Facilitator's Manual

On
Peer Education

Adolescent Health and Development Project

Rajiv Gandhi National Institute of Youth Development, Sriperumbudur
Ministry of Youth Affairs and Sports
Government of India

2010
Facilitators Manual on Peer Education

Copyright © 2010 by RGNIYD

Original script:
Centre for Health Education Training and Nutrition Awareness (CHETNA),Ahmedabad,
Gujarat

General Editor:
Dr. A. Radhakrishnan Nair,
Head of the Department of Life Skills Education
RGNIYD

Re- written and Edited by:

Dr Ashok Kumar
Training Programme Officer
India Population Project VIII, Delhi
Foreword

Michael Vetha Siromony

Vice Chancellor & Director
Rajiv Gandhi National Institute
of Youth Development
(RGNIYD)
 Acknowledgement

The editor is highly obliged to Dr Savitri Ramaia, Consultant (Public Health) and a noted
Bharatnattyam dancer, Delhi for her valuable assistance in providing the final shape to this
manual.

Dr. A. Radhakrishnan
Nair
Project Head
 Contents
Module /
Session No Topic
Page No
Foreword

Acknowledgement

Note for the Facilitator

Module 1 Introduction
Session1 Getting to know each other 14

Session 2 Expectation and contribution 15-20

Session 3 Establishing ground rules 21-22
Session 4 Reporting and feedback
23

Module 2 Understanding Adolescence

25-28
Session 1 Understanding the adolescents
Session 2 Adolescence : A period of change 29-32

Session 3 Adolescents- needs, concerns and challenges 33-39

Session 4 Reasons for investing in adolescents
40-42
Session 5 Understanding vulnerable adolescents
43-46

Module 3 Peer Education : An introduction

48-58
Session 1 Peer and peer education
Session 2 Importance of peer education 59-65

Session 3 Roles & responsibilities of peer educator 66-71

Session 4 Qualities of a peer educator 72-73

Module 4 Life Skills

75-78
Session 1 Skills and life skills
79-82
Session 2 Understanding life skills
83-88
Session 3 Internalizing life skills
Session 4 Practicing life skills 89-91
Module 5 Training methodologies and facilitation

Session1 Planning a training session 93-96

Session2 Training tools and techniques 97-104

Session3 Facilitation and co-facilitation
105-113

Module 6 Organizing peer education activities

Session 1 Planning a peer education activity 115-117

Session 2 Monitoring and evaluation of a peer education programme 118-122

Module 7 Practice sessions

Session 1 Planning a mock session 124-127

Session 2 Mock sessions 128-170

Module 8 Concluding module

172
Session 1 Evaluation tree 173
Session 2 Learning fruit
174
Session 3 Forget me not
175
Session 4 Goodbye cycle
Appendix 1 Training tools & techniques 176-198

Appendix 2 Energizers & Games 199-211

 Training of Trainers (TOT) Workshop in Peer Education

Suggested time frame

Day 1

Module 1- Introduction 2 Hours

Registration and Inauguration

Session1: Getting to know each other
45 minutes
Session 2: Expectation and contribution
30 minutes
Session 3: Establishing ground rules
15 minutes
Session 4: Reporting and feedback
30 minutes

Module 2- Understanding Adolescence 6 hours

Session 1: Understanding the adolescents 45 minutes

Session 2: Adolescence : A period of change 1 hour 45 min

Session 3: Adolescents- needs, concerns and challenges 1 hour 30 min

Session 4: Reasons for investing in adolescents 30 minutes

Session 5: Understanding vulnerable adolescents 1 hour 30 min

Day 2

Module 3- Peer Education : An introduction

8 hours
Session 1: Peer and peer education
3 hours
Session 2: Importance of peer education
2 hours
Session 3: Building a peer educator team
2 hours
Session 4: Qualities of a peer educator
1 Hour
 Day 3

Module 4 - Life Skills 7 hours

Session1: Skills and life skills 1 hour

Session 2: Understanding life skills 2 hour 30 min

Session 3: Internalizing life skills 2 hours

Session 4: Practicing life skills 1 hour 30 min

Day 4

Module 5 - Training Methodologies and Facilitation 5 hours

Session1: Planning a training session 1 hour 30 min

Session2: Training tools and techniques 1 hour 30 min

Session 3: Facilitation & co-facilitation 2 hours

Module 6 - Organizing Peer Education Activities 3 Hours

Session1: Planning a Peer education activity 1hour 30 min

Session 2: Monitoring and Evaluation of a Peer Education Programme 1 hour 30 min

Day 5

Module 7- Practice sessions 5 hours

Session 1: Planning a mock session 1 hour

Session 2: Mock sessions 4 hours

Module 8- Concluding module 2 Hours

Session 1: Evaluation tree 30 min

Session 2: Learning fruit 30 min

Session 3: Forget me not 15min

Session 4: Goodbye cycle 45 min

Appendix 1 Training Tools & techniques

Appendix 2 Games and Energizers
 Note for the Facilitator
Peer education has been identified as one of the most effective approaches in empowering adolescents
around the world. Various manuals and training guides have been developed to provide guidelines for
training in peer education projects with adolescents and youth. However, there has been a need for a
comprehensive manual focusing on generic aspects of peer education.

This manual provides a comprehensive training programme for trainers of peer educators.
The activities incorporated are based on evidence from literature; experience in the field
and during workshops and from successful peer education programmes. The manual uses
participatory techniques based on a variety of theoretical frameworks to ensure that future
trainers of peer educators are skilled and confident to train the trainers in peer education in
adolescence. A systematic approach has been followed to facilitate behaviour change in
peer educators at individual and social levels while enabling them understand their roles
and responsibilities clearly.

Key components in a Training of Trainers in Peer education

A facilitator needs to address the following key components in a Training of Trainers (TOT) in peer
education for adolescents:

a) Exploration of the rationale and benefits for peer education

Even if future trainers of peer educators are familiar with the practice of peer education, it is
essential to ensure that, at the start of the training, they have a common understanding of not
just the concept and benefits of this approach, but also its limitations and/or pitfalls.

b) Skills-based health education and behaviour change interventions

Peer education clearly goes beyond information sharing into the realm of behaviour change. The
endeavor needs to introduce the principles of comprehensive, skills-based health education and
behaviour change interventions for educating the peers

c) Building basic knowledge of the adolescence

A trainer of peer educators needs basic knowledge about the health issues surrounding
adolescence. Whenever questions related to the content arise – whether during training or when
supervising peer educators in their field work – he/she should be capable of responding to them
adequately.

d) Exploration of strategies to reach vulnerable adolescents

Peer education can be used either as an educational approach for mainstreamed youth or as an
outreach approach to reach vulnerable adolescents. The trainers need to sensitize the trainees
about the needs of vulnerable populations and techniques for reaching and working with them.

e) Exploration of personal values around the health issues and attitudes towards gender-based
norms and biases.
Trainers of peer educators must recognize their own values and biases before helping the
trainees to understand their own. It is difficult to lead a group in training through a process of self-
awareness without doing some of this prior work at a personal level.

f) Life skills for promotion of healthy adolescence

The transition period from childhood to youth with ongoing changes makes adolescents
Vulnerable. Curiosity led experimentation and lack of abstract thinking leads to high risk
 behavior. Trainers need to inculcate life skills in adolescents to deal with day to day challenges
and promote healthy and happy living.

g) Training methodologies for skills building

Skill building is an essential part of peer education. A good peer education programme needs to
include participatory tools and techniques which can be easily adapted and used by future
trainers

h) Facilitation process and skills

Facilitating a training course and working interactively with a group of trainees requires a good
knowledge of communication techniques and the process of transfer of knowledge. Future
trainers must be able to serve as a model facilitator, since the best training is conducted by
example.

i) Basic guidelines for planning, implementing, monitoring and evaluating peer education
programmes
The planning and implementation of a peer education programme is not just the responsibility of
the project manager. It is essential that all those involved in the programme, including the trainer
and the peer educators, have a basic understanding of processes such as needs assessment or
monitoring and evaluation. Future trainers also need guidelines on how to select, supervise and
support peer educators.

j) Referral to peer education resources

Trainers need to be familiar with resources that can complement their knowledge of peer
education, such as peer education training guides, textbooks on peer education and behaviour
change, resources on content areas of peer education (reproductive health, Sexually
Transmitted Infections(STIs) and HIV/AIDS, information on drugs, etc). A TOT workshop should
offer opportunities to explore these resources.

k) Referral to adolescent health services

Peer education programmes do not occur in a vacuum, but are components within a larger
framework of resources. Trainers need to be aware of the clinics, information sources,
pharmacies, supportive services, etc., that exist in their area and include this information as part
of a comprehensive peer education programme. They should instruct both peer educators and
other members of the community on how to access them.

Who can use the Facilitator’s manual

The proposed manual especially focuses on the training of trainers (TOT) of peer educators and is
intended to be used by “master trainers” in peer education when training future trainers. In general,
these are current or former peer education trainers who have demonstrated commitment
and excellence in their work. They have conducted trainings and would benefit from more
detailed knowledge about peer education, enhanced training skills and abilities to manage
peer education programmes.

How to use the Facilitator’s manual

The proposed manual includes a range of training activities and exercises which the trainees can use in
a peer educators’ training workshop. Some of the proposed exercises may be suitable for training peer
educators while other activities included in the curriculum aim only at training the trainers and may not
be appropriate for other levels of peer education training.
Many topics and techniques described in this programme are accompanied by Facilitator’s Guide. This
helps to understand why a topic is important or how specific techniques will contribute to accomplish the
objective(s) of a peer education session.

The proposed activities and processes are based upon experience gained over various workshops.
However, facilitators need to be flexible and innovative while using the tools and techniques described in
the manual. Depending upon the situation and resources available the tool/technique may be modified.
This will add flavor and fervor to the training.

Organization of the manual

The manual is composed of 8 modules:

Module 1 Introduction

The module begins with an icebreaker to build rapport amongst the participants and facilitators. It is
followed by listing participants’ expectations and contributions, orientation to the workshop and process
of reporting the activities and processes followed during the workshop.

Module 2 Understanding Adolescence

In this module various changes during adolescence are discussed along with associated needs,
concerns, and challenges. A separate session deals with understanding the vulnerable adolescents

Module 3 Peer Education: An introduction

Peer Education being the central theme of the manual, the concept and theoretical basis of the peer
education has been dealt in detail in this module. The issues of recruitment, selection and development
of the peer educators have been given special emphasis while describing the job responsibilities and
qualities of a peer educator

Module 4 Life Skills

The module deals with concept of life skills and their importance for adolescents. The core life skills
have been discussed following WHO model .It envisages various activities and exercises for
internalizing the skills through traditional stories and their application in day to day life.

Module 5 Training Methodologies and Facilitation

The module focuses on use of various tools, techniques and process of conducting a peer education
session. Beginning with steps for planning a training session, various participatory training methods are
dealt in with the approaches in training and facilitation. The process of facilitation is discussed in detail
while also describing the qualities of a facilitator and the process of co-facilitation

Module 6 Planning Peer Education Activities

The module comprises the steps for organizing a peer education activity, the conceptual framework for
monitoring and evaluation and process of evaluating a peer education activity.

Module 7 Practice sessions

The module deals with the concept and process of planning a mock session. Fifteen session plans along
with Facilitator’s Guide have been added aimed at enhancing facilitation skills of the trainers while
conducting the mock sessions.

Module 8 Concluding Module

The module deals with concluding the peer education workshop. It comprises various activities for
evaluation of the workshop, reflection on individual learning by the participants, mutual expression of
feelings for each other and formal closure of the workshop

Appendix 1 Training tools & Techniques

Appendix 2 Games and Energizers

The appendix 1 & 2 provide a list of Training tools & Techniques, and energizers which can be adapted
as such or modified not only by facilitators in Training of Trainers but also in training the peer educators.

Pattern of the modules

Each Module has sessions covering a particular aspect of the issue addressed in that particular module.
The sessions have been planned as under:
• Objective(s)
• Material
• Activity providing details of :
Topic/s to be covered
Methodology to be adopted
Duration of each activity
• Process giving steps undertaken to complete an activity

• The boxes provide

Facilitator’s Guide’: Covering the content as an aid to facilitator
Situations/Case studies/Stories :
Flipcharts / Handouts required during an activity
Key things to remember as Facilitator:
Though the Module 5 of the manual deals in details the facilitation process, certain key things for the
facilitator to remember are :

• Be familiar with experiential and participatory forms of learning. Ask exploratory open-ended
questions and be sensitive to the varying learning needs of the participants

• Read the manual in advance and thoroughly to orient to the concepts dealt and processes followed.

• Prepare for the session to ensure adequate knowledge of the topic and the processes.

• Arrange all the material required for the session like flipcharts, marker pens, pictures, situations,
newspaper clippings, etc. mentioned in the ‘Material’ section of every session.

• Have the material ready for the session

• Discuss the relevant data and incidents relevant to the state /district which the participants belong to

• The duration and methodology for conducting each activity are suggestive only. Feel free to modify
and make changes keeping in mind the relevance of the issue being covered / appropriateness of the
methodology as per the characteristics, needs and interest of the participants.

• Review the feedback on a daily basis so as to modify the training approach, content or the tools and
techniques

• Start every session with a warm-up exercise / energizer like singing a song, recitation of a poem
written by a participant, playing a game etc.

• Appreciate the participants when they do a role-play or give answers to the questions asked by you.

• Ensure active participation of all the participants. Build upon the existing knowledge of the
participants.

• Respect participants’ local knowledge.

• Allow socializing and relaxation as an important part of the training experience. In the
evenings, participants should have the opportunity to eat and enjoy themselves together, share
their experience, their culture and their talents, play games, sing together, etc. This opportunity
to network provides the trainees with an important bonding experience. In a five-day training
course, it is a good idea to leave a half-day free for a group excursion. This will provide another
opportunity for bonding and networking as a group outside the training site.

• Build a proper coordination with your co facilitator and /or other members of the training team

The information in the manual has been adapted from various sources. While it has not been possible to
trace all the sources, the endeavor has been to acknowledge wherever it has been possible. Key
information on useful publications and web sites has been provided at the end of each module.
 MODULE 1
Introduction

Session One

45 min. Getting to know each other

30 min. Expectation and contribution

Session Three

15min Establishing ground rules

Session Four

30min Feedback and reporting

 Session 1
Getting to know each other

45min

Objectives After the session, the participants will be able to:

• identify at least half the participants by name

Materials None

Activity No. Topic Methodology Duration

Activity 1 Getting to know each other Open interaction 45 minutes

Activity 1 – Getting to know each other

Step 1 –Welcome the participants and tell that they will be learning about each other in the session

Step 2 -Ask the participants to sit in comfortably and think of three statements - Two true statements
and one, a dream wish.

Step 3 -Turn by turn ask each participant to introduce and share his/her statements in the larger group.
Let the group guess the dream wish.

Step 4 - After the group finishes guessing, let the participant reveal the dream wish.

Step 5 - Ask the participants how they liked the activity

Step 6 - Summarize the session by saying that the activity helps to know not only the names but also
what others think and believe and what are their hopes and dreams

15
 Session 2
Expectation and contribution
30min.

Objectives After the session, the participants will be able to:

• enlist their expectations from the training programme and identify their
contribution to fulfil them
• relate their expectations to the objectives of the training programme
• orient to the training schedule

Materials Chart, Markers, Worksheet (Expectation Tree),VIPP Cads ,Flip chart(Objectives of

the Training Programme) and Handout I(Schedule of the Training)

Activity No. Topic Methodology Duration

Activity 1 Expectation and contribution Group work 20 min.
Presentation
VIPP

Activity 2 Schedule of the workshop Discussion 10 min

Activity 1 Expectation and contribution

Step 1 – Introduce the session and define objectives

Step 3 - Ask the participants to form small groups of 4-5 participants each with a group leader

Step 4 -Distribute Worksheet (Expectation tree) to each group. Ask each group to write their
expectations from the training program in the space provided as fruit. Give 10 minutes to complete the
exercise
.
Step 5 – Distribute the VIPP cards and tell each participant to write down in bold letters one contribution
they will make to fulfil the said expectations. Let them paste these cards on a chart

Step 6 – Let the group leaders display the work sheets and the charts containing VIPP cards. Ask each
group leader to read out the expectations and contributions

Step 6- Project the Flipchart I and share the objectives of the training programme. Tell the participants
that while most of their expectations will be fulfilled, there may be some which are beyond the objectives
of the proposed training. These can be separately discussed with the facilitator during tea/lunch break.

Step 7- Summarize the activity by thanking the participants and saying that we nurture and take care of
the tree in our garden with an expectation of fruit in return. Similarly, we all have to make a meaningful
contribution to fulfil our expectations.

16
Worksheet 1 : Expectation Tree

17
 Flipchart 1

Objectives of the workshop

By the end of the training programme, the participants will be able to:

• describe the concept and process of peer education

• explain the benefits of peer education during adolescence
• discuss the importance of life skills in dealing adolescent issues
• demonstrate enhanced skills in various training methodologies recommended for
the peer education programme
• plan training of trainers (TOT) for trainers in peer education

Activity 2 Schedule of the workshop

Step 1 – Distribute the Handout 1 (Schedule) to the participants

Step 2 - Discuss the schedule of the workshop with the participants

Step 3 - Summarize the activity by telling the participants that sometimes modifications may be done
in the schedule as per the availability of guest faculty/ any unavoidable situation

Handout I

Training of Trainers (TOT) Workshop in Peer

Education

Schedule
Day 1

Module 1- Introduction
Registration and Inauguration 9.00-9.30am

Session1: Getting to know each other 9.30-10.15am

Session 2: Expectation and contribution 10.15-10.45am

Session 3: Establishing ground rules 10.15-10.30am

Session 4: Reporting and feedback 10.30-11.00am

Tea break 11.00-11.15am

18
 Module 2- Understanding Adolescence

Session 1: Understanding the adolescents 11.15 am-12.00

Session 2: Adolescence : A period of change 12.00 -1.45 pm

Lunch 1.45 -2.15 pm

Session 3: Adolescents- needs, concerns and challenges 2.15 -3.45 pm

Tea break 3.45- 4.00 pm

Session 4: Reasons for investing in adolescents 4.00-4.30m

Session 5: Understanding vulnerable adolescents 4.30-6.00 pm

Day 2

Module 3- Peer Education : An introduction

9.00-9.30am
Recap
9.30-11.00am
Session 1: Peer and peer education
11.00-11.15am
Tea break
11.15-12.30pm
Session 1: Peer and peer education (contd....)
12.30-1.30pm
Session 2: Importance of peer education
1.30-2.30pm
Lunch
2.30-3.30pm
Session 2: Importance of peer education(contd....)
3.30-3.45pm
Tea break
3.45-5.45pm
Session 3: Building a peer educator team
5.45-6.45pm
Session 4: Qualities of a peer educator

19
Day 3

Module 4 - Life Skills

Recap 9.00-9.30am

Session1: Skills and life skills 9.30-10.30am

Tea break 10.30-10.45am

Session 2: Understanding life skills 10.45-1.15pm

Lunch 1.15-1.45pm

Session 3: Internalizing life skills 1.45-3.45pm

Tea break 3.45-4.00pm

Session 4: Practicing life skills 4.00-5.30 pm

Day 4

Module 5 - Training Methodologies and Facilitation

Recap
9.00-9.30am
Session1: Planning a training session
9.30-11.00am
Tea break
11.00-11.15am
Session2: Training tools and techniques
11.15-12.45pm
Session 3: Facilitation & co-facilitation
12.45-1.15pm
Lunch
1.15-1.45pm
Session 3: Facilitation & co-facilitation (contd...)
1.45-2.45pm
Module 6 - Planning peer education activities

Session1: Planning a peer education activity

2.45-3.30pm
Tea break
3.30-3.45pm
Session 2: Monitoring and evaluation of a peer education
programme 3.45-5.15pm

20
Day 5

Recap
9.00-9.30am
Module 7- Practice sessions

Session 1: Organizing a mock session

9.30-10.30am
Tea break
10.30-10.45am
Session 2: Mock sessions
10.45-1.30pm
Lunch
1.30-2.00pm
Module 8- Concluding module

Session 1: Evaluation tree

2.00- 2.30pm
Session 2: Learning fruit
2.30- 3.00pm
Tea break
3.00- 3.15pm
Session 3: Forget me not
3.15-3.30pm
Session 4: Goodbye cycle
3.30-4.15pm
Valedictory function
4.15-5.00pm

21
 Session 3
Establishing Ground rules
15min

Objectives After the session, the participants would have:

• agreed to the ground rules for the workshop

Flip Chart/charts, Markers

Materials

Activity No. Topic Methodology Duration

Activity 1 Establishing ground rules Brainstorming 15min.

Discussion

Activity 1 Establishing ground rules

Step 1 - Explain the importance of ground rules

Step 2- Ask the participants to suggest some rules to be followed during the workshop. Give examples
e.g. “Mobiles on silent/vibrant mode”.

Step 3- Let the group agree on some common ground rules. Suggest some rules using Facilitator’s
guide 1.1

Step 4– List the ground rules that everyone has agreed to.

Step 5- Display the list of the ground rules on the wall at a place where everyone can view it easily.

22
 Facilitator’s guide 1.1

Suggestive List of Ground Rules

Listen with respect, even if you don’t agree with him/her.

Maintain confidentiality

Be punctual

One person to speak at one time

Mobile phones must be on silent mode or switched off.

Do not use insulting or derogatory words and sentences

Listening to what other people say, without interrupting them

Using "I" statements: using sentences that begin with "I" when sharing values and feelings(as opposed
to "you")

No "put-downs" (I.e., snubbing or humiliating people on purpose)

23
 Session 4
Feedback and Reporting
30min.

Objectives After the session, the participants would have:

• agreed to a feedback and reporting schedule and process for training
activities

Materials Charts, Markers

Activity No. Topic Methodology Duration

Activity 1 Feedback and reporting Discussion 30 min

Activity 1 Feedback and reporting

Step 1 - Introduce the session and explain the objective

Step 2- Tell the participants that it is important to take and document feedback about each day’s
activities .This will not only refresh the learning but also clarify the doubts.

Step 3 - Ask the participants to write down “three things I learnt” and “one thing I could not
understand” after every session.

Step 4- Inform that there will be a Reporting Committees for each day

Step 5 - Invite volunteers and list their names for each day on a chart

Step 6 – Inform the participants to jot down “three new learnings ” and “ three areas for
improvement” at the end of the day and hand over the same to the members of that day’s reporting
committee

Step 7 - Tell that each day of training will start with the presentation of the report by the reporting team.

Step 8 - Discuss the content of the report and list down the responses . You can add some criteria,
which can be-
• Title of the session
• Training methods used
• Brief description of the content for each session
• Any innovation
• Factors which helped or inhibited learning during the day
• How the learning will be useful in the work and or life
• Areas of improvement

Step 9- Encourage the participants for reporting in a creative manner eg. role play, skit, TV reporting
etc.

24
 MODULE 2
Understanding Adolescence

Session One

45 min Understanding the adolescents

Session Two

1hour Adolescence : A period of change

45 min

Session Three

1hour Adolescents- needs, concerns and challenges

30 min

Session Four

30 min Reasons for investing in Adolescents

1hour Understanding vulnerable adolescents

30 min

25
 Session 1
Understanding the adolescents
45 min

Objectives After the session, the participants will be able to:

• define and differentiate “adolescence”, youth,“young people” and “young
adults”
• explain adolescence as a stage of development
• describe the profile of adolescents in India

Materials Flip Chart and Markers or Black board and chalks

Activity No. Topic Methodology Duration

Activity 1 What is adolescence Word association 15 min.

Activity 2 Profile of Adolescents in India Briefing 30 min

Discussion

Activity 1 what is adolescence

Step 1- Ask the participants what comes to their mind when they hear the word “adolescence.”

Step 2- Take a flipchart and write “adolescence” in this centre. Let each participant write down his/her
idea/thought/feeling/views on the flipchart.

Step 3- Discuss how our feelings, ideas and views can influence our role as facilitators in peer
education

Step 4- Define “adolescence”, and explain the terms “teenage”, youth”, “young people” and “young
adults” using the facilitator’s Guide 2.1

Facilitator’s Guide 2.1

The word adolescence is derived from Latin word “adolescere” meaning “to grow up” or “to mature.”
It has been described as the transition period in life when an individual is no longer a child, but not yet an
adult. It is a period in which an individual undergoes enormous physical and psychological changes. It is
a period of sexual and reproductive maturity and the individual’s capacity for abstract and critical thinking
also develops.
.
The World Health Organization refers to people aged 10-19 years as adolescents. The term ‘young
people’ refers to those between 10 to 24 years. The United Nations’ definition of youth is those between
the ages15-24 years. As per National Youth Policy inIndia Youth are defined as “13-35 years” and
adolescence refers to the age group “13-19 years.” “Young adults” refer to the age group 20-24 years.

26
Activity 2 Profile of Adolescents in India
Step 1- Ask the participants to remember the places/situations where they come across adolescents.

Step 2- Note down the responses elicited by participants on a flipchart. They may be :
• Young adolescent girl going to school.
• Adolescents playing on street
• Adolescent girl as a domestic worker
• Adolescent boy as a hawker
• Married adolescent
• Adolescent mother
• Undernourished adolescent from urban slum.
• Adolescent girl taking care of her younger siblings
Step 3: Discuss that we find adolescents in different circumstances / situations and different socio-
cultural and geographical contexts shape the experiences and life of adolescents

Step 4: Discuss the profile of adolescents with the help of Facilitator’s Guide 2.2

Facilitator’s Guide 2.2

Profile of adolescents in India

Adolescents constitute a sizable population-Adolescents comprise about 1.2 billion of the total
population in the world. This is going to grow steadily and expected to reach to 1.23 billion by 2040.As
you can see in Table 1 given below, in Asia 19.1 % population is of adolescents while in India they
constitute about 21% of the total population. The need and concerns of adolescent should not just they are
a major group but more because of the contribution they can make to the growth and development of the
country.

Table 1: Distribution of global population (2005)

Region Total population(000) Adolescent Percentage (%)

population(000)
World 6414752 1221020 18.7
Asia 3938020 754577 19.1
India 1134402 236881 20.8

(World Urbanization Prospects, 2005 revision. & World Population Prospects, 2006 Revision,UN)

There is a vide variation in age and sex parameters – Of the total adolescent population, female
adolescents comprise 47 per cent and male adolescents 53 per cent of the total population. 12 per cent
belong to 10-14 years age group and nearly ten per cent are in the 15-19 years age group. The sex ratio is
880 females for 1000 males, lower than the overall sex ratio of 933. It is 902 for younger adolescents
27
aged 10-14 years and 858 for older adolescents aged 15-19 years (Census 2001)

There is wide variation in educational status – 25 per cent of adolescents in the 15-19 years age group in
rural areas and ten per cent in urban areas are illiterate. The male female differences grow with each level
of education (NSSO 55th Round, 2001). Enrolment figures in schools have improved, but gender
disparities persist. Girls account for less than 50 per cent enrolment at all stages of schooling. The
condition is still worse in rural areas. The challenge is to keep students in schools. The dropout rate from
class 1 to X is around 68 per cent.

Adolescents contribute significantly to workforce – nearly one out of three adolescents in the 15-19
years age group is working – 21 per cent as main workers and 12 per cent as marginal workers (Census
2001). Economic conditions of family force adolescents to work resulting in a high dropout rate for
education. Despite adult unemployment, employers like to engage children and adolescents because of
cheap labor.

Early marriage is common – Mean age at marriage for females is 18 years and males 22.6 years.
However, 47.4 per cent of currently married females of age group 20-24 years were married below the
legal age at marriage.12 % of women age 15-19 years have become mothers and 4 % are currently
pregnant with their first child (NFHS-III).Early pregnancy causes high death of mothers, newborns and
children.

Female mortality in adolescence is high – Gender greatly affects mortality rate during adolescence.
Female mortality rates are higher as compared to males in the 15-24 years age group. Mortality in female
adolescents between 15-19 years is higher than in adolescents between 10-14 years. The pervasiveness of
discrimination, lower nutritional status, early marriage and complications during pregnancy and child
birth among adolescents contribute to female mortality (CSO 2002, SRS 1999)

Sex before marriage is common– 43% of women and 11.2% men aged 20-24 years have their sexual
experience by 18 years of age. Most sexually active adolescents are in their late adolescence. Increase in
age at marriage, increased mobility and peer pressure makes the young people vulnerable to indulging in
unsafe sexual behaviour. This leads to unwanted pregnancy, Sexually Transmitted Diseases, HIV and
AIDS.

Use of contraceptives is low –Amongst currently married women, the unmet need of contraception is the
highest in the age group 15-19 years. Nearly 27.1 per cent of married female adolescents have reported
unmet need for contraception (NFHS-3).This is due to availability and access to contraceptive services.

Malnutrition is a serious problem – Intake of nutrients is less than the recommended daily allowances
for adolescents below the age of 18 years both for boys and girls in rural India (NNMB 2001). 55.8%
women and 30.2% men in the age group of 10-19 years are suffering from anemia (NFHS III).

Adolescent mothers are at a higher risk of miscarriages, maternal mortality and are more prone to giving
birth to stillborn and underweight babies. Iodine Deficiency Disorders can lead to growth retardation and
retard mental development. Only half of the households are using Iodized salt for cooking in India (MICS
2000).

Drug abuse is emerging as a major health problem – 24 per cent of the drug users were in the age group
of 12-18 years. The subjects in the treatment centers reported that about 11 per cent were introduced to
28
cannabis before the age of 15 years, and about 26 per cent between the age of 16 and 20 years. (UNODC
and Ministry of Social Justice & Empowerment, 2004). Social factors such as illiteracy, economic
background, unemployment, and family disharmony increase vulnerability to drug abuse. Among 13-15
years old school going children, current use of any tobacco product varies from 3.3% in Goa to 62.8% in
Nagaland (The Global Youth Tobacco Survey Collaborative Group. Tobacco Use amongst Youth: A
cross country comparison. Tobacco Control 2002:11:252-70).

Sexually transmitted infections & HIV and AIDS are on the rise- Sexually transmitted infections &
HIV and AIDS are increasing in the age group 15-19 years. About 10.5% women and 10.8% men aged
15-19years had self reported symptoms of sexually transmitted infections (NFHS 3).The prevalence
(number of cases) of HIV and AIDS was found to be 0.04 % in the age group 15-19 years and 0.18 % in
20-24 years (NFHS 3). These health risks are related to factors like early marriage, gender disparities,
unsafe sexual behavior, access to education and socioeconomic environment.

Crimes against adolescents are prevalent – Crimes against adolescents are increasing. In girls they range
from eve-teasing to abduction, rape, prostitution and violence to sexual harassment. Most rape victims are
in the age group of 14-18 years and a significant number are under 14 years. In 84 per cent of rape cases,
the victims knew the offenders and 32 per cent of rapists were neighbors (NCRB 2001). Unfortunately,
social taboos prevent these crimes from being registered. Even when registered, prosecution rarely takes
place. The boy’s between12-17 years, they are mainly victims of homosexual abuse.

Delinquent behavior is alarmingly increasing –There has been a sharp increase in the last few years in
incidences of vagrancy, delinquency, alcoholism, drug addiction, truancy, and crime amongst
adolescents. These are more in boys and most of them (29 per cent) are illiterate or have studied up to the
primary stage (41 per cent). A large number of them are school dropouts (NCRB 2003).

Trafficking and sex work has increased –Extreme poverty, low status of women and complacency of
law enforcing agencies has led to an increase in sex work. Expansion of trafficking and clandestine
movement of young girls has also increased across national and international borders.

Disability in adolescents is being recognized - In the 10-19 years age group disability was reported
among 1.99 per cent of the adolescents. Among the disabled adolescents, 40 per cent reported visual
disability and nearly one-third (33 per cent) reported movement disability. Males generally reported a
higher percentage of the disability than females (Census 2001).

Step 5- Summarize by emphasizing that adolescents are a heterogeneous group with varied needs and
accordingly, they need to be addressed.

Session 2
Adolescence : A period of change
1 hrs
45 min

29
Objectives After the session, the participants will be able to:
• describe physical, socioemotional and sexual changes in adolescence
• discuss the perception of an adolescent, parent and society about adolescence

Materials Flip Chart/charts, Markers, Old magazines, scissors, Fevi sticks/glue sticks

Activity No. Topic Methodology Duration

Activity 1 Changes during adolescence Group work 1 hour
Presentation
Discusion
Activity 2 Adolescence : My perception Collage making 45 min
Discussion

Activity 1 – Changes during adolescence

Step 1: Introduce the session and define objective

Step 2: Ask the participants what they mean by the terms “puberty” and “ adolescence”

Step 3: Discuss the concept of puberty and adolescence using the Facilitator’s Guide 2.3.

