European guidelines for youth AIDS peer education - University of ...

More documents

Recommendations

Info

• technical support in the form of information, skills training, answers to questions, help in setting uppresentations and activities, and funding for implementations and equipment• social and community support in maintaining links and liaisons with project collaborators and other peereducation projects, help in carrying out negotiations with adults, and support in resolving problemsbetween the peer educators and the intermediaries, gatekeepers and parents• personal assistance in the form of emotional support on an ‘as-needed’ basis for both project activitiesand personal growth, the maintenance of a positive atmosphere in the peer educator group, and supportin times of personal and group crisis.fThe project co-ordinatorThe co-ordinator will not only co-ordinate the project action plan but set the project style. The coordinator’scontacts will include policy-makers, administrators, intermediaries, medical and social scienceprofessionals, parents, the peer educators and the targeted young people. During the planning stage, it isimportant that attention is given to hiring or appointing the appropriate person. This person should be welltrained or experienced in these areas, knowledgeable in the subject matter, flexible, open, and wellsupported by his or her agency. Since the co-ordinator will often work in the field, it is important thatspecial care is taken that they don’t become isolated or develop conflicts of interests.Further, the co-ordinator oversees the training of the peer educators and maintains supportive contact withthem afterwards. He or she needs to be experienced with young people, enjoy working with them,understand their spirit, and have a sense of responsibility for their care and development. The role of theproject co-ordinator in peer education is often ignored in the literature but they are key to project successand peer educator well-being. Not everyone is able to do this.European guidelines for youth AIDS peer education 29
Chapter 4Training and implementationAbout this chapterAssessing, planning and initiation has been completed – now it is time to start the project work in earnest.This chapter will present general guidelines relevant to a range of AIDS peer education approaches.Peer educator self-determination and empowermentThe peer educators should be allowed to influence the content and course of the project from therecruitment stage onwards. ‘Self-determination’ does not, in this context, mean total peer educator control– it describes the degree of empowerment 1 given by the adult practitioners in the project. The processshould increase the peer educators’ decision-making skills, self-esteem, motivation and command of theirproject responsibilities. This approach requires the practitioner to view every young person as unique, withvalid experience regardless of their age. From then on, the practitioner builds a relationship with the peereducators and acts as teacher, coach, mentor, and someone to turn to.Young people of all ages have valid experience to share, but may not be aware of what they know or whatthey need to know. Working with peer educators will mean validating their experience and engendering thedesire and motivation to learn in them. This is done by creating a supportive atmosphere that encouragesinquiry, discussion and self-reflection. Practitioners should resist providing solutions. Instead, they shouldpoint to a variety of possible solutions in a way that allows the peer educators to choose on their own.The empowering process of inquiry, learning, discussion and pursuing objectives as a member of a teamstrengthens the peer educators abilities as critical thinkers and their confidence in being able to bring aboutconstructive change. For the target group, it may be a step toward slowing the spread of HIV through agrassroots approach, giving information in a way that is adapted to suit their values, needs and lifestyle.30 European guidelines for youth AIDS peer education
Page 4: ContentsPreface 4Foreword 5Chapter
Page 7: The final step was to re-write the
Page 11: Besides, how could an outside exper
Page 14 and 15: Chapter 2Policy making and AIDS pee
Page 16 and 17: What European policy says about the
Page 18 and 19: In most European societies young pe
Page 20 and 21: Project evaluation - a policy quest
Page 22 and 23: Project processesSetting up and imp
Page 24 and 25: coalition. Projects that will invol
Page 26 and 27: What distinguishes this approach fr
Page 28: • an ability to work in groups an
Page 33 and 34: It is recommended that the HIV/AIDS
Page 35 and 36: techniques, the presentation of lec
Page 37 and 38: • information kiosks• booklets
Page 39 and 40: exchange of ideas and experience. T
Page 41 and 42: Equity and empowermentHealth promot
Page 43 and 44: Models of systematic evaluationa Re
Page 45 and 46: Questionnaires can be descriptive i
Page 47 and 48: Appendix 1Field interview questions
Page 49 and 50: Appendix 2Projects interviewed fort
Page 51 and 52: Appendix 3Charter and resolutionCha
Page 53 and 54: The role of the health sector must
Page 55 and 56: 4 School environmentThe health prom

European guidelines for youth AIDS peer education - University of ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?