Teen2Teen Program

Cascade Aids Project

Agent Training Manual

Spring 2010

Teen2Teen Program Agent Training Manual

Table of Contents
1. Background to the Project a. How to Use this Manual. b. The Teen2Teen Mission & The Basics of Agent Training c. The History & Future of Agent Trainings 2. Overview of a Successful Training a. Chart of Eight Essential Components ... b. In Depth Component 1 Teen2Teeners .... .. c. In Depth Component 2 Agents .. d. In Depth Component 3 Adult Facilitator.. e. In Depth Component 4 Group Prep .... f. In Depth Component 5 Materials.. g. In Depth Component 6 Recruitment .. h. In Depth Component 7 Curriculum Delivery.. i. In Depth Component 8 Outreach Activity.. 3. Agent Training Day a. Module 1 Opening & Introductions, Icebreakers, Ground Rules b. Module 2 - Anatomy c. Module 3 Gender d. Module 4 Sexuality e. Module 5 Outreach f. Module 6 HIV 101 g. Module 7 STDs/STIs h. Module 8 Safe Sex i. Module 9 Closing & Evaluation 4. Appendices and References

Background to the Project This manual is grouped into several sections to help Adult Facilitators and Teen2Teen Peer Educators help understand how to facilitate and run a successful New Agent Training How to Use this Manual Day for the Teen2Teen Program. Teen2Teen is the Cascade Aids Projects group of engaged peer educators, but this manual is not specific to them. Any established peer to peer education organization can apply this content to facilitate a successful training. The curriculum outlined in these modules was designed by a unique youth adult partnership. Youth directed every stage of the editing process , gave critical feedback and in some cases rewrote the operative language. The primary role of our adult facilitators was to give advice and make sure the content was consistent with our goals and objectives. The first section discusses the need for training and the history of the organization and the initial inception and development of sample trainings in the Portland, OR area. It is important to read this information in order to gain a fuller understanding of the project and also to be able to answer questions among peers, teens, and program participants which will help generate enthusiasm and establish rapport. The first section can be read and reviewed on your own time. Please also feel free to review information about the organizations at: Cascade AIDS Project www.cascadeaids.org Talk about section 2 and three and how to read the bubbles Putting the instructions and information together from each component will give you all the information necessary to present your own Agent Training. Section 6 is presented as a narrative of a typical Agent Training day. This style details both the social details and specific education content of an Agent Training. Teen2Teeners and Adult facilitators can use these modules as a handbook for what language and strategies have worked successfully in the past, as well as what the function of each role is during an Agent Training. It is important to understand that the goals and needs of the Agents will vary between trainings. Identifying those specific needs and adjusting the curriculum found in these modules to suit your setting is a critical part of facilitating a successful Agent training. A successful Agent training provides concrete, comprehensive sexual education. The specific modules and key components are designed to meet the goals of: Reducing the number of new STD/HIV among Agents and in their communities Increased use of condoms Clear message against Stigma and the negative health consequences stigma enables Delay onset of new sexual partners Increase screening and treatment of STD/HIV; self vs. peer motivation Greater parent child communication

More positive attitudes toward condoms and HIV/STD Screening More perceived benefits and/or fewer cots and barriers to condom use Greater self-efficacy to use condoms and HIV/STD Screening Greater motivation to use condoms and HIV/STD Screening

The Teen2Teen Mission & The Basics of Agent Training

Greater self-efficacy to demand condoms use

Background to the Project Teen2Teen's Mission was written by and for the youth in Teen2Teen. It is a statement meant to describe and inspire the work that Teen2Teen does through our outreach, our discussions, our Agent Trainings, and the societal change we make with our program: "As Teen2Teen we strive to educate our peers and ourselves about HIV and Sexuality. Our goal is to create an empowered, active, and informed community. We aim to provide comprehensive information and end stigma surrounding HIV and Sexuality." At agent training, teens---who are HIV/AIDS educators---teach other teens how to be Agents for HIV/AIDS education. Teen2Teen is a group of passionate, activated youth ages 15-19 who volunteer for an entire year and are trained as peer educators in HIV/AIDS and Sexuality education. The young people in Teen2Teen dedicate their time to learning and educating about HIV/AIDS, sexuality, gender, sexual orientation, healthy relationships, and so much more! Throughout their year of volunteering they: Attend meetings once a week. Become a resource for their friends, families, and communities on topics from how to get tested for an STD to how to become an activist about sexual health! Present in schools, at conferences, and at our Agent Trainings. Attend and present at conferences like the Oregon Queer Youth Conference and the Adolescent Sexuality Conference. Design and run amazing outreach projects in our communities. Have huge amounts of fun, and make incredible friendships.