Facilitator’s Guide 2.3

Puberty Vs adolescence
The term puberty is sometimes equated with adolescence. However, both the terms are not the same.
Puberty is only a small part of the larger process of adolescence. It is the time when a boy and a girl
become physically capable of having children. In girls, it starts with the onset of menstruation and in boys
with enlargement of testes followed by appearance of secondary sexual characters like growth of hair or
enlargement of breasts etc. While puberty refers to physical and sexual maturation of both boys and
girls, the term adolescence also includes cognitive, social and behavioral characteristics of this period.

Step 3 : Tell the participants that they will be working in groups

Step 4 : Divide the participants into four small groups and give them the following topics-
Group A: Physical changes during adolescence in boys
Group B: Physical changes during adolescence in girls
Group C: Emotional and social changes during adolescence
Group D: Sexual changes during adolescence

30
Provide each group with a chart and bold maker to make their presentations .Ensure the active
participation of all the participants. Let the groups work for 15 minutes

Step 5: Invite each group to make presentations turn by turn. Let other groups ask questions /add on to
the presentations

Step 6: Supplement the presentations with the information given in Facilitator’s Guide 2.4

Facilitator’s Guide 2.4

Changes during adolescence

Physical Changes in Adolescent Boys
• Growth spurt occurs
• Shoulders broaden
• Muscles develop
• Skin becomes oily
• The voice of the young boys changes and attains a deeper tone.
• Growth of moustaches and beard
• Growth of underarm ,chest and genital hair
• Penis and testes enlarge
• Sperm production begins in the testes and ejaculation occurs

Physical Changes in Adolescent Girls

• Growth spurt occurs
• Breasts develop
• Skin becomes oily
• Hips widen
• Waistline narrows
• Growth of underarm and genital hair
• External(Vagina) and internal (Uterus, ovaries)genitals enlarge

Sexual changes in the adolescence

• Sexual organs enlarge and mature
• Menarche, the appearance of the first menstruation in girls
• Erections in boys
• Sexual desire
• Sexual attraction

31
 • Menarche, Ovulation
• Sperm Production, Ejaculation in boys
• Initiation of sexual behaviours

V. Emotional and Social Changes during Adolescence

• Identity formation
• Emotional instability
• Preoccupied with body image
• Frequent mood changes
• Curiosity and experimentation
• Self-exploration and evaluation
• Concerns and worries about the body changes
• Conflicts with family/elders over control.
• Development of abstract thinking
• Attraction towards opposite sex
• Day dreaming and fantasizing
• Relationships oriented from parents to peers

Step 7 : Discuss how adolescents react to these changes .Emphasize on how body image affects self
esteem in adolescence

Activity 2 – Adolescence: My perception

Step 1: Lead a discussion by asking, “ Why often the adolescents, parents and society are in conflict
with each other?”

Step 2: Tell the participants that they will be working in groups to prepare collage on different
perspectives on adolescents

Step 3: Divide the participants into three small groups as follows :

Group A: How adolescents view themselves

Group B: How adolescents view parents and society
Group C: How parents and society view adolescents

Provide each group with a chart, 5-6 old magazines, scissors and Fevi sticks to prepare the collage on
the given themes. Let the groups work for 20 minutes

Step 4 : Stick the collages on the wall

Step 5 : Invite each group to present their collage. Let other groups ask questions /add on to the
presentations

32
Step 6 : Discuss different perspectives on adolescence with the help of Facilitator’s Guide 2.5 .Explain
how lack of understanding the perspective leads to conflict.

Step 7: Discuss what adolescents can do to change the perception of parents and society

Step 7: Summarize by saying that understanding each other’s perspective helps to bridge the gap in
understanding amongst the adolescents, parents and society

Facilitator’s Guide 2.5

Adolescence : Different Perspectives

Parents’ Perspective:
• Examination marks
• Growth
• Career
• Happiness
• Good citizenship
• Marriage

Society’s Perspective:
• Examination marks,
• All round development,
• Career,
• Civic sense
• Safe behaviour
Adolescents Perspective:
• Body image,
• Interpersonal relations,
• Career,
• Sexual concerns,
• Health ( Often the last thing in mind. Some may think of fitness but they generally believe that
they are immortal at this stage
( Orientation Training Programme for Medical officers to Provide Adolescent Friendly Reproductive and
Sexual Health Services, Handouts, GOI, 2007)

33
 Session 3
Adolescence- needs, concerns and
challenges

1 hr 30min.

Objectives After the session, the participants will be able to:

• demonstrate increased empathy towards adolescents
• demonstrate increased knowledge about needs, concerns and challenges
during adolescence

Materials Flip Chart/charts, Markers

Activity No. Topic Methodology Duration

Activity 1 Remembering my adolescence Flashback,Discusion 30 min

Activity 2 Needs, concerns and challenges Group work 1hour

in adolescence Interactive discussion

Activity 1 Remembering my adolescence

Step 1- Introduce the session by saying that putting ourselves in place of adolescents we can better
understand their needs, fears and worries

Step 2- Define the objectives of the session

Step 3- Ask the participants to close their eyes and recall their teenage years. Ask them to recall
situations like:
• First time they experienced physical changes.
• First time they were attracted towards the opposite sex.
• First time they went to a festival/for an outing without informing parents.
• First time they had a conflict with parent/s on a certain issue.

Step 4- Ask few volunteers to share :

• How did they feel going back to their adolescence?
• What was important to them at that time and why?
• With whom did they share their feelings?
34
Step 5 - Highlight the needs and concerns that the participants had as adolescents

Step 6- Generate a discussion by asking “ Are the needs and concerns of adolescents today are any
different from those of you in your adolescence?”. Most will agree that nothing much has changed.

Step 7 – Summarize by saying that though the needs and concern of adolescents have remained quite
the same through the years, they have acquired other dimensions as some new issues and challenges
have also come up due to exposure to media, changing social and economic environment and changing
behaviour, and therefore need to be addressed.

Activity 2 Needs, concerns and challenges in adolescence

Step 1- Inform the participants that they will work in groups to identify the needs and concerns of
adolescents in various situations and the challenges related to them

Step 2- Divide the participants in 6 groups and provide each group with a copy of Handout 2.1

Handout 2.1

1 A group of 16-17 year old out of school boys are found throwing stones at the street lamps.
An elderly person tries to stop but the boys ridicule him and threaten to beat him.

2 Laku is 17. He still has less facial hair while all his friends have a good growth. He is very
upset and thinks something is wrong and becomes irritable. His father told him to worry about
finding work and not facial hair.

3 Sheetal is nearly 13 years old. Her Father’s friend touches the private parts whenever he
finds her alone. She does not know whether to tell anyone. Sheetal is very scared and
confused.

4 A group of boys and girls between 14-18 want to repair the damaged school roof. The
teachers say that it is not their concern and advice them to focus on studies. and do not allow
them to repair it. The students are disappointed and do know what to do.

5 Rupmathi is 15. Her neighbour 17-year-old boy Bimu convinces her that there is no problem
if they have sex. She hesitated but finally relented. She is stressed because her periods are
overdue by three months. She is scared and worried that her parents will throw her out of the
house.

6 A 13 year old boy finds his underwear is wet with a sticky fluid when he gets up in the
mornings. He is confused and worried over it and does not know why this happens
repeatedly with him over the last few months

7 Rukmini is 15 and her brother is 14. While her brother has all the freedom to talk or play with
a boy or a girl, Rukmini is confined to home for the past three months. Her parents prevented
her from going to school when she was found laughing and talking laughing with a boy of 17

35
 years.
8 Shalini is 16and her parents just told her that she would be married in four weeks to a boy
from the next village in 10 days time. She said that she wants to study.. Her parents refused
and told her that the decision is final. She is planning to run away.

9 Sumi is 15 years and her breasts are bigger compared to all the other girls in the village. She
feels very depressed about it since all girls tease her about the size. She feels that she is
ugly. She is disinterested in playing with them and keeps aloof and very quiet.

10 Soma and Suma are 17 year old girls. They are embarrassed that they have to defecate in
the open. They heard of sanitary latrine from the ANM and talked to their parents about
building one in their homes. But parents brushed their request saying that, “we cannot have
latrine inside the house. It is against our culture”.

11 Rani will be 16 in two months. When her neighbor’s 18-year-old son told her that he loved
her and wanted to have sex, Rani reported the matter to her mother. The mother scolded her
for going out without an escort and talking to boys. She stopped her from going out. Rani is
angry and frustrated that she is being punished for no fault of hers.

12 Suki is 15 years old and is good at sports. She is keen to win and receive a medal from the
district collector, during the district health mela, due soon. Her parents decided to marry her
off in a month’s time and told her henceforth she will stay at home and learn to cook. Suki
does not enjoy cooking. When mother pressurized her, she got depressed and consumed rat
poison.

Step 3- Provide each group with two of the above situations. They should identify the issue and find
out the :

Need(s) i.e. What is required

Concern(S) i.e. What is the worry or apprehension
Challenge i.e. How to fulfil the need

Give charts and markers and let the groups work for 15 minutes to prepare the presentations

Step 4- Ask each group to make presentation

Step 5- Discuss the Needs, Concerns and Challenges of the adolescents using Facilitator’s Guide 2.6

36
 Facilitator’s Guide 2.6

Adolescence : Needs, concerns and challenges

No Situation Needs/concerns of Challenge

adolescents

1 A group of 16-17 year old out Needs: Participation Adolescence: enhancing

of school boys are found opportunities, life skills to cope self-esteem and self image,
throwing stones at the street with emotions, attention, care, vocational skills.
lamps. access to livelihood
Adults: identification of
An elderly person tries to stop opportunities.
vocational opportunities for
but the boys ridicule him and
and better interaction with
threaten to beat him. Concern: inability of community
adolescents.
to channelize their energy, lack
of empathy.
2 Laku is 17. He still has less Need: Coping with emotions, Ado: Acquiring life skills
facial hair while all his friends stress, access to information on
Parents: understanding on
have a good growth. He is body changes during
adolescence.
very upset and thinks some adolescence.
thing is wrong and becomes
irritable. His father told him to Concern: Not having supportive
worry about finding work and environment at home.
not facial hair.

3 Sheetal is nearly 13 years old. Need: Information on pubertal Ado: Acquiring information
Her Father’s friend touches the changes, self-awareness, a safe on pubertal changes and
private parts whenever he and supportive environment. Life skills.
finds her alone. She does not
Family: Counseling for
know whether to tell any one. Concern: Poor relationship
understanding adolescence
Sheetal is very scared and within family, breach of
and need for protection.
confused. confidence, lack of protection
from violence.

4 A group of boys and girls Need: Participation Ado: Acquiring Life skills
between 14-18 want to repair opportunities, supportive
Teachers: Greater
the damaged school roof. The environment, trust on each
understanding of adolescent
teachers say that it is not their other.
need for participation & trust
concern and advice them to Concern: Adults not able to
focus on studies. and do not provide a supportive
allow them to repair it. The environment to foster the
students are disappointed and positive energy.
do know what to do.

37
5 Rupmathi is 15. Her neighbour Need: ARSH education, trust by Ado: Building confidence
17-year-old boy Bimu family, building positive through life skills , Acquiring
convinces her that there is no relationship within family, and ARSH information
problem if they have sex. She support
Parents:
hesitated but finally relented. Concern: poor interpersonal
She is stressed because her relationship within family. Understanding on
periods are overdue by three adolescence
months. She is scared and
worried that her parents will
throw her out of the house.

6 A 13 year old boy finds his Need: ARSH education, self Ado: Acquiring ARSH
underwear is wet with a sticky awareness, and self image. information
fluid when he gets up in the Concern: poor access to
Adults/peers:
mornings. He is confused and information, no one to discuss
Understanding on
worried over it and does not with, how to cope with the
adolescence, Effective
know why this happens problem.
communication
repeatedly with him over the
last few months

7 Rukmini is 15 and her brother Need: equal opportunity to Ado: negotiating and
is 14. While her brother has all participate as her brother communication skills ,
the freedom to talk or play with Building positive relationship
Concern: lack of trust by
a boy or a girl, Rukmini is within family .
parents.
confined to home for the past
Family: improving
three months. Her parents
relationship, building trust,
prevented her from going to
and communication.
school when she was found
laughing and talking laughing
with a boy of 17 years.

8 Salini is 16and her parents Ado: assertiveness,

just told her that she would be Need: recognition of adolescent resistance to family
married in four weeks to a boy needs and priorities. pressure, building positive
from the next village in 10 Concern: poor interpersonal relationship within family.
days time. She said that she relationship within family and
Family: information on
wants to study.. Her parents lack of recognition of adolescent
early marriage and legal
refused and told her that the ability to participate.
and health implications of
decision is final. She is
marriage before 18 years.
planning to run away.
9 Sumi is 15 years and her Need: Supportive environment, Ado: Building self
breasts are bigger compared understanding on ARSH, confidence
to all the other girls in the improved communication.
Peer group: social skills for
village. She feels very Concern: poor access to ARSH
building positives
depressed about it since all
relationship.
girls tease her about the size.
She feels that she is ugly. She
38
 is disinterested in playing with
them and keeps aloof and very
quiet.

10 Soma and Suma are 17 year Need: understanding Ado: effective

old girls. They are importance of personal hygiene communication,
embarrassed that they have to and sanitation by adults, and assertiveness,
defecate in the open. They privacy needs.
Parents improving
heard of sanitary latrine from
Concern: traditional minds set interpersonal
the ANM and talked to their
about hygiene and sanitation, communication with
parents about building one in
preventing adolescent adolescents, critical
their homes. But parents
participation in decision making. thinking.
brushed their request saying
that, “we cannot have latrine
inside the house. It is against
our culture”.

11 Rani will be 16 in two months. Need: understanding the Ado: Inter personal
When her neighbor’s 18-year- emotional need for support, communication
old son told her that he loved trust, supportive environment..
Assertiveness.
her and wanted to have sex,
Concern: Limiting her
Rani reported the matter to her Mother: understanding the
participation opportunities
mother. The mother scolded emotional need of the
her for going out without an adolescent girl, building
escort and talking to boys. She positive relationship,
stopped her from going out. encourage participation
Rani is angry and frustrated
that she is being punished for
no fault of hers.
12 Suki is 15 years old and is Need: Support to foster her Ado: Building self-
good at sports.she is keen to desire to achieve some thing in confidence ,enhance
win and receive a medal from life. assertiveness
the district collector, during the
Concern: Lack of understanding Parents: ASRH education
district health mela, due soon.
of the need of the girl to achieve. to understand implications
of early
Her parents decided to marry
Parents not understanding
her off in a month’s time and
implications of early marriage on marriage,
told her henceforth she will
the life of the girls and the
stay at home and learn to skills in building relationship
family. .
cook. Suki does not enjoy within family.
cooking. When mother
pressurized her, she got
depressed and consumed rat
poison.

(Adapted from Training of Trainers Manual(Draft), Kishori Shakti Yojana,Orissa UNFPA,2006)

Step 6 - Summarize using Flipchart 2.1.

39
 Flipchart 2.1

Adolescence : Common needs , concerns & challenges

Adolescent boys and girls both have a varied nature of needs and concerns. However, the ways they
get manifested are different. Accordingly, the challenges may also vary depending upon one’s skills,
education, bringing up, situation, environment
Needs:
Common needs include:
• nutrition care
• love
• safety
• protection from violence
• family support,
• recognition
• identity and participation in family and external decisions that affect their lives.

Concerns:
Common concerns include:
• body image
• reproductive health
• opportunity to be hear
• and express opinions
• safety
• happiness
• being productive
• perspectives of adults about their ability
• lack of trust, recognition and respect

Challenges :
Common challenges for adolescents include :
• Acquiring and practising life skills
• Education
• Vocational skills & livelihood options
• Correct and scientific information about adolescent health and development issues
• Accessing health services

40
 Session 4
Reasons for investing in adolescents
30min

Objectives After the session, the participants will be able to:

• describe reasons for investing in adolescents

Materials Flip Chart/charts, Markers, Handout (Why to invest in adolescents)

Activity Topic Methodology Duration

Activity 1 Why to invest in adolescents VIPP 30min.

Discussion

Activity 1 Why to invest in adolescents

Step1 - Introduce the session and define the objective

Step2 - Distribute one visualization in participatory practices (VIPP) card to each participant .Instruct
them to use the card horizontally and write only one sentence in bold letters

Step3 - Tell them to write one reason on the card for investment in adolescents

Step4 - Ask the participants to paste the cards on a chart on the wall

Step5 - Ask one of the participants to read all the cards

Step 6- Discuss using Facilitator’s Guide 2.7

Step 7 – Distribute handout 2.2

41
 Facilitator’s Guide 2.7

Reasons for investing in adolescents

Adolescents are a sizable population and they can not be ignored

Investing in them will maximize their opportunity to develop their full potential and contribute the
best to society

Health benefits for the adolescents and society

It is estimated that every year about 1.4 million adolescents die – mostly from accidents, violence,
pregnancy-related problems and illnesses that are either preventable or treatable. Many more develop
behaviors that could destroy their chances for personal fulfilment and also their ability to contribute to
society (Senderowitz J. Adolescent health: reassessing the passage to adulthood. Washington, DC,
World Bank, 1995 (World Bank Discussion Paper N272).Investing in adolescent health and development
will reduce the morbidity and mortality in this age group.

Economic benefits
Investing in adolescent health and development will reduce the burden of diseases and deaths in later
life because healthy behaviors and practices adopted during adolescence tend to last a lifetime. Some
of the diseases like obesity, heart diseases etc. once developed also tend to run in families. Today’s
adolescents are tomorrow’s parents, teachers and leaders. What they learn today, they will teach to their
own children and to other children tomorrow.

Investing in Adolescent Health and Development makes economical sense: better-prepared and healthy
adolescents will result in productivity gains when they enter the workforce. Thus, there will be a better
return on investments made in early childhood and adolescence. When adolescents develop sub
optimally or die prematurely this means a waste of earlier investments. Investing in prevention and
promotion during adolescence also averts future health costs- The prevention of habits like smoking,
lack of exercises and overeating causing obesity averts health costs on non communicable diseases like
cancers, hypertension and heart diseases much later in life.

Adolescents have a human right to achieve the highest attainable level of health

Promoting and safeguarding adolescent health should is not only an investment but also a basic human
right. The UN Convention on the Rights of the Child (CRC), ratified by nearly every government in the
world, declares that young people have a right to life, development, and (in Article 24) “The highest
attainable standard of health and to facilities for the treatment of illness and rehabilitation of health”.

The CRC also gives young people the right to preventive health care and requires specific protection for
those living in exceptionally difficult conditions or with disabilities. This means that Governments have
the responsibility to ensure that health and other basic services essential for good health are provided.

(Programming for adolescent health and development (WHO Technical Report Series No. 886). WHO
Geneva, 1999. & Convention on the Rights of the Child. UN. New York, 1992: Articles 5, 12, 17, 19, 24
and 29)

42
Step 8 – Summarize by saying that adolescents are a sizable population. They not only have a right to
attain the best possible level of well being but investing in them will also help the society and nation in
terms of better health as well as economical growth of the nation

Hand out 2.2

Why to invest in adolescents

We have to invest in adolescents to :

• Develop their capacity to cope up with the situation and deal with it positively.
• Increase relationship building capacity for happy and healthy married life.
• Reduce morbidity and mortality among adolescents. A healthy adolescent grows into a healthy adult,
physically, emotionally and mentally.
• Build self-esteem in adolescents resulting in confident adults in a society.
• Inculcate healthy habits and positive thinking.

Also as a human right adolescents have a right to achieve highest level of health.

Investing in adolescent health and development will reduce the morbidity and mortality in this age group.
It will maximize their opportunity to develop to their full potential and to contribute the best they can to
society.

Investing in adolescent health and development will also reduce the burden of morbidity and mortality in
later life because healthy behaviours and practices adopted during adolescence tend to last a lifetime.
Today's adolescents are tomorrow's parents, teachers and leaders. What they learn today, they will
teach to their own children and to other children tomorrow. This positive and responsible behaviour of
adolescents for self and their children later will help improve the maternal and child health profile of
India. Therefore, investing in adolescents now will lead to a 'demographic bonus' later with less inputs
of health sector in terms of cost and curative care. Main focus of health care will be preventive and
promotive.

Investing in Adolescent Health and Development (AHD) makes economical sense: better-prepared and
healthy adolescents will result in productivity gains when they enter the workforce. Return on
investments made in early childhood health and development are being safeguarded by continuing
attention to AHD. When adolescents develop sub optimally or die prematurely this means a waste of
earlier investments. Investing in prevention and promotion during adolescence also averts future health
costs: smoking prevention averts health costs much later in life.

Promoting and safeguarding adolescent health should not only be regarded as an investment, but also
as a basic human right. Young people have the right to preventive health care and require specific
protection for those living in exceptionally difficult conditions or with disabilities. This means that
governments have the responsibility to ensure that health and other basic services essential for good
health are provided.

43
 Session 5
Understanding vulnerable
adolescents
1hour
30 min.

Objectives After the session, the participants will be able to:

• describe vulnerability and risk related to adolescence
• describe various factors making adolescents vulnerable
• discuss ways to address at least two key issues related to vulnerable
adolescents

Materials Case studies(Story of Shankar and Story of Rani), Four labels with the following bold
titles :
• 15 years old married girl
• Adolescent girl living on street
• HIV positive 18 year old adolescent
• Out of school rural adolescent boy

Activity No. Topic Methodology Duration

Activity 1 Risk and vulnerability Case study 30 min

Activity 2 Understanding vulnerable Role play 1hour

adolescents Discusion

Activity 1 Vulnerability and risk

Step 1 - Introduce the session and define the objectives

Step 2 - Divide the participants into two groups and give them Case study 1 & 2 respectively. Let them
work for 10 minutes

Case study 1 : Story of Shankar

18 year old Shankar has just completed high school in his village . He is surprised to know from his
mother that they have arranged his marriage in the neighboring village. He is upset because he wants
to continue his studies. He feels that he is not ready to start a family. He is also angry with the way his
parents have gone ahead finding a girl without consulting him. His father told him that he will have to
marry soon as they want to get-off with their responsibility. Moreover, he said, “We are poor. In our
community the boys should marry by 18 years and share the family responsibility. Most of your friends
have already married ” Shankar does not wish to talk to his parents. He does not know how to get out of
this situation.
44
Why is Shankar in such a condition ?

Case study 2 : Story of Rani

15 year old Rani is an intelligent girl and has many friends.She studies in 9th class in a Co-Ed school.
Mohan is her best friend. He likes her and they meet regularly after the school. Rani also loves Mohan
and wish he could always be with her. They keep exchanging gifts also. Last month Mohan invited her to
his home when his parents were away. Mohan said they should be more intimate with each other and
they had sex. Rani afraid that she might be pregnant. She is afraid to tell her parents and is worried
about her future.

Why Rani is running the risk of pregnancy ?

Step 3 – Let the groups present their case studies.

Step 4 – Discuss the concept of vulnerability and risk using Facilitator’s guide 2.8

Facilitator’s guide 2.8

Case study 1 : Story of Shankar

Shankar is in tight corners because of social tradition. It is none of his faults. He is vulnerable to teenage
marriage because of poverty and the tradition in his community. However, he can avoid getting married
by taking a decision and talking to his parents.

Case study 2 : Story of Rani

Rani is at risk of teenage pregnancy because of her action(unsafe sex).Her risk taking behavior is the
result of vulnerabilities such as lack of knowledge, inability to be assertive due to social conditioning
and roles efined by the society. It could have been avoided by not indulging in sex(a risky behavior) with
Mohan.

Step 5 – Clarify the difference between vulnerability and risk using the Facilitator’s Guide 2.9

Facilitator’s Guide 2.9

Vulnerability and risk

Vulnerability means being in such a condition or situation which may make one susceptible or prone
to some condition which is not good . For example because of enormous physical mental and social
changes the adolescents are vulnerable to:

• Nutritional disorders and anaemia

• Sexually transmitted infections
• HIV/AIDS
45
• Unwanted pregnancies and unsafe abortions
• Trafficking
• Sexual abuse/exploitation
• Stress and related consequences

Risk is a threat and is linked with one’s behavior. Being simply vulnerable does not necessarily
increases the risk unless one behaves in a risky manner .For example, adolescent girls are vulnerable
to unwanted pregnancies and unsafe abortions because due to sexual changes they may have unsafe
sex. However, if they do not have sex(a high risk behavior) or use condom during sex, there is no risk
for unwanted pregnancies and unsafe abortions.

Step 6- Summarize by emphasizing that vulnerability refers to the situational factors while risk is
associated with personal habits and behavior.

Activity 2 Understanding vulnerable adolescents

Step 1- Introduce the session by saying that to work with adolescents and young people, it is very
important that one is sensitive about the challenges they face.

Step 2- Divide the participants in four groups and distribute the labels as follows :

Group A - 15 years old married girl

Group B - Adolescent girl living on street
Group C - HIV positive 18 year old adolescent
Group D - Out of school rural adolescent boy

Step3- Ask the groups to enact the given situation through 2-3 scenes the particular adolescent/young
person faces during the day. Ask the participants to be creative and give 15 minutes to prepare the role
plays.

Step 4- Ask the groups to enact the role play. Let other groups observe the role plays carefully.

Step 5- After each role play ask the main character to share her/his feelings.

Step 6- Discuss how the situation of these vulnerable adolescents affects their daily life and how the
society can address the vulnerability issues in adolescents

Step 7- With the help of Facilitator’s Guide 2.8 discuss various factors making adolescents vulnerable.

Step 8 - Generate a discussion on how the behaviour of adolescents can put them at risk.

Step 9 – Summarize by saying that on one hand society needs to address vulnerability by providing a
safe, supportive environment for adolescents and on the other hand they need to be empowered with
correct and scientific knowledge and skills to prevent high risk behaviour

46
 Facilitator’s Guide 2.8

Factors making adolescent vulnerable

The process of growing up

Habits and behaviour

Peer pressure

Poverty

Disease/handicap

Absence /death of one/both parents

Parental discord/disharmony

Media influence

Adolescents with special needs ( physically and mentally challenged adolescents, orphans, street
children)

Environmental factors and circumstances (viz,working adolescents, adolescents victims of natural

disasters, terrorism and wars)

Accessibility and availability of health services

References:

Orientation Training Programme for Medical officers to Provide Adolescent Friendly Reproductive and
Sexual Health Services (Handouts) GOI, 2007

Training of Trainers Manual(Draft), Kishori Shakti Yojana (Orissa) UNFPA,2006

World Urbanization Prospects, 2005 revision. & World Population Prospects, 2006 Revision. UN. New
York)

Teachers’ Training Manual, Safdarjung Hospital Adolescent Healthcare Network (SHAHN), January
2003

Programming for adolescent health and development (WHO Technical Report Series No. 886).WHO
Geneva, 1999. & Convention on the Rights of the Child. UN. New York, 1992: Articles 5, 12, 17, 19, 24
and 29

47
 MODULE 3
Peer education : An introduction

Session One

3hrs Peer and peer education

Session Two

2hrs Importance of peer education

Session Three

2hrs Roles and responsibilities of a peer educator

Session Four

1hr Qualities of a peer educator

48
 Session 1
Peer and peer education

3hrs

Objectives After the session, the participants will be able to:

• explain peer, peer educator and peer education
• describe various theories/ models of behavior change and their relevance
to peer education
• discuss the core characteristics of peer led educational approach and
outreach approach
Materials Flipchart/charts, Markers, White board, Computer -LCD unit, Slide and
Handout on Types of Peer-led Approaches

Activity No. Topic Methodology Duration

Activity 1 Peer and peer education Group work 45 min
Briefing
Activity 2 Theoretical basis of peer Power point presentation 1hr 15 min
education Discussion

Activity 3 Peer led approaches Power point presentation 45 min

Discussion
Activity 4 Tips for successful peer 15 min
education programme Interactive session

Activity- 1 Peer and peer education

Step 1- Introduce the session and define objectives

Step 2- Inform the participants that they will be working in groups

Step 3- Divide the participants in three groups and assign the following tasks :
Group 1: Definition of “Peer”,“Peer educator” and “Peer education”
Group 2: Write advantages of peer education
Group 3: Write disadvantages of peer education
Provide a chart and marker to each group and let them work for 15 minutes.

Step 4- Let the groups make the presentations. Ask other groups to add
.
49
Step 5- Define peer, peer educator and peer education using Facilitator’s Guide 3.1 .
Provide a handout of Facilitator’s Guide 3.1

Facilitator’s Guide 3.1

Peer
The term”peer” is often loosely applied to “ friend.” However,a peer is a person who belongs to the same
social group as another person or group. The social group may be based on age, sex, sexual orientation,
occupation ,socio-economic and/or health status. Age, language, lives in the same geographical area, has
similar social status, etc.

Peer educator
A peer educator is a person who, in order to provide knowledge and bring positive behaviour change(s)
educates his/her friends individually or in a group by using different educational activities.

For example, a peer educator can educate his/her friends by telling a story, playing a game, showing a
picture, etc.

A peer educator is also someone who is not a member of the community, but is closely linked to the
community – for example Dhaba managers being peer educators in a trucker’s project(to prevent HIV and
AIDS)

To be a peer educator, it is not necessary to leave one’s current job or profession. However, a person
should receive peer educator training in order to be an effective peer educator.

Peer education
Peer education is the process whereby well-trained and motivated young people undertake informal or
organized educational activities with their peers (those similar to themselves in age, background or
interests) over a period of time, aimed at developing their knowledge, attitudes, beliefs and skills and
enabling them to be responsible for and protect their own health.

The concept of peer education can apply to virtually any age group and to a wide variety of issues,
problems, and prevention efforts. Peer education takes many forms: communication, counselling,
education, training, mediation, facilitating, tutoring, leadership, and helping.

Examples of peer education activities are:

• Interpersonal (one to one)communication
• organized sessions with students in a secondary school, using interactive techniques such as
quizzes, role plays or stories;
• a theatre play in a youth club, followed by group discussions
• handing leaflets and brochures
• informal conversations with young people at a discotheque, talking about different types of
behaviour that could put their health at risk and where they can find more information and
practical help.
• Offering counseling, support and referral services
(Adapted from Youth Peer Education Toolkit ,Training of Trainers Manual, UNPF,2005)

50
Step 6- Discuss various types of peer interaction using Facilitator’s Guide 3.2 and Table 3.1

Facilitator’s Guide 3.2

Types of peer interaction

Peer education refers to any programme that uses peers to educate or facilitate access to education for an
individual or peer group.

Peer education is based on the reality that many people make changes in their behavior not only based on
what they know, but on the opinions and actions of their close, trusted peers. Peer Educators can
communicate and understand in a way that the best-intentioned adults can’t, and can serve as role models
for change. Peer education is not exclusively for adolescents, but has been used in a wide range of
contexts with a diversity of populations, including street youth, factory workers, sex workers, drug users,
prisoners, etc.

Peer education activities are participatory and generally take place over an extended period, as opposed
to a one-time event .They can take place in small groups or through individual contact and in a variety of
settings-in schools and universities, clubs, churches, workplaces, on the street or in a shelter, or wherever
young people gather.

