Healthy Living  Support Group  Facilitation:      Training Facilitator Manual         NASTAD    Center for Training and Professional  Development at JRI Health Acknowledgments LEAD DEVELOPERS John Ruiz Director of Positive Prevention Justice Resource Institute - Health Nami Kawakyu South Africa Project Manager Justice Resource Institute - Health James A. Figueiredo Director, Center for Training and Professional Development (CTPD) Justice Resource Institute - Health REVIEW COMMITTEE Thembi Ngubane-Zungu Eastern Cape Policy and Advocacy Director South Africa Partners Diveena Coopan Health Program Officer South Africa Partners Sophie Lewis Director, Consumer Office Massachusetts Department of Public Health – HIV/AIDS Bureau i Table of Contents Acknowledgments............................................................................................................... i User’s Guide .........................................................................................................................3 INTRODUCTION.................................................................................................................3 COURSE BACKGROUND .................................................................................................3 OVERVIEW.........................................................................................................................3 PARTICIPANT PROFILE ......................................................................................................3 TRAINING FACILITATOR REQUIREMENTS........................................................................3 FACILITY NEEDS.................................................................................................................4 HOW TO USE THIS TRAINING FACILITATOR MANUAL...................................................4 PREPARING TO DELIVER THE TRAINING.........................................................................5 ROLE OF THE TRAINING FACILITATOR............................................................................6 Materials Checklist..............................................................................................................7 Power Point Slides........................................................................................................ 8-168 Handouts................................................................................................................... 169-245 2 User’s Guide INTRODUCTION This Training Facilitator Manual is part of an integrated training package sponsored by the National Alliance of State & Territorial AIDS Directors (NASTAD) and developed by the Justice Resource Institute’s Center for Training and Professional Development (JRI- CTPD) to assist HIV peer support group leaders to lead “Healthy Living” support groups. This introductory section provides background and guidelines to help training facilitators use this Healthy Living Support Group Facilitation: Training Facilitator Manual. COURSE BACKGROUND This course is the latest in a series of JRI-CTPD developed trainings designed to teach professional leadership skills to HIV peer support group leaders and equip them to provide effective counseling and support to their peers, both in one-on-one and group settings. OVERVIEW This course is designed to develop HIV peer support group leaders proficiency in starting, running, and maintaining support group meetings. This course does not include an HIV/STI and “Healthy Living” basics component. Gaining a basic knowledge of HIV/STI and “Healthy Living” is strongly encouraged previous to engaging in this training. PARTICIPANT PROFILE This workshop is designed for: ƒ 8-24 HIV support group facilitators or people about to facilitate support groups ƒ Providing support group services in South Africa ƒ People who have completed the Fundamentals of HIV and Healthy Living course This training functions optimally with 8 to 24 participants. If there are more than 24 participants, it will be difficult to meet individual needs, the specified learning objectives, and time allowances. Fewer than 8 participants, in some cases, may limit the richness of group discussions. Due to time limitations, this course must assume that participants will bring sound basic HIV knowledge to the training. TRAINING FACILITATOR REQUIREMENTS Training facilitators with experience in group facilitation are best qualified to present the materials in this course. 3 Training facilitators should be committed to making this course participant-centered. This means making the experience safe for al participants, helping ensure the participants will be successful in their practice exercises, listening, and responding to participant concerns. A team of two training facilitators is preferred. Participants will gain richer exposure from two sets of experiences, insights, and styles. Two people can also more easily facilitate the group discussions in the course. FACILITY NEEDS The training room should be relatively sound-proofed from adjacent areas and large enough to accommodate: ƒ The number of people enrolled, placed in a horseshoe seating arrangement, with writing surfaces facing the front of the room; ƒ Two facilitators at the front of the room; ƒ Extra chairs and floor space for small group exercises and for trainers to move around them. HOW TO USE THIS TRAINING FACILITATOR MANUAL This training facilitator manual is a detailed document meant to support a mix of experience levels and skills among training facilitators. It is organized to accomplish the training activities as economically as possible. This manual describes activities in great detail, even providing script for some sections. This may be especially helpful for less- experienced training facilitators. Each Unit of the Training Facilitator Manual Contains: ƒ Timeframe: The modules are closely timed. Strict adherence to the allotted time is not required. The amount of time spent on each module may vary depending on the particular group’s needs. The training is designed to encourage full