Developing a Competency-based Training Model on ASRH Peer Education

BASIC TRAINING COURSE

By:
TERESITA ARTIAGA ELEGADO
Consultant

A. INTRODUCTION
Competency refers to the measurable or observable knowledge, skills and behavior critical to the successful performance of defined tasks.
Knowledge competencies refer to practical or theoretical understanding of subjects. Skill or ability competencies are learned capacities to
perform acts. Behavioral competencies are patterns of action or conduct.

To come up with this basic course design, a competency needs assessment was carried out through literature review and consultations with
members of Y-PEER Pilipinas. A thorough desk review preceded two consultations. The first consultation was basically a Task Analysis. It sought
to determine the specific tasks peer educators actually execute when conducting peer education activities. Results showed that peer educators
perform “core” or basic tasks, or those directly related to conduct of peer education activities, and also “advanced tasks,” those that are related
to program supervision and management. These “advanced tasks” were mostly being performed by experienced and highly-skilled peer
educators.

Based on the result of the Task Analysis, a second consultation was held to carry out a Competency Needs Analysis. In this consultation,
members of Y-PEER discussed and agreed on what competencies will enable peer educators to carry out the identified “core tasks.” Those for
the “advanced tasks” were momentarily set aside.

Task Analysis
The Task Analysis consultation revealed that peer educators affiliated with the Y-PEER Pilipinas generally perform the following basic tasks:

1. Conduct peer education sessions

a. Organize peer education activities
b. Facilitate peer education activities

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 c. Provide ASRH information and motivate peers to adopt behavior change such as delaying sexual engagements, adopting safer sex
practices, seeking health services and taking care of their health
2. Provide referral and follow-up peer support
a. Map, coordinate and establish referral arrangement with relevant service providers and authorities
b. Refer clients and ensure clients get the necessary service or support
c. Follow up and provider peer support
3. Document peer education activities and prepare reports
a. Document peer education activities
b. Write report or provide feedback

Competency Needs Assessment

To enable a peer educator to perform these core tasks, members of Y-PEER Pilipinas who were present in the consultation agreed that to enable
peer educators to perform the “core tasks,” they need to acquire competencies that are outlined in the following table:

Task & Sub-Tasks Knowledge Skills Behavioral

Task 1. Conduct peer education sessions
Sub-task 1.1. What is peer education Communicating with peers (oral Enthusiastic
Organize peer education Purpose of peer education & written) Confident
activities Types of peer education session Relating with peers Respectful, non-judgmental
Roles and responsibilities of peer Active listening
educators
Qualities of peer educators
Sub-task 1.2. What is a session plan Analyzing target audiences Analytical
Prepare session plan What are the parts and content of a Formulating a session plan for Creative
session plan (target audience, specific types of audience Sensible
objectives, learning activity, program
of activities)
Sub-task 1.3. Puberty changes Delivering correct ASRH Confident
Provide ASRH information and Stages of adolescence information Non-judgmental
motivate peers to adopt safer sex Fertility and reproduction Sensitive
practices, seek health services Adolescent pregnancy
and take care of their health STI and HIV
Sexual violence
Sexual Rights

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 Task & Sub-Tasks Knowledge Skills Behavioral
Sub-task 1.4. What is facilitation Facilitating a group session Confident
Facilitate peer education sessions Principles of facilitation Facilitating a one-on-one session Non-judgmental
Facilitation techniques Sensitive
Qualities and responsibilities of a Audible
facilitator Observant
Good listener
Task 2. Provide referral and follow-up support
Sub-task 2.1. ASRH-related services Mapping of local facilities Analytical
Map, coordinate and establish Existing service facilities providing ASRH-related services Creative
referral arrangement with Service Delivery Network Formulating a referral system Sensible
relevant service providers and Referral system plan
authorities
Sub-task 2.2. Information on local facilities Coordinating with facilities for Confident
Refer clients and ensure clients providing ASRH-related referral of clients Patient
get the necessary service or services/service delivery network Communicating with service
support Referral system plan providers for actual referral
Sub-task 2.3. Referral tracking form Communicating with clients & Confident
Follow up and provide peer service providers Patient
support Accomplishing referral tracking
form
Task 3. Document peer education activities and prepare reports
Sub-task 3.1. What is documentation Writing a documentation report Patient
Document peer education How-to’s of documenting peer Photo and video documentation Truthful
activities education sessions Reliable
Sub-task 3.2. What is a report Writing a report about conduct of Patient
Write report and provide What are the parts and contents of a peer education sessions Truthful
feedback report on peer education sessions Reliable

Based on the above findings and generally accepted international guidelines and standards on peer education training, this basic training course
was designed for validation through a series of field-testing.

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 B. COURSE DESCRIPTION, GOAL AND OBJECTIVES
This course is intended for aspiring peer educators on Adolescent Sexual and Reproductive Health (ASRH). It is designed to equip them with the
knowledge, skills and attitudes that will enable them to perform the core or basic tasks of a peer educator on ASRH.