Agent Training can be recreated anywhere at a small cost with a very big reward. This training manual presents the above six components. Teens who have participated in this program as Teen2Teeners and as agents agree that it opens youths up to talking about sexuality and HIV/AIDS issues like they were normal and not forbidden topics. They detect a change in how

folks communicate by the end of the program. These teens believe its important that the adult organizers support the teens in making changes to the program over time, and that adults not be intimidated by the problems that develop when people try to communicate. They advise adult facilitators to just bring the discussion back to focusing on what the youth want to accomplish. One teen, whos in the group because her dad was diagnosed with AIDS, wants the adult organizers to stay open minded and to expect to learn new things. Another teen reminds that, youths have intelligent minds just like adults, so dont condescend. All agree that the program is empowering, and are proud of learning to speak openly and frankly. Background to the Project Agent Trainings Feature Provides scientifically accurate health and sexuality information Comprehensive education not just with HIV & STDs but also on Gender Identity, Development of Sexuality and Fostering Healthy Relationships Connects youth with a network of active and engaged peers as well as educational materials and community resources Increased opportunity and tools for agents to become engaged advocates in their schools and communities Enables agents with the knowledge and communication skills necessary to make responsible decisions in their own lives Fluid youth-created and youth-led curriculum Acknowledges youth as essential partners in creating positive change in their lives and communities

Background to the Project

The History & the Future of Agent Trainings

The mission of Cascade AIDS Project is to lead efforts to PREVENT new HIV infections, CARE for people affected and infected by HIV/AIDS, EDUCATE communities to eliminate stigma and shame, and ADVOCATE for immediate action in combating the pandemic.

Overview of a Successful Training

Eight Essential Components to a Successful Agent Training

Teen2Teeners

Having teens who are educated and excited to present the program An audience that is excited to learn Having Adult Facilitators who are skilled facilitators and able to support the teens who will present and host the program. Making the time to help the teen educators make the presentation theirs. Preparing handouts and other tools for the training. Recruiting Agents for the training event. Managing the day so that it is well-paced and satisfying for the Agents. A way for youth to express their creative freedom while advocating for themselves and their communities

Agents

Adult Facilitator

Group Prep

Materials Recruitment Curriculum Delivery

Outreach Event

Overview of a Successful Training

In Depth Component One

Teen2Teeners Having teens who are educated and willing to present the program.

The Teen2Teen program at Cascade Aids Project in Portland, Oregon, began in 1993 to educate teens about HIV/AIDS and sexuality. These teens are trained in group communication on topics like the danger of stigma, healthy gender identities and the basics of HIV and other STIs. They reach out into the community to educate and involve their peers through a model of engagement designed for youth, by youth. If you do not have a similar group to work with, you will need to recruit teens who share this goal. Please contact the Youth HIV Education Coordinator at Cascade Aids Project.

Overview of a Successful Training

In Depth Component Two

Agents An audience that is excited to learn

Agents are the reason trainings happen. They are the eager youth who Teen2Teeners specialize in communicating with. Teen2Teeners train Agents who then become advocates on their own right, bringing their new knowledge to friends and family. Component 6 details effective strategy to engage and recruit potential Agents.

Overview of a Successful Training

In Depth Component Three

Adult Facilitator Having adult facilitators who are skilled facilitators and able to support the teens who will present and host the program.

Training skills and conference organizing experience are required activities for the adult coordinator of an Agent Training. This key person needs a theoretical background in building successful youth adult partnerships and effective learning processes, while also having practical experience in facilitating safe spaces for constructive group communication. They must be able to talk in a positive, relaxed way about sexuality, stigma, gender and HIV/AIDS. For example, the Youth HIV Education Coordinator at Cascade Aids Project founded an AIDS action club in college. She also studied nonprofit organizations in Kenya and Croatia, and designed and produced HIV peer-education programs for youths before coming to work for CAP.

Overview of a Successful Training

In Depth Component Four

Making the time to help the teen educators make the presentations theirs.

Schedule the following preparation workshops for your teen trainers. 1. A weekend retreat teaching the basic facts about: HIV/AIDS, STDs, and being a peer educator. (See attached training manual) 2. Meet every week for a couple months to develop model presentations. a. Develop lesson plans by doing the presentations. It is important to split into pares and practice presenting. b. You dont need to reinvent the wheel every year, but the information must keep relevant and teens must be encouraged to grow and change the material. c. If you have returning members, use them to train the newbies. Never put new presenters up by themselves. Always have youths up with partners! This builds cofacilitation skills and real confidence. Partnership serves young people much better than bravado. 2. Plan a workshop for making the tools and materials to use at the Agent Training Day (see section IV below)

Overview of a Successful Training

In Depth Component Five

Making handouts and other tools for the training.

Signage for the day: a. Six wallboards or jumbo tablet sheets taped to the wall or displayed on easels. b. Writing implements suited to above media choice. Handouts/Tools: a. Each section needs forms; educational tools (buttons, fortunetellers, hats, etc.), papers, writing implements, etc. see attached examples. b. Plan to let the teens be creative making their own. c. Be sure that all the handouts and tools for the agents in training are complete before the training starts. d. Saving them to make at the training will turn the day into a tools making project, and not an educational day. e. Director may make orientation packets for registration if time is tight, but never the Agent training materials.

Overview of a Successful Training

In Depth Component Six

Recruiting Agents to attend the training.

In Portland, this is generally a very organic process. Teens get involved in T2T and cant quit talking about it. Pretty soon their friends and companions seem them making a difference in the community, and want to be educated about Sexuality, HIV/AIDS, STIs, Body Image, etc. Ways you might accomplish this include: I. Look at your community and see how teens communicate and build community. This will be your queue to communicating with future agents. The bottom line is teens want to be educated, they want to be effective, and they want to be treated respectfully. II. Ask receptive friends, teachers, coworkers, and associates for referrals. III. Qualify for community service status. IV. Friends and peers of active Teen2Teeners: just as youth lead the discussion and present the training, they can also take a key role in recruiting teens who are really excited and want to actively participate in their own sexual education.

