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The Training of Trainers Manual - UNFPA

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Day 3<br />

<strong>Training</strong> topic<br />

Motivational tools and techniques<br />

Objectives <strong>of</strong> the session<br />

To motivate participants to continue to work in the area <strong>of</strong> youth health education<br />

and to provide a collective feeling <strong>of</strong> why this work is important.<br />

Introduction<br />

As a way <strong>of</strong> introducing this topic, participants are given an opportunity to talk<br />

about the meaning <strong>of</strong> peer education work in their personal lives, in order to<br />

explore and increase trainees’ motivations for working in the field <strong>of</strong> youth<br />

health education.<br />

<strong>The</strong> session continues with a discussion <strong>of</strong> tools and techniques that can encourage<br />

young people to take health prevention seriously, whether to protect their own<br />

health or to care for others. Examples <strong>of</strong> useful techniques and tools include<br />

inviting a guest speaker to share his or her experience with the audience, involving<br />

people from vulnerable groups in the programme, or showing all or part <strong>of</strong> an<br />

appropriate film.<br />

Exercise: Why do we do this work<br />

Objectives<br />

To increase participants’ awareness about their motivation for<br />

working in peer education<br />

To share feelings with other group members in an open discussion<br />

session and help participants feel part <strong>of</strong> a group<br />

45<br />

minutes<br />

To help participants recognize as a group that the work they<br />

do is important<br />

To increase trainees’ motivation to carry on that work<br />

To encourage them to remain a member <strong>of</strong> their peer<br />

education network<br />

Also suitable for<br />

training <strong>of</strong><br />

peer educators<br />

Materials<br />

A comfortable place without distractions where participants can sit<br />

in a group<br />

Section 2. Guidelines for <strong>Training</strong> <strong>of</strong> <strong>Trainers</strong><br />

77

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