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26-29 of June, 2013 th

Training report: Peer Educator PE Module STRC-Department of Social Work, University of Delhi

Title of the Training Type of Training Date of Training Time of Training Venue

Peer Educator Trainings Non- residential training 26-29th of June, 2013 10 am to 5 pm NGO- TI: Janhit Society- Azadpur, Anchal - Jhilmil & Manch Rajouri Garden

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Details of Facilitators Details of Participants Agenda of Training Agenda

K K Mishra, Tek Chand Sharma, Vijay Kumar, Manas, Leela, Mohit Ahuja, Dr. Jk Mishra, JD- TI, Ravish Ahmad, Hem Lata, Narender, Tripti, Vikram, Sham-STRC. Attached (FSW’s organization from North West, West, North, North East and Central) Attached DAY 1 Session 1: Introduction, Expectation, time schedule and Rule & regulation during the Training: Process: Session was started with welcome address to participants in the training program. In this session, participants were introduced with each other, with their name, designation, name of representing organization and duration of association with the project, two good qualities and one negatives quality of each trainee. The objective behind the introduction was to facilitate individual participation and inter learning and familiarity with each others for smooth passage of training programme. Expectations of trainees were asked and following theme of expectation emerged from the participants: • How to identify the women’s from the community and how to enroll them in the programme. • Meaning, roles and responsibilities of peer educator in TI. • How to do outreach and planning for outreach for effective result. • Condom supplied by the government is much cheaper and it is not available from last 15 days. (miss-conception about the quality of condom supplied by government system) • Ways to motivate HRGs for STI treatment, referral and linkages. • Risk and vulnerability factors among HRGs. • How to change behavior of community people. • Types and management of crisis in the community, how to handle police, family and Gundas. • Salary issues, identity cards, voter cards, BPL cards and other issues like “ladli Yojna” • what to be kept in record by peer educator for their work(Kya record rakhna hai hame kam ka) • as a peer, how to stop minor girl entering in sex work profession. Participants were informed about time schedule and rule and regulation to be followed during the training program by the trainees. Those rules and regulation were joined formed by the trainees and facilitator. Session 2: Peer Education 2a : Concept and Meaning of Peer Education 2b : Roles and Qualities of PEs

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Brainstorming, group work and presentation by group; Concept meaning, roles and responsibility and quality of peer educator. Advantages and Disadvantages of Peer Education.

Process: The concept & meaning of Peer Educator was brainstormed with the trainees along with peer education advantage and disadvantage. Participants were divided into four groups and each group has given one topic to discuss and present in front of other group. First group was given topic of roles and responsibilities, second group on qualities of peer educators, third group: advantage of peer education and fourth group was given topic of disadvantage of peer education. Group work helped the trainees to think, reflect and understand on various concepts like roles and responsibility, qualities, advantage and disadvantage of peer education. Session was summarized by facilitators on various learning of group work done by trainee, active participation to think of them as peer educator, leadership qualities, welfare attitude, good listening and presentation qualities of peer education at the end of session. Session 3: Need and Importance of a PE • Film Screening • Discussion on issues Presented in Film Process: A film “Hum Sab Bahne Hai” showed to the trainees. The objective of the film screening was to give further emphasis of peer education, roles and responsibilities of good peer educators, field challenges and how to face them, like how to deal with crisis with joint collaboration and supporting each other in time of crisis in their vicinity. Session 4: Understanding the Community and network. 4a : Understanding Risks and Vulnerabilities 4b : Understanding Network • Presentation – Risks and Vulnerability Factors • Group Work – Risk and Vulnerability Factor • Presentation by Groups. • Brain storming on social and geographical network. Process: In this session, the probable risk and vulnerability factors that led to HIV/AIDS/STIs were listed out separately by brainstorming with the participants. The participants were then divided in two groups, They were then asked to brainstorm the probable reasons of risks & vulnerabilities that led to HIV/AIDs/STIs in their respective working area. They were also asked to brainstorm how they would deal with the risks & vulnerabilities faced by them. The participants came out with attractive presentations and how to deal with the issues. This helped them towards strategizing the ways i.e. the various components of TI were emerged from this exercise & it was explained that this is the principal on which the TI works.

