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

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Peer Educators• How did you become a peer educator?• What were your reasons for deciding to join the project?• Please describe the training you received.• What are your own personal goals in your peer education work?– The ‘problem’ as they see it (i.e. risk behaviours).– What do they do to tackle the problem?– Do they feel they have the necessary skills and knowledge to do so?• What have you done/do as a peer educator?• What kind of support do you receive in your work?– Supervision?– Emotional support?– Answers to your questions?• How do your peers respond to your involvement as a peer educator?– Private life friends (even parents).– Public peers and school mates.• How has this work affected you? Have you changed in any way?• What is the quality of the communication between you and:– the other peer educators?– the intermediaries?– the project leaders (adults)?• What kind of influence do you have on project self decision-making?• What would you like to change about the project and project roles to make it workeven better?• What does HIV mean to you?European guidelines for youth AIDS peer education 47
Appendix 2Projects interviewed forthese guidelinesThe projects listed below were interviewed by the author between April and September 1997. Unlessotherwise indicated, the interviewees included peer educators, project staff, intermediaries and externalconsultants such as evaluators. The level of the policy makers interviewed in each country is noted.Austria• ‘Peers education/Kondomautomatenprojekt II’, Steirische AIDS Hilfe, Graz• ‘HIV Peer education an der Universität Graz’, Universitätsklinikum Graz, GrazNational policy makers were interviewed.France• ‘Formation par les pairs’, Prevéntion de la Mutualité de Bourgogne & ARCAT-Sida Paris (co-ordinator,trainer and evaluator were interviewed).• ‘3000 scénarios contre un virus’, CRIPS-Ile-de-France, Paris (co-ordinator and evaluator interviewed)National and regional policy makers were interviewed.Germany• ‘InTeam’, Senatsverwaltung für Gesundheitsförderung und AIDS-Prävention für junge Menschen and FreieUniversität Berlin, BerlinNational policy makers were interviewed.Greece• ‘AIDS prevention in secondary schools by peer education method’, Dept of Public and AdministrativeHealth, National School of Public Health, AthensNational policy makers were interviewed.Ireland• Pilot programmes co-ordinated by the National Youth Federation. National Youth Federation; HealthPromotion Unit, Dept of Health (co-ordinator and trainer were interviewed.)• Peer education project at Youthreach Transition Centre, Dublin.National policy makers were interviewed.Italy• ‘Imola Schools Project’, Dept of Child Health, Imola (co-ordinator and evaluator interviewed)• School project at Instituto Tecnico Commerciale Statale ‘Rino Molari’, Sant’Arcangelodi Romagna.• ‘Radazione Studenti On-line’, Ministry of Public Instruction, Rome.National, regional and local policy makers were interviewed.48 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 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: Appendix 1Field interview questions
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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