The Training of Trainers Manual - UNFPA

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Day 2 Exercise: Privacy squares Objective Materials To help participants think about how individuals share information when thinking about sexual health and HIV/AIDS For each participant: Handout 5. Privacy Squares and a pen or pencil. You will also need flip chart paper, markers, and a list of ‘privacy square items’ (see list in the ‘Process’ section). 20-25 minutes Process Give each participant a copy of Handout 5 and a pen or pencil. Display a large flip chart paper with the concentric privacy squares. Self Intimates Friends Acquaintances Public List the following ‘privacy squares’ items on the flip chart. With whom would you share: ■ Your height (ht) ■ Your weight (wt) ■ Your dissatisfaction with some part of your body (body) ■ Your method of contraception (contra) ■ The extent of your sexual experience (extent) ■ Your sexual fantasies (fantasies) ■ Whether you enjoy erotic material (X) ■ Whether you have fantasized about a homosexual relationship (gay-fan) ■ Whether you have had a homosexual relationship (gay-exp) ■ Your feelings about oral sex (oral) ■ Whether you have considered being tested for HIV (considered) ■ Whether you have been tested for HIV (tested) ■ Whether you tested positive for HIV (+) Section 2. Guidelines for Training of Trainers 61
Explain to participants that when educating about sexuality, they must respect the privacy of others. To explore what privacy means to each of us, participants should write the privacy square items listed above in the appropriate square, indicating with whom they would share each type of information. (They can use the symbols or abbreviations instead of the whole phrase.) Ask participants to also think about people in their lives who might ‘fit’ into the respective squares. Help define terms such as ‘acquaintance’ and ‘intimates’. You can begin by saying, for example: ‘Let’s start with your height. Think about with whom you would be able to share information about how tall you are. Would you share it with the people you consider your intimates Acquaintances Or in a public setting with people you do not know’ Point out that some of the experiences will not apply to some participants. Explain that for those questions, the participants should try to consider with whom they would share the information if those experiences did apply to them. When reading out questions about privacy, be careful to allow enough time for participants to think about the question and their answer to it. Closure Ask the participants what they felt about the exercise. Did they learn anything about themselves Point out that because we are used to working in the world of sex education and to talking and thinking about it, we may forget how private certain issues are to some people. Exercise: Brainstorming on four topics Objective To explore personal values with regard to sexual relationships approx. 75 minutes Materials Four flip charts, four markers, and tape Process Tape four flip chart sheets on the wall, each with one of the following questions written at the top of each: ■ Why do young people engage in sexual relationships ■ What could be their reasons for waiting or abstaining from having sex ■ Why should one use protection when having sex ■ What are the alternatives to having sex 62 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
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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
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
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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
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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 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: Ask each group to write on the flip
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
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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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Page 105 and 106: Closure Explain that no matter what
Page 107 and 108: Exercise: Debate - how to retain pe
Page 109 and 110: Stress and self-care Peer educators
Page 111 and 112: Balancing act - keeping the energy
Page 113 and 114: ■ 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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