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Concept of social and geographical network explained to participants. Trainees were explained that human being is social animal and part of social network. Peer educator should have good understanding on Social and geographical network, which could provide support to peer educator in delivering the program more effectively in the community. The day ended with evaluation of first day jointly done with involvement of trainees and facilitator. Day 2 Recap of first day was done by inviting each participant and motivated them to come forward and shared their learning to other participants followed by summarization of previous day learning by ORWs and facilitators. Session 1: Outreach and Outreach Planning •

Introduction on Outreach and Outreach Planning

Process: After the feedback from participants on day 1 the concept planning and outreach planning was explained. Planning is important to effectively reach to desired outcome of the project. Proper plan could maximize the possibility of success of the work/project. Systematic plan and delivering the outreach as per planning were also explained briefly to participants. • Spot Analysis- Explanation and Practice through group work Process: The spot analysis was explained, followed by dividing the participants in four groups & each group was provided an outreach worker to facilitate the exercise. The groups were asked to analyze their spot with the help of available insisting and then follow this process by planning for that spot. • Hotspot Load Mapping – Explanation and Practice • The session was explained by group exercise on white board collectively with all in the form of a role play. It helped them analyze the actual targets available at a hotspot and the gaps in regular contacts. Session 2: Sexually Transmitted Infections 2a : Understanding Sexually Transmitted Infections 2b : Role of PEs in Prevention and Control of STI • Presentation on Concepts • Brain storming & discussion • Group work by participants • Presentation by group Process: The STIs were explained in detail firstly through brainstorming so as to analyze the prevalent myths followed by detailed explanation through drawings, examples and discussion. The symptoms of STI and importance of complete treatment were explained in through detail. More emphasis was laid on the women, who are more prone to STIs along with, asymptomatic and need for RMCs to rule out asymptomatic STIs in the HRGs they work for.

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The role of PE to bring about prevention of STIs was discussed with a new understanding on part of participants present as could understand that why having STIs could lead to increasing the chances of contracting HIV/AIDS. Session 3 : Positive Prevention and Referral to ICTC and ART • Introduction to Concept through brain storming on need of positive attitude in prevention and services for PLHIV • Discussion on referral to ICTC and ART centre Process: The concept of positive prevention explained to trainees in details along with ICTC services available within the state. Various emerging needs of PLHIV were explained to participants and how to deal their day to day problem. One peer educators, who shared voluntarily her HIV positive status, helped the participants by telling their own experience and how her positive attitude had helped her to remain physically active and in delaying in progress of infection in the body. She also shared various need of PLHIV to give better understanding to participants on positive people need and day to day problem faced by them. The problems encountered by PEs at the ICTC centers were also discussed with the objective to reduce the gap & increase coordination between the two service providers as well as better implementation of the program on ground level. The day ended with evaluation of the day jointly done with involvement of trainees and facilitator. Day 3 Session 1: Condom Promotion A : Male and Female Condoms • Male and Female Condoms – Presentation • Dispelling myths about condoms – brain storming, discussion and game. • Condom Demonstration Process: Session was initiated with trainees by asking whether they have condom with them. Trainees came up with condom which they have kept in their purse and various part of body, which indicated that they always keeping condoms with them and could use when they needed that. The male & female condoms were discussed in detail along with the demonstrations on both. The concept of female condom was taken very strongly by the participants as they themselves felt that having the knowledge & skills on their part alone was not sufficient in prevention against HIV/AIDS unless the clients also felt so. Until then the usage & promotion of female condoms amongst the HRGs was taken as the need of the hour. The myths regarding the usage of both male & female condoms were also cleared during the session. 1 b : Condom Demand and Supply • Presentation and Practice – Condom Accessibility and Availability Mapping • Presentation and Practice – Condom Estimation

