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

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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
techniques, the presentation of lecture packages, talking informally to other young people about HIV, andthe use of various media are examples of useful training skills. In some projects with older young people, thepeer educators initially develop increasing self-confidence, then concentrate on the developing their owncreative activities.HIV and risk behaviourThis covers specific skills in avoiding HIV infection. The training can cover decision-making and negotiatingsafer sex, proficiency in condom use, and the safe use of syringes. The peer educators should becomefamiliar with the various models of condoms available, and their specific uses. Training in condom useshould not just be technical and didactic, but instead encourage personal and effective responses. Thisallows the peer educators get over their embarrassment, and helps predict the responses of those they willbe instructing themselves.Communication skillsThe peer educators will eventually need to learn how to communicate messages to other young people, toperform in front of groups, and to work with groups. This can require the ability to handle teasing, disorder,and intimate questions. Peer educators learn these skills through coaching from adults and feedback fromthe other peer educators. The project can invite specialists on drama, speech, media, and sex education tocontribute to the training.5 Support and sources of assistanceAfter the initial training, the peer educators will embark on a new learning experience and need support andassistance in developing activities and carrying them out. We recommend the use of small supervisiongroups that meet on a regular basis. These are facilitated by adults experienced in peer education or who arespecially trained in this role (for example, school staff). Peer educator self-development and relationshipswithin the project and with intermediaries need special attention.Other forms of assistance can be made available. Where to find the kinds of expertise that, for example,local trainers, intermediaries and medical professionals can offer, should be clearly explained to the peereducators. Support can also include supplementary training, use of localities, and local sponsorship.ImplementationIn this phase, the knowledge, skills and insights gained by the peer educators during training aretransformed into activities. Exercises completed during their own training may be re-used or new andunique activities developed. Throughout the process, the peer educators will act as change agents duringtheir informal contacts with friends and peers.What was planned during the beginning of the project might end up being unfeasible, and expectations willhave to change. This is part of the on-going adaptation process. However, implementations should neverloose site of HIV-prevention aims. Flexibility and negotiation are key and the project should evolve ratherthan be forced.Implementation sub-approachesPresented below are examples for carrying out various implementation programmes using the fourdescriptive sub-approaches presented earlier. Otherwise, we refer the reader to local experience and thepublished literature.Pedagogical approachThis approach may be used on its own or to complement other programmes (i.e. sex education). It usuallytakes place in a formal setting, using a combination of didactic presentations, videos, slide shows, question-34 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 and 32: Chapter 4Training and implementatio
Page 33: It is recommended that the HIV/AIDS
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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