Overview of a Successful Training

In Depth Component Seven

Managing the day so that it is well-paced and satisfying for the Agents.

After the essential components is a description of a complete day to help you plan and structure for a successful event. This narrative will help you get a feel for the informal nature of the atmosphere.

Overview of a Successful Training

In Depth Component Eight

A way for youth to express their creative freedom while advocating for themselves and their communities

Outreach is a time for youth to take what they have learned and apply it outside the classroom. There are limitless options on how to spread a message of HIV awareness and healthy sexuality. A successful outreach must be a youth created event, it should not exist to promote any specific organization but should be an outlet for agents to practice sharing their new information for the first time.

Here are a few examples of successful outreach activities. Before our training Teen2Teeners made hundreds of hearts and messages in eggs that the agents distributed around the city. Each heart and egg had a hopeful message against stigma or a piece of useful information about HIV.

Module 1 Openings & Introductions

SETUP PROCEDURE Set up on a carpeted room that is about 24x24 feet in size. Position a bright, rainbow striped blanket on the floor in the middle of the room. Place a pile of paper and several large fishing tackle boxes full of brightly colored writing implements and shiny things for decorating paper. Arrange a large ring of chairs to form a circle around the blanket. Place a large easel with an open writing tablet on it at the end of the room. Place your Agenda signs around the room. Write the word WELCOME in large letters on the display board. Write the following instructions underneath the word WELCOME on the display board: Get some food and make yourself comfy. Fill out the volunteer application from your packet. Write a love letter to yourself (there are materials on the blanket, dont be afraid to decorate.) OPENING PROCEDURE
1. After everyone is settled and has had enough time (approximately 10 minutes) to finish their letters, the Adult facilitator steps to the front of the room to introduce herself. She introduces the four Teen2Teen members who will be facilitating the days events, and asks them to explain Cascade Aids Project and the Teen2Teen program.

MATERIALS NEEDED Large room MATERIALS NEEDED Bright blanket Large room Pile of paper Bright blanket Several largefishing tackle Pile of paper boxes full of birghtly Several largefishing tackle colored writing implements boxes full of birghtly and shiny things for colored writing implements decorating paper and shiny things for (pre-prep boxes.) decorating paper Chairs (pre-prep boxes.) Large easel with writing Chairs tablet Large easel with writing Chalkboard tablet Chalk Chalkboard Food Chalk Volunteer Application Food Packets (premade) Volunteer Application Agenda Signs (premade) Packets (premade) Agenda Signs (premade) TIME (not including pre-prep) TIME 20 Minutes (not including pre-prep) 20 Minutes

NOTES: Color coding Red: Adult Facilitator, Green: Teen2Teener, Blue: Agent

FACILITATORS NOTE Teens lead all FACILITATORS NOTE discussions, and the Teens lead all adult facilitator(s) sit discussions, and the in the room and offer adult facilitator(s) sit supportive comments in the room and offer at the end of supportive comments discussions. A good at the end of approach is to discussions. A good compliment the approach is to speakers and compliment the participants, and speakers and where appropriate participants, and expand on the where appropriate discussion. This often expand on the means that the adult discussion. This often must be able to means that the adult discuss body parts and must be able to sexual acts with discuss body parts and comfort, compassion, sexual acts with and humor. comfort, compassion, and humor.

ng ng & & Int Int rod rod uct uct ion ion s s

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _________________________________________

Module 1 Ice Breakers

PROCEDURE (Remember, your script is in the bubble)

Ice Ice Bre Bre ak ak ers ers

Love letters MATERIALS NEEDED Love letters TIME 5 minutes per ice breaker TIME 15 minutes total 5 minutes per ice breaker 15 minutes total FACILITATORS NOTE Prior to the start of the FACILITATORS NOTE day you will also have Prior to the start of the setup signs around the day you will also have room to correspond setup signs around the with each agenda item room to correspond of the day. Each sign is with each agenda item referenced throughuot of the day. Each sign is the training (such as referenced throughuot the Ground Rules the training (such as sign here. the Ground Rules sign here.

1. The Adult Facilitator stands in the middle of the group and introduces the first ice-breaker activity by saying:

Ok! Lets get into the mood and get to know eachother by sharing these valentines. Turn to the person on your right (yes, that right) and in a moment, I want you to do two things. One, share your valentine aloud with them and two, tell them what your favorite body part is (yes, YOUR favorite body part on YOURSELF, not on them, although I am sure the compliment is appreciated!) Ok, go!

2. Circulate the room and encourage people to talk as needed, also making sure to keep people on track when necessary. After five minutes, signal people to wrap it up and return to the middle area and say:

Module 1 Ice Breakers (Cont.)

3. Stand next to one of the other Teen2Teeners and, using their name, start the game as follows: Teen2Teener 1:

I m rid in g a bi ke !

Teen2Teener2:

in

4. Teen2Teener 2 makes motions of anything BUT riding a bike and then turns to the closest participant the circle and continues the ice breaker by saying:

Ice Ice Bre Bre ak ak ers ers

Nice Shakespeare would be so proud Ok, now that you know the name of at least one other person here, were goin to keep it going with something I call Edward, what are you doing?