This basic course conforms to generally-accepted international standards on peer education training:

1. Evidence-based – informed by curriculum standards set by international organizations, such as the UNESCO, UNFPA, UNICEF, WHO, Y-
PEER International and the International Planned Parenthood Federation (IPPF), and by a competency needs assessment conducted for
the development of this course;
2. Rights-based – recognizes and promotes the sexual and reproductive rights of adolescents and young people, which are anchored on the
human rights’ principles of fairness, human dignity, equal treatment and equal opportunities for participation as basis for achieving
health and wellbeing;
3. Comprehensive – covers the following major topics: a) sexual and reproductive rights of young people; b) peer education in ASRH
education; c) adolescent sexual and reproductive health; d) communicating with peers; e) organizing peer education sessions; and f)
formulating referral and documentation plans;
4. Provides accurate information -- about human rights, puberty, adolescence, human sexuality, sexual and reproductive health including
sexual anatomy and physiology; reproduction, contraception, pregnancy; sexually transmitted infections and HIV/AIDS; interpersonal
relationships; culture and sexuality; nondiscrimination, gender equality; sexual diversity; and sexual violence;
5. Promotes gender equality and empowerment – acknowledges the impact of traditional gender norms on the sexual health and
wellbeing of young people, celebrates diversities in sexualities and gender identities, and promotes the sexual and reproductive rights of
all young people regardless of sexual orientation, gender identity and expression;
6. Adopts a sex positive approach – celebrates sexuality as an enhancing part of life that brings happiness, energy and celebration while
acknowledging and tackling the various concerns and risks associated with sexuality without reinforcing fear, shame or taboo on young
people’s sexuality and gender identities and expression;
7. Builds life skills – develops self-awareness and fosters critical thinking, communication and negotiation, decision-making and
assertiveness, which are skills that can contribute to better and more productive relationships with family members, peers, friends, and
romantic or sexual partners.
8. Links young people to professional care and services – provides information on where to seek professional care from the locality.

The course is designed for a period of five (5) days.

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COURSE GOAL:
This course aims to equip training participants with competencies that will enable them to perform the identified core tasks of a peer educator,
which are:
1. To educate peers on adolescent sexual and reproductive health;
2. To motivate peers to delay sexual engagements, adopt safer sex practices, seek professional health care, and take care of their health;
3. To provide referral and follow-up support to peers; and
4. To document and report on peer education activities.

COURSE OBJECTIVES:
At the completion of the training course, the trainee or participant is able to:

Cognitive Domain:
1. Describe the adolescence phase and explain how the physical, psychological and social changes that come with it affect adolescents’
behaviors;
2. Explain how gender norms shape expressions of sexuality and impact on young people’s sexual and reproductive health;
3. Identify ways to prevent adolescent pregnancy, STI and HIV transmission and sexual violence;
4. Relate how knowledge of one’s body is essential in empowering individuals to protect their sexuality and health.

Affective Domain:
1. Recognize that young persons have sexual and reproductive rights and have a role to play in promoting those rights;
2. View sexuality and body image in a positive way;
3. Recognize peer education as a key strategy in reaching peers especially the more vulnerable young people;
4. Show respect, sensitivity and empathy for co-learners.

Psychomotor Domain:
1. Demonstrate skills on one-on-one conversation, group facilitation and motivating peers to adopt desired behavior change.
2. Display abilities on assessing risks and vulnerabilities of peers to unwanted pregnancy, gender-based violence and HIV.
3. Demonstrate abilities on condom demonstration and condom negotiation.
4. Design a peer education session on ASRH for a specific target audience;
5. Formulate a referral action plan.
6. Formulate documentation plan.

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 C. TEACHING-LEARNING APPROACH

This course adopts the Y-PEER model, the experiential, interactive learning model1, which involves participants or learners in an active way that
incorporates their own experience. Experiential learning gives learners an opportunity to begin developing skills and receive immediate
feedback. It also gives them the opportunity to experience many of the exercises and techniques that they can use when they hold peer
education sessions and activities.

The model has four elements: 1) participation (learners directly experience an activity); 2) reflection (learners reflect on the experience); 3)
generalization (learners draw conclusions from the experience); and 4) application (learners directly apply the new knowledge or skill or reflects
on how they can use them in their lives. It is summarized in Figure 1 on the next page.

Following recommendations by peer education resources, this course employs participatory techniques such as working in pairs or small groups,
brainstorming, small group discussion, conversation in a circle, role playing, big group discussion and return demonstration, and creative
approaches. Furthermore, all activities ensure a safe and supportive environment that is: open, non-judgmental, accepting, and trust building
not only among participants but also between trainers and participants.

To measure competency gained from the training course, a pre- and post-test will be administered on each module. Daily feedback will also be
gathered to determine whether training participants are able to learn or if there are obstacles to learning that should be immediately addressed
by the trainers and facilitators.

11
UNFPA. Youth Peer Education Toolkit: Training of Trainers’ Manual. 2005. Pages 18-20.

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Figure 1 The experiential, interactive learning model.

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 D. COURSE CONTENT
This 5-day training course covers the following topics: 1) sexual and reproductive rights of young people; 2) peer education in ASRH education; 3)
adolescent sexual and reproductive health; 4) communicating with peers; 5) organizing peer education sessions; and 6) formulating referral and
documentation plans.