The objectives of a peer education programme, are :

a) to reinforce positive behaviours
b) to develop new recommended behaviours, or
c) to change risky behaviours.
Peer information sharing generally means peers share information on a single occasion such as
participating in an event. Information sharing could involve distributing health-related materials viz. leaflets .It
might require only brief training and short-term involvement

Peer counseling involves one to one counseling( ie. actively listening to a situation or problem,
nonjudgementally discussing various issues related to it helping the person to take a decision) and
providing intense support.
It goes beyond peer education to provide psychological support and should only be conducted by well-trained
counselors.
(Adapted from Youth Peer Education Toolkit ,Training of Trainers Manual, UNPF,2005)

51
 Table 3.1

Difference between various types of

peer interaction
Information Sharing Peer Education Peer
Peer Peer Education Peer Counseling
Information
Sharing

Objective Awareness, Awareness, Information Information, Attitude

Information, Attitude change, Skills building change,Self-esteem,
Attitude change Psychological support

Coverage High Medium Low

Intensity Low Medium/high High

Confidentiality None Important Essential

Focus Community Small groups Individuals, In some cases,

Large groups In some cases, individuals homogeneous groups

Training Brief Structured workshop and Intense and long

required refresher courses

Examples of Informative Repeated group events Counseling of young people

activities theater or based on a curriculum living with HIV, Clinic-based
puppet show youth counseling

(Evidence Based Guidelines for Youth peer Education,Family Health

International,USA, 2010)

Step 6- Generate a discussion on advantages and disadvantages of peer education using Facilitator’s
Guide 3.3

52
 Facilitator’s Guide 3.3

Peer education : Advantages & disadvantages

Advantages Disadvantages
• Young people take on programmatic • As peer educators age, they grow out of
Responsibilities their role; new people always have to be
recruited and trained
• Educators and target group members
often use the same slang terms • Peer education programmes pose large
management burdens on NGOs, schools,
• Peer educators gain skills that are etc., and require skilled supervisors to be
important for their continued personal on the staff of a programme
development
• It is difficult to evaluate the impact of
• Peer education can supplement other peer education, especially when proper
educational interventions, such as the monitoring and evaluation budgets have
work of teachers, social workers, and not been set aside for the programme
health service providers
• If educators are not well trained, peer
• Peer education is a community-level education can have a harmful effect
intervention that can provide a link to (misinformation and unprofessional
other community services advice)

• Peer educators can gain access to groups • If not properly targeted, activities called
that are otherwise difficult to reach peer education may really be outreach or
general education interventions
• Peer education can be relatively
inexpensive when compared to other • Program managers have to earn broad
interventions community support to ensure project
productivity, sustainability, and protection for
• Influence youth to prevent risk peer educators.
behaviours
• Effectiveness varies considerably depending on
• Increase the use of sexual and the quality of the peer education program
reproductive health services by
vulnerable young people • Turnover of peer educators is high(working or
in school, usually unpaid volunteers ,aging
• Improve community norms about youth out of peer programs)
and sexual behavior
(Youth Peer Education Toolkit Training of Trainers Manual, UNPF,2005)

Step 5 -Emphasize that peer education is not the solution to every problem, and sometimes it may be
better to use other approaches. The objectives of the intervention, the characteristics of the target group,
and the specific setting are important while considering whether peer education is appropriate.

53
Activity- 2 Theoretical basis of peer education

Step 1- Connect to the previous activity by saying that peer education aims at changing or modifying a
behaviour.

Step 2- Ask the question ,” Why and how we adopt new behaviours?”

Step 2- Write the responses on Black board / Flipchart

Step 3- Tell the participants that behaviour change is a complex process. Even a well-informed and
skilled person needs to be motivated to initiate and maintain safe practises. A realistic perception of
one’s own risk and of the benefits of adopting preventive behavior is important and peer reinforcement
and support for healthy actions is crucial, as peer norms are powerful motivators of adolescent’s
behaviour.

Step 4- Explain that we need to learn various theories and models of behaviour change. With the help
of Slide 3.1 enumerate various theories /models which are of particular relevance for peer education.

Slide 3.1

Various theories and models of behaviour change

related to Peer education

• Theory of reasoned action

• Social learning/social cognitive theory

• Diffusion of innovations theory

• Theory of participatory education
• Health belief model
• Social ecological model for health promotion
• IMBR model:
Information,
Motivation,
Behavioural skills
Resources

Step 5- Discuss various theories briefly with the help of Facilitator’s Guide 3.4 (the content of each
theory can briefly be written on a Flipchart or a power point presentation can be made). Lay emphasis
on its relevance for peer education.

54
 Facilitator’s Guide 3.4

Theoretical basis of peer education

I)Theory of reasoned action

The intention of a person to adopt a recommended behaviour is determined by:

• A person’s subjective beliefs, that is, his or her own attitudes towards this behaviour and his or
her beliefs about the consequences of the behaviour.

For example, a young girl who thinks that using contraception will have positive results for
her will have a positive attitude towards contraceptive use.

• A person’s normative beliefs, that is, how a person’s view is shaped by the norms and standards
of his or her society and by whether people important to him or her approve or disapprove of the
behaviour.

In the context of peer education, this concept is relevant because adolescent’s attitudes are highly
influenced by their perception of what their peers do and think. Also, they may be motivated by the
expectations of respected peer educators.

II)Social learning/social cognitive theory

Propagated by psychologist Albert Bandura the theory states that people learn:
• Through direct experience.
• Indirectly, by observing and modelling the behaviour of others with whom the person identifies
(for example, how young people see their peers behaving).

• Through training that leads to confidence in being able to carry out behaviour.
This specific condition is called self-efficacy, which includes the ability to overcome any barriers
to performing the behaviour.

For example, using role plays to practise how and when to introduce a condom can be important
in developing the self-confidence to talk about safer sex methods with a partner.

III)Diffusion of innovations theory

This theory argues that social influence plays an important role in behavior change. The role of opinion
leaders in a community, acting as agents for behavior change, is a key element of this theory. Their
influence on group norms or customs is predominantly seen as a result of person-to-person exchanges
and discussions.

In the context of peer education, this means that the selected peer educators should be trustworthy
and credible opinion leaders within the target group. The opinion leader’s role as educator is especially
important in informal peer education, where the target audience is not reached through formally planned
activities but through everyday social contacts.
55
IV)Theory of participatory education

This theory states that empowerment and full participation of the people affected by a given problem is a
key to behaviour change.

In the context of peer education, this means that the process of peers talking among themselves and
determining a course of action is key to the success of a peer education project.

V)Health belief model

The health belief model was developed in the early 1950s by social psychologists Godfrey Hochbaum,
Stephen Kegels, and Irwin Rosenstock. It was used to explain and predict health behaviour, mainly
through perceived susceptibility, perceived barriers, and perceived benefits.

This model suggests that if a person has a desire to avoid illness or to get well (value) and the belief that
a specific health action would prevent illness (expectancy), then a positive behavioural action would be
taken with regards to that behaviour.

In the context of peer education, this means the perceived barriers, or a person’s opinion of the
tangible and psychological costs of the advised action. In this regard, a peer educator could reduce
perceived barriers through reassurance, correction of misinformation, incentives, and assistance.

For example, if a young person does not seek health care in the local clinic because he or she feels
that his or her confidentiality is not respected, the peer educator may provide information on a
adolescent friendly service, thus helping to overcome the barrier to accessing proper health care.

VI) Social ecological model for health promotion

According to this model, behavior is viewed as being determined by :

• Intrapersonal factors – characteristics of the individual such as knowledge, attitudes, behaviour,
self-concept,and skills

• Interpersonal processes and primary groups − formal and informal social networks and social
support systems, including the family, work group, and friendships

• Institutional factors − social institutions with organizational characteristics and formal and informal
rules and regulations for operation

• Community factors − relationships among organizations, institutions, and informal networks

within defined boundaries

• Public policy − local, state, and national laws and policies

This theory acknowledges the importance of the interplay between the individual and the environment,
and considers multilevel influences on unhealthy behaviour. In this manner, the importance of the
individual is de-emphasized in the process of behavioural change.

In the context of peer education, this means that it is important to recognize that peer education is just

56
one piece of the puzzle. While peer education can be an important intervention to affect intrapersonal
and interpersonal change, in order to be successful, peer education activities must be coordinated with
other efforts designed to influence institutions, communities, and public policy.

VII) IMBR model: information, motivation, behavioural skills and resources

The IMBR model addresses health-related behaviour in a way that can be applied to and across different
cultures. It focuses largely on :
a) information (the ‘what’)
b) motivation (the ‘why’)
c) behavioural skills (the ‘how’), and
d) resources (the ‘where’) that can be used to target at-risk behaviours.

For example, if an adolescent knows that using condoms properly may prevent the spread of HIV, he
may be motivated to use them and know how to employ them correctly, but he may not be able to
purchase or find them. Thus, the concept of resources is important to this model.

In the context of peer education, this means that a programme that does not have a comprehensive
approach including all four IMBR concepts probably lacks essential components for reducing risk
behaviour and promoting healthier lifestyles.

A programme might, for example, explain to adolescents the need for contraception and describe
contraceptive methods but might omit demonstrating their proper use. Participants would then be
informed about what to do but not how to do it. Other programmes might inform participants of the what
and the how of certain healthy behaviors but not give them strong emotional or intellectual reasons as to
why they would want to practice such behaviours. Although resources can be considered part of
‘information’, it is important to provide adolescents with information about where to access appropriate
resources or services beyond the scope of peer education sessions. Such resources might include, for
example, youth-friendly clinics, counseling services, HIV/STI and pregnancy testing and care
programmes, and other sources of commodities (e.g., condoms and contraceptives).

Activity- 3 Peer led approaches

Step 1: Ask the participants,” Is there a difference in a peer education initiative in the school and out of
school peers ?”

Step 2: On a sheet of flip chart draw table 3.2

Table 3.2
Peer education for school going and out of school adolescents
School going Out of school
adolescents adolescents

Type of activities

57
Settings

Focus (Type and size of audience)

Methods

Step 3: With the input given by participants, fill up the columns and rows in the table

Step 4: Tell the participants that peer led approaches are of two types

I) Peer education initiative aimed at mainstream adolescents - Educational approach

II) Peer education initiative aimed at reaching out vulnerable adolescents - Outreach approach

Step 5: Project Slide 3.2 and discuss the differences between the two peer led approaches

Step 6: Distribute a Handout of slide 3.2 and summarize by emphasizing on specific requirements
regarding selection, training, and support of peer educators either in outreach work or in a project with
mainstream adolescents 4

Slide – 3.2

Types of peer-led approaches

EDUCATIONAL APPROACH OUTREACH APPROACH

Target Primarily used to reach mainstream Used to reach out-of-school youth, particularly
youth high-risk, marginalized, harder-to-reach youth

Settings More or less formal settings Informal settings, i.e., bars, gathering, points,
(i.e., school, youth centres ) transport stops, etc.

Type of Planned activities, often Informal meetings

activities complementary to other curricular
activities
Methods Using participatory, interactive Various information-sharing techniques,
techniques spontaneous discussions, can include
counseling

Focus More or less structured groups; with or Small groups, often one-to-one contact
without adult presence / facilitation

Activity- 4 Making a peer education programme successful

Step 1: Ask the participants , “ What is important for success of a peer education programme ?”

58
Step 2: Record the responses on a flipchart/board

Step 3: Discuss with the help of Slide 3.3

Slide 3.3

Tips for making a peer education programme successful

• Promote cooperation and teamwork

Use group activities, schedule regular meetings and informal experience sharing

• Create adult- adolescent interaction opportunities

Inviting parents /elders in teen clubs/youth clubs
Involving opinion makers from community in planning various activities
Calling the local leaders viz sarpanch as chief guest/ invitiees on important occasions viz
celebration of national days
• Regular training programmes for peer educators
• Keep peer educators motivated
a) Pair Peer Educators: Peer Educators find it easier to work in pairs and in same sex groups.
b) Ongoing Support :
Organize short planned sessions in small groups
Mentors should be available easily.
Include regular meetings for feedback, planning and improving
c) Ensure Peer Educators are not overloaded.
d) Recognize efforts of Peer Educators and appreciate each one individually.
e) Provide an ‘identity’– could be T shirts, Identity cards
f) Have a settling in-probation period for new Peer Educators where they are paired with older
peer educators.

g) Develop a fair incentive (recognition, awards, rewards, exchange/travel opportunities) and

promotion system. It can be a financial system too.

g) Give a break from peer education and organize fun activities for Peer Educators!
• Be prepared for drop outs and turnover of peer educators
Meet with peer educators who decide to leave the program, determine why they wish to leave,
And use the feedback to improve the program and encourage the peer educator to stay.
Ask departing peer educators for recommending someone to take their place
Try to retain the peer educators in the program (perhaps as supervisors or trainers) or suggest
Don’t forget to thank them for their involvement.
• Coordinate with Teen clubs,Youth club, NSS, Sports club, NGOs etc.
• Link with other adolescent / youth health facilities

59
 Step 3: Summarize by emphasizing upon bridging the gap between adolescents and parents/adults
and keeping the peer educators motivated

Session 2
Importance of peer education

2hours

Objectives After the session, the participants will be able to:

• discuss various reasons for effectiveness of peer education
• explain the importance of peer education in adolescence
• explore their beliefs and attitude towards peer education

Materials Flipchart/chart, White board, VIPP cards, Markers

Activity No. Topic Methodology Duration

Activity 1 Why peer education is Game 15 min

effective Discussion

Activity 2
Peer education: Importance in VIPP 15 min
adolescents Discussion
Activity 3
Peer education : My outlook Group exercise 1hr 30 min
Discussion

Activity- 1 Why peer education is effective

Step 1- Write the question on the board / flipchart : Why peer education is effective ?

Step 2- Tell the participants that they will play a game.

Step 3- Make a paper ball and give it to a participant. Ask him/her to throw the ball to any participant
who will answer the question written on the board/ flipchart.

Step 4- Let the participants play the game for 10 minutes

Step 5 – Note down the responses on the flip chart/board

60
Step 6 - Summarize the activity using Facilitator’s Guide 3.5

Facilitator’s Guide 3.5

Why peer education is effective

• Culturally appropriate – from “within”

• Community based

• Better coverage

• Peer education programmes tend to be quite flexible, rooted in the realities of individual
communities, and they can be used in a variety of settings and in combination with other activities
and programmes.

• Accepted by the target audience / community

• Economically effective
• Peer education programmes can provide strong benefits to peer educators promoting positive life
skills such as leadership and communication and creating opportunities for mentoring and future
job contacts.

• Enabling the marginalized community

(Adapted from : Peer education : Outreach, Communication and Negotiation, Training Module,
International HIV/AIDS Alliance 2005)

Activity- 2 Peer education : Importance for adolescents

Step 1- Distribute VIIP cards to the participants

Step 2- Let the participants write one reason each on the cards why they think peer education is
important for adolescents

Step 3- Paste the VIPP cards on a chart on the wall

.
Step 4- Let one of the volunteers read the cards

Step 5- Summarize the reasons for peer education being effective in adolescents using Facilitator’s
Guide 3.6

61
 Facilitator’s Guide 3.6

Why peer education for adolescents

• Adolescents remain in company of friends than parents. Thus, they are more likely to accept
information from other adolescents than from adults

• Adolescents are more likely to tell each other honestly what they feel or think than to an older
person, since they are afraid of being judged on what they say. Peer educators are less likely to
be seen as authority figures ‘preaching’ about how others should behave from a judgmental
position.

• Often, it is easier to ask questions and discuss subjects socially considered as taboo(viz sex,love
affairs etc.) with peers

• Adolescents identify more with people from their own age and the information from peers might
come across as more reliable.

• The peer educators know what language to use to address their peers.

• The peer educators can choose their own way of discussing the topics and decide upon which
subjects to use, which will increase their sense of ownership.

• Peer education empowers adolescents .It offers them the opportunity to participate in activities
that affect them and to access the information and services they need to protect their health.

• The process of peer education is perceived more like receiving advice from a friend ‘in the know’,
who has similar concerns and an understanding of what it’s like to be a young person.

• Serving as a peer educator provides a challenging, rewarding opportunity to young people to

develop their leadership skills, gain the respect of their peers, and improve their own knowledge
base and skills.

• Peer educators often change their own behaviour after becoming a peer educator;
• It can foster fulfilling relationships between teachers and students
• It can give girls legitimacy to talk about sex without the risk of being stigmatised as sexually
promiscuous (particularly when peer led activities take place in single-sex groups)

• Peer leaders can support, encourage and help their peers both inside and outside the classroom/
training centre.

• Peer educators can provide a valuable link to health services

62
Activity- 3 Peer education : My outlook
Step 1- Tell the participants that they will be working in groups to explore their feelings and thoughts
about peer education approach

Step 2- Divide the participants into four groups

Step 3- Provide participants with a copy of the Handout 3.1 (Peer education : My outlook).
Group 1 and 2 will work at question 1 -5
Group 3 and 4 will work at question 6-10
. Handout 3.1

Peer education : My outlook

1 Young people already peer educate, why do they need to be trained?

2 Is peer education a natural process?

3 Can peer education only take place within already established groups?

4 When training peer educators, where do you begin?

5 Apart from raising the confidence and self esteem of the peer educator what other skills are required
to ensure their ability to deliver?
6 Apart from skills and confidence what else is needed for peer educators?

7 Once they have the skills, knowledge and ability to deliver is it OK to let the peer educators get on
with it?

8 What are the limits to their role as Peer Educator?

9 Are peer educators the same as mini teachers?

10 What other areas of training are relevant to peer educators?

Step 3- Let the groups brainstorm for 30 minutes. Encourage all group members to participate in
discussion.

Step 4- Ask the following questions:

Was there a question that you spent more time on than any other? Why was this? What were the points
that were most arguable?

63
Could you relate your real life work experience to any questions that were asked? Would anyone like to
share this with the larger group?

Has anyone learned anything from this exercise? Is anyone willing to share this? Has anyone’s attitudes
changed from doing this exercise

Step 5- Discuss the questions using Facilitator’s Guide 3.7

Facilitator’s Guide 3.7

Peer education : My outlook

1 Young People need to be trained in peer education

To formalise an existing process

It does happen informally on a one to one basis or very small groups

By formalising the process you:

• Increase the number of young people you reach
• Encourage a more focused approach
• Allow for discussion and debate
• Create an opportunity for re-capping and reinforcement

2 Peer education is not a natural process

• Not as natural as is claimed

• It’s about accuracy and retention,
• Peer education can break down natural communication barriers (taboo subjects and
stereotypical images)
• Creates a more comfortable process of education

3 Can peer education can take place in various settings

• It can take place in a variety of settings, widening the audience

• You can establish peer education as the focus of a new group – may take longer than an
established group (establish barriers, policies, ways of working, teamwork, trust and support)
• You widen and increase the audience by working with groups and doing focused inputs
• It can also widen the audience to the socially excluded population of young people who can
be hard to reach and are particularly vulnerable
4 When training peer educators, where do you begin?

TEAM BUILDING
• To quash initial anxieties
64
 • To gel a group quickly
• Break down any barriers
• Encourage the development of peer support

CONFIDENCE/ SELF ESTEEM

• Many socially excluded young people have very low confidence/self esteem
• Wary of taking risks that could potentially knock confidence/self esteem
• Peer education can increase confidence, self-esteem and can be powerful enough to turn
around some of the negative aspects of young peoples lives
• A positive experience as a peer educator will contribute to a young persons personal
development

5 Apart from raising the confidence and self esteem of the peer educator what other skills
are required to ensure their ability to deliver?
• Communication skills – this will enable the peer educators to engage effectively with groups
To understand the process of communication and become more confident in their ability to
communicate with young people during inputs

6 Apart from skills and confidence what else is needed for peer educators?

• Ensure correct information. It is vitally important that the peer educators are equipped with
accurate information on the topic that they will be covering. This has to be an appropriate
level for their needs.
• They must be confident with their knowledge and able to deliver effectively in order that the
group they are educating leave with increased or re-enforced knowledge. In order to develop
the peer educators knowledge of their topic this are should be emphasised during training.

7 Once PEs have the skills, knowledge and ability to deliver is it O.K.to let them get on with
it?
• No as there is a need for protection and confidentiality.
• Peer educators are not staff members – they should be supported to ensure that they are not
putting themselves at any risk.
• Peer educators should be told how best to deal with difficult situations through training
• As well as the practical elements of delivering (where in they room they should set up, how
many young people they will be working with etc) peer educators should know how to protect
themselves through only answering appropriate questions and only passing on appropriate
information about themselves.
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 • Peer educators should understand the importance of confidentiality both inside and outside of
the workshops and be supported to deal with this in order that they do not feel burdened by
information that they have concerns about.

They should know where and how to access this support

8 What are the limits to the role of a Peer Educator?

• Workers need to help the peer educator realise their own role and limitations.
• Peer educators are not meant to take the place of professional staff. They have a specific
role of passing on information about their given subject to other young people that they work
with. It is not their role to foster change in the lifestyles or choices that others make.
• Peer educators should be helped to understand where their role begins and ends and they
should be supported to undertake their role more effectively

9 Are peer educators the same as mini teachers?

• Peer educators are not mini teachers

• Education should be enjoyable. Peer education is the formalising of an informal process, it is
not tested and participants are not graded at the end
• Learning happens beyond the classroom and it is not restricted to sitting behind a desk
• Peer education is a two way learning process – the peer educators are there to learn from the
group as well as passing on accurate information

10 What other areas of training are relevant to peer educators?

Other suggested areas of training:

• Monitoring and evaluation
• Training methodology
• funding ( if possible)
• local issues
• relevant topical issues (no smoking day, international women’s day, world AIDS day etc)
Peer education should take a holistic approach for working with groups and should not expect the
topics that they are covering to be the only one relevant to the lives of the group members. As such
their training should reflect the depth of issues effecting young peoples lives.

Step 6- Summarize by saying that this exercise was an opportunity to explore your attitude and discuss
various aspects of peer education with the peers. Emphasize that people have certain beliefs and
attitudes due to their working practise, the topic they focus on, or the target group they work with,
(Adapted from :Landed Peer Education Service, Scotland. Contact – http://www.bebo.com/_landed_)

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 Session 3
Developing a peer educator team

2hrs

Objectives After the session, the participants will be able to:

• orient to the process for selection of peer educators
• describe the roles and responsibilities of peer educators
• discuss the qualities of a peer educator

Flipchart/chart, Markers, Plant leaves

Materials
Activity No. Topic Methodology Duration

Activity 1 Recruitment and selection of Group work 30 min

peer educators Presentation

Activity 2 Developing a team of peer Discussion, Presentation 1hour

educator Paired discussion

Activity 3 Roles and responsibilities of Paired discussion 30 min

peer educators

Activity- 1 Recruitment and selection of peer educators

Step 1 -Divide participants into three groups and ask each group to discuss on the following topics:

Group1: Selection criteria for peer educators

Group2: Strategies to recruit peer educators
Group3: Methods for selection of peer educators
Step 2 -.Provide the groups chart papers and markers. Let them brainstorm for 15 minutes and prepare
a presentation.

Step 3 - Let the groups present. Add important points from Facilitator’s guide 3.7

Facilitator’s guide 3.7

Recruitment and selection of peer educators

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Selection criteria
1. Peers of target audience (have a socio-cultural background similar to that of the target
audience (this may include age, sex, profession)
2. Should meet expectations of project (this will vary according to objectives of the project)
3. Functional literacy
4. Willing to devote time
5. Previous experience
6. Should be able to pass a practical, knowledge-based exam at the end of the training
possible
7. Acceptability to other peers
8. Not seen by the classmates as the teacher’s “pet”
9. Desirable personality traits:
• Motivation Potential for leadership
• Non-judgmental Flexible
• Tactful Resourceful
• Tolerant Volunteer spirit
• Role model Team orientation
• Energetic Concerned about welfare of others
• Good interpersonal skills Good communicator
• Self-confident
Methods for selection
The process should be transparent and fair taking care of gender equity, vulnerable and marginalized
groups.It can be done through :
• Application forms Nomination from stakeholders
• Interview
• Pre-selection training event ( The potential peer educators conduct small training session and
can be assessed for selection)
Recruitment
a)Identify sources
• Partner organizations
• Workshop participants
• Schools
• Religious institutions
b)Advertisement strategies
• Posters
• Advertisement in newspapers
• Television and radio announcements
• Website, e-mail
• Word of mouth, via existing peer educators and their friends
c) Involve stakeholders viz. parents, community members and intended beneficiaries

Step 4 - Lead a discussion on advantages and disadvantages of various recruitment strategies

.

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Step 5- Explain that no matter what recruitment strategy is used, programmes should seek to represent
their target audience and choose recruits based on the objectives of a project. This often means keeping
a balance in gender, vulnerability and age.

Step 6 -Emphasize that making peer educators aware from the beginning, of what is expected will help
to decrease turnover or dropping out. Finally, they should look for people who are charismatic
facilitators, organized workers, modest observers, and sensitive communicators.

Activity- 2 Building a team of peer educators

Step 1 –Tell the participants that in this activity they will be learning about building an effective team of
peer educators

Step 2 -.With the help of Facilitator’s guide 3.8 discuss various methods of development of a peer
educator.
Facilitator’s guide 3.8

Developing A peer educator

The development of a peer educator involves the application of various methods such as counselling,
training, personal orientation, exposure visits, improving social contacts, participatory planning and
assessment.

Probation
It is advisable to have the peer educators work on probation for 2-3 months on a project or programme
so that they can receive training in the basic skills required for their work.

Counselling
Continuous sessions of counselling will help to improve communication patterns, family and
interpersonal relations, self-confidence and self-respect.

Training
Needs to be participatory, job related and providing the required knowledge, attitude and skills

One-to-one Education
Personal and individual education are of prime importance in equipping the peer educators with
information on sexual health and related matters

Exposure visits
These are highly useful for refreshing and developing relationships, motivation, cohesion, “we feelings”
and pride in one’s work.

Social Contacts
Peer educators make many social contacts when they are involved in the advocacy process. This
increases their motivation and commitment.

Participation
Participation in the planning and evaluation of their work leads to better understanding and improves
skills for implementation.
(Adapted from Youth Peer Education Toolkit ,Training of Trainers Manual, UNFPA,2005)

Step 3 – Initiate a discussion by asking ,”What is needed to build an effective team ?”

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Step 4 – Write down the responses on the board / Flipchart

Step 5 -.With the help of Facilitator’s guide 3.9 discuss building an effective peer educator team

Facilitator’s guide 3.9

Building a peer educator team

Drawing a contract with peer educators

After recruiting and training a team of peer educators, it is very useful to draw up with them a contract of
expectations and to have the team agree to abide by that contract by having the whole team sign it. The
contract should be developed as a result of collaboration with the whole group and describe what is
expected of everyone involved in the programme (including the training team).

In any event, the contract should include guidelines with respect to attendance, notification if team
members know they will be absent (for example, if they have a doctor’s appointment), punctuality,
following the established ground rules, etc. Participants should understand that if they miss some
training sessions, they are responsible for gathering the relevant information that they have missed.
Explain that excessive absences or lateness might be grounds for re-assessing someone’s suitability for
the group and that participants will be given warnings if their continued participation is in question.

Utilizing peer educators’ knowledge and skills

All team members have certain basic skills, although some might be specialists with a particular talent in
a given area. They should be made to share experiences and acquire knowledge and skills from each
others.

Keeping the peer educators motivated

It is important to make sure that every peer educator works to increase their confidence and expertise
so that they can cover various aspects and issues in their field of work. How can we make sure this
happens? In an ideal world, you would get the group to a point at which you could randomly ‘pull out of a
hat’ any of the teaching segments/topics your peer educators teach, and get them to demonstrate
teaching the topic or exercise on the spot.

Good interpersonal relations

As a facilitator, you are likely to find yourself having to monitor and respond to the way in which peer
educators behave towards one another. As with any group, interpersonal tensions may erupt. It is also
common for cliques to form within a peer group. If the programme is well structured from the beginning,
the use of trust building and team-building exercises will be incorporated into the training.

For group exercises, the facilitator should randomly assign participants to small groups and activities, so
that the trainees gain maximum exposure to each other. This may help reduce the tendency for small
sub-groups and cliques to form. When the peer educators have more opportunities to discover things
they like about each other, there may also be fewer tendencies for sub-groups to pick an ‘enemy’ or
convenient scapegoat.
(Adapted from Youth Peer Education Toolkit ,Training of Trainers Manual, UNPF,2005)

Step 4 -. Make the participants sit in pairs and let them discuss for 5 minutes on ”How to develop good
interpersonal relationships among peers”

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Step 6 – Let some pairs discuss in the larger group

Step 7 -.With the help of Facilitator’s guide 3.10 discuss various tips for enhancing good interpersonal
relations amongst peers

Facilitator’s guide 3.10

Tips for enhancing interpersonal relations among peer educators

• Frequently change the composition of small groups of peer educators separate from their close
friends

• Ensure equal numbers of male and female participants in the groups and active participation of
both sexes in activities.

• Ensure confidentiality‘ and ‘safe space’. for sharing vulnerabilities and personal information. It is
likely to lead to increased bonding within the group

• Ensure that some exercises are done by small groups of only male and female peer educators.
They can then present their results to one another, compare their answers and discuss
similarities and differences in gender perspective

• Identify and deal with points of stress within group relationships early. Some interpersonal
difficulties are inevitable.

• Encourage the group to respond collectively to contentious issues that may arise (e.g., a peer
educator’s irregular attendance). The impact can be greater if decisions on how to deal with the
issue emerge from a group consensus.
TRAININ(Adapted from Youth Peer Education Toolkit ,Training of Trainers Manual, UNPF,2005)

Step 8 -.Summarize by emphasizing upon need for good interpersonal relations, communication and
role of facilitators in the project to build an effective team of peer educators

Activity- 3 Roles and responsibilities of peer educators

Step 1 – Tell the participants that the activity deals with roles and responsibilities that peer educators
are expected to fulfil

Step 2 -.Ask the participants to form pairs and discuss various roles and responsibilities of peer
educators

Step 3 - Let each pair tell one role/ responsibility

Step 4 - Note down the responses from each pair on a flipchart/blackboard

Step 5 - Discuss the responses while adding the points from Facilitator’s guide 3.8

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Step 6 – Distribute a handout of Facilitator’s guide 3.11

Facilitator’s guide 3.11

Roles and responsibilities of peer educators

The specific roles and responsibilities of peer educator depends upon the project in which they have
been working.

However, all peer educators are expected to carry out the following functions

• Educating peers in one-on-one and small group sessions

• Holding regular meetings with the peers
• Facilitating peers to access various services (e.g. health services)
• Participating in outreach awareness and other public events
• Distributing educational materials.
• Teaching peers to negotiate safer behaviour ( e.g. Safe sex, safe driving not using drugs etc).
• Functioning as leaders, change agents, role models and innovators in the community.
• Facilitating and catalyzing the development of positive self image and self esteem in peers
• Facilitating community mobilization and the process of individual and community empowerment.
• Training new peer educators from within the project and outside

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 Session 4
Qualities of a peer educator

1hr

Objectives After the session, the participants will be able to:

• Describe the qualities of a peer educator
Materials Flipchart/chart, Markers, Plant leaves

Activity No. Topic Methodology Duration

Activity 1 Qualities of a peer educator Individual exercise 1hour
Discussion

Activity 1– Qualities of a peer educator

Step 1- Invite the participants to sit in a circle.

Step 2- Explain that a this exercise will enable the group to discuss and list the essential qualities for a
good peer educator allow him/ her to work with people.

Step 3- Distribute each participant a flash card and a marker and ask them to close their eyes for two
minutes and think of a person they love and can talk with.(You can play some soft music on a tape
recorder.)

Step 4- Ask them to open their eyes, and write the one quality on the card they like the most in the
person they just thought of.

Step 5- Let the participants place their respective cards on the floor. Invite them to read the cards and
group the cards that are similar.

Step 6- Ask them to arrange the cards in a vertical line on the floor.

Step 7- Ask each participant to take as many leaves /markers as there are cards. For example, there
may be six cards on the floor so every participant must have six markers.

Step 8- Start reading the cards one by one from the top of the vertical line. Ask each participant to think
for a moment and place one leaf / marker in front of the card if they feel that they possess that quality.

Step 9- Invite the participants to sit in a circle around the display, and facilitate a discussion based on
what you observe. For example, Card #1 may have as many stones as there are participants. This
means that every one thinks they have the quality written on that card.

Step 10- Sum up the discussion and distribute Handout 3.2

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 Handout 3.2

Qualities of a peer educator

• Self-confident
• Leadership qualities
• Tolerance and respect for others’ ideas and behaviours
• Well rounded learner – not necessarily the best learners academically
• Willingness to learn and experiment in the field
• Keeping abreast of new information and knowledge related to health & hygiene ,reproductive
health and the related arenas in the project
• Dependable and honest
• Ability to listen and communicate effectively
• Dealing with emotions and difficult situations
• Non-judgmental attitude and ability to express emotions
• Adaptive and flexible nature
• Ability to encourage and provide support
• Ability to lead by example
• Maintaining confidentiality and foster trust
• Ability to look at things from various perspectives.
• Ability to make decisions and encourage others to do so.

References :

1. Evidence based guidelines for youth peer education, FHI,USA,2010

2. Youth Peer Education Toolkit Training of Trainers Manual, UNPF,2005
3. Facilitator’s Handbook for Training Peer Educators, Adolescent Education Programme,
UNICEF,NACO & NCERT,2005

4. Landed Peer Education Service, Scotland. Contact – http://www.bebo.com/_landed_

5. Peer education : Outreach, Communication and negotiation,Training Module, International HIV/AIDS
Alliance 200564.Training Module for Peer Educators, National AIDS Control Organization, GOI,2010

6 Operational Guidelines for Targeted Interventions, NACP III, National AIDS Control Organization, GOI

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 MODULE 4
Life skills

Session One

1hr Skills and life skills

Session Two

2hr Understanding life skills

30 min

Session Three

2hrs Internalization of life skills

Session Four

1hr Application of life skills

30 min

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 Session 1
Skills and life skills

1hr

After the session, the participants will be able to:

Objectives
• distinguish between skills and life skills
• explain life skills
• discuss the importance of life skills

Materials Flipchart/charts, Markers, White board, Computer LCD unit

Activity No. Topic Methodology Duration

Activity 1 Skills and life skills Word association 30 min

Discussion

Activity 2 Importance of life skills Group work 30 min

Presentation
Discussion

Activity- 1 Skills and life skills

Step – 1 Write the word “Skill” on a flipchart/ Blackboard and ask the participants what they understand
by the term.