(I ns ert Na m e) W ha (I t ns ar ert e Na yo m u e) do Alright, inwell finish W g? up by ha going back t to the love ar letters. e Starting yo where we u left off, do introduce in us to the g? person next to you by telling us their name, a little bit about them, AND their favorite body part.

5. After the entire circle has participated, quiet the group and introduce the last ice breaker by saying:

MATERIALS NEEDED Ground Rules Sign Pen TIME 5 minutes per ice breaker 15 minutes total

Module 1 Ground Rules

PROCEDURE

1. The Adult Facilitator will go to the sign labeled Ground Rules at the front of the room and say:

2. Take notes as the particpants share their concerns and ideas, ending up with a list that everyone agrees on of Ground Rules for the day.

Gr Gr ou ou nd nd Rul Rul es es

Before I turn this over to the Teen2Teeners, I want to make sure we set up some Ground Rules for the day. Those were some excellent activities that helped us all get comfortable with ourselves and eachother, but we also want to make sure that we dont push anyone to say or do anything that makes them feel uncomfortable or say anything rude or demeaning. We want to create a safe environment for the day, so, what are some Ground Rules that you think we should all follow today?

Notes: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______

Module 2 Anatomy

Okay, I need your creativity to flow here. Literally. Using these pens, go up to the Anatomy sign and write in words to name AND describe the anatomy. Be scientific AND also creative please!

MATERIALS NEEDED Anatomy sign Pens Paper Tackle boxes with writing implements

TIME ? FACILITATORS NOTE Some of the themes this group sees are: Silliness Rap music Descriptions of what sexual parts look like Different works for organs that can be seen or not seen Words for vaginas and anuses are often insults Breasts and penises are more power words

PROCEDURE
The two Teen2Teeners will ask particpants to go to the Anatomy sign and begin writing in words to name and describe the anatomy by saying: 2. While folks are taking turns writing on the sign, the adult facilitator walks around taking pictures. She says things like, give me your best vagina face and participants laughingly mug for the camera. 3. When the group is full of words, a Teen2Teener will ask four volunteers to read them aloud by saying:

5. After the words are all read aloud, allow the participants to share the themes they came up with by asking:

MATERIALS NEEDED Four display sized sheets of paper Sexual anatomy handouts Markers, Pens etc. TIME 10 - 20 Minutes FACILITATORS NOTE

Module 2 Anatomy

Some of the themes this group sees are: Silliness PROCEDURE Rap music Set up by posting a display sized sheet of paper in each corner of Descriptions of what sexual the room. In a clearly visible size write Penis on the first, Anus on parts look like the second, Vagina on the third and Breast on the fourth. These will Different words for organs be your four Anatomy Signs that can be seen or not seen Lets go over Words for vaginas and anuses are often insults these now by Breasts and penises are more reading them power words aloud first. Gender roles

(Insert Name,) will you read the first five, then (Insert Name) will you read the next five, followed by (Insert Name) and (Insert Name)? As the words are being So, think read aloud, of somewha common t do themes, but thesthem dont share e yet. thin gs hav e in com mon

1. The two Teen2Teeners will ask participants to go to the Anatomy signs and begin writing in words to name and describe the anatomy by saying:

Okay, I need your creativity to flow here. Using these pens, go up to any of the Anatomy signs and write in words, slang or any phrases that name AND describe the anatomy. Be scientific and creative! Write anything youve ever heard of or used, even if you cant say it in a classroom!

2. While folks are taking turns writing on the sign, the adult host walks around taking pictures. She says things like, give me your best vagina face and participants laughingly mug for the camera. 3. When the sheets are full of words, a Teen2Teener will ask each new agent to read a word aloud by saying:

4. After the words are all read aloud, allow the participants to share the themes they came up with by asking questions like:

Lets go over these now by reading them aloud first. (Insert Name,) will you read the first word, then (Insert Name) will you read the next one, followed by (Insert Name) and (Insert Name)? (etc, etc) As the words are being read aloud, think of some common themes, but dont share

these things have in common? What do you notice about these words? Why do people use these words? When do they use them? What are the pros and cons? Is there ever an okay time to use them? Are any of these words negative? Are any positive?

5. Coming out of this discussion the agents should be thinking about how labels and language impact their understanding of their bodies. Now is a good opportunity to give a short transition to the next activity: 6. Divide the agents into two groups with instructions to make images of male and female sex organs; including bladders, urethras, prostate glands, testicles, vaginas, ovaries, clitorises and penises. a. Provide informational packets for reference (Graphic 1 & 2 See Anatomy.pdf)

Now were changi ng gears Use from your talking handout about s for what referen we call ce and our take anato whatev my, to er you unders can tandin from g the their reprod room to uctive make functio your ns model! Everyon e on the team should have a part in putting it togethe r

MATERIALS NEEDED
b. Provide many possible materials in the room (bananas, cups, oranges, string, multicolored paper) c. As the agents construct their anatomy models the adult facilitator and Teen2Teeners should mingle between the groups and make sure TIME everything is going smoothly. Up to an hour for discussion 7. Once each group has finished their model, have them take turns displaying and explaining. Throughout these presentations agents and Teen2Teeners should explain the function and purpose of each organ. a. Include specifics like: Gender Gummy handout (graphic included) Pens / Markers Display whiteboard/paper

FACILITATORS NOTE Key themes: - Changes in what is considered masculine or feminine. - Why is there a difference between expression and identity? - Is this experience any different for men and women? - Why do we attach gender values to certain forms of expression?