The course is divided into nine (9) modules. Each module consists of a set of learning objectives that specify competencies the trainees will
acquire, and activities or exercises that are interactive, fun, skill-developing and promote critical thinking. As described in the preceding section,
the learning activities employ participatory techniques such as working in pairs or small groups, games, brainstorming, role playing, scenario
analysis, big group discussion and return demonstration. Furthermore, all activities ensure a safe and supportive environment that is: open, non-
judgmental, accepting, and trust building not only among participants but also between trainers and participants.

The course is designed for a class size of 20 to 25 trainees or participants to allow for effective participation, opportunities for skills practice and
full interaction among trainees and between trainees and trainers.

The nine (9) modules are described in the following section.

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 D. COURSE MODULES

Module 1: Creating an Open and Safe Learning Climate

As a guiding principle, discussions about sexuality must be safe, encouraging and nurturing. Being unaccustomed to talking about sexuality
matters in open and public spaces, trainees may feel embarrassed and/or threatened to participate. This opening module aims to make trainees
feel energized, relaxed and safe. Using games and activities, it introduces the concepts of equality, openness, team work, trust and respect for
each other, which are important values in peer education. This introductory module will run for 3 hours.

Learning Objectives: At the end of this module, trainees are able to:
1. Discuss expectations and fears about the training.
2. Express comfort and trust in the group.
3. Agree on rules that will help make learning safe and nurturing for everyone.

Learning Activities:

Activity Number & Title Duration Topic/Content Key Message

(Mins)
1.1 I am me, I am unique! 15 Self-introduction Participants need to know each other to be able to
(Individual activity) work together. Knowing each other’s name and
uniqueness is the first step in knowing each other.

1.2 My hopes and fears
(Small group discussion)
1.3 We are the same, we are
different! (Game: The E Game)
1.4 We are all equal!
(big group activity)
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45 Expectations from the training
and anxieties about the training,
training goal, objectives and
program of activities
15 Similarities and differences,
diversity in young people
45 Respect and equality
To many, sexuality is an exciting topic to talk about.
But for some, it is scary for a lot of reasons. It will be
helpful for facilitators to know right in the beginning
what participants might fear about the training, if
there are any, so they can address them.
Each one sees things from a different perspective or
viewpoint. There is no right or wrong perspective.
Each one’s perspective is valid. It is important to
acknowledge and respect each one’s perspective.
All human beings are born free and equal in dignity
and in rights. In this training, we will begin to regard
 Activity Number & Title Duration Topic/Content Key Message
(Mins)
each other as co-equal so that everyone feels safe
and motivated to participate in the next activities and
discussions.
1.5 Let us be a team! 20 Cooperation and team work Group learning requires cooperation or team work.
(Game: Pass the Beat!)
1.6 Trust me, I trust you! 40 Trust Trusting others leaves one free to do things. Trusting
(Moving Sculptures or Blindfold one’s self helps a person to stop worrying and trying
Trust Game) to control everything.
1.7 Ground rules 30 Rules that will govern everyone’s Setting ground rules is one way to make and keep the
(Small group discussion, mime behavior in the training learning environment safe, respectful and
presentation) trustworthy to everyone.

Module 2: Sexual and Reproductive Rights

As a standard, peer education should be carried out as a matter of respecting, fulfilling and promoting young people’s human rights that pertain
to sexuality and reproduction. For peer educators to be effective, they should have a good sense of their self before they assume the task of
fulfilling and promoting their peers’ sexual and reproductive rights. This module aims to strengthen trainees’ valuing of their self by making
them: a) realize that they matter to the world because they have human rights that include sexual and reproductive rights; b) understand how
gender norms affect feelings of security and self-esteem; and c) recognize they have an important role to play in fulfilling and promoting young
people’s sexual and reproductive rights. This module will run for 2.5 hours.

Learning Objectives: At the end of this module, learners are able to:
1. Acknowledge that each person is unique and deserves recognition, appreciation and respect;
2. Recognize that they matter in this world because they have human rights that include sexual and reproductive rights;
3. Realize that gender roles and norms affect self-esteem and self-concept; and
4. Recognize that they are “change agents” and have an important role to play in promoting the sexual and reproductive rights of young
people.

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Learning Activities:

Activity Number & Title Duration Topic/Content Key Message

(Minutes)
2.1 Let us celebrate each one’s
uniqueness! (Palmistry, Boy and
Girl Word Web, Gender Matrix)
2.2 Young people matters, they have
sexual and reproductive rights!
(Case analysis)
90 Self-awareness, gender and
sexuality, sexual orientation,
gender identity and gender
expression
60 Sexual and reproductive rights as
universal human rights based on
the inherent freedom, dignity
and equality of all human beings
Self-awareness is one important life-skill to
effectively deal with everyday challenges.
Developing self-awareness makes one realize that
each one is different and unique. We should
acknowledge, respect and celebrate each one’s
uniqueness regardless of age, size, color,
socioeconomic status, sexuality and gender!
Sexuality is an integral part of the uniqueness or
personhood of every human being. For this reason, a
favorable environment in which everyone may enjoy
human rights related to sexuality as part of
development process must be created. Non-
discrimination underlines all human rights
protection and promotion.