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Process: The condom availability & accessibility tool was explained in the form of a role play by taking real situation and hotspots of a peer educator selected randomly from the participants. After detailing the tool the participants were divided in groups and were asked to give presentations through charts. The participants not only understood the availability & accessibility but also the relativity in terms of dealing with different typologies like Street based or home based FSWs. The condom demand tool was discussed & explained, this was followed by taking out condom demand randomly of few PEs present as per the tool discussed. This helped them understand more deeply not only the demand but also the importance and relativity of taking out the individual condom demands of each HRG. Session 2: Communication to address Risk & Vulnerability. 2a : Dialogue-Based Inter-Personal Communication by PEs • Presentation – Dialogue-Based Communication • Group Work – Practicing Tools (Body Mapping, Why is it so?) Process: The concept of dialogue based communication was discussed so as to familiarize the participants about the need & effectiveness of the tools. This was followed by explanation of the tool body mapping and group work by dividing the participants in two groups. The participants through this exercise not only learnt the routes of transmission of HIV/AIDS but also the effectiveness of the tool in imparting knowledge about routes of transmission. This tool was followed by the 2 nd tool ‘Why is it so” which was also effectively taken by the group as its long term & in-depth effeteness to bring about behavior change. The day ended with the evaluation of the day Day 4 Day recap which facilitated by facilitator by motivating each trained to come on stage and shared their previous day learning. Session 1: 2a. One-One Communication by PEs • Discussion – Topics of Communication • Group Work – Practicing Talking Points (using flipbook) • Presentation on Talking Points Process: The participants were divided into four groups and were given a flip books each (with different components) provided with the kit. They were then asked to understand and present in the form of a role play with the specific component they have been provided with. The participants through this exercise learnt various & effective ways to deliver messages to the community.

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Monitoring and Documentation Session 1 Tool 3 : Peer Maps • Presentation of tool • Group Work – Practicing the tool • Presentation by Group Process: Presented to the trainees on the process making Peer Educator Map and prioritization of HRGs on the basis of High, medium and low volume and by demonstration on board with proper example. Trainees in group made their map and presented in- front of second group and took other participants feedback about asking: what you think is missing from the map. It was done to enhance participation from the trainees. Tool 4: PE Weekly Planning and Activity Sheet • Presentation of tool • Group Work – Practicing the tool • Group Presentation Process: PE week planning and activity sheet was explained to trainees by taking practical examples from the field with the involvement of trainees; later trainees were divided in the group to make peer planning and activity sheet with facilitation from ORWs and Facilitators. Each group presented their planning and activity sheet and took feedback from other and facilitator on any modification required in tool Session 2: Crisis Management • Discussion – Types of Crisis • Group Work – Case Study • Presentation and Discussion • Brain storming – Crisis Management Systems: what and how? The participants were firstly asked to list down the various crises both individual as well as the groups faced by the community separately. Then they were divided in groups & were given a case study each one on group crisis and another on individual crisis. The groups were asked to brainstorm on how they would deal with the problem faced and then present in the form of verbal communication of role plays. The participants learnt not only about various ways of management but also how to practically implement them in their respective projects. This also opened a way to bring about the issue of women’s rights. In fourth day evaluation of training days was done and participants were asked to rate their learning on the basis of good, average and poor by raising their hand. Maximum participants rated their learning good (70%), rest others rated their learning average (30%). In another training site at Munch-TI, daily evaluation was taken by resource

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Summary learning

of

person on charts, he has taken debriefing notes from the peers, out of the 31 participatns, Ms. Sona from Drishtikon-TI NGO, shared her views if we were not be enrolled in the training, we are not be able to control STI, crisis and handling of the new clients in the areas as well as police and gonads in the area. Participants • On first day, participants learnt about various concept of peer education, proper way of selection of PE, role and responsibilities and risk and vulnerability factors effecting the community in term of concept and context.

Facilitators observations

On second day, trainees learned on planning process for outreach as backbone of the program effective implementation at field level, STI management and role of Peer educator in STI prevention and management.

Take home message for Peer educators on third day of the training was condom promotion as a most effective means as a prevention method from STI and HIV.