Module 3 Gender
PROCEDURE Set up by preparing enough handouts of the gender gummy and making sure your display board/paper is in a clearly visible location

Did you know that the wom ens clitor is is the only orga n in the

1.

an body mad e Coming out of Anatomy the Teen2Teeners exclu will ask questions like: What is the difference between sex and gender? How often do you think about that sivel difference? So what y for do you pleas think the ure? difference between sex and gender is? Has anyone ever really asked you how you identify or how you feel about that?

2. Write Male and Female on the boarddo a quick brainstorm for each of those terms. What is maleness and what is femaleness? Once everyone has finished brainstorming, ask the group to start listing some of the things they associate with each genders anatomy
a. Example association for Penis / Mens anatomy testosterone blue tough

dominant beard breadwinner cars sports football b. Example associations for Vulva / Womens anatomy estrogen pink sensitive subservient smooth homemaker babies cooking softball feminine

3. Include time to encourage and answer questions about these words

You guys mad e som e prett

y diffe rent lists for each gend er. Do you think most peop le think like this? Do we act like it?

a. b. c. d. e. f. g. h. i.

Why do we have these stereotypes? Do all people fit into this? Who long has this been going on? How do you see these stereotypes at home? How do you see these stereotypes at school? How do they affect boys? How do they affect girls? When do words and attitudes turn into rules? Why do we always want to know if a baby is a boy or a girl?

4. The last question you should ask is: what is the Difference between sex and gender? Defining these terms will serve as a transition to the gender gummy activity

Sex is the anatomy and physiology of your genitalia as well as all the many secondary sex characteristics. Gender Identity is unique to how you feel. It is who you consider yourself to be, emotionally and spiritually, in relationship to your gender.

My Gender Gummy looks like

5. The

male, I consider myself mostly masculine but not all the way so Im here on the chart. I dont really express myself consistently in one way so Im going to put myself in the middle of gender expression and Im mostly attracted to women so this is how my line goes. Can anyone show us their line?

Teen2Teeners will draw a big gummy diagram on the display paper and will explain the differences in each section through an example. ( See Graphic 3)

a. Assigned Sex (what you were born with) b. Gender Identity (Who you consider yourself to be, emotionally and spiritually, in relationship to your gender.) c. Gender Expression (how you present yourselves)
d. Sexual Orientation (who/what they respond to sexually) 6. Leave about ten minutes for agents to share their gender gummies.

7. Teen2Teeners should encourage, support and prompt volunteers to share their gummies. This will spark many discussions. a. Is anyone really fully male or fully female? b. Why is there a difference between how we present ourselves and our gender identity? c. Why do you think some expressive actions are considered masculine and some feminine? i. Is it easy for you or your friends to cross those gender barriers? ii. What about displaying affection? iii. Is it harder for boys and men to show affection toward one other than it is for girls and women?

iv. Leave room for other questions if they come up.

MATERIALS NEEDED
Holistic circles handout (See Graphic 4) SEXUALITY sheet Pens / Markers Whiteboard/ Display sized paper

Module 4 Sexuality
PROCEDURE Set up by cutting a large sheet of Butcher paper and write SEXUALITY large across the middle. There should be plenty of space to write on the sheet from every angle and enough writing utensils. Also make sure to have enough holistic sexuality handouts for each new agent. Clear your display board and make sure there is enough room to draw a scaled up size version of the holistic sexuality handout.

TIME 30 Minutes ~ 1 Hour FACILITATORS NOTE The focus of this exercise is to help agents gain an enhanced understanding of holistic sexuality. Sexuality means more than just sex, it is every emotion, concept and act that combines to form an individual and unique sexual identity.

1. Teen2Teeners will begin by laying a large sheet of butcher paper with the word SEXUALITY written on it across the floor. Invite all agents to come write any word about or description they can think of related to sexuality 2. After 20 minutes or so of open brainstorming and writing, Teen2Teeners should encourage a discussion about the kinds of things written by the group.

Okay you guy; on this sheet I want you to write any word, image, emotion, concept, act or idea that you think of when you hear the word sexuality. Whatever comes into your head!

a. What i. ii. iii.

themes do we see recurring on our sexuality map? Emotional words Physical actions Popular culture

b. Why are some words related to sexuality so critical? Why are some considered so positive? c. Are all things related to sexuality about sex? d. What other elements make up our sexuality? e. Is everyones sexuality the same? f. Can a person who isnt having sex have sexuality? 3. As this discussion winds down distribute the holistic sexuality handout to every agent and draw the flower shaped circles on the display board (See Graphic 4)

4. Read through the handout together labeling the display board as you go a. Expand the metaphor to include how feelings can water your holistic flower i. How family and culture makes up the dirt the flower grows from ii. That developing holistic sexuality is an organic process that takes time to fully grow iii. And how everyones individual sexuality grows at different rates and is affected by so many factors

1. Family, school, media, friends and previous relationships

Imagining our sexuality as this flower can help us get at how different components combine to form holistic sexuality. Sensuality, Intimacy, Sexual Identity, Reproduction and Sexualization all have a part to play in developing our sexuality.

are just some of the many factors that influence our sexuality. 5. Include time to discuss other questions about sexuality like: a. Is it right to show affection and love to friends who are not lovers? b. Can you break up with friends like you can with lovers? c. What is the difference between intimacy and sexuality? d. What do people usually think of when they hear the word sexuality?

