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

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TrainingThe essence of peer education training is to equip young people with the knowledge, understanding, skills,and motivation to carry out prevention activities. The practitioners and trainers should meet with the peereducators recruited before the training begins, to allow them to give their input to the programme and gaina sense of ownership from the earliest stage. This meeting would include a presentation of the projectoutline, its goals, and an explanation of peer education. It could also include a presentation on HIV andprevention, demonstrations of interactive games and exercises, group discussions, and brainstorming. Theamount of time and commitment that the project requires should be made clear to the peer educatorsduring the meeting. If the project is the first of its kind in the area, peer educators from other similarprojects can be invited in to talk.As this section will present only a general outline of peer education training, the reader should make use ofpublished training manuals. These can be found in the Europeer bibliography or by contacting with establishedprojects. Most training manuals are in English and may require translation and cultural adaptation.To summarise, training programmes should include the following elements:1 the preparatory meeting and a training residential2 the imparting of formal knowledge on HIV and related subjects3 a focus on personal development and cultural issues4 skills training5 continuing support, supplementary training and assistance.1 The training programmeWe recommend that training begins with a residential weekend to allow the peer educators to get to knoweach other and to start working with project staff. The weekend shouldn’t be over-structured, but providetime and an appropriate environment for the sharing of experiences and discussion. Previous Europeanprojects and training manuals often included the following in their residential training:• warm-up and ice-breaking exercises• brainstorming and group discussion• role-play and interactive games• lectures and presentations• question-and-answer sessions that focused on young people’s way of thinking.The core of the training was usually based on interactive learning exercises, with ample time for feedbackand discussion.2 Knowledge componentThe length and intensity of the knowledge component depends on the aims and approach of the project.General health promotion projects can cover a range of topics other than HIV, including alcohol and tobaccouse, safe driving, nutrition, and the prevention of other diseases. In these types of projects, the young peoplebeing trained are sometimes referred to as ‘health promoters’ rather than peer educators.Sexual education projects cover topics such as sexuality, sexual relationships, safer sex, reproduction,contraceptives, gender roles, the spectrum of sexuality, sexual development, and so forth. HIV-related drugprojects include information about various drugs and drug use.As well as information about HIV, training programmes should include information about the varioussexually transmitted diseases (STD), their prevalence, symptoms, risks, and treatment.Be careful not to drift from the problems and concerns that young people experience. Begin from their agerelatedexperience and what they already know, though repetition may be necessary to allow for properunderstanding and to dispel myths or misinformation. Lastly, take care not to overload them withinformation, creating expectations of expertise beyond their present capacity.European guidelines for youth AIDS peer education 31
It is recommended that the HIV/AIDS knowledge component covers the topics given below:• the history of the epidemic• the epidemiology of the infection, locally and global• the virological aspects including modes of transmission• behaviours leading to transmission and their risks• knowledge and understanding of the clinical development of HIV to AIDS and treatment• HIV testing and its issues• philosophy of how to care for someone with HIV/AIDS• social issues raised by HIV• legal and legislative issues• methods of protection• basic sexuality, depending on age and earlier sexual education• various drugs and drug use.Because the peer educators will provide information and answer questions from their peers, they will needto have correct knowledge and be secure in their role as peer experts. The use of interactive games, roleplayand feedback sessions can help them sharpen their skills in ‘talking on their feet’.3 Personal development and cultural issuesHIV/AIDS and the topics related to its transmission are closely associated with personal and cultural values.The issues surrounding HIV can touch upon the deepest of human concerns. This is well illustrated in theirrational fear of and discrimination shown towards people with HIV. Moreover, topics related to sexual riskstouch upon personal and cultural issues surrounding relationships, sexuality, religious faith, gender roles, thespectrum of sexuality, and family.In this component, the training takes up and explores these issues. There will be wide variations in theattitudes and beliefs held by people in any target group, and it is therefore important that the peer educatorsgain knowledge and an appreciation of differences in values, lifestyle and beliefs. In the projects examined,it was not unusual to find peer educators with opposing views on sexuality working harmoniously together.This appreciation of difference can be gained through discussions and interactive exercises, where the peereducators learn from each other’s experience. However, there should be a ground rule that no-one ought tofeel compelled to share their thoughts or participate in exercises if they don’t wish to. This is both ethicallycorrect and an exercise in accepting difference. A second ground rule is confidentiality concerningconversations during the training. This applies equally well to the private conversations the peer educatorswill have with other young people in their later work except when support and expertise is needed from theproject group. They will need to learn this ethic and continue to keep quite about what they have heardeven after they leave the project.The goal of this training component is to provide the peer educators with a greater understanding ofthemselves, their work, and of others. It is done in an empowering way that strengthens and motivates themin their role as peer educators. A list of topics that can be included is given below.Health and preventionThe topic is often covered in general health promotion projects and provides an understanding of physical,psychological and social well being and how to maintain it. It gives a general understanding of personalhealth, and of methods of teaching others about it.ValuesYoung people are in a period of their lives when they are gaining experience and developing ideas aboutsexuality and relationships. Attitudes and beliefs surrounding sexuality, relationships and drug use needclose reflection. The trainer should respect the fact that a proportion of the peer educators (and the targetgroup) may never have had sex before nor wish to for some time.32 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 31: Chapter 4Training and implementatio
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

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