Module 3: The Peer Approach in ASRH Education

Peer education seeks to utilize the positive aspects of adolescent peer groups by helping adolescents learn from each other – something they do
naturally. It is sometimes seen as an easy and inexpensive solution to addressing the sexual and reproductive health of a large number of young
people. However, successful peer education programs require intensive training of peer educators and also effective programming, supervision
and resources. This module aims to introduce trainees to the concept of peer education, the theory and practice of peer education, and the role
and tasks they will perform as peer educators in ASRH education. This module will run for 2 hours.

Learning Objectives: At the end of this module, learners are able to:
1. Explain what is peer education and its value in ASRH education in the Philippines
2. Discuss significance of the theoretical foundations of peer education.
3. Enumerate and explain the qualities and tasks of peer educators.

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Learning Activities:

Activity Number & Title Duration Topic/Content Key Message

(Minutes)
3.1 Peer education, anyone? 30 Peer, peer education, types of Peer education is a tried and tested approach in
(Big group activity) peer education activities, providing ASRH education to young people. Its
advantages and disadvantages popularity and success rest on the use of
of peer education adolescents naturally do together, that of learning
from each other. It, however, has advantages as well
as disadvantages, and is not the solution to every
problem.
3.2 Why peer education? 60 Theoretical foundations of peer In peer education, there are theories that explain or
(Small group discussion) education (7 theories) provide basis for behavior change. It is important to be
aware of these theories because they provide basis on
why peer education is beneficial.
3.3 So, what should be the qualities 30 Desirable qualities and tasks of For peer education to be effective, peer educators
and tasks of peer educators? peer educators should possess good communication skills that will
(Free Listing) be enhanced through training.

Module 4: Adolescent Sexual and Reproductive Health

As a standard, peer educators should possess correct and complete information on the facts and issues around ASRH in the Philippines. It is
important that they are able to provide correct information when they educate their peers and motivate them to adopt behavior change. This
module introduces learners to the facts and issues on ASRH. Because of the extensiveness of the whole topic of ASRH, this module is sub-divided
into four (4) sub-modules or sessions. Overall, this module will run for a total of 15 hours.

Learning Objectives: At the end of the module, learners are able to:
1. Discuss adolescence and its implications to boys and girls;
2. Explain how gender norms affect sexual and reproductive health;
3. Discuss the impact of ASRH problems to the life and future of today’s children and young people; and
4. Enumerate and explain ways to prevent unwanted pregnancy, STI and HIV transmission, and SGBV.

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Learning Activities:

