| Article Index |
|---|
| the theory behind tai's work |
| peer education model |
| creating circles of support |
| intensive versus cost effective |
| references |
| All Pages |
Page 2 of 5
peer education model
| step | description |
| Identify group of participants | It is easier to work with an already existing group than to establish a new one. The primary reason for this is that the group members are already committed to the group and meet regularly for whatever purpose. The programme developer can utilise this opportunity instead of trying to create a new group and struggle with promoting loyalty and regular participation in meetings. |
| Conduct base line assessment | Before implementation it is important to understand the following about the identified issue:
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| Develop training manual / materials | The results of the baseline will inform material development. |
| Conduct training workshop | This is the initial workshop to address gaps in knowledge and skills required. A key activity, in the context of HIV prevention, should be personalising the risk of infection. This opportunity should also be used to help individuals establish their motivation. Depending on time allowed, we also engage with some of attitudes, values and beliefs. |
| Ongoing monthly visits | It is the ongoing monthly visits that we feel have the most long term impact. The visits could include activities such as:
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| Supporting group activities | This should only be started once it is felt that individuals are at a stage where they have processed and internalised what they are getting from the project. The individuals may be struggling to come to terms with their own risks of infection, or the possible infection of people they love. They may be struggling to implement the new behaviours and be suffering under social pressure. Once the group members and the implementer feel that the group has successfully navigated the initial change phase, groups can begin outreach work / peer education. The role of the implementer is to help groups identify WHAT they want to do, WHEN they want to do it and HOW they want to do it. If funds allow, we have also given small grants to assist groups in holding larger events or to work with nearby groups. Groups should undergo capacity building with regards to proper planning and other skills they may need to implement their plans (such as advocacy and lobbying). It is important that these activities should come from the group and not be imposed. It is important to establish systems for accountability within the group and to regularly monitor the implementation of the plans that groups develop. Allowing groups the freedom to engage with other groups can be a motivating factor. Also, learning can be reinforced when they teach others. |
| Lobbying and advocacy | The organisation may be required to do advocacy and lobbying on behalf of the groups/individuals. This should be done on a case by case basis. For example, if it is a child that requires this support then the organisation needs to complete this activity. If possible it should be completed in partnership with relevant stakeholders in the child's life. If it is advocacy and lobbying on behalf of young people, the role of the organisation should be to help plan for activities, identify the issues, assist with the drafting of correspondence, etc as per the needs of the group. It is important to assist as is needed but not to actually DO. Perhaps attend important meetings if required. If it is advocacy and lobbying on behalf of adults, the role of the organisation should be much more hands off. It should be gauged according to the capacity of the individuals involved. For example, if it is an illiterate individual, their request for you to help them draft the letter is reasonable. However, it is up to them to come up with the content. If literate adults ask you to draft the letter, it is more desirable to decline but offer your services as a proof reader if necessary. |
| Link & learn | A strategy that we employed to great success is holding link and learn events. The format we normally use is as follows:
Individuals have reported to us that meeting with members of other groups was very beneficial and helped them realise that they were part of something bigger. |
| Participation and involvement | The following activities can be used to improve the levels of participation and involvement: Create advisory committees of individuals who will participate in the project and/or important stakeholders who affect the project:
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figure 7: overview of tai's intervention model