Graphic 4

MATERIALS NEEDED Distribution materials pending what activity TIME 30 Minutes FACILITATORS NOTE There are many different kinds of worthwhile outreach events, from distributing promotional material to approaching strangers on the street. Take into consideration the unique make up of your particular group when deciding what outreach activity to do together.

Module 5 Outreach

PROCEDURE Outreach is a time for youth to take what they have learned and apply it outside the classroom. There are limitless options on how to spread a message of HIV awareness and healthy sexuality. We will model one below and include tools that apply to any outreach effort. A successful outreach must be a youth created event, it should not exist to promote any specific organization but should be an outlet for agents to practice sharing their new information for the first time.
1. Split up the teen2teeners and agents into small outreach groups. Provide each group with outreach material to take out with them. (Often these promotional materials are topical, HIV/AIDS awareness day, AIDS Walk, etc. Cootie catchers, plastic eggs with messages, printed ribbons or whatever else you can think of. This is a great place to let Teen2Teen creativity shine. Remember to keep it fun and focused on youth! )

a. These materials should be prepared by Teen2Teeners ahead of the event 2. Describe what to do with the materials and set a specific time to meet again 3. When the groups get back start debriefing about their different experiences a. What worked and what didnt? b. What did you feel comfortable doing and what was harder? c. Was it better to go in a group or would you have preferred to go alone? d. Are strangers receptive to your message? e. If not, how do you think we could improve that?

Okay everybody, stay with your group and find interesting places to put these ribbons up where people will see them. And give them to anyone you think will read them. Well meet in front of this building in twenty For a lot of people minutes! this is Always be their first respectful of experienc public e property and advocatin g as an do not agent. tamper with How did it private make you feel? property. Can you see yourself continuing what we did today? Learning these

Module 6
PROCEDURE

skills can be kind of intimidati ng to start, but with practice we can HIV101 get better together.

MATERIALS NEEDED
Display Board Writing Materials

TIME 1 2 Hours FACILITATORS NOTE HIV101 is one the most content dense and least interactive modules presented in an agent training. This module really reveals the strength of compelling peer educators to make this material relevant and captivating to an audience experiencing it for the first time.

Set up by clearing space so your display board is in an easily visible location. The content of this module requires that all agents be capable of following along visually. Make sure everyone is comfortable and ready to listen for an extended period of time.
1. Teen2Teeners should ask every agent to introduce themselves by stating who they are, their age and a pertinent whip around question. (Like a favorite movie, what their ideal superpower would be, or what comes to mind when they think about HIV) 2. The presenting Teen2Teener should begin by writing HIV and AIDS in a vertical line across the display board and asking the group if anyone knows what they mean

3. Ask the agents to define HIV and AIDS letter by letter, and talk about why each word is significant 4. HIV is the virus. When someone gets HIV the T cells in their body start replicating HIV instead of other T cells

Were going to start by defining HIV and AIDS so everyone is on the same page. Human Human No No monkeys, no Remember, monkeys, no toilet toilet seats etc. Only seats etc. Only is no there humans humans can can give give or or such thing get HIV. get HIV. Immunodeficiency Immunodeficiency as a stupid The immune system The immune system question; is is not not functioning functioning properly properly were all Virus have Virus Doesnt Doesnt have here to a cure. We can only a cure. We can only learn, even treat or treat symptoms symptoms or develop vaccines. develop vaccines. the ----------------------------------------------------------presenters ----------------------------------------------------------------------------------------------------------------------------------------------------------Acquired Acquired Its Its not not genetic; you cant genetic; you cant just just wake wake up up and and have it. You have have it. You have to to get get it it from from another another person. person. Immune Immune / / Deficiency Deficiency Same Same as as above above Syndrome Syndrome A A collection collection of of symptoms symptoms (AIDS (AIDS is is a a diagnosis diagnosis that that develops develops over over time) time)

T cells are like the generals of your bodys immune system.

They identify threats and direct other cells to respond to them. HIV prevents the T cells from directing other cells to eliminate the virus.

a. A person is diagnosed with AIDS if their T cell count drops below 200 per milliliter of blood. i. A body with no HIV in it normally has 800-1200 T cells per milliliter. ii. A person can also be diagnosed with AIDS if they contract an opportunistic infection like Kaposis Sarcoma or Histoplasmosis

Everyone reacts to the virus differently and the timeline of development can vary greatly. However, once someone is diagnosed with AIDS that diagnosis is permanent, even if their T cell count returns to normal. From the moment someone contracts HIV they have can spread it, regardless of their viral load or T cell count.

