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

People with HIV have suffered varying degrees of discrimination in nearly all societies, and this fact shouldbe examined closely.In short, the peer educators should first learn to separate their ingrained beliefs from valid information andfacts in order to teach others.GenderThe issue of gender and of gender roles should be explored in both a personal and cultural context. Throughinformation and exercises, an increased understanding of one’s own gender and that of others should begained. Myths and misinformation concerning differences in gender sexuality and identity are often thesource of communication barriers, leading in turn to unprotected sex.SexualityThis complex topic is worthy of a chapter of its own, but, owing to space limitations, we must refer thereader to local literature and expertise for more detailed information. A variety of training manuals on sexeducation are available, though they may require language and cultural translation.The content of this training will vary considerably according to local culture, religious beliefs, legislation, theopinions of the coalition, and the age of the peer educators. Topics covered in sex education can includesexual relations, reproduction, contraception, gender roles and identities, the spectrum of sexuality, sexualdysfunction, prostitution, and so on.The aim of comprehensive programmes is to develop the necessary knowledge, understanding and skills thatlead to healthy decision-making and life-styles. This includes increased understanding and security about theirown sexuality. Since the peer educators will be working with their peers, they will need to become accustomedto the language of sexuality, including street language and the misconceptions behind it. The ground rulesconcerning participation in discussions, self-disclosure and confidentiality apply especially to this topic.HIV positive peopleThe peer educators should gain an understanding of the situation of HIV-positive people and of theprejudice and discrimination they can experience. Peer educators need to regard HIV-positive people orthose with AIDS as real people, not stereotypes. The aim is to replace fear, uncertainty, prejudice and mythswith valid information and awareness.Drugs and drug useThe issues surrounding drugs and drug use face many young people on a daily basis. Drug use contributes tothe HIV epidemic, and in some European countries the sharing of HIV-contaminated syringes is the majorroute of HIV transmission. The topic is therefore an important part of the training.Sexual orientationThis component attempts to create an awareness of the spectrum of sexuality, including homosexuality,lesbianism, and bi-sexuality. The subject should be integrated into the proceeding components and alsopresented on its own. Myths, prejudices and misinformation are brought into the open and corrected.Decision-making and risksThe peer educators should understand exactly how they and others make decisions that can lead to risktakingand unhealthy behaviour. The training examines the personal decision-making process and developsan increased awareness of how peer pressure, social norms and the mass media influence decisions. Risktakingdecisions are often spontaneous and based on complex motives. Risk-taking in general can be anatural tendency among young people. Therefore, they need to gain the self-confidence and skills totranslate healthy intentions into real world practice. Acting out real-life scenarios where tough decisionshave to be made, and then reflecting on the process in group discussions, is one useful training method.4 Skills developmentIt is important that peer educators learn their own training skills, along with personal development. Exactlywhat skills will need to be developed depends on the project model and action plan. The use of dramaEuropean guidelines for youth AIDS peer education 33