Step –2 Ask them to distinguish between skilled and unskilled persons

Step -3 Explain the difference between skilled and unskilled person using Facilitator’s Guide 4.1

Facilitator’s Guide 4.1

We distinguish efficiency and effectiveness of people in terms of their skills. A skilled person is able to
complete a given task using few resources and consuming less time and energy than a unskilled
person. As a consequence, he is quick and the quality of his work is also better.

Step 4- Ask the participants to give examples of various skills they are familiar with. e.g: cooking,
singing, dancing, stitching clothes, painting etc.

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Step 5- Draw the following table and Classify responses of the participants in 1st three columns using
Facilitator’s Guide 4.2. Leave the 4th column blank

Table 4.1

Literacy skills Functional skills Vocational skills

Facilitator’s Guide 4.2

Types of skills
• Literacy skills: Reading, writing and numeracy skills.

• Functional skills: Filling up bank forms to deposit or withdraw money, booking railway tickets
etc.

• Vocational skills: Enhancing livelihood opportunities-carpentry, tailoring, making handicrafts,

fisheries etc

• Life skills: Self awareness, effective communication, inter personal relationships, empathy,
coping with stress, coping with emotions, problem solving, decision making, being creative,
thinking critically

Step 6- Write the unclassified skills under the 4th column

Step 7- Ask the participants to close their eyes and think of an incidence / situation which they were not
able to manage e.g a conflict with the parents/ a friend, somebody said something about you and you
felt unhappy or depressed, a situation where it was difficult to take the decision(like forcing by friends to
bunk the class) etc.

Let one or two participants share their experiences.

Step 8- Lead a discussion by asking:

How could you manage the situation in a better way?
What did you lack which worsened the situation?

Step 9- Explain that in most of such situations, we are not able to be positive and flexible. This makes
the situation difficult and creates problems for us to repent later

Step 10-Tell that positivity and flexibility can be acquired by practicing a set of abilities called “life skills.“

Step 11- Go back to Table 4.1 and write “Life skills” in the 4th column

Step 12- Define life skills using Facilitator’s Guide 4.3

Facilitator’s Guide 4.3

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 Life Skills
Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with
the demands and challenges of everyday life (WHO).

Adaptive means that a person should have the flexibility to adjust according to the situation. For
positive behaviour, a person needs to have positive thinking and look at opportunities even in difficult
situations, in order to cope with the situation.

These life skills, as per WHO model, are :

Self-Awareness Empathy
Critical Thinking Creative Thinking
Decision Making Problem solving
Effective Communication Interpersonal Relationship
Coping With Emotions Coping With Stress

Life skills enable us to translate knowledge, attitude and values into actual abilities by helping us
decide what to do, when to do and how to do it. They can be learnt from various sources like parents,
books, media, mythology, stories, friends, experience, exposure, instinct, religion and culture.

Activity- 2 Importance of life skills

Step 1 – Ask how successful people are able to manage various life situations effectively.

Step 2 – Write down the responses on the board/flipchart

Step 3 –Take examples of various activities and discuss that life skills are used practically in every
situation in day to day life

Step 4 –Discuss the importance of life skills in adolescence with the help of Facilitator’s Guide 4.5

Facilitator’s Guide 4.5

Importance of life skills

Life skills :
• Help us to understand the importance of healthy and positive ways of living.
• Enhances creativity.
• Reduces vulnerability and improves utilization of protective factors.(e.g: family support)
• Builds self-confidence and self-esteem.
• Enable us to appreciate diversity and others’ points of view
• Help us to have a positive approach and not get depressed with problems (positive outlook or
“Sakaratmak Drishtikon”).
• Enable to utilize the other skills such as functional, vocational, livelihood and literacy skills better
• Enable us to lead a better life

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 Step 5 - Divide the participants in three groups and let them write down the following situations whre
they can use life skills ;
Group A : Situations in the school
Group B : Situations at home
Group C : Situations in the family

Give the groups a chart and markers. Let them work for 10 minutes

Step 6 – Let the groups make the presentations

Step 7 – Lead a discussion how life skills help in the above situations

Step 8 – Discuss with the help of Facilitator’s Guide 4.6 the importance of life skills in adolescence

Facilitator’s Guide 4.6

Importance of life skills in adolescence

• To understand the process of growing up and cope with the changes during adolescence
• To improve interpersonal relationships
• To set the goals in life
• To deal effectively with peer pressure
• To prevent high risk behaviours(unsafe sex, rash driving, substance abuse etc.)
• To prevent and bridge communication gap with parents and friends
• To reduce vulnerability
• To improve utilization of protective factors.(e.g: family support, value system)
• To enable adolescents to adapt and effectively cope with difficult situations and people
• To cope with emotions and stress

Step 8 – Summarize by emphasizing that a peer educator has to be a role model and life skills not
only assist him/her to fulfil the expected roles but also helps to empower others

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 Session 2
Understanding life skills
2hr 30 min

After the session, the participants will be able to:

Objectives
• discuss the core life skills following WHO model

Materials Flipchart/charts, Markers, White board, Computer LCD unit, Newspaper cuttings of
photographs and advertisements

Activity No. Topic Methodology Duration

Activity 1 Core life skills Power point presentation 1hr 45 min
Discussion
Activity 2 How life skills work Interactive session 45 min

Activity- 1 Core life skills

Step 1- Inform the participants that they will be learning about core life skills as per WHO model

Step 2- Write 10 core life skills on a Flip chart/ Board

Step 3- Discuss each life skill using power point presentation from Facilitator’s guide 4.7

Facilitator’s guide 4.7

Core life skills

1.Self awareness is recognition of ‘self’, our character, our strengths and weaknesses, and desires and
dislikes.
e.g: I get angry very soon/ I feel nervous when I have to talk to any authority/ I curse a lot/ I am always
confident/ I must win in every game or I get upset etc.

Self –awareness is critical for developing a positive attitude towards life. Being aware of their
weaknesses will make adolescents build a sense of self-esteem and self-confidenc e be willing to learn
more. This also helps them utilize the opportunities available to them in relation to their abilities.

2. Empathy is the ability to be sensitive to another person’s situation, to understand his/her concerns,
worries, fears and needs and how they feel.

Empathy is not sympathy e.g: In case of people living with AIDS, or people with mental illnesses, if you
show sympathy, you feel sorry for them. If you show empathy, you will ensure that they are not
stigmatized or discriminated.

3. Critical thinking is the ability to analyze information and experiences in an objective manner. It can

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help us recognize and assess the factors that influence our attitude and behaviour, such as media and
peer pressure influences. e.g: When your friends ask you to try a drug, you think of the consequences
objectively and make a decision to refuse the offer.

4. Creative thinking is the ability to generate new ideas by combining, changing, or reapplying existing
ideas. It helps us to look beyond our direct experience, and to respond adaptively and with flexibility to
situations in our daily lives. It helps us to look beyond our direct experience, and to respond adaptively
and with flexibility to situations in our daily lives e.g: when your boy friend insists on intimacy, more than
you are ready for, you think of a creative answer to get out of the situation. ‘my mother will be here any
minute’, ‘I have periods’ etc.

5: Problem solving enables us to deal with constructively with problems that arise in our lives. e.g:
When your friend demands sex, you think of the consequences of the various choices you have and
consequences of each of the choice and arrive at a decision.

6: Decision making is choosing the best one out of the available choices and must or when one is
trying to make up his/her mind as to what one wants and what is best. e.g: When you face peer pressure
for risky behaviour, (to smoke/use drugs/alcohol/unsafe sex) you think of the consequence and make the
best choice that can help you to be safe.

7: Inter personal relationship means being able to make and maintain friendly relationships, which can
be of great importance to our mental and social well being. It may also mean being able to end
relationships constructively. e.g: You like to go to the same shop/restaurant or any other due to personal
service and friendly environment.

8: Effective communication is the ability to express the views, thoughts and feelings, both verbally and
non verbally, in ways that are culturally acceptable. e.g: When you your friend insists on your going to a
movie without informing your mother, you can assertively communicate that you do not want to do that.

9.Coping with Emotions is being aware of of the predominant emotion that preoccupies the mind at
any point of time, how emotions influence behaviour and being able to respond to emotions appropriately
e.g: some people have heart attack when they hear a very happy or sad news.

9: Coping with Stress means recognizing the sources of stress in our lives, recognizing how this affects
us and acting in ways that help us control our levels of stress, by changing our environment or life style
and learning how to relax. e.g: you are stressed because you do not like the way your father decides all
the issues for you, without consulting you.

Step 5- Distribute the handout of Facilitator’s guide 4.7

Activity- 2 How life skills work

Step 1- Tell the participants that the activity deals with understanding how life skills work

Step 2- Let a volunteer write down the core life skills on a Flip chart/Blackboard.

Step 3- Distribute the newspaper clippings of advertisement and photographs. Let the participants
read/observe the clippings

Step 4- Let few of the participants describe their clippings

Handout 4.1 :
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 How Life skills interact with each other
SELF - AWARENESS CRITICAL THINKING

SELF - AWARENESS CRITICAL THINKING CREATIVE

THINKING

EFFECTIVE COMMUNICATION

CRITICAL THINKING CREATIVE THINKING

EMPATHY

INTER-PERSONAL RELATIONSHIP

SELF - AWARENESS
EFFECTIVE COMMUNICATION

DECISION MAKING

SELF - AWARENESS CRITICAL THINKING

PROBLEM SOLVING

CREATIVE THINKING
CRITICAL THINKING

SELF-AWARENESS

Step 5- Ask, “Do you thinkWITH

COPING that the information given is
STRESS correctWITH
COPING ? Who has been depicted in the
EMOTION
photograph/advertisement and why ?”

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 Step 6- Generate a discussion on - Which life skills are being used in the clipping and by whom ? Which
life skills are being used/should be used by the volunteer ?

Step 7- Discuss that in our day to day situations life skills are used ( by us or someone else) and they
are used in combination.

Step 8- Distribute Handout 4.1 and explain the process of using life skills in combination using the
hand out

Step 9 – Summarize by discussing the principles of life skills using Facilitator’s Guide 4.7

Facilitator’s Guide 4.8

Principles of life skills

• Life skills are inherently present in all of us.

They need only to be sharpened/ polished regularly.
• Life skills are for ‘self’ and not for others.
This is because it is ‘I” who, not being able to be positive & adaptive, can not face the
opportunities and challenges of life effectively ! Others are not experiencing the same misery.
It does not mean that life skills do not benefit others. Whosoever acquires them, is going to benefit
from them

• Self awareness is the mother of all life skills.

If one acquires self awareness, all other life skills follow.

• Life skills work in pairs.That is why they are usually written in pairs
• Life skills are always used in combination
• Life skills are interdependent .They assist and reinforce each other
• Life skills can be used positively as well as negatively.
A thief also uses life skills to befool the people and steal the things! Often other people use life
skills totake advantage of us while we do not use them at all or do not use them effectively.

• Different set of life skills is chosen to address the same situation by different people. That is why
we find variations in decisions and diversity in outcomes

• One needs to practice the life skills to acquire them

• Life skills are not the solution for all problems. It is only one of the ways. One needs to be
educated, take care of his/ her need through livelihood options

Step 7 – Provide a handout of Facilitator’s Guide 4.8

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 Session 3

Internalizing life skills

2hrs

After the session, the participants will be able to:

Objectives
• internalize the life skills through traditional stories
• identify various life skills used in day to day activities

Materials Flipchart/charts
Markers
Handouts of stories,
One blue chart titled “Most commonly used life skills”
One red chart titled“Least commonly used life skills”
VIPP cards

Activity No. Topic Methodology Duration

Activity 1 Internalizing life skills Story analysis 1hr 30 min

Group work
Presentation

Activity 2 Which life skills do I use VIPP 30 min

Discussion

Activity 1: Internalizing Life skills

Step 1- Ask the participants,” Can you narrate examples of life skills being used in folk tales/ stories?”

Step 2- Tell the participants that they will be working in groups to understand various life skills in
traditional Indian stories

Step 3-Divide the participants in 4 groups and keep an attractive name for each group

Step 4- Distribute each group one of the following stories ,a chart and markers

Story 1

The Thirsty Crow

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There was once a crow who felt very thirsty. From a distance he spotted an earthern pot ( matka) and
thought there must be some water in it. He sat on its edge and looked inside. There was water in the pot
but it was too low for the crow’s beak to reach it. The crow was disappointed, as he was thirsty and
badly wanted to drink the water. The crow didn’t lose heart. He thought, “What can I do to reach the
water? The matka is heavy, so I cannot overturn it. It is so thick that I cannot break it with my
beak.What else can I do so to have water?” Then he spotted some stones lying nearby. He suddenly
had an idea, “Why don’t I try to put these stones in the pot so that the levelof water rises. Then I can
have my drink!” He started putting stones in the pot. Soon the water level in the pot rose and the crow
drank the water and quenched his thirst.

Story 2

Hunter and the Pigeons

A group of pigeons enjoyed the fresh grains in the field. They went there every day. One day a hunter
saw them and wanted to catch them. He spread a net in the field and was waiting for them to come. The
pigeons were caught in the net. They realized that the hunter will soon take them away. The leader
pigeon said, “We have to get out. There must be a way out. Let us think”. But they could not find a way
out .The net was strong. Each pigeon was trying to escape by pulling the net in different directions. But it
increased the fear and confusion more than helping them.A young pigeon said, “Why don’t we all try and
fly together instead of trying to escape individually?” When we pull individually, we waste our energy”.
The leader pigeon was not in agreement. He said “no it may be difficult”. But the young pigeon insisted
that they try it once. The leader finally agreed when he spotted the hunter at a distance. When he said
“fly” , all of them lifted together and flew away with the net. The hunter saw the pigeons flying away with
his net.

Story 3

Crocodile and the Monkey

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A monkey was living on a mango tree on the bank of the river. The tree was full of ripe mangoes and the
monkey enjoyed the sweet and juicy fruit every day. A crocodile was swimming in the river and saw the
monkey enjoying himself. He asked, “what is that you are eating. It looks good”. The monkey threw one
mango to the crocodile and said “it is a mango”. The crocodile loved the taste and every day he came
for more fruits. They became good friends. The crocodile told his wife about the mango and the
monkey.She was very curios and asked her husband to bring one mango for her. When she tasted it,
she said, “This fruit is very tasty. Since the monkey eats it every day his meat must taste very good. You
bring him home and we can eat him”. The crocodile tried to arguer but she was very adamant. He was
sad because, the monkey was a good friend.

By the time he reached the mango tree, he made a plan. He told the monkey that he was invited for
lunch and he would take him to his house.The monkey sat on the back of the crocodile and they were
crossing the river. When they were half way, the crocodile told the monkey the truth that he will be eaten
by his wife.

The monkey immediately sensed the danger. He thought for a while and told the crocodile, “You should
have told me this earlier. My stomach is the tastiest part of my body. I have left it on the tree. Come let
us go back and bring the stomach”. The crocodile hesitated. But, decided to take the monkey back to
the tree to fetch the stomach. When they came near the tree, the monkey jumped, sat on the top branch
of the tree away from the crocodile and saved his life.

Story 4
Birbal Ki Khichdi
One day, king Akbar announced a reward of 100 gold coins to any one who could stand in the cold-
water pond all through the night and come out when the sun rises in the morning. Many came forward.
But soon the pond was empty except for one old man . He stood there because he wanted the 100 gold
coins to conduct his daughter’s wedding. When the sun came up he got out of the pond and asked for
the 100 gold coins.

The king asked him, “how could you bear the cold water when even young persons came out of the
pond”? The old man said, “I looked at the distant lights in the palace and kept thinking of the warmth the
lights give”. The king said, “Then you cheated me. You took warmth from my palace lights. I will not give
you the gold coins”. The old man was very sad and disappointed that his effort had gone waste.

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Birbal, a minister understood that the king was unfair in his decision. He wanted to find a way to
communicate this to the king. He invited the king for dinner that evening. When the king arrived, he
found Birbal sitting in the garden near a small fire. He asked “what are you doing’? Birbal said, “Oh, I am
cooking khichdi for your dinner”.

The king was surprised to see a small pot hanging from the top of the tree while the fire was on the
ground. He said, “Birbal, are you stupid? How can the khichdi cook when the fire is down below and the
pot is way up”?

Birbal said, when the old man can draw warmth from the palace lights which are so far away , why can’t
my khichdi cook from the fire down below?

The king understood his fault and gave 100 gold coins to the old man and apologized to him.

Step – 5 Ask each group to prepare a presentation as below :

The key issue/problem in the Life skills used By which character

story

Let the groups brainstorm for 10 minutes and prepare the presentations

Step – 6 Ask each group to read the story aloud and present their findings. Let other participants also
give their inputs
Step –7 Ask the participants about similar stories wherein they can find life skills. They can come out
with examples from Panchatantra, Hitopdesha and Jataka Tales.

Step–8 Discuss that the idea of life skills is not a new one. Let them internalize that our folk tales and
mythological stories are, all ,full of life skills. Unfortunately, over a period of time, these stories have
been known as moral stories.

Step – 9 Summarize by that we need to read our folk tales and mythological stories again and not just
as moral anecdotes but as a treasure full of life skills

Activity- 2 Which life skills do I use

Step 1- Tell the participants that this activity will help them to find out the life skills they require to
practice.

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Step 2- Give each participant a set of Red and Blue VIPP card.

Step 3- Instruct the participants to close their eyes for 1 minute and think which are three life skills they
use the most and three life skills they use the least in their life .

Step 4- Let them write the responses as below :

Blue VIPP card- Three most commonly used life skills

Red VIPP card- Three least commonly used life skills
Ask the participants to make a sign on the card so as they can identify it

Step 5- Paste the charts titled

“Most commonly used life skills” and

“Least commonly used life skills” on the wall

Step 6- Ask the participants to paste their VIPP cards on the charts on the wall-
Blue cards under the heading “Most commonly used life skills” and
Red cards under the heading “Least commonly used life skills”

Step 7- Ask two volunteers to make a tally sheet list of all the 10 life skills and find out “ Most
commonly used life skills” and “Least commonly used life skills” for the group

Step 8- Write the three most commonly used and three least commonly used life skills ( as found out
by the volunteers) on two separate charts pasted on the wall

Step 9- Explain the pattern of the responses using Facilitator’s Guide 4.8

Facilitator’s Guide 4.8

If the responses of the group in each category of skills is distinct , it could be because all the members
of the group are doing the same work and using similar skills. In a heterogenous group or if the exercise
is not done seriously, there may be overlap of responses in both categories.

Step 10- Ask the participants “Which life skills did you use to do this exercise ?” Let them internalize
that they have been constantly using life skills even in tiny activities in life !

Let them appreciate the use of life skills in combination

Step 11- Let three volunteers identify and read their VIPP cards one by one

Ask “ Can you find out any relation between most commonly used and least commonly used life skills ?”
eg. Self awareness, is most commonly used and coping of stress is least commonly used. or there may
be overlap of responses in both categories.

What is the reason for that ?

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Step 9- Explain the pattern of the responses using Facilitator’s Guide 4.9

Facilitator’s Guide 4.9

Life skills work in pairs and assist each other. If a particular life skill of the pair is not used, the
corresponding life skill of the pair will also not be so effective. Like in this case, if empathy is not there
with self awareness, the pair will not be very effective with other skills to cope with the stress

If the responses of the participant in each category of skills(most common/ least common) overlap , it
could be that the exercise is not done seriously.

Step 12- Summarize that one needs to identify the life skills required and practice constantly to
acquire them

Session 4
Application of life skills
1hr 30 min

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 After the session, the participants will be able to:
Objectives
• apply life skills to manage various situations

Materials Flipchart/charts, Markers, Situation cards

Activity No. Topic Methodology Duration

Activity 1 Applying life skills Group work 1 hr 30 min
Presentation
Discussion

Activity 1 : Applying life skills

Step 1: Tell the participants that in this activity will help them to identify life skills required by a peer
educator to address various situations

Step 2: Divide the participants into four groups and distribute 2 situation cards to each group. Each
group will identify the life skills required to manage the given situations.

Situation cards for practicing life skills

Situation 1:
Parents of two adolescent boys want their sons to drop out of the teen club without providing a reason.
The adolescents tell you that they do not want to drop out.

Situation 2:
A group of adolescent boys tease the female teen club members when they practice songs. You have
spoken to them, but with no results.

Situation 3:
A few parents object to the materials used by the peer educators on reproductive health and prevent
them from using them. You are stressed.

Situation 4:
Two adolescent members report that they have been offered drugs from some youth from the
neighboring village.

Situation 5:
A teen club member lost her family in a fire accident and is deeply stressed.

Situation 6:
One of the Teen club member confides that his father has been diagnosed as HIV +.

Situation 7:
Some of the Teen club members want to celebrate their favorite film star’s birth day. You do not have
funds for such activity.

Situation 8:

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The parents –teen club member’s monthly meetings are poorly attended by the parents.

Let the groups work for 10 minutes. Ask the groups to be creative viz.present role plays on few
situations

Step 2: Ask each group to present their findings. Let other participants contribute

Step 3: Add the life skills ( if not covered by the group) using Facilitator’s Guide 4.10

Facilitator’s Guide 4.10

Life skills required in various situations

Situation 1:
Parents of two adolescent boys want their sons to drop out of the teen club without providing a reason.
The adolescents tell you that they do not want to drop out.

Life skills required : Interpersonal relationship, effective communication, critical and creative thinking
and problem solving and decision making

Situation 2:
A group of adolescent boys tease the female teen club members when they practice songs. You have
spoken to them, but with no results.

Life skills required : Critical thinking, problem solving and decision making, effective communication
and empathy

Situation 3:
A few parents object to the materials used by the peer educators on reproductive health and prevent
them from using them. You are stressed.

Life skills required :Coping with stress and emotions, critical thinking, effective (assertive)
communication, problem solving, and decision making

Situation 4:
Two adolescent members report that they have been offered drugs from some youth from the
neighboring village.

Life skills required :Interpersonal relationship, effective communication, critical thinking and creative
thinking

Situation 5:
A teen club member lost her family in a fire accident and is deeply stressed.

Life skills required : Empathy, coping with emotions, effective communication

Situation 6:
One of the Teen club member confides that his father has been diagnosed as HIV +.
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Life skills required : Empathy, effective communication, and interpersonal relationship

Situation 7:
Some of the Teen club members want to celebrate their favorite film star’s birth day. You do not have
funds for such activity.

Life skills required : Self awareness, critical thinking, creative thinking, problem solving and decision
making

Situation 8:
The parents –teen club member’s monthly meetings are poorly attended by the parents.

Life skills required : Self awareness, interpersonal relationship, effective communication, critical
thinking, creative thinking and problem solving

Step 4: Thank the participants and summarize the activity by saying that multiple life skills are required
to manage a situation effectively

References:

Facilitator’s manual on Enhancing Life skills, RGNIYD,GOI, 2009

Peer Educators Training manual (Draft), Min of Youth Affairs & Sports, GOI, 2006

TOT Manual for Anganwadi Workers (Draft),Kishori Shakti Yojana, Orissa, UNFPA,2006

MODULE 5
Training methodology and facilitation

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 Session One

1hr Planning a training session

30min

Session Two

1hr Training tools and techniques

30min

Session Three

2hours Facilitation & Co facilitation

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 Session 1
Planning a training session

1hour
30Min

After the session, the participants will be able to:

Objectives
• explain the extensive and intensive training models for peer educators
• plan a training session for peer educators as per the given framework

Flipchart/chart, Markers, Handout 5.1

Materials

Activity No. Topic Methodology Duration

Activity 1 Models for training peer Debate 30 min

educators

Activity 2 Planning a training session Discussion 1hour

Group work

Activity- 1 Models for training peer educators

Step 1 – Tell the participants that one of the most important peer activities will be training sessions and
a well designed training session helps in effective transfer of learning to do what is desired

Step 2 – Divide the participants into two groups .Tell them to have a debate on the advantages and
disadvantages of following models for conducting the training of peer educators

Team1: Intensive training model (over several full days)

Team2: Extensive training model (over several weeks or months)

Step 3 –Summarize using Facilitator’s Guide 5.1.Emphasize that both intensive as well as extensive
training programme models have their advantages and disadvantages and the choice of a model
depends upon the needs of the project and time available.

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TRAINING NOTE
Facilitator’s Guide 5.1

Models for Design of training for peer educators

.
Model 1 : Intensive training programme (over several full days)
Here full days are used for the initial training, This model is often successful and commonly used. One
of the advantages is that peer educators can begin their work in the field more quickly. Such
programmes also provide an opportunity for intensive team building, resulting in rapid cohesiveness of
the group when done successfully. However, these models can make it hard for new peer educators to
join after the first sessions

Model 2 : Extensive training programme (over several weeks or months)

A successful design of a peer educator’s training programme requires a consistent commitment by the
trainees to one evening of training per week throughout the (academic) calendar. In such a training
model, the peer educators can, for example, meet once a week after school for two to three hours. When
the group is ready to go out to conduct community education sessions, the same evening time-slot can
be used whenever possible to maximize the number of peer educators who can attend.

An advantage of using this model is that many students attending daytime schools can participate. The
programme helps to avoid some of the disadvantages associated with those that require the trainees to
be available for several full days of training, which in some cases can be difficult if they have other
commitments.

. (Adapted from Youth Peer Education Toolkit ,Training of Trainers Manual, UNPF,2005)

Activity- 2 Planning a training session

Step 1 -Distribute Handout 5.1 to the participants. Give 10 minutes to read.

Handout 5.1
Framework for planning a training session (Session plan)

• Introduction
• Objectives
• Content
• Duration
• Training method
• Learning aids/material (Flipchart/ Charts, Markers, Blackboard, chalks etc)
• Feedback /Evaluation method
• Summary

Step 2 – Discuss the session plan using Facilitator’s Guide 5.2

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 Facilitator’s Guide 5.2

Planning a training session (Session plan)

Training session is a plan to transfer the learning to the trainees. It consists of one or more learning
activities i.e. a series of steps to transfer the learning.

A training session consists of the following components which are interrelated:

Introduction : This deals with the question, “Why we are dealing with this topic ?” e.g the importance of
the topic. Here it is also briefly told as what we are going to do in the session(or the process to be
followed and activities to be done)
Objectives : Objectives define what the participants will be able to do what they were not doing earlier
or what they will do better. This can be in terms of :
Knowledge – Participants may be able to define, explain, list or state (e.g. three reasons, five things
etc), describe (something) or discuss( one or more issues)
Skill- Participants may be able to do or demonstrate(an activity), operate or repair(something)
Attitude - Participants may be able to sensitize(to an issue),differentiate or distinguish(between two or
more things),recognize( a particular thing),help( to do something),verify(a fact)

Thus you can formulate objective based upon the fact whether the training session deals with
Knowledge ,Skill or Attitude or any combination of them.

Formulating objective(s) is the most important thing in a training session and there can be one or more
objectives. Objectives decide the content, training method as well as evaluation .

The objectives should be learner based and can be formulated by writing down, “ The participants will be
able to + action verb ( e.g. explain, demonstrate, sensitize etc.) + content ( e.g. explain peer pressure,
demonstrate how to say no, sensitize to the fact etc.)

Duration : It depends upon the content covered and profile of participants

Content : It is what will be dealt in the session. It depends upon the objectives (whether you deal with
the knowledge or skill or attitude) and time available.The content has to be gender ,caste,community
and religion neutral, culturally appropriate and incorporating the essential and required messages.

Training method: It is how the learning will be transferred. It is always better to use a combination of
methods as has been used in the present manual. However, the choice of a particular method depends
upon objectives defined, content to be covered, personal choice ,experience of the facilitator and time
available. A brief description of various participatory methods is give in Module 5

The content and exercises should

(1) teach peer educators about the subject matter they will be presenting to young people
(2) provide clear messages about behaviors the program is encouraging
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(3) present participatory techniques for peers to replicate, and
(4) provide opportunities for peer educators to practice leading sessions.
(Evidence based guidelines for Youth Peer education, FHI,2010)
Learning aids/material: These are the supportive things eg. Flipchart/ Charts, Markers, Blackboard,
chalks etc.

Activities : These consist a series of steps describing how a training method is used. A training session
consists of one or more learning activities depending upon objectives and time available.

Feedback / Evaluation : It is important to assess learning, explain anything not clear or clarify any
doubts or confusion. This can be done during or at the end of the session by asking open ended
questions( not having a “yes” or “no” answer), getting the participants write or narrate, having an open
interaction and discussion

Summary : It is emphasizing or reinforcing the important points. The summary has to be short and
sweet

Step 4 – Divide the participants in two groups and give them the following topics :

Group 1: Harmful effects of smoking

Group 2: Consequences of teenage pregnancy

Step 5 – Tell that each group will prepare a learning activity based on the framework in Handout 6.1.

Encourage them to be creative and participatory training methods. Let them choose a leader to present
the design.

Let the groups work for 15 minutes

Step 5 – Ask the groups to present their designs

Step 6 – Let the participants comment on the design. Emphasize on :

Objective(s)

Adequacy of content

Participatory methods to deliver the content. Could the group use any alternative methods?

Provision for feedback by the participants

Step 7 - Summarize the activity by saying that each component of the session plan is interrelated and
has to be addressed to provide a good learning experience

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 Session 2

Training tools and Techniques

1hour 30 min

After the session, the participants will be able to:

Objectives
• describe various training tools and techniques
• discuss the process and benefits of using various training tools and techniques

Materials
Charts,markers
Duration
Activity No. Topic Methodology
Activity 1 Training tools and techniques Discussion 1hour 30min

Activity- 1 Training tools and techniques

Step 1 – Tell the participants that any training method brings about a change in one or more of the
domains of knowledge, attitude and skills of the participants. Accordingly, the training methods can be
categorized

Step 2 – Paste 3 charts with the following titles.

Chart 1- Training methods to impart knowledge

Chart 2- Training methods to impart skills
Chart 3- Training methods to impart attitude

Ask the participants to recollect various training methods they know and categorize them on the
above charts

Step 3 –Add other methods using Facilitator’s guide 2.1

Step 4 – Generate a discussion by asking the participants, ”Why it is important to use participatory
methods in training?”

Step 5 – Emphasize that participatory methods are highly effective as they promote learning by doing.

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 Facilitator’s guide 2.1

Various training tools and techniques

• Lecture
• Briefing
• Word association
• Presentation
• Individual exercise
• Paired discussion
• Group discussion
• Question answer
• Role-play
• Question box
• Visualization
• Flashback
• Situation analysis and case studies
• Games
• Debate
• Quiz
• Demonstration
• Brainstorming
• Songs and poems
• Visualization in Participatory Practices(VIPP)
• Just a Minute (JAM) session
• Collage making
• Story making
• Story telling
• Story with the gaps
• Relay story telling

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Step 1 – Discuss the process and benefit of various training methods using Facilitator’s guide 2.1

Facilitator’s guide 2.1

Process and Benefits of some participatory training tools

and techniques

1. Group Discussion

The group examines a problem or topic of interest with the goal of better understanding on an issue or
skill,reaching the best solution, or developing new ideas and directions for the group.

Process:
• Ask the group to designate a moderator or reporter.
• Arrange the seating for facilitating interaction among group members.
• Give specific terms of reference for group work to focus discussion on key issues.
• Encourage one of the group members to summarize the discussion and present it to others.
• Allow time for clarification when group findings are presented.

Benefits:
• Thinking skills enhanced by group members contributing relevant and appropriate inputs to the
topic.
• Social skills enhanced through members listening to others’ views, communicating own views,
working inteams and learning to empathize.
• Negotiation skills enhanced in the process of being assertive towards consensus building on the
issues being discussed.
• Problem solving skills enhanced.
• Promotes team work.

2. Role-play
Role-play is an enactment or dramatization in which people act out a suggested situation.
Participants can be encouraged to take on different roles. It is not necessary for the female characters to
be played by women or the male characters by men.

Process:
• It is the gap between the player and the role which gives a role-play its creative potential. There
are
• several rules which help in maintaining this distinction.

• The role player chooses a name for his/her character, and wears a nametag to remind everyone
(including himself/herself) who he/she is.

• Begin the role-play with a clean start so that everyone knows when people begin to enact their
part in the role-play.