5. HIV is a virus you have to contract from another person. To begin examining how people contract the virus, ask the group to list all the human bodily fluids they can think of.

a. The only fluids with high enough HIV content for transmission are Blood, Semen, Vaginal Fluids and Breast Milk b. If any of these fluids come into contact with any opening of the body there is a chance of transmitting HIV. c. See attached flowchart for specific categories, behaviors and risk reduction strategies on HIV transmission d. There is a testing window for the HIV antibody six weeks to three months after exposure, thats why its important to get tested six weeks to three months after every possible exposure or every six months to a year. e. Hepatitis C, a fatal disease of the liver, is also transmitted through blood to blood contact. This includes sharing any kind of needle. Razors, drug paraphernalia, toothbrushes, etc. 6. Abstaining from these behaviors provides 100% effective protection from HIV i. Consider as a group questions like: 1. Is Abstinence realistic for all young people? What if you have already had sex? Can Abstinence be chosen later in life? 2. Protecting against fluids is the next best prevention tool. (Latex)

7. Identify specific local options for safe reliable testing. a. Only 1/3 of the infected population knows their status b. Define the difference between the blood (1 week, tests for presence of virus) and Rapid (20 minutes, mouth swab, tests for antibodies) testing.

MATERIALS NEEDED
Notecards with each STD/STI written on them (several sets) Display Board Writing Material

TIME FACILITATORS NOTE Long term trends in STD/STI infection rates reveal youth to be in an especially vulnerable condition. 25% of the population will contract an STD/STI by the age of 24 and the number of new infections is disproportionately concentrated in the 15-24 age group.

Module 7 STD / STI

PROCEDURE

Healthy Bodies can have STDs. Just because someone has an STD or STI doesnt mean they are sexually unhealthy or unclean. In fact, one in four youth will contract some STD/STI by the age of 24.

Set up by preparing the note card packages. One card with each disease clearly labeled on it, every group should get a card for each disease.
1. Teen2Teeners should introduce the subject by explaining that one of the main purposes of STD/STI infection is to eliminate the stigma surrounding them. 2. Ask the group to brainstorm all STD/STIs they can think of, they have ever encountered, or ever been taught about.

a. As the ideas come to a close, ask the group if they can see any common labels between any of the STD/STIs 3. Label three columns on your display board / paper. The first should read Bacterial, the next Viral the last Parasitic 4. Ask the group which STDs belong in the bacterial column a. Include Chlamydia, Gonorrhea and Syphilis

Bacterial STDs can be cured with prescription antibiotics, this is why getting tested and knowing your status is so important. Repeated infections of diseases like Chlamydia can lead to infertility in women and other health There problems so its are always often important to no know your sympt status and oms in

practice safer earlies sex or t abstinence. stages of viral and bacter ial infecti ons, so gettin g tested often is a good idea.

5. Explain briefly the basic symptoms and method of transmission for each bacterial disease, highlighting how safe sex can lower risks. a. Modes of transmission i. Chlamydia: Fluids through oral, anal and vaginal sex ii. Gonorrhea: Fluids through oral, anal and vaginal sex iii. Syphilis: skin to skin b. Vaginal Fluids, Penal discharge and sex organ pain i. Chlamydia, painful urination, nausea and fever

A lot of people think STIs are the bane of sex. They can hurt, embarra ss and scare us, but they dont have to! Know whats going on. Be open and honest with your partners. Just talk about it! Knowled ge is your best bet to keeping a healthy sex life.

ii. Gomorrah, yellow discharge and painful urination

6. Go through the same procedure with Viral and Parasitic diseases. Leave room for questions a. Viral: HPV/ Genital Warts, Herpes[ 1 & 2 ], HIV, HEP A/B/C b. Parasites: Crabs, Scabies 7. Transition Discussion : See discussion bubble

Do you think its easier to talk about STDs/STI s in society now? Is there a lot of stigma? How about just talking Before we move on guys one with thing we need to recognize is the your really strong negative stigma partner? around STDs and STIs that is Do today. men We all still so prevalent andwhen we heard the ewws talked aboutwomen what was clean and what was dirty, or when handle discharge is that unhealthy. the same The reality is we need to be comfortable way? and clear when we
talk and how we understand our own bodies. For example, vaginal discharge is perfectly natural and is part of what makes the vagina the cleanest organ of the human body, but if you dont know what it feels like when you are healthy you wont understand what is happening if you get sick.

these stereotypes wherever we see them. This next activity will help us think about these diseases in a new way.

8. After going though each disease and providing time for questions and discussion divide the new agents into small groups and give each group a set of note cards with all the STDs/STIs you covered a. Have each small group rank which STD theyd want to have, in order. b. After theyve finished ranking, have each group present their list and why they chose that order

easy to talk to a partn er about the first disea se on your list? How about the last? How can we make com muni catio n easie r?

i. Here is a good time to encourage or introduce questions 9. Make it clear that although some STDs seem less scary than others (Chlamydia versus HIV, for example) they are transmitted the same way. Risk reducing behavior can protect you from HIV and other STDs as well

MATERIALS NEEDED
Baby Oil Condoms for demonstration (Latex, Polyurethane, Insertive)

TIME 20 minutes FACILITATORS NOTE Keep the space fun and happy. Be aware of anyones discomfort and look for opportunities to emphasize that talking about prevention and safe sex should be natural, easy and free of stigma

Module 8 Safer Sex

PROCEDURE Set up by preparing your sample condoms and other demonstration materials. This module is primarily visual so make sure everyone can see the presenting Teen2Teeners.
1. Explain that there are methods that can be used for all types of sexual contact that provide a barrier to infection, including HIV. There are also ways to reduce the possibility of infection by using lube.

