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HIV & AIDS awareness and training projects for blind and partially sighted persons in Africa : end of project report

NDUTA, Sally
December 2007

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This is the final report of the HIV & AIDS awareness and training projects for blind and partially sighted persons in Cameroon, Ghana, Kenya, Malawi, Rwanda and Tanzania. Including a summary of the workshops and trainings conducted across these countries, the aim is to highlight achievements, share research and put forth a set of recommendations about mainstreaming disability issues into HIV & AIDS programmes

Peer education : outreach, communication and negotiation. Training module

INTERNATIONAL HIV/AIDS ALLIANCE
Ed
2006

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Peer education plays a key role in the prevention of HIV, being a very effective tool in settings and among groups that professional practitioners are not able or do not have the resources to reach. It entails carrying out informal or structured educational activities with individuals or groups of peers, over a period of time. This manual is designed to help potential peer educators to develop the necessary qualities, skills and knowledge. The manual consists of 28 sessions, to be covered in six days but which can be easily adapted for different training needs. Provides a comprehensive overview of the HIV/AIDS peer educator profile, including qualities and responsibilities involved, medical information on HIV and AIDS, prevention, counselling and testing. Includes a resource pack with participatory tool cards for interpersonal communication and facilitating behavioural change

Study on knowledge and attitudes about HIV/AIDS of standard VII pupils in Tanga districts - the impact of peer education

TEMU, Aloyse
November 2005

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Peer education (PE) aims to improve pupils' knowledge, attitudes and behaviour about HIV and AIDS and reproductive health. GTZ supports PE in over 200 schools in the Tanga region of Tanzania. A study was done in schools with and without PE to determine if PE has an effect on pupils' knowledge and attitudes. PE made a difference - pupils have better overall knowledge and are better informed on key facts about HIV and AIDS, and many more pupils with PE considered abstinence a viable option. But even in schools with PE there are some gaps, e.g. many pupils believe that one can see if someone is HIV positive and most pupils have negative attitudes about condoms. Contact teachers were found to share a few misconceptions about HIV and AIDS

The memory work trainer's manual : supporting families affected by HIV and AIDS

HEALTHLINK WORLDWIDE
NATIONAL COMMUNITY OF WOMEN LIVING WITH HIV/AIDS IN UGANDA (NACWOLA)
2005

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This manual guides trainers through a course to support parents, guardians and carers affected by HIV and AIDS, by helping them to share information, hopes and fears with their children; strengthen each child's sense of identity and belonging; plan for the future care of their children. The course is designed to be delivered to: parents and other family members living with HIV and AIDS; future guardians of children affected by HIV and AIDS; community workers and volunteers working with children and families affected by HIV and AIDS. The manual draws significantly on the experiences and ideas of NACWOLA trainers and trainees, as well as those of Healthlink Worldwide and others. The course consists of 12 modules, covering child development, parenting, communication between parents, carers, guardians and children, HIV status disclosure, coping with separation, loss and grief, planning for children's future, involving children in planning, preparation for new care arrangements, making a memory book, and related legal aspects

Formative research on youth peer education program productivity and sustainability

SVENSON, Gary
BURKE, Holly
2005

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This paper discusses the first phase of a two-part study, which identified core elements of programmes through an examination of programme dynamics, activities, costs, and outputs in two countries. Based on this data, the first phase developed frameworks and eight checklists to use in assessing youth peer education effectiveness and sustainability

Roles and functions of the deafblind interpreter - an overview

HASSINEN, Leena
2005

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This article describes the roles and functions of the deafblind interpreter, as divided into three core elements including language transmission, guiding, and transmitting visual information. This is a useful training tool for deafblind interpreters and for people wishing to improve their communication skills for working with people with sensory impairments

Mapping workshop manual : finding your way through life, society and HIV

ALEMELEH, Colin
et al
March 2004

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This manual was developed through the Memory Box Project, and some of the mapping exercises presented here draw on the tradition of 'memory work'. However, it reflects a shift in emphasis from bereavement and succession planning to positive living in the context of greater availability of antiretroviral therapy, and with people living with HIV/AIDS now having the opportunity to live longer, more productive lives. The mapping exercises described in this manual are designed to encourage empowerment and understanding of available opportunities, identify key components of an enabling environment and promote positive living. Tools presented include journey mapping, body mapping and memory box

