The Training of Trainers Manual - UNFPA

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TOT Workshop Day 4 Getting started Stretching and warm-up Feedback on Day 3 Trust-building exercise: Willow in the wind Training Topic: Working with especially vulnerable youth ■ Power walk ■ One day in my life ■ Problem tree analysis ■ Who is at risk ■ Peer-to-peer approaches to reaching especially vulnerable youth Wrap-up Section 2. Guidelines for Training of Trainers 83
Getting Started Stretching exercise and warm-up Participants are invited to lead the group in some stretching exercises. Several trainees can demonstrate in turn which muscles to stretch. Feedback on Day 3 The feedback team delivers a summary of the feedback collected from all participants on Day 3. Trust-building exercise: Willow in the wind Objective To help participants learn how to build trust 30 minutes Materials An area in which participants have enough room to move around comfortably and to make about three circles of eight people. An area with a soft (carpeted) floor is preferable, but not essential. Also suitable for training of peer educators Training note Some people may be afraid to play this game. Never force or pressure them to participate. Always respect the rightto-pass rule. Process Arrange the participants in three circles, making sure there is a little extra room around the outside of each circle. Move chairs out of the way. Explain that the exercise is aimed at building trust and requires careful attention to instructions. It is important that everyone carries out the instructions carefully; if they do not, someone could get hurt. Every participant will have a chance to be in the centre, but only if he or she wants to be. Ask for a volunteer to stand in the centre. Have the other participants stand in a circle, shoulder to shoulder, facing the person in the middle. Explain that the person in the centre is the ‘willow’. The willow will be blown around but will also be supported by the wind. Tell everyone standing in the circle to hold their hands up, with palms facing the person, just below chest height of the person in the middle. Their legs should be apart, with one slightly in front of the other, and their knees bent a little, so that they will not be thrown off balance if someone leans heavily on them. 84 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
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S e c t i o n 1 From Theory to Prac
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1 From Theory to Practice in Peer E
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The theoretical base for peer educa
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Health belief model The health beli
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Translating theory into practice Wh
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Use of role plays and other theatre
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2 Guidelines for Training of Traine
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training or when supervising peer e
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The workshop agenda: an overview Da
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Getting Started Workshop opening Th
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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
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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
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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 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
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Page 85: Closure Allow the participants to t
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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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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
Page 117 and 118: To introduce the topic, mention tha
Page 119 and 120: ■ What do we evaluate in our proj
Page 121 and 122: they argue that programmes are more
Page 123 and 124: Exercise: Introduction of the spect
Page 125 and 126: Returning to the example, ask the p
Page 127 and 128: Closure Ask one participant from ea
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Page 131 and 132: 3 A Sample Peer Education Session o
Page 133 and 134: Why we are here For this exercise,
Page 135 and 136: HIV/AIDS: Basic facts and questions
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S e c t i o n 4 Participant Handout
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134 Training of Trainers Manual
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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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