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

and-answer sessions, interactive games and role-play. Interaction or discussions between the participantsand an easy-going atmosphere can contribute to learning and the formation of new attitudes. Someprojects offer pedagogical sessions as packages that the peer educators have learned and amended.The possibility for participants to write anonymous questions before a session is a good method to draw outhonest concerns and allow the peer educators to prepare. These can be left in question boxes and discussedby the peer educators in front of the group.Depending on the age of the peer educators and the project programme, the presentations can include acombination of activities and games which the peer educators have been specifically trained to carry out,activities the peer educators have developed themselves, and free time for questions and discussion.Some projects may offer one or two short sessions to groups and others multi-session programmes. One canexpect little or no long-term behaviour change from one or two short sessions. Depending on disciplineproblems and local laws, an adult may or may not be present in the room. Generally speaking, and assumingorder in the group, peer educators have found that the atmosphere is more open and frank if there are noadults present.Outreach approachThe implementation possibilities with this approach vary widely depending on the target group and setting.They can range from lecture and theatre presentations at community youth centres to initiating discussionsin cafés, pubs, or on the street. What is most important is that the peer educators are identifiable, that thegroup is prepared for their arrival and that each is accepted as ‘one of us’. This requires publicity andco-ordination with intermediaries during the setting-up phase.Other typical examples are condom distribution, support groups for young people with HIV, street theatre,distributing printed information, posters, and entertainment events. The objective is usually to raise a targetgroup’s awareness about HIV and risk behaviours, complement other programmes, provide informationotherwise unavailable due to language or religion, provide information adapted to the norms ofmarginalised groups, and encourage safer sex and safe use of syringes.Diffusional approachThe diffusional approach relies on spreading information and new attitudes or practices through a socialgroup using existing communication networks. This can be verbal, non-verbal or through reports aboutpersonal behaviours and practice. The use of natural opinion leaders as credible, trustworthy sources areimportant in the approach. Since there are variations in the values and norms in all target groups varioussubgroups should be included in the project. Once the project is established, popular and ‘owned’ by theyoung people targeted, it might be possible to create opinion leaders out of new peer educators.The approach relies on the peer educators’ live activities and the discussions that result from them in thetarget group. The term ‘live activities’ also includes the informal and spontaneous face-to-faceconversations between the peer educators and the target group members. Generally speaking, teenagersmay infrequently have long serious discussions about HIV, sex and sexual behaviours. The topics may comeupduring short discussions, as joking or as comments. These are not always meaningless exchanges but caninvolve a coded sharing of attitudes and beliefs or be used as a means to test new opinions with peers.There is almost an unlimited range of activities that can generated through the inspiration and energy ofthe young peer educators. Besides informal discussions, activities could include:• plays and presentations• posters and leaflets• condom distribution• films and videos• live music• festivals• radio and TV programs• articles and newslettersEuropean guidelines for youth AIDS peer education 35