• End the role-play with the same clarity. People need to know when to address others as
themselves ratherthan their roles. If you are using nametags, the act of removing the tag signifies
clearly that the person is nolonger in a role. It can also be useful to give people an opportunity to
say what they think about the character they played once they are no longer in that role.

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 • Always maintain the rule that there is no aggressive physical contact in a role-play. Any display of
physical violence should be stopped immediately.

Benefits:
• Role-play helps participants to understand the roles played by different people in life and
enhances empathy.

• Teamwork is promoted.

• Promotes self-awareness. Helps participants to understand their own attitudes, feelings and
behaviour.

• Encourages participants to change their negative attitude.

3. Question Box
Question Box is an activity through which questions asked by participants are answered by teachers,
facilitatorsor experts. The box is placed in a convenient location where adolescents/participants can drop
their questions without revealing their identity.

Process:
• Arrange for a box with a slit opening. Write “Question Box” on it and place it where participants
have easy access to it.

• Questions can be sorted out and classified into broad categories for the purpose of answering
them.

• The facilitator can answer some questions, while for some questions an expert (doctor,
counsellor) may be invited.

• A convenient date and time may be fixed for the questions-answer session. Parents and opinion
leaders may be invited to some of these sessions.

Benefits:
• Participants can ask questions freely without inhibition, as the identity of the person is not
disclosed.

• It is a good entry point for initiating adolescent reproductive and sexual health activities and
assessing the needs of the participants.

• Question box activity creates an enabling environment for organizing learning experiences on
adolescent reproductive and sexual health.

• Questions are useful as evidence for parents, teachers and other stakeholders to be convinced of
the need for adolescent reproductive and sexual health education.

4. Situation Analysis and Case Studies

Situation analysis activities allow participants to think, analyze and discuss situations they might
encounter.

Case studies may be based on real cases or hypothetical situations, but based on real issues. The
purpose of the case study is to present participants with a situation giving considerable background
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information from which they are expected to analyze and compute the outcome of events or provide
solutions to specific problems.

Process:
• Select an appropriate case study/situation relevant to the group and highlight issues of concern
related to the topic. The case study should be short and simple.

• The case study may be conducted in small groups to provide an opportunity to participants to
interact with each other.

• Situation analysis and case studies need adequate time for processing and creative thinking.

• Guiding questions are useful to spur thinking and discussion.

• The facilitator should ensure that all aspects of the study are covered and value judgment is not
passed.

Benefits:
• Situation analysis allows participants to explore problems, dilemmas and safety test solutions.

• Thinking skills enhanced through analyzing problems and exploring alternatives for possible
solution.

• Decision making skills enhanced. Communication and listening skills enhanced through sharing
views with others.

• Case studies through group work promote team spirit to arrive at consensus building.

5. Games
Games are used for breaking monotony, raising energy levels and letting people enjoy themselves.
Popular games can be modified to give information on health-related issues.

Process:
• Remind the participants that the activity is meant to be enjoyable and that it does not matter who
wins.

• Planning is important for meaningful learning.

• Participants should be asked to imagine themselves in a situation or should play a structured

game or activity to experience a feeling that might occur in another setting.

• Brief discussion immediately afterwards adds value to learning.

• A game need not only be just a game but a learning exercise

Benefits:
• Games call for agility, alertness.

• Games may help in raising the sensitive issues/topics in a lighthearted way.

Thinking skills enhanced in the process of problem solving; opportunities provided through
games and simulation exercises.
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 • Understanding personal strengths and weaknesses is promoted.

• Social skills enhanced through building team spirit and sportsmanship.

6. Debate
Debate is an interesting activity for probing into controversial issues. The pros and cons of an issue are
presented and an individual is enabled to take a rational position on the issue. The issue to be debated
should have positive and negative aspects that can be argued for and against by the participants.

Process:
• The debate can be organized in two phases – in the first phase, it can be within a class/ school/
organization. The best team can be selected. Each team will comprise of two speakers – one for
the motion and the other against the motion

• The second phase will be organized at a higher level with team competing from different
classes/schools/organizations

• Select a suitable topic and give time to participants to prepare. Allow participants to take position
of their choice – equal number for and against the topic

• Allow participants to express their views within the limited timeframe

• Parents, opinion leaders and media persons may be involved and one of them requested to chair
the debate

• Two to three suitable persons may be identified as judges/members of the jury

• Judges finalize the criteria for evaluation

• When all teams present their points of view, the audience may be requested to ask questions or
seek Clarifications

• The chairperson may summarize the discussion

Benefits:
• Thinking skills enhanced by addressing a particular issue in-depth and thinking critically of
various aspects of the problem

• Communication skills enhanced by expressing views emphatically and effectively to convince

opposition

• The audience listening to the debate can gain valuable information through the arguments
presented by both sides of the motion

7. Quiz
This activity motivates the audience to imbibe learning in a very involved manner
Process:
• Develop a quiz item pool by collecting questions related to the subject from various sources
• Divide the participants into two or more teams (6 to 8 members in each team)
• Make them sit in their respective teams

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 • Emphasize rules and procedures
• Start the quiz and monitor the time
• Record the scores as per outcomes of each question
• Announce the result of the quiz
Benefits:
• Team spirit is promoted by group learning and taking pride in group achievement
• Responding appropriately to questions enhances critical thinking
• Audience gains information in an interesting manner

8. Demonstration
A demonstration is a presentation of a method for doing something

Process:
• Introduce the demonstration: What is the purpose
• Present the material you are going to use
• Demonstrate, explaining each step.
• Repeat a step or the entire demonstration if required.
• Invite the participants to ask questions.
• Have the participants practice themselves.
• Discuss how easy/difficult it was for them.
• Summarize.
Benefits:
• To teach a specific skill or technique.
• To model a step-by-step approach.
• Shows practical applications of a method.

9. Brainstorming
Brainstorming is a method used for suggesting factors/elements on an issue or generating possible
solutions t o a problem. The purpose of brainstorming is to come up with as many ideas as possible
without regard to quality, with as many team members as possible contributing their thoughts. Quantity
of ideas is far more important and even wildest ideas are accepted and recorded.

Process:
• Arrange the seating so that the participants can see the ideas generated which are written in bold
letters in short sentences or one word.
• State the issue/problem and ask the members to give immediate responses. Ask one member to
record the ideas. Accept all without comment or criticisms.
• After the ideas are presented, review the ideas and add/delete, categorize, summarize.

Benefits:
• Helps to consolidate previous learning and allows participants to generate ideas quickly and
spontaneously.
• Thinking skills (creative and critical thinking) are enhanced through giving appropriate,
spontaneous and quick response to the problem.
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 • Communication skills are enhanced through expressing views crisply in front of others.
• Groups are encouraged to be tolerant and accept ideas from all, as no judgments are made.

10. Songs and Poems

This is an effective way of reinforcing key messages.

Process:
• Encourage participants to write poems and inspiring/devotional/folk songs on social and health
issues being covered during the training programme.
• Review the poems/songs and ensure that the content and language used is correct and socially
acceptable.
• Let the writers’ sing/recite the poems and songs at the beginning or the end of a session. Other
participants can also join them in singing the chorus.

Benefits:
• Helps in reinforcing key messages. Participants get enthused and feel energized.
• Creative skills of the participants who write the poems/songs get enhanced.

11. VIPP - Visualization in Participatory Process

VIPP makes use of postcard size cards (8-10 x 4 inches) of different shapes and colours on which the
participants express their main ideas in letters or pictures large enough to be seen by the whole group.
Participants are asked to use only one idea per card and display them on boards.They synthesize their
thoughts, or the thoughts of others, on these cards and be grouped under various titles/headings

Tips for writing on the VIPP card

• Write one idea on one card.
• Use big bold letters, but both upper and lower case letters.
• Maximum 2-3 lines per card.
• Follow the colour code as instructed.
Benefits:
By this method, everyone takes part in the process of arriving at a consensus. Less assertive
participants find a means of expression and those that might normally dominate a group must respect
and include the opinions and ideas of others.

12. JAM (Just a minute) session

Here the participants are given random small topics(e.g. my mother, Weather today, I,My best friend
etc.) and they are expected to speak only for a minute.The exercise notonly acts as an energizer but
also helps to build confidence and improves communication skills

13. Story with a gap

The participants are given a small story wherein they have to fill in the gaps with technical words.This is
useful in critical thinking and enhancing knowledge about various stopics viz, HIV and AIDS, nutrition
etc.

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 Session 3
Facilitation & Co-facilitation

2hrs

After the session, the participants will be able to:

Objectives
• differentiate between a trainer and facilitator
• describe various facilitation skills
• discuss the qualities of a facilitator
• explain the process of co-facilitation
Materials Chart papers, Markers

Activity No. Topic Methodology Duration

Activity 1 Training Vs facilitation Word association 15 min

Discussion

Activity 2 Facilitation skills Power point presentation 1hour

Activity 3 Qualities of a facilitator Visualization 15 min

Discussion

Activity 4 Co facilitation VIPP 30 min

Discussion

Activity- 1 Training Vs facilitation

Step 1 – Take two charts and write in a circle at the centre of the charts as follows
Chart 1- Training
Chart 2- Facilitation

Step 2 – Ask each participant to write his/her idea/thought/view in one word on each chart

Step 3 – Discuss the difference between training and facilitation based upon the responses by the
participants

Step 4 – Summarize using Facilitator’s Guide 5.4

Facilitator’s Guide 5.4

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 Training vs Facilitation
Training Facilitation

The word Trainer is derived from Trahiner The word Facilitator is derived from Facilitas
(French)- to drag or Trahere (Latin)- to pull (Latin) – easiness. The dictionary meaning to
facilitate – to make easy, to promote, help forward
The connotation is dragging unwilling delegates (an action or result)
out of darkness of ignorance into sunlit arenas of
knowledge and competence !!! Here the connotation is holding out a helping
hand, removing obstacles, creating a smooth
pathway for delegates to pursue their learning
journey.

Training objectives are set Learning objectives are set

Trainers are believed to be experts and their job is Facilitators believe that learners have knowledge
to instruct and their job is to surface that experience

A lot of telling is done A lot of listening is done

Trainers are centered on themselves and their Facilitators are centered on learners and
objectives supporting them

Trainers are detached from learners Part of learning group

Focused on content Focused on processes

Participation is discouraged except in specific Participation is encouraged

areas/issues

Questions asked are : Questions asked are :

• Few • A lot
• Closed ended • Open ended
• Leading • Probing

Trainers are sees as I/C & in control of learning Facilitators have equal partnership with learners
who control their own learning

Trainers use detailed session plan & stick to them Facilitators use only outline and are flexible

Discourages feedback Encourages feedback

Activity- 2 Facilitation skills

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Step 1 – Write “Facillitation skills” in a circle at the centre of a chart pasted on the wall

Step 2 – Ask the participants to write various skills needed in facilitation

Step 3 – Discuss various facilitation skills with help of a power point presentation using Facilitator’s
Guide 5.5

Facilitator’s Guide 5.5

Facilitation skills

I. Rapport building and establishing credibility

• Feeling interested in group
• Being energetic
• Sense of humor
• Communication is not an effort

II. Using appropriate content

• Covering knowledge, skill and attitude components
• Focus on “must learn” than “ useful to learn” or “ interesting to learn”
• As per specified objectives
• Related to life situations/job
• Simple to Complex
• Known to Unknown
• General to specific
• Gender /community/ caste neutral

III. Getting information across

• Making teaching meaningful
Content arranged in logical sequence
Explain new words
Using simple language

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 • Promoting active learning by making the participants “do”
• Give most important information in the beginning or at the end
• Giving and receiving feedback

IV. Ensuring participants’ commitment to change

• Caring and empathetic
Call by name
Be non -judgmental
Ensure confidentiality
Never embarrass a student
Reward the effort
Never question motive behind the question
• Individualize learning
Using training method mix
Pay individual attention
• Ensuring mastery
Reinforcement
Continuous assessment

V. Managing the group

Management of time
Identify the red and green signals
Green signals
• Relaxed / friendly chatting in breaks, at the start and end of the day
• Open exchange of information about experiences, hopes and concerns
• Providing suggestions and solutions to each other
• Willing to form pairs/ groups when required
• Energetic and comfortable environment
Red signals
• Constant head down writing
• Reading ahead in the workbook
• Puzzled faces

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 • Exhausted faces
• Wrong work on exercises/tasks given
• Agitated
• Conflicts
Handling the conflicts tactfully

VI. Presentation skills

• Arouse interest
• Specify objectives
• Changing the pace of presentation
• Effective use of body language
• Use anecdotes and examples
• Use multiple and participatory learning techniques
• Ensure involvement of each participant
• Invite questions, reward the efforts and respond to questions
• Effective use of audio visual aids
• Summarizing important points

Step 4 – Summarize the facilitation skills by quoting Einstein :

I never teach my pupils ; I only attempt to create the conditions in which they can learn.
(Einstein)

Activity- 3 Qualities of a facilitator

Step 1 –Tell the participants that they will be learning about various qualities of a facilitator

Step 2 – Ask the participants to close their eyes for 1 minute and remember the name of their most
beloved teacher and why they remember her /him.

Step 3 –Let each participant share the name and the quality of his/her teacher

Step 4 – Note the discussed qualities on the blackboard /flipchart

Step 5 – Summarize the qualities of a facilitator using Facilitator’s Guide 5.3

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 Facilitator’s Guide 5.3

Qualities of a Facilitator

• Energetic and enthusiastic

• Keen observer
• Confident
• Knowledge of the subject matter
• Respects diversity
• Good organizer
• Innovative
• Tactful
• Effective communicator
• Encourages participants to share
• Create a conducive learning environment
• Ability to reduce inhibitions
• Create and maintain enthusiasm in participants
• Empathetic
• Objective
• Resourceful
• Respectful
• Positive attitude
• Non-judgmental
• Gender and culture sensitive

Activity- 4 Co -facilitation

Step 1 – Introduce co-facilitation as a process wherein two facilitators work as team, supplementing and
complementing mutual efforts to augment learning opportunities for the participants.

Step 2 – Lead a discussion by asking, “Why co-facilitation is important?”

Step 3 – Write down the responses on the board/ flipchart. Add missing points using Facilitator’s
Guide 5.4

Step 4 – Paste two charts on the wall titled , - “Co- facilitation : DOs”, “Co- facilitation : DONT’s”

Step 5 – Distribute a set of blue and red VIPP cards. Ask each participant to write down “Dos” and
“Don’ts” in co-facilitation as under :

• Blue VIPP card -“DOs” in co- facilitation

•
• Red VIPP card -“DON’Ts” in co- facilitation
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Step 6 – Ask the participants to paste the VIPP cards on the corresponding charts

Step 7 – Call two volunteers and let them read the charts one by one

Facilitator’s Guide 5.4

Importance of co-facilitation
Model for teamwork
Co facilitation provides a model of teamwork for the participants
The behaviour of both facilitators and co-facilitators should be the same as the way they would like to
see the participants behave, they should be models for their team of peer educators.

Preservation of energy in facilitators

Presenting can be tiring both for the facilitators and the participants. Having co facilitators provides
diversity in voices, presentation styles and energy levels. Co facilitation helps to hold the attention of the
group, while giving each facilitator time to shine and time to rest.

Exposure to diversity of facilitation styles and qualities

The participants are exposed to various facilitation styles, skills and qualities

Maximizing diverse resources

No one, no matter how well educated or skilled, is good at everything or has a background in all areas of
knowledge. Working as a team allows each person to contribute the best of his or her gifts, talents and
resources.

Extra eyes, ears and hands

Two facilitators can monitor a group better than one. The second person can help monitor reactions from
individuals or pick up on missed questions. A co-facilitator can also handle problems with the physical
environment, late-comers, phone calls, etc. Finally, the co-facilitator can act as an assistant in handing
out materials and activity resources, as well as with facilitating when working with small groups.

Support
Two facilitators in the same room support each other, not compete for floor space. Everyone can have
an ‘off’ day when nothing works well: not conducting an activity as well as usual, losing one’s place in a
lecture, etc. The co-facilitator is there to help smooth over those moments. The role of the co-facilitator is
to add to, not detract from,
the facilitator.

Step 7 – Summarize using Facilitator’s Guide 5.5

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 Facilitator’s Guide 5.5

Do’s and don’ts in co-facilitation

• Do go over with your co-facilitator what you will each be covering before you get to a
training workshop.
Be clear who is doing what and in what time frame.

• Don’t be late
Be early enough to decide how you and your partner want to set the room up and then to arrange
it.

• Be responsible for your own time

Don’t ask your co-facilitator to watch the clock and signal to you when your time is up. Carry a
watch with you and check it so you are aware of how much time you have to go.

• Start and end on time

Don’t go over the time agreed upon either with participants or with your co-facilitator.

If you run out of time and you haven’t covered all that you were supposed to, stop where you are
and do better next time. Remember participants can always stay and speak to you after the
session is over.

• Contribute to your partner’s leadership.

Don’t interrupt or challenge. Wait to be invited to speak by your co-facilitator. You can always
talk to participants afterwards to give them the correct information or you can add what you know
about the subject when it’s your turn to present next.

• Invite your co-facilitator to speak when you need help

Don’t assume they will come in to rescue you. Say: " Sunita, do you have anything to add?" or "
Subrata, do you know the answer to that?"

• Do sit off to the side when your partner is presenting a subject

Don’t sit next to your partner or hide where he/she can’t see you. Sit somewhere off to the side
so that you can both make eye contact but also where the person who is presenting, can have
the whole spotlight.

• Do focus on what your partner is saying

Don’t work on other things while you’re off (like reading the paper, doing your calendar or
homework). When presenting after your co-facilitator, try to refer to that she/he said. If you pay
attention to what you co-facilitator said your participants will, too.

• Do help when needed

Don’t give directions for activities that contradict what your partner is trying to do.

• Do compliment your partner

Don’t denigrate him/her. Tell your partner what you liked about their presentation (what they said
and what they did). Positive feedback on specific actions means that action will be repeated.

Be careful about joking with your partner, especially if it excludes the group or demeans

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 someone.

A positive, supportive relationship between co-facilitators creates a safe learning environment for
the participants. The relationship between the facilitators is of primary importance to the learning
of the group.

• “Tag team” versus “competition” style

The ‘tag team’ style allows one person to sit back, observe and support while the other person
presents. It divides up the material so that individual strengths are respected and allows for each
person to "have his or her moments in the spotlight".

A competitive style means that facilitators are at odds with each other to teach the class.
Facilitators may feel they are competing with each other even when they have already expressed
the desire to work together and not compete. The tag team style is preferred.

References :

1.Youth Peer Education Toolkit, Training of Trainers Manual, UNFA,2005

2. Facilitator’s Handbook for Training Peer Educators, Adolescent Education Programme, UNICEF,
NACO & NCERT,2005

3.Training Module for Peer Educators, National AIDS Control Organization,GOI,2010

4.Facillitation Skills, Frances and Roland Bee, Universities Press,1999

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 MODULE 6
Planning peer education activities

Session One

1hour Planning a peer education activity

30 min

Session Two

1hour Monitoring and evaluation in peer education

30 min

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 Session 1
Planning a peer education activity
1hour 30Min

Objectives After the session, the participants will be able to:

• discuss the steps and process of planning a peer education activity

Materials VIPP cards , Glue sticks ,Flipchart/chart, Markers, Handout 6.1

Activity No. Topic Methodology Duration

Activity 1 Planning a peer education VIPP 1 hr 30 min
activity Discussion
Open interaction

Activity-1 Planning a peer education activity

Step 1 - Tell the participants that it is important to plan beforehand, any activity for smooth
implementation and desired results

Step 2 - Introduce the session and define the objective

Step 3 – Distribute the VIPP cards to the participants. Tell them to use the card horizontally and write
only one sentence in bold letters

Step 4 – Ask each participant to write one step involved in planning a peer education activity. Give 5
minutes to work

Step 5 – Collect the VIPP cards and ask a volunteer to read the cards one by one.

Step 6 - Discuss with the group on which no. this step comes in planning a peer education activity.
Assign the agreed number to the card. Keep aside the cards showing repetition.

Step 7 - Ask a volunteer to paste the numbered VIPP cards in the form of a flow diagram on the wall

Step 8 – Discuss the process of planning a peer education activity with the help of Facilitator’s Guide
5.2

Step 9- Ask the participants how they liked the activity

Step 10 - Summarize the session by saying that the activity helps not only to identify the steps in
planning a peer education activity

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 Facilitator’s Guide 6.2

Steps for planning a peer education activity

1. Decide on the type of activity

• Briefing session
• Skit
• Nukkad natak
• Training /workshop
• Sport event
• Debate
• Drawing competition
• Poster making
• Game etc.
2. Fix the date and time of the activity
As per the convenience of peer educators/ resource persons

3. Select the venue for the activity

• Youth club/Teen club/Balika mandal office, Gram Panchayat Bhavan, School, House of
Sarpanch etc.
• Sitting arrangement
• Drinking water and toilet facility( preferably separate for male and female)
4. Check the available resources
• Budget
• Resource persons
• Participants
• Team members/volunteers
• Support material-Chairs, table etc.
• Stationary material for trainers - markers, OHP, computer, handouts, books etc.
• Stationary material for participants – Pens, writing pads,workbooks etc.
• Refreshment( if provision exists)

5. Contact the linkages Local leaders, PRI members, NGO, NYKS/NSS personnel, School authorities etc

6. Inform the participants, resource persons and dignitaries/guest well in time

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7. Delegate the responsibilities to team members/volunteers
Arrangement of resources
Registration of participants
Receiving the dignitaries/guests
Refreshment
Taking Photographs of the session

8 . Reach ½ -1 hour before the activity at the venue on the day of activity

9. Conduct the activity

10. Prepare a brief report of the activity

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 Session 2
Monitoring and evaluation in peer
education
1hour
30Min

After the session, the participants will be able to:

Objectives
• distinguish between monitoring and evaluation
• describe the importance of monitoring and evaluation
• discuss the process of monitoring and evaluation for a peer education
programme

Materials Chart papers, Markers

Activity No. Topic Methodology Duration

Activity 1 Monitoring Vs evaluation Word association, 15 min

Discussion
Activity 2 Importance of monitoring and Flipcharts, Markers 15 min
evaluation
Activity 3 Monitoring and evaluation in a Charts, Markers 1 hour
peer education programme

Activity-1 Monitoring Vs evaluation

Step 1 - Ask the participants what they understand by monitoring and evaluation

Step 2 – Take two charts and paste them on the wall. Write “monitoring” on one and “evaluation “on the
other.

Step 3 - Ask the participants to write down on the respective charts what comes to their mind on
hearing the terms “monitoring” and “evaluation”

Step 4 – Let a volunteer read the responses

Step 5 – Discuss the concept of monitoring and evaluation using Facilitator’s Guide 6.3.

Step 6- Summarize the session by saying that while monitoring is confined to overseeing the ongoing
activities, evaluation is mostly concerned with the final outcome or the impact of the programme.

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 Facilitator’s Guide 6.3

Monitoring & evaluation

Monitoring
Monitoring is a continuous process of collecting and analysing information of actual operation of the
programme and its intended outcomes so that any deviation from the plan are detected.

Monitoring is different than supervision which is the process by which designated individuals or group
of individuals oversee the work of others and establish controls to improve the work as well as workers.
The purpose is to guide and help the subordinates in their work. It is accomplished by training, guidance,
demonstration and checking etc.

Monitoring enables to identify problems, take corrective action and measure the achievement of targets.It
is done frequently during the implementation of plan. It may be done by direct observation,
discussion ,client surveys and reviewing data & reports. Various monitoring tools are
questionnaires,diaries, tracking sheets etc. The monitoring tools should be :
- easy to understand and fill out
- in the language of the participants
- written for the reading level of those who will use them
- pretested
- used by the staff trained to use them

Evaluation
Evaluate means “to find out the worth.”

Evaluation is a process to determine whether and to what extent the objectives ( the planned output and
/or effects) of the programme have been achieved.

In other words, evaluation measures the overall impacts (changes in the status or condition) of training
,plan, project or activity. Evaluation is an assessment of the achievement of the quality and quantity of
the work done.

In a programme or project evaluation is undertaken to find out :

a) Relevance:
It is the extent to which the objectives are consistent with project and direct beneficiaries’ needs.

b) Effectiveness:
It is the extent to which a programme /project has achieved its objectives or simply put ,the change in
targeted results. It also identifies and analyzes the major contributory /hindering factors .

c) Efficiency:
Efficiency is measured in terms of cost effectiveness in terms of optimum utilization of resources and
time spent.
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d) Impact:
The positive and negative changes produced by a programme/project for the beneficiaries?
Lessons learnt

e) Sustainability:
Can the programme/project continue after the donor agency stopped funding ?

f) Feasibility of replication :
Is the project/programmes replicable? If yes to what extent and with what modifications

Evaluation can be undertaken by a person/ group appointed from the same organization or by an external
agency. It can be done periodically throughout the life of a programme or project( Concurrent evaluation)
or after half the project is over (Mid term evaluation) or at the end( Final evaluation).

Evaluation provides information on whether the assumptions were valid, what worked and what not and
why. It not only analyzes the factors affecting the ultimate results but also helps to learn the lessons for
future.

Various indicators are used in the process of evaluation .Indicators are the measurable statements of a
programme’s results and they help to track the performance. Indicators may be developed for :

Inputs - Resources (human, material and supplies, equipment and facilities, information, and money)
The monitoring indicators may be “ no. of facilitators present during each session” or “Percentage of
funds utilized” etc.

Processes-Activities or tasks carried out during the programme

The monitoring indicators may be “ Percentage of sessions completed in time”,“ Percentage of sessions
using participating methodology” etc.

These are the results of the programme and include

Output- Immediate products and services provided by the programme

The monitoring indicators may be “ Number of peer educators trained in a given period” ,
“Percentage of sessions that allowed the peer educators to practice the knowledge/skills”

Outcomes - Changes in knowledge, attitude/ behaviour and skill that result from the outputs

The monitoring indicators may be “ Percentage of peer educators who avoided unsafe sexual contacts”
or “ Percentage of peer educators who could say”no” to an activity they did not like”

Activity-2 Importance of monitoring and evaluation

Step 1 – Ask each participant to state a reason for monitoring and evaluation of a project/programme

Step 2 – Note down the responses of the participants on a Flipchart

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Step 3 – Let a volunteer read the responses

Step 4 – Add the information using Facilitator’s Guide 6.4

Step7- Summarize the session by emphasizing that monitoring and evaluation of a programme helps in
keeping the planned activities on track as well as making a decision to continue, modify or abandon a
programme.

Facilitator’s Guide 6.4

Reasons for monitoring and evaluation

• It helps to determine whether the planned activities are on track and where to make corrections
• It allows decision-makers to continue successful programmes and improve or abandon
unsuccessful ones.
• It provides support for future funding requests
• It can contribute to the development of new programmes.
• It ensures the most effective and efficient use of resources
• Evaluate the extent to which the programme /project is having or has had the desired impact.
• If the evaluation shows a failure of the project, it can also explain why (for example, due to poor
design of the project or unreasonable expectations)

Activity-3 Monitoring and evaluation in a peer education programme

Step 1 - Tell the participants that they will be working in small groups

Step 2 – Divide into three groups

Group A- Peer education in school
Group B- Peer education in out-of-school settings
Group C- Peer education with hard-to-reach youth
Ask the groups to brainstorm on the following key questions :

• What do we monitor & evaluate in our projects?

• How do we monitor various activities ( or the Monitoring indicators)
• Where do we monitor & evaluate?
• When do we monitor & evaluate?
• With whom do we monitor & evaluate?

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Provide the charts and markers and let the groups work for 15 minutes and prepare the presentation

Step 3 – Let the groups make presentations. Add information from Facilitator’s Guide 6.5

Facilitator’s Guide 6.5

Suggested indicators for peer education programme

• Number of peer education activities organized

• Percentage of planned activities organized
• Number of peer educators trained Number of adolescents(girls and boys) trained as peers
• Number of peers involved in sharing the information to other adolescents
• Number of health education materials developed
• Number of health education materials distributed
• Percentage of funds utilized
• Number of adolescents visiting the health clinic
• Number of peers who could say “no” to get out of a situation they do not like( eg. Bunking a
Class, Drinking alcohol, smoking a cigarette etc.)

Step 4 – Lead a discussion, posing the following questions:

• What would these data tell us?
• What difference could this make to what we do?
Step 5 - Summarize by saying emphasizing that monitoring and evaluation activities depend upon the
settings in which the peer education programme is organized and the activities planned

References :

1. Training Module for Peer Educators, National AIDS Control Organization, GOI,201
2.Evidence Based Guidelines for Youth Peer Education,FHI,USA,2010
Youth Peer Education Toolkit Training of Trainers Manual, UNFPA,2005
3. Peer education : Outreach, Communication and negotiation,Training Module, International HIV/AIDS
Alliance 2005

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 MODULE 7
Practice sessions

Session One

1hour Planning a mock session

Mock Sessions

4 hours Session 1 – My story

Session 2 – Me and my health
Session 3 - Developing self esteem
Session 4 – One day in my life
Session 5- How would I react
Session 6 – Media image analysis
Session 7– How to say “no”
Session 8 – My code of conduct
Session 9 - Skills in public speaking
Session10– Planning for a Career
Session 11- Sex Vs Gender
Session 12 -Who is at risk
Session 13- Alien visitor
Session 14- Reproductive and sexual health : Myths and Facts
Session 15–What went wrong ?

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 Session 1
Planning a mock session

1 hour

Objectives After the session, the participants will be able to:

• orient to the concept of a mock session
• explain the steps for planning a mock session

Materials VIPP cards ,Glue sticks, Flipchart/chart, Markers, Handout 6.1 & 6.2

Activity No. Topic Methodology Duration

Activity 1 Concept of a mock session Discussion 30 min

Activity 2 Steps for organizing a VIPP 30 min

mock session Discussion

Activity- 1 Mock session : an introduction

Step 1 – Introduce the session and define the objectives

Step 2– Ask the participants what they understand by a mock session

Step 3 – Define mock session using Facilitator’s Guide 6.1

Facilitator’s Guide 6.1

Mock session
A mock session is pre - planned training session conducted by a participant under controlled situation
wherein the facilitator and/or or participants observe it as per the checklist provided.

A mock session may be directly observed or videotaped and subsequently discussed. The latter has the
advantage that the participant playing the role of facilitator can also assess his/her skills

A mock session not only helps to assess the skills of the participant as a facilitator but also prepares
him/ her for the future role of a facilitator. Here the participants play the role of a Facilitator( while
conducting the given session) as well as that of an observer( when other participants conduct the
session).

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Step 4 – Tell the participants that they will be playing a game with a paper ball. The receiver of the ball
will tell one thing to be observed in a mock session

Step 5 – Make a paper ball and start the game

Step 5 – Write down the responses from each participant on a Flipchart/ Blackboard

Step 7 – Discuss the points of observation in a mock session with the help of Facilitator’s Guide 6.2

Facilitator’s Guide 6.2

Checklist for observation of a Mock training session

Rapport building Introduced him/ herself

Set induction Specified the title of the session

Aroused interest of participants by relating to previous learning, throwing a new

idea, questioning etc.

Objectives Stated the objectives

Content Relevant to participants’ lives/ jobs

Organized in a logical sequence

Facilitation Presentation made lively by shifting emphasis, changing tone , jokes etc
Used specific example to illustrate main ideas
Used nonverbal communication (gestures, eye contact etc.)
Adequate and clear directions for activities
Understood the questions and responded appropriately
Maintained the discipline in the group
Tactfully handled the difficult situations (e.g. conflicts)
Paraphrasing and summarizing
Used energizers

Learners’ Encouraged and invited questions from participants

Participation Rewarded the effort of participants on responding to questions

Feedback Positive and constructive feedback given

Training techniques Used multiple and participatory techniques
Techniques appropriate to impart knowledge, attitude & skills
Sequence of techniques leads to practical application of learning

Audiovisual/visual Appropriate selection of audiovisual/visual aids

aids Effective use of audiovisual /visual aids

Time management Facilitated session as per time limits

Step 7 – Summarize by emphasizing that in a mock session the participants not only demonstrate
his/her facilitation skills but also observe those of others

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Activity- 2 Steps for planning a mock session
Step 1 – Tell the participants that they will be learning to organize a mock session

Step 2 – Distribute 1 VIPP card to each participant and instruct them to use it horizontally and write in
bold letters. Ask them to write one thing to be observed in a mock session

Step 3 – Collect the VIPP cards and paste them on the wall

Step 4 – Ask a volunteer to read the VIPP cards

Step 5 – Discuss various steps in organizing a mock session by using a Facilitator’s Guide 6.3

Facilitator’s Guide 6.3

Steps for organizing a mock session

Step 1 – Inform the participants that each of them will be conducting a mock session and will also
observe the sessions conducted by others

Step 2 – Provide a session plan and the training material to each participant. Let them prepare the
session for 15 minutes.

