The Training of Trainers Manual - UNFPA

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13. Types of peer-led approaches (B) 157 14. Monitoring and evaluation of peer education programmes 159 15. Definitions of youth and youth participation 161 16. From youth participation to youth-adult partnerships 163 17. Challenges to building effective youth-adult partnerships 165 18. Case study 169 19. Building effective youth-adult partnerships 171 20. Ten facts about HIV/AIDS 177 Section 5. Annexes 179 Annex 1. Sample pre-training and post-training questionnaires 179 Annex 2. More exercises 186 Sex and gender – what do they mean 186 Media images analysis 187 Singles party weekend 188 Annex 3. Skills rating form 191 Annex 4. Annotated peer education resource list 193 Annex 5. Exercises used in section 2 203 Annex 6. Sources 204
Acknowledgements The first edition of this manual was published in 2003 by the Joint Inter-agency Group on Young People’s Health Development and Protection in Europe and Central Asia, Subcommittee on Peer Education, with support from the United Nations Population Fund (UNFPA); UNFPA Division for Arab States and Europe; and the United Nations Children’s Fund (UNICEF), Regional Office for Central and Eastern Europe/Commonwealth of Independent States and Baltics. The core team of authors for the 2003 edition included Robert Zielony, Greta Kimzeke, Srdjan Stakic, and Maria de Bruyn. Aleksandar Bodiroza provided overall guidance, and Sue Pfiffner was the consulting editor. Special thanks are owed to the reviewers: David Clarke, United Nations Educational, Scientific, and Cultural Organization (UNESCO); Hally Mahler, Family Health International (FHI)/ YouthNet; and Alanna Armitage, UNFPA. The first edition of this manual was used extensively for two years in 27 countries across Eastern Europe and Central Asia and was translated into 15 languages, including Arabic. Development of the contents of this manual benefited from the enthusiasm of and feedback from all peer educators who participated in the regional and subregional training workshops implemented by the IAG from 2001 through 2003 in Eastern Europe and Central Asia, where the training activities described in this manual were field tested. The IAG is a United Nations inter-agency technical support group working to ensure that comprehensive rights-based approaches are used to support young people’s health and development. Formed in June 1999, IAG is composed of staff from the Joint United Nations Programme on HIV/AIDS (UNAIDS) Secretariat, UNFPA, U.N. Drug Control Programme (UNDCP), U.N. Development Programme (UNDP), the World Health Organization (WHO), and the World Bank. This second edition of the manual has been revised based on feedback from trainers and participants and adapted to the needs of an even broader audience of peer educators. The manual is part of a package of peer education materials developed under the Youth Peer Initiative that will be made available through a partnership with UNFPA and FHI/YouthNet. 6 Training of Trainers Manual
Page 1 and 2: Youth Peer Education Toolkit Traini
Page 3 and 4: This publication was made possible
Page 5: TOT Workshop Day 3 70 Getting start
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
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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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TOT Workshop Day 3 Getting started
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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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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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