Activity Number & Title Duration Topic/Content Key Message

(Minutes)
SESSION 4A: Going Through Adolescence (2 hours)
4A.1 Are we careful with our health? 15
(Big group activity)
4A.2 The joys and troubles of
growing up (Small group
discussion)
4A.3 Why teen pregnancies, HIV
infection and sexual violence?
(Problem Tree Analysis)
SESSION 4B: Puberty Changes (2 hours)
4B.1 Did you say flowers and birds?
(Free Listing, Small Group
Activity)
4B.2 Growing breast buds, cracking
voice
(Body Map)
4B.3 What does menstruation
mean? (Discussion, game)
4B.4 How are babies made? (Short
story telling, discussion)
SESSION 4C: Sexuality and Gender Norms (4.5 hours)
4C.1 Is sex the same as sexuality? 30
(Word Association)
4C.2 Brain is a sex organ?
(Labelling of sex organs)
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Observing healthy habits
45 Positive and negative
experiences during adolescence
60 Causes and effects of unwanted
pregnancies, HIV infections and
gender-based violence among
adolescents
30 Sexuality related words that
people are often embarrassed to
mention or talk about.
30 Puberty changes: physical and
psychosocial
15 Facts about menstruation
45 Sperm production, ovulation,
fertilization, pregnancy, myths
and misconceptions
Difference between sex and
sexuality
30 Parts of the body that contribute
to sexual pleasure
In peer education work, we may come across young
people who are consistently putting their health at
risk.
Growing up is exciting and there are lots of positive
changes. There are also some challenges.
One of the causes of unwanted pregnancies, HIV
infection and sexual violence is young people’s lack
of knowledge, attitude and skills to prevent them.
To be able to talk about sexuality, one needs to
overcome her or his sensitivity to the use of sexually
explicit words.
Puberty happens because new chemicals called
hormones are developing in the body, which make a
girl capable of becoming pregnant and a boy capable
of fathering a child.
During menstruation, a girl or woman needs support
from people around her.
Young people should know the facts about how
babies are made so that they can make responsible
decisions about sexual activities.
Many think of sexuality as sex or sexual intercourse.
Sexuality is much more than sexual feelings or sexual
intercourse.
Any area of the body can respond to sexual stimuli
but there are certain body parts which contribute to
 Activity Number & Title
4C.3 Sex and desire
(Quiz)
4C.4 How boys and girls should
behave sexually
(Short story reading)
4C.5 Sexuality is diverse!
(Case analysis)
4C.6 To engage in sex or not
(Ranking of cards)
4C.7 Consent in sexual relationships
is a must!
(Right or wrong scenarios)
SESSION 4D: Sexual and Reproductive Health (4.5 hours)
4D.1 Yes to abstinence, yes to family
planning, too!
(Discussion, role play)
4D.2 Choices and decisions around
pregnancy
(Discussion, role-play)
4D.3 Information about Sexually
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Duration Topic/Content Key Message
(Minutes)
sexual pleasure that are specific to males and
females.
45 Truths about sexual desire There are many ways that people experience sexual
desire (a longing for sexual expression or a feeling of
sexual attraction). There is no one “normal” way to
experience sexual desire.
45 Sexual norms, or how people Sexual norms differ between boys and girls. There is
should behave sexually, vary the “double standard” for sexual behavior.
according to gender roles
60 Variation in people’s sexual People may experience feelings of love, attraction,
desires, behaviors, and identities and sexual desire for the other sex, the same sex, or
both. This variation has always been true
throughout history.
30 Making a choice on sexual Choosing when or if to become sexually active is a
relationships and activities personal decision and an important one. People
should think carefully about their beliefs and values,
and their practical and personal needs, and those of
their partner.
30 Consent in sexual relationships In relationships, including in marriage, this means
that both partners must feel comfortable with the
activities they participate in, and both must consent
to each activity.
40 Family planning and modern One way to prevent pregnancy is by practicing
contraception abstinence. However, if a couple want to have sex
but do not want to make a baby, they need to know
how to about the modern methods of
contraception.
30 Pregnancy and unsafe abortion To prevent unplanned pregnancy, it is very
important that young people have good information
and make careful and well -informed choices.
40 STI as a consequences of STIs are something that no one wants to happen to
 Activity Number & Title
(Minutes)
Transmitted Infections (STIs)
(Games, discussion, role-play)
4D.4 Information about HIV
(Discussion, role-play)
4D.5 Saying “no” to sex until I am
ready
(Role-play, discussion)
4D.6 Condom demonstration and
practice
(Demonstration and return
demonstration)
4D.7 Respectful and responsible
sexual relationships
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Duration Topic/Content
unprotected sex, types of STIs,
their common signs and
symptoms, prevention
40 Basic information about HIV and
AIDs including modes of
transmission and prevention
measures
30 Different ways to say “no” to sex
30 How to use condom
60 Forms of sexual violence, the
importance of consent,
responsibilities in sexual
relationships
Key Message
them. Therefore it is important to know how to
prevent STIs.
HIV is transmitted through various behaviors. To
prevent HIV, people need to have good information
about prevention and treatment.
Saying ‘No’ to sex requires motivation, making a
stand and skill.
When used correctly and consistently, condoms are
a reliable method to prevent the spread of STIs and
HIV and to prevent unplanned pregnancy.
It is important that everyone is aware of their sexual
responsibilities. Otherwise, people can get hurt.
Module 5: Communicating with Peers
Acquiring correct and complete information on ASRH in the Philippines is essential for every peer educator. Conveying ASRH information to
peers and motivating them to adopt healthy behavior requires another set of skills -- communication skills. This module familiarizes learners to
the different styles of communications and builds their skills on formulating assertive, respectful remarks and responses, and on carrying out
dialogues in small and big groups. This module will run for 6 hours.

Learning Objectives: At the end of the module, learners are able to:
1. Demonstrate effective communication techniques and strategies on:
a. Disseminating ASRH information to peers in small and large groups;
b. Facilitating learning sessions;
2. Recognize the need to become critical, patient, a good listener, respectful and non-judgmental to peers.

Learning Activities:

Activity Number & Title Duration Topic/Content Key Message

(Minutes)
5.1 Peers Influence Your Life 45 Pros and cons of peer influence People, especially young ones, are often deeply
(Small group activity, big group influenced by their peer group. Peer influence also
discussion) exerts pressures. At times, many people end up
doing things they would not have done on their
own.
5.2 Influencing Peers 45 Positive and negative influence Peer influence is mutual process through which one
(Individual activity, use of flash on peers can be influenced and in turn influence others. This
cards) is one reason why peer education programs are
effective in the behavioral change processes.
5.3 Appreciating Others 45 Recognizing and appreciating This is an enjoyable exercise that produces good
(Activity in a circle) each other’s positive traits feelings in the group. This is an opportunity to
discuss the ways in which young people can help
friends in difficult situations.
5.4 Helping Friends 30 Ways to help friends who are in This is an effective exercise for promoting qualities
(Role play) difficult situations of cooperation and care. It focuses on those
qualities that help to resolve difficult situations and
how these can be nurtured.
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 Activity Number & Title Duration Topic/Content Key Message
(Minutes)
5.5 Identifying Qualities of a Peer 45 Important qualities of a peer There are desired qualities of a peer educator.
Educator educator Some of them they already possess while the
(Individual activity, ranking of others they still need to develop.
flash cards)
5.6 Did I Say That? Different Styles 60 Differences among aggressive, Placed in an uncomfortable situation, one may not
of Communication assertive and passive communicate clearly and in the way he or she
(Self-assessment, big group communication styles wants to. Learning about different styles of
discussion) communication increases one’s ability to formulate
assertive responses and improve dialogue skills.
5.7 Active Listening 30 How active listening enhances Communication is a two-way process. When one
(Skit or role-play) communication person is speaking, the other should be listening.
5.8 Practicing Assertive 40 How to communicate assertively Communicating directly and firmly is not the same
Communication and to strengthen dialogue skills as being aggressive. A person can communicate
(Role play) clearly and directly while still respecting the
feelings and thoughts of others.
5.9 Public Speaking 60 Identify and practice public Peer educators might be nervous about speaking in
(Discussion, return speaking skills public or being in the spotlight. To ensure that tasks
demonstration) are carried out successfully, educators should not
be asked to undertake activities that are beyond
their limits.