Condoms are designed to make sex fun and safe for everyone involved. There are soooooo many kinds in different shapes and sizes and flavors. This condom is one of my favorites, its polyuretha ne you dont have to worry about being allergic.
2. Discuss the different types of condoms. Animal skin, insertive/female/reality, polyurethane and latex. i. Only insertive, latex and polyurethane condoms protect against HIV infection ii. Animal Skin condoms have pores block sperm but are large enough allow HIV to get through. Teen2Teeners should draw a fun

cartoon of the display board as they explain the different sized pores.

b. Discuss where you can get condoms, where you can get them for free c. Some things can cause condoms to fail i. Heat and friction

guys, Im the condo m robot; I cant do anythi ng until you fill me in. Whats the first thing I need to do?

ii. Do not store condoms in spaces where heat and friction are common (back pocket, wallet, etc) iii. Proper use takes practice d. Go over the steps of proper use. Handing out condoms to the whole group so they can follow along, or using visual aids like a dildo or a volunteers hand can make this section feel more fun and casual i. Check expiration date ii. Check for air bubble iii. Open the package (not with teeth) iv. Pinch the tip, leaving room for ejaculate v. Roll down the correct side

vi. Slide off when finished - careful not to spill vii. Tie in a knot viii. Throw it away, do not flush 3. Discuss the only proper lube is water based (KY, Astroglide, Slip, etc) a. Inflate a condom and have a volunteer rub baby oil on it to see the degenerative effects of oil on latex. b. Demonstrate how dental dams can be used for oral sex, and how they can be made from regular latex gloves i. Cut off four fingers, leave the thumb, cut one side open.

MATERIALS NEEDED Post evaluation handout Top-Ten Handout Writing Materials TIME 15 20 minutes FACILITATORS NOTE Remember that your training day was a unique experience. Make sure to touch base on anything you found particularly significant over the day and leave time for the Agents to do the same.

Module 9 Closing
PROCEDURE Set up by preparing the post evaluation handouts and gathering everyones attention for one final discussion.
1. Teen2Teeners should encourage every Agent to comment on one new thing they learned or one part of the day they enjoyed / found valuable.

Okay guys, before were done I want to hear another comment from everyone. Tell me something new you learned, something you liked or anything else you want to say about how today went.

2. After every agent has had a chance to share, start handing out the post evaluation. See Attachment a. The Adult facilitator and Teen2Teeners should be available to answer any questions. b. As Teen2Teeners collect the post evaluations they should hand out the Top-Ten ways to stay involved and keep advocating. See Attachment c. Ask each agent to read off one of the advocacy options

Teen 2 Teen Agent Evaluation

Thank you for your participation. Please circle the number that shows how much you agree with each statement. Then answer the questions at the bottom of this form. This is anonymous and cannot be linked to you. If you have any questions, please feel free to ask your group facilitators.
After taking this workshop, this is what I think. Strongly Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree

1. After attending this training, 1 2 I know more about HIV 2. The workshop was 1 2 interesting and kept my attention. 3. The facilitator(s) created a 1 2 safe and comfortable workshop environment. 4. I have learned at least one 1 2 new skill or piece of information that will be useful to my daily life. 5. I intend to use the 1 2 information/skills I learned outside the workshop. Wow everyone, we 6 . After attending this 1 2 workshop, I feel like I can have come so far protect myself from getting today and Im sad HIV 7. I would recommend this 1 2 to see everyone workshop to others. But this 8. I plan to share what go. I 1 is only 2 learned with others.

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the first step in being an active Agent! I really hope you take what youve learned today and bring it home, bring it to school, tell your friends. Being an Agent means being active outside of the classroom. You guys rock and I am

so excited to see what you do!

How you been to an agent training before?

Please list at least one thing you learned as a result of being here today:

Suggestions or feedback for the program:

Teen 2 Teen Agent Follow-up Evaluation

Thank you for your participation. Please circle the number that shows how much you agree with each statement. Then answer the questions at the bottom of this form. This is anonymous and cannot be linked to you.
Since taking the T2T workshop I. Strongly Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree

1. I have used at least one new skill or piece of information in my daily life. 2. I intend to use or continue to use information/skills I learned in my daily life. 3. I have recommended this workshop to others. 4. I have told others about what I learned. 5. I believe what I learned is important for teens. 6. I would like to do more with Teen 2 Teen.

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Please list at least one thing you recall learning from the workshop:

Please share any comments or suggestions:

NOW THAT YOURE AN AGENT, HERES WHAT YOU CAN DO... Distribute condoms, agent fliers, etc Get Tested! Give a presentation at school Put up a poster in your class make your own healthy sexuality zine! Ask for help when you need it Bring friends to Agent Trainings Give away a buttonwith some info! Volunteer in your community Come up with your own slogans Practice safer sex! Encourage safer sex w/ friends

Eliminate stigma around HIV/STIs Discuss these topics w/ family Share the zine w/ family Abstain from any risky behaviors! Speak up when someone uses offensive language Believe that you can change the world, and do it!