Role of IPC and BCC tools for behavior change in community group.

Preparing and presenting of peer planning and activity sheet to gather data on various robust indicators and role of peer educator on delivery the program and collecting the data from the field.

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How to handle crisis and process of helping each other in term of crisis. In first day, trainees joined late due to various reasons.

Training module for peer educators is excellently designed which provides the key learning and motivation to deliver the program at field level.

Turnover in Peer education is high as most of peer educators in training were joined in the program ranging from 4 days to 6 months period. This shows that peers, who were working for more than 1 year in the program, needs to be targeted in separate training.

Still there are mis-conception about STI, further needs session on STI management is required. Crisis management was the underline of the training where lots of issues not only emerged but also ways to cater to the needs of HRGs during crisis was also discussed.

Session on female condom demonstration and availability strategy required a dedicated session of whole day.

Some of the peer educators representing Manch- TI are not selected

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from community and hesitation was shown by those peer educators. •

NGOs are selecting young peer educator (Less than 25 year of age), this showed the trend that young girls are coming in sex work profession in the state of Delhi.

List of Participants Sr. No. 1 2 3 4 5

Name of trainee Manju Sushma Meera Shweta Vidya

Gender F F F F F

Designation PE PE PE ORW PE

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Organization Samarth I Samarth I Samarth I HPPI SSMI


6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54

Basanti Sapna Geeta Kanchan Meera Sayri Shanti Keli Devi Shanti Raj Shri Jai Shari Pooja Roshan Ara Kusum Kiran Anita Shabana Shashi Rakhi Mahendro Devi Annu Shanty Jyoti Pooja Sunita Anita Sapna Jyoti Chahat Sangeeta Meera Geeta Ruby Sahnaz Shailza Pushpa Shanti Tara Seema Maya Sarita Asha Resma Kanchan Meena Jyoti Gaurav Tripati Priya Devi

F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F M F F

PE PE PE PE PE PE PE PE PE PE PE PE PE PE PE PE PE ORW PE PE PE PE ORW ORW PE PE PE PE PE PE PE PE PE PE ORW PE PE PE PE PE PE PE PE ORW PE PE ORW ORW PE Page 10

SSMI SSMI SSMI SSMI SSMI SSMI SSMI Joint TI-GB Road Joint TI-GB Road Joint TI-GB Road Joint TI-GB Road Joint TI-GB Road JYM JYM JYM JYM JYM SSMI Joint TI-GB Road JYM JYM Joint TI-GB Road Drishtikon II Drishtikon II Drishtikon II Drishtikon II Drishtikon II Drishtikon II Drishtikon II Drishtikon II Drishtikon II Drishtikon II DBS DBS DBS Samarth II Samarth II GSF GSF GSF GSF GSF GSF Samarth II Ramky Foundation Ramky Foundation Ramky Foundation Ramky Foundation Ramky Foundation


55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95

Tahamina Phool Mala Shashi Vimla Kiran Chandrakala Monika Bala Momina Ranjana Kamlesh Rama Mamta Gayatri Rajshree Madhu Darshana Hemlata Pushpa Firoza Guriya Manisha Sanjana Zinat Amrita Krishna Sarika Firoza Janki Urmila Nina Chandravati Meena Pinki Sona Murti Nikki Manisha Sanjana Prem Bobby

F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F

PE PE PE PE PE PE ORW PE PE PE PE PE PE PE ORW ORW ORW PE PE PE ORW ORW PE PE ORW PE PE PE PE PE PE ORW PE PE PE PE ORW PE PE PE PE

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Ramky Foundation Ramky Foundation Ramky Foundation GSF Manch II Manch II Manch II Manch II Manch II Manch II Manch II Manch II Manch II Manch II Manch I ISARD ISARD ISARD ISARD ISARD Manch I Manch I Manch I Manch I Alamb Alamb Alamb Alamb Alamb Manch I Manch I Dristikon Dristikon Dristikon Dristikon Dristikon Manch I Alamb ISARD ISARD Manch I

Training report pe 26 29 june, 2013  
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