Young people we care! : a book of ideas for young people supporting each other in their communities

SHERMAN, Judith
September 2003

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This book is designed to help groups of young people support either younger children or their peers who are living in communities and households affected by AIDS. It can also be used by home-based care organisations that want to involve young people in their home-based care activities. Written for a facilitator or young person with a good knowledge of HIV/AIDS and facilitation experience, it aims to prepare a group of young people to implement the community activities. It includes participatory activities to help young people think through a number of topics. The community activities section is written for young people and suggests ways to help support other young people and children in the community

Peer approach in adolescent reproductive health education : some lessons learned

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2003

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This document pulls together what research and experience tell us about the peer education in promoting attitude and behaviour change in adolescents around sexual and reproductive health. It also offers guidelines for policy makers and programme implementers to learn from others and to adapt strategies that will be most effective in their setting. Chapter one defines peer education, and explains some of the theoretical models. Chapter two justifies using peer education and discusses advantages and benefits of this approach. Chapter three synthesizes research on the impact of peer education in the Asian region. Chapter four compiles lessons learned from many research studies, to show what makes a peer education programme work. Chapter five presents a series of guidelines for planning and implementing adolescent reproductive health interventions, including tips for working with youth and adults

Open file on inclusive education : support materials for managers and administrators

UNITED NATIONAL EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2002

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This report brings together experience from a wide range of countries. It identifies underlying principles, which inform practice across a wide range of contexts, and provides brief illustrations from a number of countries. It aims to help education administrators and decision-makers to move beyond the making of policy commitments towards the implementation of inclusive education

In my classroom : guide to reflexive practice

DU PLESSIS, Joy
et al
2002

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This practical guide "suggests ways of working together in schools and teacher networks. Through the use of reflection and dialogue, the materials ask teachers to analyze their own teaching context and try out new teaching strategies...(it provides) teachers with opportunities to examine the ideas and examples, discuss them with colleagues and others, and guides them through adapting tasks, practices, and materials that may be used effectively in their own context"

Sang Fan Wan Mai Youth Group : tiny steps by youth to battle the AIDS crisis

JANPENG, Jansuai
et al
July 2001

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Describes the development of a youth group in Thailand that engages in HIV/AIDS education through puppet shows, stage plays, youth training and workshops, youth camps, village broadcasting, small group discussions, sports and competitions, and radio shows. In all activities, they integrate information about HIV/AIDS and emphasize the participation of the community throughout the process. Some useful lessons are included in the final section, 'Turning from a risk group to a responsible body'. The report was prepared by the youth themselves, and was translated and published by UNDP-SEAHIV

Responding to reproductive health needs: a participatory approach for analysis and action

WORLD NEIGHBORS
2001

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A report and training guide documenting two workshops in Nepal in the late 1990s, designed to help NGO trainers gain skills to assist communities in identifying and addressing reproductive health needs. Specific objectives include helping participants develop a gender-sensitive approach, analyze their current activities with regard to gender issues, and gain skills in the use of participatory methods and tools. Describes the methodology, objectives and stages of the workshops, and includes participatory exercises and tips

Lessons learnt : the peer education approach in promoting youth sexual and reproductive health

INTERNATIONAL PLANNED PARENTHOOD FEDERATION (IPPF)
2001

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This study focuses on the peer education approaches and experiences in five youth projects funded by the IPPF Vision 2000 Fund in Burkina Faso, Senegal, Ghana and Indonesia. The specific objectives are to identify the main lessons learned and key criteria for developing a successful peer education approach in a similar context; and to establish a model which encompasses the various experiences and approaches for peer education, and outreach activities. This document is designed to be used as a guideline by youth programme managers in family planning associations and other people who want to plan and carry out peer education projects for youth, such as social workers, health educators, personnel of non-governmental organisations and youth associations, etc. The results and key lessons can be used to design a new project, or to integrate peer education into an existing youth project. The document describes the necessary steps to plan, design, implement and evaluate peer education programmes

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