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Module 6: Organizing Peer Education Sessions
Young people are diverse. They differ in internal and external dimensions. Differences in the internal dimension include age, gender, sexual
orientation, mental and physical capacity, ethnicity and social class background. In the external dimension, young people vary according to
geography, income, religion, educational background, personal status and marital status, among others. These variations have to be considered
in organizing peer education sessions. Peer educators should not only be equipped with the facts about ASRH; they should also know how to fit
every peer education session to a particular group of young people. This module will run for 2 hours.

Learning Objectives: At the end of the module, learners are able to:
1. Recognize the importance of audience analysis in formulating peer education sessions;
2. Formulate a peer education session plan;
3. Recognize the need to be creative, resourceful, diligent and patient in organizing peer education activities.

Learning Activities:

Activity Number & Title Duration Topic/Content Key Message

(Minutes)
6.1 Getting t to know your learners 45 3Ws (Who, Why, What) and 1 H There is a need to fit the content and process of a
(How) of audience analysis peer education activity to every group of peers.
Fitting the content and process requires
consideration of specific context of the target
group.
6.2 Preparing a peer education 45 Setting learning objectives and Depending on the specific context of a particular
session plan identifying appropriate learning group of audience (who, why, what, how, where
activities and when), learning objectives are formulated and
a session plan is developed.

Developed for Y-PEER Pilipinas May 31, 2016

Teresita Elegado, Consultant
Module 7: Making Referrals for Health Care
The main task of a peer educator is to provide peers with information that will enable them to take a positive view about their sexuality and
motivate them to adopt safer sex practices and take care of their own health. Another basic task of a peer educator is to link peers to facilities
for professional health care. This module allows trainees to acquire skills that will enable them to make referrals of peers who need professional
health care. This module will run for 1.5 hours.

Learning Objectives: At the end of the module, participants are able to:
1. Discuss the importance of referring peers for professional help;
2. Recognize signs when peers need professional help and referral;
3. Discuss steps in making referrals.

Learning Activities:

Activity Number & Title Duration Topic/Content Key Message

(Minutes)
7.1 Mapping referral facilities 30 Local, provincial, regional and There are health facilities that can be tapped for
national health facilities that referral of peers who need professional health
provide ASRH services care.
7.2 Developing a referral pathway 30 Establishing referral partnership To be able to refer peers, there is a need to form
partnership with facilities that provide adolescent
friendly health services.

Developed for Y-PEER Pilipinas May 31, 2016

Teresita Elegado, Consultant
Module 8: Documenting Peer Education Activities
Peer education does not start and end with conducting peer education sessions. It has a bigger goal, that of helping reduce the number of early
pregnancies, STI and HIV transmission, and sexual violence among young people. Documenting both peer education and referral activities, and
making a report out of them will help program implementers monitor program results and find out if the program is able to contribute to local
as well as national health outcomes. This module allows trainees to acquire skills that will enable them to document their activities and prepare
a report out of them. This module will run for 1.5 hours.

Learning Objectives: At the end of the module, participants are able to:
1. Value the importance of documenting and reporting peer education activities and their outcomes;
2. Enumerate and explain ways to document peer education activities;
3. Demonstrate skills on documenting and reporting peer education activities.

Learning Activities:

Activity Number & Title Duration Topic/Content Key Message

(Minutes)
8.1 Documenting peer education 60 Documentation template and Documenting and reporting peer education
activities reporting format activities help form evidence that peer education
indeed works.

Module 9: Practicum
Trainees will be asked to simulate a peer education activity/scenario. By drawing lots, they will either conduct a one-on-one, small group or big
group peer education session. In staging the simulation activity, trainees will consider all activities and discussions in the preceding modules. This
module will run for at least 4 hours.

Learning Objectives: At the end of the module, participants are able to:
1. Demonstrate abilities to engage in a one-on-one conversation on an ASRH topic with a peer;
2. Demonstrate abilities to facilitate a group discussion on an ASRH topic with peers;
3. Demonstrate abilities on assessing the risk and vulnerabilities of a peer to unwanted pregnancy, STI and HIV and sexual violence; and
4. Demonstrate proper condom use.