Step 3 – Distribute the Observation checklist to each of the participants and instruct them to mark their
responses

Step 4 – If the number of participants are more, divide the participants in 2 groups in separate rooms
and , with the help of one more facilitator, conduct the mock sessions simultaneously in both the groups

Step 5 – Let the participants facilitate the session

Step 6 – Ask the facilitator( the participant who is facilitating) to stop the session after the allotted time

Step 7 – Let few participants discuss their observations. Emphasize on “positive constructive feedback”
discuss “ Good points” first followed by “ points for improvement”

Step 8 – Summarize by giving your feedback as per the observation check list

Step 6 – Summarize by saying that a mock session needs to be organized following systematic steps so
as to ensure acquiring the necessary skills for transfer of learning

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 Handout 6.1
Checklist for Observation of Mock sessions
Components Facilitator’s reaction Response (Yes/No)

Sessio Sessio Sessio Session Session 5

n 1 n2 n3 4
Rapport Introduced him/ herself
building
Set induction Specified the title of the session
Aroused interest of participants by relating to
previous learning, throwing a new idea, questioning
etc.
Objectives Stated the objectives

Content Relevant to participants’ lives/ jobs

Organized in a logical sequence

Facilitation Presentation made lively by shifting emphasis,

jokes etc
Used specific example to illustrate main ideas
Used nonverbal communication (gestures, eye
contact etc.)
Adequate and clear directions for activities
Understood the questions and responded
appropriately
Maintained the discipline in the group
Tactfully handled the difficult situations (e.g.
conflicts)
Paraphrasing and summarizing done
Used energizers

Learners’ Encouraged and invited questions from participants

Participation
Rewarded the effort of participants on responding to
questions

Feedback Positive and constructive feedback given

Training Used multiple participatory techniques
techniques Techniques appropriate to impart knowledge,
attitude & skills
Sequence of techniques leads to practical
application of learning
Audiovisual/ Appropriate selection of audiovisual/visual aids
visual aids Effective use of audiovisual /visual aids
Time Facilitated session as per time limits
management

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 Session 2
Mock sessions
6 hours

Objectives After the session, the participants will be able to:

• conduct the mock sessions as per the give session plans
• observe a mock session as per the given checklist
• demonstrate various facilitation skills

Materials VIPP cards , Glue sticks, Flipcharts /charts, Markers, Session plans

Activity No. Topic Methodology Duration

Activity 1 Mock sessions As per session plans 4 hrs

Activity- 1 Mock sessions

Step 1 – Inform the participants that each of them will be conducting a session and will also observe the
sessions conducted by others

Step 2 – Divide the participants in 2 groups in separate rooms and , with the help of a co facilitator,
conduct the mock sessions simultaneously in both the groups

Step 3 – Provide a session plan ( As per Annexure “A”) and the relevant training material to each
participant. Let them prepare the session for 30 minutes.

Step 4 – Distribute the Handout 6.1 (Observation checklist) to each of the participants and instruct
them to mark their responses after the completion of each session

Step 5 – Let the participants facilitate the session

Step 6 – Ask the facilitator (the participant who is facilitating) to stop the session after the allotted time

Step 7 – Let few participants discuss their observations. Emphasize that the feedback should be
“positive and constructive” and“ Good points” should come first followed by “ points for improvement”

Step 8 – Summarize by giving your feedback as per the observation check list

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 Mock session1
My story
30min

After the session the participants will be able to develop a better understanding of
Objectives self and others

Blank A4 paper, tape, coloured pencils, felt pens, A sample blank folding book to
Materials show

Activity No. Topic Methodology Duration

Activity 1 My story Preparing a folding book 30 min

Briefing

Activity 1 – My story
Step-1 Define the objective

Step-2 Explain that each person is going to make a story about themselves as a folding book. Show the
blank folding book as an example.

Step-3 Give the following instructions:

a) the first page should be a drawing or picture of themselves or a drawing of something to

represent themselves and their name.
b) other pages can be drawing or words or both
c) each book has at least 6 pages
d) there will be one idea per page
e) the pages of the book can be stapled taped together to make the folding book after they have
completed each page.

Step-4 Write various ideas on the board using Facilitator’s Guide 1.1 and then ask for other ideas.

Step-5 Provide paper & pencil and give PEs 15 minutes to complete their book

Step-6 Let the participants hang their books around the room and take a walk around and look at each
other’s book

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Step-7 Summarize by emphasizing that
• You need to know yourself well in order to know and understand others
• Getting to Know each other is important when you are working together
• If you know the people you are working with well , you can work as a better team

Facilitator’s Guide 1.1

Ideas for my story

• What I like to do
• What I don’t like to do
• What I like about myself
• Something I would like to learn to do
• A place I would like to visit
• My favorite music /food
• Important people in my life
• Something I find difficult
• My dream/ambition
• Something I really care about
• Something I worry about
• Why I want to be a Peer Educator
• Why do I think I will be a good Peer educator

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 Mock session 2
Me and my health
30min

After the session the participants should be able to

Objectives
• recognize the discrepancy between what we know and how we behave
• describe various unsafe behaviours and their consequences

A chair for each participant, Flipchart/board., Markers

Materials

Duration
Activity No. Topic Methodology

Activity 1 Me and my health Individual exercise 30 min

Discussion

Activity 1 – Me and my health

Step 1-Tell the participants that they will be doing an exercise to learn why we indulge in behaviours
despite knowing the harm caused by them .

Step 2-Define the objectives

Step 3- Have all participants stand in front of their chairs

Step 4- Give the following instructions:

I’m going to read out statement. If your answer to it is “no”, you have to sit down and if “yes”, you
remain standing. But once you are seated, you remain seated, even if your answer to other statements
is “yes”.

Step 5- Read out the statements from Facilitator’s Guide 2.1 one by one in a clear, audible voice:

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 Facilitator’s Guide 2.1

Me and my health
• I always wash my hands before eating anything
• I get medical check-ups yearly
• I don’t smoke cigarettes
• I get regular exercise
• I do not have fast food more than a week
• I never drink alcohol
• I always go for a morning walk
• I never watch TV late night
• I always brush my teeth before going to sleep
• I do not drive fast

Step 6- When everyone is seated, ask the participants what these statements have in common. If no
one says it, point out that they are all health-related behaviours.

Step 7- Explain that while we all might know what is in the best interest of our health, we do not always
use this information. For example, even though we know we shouldn’t eat lots of sweets, our will power
is not always strong when we need it. That second portion of ice cream or cake might just be calling us
too loudly from the refrigerator!

Step 8- Point out that many of us are consistently putting our health at risk at some point of our life due
to our habits and behaviours. Emphasize that this is more common in adolescents as they have not
developed abstract thinking.

Step 9- Ask the group about some behaviours that can put their health at risk even when practiced
once. (e.g. unsafe sex, using drugs, rash driving etc.)

Paste a chart on the wall and divide it in two columns .Note down the behaviour in the left column and
consequences on the right column against the particular behaviour.

Step 10 – Tell that sometimes we are lucky to suffer no bad consequences from our behaviours/ habits.
But this is not true for everyone and every time.

Step 11- Point out that the habits and behaviours learnt in adolescence are responsible for more than
70% preventable illnesses and death in adult life

Step 12- Summarize by saying that although behaviour change is not easy and a long process. One ,
can practice to modify / leave the behaviours which are known to be harmful for us.

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 Mock session 3
Developing self esteem
30min

Objectives After the session, the participants will be able to

• explain self esteem
• describe various factors contributing to self esteem
Materials Chart, VIPP cards & marker pens
Duration
Activity No. Topic Methodology
Activity 1 Developing self esteem Word association 30 min
VIPP
Discussion

Activity 1 – Developing self esteem

Step-1 Write the word “self esteem” on a chart in a large circle on a chart and ask each participant to
write what comes to their mind when they hear the word ‘self esteem.’

Step -2 Let a volunteer read the responses. Add other ideas from Facilitator’s Guide 3.1

Facilitator’s Guide 3.1

What is self esteem

• liking yourself
• believing you can do things well
• wanting to take care of yourself
• thinking you are a good person
• believing that others want to be your friend
• believing that you are a good friend
• not doing things to hurt yourself
• believing you can do anything you want
• knowing you have good ideas
• knowing you have something to contribute to the group
• not being afraid to fail
• not worried what others will think about you
• having the confidence to follow your dreams
• believing you will make the right choice in your life
• believing you can make good decisions and solve your own problems
• believing you can succeed

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Step -2 Explain that having high self esteem can have a positive affect and if some one does not
believe in themselves ( having a low self esteem) he may not be happy and successful in many areas

Step -3 Paste three charts on the wall with the following titles:
Blue Chart : What gives me a low self esteem ?
Red Chart : What give me a high self-esteem?
Yellow Chart : How can I help adolescents to develop high self esteem ?

Step -4 Distribute a set of Blue, Red and Yellow VIPP cards and markers to each participant and let
them write one thing related to :
What gives a low self esteem ?( Blue card )
What give me a high self-esteem?(Red card)
How can I help adolescents to develop high self esteem ?(Yellow card)

Step -4 Let the participants paste the VIPP card on the corresponding charts

Step -5 Let three volunteers read the VIPP card one by one

Step -6 Add points from Facilitator’s Guide 9.2, 9.3 and 9.4

Facilitator’s Guide 3.2

Factors responsible for low self esteem in adolescents

• Others telling them they are not good
• Failing at something and being criticized for that
• Not having support from others
• Feeling they are not loved, liked and cared for by others
• Never having a chance to succeed at something
• Having unrealistic expectations of themselves and so not meeting those expectations.
• Never being praised by others
• Failing many times.

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 Facilitator’s Guide 3.3

Factors contributing to high self esteem in adolescents

• Feeling loved, liked and cared for

• Receiving encouragement and support from others
• Being supported to improve not criticized after failure
• Being praised for skills and strengths
• Feeling accepted for who they are
• Achieving success sometimes
• Being taught life skills e.g. problem solving, decision making

Facilitator’s Guide 3.4

Helping adolescents build high self esteem

• Be a good listener
• Praise people for their efforts, skills and achievements
• Support people to achieve their goals
• Accept people for who they are not what they do
• Pass on your life skills
• Don’t tell them what to do-help them to make their own decision
• Show them you enjoy being with them.

Step -5 Summarize by saying that self esteem is important in determining how a person behaves and
treats him/ herself, ability to be part of a group and ability to deal with life situations. A high self-esteem
can be developed and you can help yourself and others to develop that.

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 Mock session 4
One day in my life
30min

After the session the participants should be able to

Objectives
• generate empathy for others
• sensitize about vulnerability in society
• generate awareness of stereotypes and discrimination towards certain groups
in society

Materials Five small sheets of paper, each labeled with one of the following characters:
• Married adolescent girl
• Street adolescent
• HIV-positive adolescent girl
• Adolescent injecting drug user
• Adolescent sex worker

Duration
Activity No. Topic Methodology
Activity 1 One day in my life Role play 30 min
Discussion

Activity 1: One day in my life

Step 1 –Ask the participants, “ Are all adolescents alike ? If not why?”

Step 2- Define the objectives

Step 3 – Let five volunteers to wear one of the following labels and enact the role of the character
envisaging various activities for a day .
• Married adolescent girl
• Street adolescent
• HIV-positive adolescent girl
• Adolescent injecting drug user
• Adolescent sex worker

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As they act the part assigned to them, have the volunteers tell the group briefly what their day has been
like since they woke up in the morning.

Step 2 – Invite the audience to ask each ‘actor’ additional questions about his or her life and have them
answer in the voice of whatever role they are playing.

Step 3 – Give the actors a few minutes to come out of role and ask the actors
• How it felt to portray the character ?
• How do you know about the character ?. Was it through personal experience or through other
sources of information (news, books, and jokes)?
• Are you sure that information and the images you have of the characters are reliable?

Step 4 – Let other participants add to the discussion.

Step 5– Introduce how stereotypes and stigma (shame or disgrace) work. Ask the group to identify
areas of discrimination (prejudice or unfairness) experienced by the characters.

Step 6– Emphasize that stereotypes towards certain groups may lead to discrimination and violation of
basic human rights (for example, right to education, housing and health services).

Step 7– Summarize by saying that putting ourselves into others’ shoes helps us to understand them
better others and avoid stereotypes

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 Mock session 5
How would I react
30min

After the session, the participants will be able to differentiate between passive,
Objectives assertive and aggressive communication

Story of Amit and Sarita , Small pieces of paper, pens

Materials
Duration
Activity No. Topic Methodology

Activity 1 How would I react Story analysis 30 min

Discussion
Group work

Activity 1: How would I react

Step- 1 Define the objective of the session

Step- Ask one of the volunteers to read the Story of Amit and Sarita

Story of Amit and Sarita

Sarita (16years) and Amit (19 years) are brother and sister living in Raipur .Last night their parents told
them that they are planning to send them to study in Delhi next year. Sarita will study in a good public
school and Amit will be studying Engineering in the University.
Both are not happy to hear the news. Sarita wants to study in the district secondary school .She does not
speak English well and is afraid that he will not be able to do well. Amit likes Medical sciences is not
interested to study Engineering . He has lots of friends and a girl friend whom he does not want to
leave. Also he is the captain of the School Football team which has received many awards.

Step -2 Ask each participant to imagine him/herself as Amit and Sarita.

Distribute small chits of paper and pens and Let the participants write one sentence about how they
would react to this situation

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Step -3 Ask the participants to form the following groups according to their responses:
Group A (Back of the room) –
Those who would accept what the parents

Group B (Front of the room) –

Those who would get upset, cry, argue, shout and say they would not go

Group C(Middle of the room )-

Those who would listen to their parents but explain to them why they did not want to go

Step- 4 Discuss various approaches in communication followed by each group with the help of Flipchart
5.1

Flipchart 5.1

Various approaches in communication

Passive communication

Not expressing your needs or feelings or expressing them very weakly

Aggressive communication

Saying what you feel or want in a rude or threatening or violent way. Someone may be physically
aggressive (manhandling) or verbally aggressive(e.g shout, argue , abuse)

Assertive communication

Saying what you feel or want in a confident but respectful way so as not to offend any one or put them
down

“You have a right to request and I have a equal right to accept/ refuse; I have a right to request and you
have a equal right to accept/ refuse”

Step -5 Ask each group to brainstorm on advantages and disadvantages of each approach. Discus
their responses with the help of Facilitator’s guide 5.1

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 Facilitator’s guide 5.1

Advantages and disadvantages of various approaches in communication

Approach in Advantages Disadvantages
communication
Passive Appropriate when No one listens
1)the situation is dangerous(chane of
You do not get what you want
violence against you by people with
weapons,on drugs or alcohol) You feel bad/let down

2)You feel that it would be culturally

inappropriate to act( politically, religious)

Aggressive You win at time You make enemies

You feel strong You may get hurt
You make yourself and others
Appropriate when angry
1)you want to get out of danger
2)to give a strong massage (eg a girl yelling
at a man chasing her so that others may
know there is problem)

Assertive You feel good that you have expressed your May not be appropriate in some
feelings cultural situations

You can say “no” to what you do not like(e.g. You may be criticized by some
smoking, drinking, rash driving, unsafe sex) people(e.g. teachers, parents
and elders)
You may get what you need/want without
offending people

People respect you

You will be treated fairly

Step -6 Ask the participants to tell about situations wherein they were successful/unsuccessful using a
passive, aggressive or assertive approach

Step- 7 Summarize by emphasizing that being assertive is unusually the most effective way to
communicate but the situation and cultural circumstances need to be assessed before making a
decision about the best way to communicate

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 Mock session 6
Media images analysis
30min

After the session the participants should be able to

Objectives
• analyze how women and men are portrayed in the media
• discuss how media shapes our attitude and behaviour

Old newspapers and magazines with colored photographs, flip charts, markers
Materials
Duration
Activity No. Topic Methodology

Activity 1 Media images analysis Analysis of print media 30 min

Discussion

Activity 1: Media images analysis

Step1- Ask the participants, “ Does media affect us?”

Step-2 – Define the objectives

Step-3 Divide the participants into five groups. Distribute old magazines/ newspapers to each group

Let them collect three images (advertisements, cartoons, small articles) from magazines and
newspapers that show women or men in different circumstances

Facilitator’s notes
It is better if the facilitator collects around 15 images before the session and distribute three to each of
the groups. This will save time and give more time for discussion.

It is important to include images that both reinforce and challenge stereotypes. Positive and negative
images should also be used, as there is a tendency among participants in this exercise to criticize each
image without acknowledging that there are positive images. It is helpful if you can make overhead
transparencies /slides of the images.

Step-3 Give each group a large sheet of paper and a marker. Ask the participants to look at the images
and answer the following questions for each image:
• What is the main message the image gives about women or men?
• Does the image show women or men in a positive or negative way?

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 • Does the image reinforce or challenge gender-based stereotypes?
• Would you like yourself (or your mother or father, or your brother or sister) to be shown this way
in public? Why or why not?

Step-4 Ask each group to present one of their images to the entire group and give their answers to the
questions about it. Ask the other participants if they agree.

Step-5 Using Facilitator’s guide 6.1 lead a discussion emphasizing on :

• Impact of media on gender stereotypes
• Multiple interpretations of an image, thus shaping one’s behavior
• Media reinforces as well as challenges gender stereotypes
• Harmful effects of media
Facilitator’s guide 6.1

Impact of media in shaping our behavior

In day to day life media has a great impact on shaping our attitude and behaviour- be it audiovisual or
print media.

On a TV or print media it is possible to interpret images from different points of view. Thus, not
everyone receives the same ‘message’ from an image. We may receive a different message than was
intended by those who produced the image. The common experience that all people share is that we are
influenced in our ideas about ‘proper’ or ‘desirable’ characteristics and behaviours for women and men
by such images, often without realizing it. Both adolescents and adults continue to learn about gender
roles and responsibilities in this way and that these lessons are important in determining our sexual and
reproductive behaviour as well as the consequences of that behaviour.

Challenges to gender stereotypes are good – for example, advertisements showing women playing
sports or men caring for children demonstrate that both men and women can carry out such activities.
On the other hand, media advertisements try to get people to buy products, and they often do this by
reinforcing gender stereotypes.

However, as ideas about women’s and men’s roles change in society, the media may also challenge
gender stereotypes in a harmful way. For example, tobacco advertisements specifically target women by
appealing to their desire for ‘adventure’ or ‘independence’. We need to be aware of the health
consequences of the messages we see, even if they challenge gender stereotypes that we want to
change. Thus it is very important to critically analyse the information shown in the media.

Step-6 Explain that stereotypes are beliefs or assumptions that seem so ‘natural’ that many of us do not
question them. Even if we do not hold these beliefs, we hear or see them expressed over and over − for
example, in the media. We need to understand how stereotypes can affect our attitudes and behaviour

Step-7 Summarize by emphasizing on need for critical thinking to analyse the information shown in the
media

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 Mock session 7
How to say “no”
30min

Objectives After the session, the participants will be able to describe various ways to say “No” for
what one does not like

Materials Role play scenario, Flipchart/Blackboard, markers

Duration
Activity No. Topic Methodology
Activity 1 How to say “no” Role play 30 min
Discussion

Activity 1: How to say “no”

Step -1 Ask the participants ,” Do your peers sometimes influence you to do the things you don’t like?

Step -2 Define the objective

Step -3 Ask 5-6 volunteers to enact the Role play : Let’s smoke the worries off ! Let them prepare
the role play for 5 minutes

Role play

Let us smoke the worries off !!

Sumit is an intelligent boy studying in 11 th class. He has just come out of the library and met with a group
of his classmates. They all are smoking and ask him also to smoke. Sumit knows that smoking is not
good and he does not like it. He refuses to smoke but Suhail tells him that all grown up people smoke
and today is his birthday. Sumit wishes him “Happy birthday” and offers to have a chocolate. They make
a mockery of him calling him a girl and suggest to wear bangles and burqua. But Sumit replies that he
better be like the famous girls Sania Mirza and Shaina Nehwal who have brought laurels to the country !
When Sumit does not smoke, his friends decide to expel him from the group as he is not following the
group norms. Lastly they threaten him to beat as he will tell about their smoking to their parents and
teachers. Sensing the danger, Sumit quickly moves away.

Step -4 Let the volunteers enact the role play

Step -5 Let the participants identify various types of pressures applied by the peers to make Sumit
smoke ?
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Note down their responses on a flipchart /blackboard. Add points from Facilitator’s guide 14.1

Step -6 Ask about other situations where peer pressure is applied.Viz, drinking, rash driving, bunking
class

Facilitator’s guide 7.1

Various pressures applied by peers

• Providing wrong information (eg. everybody smokes, even the heroes smoke )
• Emotional blackmail (eg today is my birthday)
• Attacking the identity
eg. You are a baby/ you are not a man- go and breastfeed your mother
You are a girl- better wear bangles , have a burqua and be at home
• Breaking the friendship
• Group pressure (Threat of exclusion from group)
• Violence under the pretext that their parents/ teachers will be informed

Step -7 Lead a discussion by asking ,”How did Sumit deal with the peer pressure?” Use Facilitator’s
guide 14.2 to add the missing techniques.

Facilitator’s guide 7.2

Techniques for dealing with peers pressure

• Polite refusal :
e.g. for an offer “Can I get you a drink?” say “No thanks”
• Be direct and assertive ( Say “no” firmly) :
No, I don’t take drugs
• Give your reasons :
Smoking causes bad breath!
• Own your feelings (Say what you believe in) :
I want to do well in studies. Drugs will stop me from doing that

• Give an excuse :

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 I have to go, my brother is ill, father is coming to pick me up etc.
• Delay:
We will have/do it tomorrow
• Change the subject:
Wow, you have got a new pair of shoes!
• Give alternate choice:
You can have a cigarette, I will have chocolate
• Cold Shoulder :
Keep going / doing things as if you did not hear
• Walk away ( Leave the situation)
• Be with like minded friends to support you
• Avoid situations/ places where you might be pressurized
(eg night parties)
• Use humor
• Be firm (Like a Gramophone record in which needle has struck and the same line of the
song is repeated) :
Repeatedly say” no...no...no....no....”
• Apply counter pressure :
Didn’t you listen what I said?

Step -8 Summarize by emphasizing that there are many ways to deal with peer pressure- you have to
make a choice. Take that choice – it is your responsibility

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 Mock session 8
My code of conduct

30min

The participants after the session will be able to discuss various guidelines for a peer
Objectives educator’s behaviour

Flip charts/charts, markers

Materials
Duration
Activity No. Topic Methodology

Activity 1 My code of conduct Case studies, discussion 30 min

Activity 1: My code of conduct

Step 1 - Define the objective

Step 2 – Divide the participants in two groups and distribute Case studies 1 &2

Case study -1
Amit is 17 years old. He is in 10 th class in a Public School and is Peer Educator. For the Annual day in
the school he and his team were rehearsing for a theatrical performance. One evening he reached late
when the group finished the rehearsal . It was around 7.30 pm. He saw Sunita, one of his friends & team
mate going with a boy called Rohit. Rohit was a student of class 11 th in his school and his brother Sunil
was his fast friend. Amit knew that Rohit took alcohol & drugs off & on and had many girl friends. Amit
called Sunita and told her not to go with Rohit as it was not safe for her. Rohit became angry and they
had a heated argument with Amit. The next day Rohit told Sunil about his brother.
Questions for discussion :
What do you think of Amit’s behaviour?
What did Amit do that was inappropriate for a peer educator ?

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 Case study 2
Rehana is 18 years old. She helps her parent to run a Cyber Café and studying in class XII. She is peer
educator. One of her friend Nagma has been in love with a boy of 20 years old. Nagma often goes to
meet the boy in the hostel. Rehana didn’t see Nagma for past two months. One day Nagma met her in
the market. She looks to be unhappy and troubled. She told Rehana that her boyfriend is not traceable
and she has missed her period for two months. She was afraid that she might be pregnant. Rehana
talked to her about what she wanted to do now and then offered to go to see a doctor with her.
Questions for discussion :
What do you think of Rehana’s’ behaviour?
What did Rehana do that was appropriate for a peer educator ?

Step 3 – Let the groups work for 10 minutes

Step 4 – Paste a chart horizontally and write the heading “ Peer educator’s behaviour .”Divide the
chart in two columns “ Appropriate” and Inappropriate”

Peer educator’s behavior

Appropriate Inappropriate

Step 5 – Ask both the groups to answer the questions in the case studies and record the response on
the above table. Add points from the Facilitator’s Guide 8.1

Facilitator’s Guide 8.1

Peer educator’s behaviour
Case study 1
• Late coming
• Telling someone what to do
• Criticizing Rohit
• Arguing
• Telling his friend about his brother

Case study 2
• Did not tell Nazma what to do
• Discussed with Nazma
• Gave Nazma information and choices about what to do
• Did not blame Nazma for the choices she took and her problems
• Supported and helped Nazma
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Step 6 – Let the participants add other “dos” and “don’ts” in a peer educator’s behaviour. Record them
also ( if not repeated) on the chart/ flipchart under the “appropriate” and “inappropriate” headings.

Step 7 – Discuss the guidelines for a peer educator’s behaviour Facilitator’s Guide 8.2

Facilitator’s Guide 8.2

Guidelines for a peer educator’s behaviour

• Treat people with respect.

Do not criticize them.

• Control your emotions.

Do not get into an argument.

• Let people make their own decisions and respect those decisions.

Do not tell them what to do or criticize them for what they did.

• Do not be judgmental.

Do not say what is right or wrong.

• Respect confidentiality

Do not tell others what you know or discussed unless it is very serious.

• Get help if you are dealing with a serious problem.

Possible suicide ,sexual abuse, drug abuse, and violence etc.

• Be a role model.

Do not drink, abuse drugs, drive rash

• Be supportive and caring

Do not reject people they did something to you, do not be angry with or they did not listen to you

on a particular occasion.

Step 8 – Distribute Handout 8.1

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 Handout 8.1 Code of conduct for Peer educators
For peer educators Implementation tips for
program managers

Assure and Hold information about peers and their Train and supervise peer educators
protect concerns in confidence. on how and when to protect
confidentiality confidentiality outside of the peer
Confidentiality is assured, except in cases education session.
where the young person is a danger to
himself or herself or others, or is involved
in illegal activity.

Respect values Pledge to respect peers’ values regard Provide peer educators with the
less of whether they differ from one’s skills to examine their own values
own. and to respect the values of other
people.
Promote self-examination of values but
not impose their own values on others.

Respect diversity Respect the diversity of peers, regardless Ensure that peer education activities
of gender, sexual preference, language, accommodate the needs of
ethnicity or culture. diverse groups of young people
(such as the location and accessibility
of sessions or language used).

Discuss prejudice and how it can

be counteracted.

Provide updated, Always provide correct and factual Ensure that training curricula and
correct, and information to peers. other materials communicate
unbiased accurate, current, and unbiased
information information.

Create an environment in which

continuous learning can take place.

Promote gender Provide the same information in a similar Ensure that male and female peer
equality and manner to both young men and young educators and supervisors are
equity women. represented in the program equitably.

Be sensitive to the traditions and beliefs Train and supervise peer educators
of the community but do not condone or to promote gender equity.
contribute to unjust practices (such as
forced and early marriages and gender-
based violence).

Recognize Be honest about your own situation and Create an atmosphere of trust
personal behaviors but recognize that other people where sensitive issues can be
boundaries are not obligated to share personal issues discussed freely.
or experiences.

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Be aware of Acknowledge that education and training Ensure that referral systems are in
individual limits has limits. Peer education can, but will not place.
and the role of always, increase knowledge, affect
referrals attitudes, and change behavior. Train peer educators to conduct
referrals.
Peer educators should make referrals to
specialists when needed.

Avoid abuse of Commit to using your skills and Train peer educators to use
power knowledge to improve the health of young their status as a peer educator
people and agree to refrain from using responsibly.
your position at the expense of others.
Be sure program staff and other
volunteers are not abusing their
position of authority over young
people.

(Evidence based Guidelines for Youth Peer Education,FHI,USA,2010)

Step 8 –
Summarize by emphasizing upon the importance of being a role model as well as behaving in a
manner so as to promote trust in others

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 Mock session 9
Skills in public-speaking

30min

After the session the participants should be able to describe various skills in public
Objectives speaking

Flip charts/charts, markers

Materials
Duration
Activity No. Topic Methodology

Activity 1 Skills in public-speaking Briefing 30 min

Discussion

Activity 1: Skills in public-speaking

Step 1- Ask the participants ,” What makes one an effective public speaker?”

Step 2- Define the objective

Step 3- Discuss the major features of effective public speaking, such as:
• Use of engaging and interactive techniques
• Movement into and out of the audience
• Use of gestures
• Eye contact (of appropriate duration)
• Modulation of voice
• Appropriate use of humor

Step 4- Practice these techniques as you explain them, and ask participants to watch closely.

Step 5- Ask for feedback: ‘How would you describe what I’m doing at this moment?’ Make sure the main
components of good public speaking are mentioned.

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Step 6- Start a discussion about other factors that aid effective public speaking. Emphasize upon the
following :

• Use of storytelling as a technique to capture attention

• Caution about inappropriate use of slang terms or other unacceptable language
• Creation and maintenance of a safe learning environment for the audience
• Ways to respond to incorrect answers from the audience

Step 7- Summarize by saying that they will provide and receive feedback on using public-speaking
skills throughout the mock sessions.

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 Mock session 10
Planning for a Career
30min

Objectives After the session the participants should be able to

• explain what is meant by career
• describe the steps in planning a career

Materials Flip charts/charts, markers

Duration
Activity No. Topic Methodology
Activity 1 What is Career Word association 10 min

Activity 2 Steps involved in career Discussion 20 min

planning

Activity 1: What is Career

Step- 1 Define the objectives of the session

Step -2 Paste a flipchart /chart on the wall and write”career” in the middle of it in a circle.

Step -3 Let each participant to write 1-2 words which comes to their mind when they hear the word
career
Give them 5 minutes to complete the task

Step- 4 Ask a volunteer to read the responses. Explain the words career, work ,job and profession
using Facilitator’s Guide 10.1

Facilitator’s Guide 10.1

Career

A career is a sequence of a person’s work experiences over a period of time.

In other words , it is the sequence and variety of occupations(paid or unpaid) which one undertakes
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throughout a life time .Broadly speaking, it includes

• life roles,
• leisure activities,
• learning experiences
• and work

Our career gives us :

• Economic freedom
• Identity
• Fame
• Status and standing in society

Job

It is a paid position in an organisation. A job is further divided into smaller activities called tasks which
comprise a set of various duties.

Work

It is any purposeful activity carried out to achieve an objective

Occupation/ profession

It is a group of similar jobs

For example, medical profession consists of many jobs like treating a patient by medicines , doing
surgery or counselling etc. One can pursue a career in medical profession if he/ she likes it and pass an
entrance examination and complete the course for the specified duration .

Step -5 Summarize by saying that career plays an important role in once life and it is important to plan
one’s career because quite often it is an irreversible process

Activity 2: Steps involved in career planning

Step- 1 Lead a discussion by asking the participants , “ How do you plan your career?”

Step -2 Note down the responses on the board

Step -3 Discuss the steps in planning a career using Facilitator’s Guide 10.2.

Provide a handout of Facilitator’s Guide 10.2

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 Facilitator’s Guide 10.2

10 Steps to Planning Your Career

1. Develop a career plan

Think about what you want to do and find out more about the kind of training, education, and skills
you will need to pursue your career.

2. Assess your skills and interests

Analyze what you enjoy, what you are good at, what kind of personality you are, and the values you
hold.

3. Research occupations.
Find out more about the nature of the jobs that interest you, such as educational requirements, salary,
working conditions, future outlook, etc.

4. Compare your skills and interests with the occupations you've selected
The career that matches your skills, interests, and personality the closest may be the career for you.

5. Choose your career goal.

Once you've decided what occupation matches up best with you, then you can begin developing a
plan to reach your career goal.

6. Select a school that offers a college degree or training program

It should meet your career goal and financial needs.

7. Find out about financial aid to help support you in obtaining your career goal.
If you haven't already done so, begin saving for college.

