out loud. Explain that you will be asking questions to each team. If the first team does not know or does not give the correct answer within three minutes, the next team will get a chance to answer it. A point is awarded for each correct answer. For the final question, the participants will have a chance to ‘bet’ all their accumulated points. They will receive double points if they answer the final question correctly or lose all of their points if they do not. Begin asking the questions. After each correct answer is given, ask or explain why it is correct. Also, address the incorrect answers, especially if they are common misconceptions. Closure After the game, ask participants if they have any questions about any of the questions or answers. If so, deal with their questions immediately. Training topic Techniques for exploring values and attitudes Objectives of the session To provide participants with experience in techniques that explore values and attitudes and to create awareness of how difficult it is to discuss sexual and reproductive health issues openly. Introduction To introduce this session, the facilitator explains that participants will be exploring their own values and attitudes about human sexuality through discussion and 56 Training of Trainers Manual
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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
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 and 52: Closure Lead a discussion about how
Page 53 and 54: The scenarios described above may o
Page 55 and 56: TOT Workshop Day 2 Getting started
Page 57: Explain that the choices for ending
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
Page 103 and 104: ▼ ▼ ▼ ▼ ▼ Do invite your
Page 105 and 106: Closure Explain that no matter what
Page 107 and 108: 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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The Training of Trainers Manual - UNFPA

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