Developed for Y-PEER Pilipinas May 31, 2016

Teresita Elegado, Consultant
Learning Activities:

Activity Number & Title Duration Topic/Content Key Message

(Minutes)
9.1 Understanding risks and 60 Risk and vulnerability factors in As peer educators, it is important to understand,
vulnerabilities ASRH recognize and address risk and vulnerability factors.
Without understanding and addressing them,
behavior change is not possible. Only when
vulnerabilities are addressed do people respond
favorably to knowledge and information.
9.2 Return Demonstration: Triage 60 Practice on one-on-one
conversation with a peer, and on
assessing risks and vulnerabilities
9.3 Return Demonstration: 60 Practice on one-on-one
Carousel conversation with a peer, and on
assessing risks and vulnerabilities
9.4 Return Demonstration: 60 Practice on talking about ASRH
Talking with peers in a small given a specific set of audience
group (small group)

Developed for Y-PEER Pilipinas May 31, 2016

Teresita Elegado, Consultant

Day/Time Module
DAY 1
Morning Module 1: Creating an
Open and Safe Learning
Climate
Afternoon Module 2: Sexual and
Reproductive Rights
Module 3: The Peer
Developed for Y-PEER Pilipinas May 31, 2016
Teresita Elegado, Consultant
F. COURSE PROGRAM
Topic Activity Number & Title Duration
Self-introduction 1.1 I am me, I am unique! 15
(Individual activity)
Expectations from the training and 1.2 My hopes and fears 45
anxieties about the training, training (Small group discussion)
goal, objectives and program of
activities
Similarities and differences, diversity 1.3 We are the same, we are different! 15
in young people (Game: The E Game)
Respect and equality 1.4 We are all equal! 45
(big group activity)
Cooperation and team work 1.5 Let us be a team! 20
(Game: Pass the Beat!)
Trust 1.6 Trust me, I trust you! 1.6
(Moving Sculptures or Blindfold Trust
Game)
Rules that will govern everyone’s 1.7 Ground rules 30
behavior in the training (Small group discussion, mime
presentation)
Self-awareness, gender and 2.1 Let us celebrate each one’s uniqueness! 90
sexuality, sexual orientation, gender (Palmistry, Boy and Girl Word Web,
identity and gender expression Gender Matrix)
Sexual and reproductive rights as 2.2 Young people matters, they have sexual 60
universal human rights based on the and reproductive rights!
inherent freedom, dignity and (Case analysis)
equality of all human beings
Peer, peer education, types of peer 3.1 Peer education, anyone? 30
Day/Time Module
Approach in ASRH
Education
DAY 2
Morning Module 4: Adolescent
Sexual and Reproductive
Health
SESSION 4A: Going
Through Adolescence (2
hours)
SESSION 4B: Puberty
Changes (1 hour)
Afternoon Continuation of
SESSION 4B: Puberty
Changes (1 hour)
SESSION 4C: Sexuality
and Gender Norms (2.5
hours)
Developed for Y-PEER Pilipinas May 31, 2016
Teresita Elegado, Consultant
Topic Activity Number & Title Duration
education activities, advantages and (Big group activity)
disadvantages of peer education
Theoretical foundations of peer 3.2 Why peer education? 60
education (7 theories) (Small group discussion)
Desirable qualities and tasks of peer 3.3 So, what should be the qualities and 30
educators tasks of peer educators?
(Free Listing)
Observing healthy habits 4A.1 Are we careful with our health? (Big 15
group activity)
Positive and negative experiences 4A.2 The joys and troubles of growing up 45
during adolescence (Small group discussion)
Causes and effects of unwanted 4A.3 Why teen pregnancies, HIV infection 60
pregnancies, HIV infections and and sexual violence? (Problem Tree
gender-based violence among Analysis)
adolescents
Sexuality related words that people 4B.1 Did you say flowers and birds? (Free 30
are often embarrassed to mention Listing, Small Group Activity)
or talk about.
Puberty changes: physical and 4B.2 Growing breast buds, cracking voice 30
psychosocial (Body Map)
Facts about menstruation 4B.3 What does menstruation mean? 15
(Discussion, game)
Sperm production, ovulation, 4B.4 How are babies made? (Short story 45
fertilization, pregnancy, myths and telling, discussion)
misconceptions
Difference between sex and 4C.1 Is sex the same as sexuality? (Word 30
sexuality Association)
Parts of the body that contribute to 4C.2 Brain is a sex organ? 30
sexual pleasure (Labelling of sex organs)
Day/Time Module Topic Activity Number & Title Duration

Truths about sexual desire 4C.3 Sex and desire 45

(Quiz)
Sexual norms, or how people should 4C.4 How boys and girls should behave 45
behave sexually, vary according to sexually
gender roles (Short story reading)