8. Learn about job hunting tips as you complete your education or move into the job market.

9. Prepare your resume, and practice job interviewing techniques.

10. Go to your career guidance center (at your middle school, high school, or college) or local
library
This is for additional information and help on career planning, or check out on internet resources

Step -6 Summarize by emphasizing that the interest , aptitude and personality of the person
determines the success in a career but one can plan a career by following the simple 10 steps

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 Mock session 11
Gender and sex
30min

After the session the participants should be able to

Objectives
• differentiate between ‘sex’ and ‘gender’
• recognize gender stereotypes and their harmful effects

Flip charts/charts, markers,tape

Materials
Duration
Activity No. Topic Methodology

Activity 1 Gender and sex Question answers 30 min

Discussion

Activity 1: Gender and sex

Step 1 – Ask the participants,” What makes you man or woman?”

Step 2- Define the objectives

Step 3 – Draw the following table on the board

Women Men

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Label the first column ‘woman’ and 2nd column “Man” Ask participants to identify personality traits,
abilities, and roles (‘attributes’) that are often associated with women and men

Step 4- Ensure that both columns include positive and negative words or phrases. Also, add biological
characteristics (such as women have vaginas, men can grow beards, men have penises, women can
breastfeed, men experience wet dreams, etc.) if none are suggested by the participants.

Step 5- Reverse the headings of the columns by writing ‘man’ in place of ‘woman’ and ‘man ‘ in place of
‘woman’. Ask the participants whether men can exhibit the characteristics and behaviours attributed to
women and vice versa.

Step 6- Place those attributes usually not considered interchangeable into the third column and label
this column ‘sex’. Make sure that all the words in the ‘sex’ column are discussed.

Gender Sex

Women Men

Step 7 - Write “ Gender” on the row above the 1st and 2nd columns and ‘sex’ in the 3rd column. Explain
sex ‘and ‘gender’ with the help of Facilitator’s guide 11.1

Step 8 -Point out that many people confuse sex with gender or vice versa. The word‘ gender’ is also
often used inappropriately instead of ‘sex’ (for example, in application forms)

Facilitator’s guide 11.1

Sex & Gender

Sex is the biological difference between a man and woman
Gender refers to socially constructed roles, responsibilities, and expectations of males and females in a
given culture, location or society.

The roles, responsibilities, and expectations are learned from family, friends, communities, opinion
leaders, religious institutions, schools, the workplace, advertising, and media. They are also influenced
by custom, law, class, ethnicity and individual or institutional bias. The roles and expectations of female

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or male are learned, vary among cultures .Gender roles change over time and situation while sex can
not be changed except by surgery.

Gender is not limited to male and female only.The third gender is also there .It is called as ‘trans
gender.This group comprises the people who may be men or women biologically but may dress or
behave like the opposite gender as they feel that way.
.
Step 9 – Go back to the table 3.1 and introduce stereotyping i.e labeling (a particular task or duty)for
man or women . Discuss various stereotypes prevalent in the community about men and women like :

Women:
• Are weak
• Caring
• Emotional
• Are expected to care for children

Men:
• Are dominant
• Rational
• Bread earners
• Powerful
• Tend to avoid responsibility

Step 10 – Discuss the harmful effects of gender stereotyping using Facilitator’s guide 11.2

Facilitator’s guide 11.2

Gender stereotyping : Harmful effects

Stereotyping simply means labeling. Stereotypes are beliefs or assumptions that seem so ‘natural’ that
many of us do not question them. In the context of gender, due to prefixed ideas or thoughts certain
roles, responsibilities and expectations have been unquestionably thought to be assigned to males and
females in the society. This is gender stereotyping.

Having stereotyped ideas about female and male qualities can be damaging because :
• It limits our potential to develop the full range of possible human capacities.
• We restrict our own actions and lose the ability to determine our own behaviour, interests, or
skills.
For example, as a result of gender stereotyping, men are discouraged from participating in ‘
women’s work’ (such as childcare), while women are dissuaded from choosing careers that are

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 traditionally male-dominated (such as engineering)

• It gives rise to inequality in the society

• It gives rise to discrimination against females

Step 11 – Emphasize that refusing to be stereotyped does not mean that we cannot enjoy displaying
qualities that are usually associated with our own gender, but it is important for all of us to make our own
decisions about what we do.

Mock session 12
Who is at risk?

30min

After the session the participants should be able to :

Objectives
• describe why some adolescents are more vulnerable to substance abuse
than others
• discuss various risk factors and protective factors for substance abuse

Flip charts/charts, markers

Materials
Duration
Activity No. Topic Methodology

Activity 1 Who is at risk? Question answer 30 min

Discussion

Step 1- Define the objectives

Step 2 - Ask the participants: ‘What is the chance that a particular man or woman will fall in love with
you?’ Let the participants come up with some answers.

Step 3 – Explain that ‘it is not just a matter of coincidence or being decent looking. There are many
other factors, some of which will work in your favour and some of which will go against you.

For example,
• Does the object of your desire already have a partner?
• Do your interests match?
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 • Are you in the same school or workplace and so are likely to meet often?
• Do you have common friends who will act as your messengers?

Depending on how you answer these questions, there will be a higher or a lower chance that you will get
what you want.

Step 4 – Correlate the situation with drug abuse by saying, “there are a number of factors in one’s life
that can cause one to start using drugs; these are called “risk factors”. At the same time, there are some
other factors that prevent one from doing so and these are called “protective factors”.’

Step 5 – Ask the participants to name as many risk factors they can think of that could cause a young
person to start abusing drugs.

Point out that such risk factors are different from overall reasons why adolescents use drugs initially,
such as curiosity

Step 6 – Record the answers on the flip chart.

Step 7 – Ask the group to brainstorm on the protective factors and record the answers on the flip chart.

Add important points from Facilitator’s Guide 12.1

Step 8 – Explain that both kinds of factors, risk and protective factors, can be further divided into two.

Personal factors are those that have to do with the individual, and
Environmental factors are those that have to do with the social, familial, and physical environment in
which a person lives.

Step 9 –Ask a volunteer to indicate which factors in both the lists are personal and which are
environmental

Step 10 –Emphasize that if the risk factors in an individual’s life outweigh the protective factors, it is
more likely that she or he will start abusing drugs.

Step 11 – Summarize by saying that when working with adolescents who are at risk for substance
abuse, it is most important to look at both risk and protective factors and to try not only to reduce the risk
factors but also to reinforce the protective factors

Facilitator’s Guide 12.1

Substance abuse : Protective factors and Risk factors

Protective factors
Individual - High self-esteem; High intelligence; optimistic about future; coping skills; belief in self,
expectations, norms and values

Family - Strong parent-adolescent attachment; consistent discipline and supervision; no family history
of

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substance abuse

Peer group - Non-substance abusers; have conventional values and shared interests

School - Connectedness; quality school with opportunity to succeed

Community and Society - Health, support and recreational facilities; safe neighbourhood;closeness to
culture,
religion etc

Risk factors
Personal
• Beliefs and perceptions about the benefits of substance use
• Lack of knowledge of consequences.
• Depression, low self-esteem.
• Inability to say “NO” to peer pressure to use substances.

Behavioural
• Academic achievement (statistically, low achievement = higher risk).
• Teenagers tend to be less averse to high-risk behaviour than adults.
• Teenagers may lack well-developed self-control and may behave more impulsively than adults.
Curiosity leads to experimentation.
Environmental factors
• Attitudes and values of parents and peers (Children observe elders addicted to some substance.
In an
effort to imitate their elders, they gradually become addicted. Quite often elders send young
children to
purchase the substance they are addicted to. Out of curiosity children may try it and become
addicted).

• Parental, sibling and peer use of substances.

• Dysfunctional family, lack of communication with parents.

• Peer pressure: Adolescents face peer pressure. Many times in an effort to be one with the group
they
start using drugs.

• Media: Role models from films at times glorify drug-taking. Easy accessibility of substances.
Social and cultural norms.

• Factors such as low socio-economic status are statistically related to the tendency to use

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 substances.

(Facilitator’s Manual on Adolescent Health & Development, Min of Youth Affairs and Sports,
GOI, 2006)

Mock session 13
Alien visitor

30min

After the session, the participants will be able to

Objectives
• explain the importance of cooperation in a team
• discuss various skills required for team work

A sweater, Handout 13.1 : Questions for discussion for observers

Materials
Duration
Activity No. Topic Methodology

Activity 1 Alien visitor Role play, Discussion 30 min

Activity 13 – Alien visitor

Step-1 Define the objectives

Step-2 Tell that :

• An alien visitor “Jadoo” has just arrived on earth from a very hot planet.

• He feels very cold and needs to put on a sweater in 10 minutes ,otherwise he will freeze to
death.
• “Jadoo” is afraid of more than 10 members

• “Jadoo” understands only 8 words : Left, Right, Up, Down, In ,Out, Hand, head

• Nobody can touch Jadoo, he will explode

Step -3 Divide the participants in two groups

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Group A- Helper group (10 members)
Group B- Observer group(Rest of the participants)

Explain that Group A will help Jadoo to put on the sweater keeping in view the characteristics of Jadoo.

Step -4 Provide the Observer group with the Hand out 13.1 : Questions for discussion for
observers

Hand out 13.1

Questions for discussion for observers

• Was the group clear about the task before starting it? Was it ready to do the task?
• Did the group do any planning before starting the task?
• Did the group members do any discussion about what to do next?
• Did all the group members participate equally?
• Did anyone in the group not participate at all or sopped participating?
• Did anyone show leadership/
• Did anyone dominate the group?
• What did the group members do that helped them to achieve the task?
• What did the group members do that hindered them to achieve the task?
• What could have helped them achieve the task more effectively?

Step -5 Let a volunteer play the role of Jadoo .Explain that :

• Jadoo has to act confused and bewildered.
• He should respond and follow instructions when given clearly by one person or when someone
demonstrates him.
• He should not respond when everybody is talking at once.
• When everybody is talking at once, he should act frightened and confused.
• He should sometimes go to a member who is not participating and act confused

Step -6 Let Jadoo come and sit surrounded by Group A in a half circle

Step -7 Ask Group A to help Jadoo wear the sweater in 10 minutes

Step -8 Stop the activity if Jadoo can put on the sweater or after 10 minutes, whichever is earlier

Step -9 Ask the members of Group A:

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 • Did you feel ready before you started?
• How did you feel during the activity?
• How did Jadoo feel? Why?
• Did everyone in the group participate equally? Why not?
• What were the things that worked/did not work?

Step-10 Ask from Group B to share their observations

Step-11 . Use Facilitators Guide 13.1 and discuss various factors that help a group to do a task
successfully

Facilitators Guide 13.1

Mantras for successful team work

• Clear identification of task
• Checking the understanding before beginning the task
• Planning
• Having strategies
• Evaluating progress
• Reviewing plan
• Participation of all
• Leadership
• Sharing roles
• Cooperation
• Listening and tolerance to each other

Step- 12 Summarize by saying that a team is a group of people having knowledge, skills and viewpoints
different from each other but having a common goal. Emphasize that for an effective teamwork, each
member has to give, receive, co operate and share roles and responsibilities and the team leader has to
make the most use of every member’s knowledge and skills.

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 Mock session 14
Reproductive and sexual health :
Myths and Facts

30min

After the session, the participants will be able to dispel various myths and
Objectives misconceptions related to reproductive and sexual health

Quiz on Reproductive and sexual Health

Materials
Duration
Activity No. Topic Methodology

Activity 1 Reproductive and sexual Quiz 30 min

health : Myths and Facts Discussion

Activity 14 – Reproductive and sexual health : Myths and Facts

Step -1 Define the objective

Step -2 Divide the participants in two team and let them chose a leader. Give the following instructions
• One question will be asked to each team turn by turn. The team leader will tell whether its a
”Myth ” or a “Fact”
• Correct answer will earn 1 mark
• If the answer is wrong the second team will be given the chance and can earn one mark if the
explanation will be given

Step -3 Start the quiz and let a co-facilitator give marks to the teams.

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Use Facilitator’s Guide 14.1 to explain any doubts raised by participants

Facilitators’ Guide 14.1

Quiz on Reproductive and sexual Health

1. Irregularity in duration and flow in menstruation is normal in the starting of menstruation

-Fact
It is normal to have long or short periods and more or less flow in menstruation in the starting
of menstruation (menarche) or when menstruation stops after 45 years of age(menopause)

2. It is bad to have sexual feelings and fantasies in adolescence- Myth

During adolescence the body undergoes several hormonal changes and these may result in
mood swings, changes in feelings towards opposite sex/same sex, and at time sexual
fantasies/ thoughts which make the adolescent feel good. These are all perfectly natural body
reactions and very normal processes.

3 In an adolescent girl there can be a difference between the size of left and right breast-
Fact
In adolescence normally there can be difference between the size of left and right breast

4 A girl having menstruation should not take a bath, play sports or enter the temple or
kitchen-Myth
Menstruation is a normal and natural activity in a female. They can carry out any kind of work
unless they feel tired. It is wrong to put any restriction on females during menstruation

5 White discharge from vagina indicates a sexually transmitted illness or dangerous

disease in an adolescent girl-Myth
Some amount of discharge from vagina is normal and healthy in the middle of menstruation
,few day before menstruation and also because of excitation in a sweet dream. If the discharge
is too much, colored, foul smelling, accompanied with itching in and around vagina, the doctor
should be consulted .If the female is sexully active, both partners should take treatment and use
condom during sex.

6 A girl can become pregnant even if the boy has not ejaculated or” come” inside her
-Fact
Even if a boy ejaculates near the girls genitalia, spermatozoa can still find their way inside.
Besides, the spermatozoa are present in the fluid that oozes out (without actual ejaculation)
from the tip of the penis. This is enough to cause a pregnancy. Thus there should be no sex
without use of condom

7 A girl can become pregnant if she has unprotected sex even if she has not yet started
menstruating- Fact
The ovum from the ovary of female is discharged 15 days before the next menstruation.Thus ,
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 the unprotected sex before the onset of menstruation can lead to pregnancy

8 An adolescent girls with small breasts will not be able to produce enough milk to feed her
children
Myth
The production of milk is not at all related to the size of breasts

9 A girl should be considered as virgin if she bleeds while having sex first time-Myth
The hymen is a thin perforated membrane present at the entrance of vagina of girls. The hymen
can break or rupture during various physical activities such as cycling, horse riding, sports etc.
Rarely hymen does not break till the first intercourse(sex) and there may be slight bleeding.So
The presence or absence of hymen has no relation to the sexual status of the girl.

10. It is abnormal if the penis curved or tilted to one side- Myth

The penis is normally curved and tilted to one side when excited

11. If the size of penis is small, the person will not be able to have normal sex life- Myth
There is no relation of size of penis to satisfaction during sex life. In fact, the size of penis in
erect state is almost same in all

12. Masturbation is a safe way in which adolescent boys and girls can deal with their sexual
urges-Fact
Masturbation is perfectly normal and safe activity both in adolescent boys and girls

13. Masturbation can cause pimples, acne, and other skin problems in adolescents- Myth
Masturbation does not lead to any skin problems

14. Both boys and girls masturbate- Fact

Masturbation is perfectly normal activity and boys as well as girls can masturbate if they desire
to do .

15. Nocturnal emission or Night fall ( Swapan Dosh) is a disease and should be treated-Myth
Night fall is ejaculation of semen from penis during sleep. It happens because the capacity of
the vessel to store semen is exhausted. The loss of semen through a wet dream, masturbation
or sexual intercourse is perfectly natural and harmless. It does not make boys weak.

16. If you have sex with a young girl or virgin, it can treat HIV/ AIDS and sexually transmitted
llnesses
Myth
Have sex with a young girl or virgin can transmit HIV/ AIDS and sexually transmitted illnesses
to them also

17. If an adolescent boy masturbates too much, his adult sex life will be affected-Myth
Even the married men keep on masturbating as and when they desire o there partner is not
available

18. Condom is the only way to protect from HIV/ AIDS and sexually transmitted illnesses-
Fact
Correct and regular use of condom in every sexual act protects from HIV/ AIDS and sexually
transmitted illnesses. However, condom does not protect from sexually transmitted illnesses
which have wounds on the testicles or outer part of vagina. Therefore it is important to avoid
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 casual sex with unknown people.

19. HIV and AIDS can spread from kissing and mosquito bites -Myth
HIV is caused by HUMAN IMMUNODEFICIENCY VIRUS . It is transmitted only by following
four routes:
a) Having unprotected sex with an HIV infected person
b) Blood transfusion from an HIV infected person
c) From an HIV positive mother to her baby
d) By sharing needles and syringes previously used by an HIV infected person

20. If a person is HIV positive, it means he has AIDS-Myth

HIV positivity only means that HUMAN IMMUNODEFICIENCY VIRUS is present and
multiplying in the body of the person.

AIDS( Acquired Immuno Deficiency Syndrome) means that the disease protection power
(immunity of the \body )has been so much decreased by the virus(HIV) that the body is having
multiple disease like Tuberculosis, pneumonia, diarrhea and cancers etc.

An HIV positive person can prevent early onset of AIDS and can live a longer life if he eats
well, gets the infections treated timely, lives stress free. In other words, he/she is a perfectly
normal person. Society has a responsibility not to have any discrimination against HIV positive
people

21. Circumcision increases the virility or sexual power of a man- Myth

Circumcision is a procedure by which the foreskin or the loose fold of the penis is cut surgically
and the cut ends stitched. This helps to protect from infection as “smegma”, a whitish
substance that collects underneath the foreskin if not drawn back and cleaned regularly.
Circumcision thus, reduces smegma formation. There is no scientific evidence to indicate that
circumcision increases the sexual power or virility of the individual.

22. Once a boy has an erection, he must have sexual intercourse or it could be harmful to his
health Myth
An erection with or without sexual stimulation (when standing with friends, at a meeting, in
classroom, when walking, sleeping….) are perfectly natural body reactions and it is not essential
to have sexual intercourse following an erection. Similar to the egg/ovum of the female, the
unused sperm is disintegrated/destroyed in the body as part of the natural process and there is
no build-up of semen in the scrotum

23. The female partner determines the sex of the baby – Myth
The sex chromosomes of the male are X Y. So the spermatozoa produced contain either X or Y
chromosomes. The sex chromosomes of the female are X X, so the ovum contains only X
chromosome.When the X ovum unites with X spermatozoa, a female child (X X) is born. And
when the X ovum unites with the Y spermatozoa, a male child (X Y) is born. Hence the
spermatozoa, (i.e.., the male partner) determines the sex of the baby.

24. A drop of semen is equal to 60 drops of blood. Hence the loss of semen weakens the
body – Myth
The loss of semen through masturbation or sexual intercourse is perfectly natural and harmless.
Itdoes not make boys weak.

25. If a woman is raped, it is actually her fault – Misconception

Whenever rape occurs, regardless of what was or was not said or done to prevent it, it is never

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 The victim’s fault.

The justification of violence against women by blaming her is a common strategy employed.
Any act of rape/sexual/emotional/physical violence is wrong and punishable by law. If you are
raped or know of anyone subjected to sexual violence, get help immediately and do not feel
guilty. Charge the rapist and work with the system to get the rapist convicted. The act of sexual
intercourse should be one of mutual agreement and not force.

Step -4 Applaud for the winning team

Step -5 Summarize by saying that all have won because they have got knowledge.

Mock session 15
What went wrong ?

30min

After the session, the participants will be able to

Objectives
• describe the consequences of unsafe sex
• discuss how life skills can be applied to prevent unsafe sex and its
consequences

Role play situation : Rubina’s story

Materials
Duration
Activity No. Topic Methodology

Activity 1 What went wrong ? Role play 30 min

Discussion

Step -1 Ask the participants ,”What do you understand by unsafe sex ?”

Step -2 Define the objectives.

Step -3 Tell the participants that they will be doing a role play to understand various issues related to
unsafe sex

Step -4 Call five volunteers to act the Role play- Rubina’s story. Let them prepare for five minutes

Rubina’s story

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Rubina is 18 years old and was friendly with Sahil, a handsome boy of 22 years. She and Sahil, had
been very happy with each other. Sahil told her that many of his friends have been enjoy sex and they
should also do it ,but she refused. Rubina’s friends also teased her for not having fun and enjoy life.
She thought that if most of her friends were having sex, she should not lag behind and enjoy it. In any
case she will get married to Sahil who loved her so much.Two months back Sahil told her that he would
be going to Bombay as he had got a job. He asked Rubina for a date and took her to a hotel where
they had a lot of fun and also had sex. He promised that soon he would return and talk to his parents
about their marriage.

Rubina missed her periods for 2 months. She tried to contact Sahil but he was not traceable. She did not
know what to do. She was scared to tell his mother and called her friend Sunita and explained her
situation. Sunita told about Rubina’s condition to her mother. Her mother became very angry and yelled
at her. She told that Rubina had brought disgrace to the family and if anyone knew about her it ,would
be very difficult to marry even her brothers and sisters. She took her to local Dai who charged 2000
rupees and carried out an abortion. After 1 day Rubina started having fever, pain in the stomach and
bleeding. Rubina’s mother again contacted Dai who advised her to go to district hospital which was far
away. After few hours Rubina reached the hospital. She felt too weak to speak. She was admitted in the
emergency but died after 2 days.

Step -5 Let the volunteers enact the role play

Step -6 Lead a discussion on the role play by asking:

• What kind of pressures were working on Rubina to have sex?

• What consequences Rubina suffered from having unsafe sex?

• What other consequences ( Physical, mental and social) Rubina would have suffered if she
would have survived?

• What life skills could Rubina use to avoid unsafe sex?

Step -6 Summarize by saying that during due to ongoing changes in body and mind adolescents are
attracted to opposite gender. Sometimes they indulge in unsafe sexual behaviour and face many
untoward consequences which may be life threatening. Peer educators help by providing the correct
information and help them acquire life skills.
References :
1.Facilitator’s Guide, Orientation Programme for ANMs/LHVs to provide Adolescent Friendly
Reproductive & Sexual Health Services,MOHFW,GOI,2007

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2.Facilitator’s Manual on Adolescent Health & Development, Ministry of Youth Affairs and Sports,
GOI,2006

3.Peer education : Outreach, Communication and negotiation, Training Module, International HIV / AIDS
Alliance ,2005

4.Manual for trainers of young people in advanced adolescent reproductive health and life
sklls,Vientaine Youth Centre for Health & Development, Lao PDR, March2002

MODULE 8
Concluding Module

Session One

30 min. Evaluation tree

15min. Forget me not

Session Four

45min. Goodbye circle

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 Session 1
Evaluation tree

30min

Objectives After the session, the participants will be able to depict a pictorial feedback of various aspects
of training

Materials Chart paper, markers

Activity No. Topic Methodology Duration

Activity 1 Evaluation tree Group work 30 minutes

Presentation

Activity 1 : Evaluation tree

Step -1 Tell the participants that they will be working in groups and sum up the training course as a whole
Step -2 Divide the participants in 5 groups.
Let each group draw plant depicting various parts as below:
• Rays of sunlight to represent feelings/comments about the training style of trainers

• Centre of the Flower to write down their overall perception of the training course

• Petals to write their feelings/comments about various components of the training course

• Leaves to write their feelings/comments about the process of the course (communication, rules, food,
accommodation…etc.)

• Stem to write the title of the course

• Roots to write their feelings/comments about the people of the group (participants, trainers,organizer)

• Drips or rain will represent feelings/comments about obstacles to the success of the training (blocks)

Step -3 Let each group paste their plants on the wall. All the groups should look at the plants of each other
Step -4 Thank the participants for their contribution to the workshop

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 Session 2
Learning fruit

30min

Objectives After the session, the participants will be able to describe their learning from the workshop

Materials Fruit( Apple/orange)

Activity No. Topic Methodology Duration

Activity 1 Learning fruit Visualizing 30 minutes

Briefing

Activity 1 : Learning fruit

Step -1 Tell the participants that they will be sharing the fruit they have reaped from the training
Step -2 Let the participants sit in a circle
Step -3 Ask everybody to close their eyes and visualize the time they passed through together
Step -4 Ask the participants to find one thing (personal or linked with the programme, etc.) from the whole
training which they found the most beneficial - the learning fruit of the training.

Step -5 Let them open their eyes. The person who wants to start gets the fruit from the facilitator and share
his/her learning fruit to the group.

Step -6 He/she pass the fruit to the person sitting next to him/her and the activity continues till the last participant

Step -7 Thank the participants by saying that the participants have to keep on sharing the fruit of learning

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 Session 3
Forget me not
15min.

Objectives After the session, the participants will be able to express their feelings for each other

Materials A4 size sheets, Markers

Activity No. Topic Methodology Duration

Activity 1 Forget me not Game 15 min.

Activity 3 : Forget me not

Step -1 Provide an A4 size sheet, double sticking tape and a marker to each participant.

Step -2 Let the participants paste the sheets on each other’s back

Step -3 Ask the participants to write few words on each others’ sheets. Let them move freely and keep
on writing.

Step -4 Let the participants take out their sheets from their backs and read them after everyone has
finished writing

Step -5 Tell the participants that this is their REPORT CARD of relationships

Step -6 Thank the participants

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 Session 4
Goodbye Circle
45min.

Objectives After the session, the participants will be able to

• say a formal goodbye
• provide a bridge between the workshop and going home

Materials Matchstick, candles equal to the no. of participants

Activity No. Topic Methodology Duration

Activity 1 Goodbye circle Open interaction 45 min.

Activity 1 : Goodbye circle

Step-1 Let the participants to stand in a circle.

Step-2 Ask the participants (one by one) to call the name of someone he/she liked the best. The person
called for will come in the centre of the circle. The caller will shake hands and will tell why he/she
appreciates/likes him/her or what he/she learnt from that person.

Step-3 The process will be repeated by the next person and so on.

Step -4 Lit the candles and give to each participant.

Sing a motivational song ( e.g. HUM HONGE KAAMYAAB ) together.

Step -5 Let the facilitator go into the circle and shake hand with rest of the participants.

Step -6 Wish the participants all the best to keep the lamp of knowledge burning for ever.
Distribute the certificates and formally declare the workshop as closed.

Notes for Facilitator

Closing ceremony and distribution of certificates

Allow enough time for a well planned closing ceremony. This part should include a congratulatory speech by the
organizer and the facilitators as well as time for the participants to express themselves. In addition, ensure that
professional certificates of successful attendance are distributed. These certificates are very valuable for the
participants’ professional career, rewarding them for all their hard work in the previous five days.
(Adapted from Youth Peer Education Toolkit ,Training of Trainers Manual, UNFPA,2005)

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 Appendix 1
Training Tools and techniques

1.Names Ball (Ice breaker)

Objective Participants will be able to quickly break the ice share who they are and where
they are from.
Time 20-30 min
Material needed Soft Ball (preferably a globe)
Methodology Game
Process Ask the participants to stand in a circle.

Start the game by introducing yourself and telling from which state you come
from and how long it took to travel to the venue .

Throw the ball to someone else in the circle to do the same. This continues until
everyone in the circle has introduced themselves.
Pitfalls People may be poor throwers and catchers of the ball. People just taking too
long and start to get into great detail about their journey.

Outcome Participants start to learn who other participants are and where they are from. It
can also be interesting to compare distance and time travelled.

2. Me and my India (Ice breaker)

Objective Participants will be able to relate with their names and learn things about each
other
Time 30 – 40 min
Material needed Markers, Map of India
Methodology Individual exercise

Process Tell the participants that they will create a human map.

Invite all the participants to draw a portrait of themselves with their name and
their state.

Ask to paste the portraits to paste on a map of India hanging on the wall.
Pitfalls No pitfalls encountered.

Outcome Participants get to know each other names (in a visual way), the countries
where they come from where they come (town and country) and a bit about their
experiences with Youth Initiatives.

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3.Find about me(Ice breaker)
Objective Participants will be able to get to know each other and create opportunity for
one to one contact

Time 15-20 min

Material needed VIPP card, markers

Methodology Game
Process Ask the participants to write three things about themselves on a VIPP card. Two
of them should be true and one false. (Only one information is false and the role
of the participants in pairs is to guess which one is false)

Let each person paste the card on the chest walk slowly in the room in pairs

Ask the participants to find out what is the true and what’s the false information
about each other. For example – I smoke, I love books, I want to be an old lady.

Change the pairs including new participants and repeat the process

The game is over when all participants have talked to each other.

Pitfalls Some time participants get into deeper talks while others are bored so it’s
important to facilitate the group process.

Outcome Participants are more familiar with each other

4.Running out of Toilet Paper (Ice breaker)

Objective Participants will be able to link people with their names and explore personal
things about each other

Time 20-30 min

Material needed A roll of toilet paper (which can be cut in small pieces)

Methodology Individual exercise

Process Tell the participants that unfortunately the youth hostel is running out of toilet
paper. There is only one roll of toilet paper

Invite them to take as much as they think they could need for the day. The roll is
passed around all participants.

When everyone has taken a piece of paper, tell that before using the paper for
what it is generally used , we will use it to learn a bit more about ourselves.

Let the participants sit in a circle, preferably on the floor, in a comfortable

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 position and cosy atmosphere.

Everyone has to say one thing about him/herself per piece of paper he/she took.
For example, if I took 6 pieces of paper I would say:
1- My name is Fatima;
2- I come from UP;
3- I am volunteer in a youth organisation working in a district;
4- I am studying social community work
5- I have 3 sisters and 2 brothers
6- I like going with friends to the mountains, make bonfires and talk all night
long around the fire.
Ask the participants to share in large group what they have written

Pitfalls Some participants may not feel comfortable to take a piece of toilet paper. In
such cases facilitator should start taking a piece of paper him/herself before
passing the roll and should play the game in a funny way to make people going
easily into the game and to make them feel confident to play it.

Outcome Participants learn names as well as some personal things about each other in a
funny way.

5.Peer Café Space (Team building)

Objective Participants will be able to create a café space for them for informal time,
chatting, etc.
To develop teambuilding within the group.
Time No specific time required, up to people involved to decide the length of this
activity
Material needed Colour paper, markers, tape, scissors, candles, etc.

Methodology Group work

Process Invite the participants to decorate the room as they want to make it their café
space for the duration of the course.

Pitfalls If participants are very tired the idea of decorating the room late in the evening
might not work. It is important to facilitate contact between participants (ice-
breakings) before starting this activity in order to facilitate the task or working
together in a common trust.

Outcome Participants start working together in a common task, get to know each other a
bit better and create their own peer café.

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6. Circle Speed Dating (Ice breaker)
Objective Participants will be able to closely explore about people and their
organisations.

Time 30 min

Material needed None

Methodology Open interaction

Process Divide the participants in two equals group.

Ask one group to create a standing circle looking out. The second group
creates another standing circle around the first group and face inwards
Ensure that each one has a partner opposite to them.
Encourage the participants to explore and share information about them and
their organisation (and identify possible partnership opportunities).
After 1 minute claps/whistle/signal for the outside circle to move one person in
a clockwise direction
Repeat the process until the groups have exhausted the circle or ran out of
time.
Pitfalls The inner circle and outer circle never get the chance to get to know more
about each other. Participants can get frustrated as they are asked to move
just when they are getting to find out more and identify common activities.

Outcome Participants get know more about other participants’ organisations and identify
participants they want to speak further throughout the training.

7. Intercultural Evening ( Acculturation & Icebreaker)

Objective Participants will be able to experience a taste and feeling of the different
states and cultures represented in the course

Time All evening (it could include dinner as Intercultural Dinner or do it after regular
dinner)

Material needed Participants are asked to bring local food and drinks, clothes and any other
object to present their state,Tables, plates, knife, glasses, music, stereo…

Methodology Mime, Cultural performance

Process Invite the participants for a ride on the ‘Intercultural Bus' which will visit different
state tables (with food, drinks..). During the trip each participant (or groups per
state ) is/are invited to present its/their state as follows:

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 • Mime a short representation of your state – 1 minute
• Perform a game, dance, song, poem, etc
• Present the food in a visual way putting labels near every different
product you brought.

Flipcharts with the name of every state are hanging on the wall. Participants
are invited to write in the flipcharts about: why would you like to visit this state?

Pitfalls Such a presentation could last quite long and some people may feel not
comfortable with it! Try to make it lively and keep the timing of each country
presentation.

Outcome Participants get to know more about other states, they enjoy the food, drinks
and artistic performances. Very important evening for the group building.

8.Active listening (Communication)

Objective Participants will be able to develop active listening

Time 30 min

Material needed Papers and pens

Methodology Game

Process 1)Tell the participants that the exercise will show them how good listeners they
are.
2)Tell them that you will repeat all the instructions twice
3) Repeat twice that henceforth they will listen
4) Give the following instructions twice:
• On the Rt upper corner of a blank page write your name
• Draw a line under the name
• Draw three circles below the line
• 3X5-8 = ?
5) Ask the participants what they have done.( Most of them must have written
down what has been spoken !!)
6) Tell them that they had only to listen!!!

Pitfalls Some participants may not agree with you

Outcome Participants will understand the importance of active listening

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9.Hopes & Fears ( Expectations & Fears)
Objective Participants will be able to explore their fears and expectations towards the
training course.