DAY 3
Morning Continuation of
SESSION 4C: Sexuality
and Gender Norms (2
hours)
SESSION 4D: Sexual and
Reproductive Health (1
hour)
Afternoon Continuation of
SESSION 4D: Sexual and
Reproductive Health (3.5
hours)
Variation in people’s sexual desires,
behaviors, and identities
Making a choice on sexual
relationships and activities
Consent in sexual relationships
Family planning and modern
contraception
Pregnancy and unsafe abortion
STI as a consequences of
unprotected sex, types of STIs, their
common signs and symptoms,
prevention
Basic information about HIV and
AIDs including modes of
transmission and prevention
measures
Different ways to say “no” to sex
4C.5 Sexuality is diverse! 60
(Case analysis)
4C.6 To engage in sex or not (Ranking of 30
cards)
4C.7 Consent in sexual relationships is a 30
must!
(Right or wrong scenarios)
4D.1 Yes to abstinence, yes to family 40
planning, too!
(Discussion, role play)
4D.2 Choices and decisions around 30
pregnancy
(Discussion, role-play)
4D.3 Information about Sexually Transmitted 40
Infections (STIs)
(Games, discussion, role-play)
4D.4 Information about HIV 40
(Discussion, role-play)
4D.5 Saying “no” to sex until I am ready 30
(Role-play, discussion)

Developed for Y-PEER Pilipinas May 31, 2016

Teresita Elegado, Consultant
Day/Time Module Topic Activity Number & Title Duration

How to use condom 4D.6 Condom demonstration and practice 30

(Demonstration and return
demonstration)
Forms of sexual violence, the 4D.7 Respectful and responsible sexual 60
importance of consent, relationships
responsibilities in sexual
relationships
DAY 4
Morning Module 5: Pros and cons of peer influence 5.1 Peers Influence Your Life 45
Communicating with (Small group activity, big group
Peers discussion)
Positive and negative influence on 5.2 Influencing Peers 45
peers (Individual activity, use of flash cards)
Recognizing and appreciating each 5.3 Appreciating Others 45
other’s positive traits (Activity in a circle)
Ways to help friends who are in 5.4 Helping Friends 30
difficult situations (Role play)
Afternoon Continuation of Important qualities of a peer 5.5 Identifying Qualities of a Peer Educator 45
Module 5: educator (Individual activity, ranking of flash
Communicating with cards)
Peers Differences among aggressive, 5.6 Did I Say That? Different Styles of 60
assertive and passive Communication
communication styles (Self-assessment, big group discussion)
How active listening enhances 5.7 Active Listening 30
communication (Skit or role-play)
How to communicate assertively 5.8 Practicing Assertive Communication 40
and to strengthen dialogue skills (Role play)
Identify and practice public speaking 5.9 Public Speaking 60
skills (Discussion, return demonstration)

Developed for Y-PEER Pilipinas May 31, 2016

Teresita Elegado, Consultant
Day/Time Module
DAY 5
Morning Module 6: Organizing
Peer Education Sessions
Module 7: Making
Referrals for Health Care
Module 8: Documenting
Peer Education Activities
Afternoon Module 9: Practicum
Developed for Y-PEER Pilipinas May 31, 2016
Teresita Elegado, Consultant
Topic Activity Number & Title Duration
5Ws (Who, Why, What, When, 6.1 Audience Analysis 30
Where) and 1 H (How) of audience
analysis
Setting learning objectives and 6.2 Formulating a Session Plan 60
identifying appropriate learning
activities
Local, provincial, regional and 7.1 Mapping referral facilities 30
national health facilities that provide
ASRH services
Establishing referral partnership 7.2 Developing a referral pathway 30
Documentation template and 8.1 Documenting peer education activities 60
reporting format
Risk and vulnerability factors in 9.1 Understanding risks and vulnerabilities 60
ASRH
Practice on one-on-one 9.2 Return Demonstration: Triage 60
conversation with a peer, and on
assessing risks and vulnerabilities
Practice on one-on-one 9.3 Return Demonstration: Carousel 60
conversation with a peer, and on
assessing risks and vulnerabilities
Practice on talking about ASRH given 9.4 Return Demonstration: 60
a specific set of audience (small Talking with peers in a small group
group)
REFERENCES:

Action for Health Initiatives (ACHIEVE), Inc. Gender and Age-Sensitivity Mainstreaming into HIV Programs: A Training Manual. 2011.

Breakthrough. Rights and Desire: A Facilitator’s Manual on Healthy Sexuality. 2006.

Family Health International (FHI). Evidence-Based Guidelines for Youth Peer Education. FHI, 2010.

International HIV and AIDS Alliance (IHHA). Sexuality and Life Skills: Participatory Activities on Sexual and Reproductive Health with Young
People. 2008.
International HIV and AIDS Alliance (IHHA). 100 ways to Energize Groups: Games to use in Workshops, Meetings and the Community. 2002.

The Population Council, Inc. It’s All One Curriculum: Guidelines and Activities for a Unified Approach to Sexuality, Gender, HIV and Human Rights.
2009.

United Nations Children Fund (UNICEF). Creating Connections: Life skills for adolescents. 2015

United Nations Educational, Scientific and Cultural Organization (UNESCO). Peer Approach in Adolescent Reproductive Health Education: Some
Lessons Learned. 2003.

World Health Organization (WHO). Orientation Programme on Adolescent Health for Health-care Providers: Handout. 2007.

Youth Peer Education Network (Y-PEER). Youth Peer Education Toolkit: Standards for Peer Education Programmesl. 2005.

Youth Peer Education Network (Y-PEER). Youth Peer Education Toolkit: Training of Trainers Manual. 2005.

Developed for Y-PEER Pilipinas May 31, 2016

Teresita Elegado, Consultant