Time 30 min

Material needed VIPP cards ( Blue and Red colors)

Methodology VIPP

Process 1.Each participant to write his own expectations on Blue card and their fears
on Red card

2.Let them paste the cards separately on the chart papers titled ”Expectations”
and “Fears”

3.During the last day of the course the group is asked to go back to the charts
and cut out those cards which expectations have been fulfilled /fears
disappeared

4.Only those expectations not fulfilled and fears which appeared during the
course should be kept on the chart at the end of the exercise.
Pitfalls Make sure that everybody understand that only one expectation/ fear should be
written per card. Otherwise it would not be possible to accomplish correctly the
last step of the activity (step 4 above).

Outcome This exercise allows to have a colourful overview of t-shirts and socks which
stays in the room during the whole course. At the end of the training, only 1 t-
shirt and 2 socks stayed in the rope which meant that most of expectations
towards the course were fulfilled!

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10. Exploring Skills (Self awareness)
Objective Participants will be able to explore and reflect on their own skills and abilities.
.
Time 2 hours

Material needed Personal Skill Review Cards, coloured envelopes (named), Personal Skill Review
Sheet
Team building Activity: Open and safe space, blindfolds, and a large length of
string tied together to make a circle (size will depend on size of group)

Methodology Game, Discussion, Individual exercise

Process
1)Personal Skill Review Cards (30 mins)
Each participant is given a colored envelope with their Name on it. (it will be
important for participants to remember the colour of their envelope, as the colour
will represent the ‘reflection groups’ they will be with). Inside each envelope is 30
‘Personal Skill Review Cards’ as seen below.

Using the ‘Personal Skill Review Sheet’ each participant chooses 3 positive
cards that they feel best describes them now, three negative skill cards that could
describe them now. Participants can draw their own cards if they can’t find a
card to fit. The remaining cards are then placed back in the envelope and
returned.

2) Whole Group Challenge – Circle of Visual Impairment (45 mins)

(To explore; teamwork, communication, problem solving)
The group are all blind folded and have to work together to make a perfect
square out of a circle of rope or string.
Review questions:
• How did the group work together?
• Did the group work as a team?
• How did the group communicate?
• What communication skills were used?
• Was communication effective?
• What was the problem/challenge?
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 • Was it resolved?
• Could it be resolved? How?

3) Exercise review (10 min)

Participants are encouraged to look at their ‘Personal Skill Review Sheet’ and
explore briefly whether their participation in the team building exercise they have
just completed reflects the cards they have chosen. Participants now think about
the negative cards they have chosen and out of the rest of the cards identify
others they would like to swap them for……..for positive change and
development or skill cards they would like to have on completion of the training.

4)Trading Places (35 min and including break)

In the room where tea/coffee is served or in another area all together a trading
Market has been set up. The stall holders will be the trainers. Stalls are
associated with a colour, these colours link directly to the colours of the
envelopes and will from now also respond to participants ‘reflection groups’.

Participants have to provide evidence and a good argument to the stall holders
for swapping their negative cards for positive ones, following a discussion and
further reflection the cards they have already chosen for the other areas.
NOTE: the session will also include the break.

Pitfalls • Not enough appropriate skill cards.

• Team building activity takes too long.
• From experience the participants can begin to enjoy the one to one time
with the trainer in the‘Trading Places’ section of this activity and this can
again eat into time.

Outcome • Participants have experienced a teambuilding activity which will help in

establishing and exploring group personalities and roles.
• Participants have explored and identified their own personal skills and
development areas.

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 Personal Skill Review Sheet
Name:………………………………………………………………

I am usually:

Areas for Improvement:

Skills I would like to exchange the

Improvement areas for:

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11. Evaluation
Objectives Participants will be able to find out what is important during the process of
evaluation
Time 1h 30 min

Material needed VIPP cards of 5 different colours, pens, chart paper

Methodology VIPP, Individual exercise Discussion

Process 1)Handy evaluation

Stick on the wall 5 papers of 5 different colours with the following questions
related to evaluation:
Why? For whom? What? How? When?

Participants are divided into 5 groups and given one of the five W’s. They are
asked to reflect and find answers that they should write on a VIPP card of the
given colour (one answer per VIPP card). 15 min

Ask the participants to paste their VIPP cards with answers related to each
question. Add missing points

2) 3 P’s to evaluate teamwork: product – procedure – people .

Divide the participants in 5 groups. Let each group draw plant depicting various
parts as below:
• Rays of sunlight to represent feelings/comments about the training
style of trainers

• Centre of the Flower to write down their overall perception of the

training course

• Petals to write their feelings/comments about various components of

the training course

• Leaves to write their feelings/comments about the process of the

course (communication, rules, food, accommodation… etc.)

• Stem to write the title of the course

• Roots to write their feelings/comments about the people of the group

(participants, trainers, organizer)

• Drips or rain will represent feelings/comments about obstacles to the

success of the training (blocks)
At the end, representatives of the groups hang their charts on the wall and
presents their plants to the whole group. Plenary discussion.

Pitfalls Facilitators may interfere in the evaluation of the course.

Outcome Participants have an overview of evaluation of a programme.

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12.Sercret admirer(Interpersonal relationships)
Objectives The participants will be able to speak positively and support one another

Time 30 minutes
Material needed Large name tags (names of learners written on them) / Notebook paper,
Markers/pens
Methodology Individual exercise ,Discussion
Process 1.Write everyone’s name on cards and put into a box (if feasible use colourful
cards).

2. Pass the box around – have each learner pick up one card and read the
person’s name silently. If someone gets their own name, they put the card back
in the box and pick another card. The learner must not disclose the name that
they have picked.

3. The learner then writes one nice thing against the name (or draws something
nice against the name).

4. Pass the box around and collect all the cards and pin them on a wall/board –
with the caption: Someone Admires you Very Much.

5. Let a volunteer read the cards

Participants can during the course of the club /programme, keep adding remarks
to the cards (continue being secret admirers to the peers).

6. Ask the how they felt reading the Secret Admirer’s Card and what they learnt
new about themselves?

7. Lead a discussion by asking

• Have you shared your secret admiration you have for your peers?
Parents? Brothers? Sisters? Aunts and Uncles? Teachers? Did you tell
them or did you use some other means of communication? How did they
feel after getting to know their secret admirer’s thoughts?

• Are they admirations hidden within that you would like to share with your
friends, brothers, sisters, parents, etc.? What can you do to share this
admiration’s with them?

• Have you received any admirations from strangers, friends or parents?

How did their positive remarks make you feel? Did you change anything
following their remarks?

8. Summarize by emphasizing the importance of admiring people and their

qualities for building better Interpersonal relationships

Pitfalls Nil

Outcome Participants not only share their personal feelings about the training but as well
have an opportunity to express things they would like to tell to the group.
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13.Only positive statements(Communication and interpersonal
relationships)
Objectives The participants will be able to sensitize how some statements can hurt others
Time 30 minutes
Material needed VIPP cards, Markers/pens
Methodology VIPP, Group work , Discussion
Process 1. Open the discussion by saying that we feel more comfortable talking to some
people more than others.

2. Divide the participants in two groups and give the following tasks :
Group A- Reasons why we are more comfortable talking to some people.
Group B- Reasons why we are not comfortable talking to some people.

3. Ask the groups to respond. The responses may be :

Group A:
• Listens very patiently.
• Is always ready to listen – makes time for us.
• Smiles at us.
• Does not interrupt.
• Is not mean or rude.
• Speaks kindly.
• Does not make us uncomfortable.
• Makes us feel special.
Group B:
• Do not listen.
• Never smiles.
• Does not let me finish the sentence.
• Is mean or rude.
• Has a mean looking face.
• Always thinks we are wrong.

4. Distribute VIPP cards (Blue and Red) to each group and ask :
Group A : Write positive statements which make us happy
Group B : Write negative statements which make us feel sad
5.Let the card be pasted on the wall. Ask a volunteer to read the statements.

6.Project the slide 16.1

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 Slide 16.1

Sentences that make me happy Sentences that make me happy

That was an interesting thought. What a stupid remark.
You have a lovely smile. You look terrible.
You are such a help always. You are lazy.
Try again. You are so slow.
That’s better. When will you learn?
7.Summarize by saying that happy statements boost encouragement and
supportive behavior while negative statements hurt and discourage. Adolescents
need to avoid and ignore the negative sentences not only to have good
interpersonal relationships but also not to loose self esteem
Pitfalls Nil
Outcome Participants learn the importance of using positive statements.

14. Love and marriage

Objectives The participants will be able to sensitize about difference in perspective about
relationships

Time 15 minutes

Material needed Paper sheets, markers

Methodology Individual exercise, Discussion

Process 1.Invite each peer educator to draw a symbol of love and a symbol for marriage.

2.Let each peer educator explain the significance of the symbol and clarifies his
or her concept. Other participants may ask questions

3.Explain the relationship in terms of attitude ,behaviour and gender differences.

4.Discuss that Men/boys and women/girls have different concepts of love. This
results in different expectations from relationships. (Boys may perceive a
girlfriend as a transient relationship, whereas the girl may perceive it as a lasting
relationship culminating in marriage).

5.Summarize by saying that our expression or symbolism of love and

relationships is a reflection of our socio cultural backgrounds. Each of us has a
different perspective about relationships and it should be respected

Pitfalls Some participants might find difficult to express their opinions.

Outcome Participants understand that his/her expression of love and marriage clarifies the
individual concept and the same from others needs to be respected
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15. My circle of life (Interpersonal relationships)
Objectives The participants will be able to
• describe various qualities that make a relationship special
• identify a relationship in which they can confide/talk and seek advice

Time 45 min

Material needed Sheets of paper, marker/pen

Methodology Individual exercise, Discussion

Process 1. Discuss with the group that we are going to talk about the different
relationships that we have in our lives – some are close, some may be just
superficial, and some may be very hurtful.

2. Give each young person a sheet of paper – and ask them to draw themselves
in the centre (circle their name in the centre of the paper).

3. Draw images/circles around your name and depict with each circle the
relationship with the image/name in the circle – these could be friends, family,
community members, school teachers etc.

4. Once all the relationship images/circles have been drawn, ask the participants
to draw lines between their name (centre circle) and the images/relationship
circles they have drawn. One line for a relationship which is not so close, two
lines for a close relationship and three lines for their best relationship.They can
draw a broken line depicting a strained relationship.

5. On each of the lines – ask the youth to write why they consider the relationship
very close, not so close, strained etc.

6. Summarize by saying that our relationships have many dimensions and

depends upon many factors. It is we who , based upon our experiences and
quality of the relationship, have to decide to confide, trust and even continue it or
not.

Pitfalls Participants may not be able to write why they consider a particular relationship
closer or not so close

Outcome Participants can understand the importance of various relationships and

recognize the relationships wherein they can confide, trust and seek advice

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16.Power walk
Objectives The participants will be able to explore their beliefs and values
Time 30 minutes
Material needed Written statements
Methodology Group exercise, Discussion
Process 1.Mark three place in the room as :
“agree” area, “disagree” area and “undecided” area.

2.Read out few statements from Facilitator’s Guide 18.1 one by one.
Ask members of the group to move to the area which reflects their beliefs – do they
agree, disagree or are the undecided about the statement.

3.Ask one or two peer educators in each area to explain why they agree, disagree or
are undecided.

4. Lead a discussion by asking :

• Why do members of the group have different opinion on the above
statements?
• Did you feel peer pressure during this activity? Does peer pressure influence
your decisions in other situations? Why do you think this happens?
• Where do your values come from?
• Would your parents have different positions on these values? Why or why
not?
5.Summarize by emphasizing on the following points :
• Values are beliefs, principles or standards that a person feels are important.
Your values are what“ you think” is right and what you think is wrong.
• Boys and girls are socialized into different roles and often have different
social values.
• Each person needs to be able to sort out and make clear what his or her
personal values, beliefs and feelings are.
• Peer pressure and social pressure may make us do certain actions which are
contradictory to our personal values.
• Choosing friends/peers who share your values, having family support, having
strong religious beliefs, having good decision-making skills, have high level of
self-esteem etc
Pitfalls Some participants might find difficult to express their opinions.

Outcome Participants get sensitized and learn to respect about others’ perspectives about
relationships

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 Facilitator’s Guide 18.1

My values and beliefs : Statements

• You should not have sex before marriage.
• It is all right to have sexual intercourse as long as you use a condom.
• It is alright to lie for a friend, so that he/she will not get in trouble.
• It is alright to cheat in an exam.
• If you know something might put your life at risk (i.e. drinking and driving, having unprotected
sexual intercourse) you would not do it.
• A girl who dresses in mini skirts and sexy clothing is asking to be teased/whistled at.
• It is OK to have sex with your friend’s partner.
• In a family, financial support is the man’s responsibility.
• Being popular is very important.
• Girls/women should do what their boyfriends/husbands ask them to do.
• If you know your parents would not approve of an action, you should not do it.

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17.The wildfire game
( For HIV/AIDS and Sexually Transmitted Infections(STIs)
Objectives The participants will be able to
• Recognize how HIV and STIs are transmitted
• analyze the risk in an unprotected sex

Time 15 minutes

Material needed Paper sheets, markers

Process 1.Randomly distribute a piece of paper to each participant, telling him or her to
keep the information on it secret.
2. Gather the participants in a group. Ask each participant to shake hands with
three other participants.
3. Gather the group together again and ask them to sit in a circle. Ask the person
with the ‘X’ on his/her piece of paper to stand up. Then ask everyone who shook
hands with this person to stand up.
4.Ask everyone who shook hands with those that are standing to stand up.
5. Now tell the group to pretend that the ‘X’ person’ was infected with HIV, and
the three people who shook hands with ‘X’ had unprotected sexual intercourse
with ‘X’ and the three people who shook hands with these had unprotected
sexual intercourse and so and so forth…..
6. Remind the participants that this is only pretending and that HIV is not
spread through handshakes. A Handshake here represents unprotected sexual
intercourse.
7. Summarize by saying that the game shows how easily the virus can spread
among sexually active people. When you have unprotected sexual intercourse
with a person, you are having sexual intercourse with all of the past partners of
that person. Anyone in this way can get HIV regardless of sex, age, creed,
religion, culture, profession, education, ethnic origin or residence.
Pitfalls Some participants might find difficult to express their opinions.

Outcome Participants have increased awareness of how HIV and STIs can spread and
how it can be stopped

18.Body mapping
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Objectives The participants will be able to
• Draw a male and female human body map based upon their perceptions
and beliefs
• Compare each other’s perception of structure and functions of various
parts of human body
Time 30 minutes
Material needed Chart papers, markers
Process 1Tell the participants that they will be drawing a map of human body

2.Divide the participants into two groups and give the following tasks:
Group A :Draw an outline of female body
Group B: Draw an outline of male body

To avoid embarrassment , there may be separate groups of males and females

One of the volunteers can lie down and other member of the group can draw
round them.

3.Ask them to either draw various parts or to draw them on pieces of paper and
then stick them on. Let them also write the function below each parts drawn.

4.Display both the body maps ( Male & Female)

5.Let both the groups explain about various parts and their functions

6.Discuss with the participants

• What did you learn from the exercise?
• How the body mapping can be used in peer education ?

7. Explain the usefulness of body mapping using Facilitator’s guide 19.1

Facilitator’s guide 20.1

Uses of body mapping
Body mapping can help to discuss:
• Sensitive issues in a non-threatening and fun way.
• Understanding of how their bodies work, especially in relation to sexual
• activity, reproduction and sexual health
• Differences between biological facts and people’s beliefs, and how this
might affect their health
• Different perceptions of the body – for example, men and women’s
views of what parts of the body are important for sexual desire,
reproduction and sexual health.

8. Summarize the activity by saying that body map is an effective tool to learn
about the participants’ perception and understanding of human body

Pitfalls The participants may be shy to draw the sexual organs and talk about them.

Outcome Participants learn about the various parts of their body

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19.Blind walk
Objectives The participants will be able to experience the value of team support and
Co-operation.

Time 45 minutes to 1 hour.

Material needed Chart papers, markers

Process 1. Explain that this exercise is intended as an exploration of feelings and to

highlight the importance of support

2. Ask the participants to form a line from one end of the training room to the
other. Ask for a volunteer to be blindfolded with a scarf/cloth

3. Turn him/her around several times. Ask the volunteer to walk in a straight
line from one end of the room to the other. S/he should stop when s/he
thinks that s/he has reached the end of the room.

4. Tell the rest of the group to remain completely silent and give no
encouragement or guidance at all. They must not touch the volunteer.

5. When the volunteer reaches the other end (or says that s/he has reached
the other end) of the room, ask her/him to take off the blindfold.

6. Ask her/him to share feelings they experienced during the walk. You may
ask questions such as, “Did you think you had gone where you wanted
go?” or “Did you feel the need for some guidance from the others?”

7. Ask the volunteer to replace the blindfold.

8. Ask him/her to walk from one end of the room to another again. This time,
the others in the room should give verbal guidance and encouragement.
However, nobody should touch the volunteer.

9. Ask the volunteer to share his/her experience with others.

10. Repeat the exercise again with another volunteer, and this time, ask the
observers to help the volunteer in any way they can.

11. Ask the volunteer to share the experience.

12. Summarize the activity by emphasizing the need for mutual support and
trust during the course of our lives.
Pitfalls The participants may be shy to draw the sexual organs and talk about them.

Outcome Participants learn the importance of support and cooperation

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References :
1.Facilitator’s Handbook for Training Peer Educators, Adolescent Education Programme, UNICEF &
NCERT,2005

2.Tool box of Methods Used Peer 2 Peer International Training Course (20 – 26 June 2005,
Konstancin, Poland), www.SALTO-YOUTH.net

3.Manual for trainers of young people in advanced adolescent reproductive health and life sklls,
Vientaine Youth Centre for Health & Development, Lao PDR, March2002

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 Appendix 2
Energizers and Games
1.Blanket Game
Objective Getting to know each other’s name in a funny way
Time 10 min
Material needed A blanket
Description Divide the in 2 groups and hold the blanket in between (they shouldn’t see each
other).

Let one person from each side go near the blanket.

Drop the blanket and both the persons should call out each other’s name as
quickly as possible. The person who loses ( i.e. who could not manage to say
the name of the other person quickly) joins the opposite team.

Repeat the same procedure till one of the groups have no more participant in to
play or till you feel that the group is tired

Pitfalls The facilitator will have the role of judge to avoid a long discussion about who
called the other person’s name first. It can be boring after a while because it
involves only one person per group at a time. It is possible to change the rules
of the game a bit. For instance, change the number of persons standing near
the blanket to 2 or 3.

Outcome It creates funny atmosphere and participants learn each other’s names.

2. Name Game
Objective Getting to know each other’s name in a funny way
Time 10 Min
Material needed None
Description Ask each person to speak his/her name with an adjective( e.g appealing
Ashok).

The next person repeats the name of the previous person with the adjective and
also speaks his/her name with an adjective liked by him/her. The game goes on
and on....till the last participant.

Tell the participants that they should call each other by the same adjective and
name during rest of the training. This way they will remember each other even
years after the training.

Pitfalls None

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Outcome It creates funny atmosphere and participants learn each other’s names hich they
remember later also

3.Mirror images (Energizer)

Objective To create a positive atmosphere in the group
to recharge the participants between sessions

Time 5 min

Material needed None

Description Let the participants form two lines with equal number of people in each side
facing each other
Stand in the middle of both the lines. Instruct each participant in the line on his
right to start some action ( sleeping, jumping, making faces, winking etc).The
participants in front of them in the opposite line imitate the actions.
After 30 seconds let the participants in the left line repeat the activities.
Pitfalls None
Outcome It is a very crazy moment with all the group which gives back all the necessary
energy to start again to work!

4. Visual power(Communication)
Objective To energize the participants & differentiate visual and oral communication.
Time 10 min
Material needed None
Description 1. Ask participants to stand in a semi-circle.

2. Say “ I am going to give you very simple instructions. Just do what I say." Ask
participants whether they are clear about the instructions.

3. Stand in front of the group. Give instructions while doing the same, for
example, "Raise your left leg. Raise your right hand. Drop your left leg. Raise
your left hand too. Spread your fingers. Drop your right hand. Bring your thumb
and small fingers to touch each other."

4. Your actions should not match your verbal instructions. For example, "Touch
your chin." But while saying this, touch your cheek.

5. Notice what the participants are doing. Ask why they followed the actions.
They may say "we followed you!" You should answer: "No, you didn't. I asked
you to follow what I said, not what I did !"
Pitfalls Participants may argue if they had not paid attention to instructions

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Outcome Participants have fun and differentiate vs visual and oral communication

5. Creating a rain (Energizer)

Objective To energise the participants

Time 2 min

Material needed None

Description 1.Ask the participants to do the following actions

a. Take your hands above the head
b. Clap with one finger .....two fingers....three fingers.... four fingers of the
right hand on the palm of left hand
c. Clap
d. Clap and jump on the ground
2. Repeat the activity twice
Pitfalls None

Outcome Gets people active and laughing before the next session starts

6.Shaking the Hand (Coping with emotions)

Objective To identify the feelings you transmit to the others

Time 10 min.

Material needed None

Description Let the participants stand in a circle

Invite a volunteer to go to each participant and shake hand looking into his/her
eyes while expressing a different emotion.

Let other participants identify the emotion expressed by the volunteer

Pitfalls The energizer taking longer then proposed

Outcome Participants get aware about their emotions and and have fun too

7.Who Starts the Rhythm (Energizer)

Objective To energise the group

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Time 5 min

Material needed None

Description Tell the participants to stand in a circle.

Let a volunteer leave the room.

Ask the rest of the group to choose a leader who starts to make a movement to
be repeated by others. The leader keeps on changing the movement and the
group follows him/her.

The volunteer comes back to room and stands in the middle of the circle.
He/she has to guess who is the leader by discovering who is the one initiating a
new movement. The leader should change regularly the actions without being
caught.

When the volunteer finds the leader, the leader should leave the room and the
process is repeated

Pitfalls The person who is in the middle could get frustrated if it takes too long to find
who is the leader, in that case it could be good to give him/her a help !

Outcome Funny game

8.Traffic Lights(Energizer)
Objective To get participants up and active before a session

Time 15 min

Material needed Participants

Description Choose a space where participants can hop, walk or run

Tell that when you shout ‘RED’ everyone stops, ‘GREEN’ everyone goes.
Encourage the participants to go in different directions not just follow each other.

Start by shouting ‘STOP’ and ‘GO’ and see the confusion.

Pitfalls Be cautious with peoples having physical abilities

Outcome Fun game, keeping mind and body active

9. Counting and clapping (Energizer)

Objective To be alert and have fun

Time 5 min.

Material needed None

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Description Ask the participants to stand in a circle .

Instruct that they will start counting from 1 and the person whose turn will come
on 3 or a multiple of 3 will not speak but clap. If he/she forgets to clap, he /she
will be out.

Let the process of counting go on till everybody is out. If the counting becomes
large(eg. 20 or 30) start with 1 again

Pitfalls Some people may get bored or the energizer may take longer then proposed.

Outcome Participants become alert

10. Plus, Minus and Innovative PMI (Creative thinking)

Objective To promote creative thinking
To have fun

Time 10-15 min.

Material needed Chart paper, markers

Description The participants are divided into three groups. They can give any one of the
following situations :
• If there were two moons/suns
• If there were no sun/moon
• A world without women
• A world without men.
• If there were three hands
• If there were eyes also on the back of head
• If we had wings
Let the group work for 5 minutes on :
Group –I Positive aspects
Group –II Minus( Negative) aspects
Group –II Innovations
Ask the responses from each group turn by turn

Pitfalls The energizer it will take longer then proposed.

Outcome Participants have fun and also develop the creative thinking

11.If you were an animal (Energizer)

Objective To have fun and energize the group

Time 5 min

Material needed None

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Description 1.Ask the participants: If you were an animal which one would you like to be and
why?

2. Ask them to imitate or pose like the animal they have chosen. Allow a minute
for preparation.

3. Have them form a circle.

4. The facilitator may begin by going to the centre of the circle and imitating or
posing like the animal of her choice and explaining why she chose the animal.

5. The exercise is then repeated by all participants.

Pitfalls Some participants may be shy

Outcome Participants have fun and become alert

12. Folding paper(Communication)

Objective To demonstrate that even simple instructions are easy to misinterpret

Time 5-10 min

Material needed None

Description 1. Select four participants and ask them to stand in the front of the room, facing
the group.

2. Give each of them a sheet of paper. Explain that there are two rules.
- Each person must close their eyes throughout the exercise.
- They may not ask questions
3. Ask them to fold their paper in half and to tear off the bottom right corner. Tell
them to fold the paper in half again and to tear off the upper right corner, then to
fold the paper in half again and tear off the lower left handcorner.

4. Ask them to open their eyes and to display the unfolded paper to each other
and the audience.
Pitfalls None
Outcome Participants start interactively with each other

13. Let us innovate(creative thinking)

Objective To promote creative thinking & to have fun

Time 10 min

Material needed None

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Description 1.Ask the participants to stand in a circle.
2.Give them an article( e.g. a bottle) and let each participant suggest an
innovative use of it( viz.gun, bat, feeding bottle etc.)

Pitfalls None

Outcome Participants have fun and also develop the creative thinking

14. Fruits and animals (Energizer)

Objective To improve coordination and attentiveness within the group.

Time 6-10 min

Material needed None

Description 1. Ask the group to form a circle and clap.

2. After three claps, call out the name of a fruit.

3. After three more claps the next person says the name of an animal.

4.After three more claps the next person says the name of a fruit and so on
around the circle.

5. If someone says the name of a fruit when an animal is required, or cannot

think of a fruit or animal or repeats the name of a fruit or animal that has
already been said, he/she must sit down.

6. Continue until the last two participants are contesting and one wins.
_
Pitfalls None

Outcome Participants become attentive

15. Stopping a rain(Energizer)

Objective To energise the minds and bodies

Time 2 min

Material needed None

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Description .Ask the participants to do the following actions
1. Take your hands above the head
2. Clap and jump on the ground
3. Clap with both hands
4. Clap with four finger ..... three fingers.... two fingers.... one finger of your
right hand on the palm of left hand

Repeat the activity twice

Pitfalls None

Outcome Gets people active and laughing before the next session starts

16. Cars(Energizer)
Objective To increase the level of trust among participants.
To enliven the group

Time 5 min

Material needed None

Description 1.Ask the group to divide into pairs.

2. One partner stands behind the other. The person in front closes their eyes
and pretends to be a car.

3. The person behind keeps the eyes open and acts as the driver.

4.The driver indicates, without speaking, which direction the car should move by
tapping the other person on the shoulder. A tap on the right shoulder means
turn right. A tap on the left shoulder means turn left. Tapping in the middle of the
back means go straight ahead. Speed may be regulated by tapping faster and
slower. A hand held solidly on the back means stop.

5. After several minutes, switch roles. The drivers should avoid driving their
"cars" into each other or into solid objects.

Pitfalls None

Outcome Participants have fun and trust each other

17. Touch something(Energizer)

Objective To energize the group.

Time 5-10 min

Material needed None

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Description 1.Ask everyone to stand up.

2.Explain that you will call out to everyone to find something blue around them
and that they should touch it. This could be someone's blue shirt or scarf, a
shoe, etc.

3.Then call out, "Touch something green!" and everyone should run to touch a
green object.

4.Next,"Touch your toes!" or "Touch someone's ear!", "Touch that tree over
there!"

Pitfalls The participants may create great commotion

Outcome Participants have fun

18. Mouse- mouse get away(Energizer)

Objective To encourage participants to be informal and relaxed

Time 10 min

Material needed None

Description 1. Ask the participants to form a circle holding hands. The space between the
participants should be large enough to let someone pass through.

2. Invite two volunteers to represent a mouse and a cat.

3. The mouse stands inside the circle, the cat stands outside the circle.

4. The mouse starts to run in a zig-zag manner around the circle, passing under
participants' arms. The cat rushes after the mouse until it catches the mouse.
The participants may prevent the cat from catching the mouse by lowering their
arms up and down.

5.The game is repeated by several other cat and mouse pairs.

Pitfalls May take more time

Outcome Participants become relaxed and talk informally

19. Because and why(Energizer)

Objective To enhance group communication and energize the participants
Time 10 min
Material needed Paper and pens
Description 1.Ask the participants to divide in two groups of equal participants. Let them
sit in two lines facing each other.

2. Ask members of one line to write a question beginning with the word "why"
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 while those in the other line write a statement beginning with the word
"because".

3. The group with the "why" statements begins by reading their questions aloud.
They are followed by "because" statements from their counterparts in the
opposite line .

4.Continue till all questions and statements have been read.

Pitfalls Participants may like to repeat the activity

Outcome Participants have fun and interact more informal

20. A person of principles(Communication)

Objective To encourage listening skills and group participation.
Time 10 min
Material needed None
Description 1. Ask the participants to sit in a circle and select an alphabet.

2. Stand in the centre of the circle and make a story about "A Person of
Principles". During the story, take pauses and point to a participant who in turn
says a word beginning with the predetermined letter.

For example:
Facilitator: I have an uncle named Mahesh who is a man of principles. He insists
that everything in his life must begin with the letter “M”. His wife's name is...
Participant: Manisha!
Facilitator: And Manisha likes to eat...
Participant: Mangoes!
Facilitator: One day Maresh went to visit...
Participant: Moscow!
3. The first participant to make a mistake or to take longer than five seconds to
answer, goes into the centre. That person then continues the story and may
change the letter.
Pitfalls The activity may take more time
Outcome Participants have fun and interact more informally

21. Colors (Interpersonal communication)

Objective To facilitate positive group interaction

Time 10 min

Material needed None

Description 1. Let the participants sit in a circle.

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 2. Tell that each one will choose a colour with an explanatory statement for the
person sitting on his/her left.

3. Begin the game by saying, "I call you yellow because you are always so
sunny and cheerful."

4.Ask the question, "What colour would you use to describe the person on your
left?"

6.Continue till all members are covered

Pitfalls The participants may hesitate to comment on sad and gloomy persons

Outcome Participants start interactively with each other

22. People, people and thief(Communication)

Objective To encourage energetic group communication.

Time 5-10 min

Material needed Paper and pens

Description 1.Divide the participants in three people, police and thieves.

2. Tell a story about these three groups of people. Every time you mention the
name of a group, the group must stand up and sit down quickly.

3. In the story, create connections so that people have to think and pop up and
down quickly. You can trick participants by mentioning a particular group, but
stop just before and alter the plot of your story. For example, you may say, “……
and then the p(olice)…….no…the p(eople) came.”

Pitfalls The activity may take more time

Outcome Participants have fun and connect to each other well

23. Fruit salad(Energizer)

Objective To energize the participants

Time 10 min

Material needed None

Description 1. One person stands in the middle and everyone else must be sitting on the
chairs arranged in a circle

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 2. Let the participants choose the names of three fruits familiar to them.

3. Go round the circle naming each participant one of the three fruits, including
yourself

4. The name of a fruit is called out and everyone with that name has to get up
and find somewhere else to sit. The person in the middle also has to find a
place to sit.

6. The person who does not find a place will have to stand in the middle and call
out the next fruit.

7. If "fruit salad" is called, then everyone has to move and change places,
attempting to get a new chair.

Pitfalls None

Outcome Participants start interactively with each other

24. Writing name in the air(Energizer)

Objective To increase group interaction and have fun.

Time 5 min

Material needed None

Description Let the participants stand in a circle.

Ask all of them to write their names in air by head......nose......one finger..... Left
elbow.. Rt elbow...one knee...Left foot.......Rt foot....Pelvis etc.
Pitfalls None

Outcome Participants have fun and also develop the creative thinking

25. Jungle(Energizer)
Objective To energize the participants .

Time 10 min

Material needed None

Description 1. One person stands in the middle and everyone else must be sitting on the
chairs arranged in a circle.

211
 2. Let the participants choose the names of three animals familiar to them.

3. Go round the circle naming each participant one of the three animals,
including yourself.

4. The name of an animal is called out and everyone with that name has to get
up and find a place to sit. The person in the middle also has to found a place to
sit.

6. The person who does not find a place will have to stand in the middle and call
out the name of the next animal.

7. If "animal meeting" is called, then everyone has to move and change places,
attempting to get a new chair.

Pitfalls None

Outcome Participants start interactively with each other

References :
1.Tool box of Methods Used Peer 2 Peer International Training Course (20 – 26 June 2005, Konstancin,
Poland), www.SALTO-YOUTH.net

2.Facilitator’s Handbook for Training Peer Educators, Adolescent Education Programme, UNICEF &
NCERT,2005

212