participation. If more time is spent covering a particular module, it will be necessary for the training facilitators to borrow time from other sections. While sub-optimal, it maybe possible to substitute the participant role-plays activity with a more succinct lecturette or group discussion. Please keep in mind that the course is very full. Being off-track for a large amount of time may result in the unfortunate consequence of reducing the time allotted for skills practice. ƒ Materials: Necessary materials to conduct the module. ƒ Objective: These are the learning objectives for the module. It is the facilitator’s responsibility to ensure that all of the learning objectives from each module are met before proceeding to the following unit. ƒ Activity/Process: This is the body of the training that includes the instructions for conducting the activity as well as content and examples. It is recommended that 4 training facilitators maintain a high degree of fidelity to the general content of each module to help ensure consistency of information across sites. We strongly encourage training facilitators to put their own personal stamp on this training by offering real life experiences, challenges, relevant stories, and useful tips. The examples presented in this training were included to concretize concepts that might otherwise be too abstract. The training facilitator may opt to substitute the examples in the manual with his or her own examples. Unless the training facilitator feels completely confident that he or she can formulate alternate examples off the cuff, it is recommended that as part of training preparation, the examples be handwritten in the margin space of the corresponding activity. Content in quotation marks simply provides a way of clarifying particular points—they are by no means a required script. The training facilitator may use alternate clarification points which best suits her or his own personal communication style. ƒ Key Points: These are the “Key Points” for each module for training facilitator’s to emphasize and for training participants to learn; it is also often referred to as the “Take-Home Points.” As with objectives, the facilitators are responsible for ensuring that participants grasp the key points outlined in each section. ƒ Transition Statements: The transition statements are scripted. The scripting is intended solely to offer the facilitator a ready-made segue. The facilitators should feel completely free to make the transition statement in a way that best suits their communication style. PREPARING TO DELIVER THE TRAINING Every training facilitator has personal preferences in preparation and delivery. The suggestions outlined below arise from the structure of this training package and may be most useful to the training facilitator who is new. A useful way to begin preparing a new unit is to review the material without trying to prepare it. Such a review might consist of a walk-through of each module, including looking at the training packet contents and handouts. This review provides most training facilitators who are new to the material with a clear mental image of how the unit’s methods and materials support the specified objectives. Having such an image firmly in mind can save a lot of preparation time. It is particularly important during preparation to make two key decisions about how to integrate materials in the training guidelines for delivery: ƒ How to integrate personalized notes ƒ Developing personal examples or anecdotes for presentations (as time allows) As training facilitators use this manual, it usually becomes quickly apparent which method works best for them. And, as they become versed in delivering the course, the need to rely heavily on the manual usually fades. Highlighting key word in the manual is often one of the best ways to support delivery. It is recommended that the co- 5 facilitator appropriately step in to fill the points that may have been missed by the lead presenter. Hence, preparation should include a decision between the training facilitators on an agreed upon way to chime-in while the other is presenting. Training facilitators should resist the temptation to rewrite substantial portions of training activities because the resulting material may not: ƒ Fit within the time allotted; ƒ Serve the objectives specified for the unit or subsequent activities; ƒ May not be consistent with NASTAD and JRI-CTPD guidelines. ROLE OF THE TRAINING FACILITATOR It is important that the facilitator recognizes that skills practice and especially role-plays often produces anxiety for participants. Such anxiety often involves fear of failure or criticism. Training facilitators should make every effort possible to reduce participant anxiety. This may be done by: ƒ Informing participants at the beginning of the training regarding what practice or evaluative measures will be used during the course; ƒ Allowing participants to verbalize their concerns or anxiety and address these as directly as possible. Make yourself available at the break and at end of the day; ƒ Reassure participants that the intent of the skills practice is to provide a supportive opportunity to practice in a “safe” environment (note that for some people, practicing in front of one’s peers is not considered safe due to fears of criticism); ƒ Recognize the importance of and be open about one’s own perceived weaknesses and know how to play off each other’s strengths. Other responsibilities of the training facilitators are: ƒ Decide who covers what. It is not necessary for the facilitation to be a 50/50 split, but should be predetermined by the training facilitators. ƒ Both training facilitators should be familiar with the entire curricula in the event of an emergency with the co-facilitator. Training facilitators do not have to know the sections equally well, but in a pinch should be able to cover all sections. ƒ Discuss how style will fit together. Styles don’t need to be the same, but need to be complementary. ƒ Debrief with the other training facilitator at lunch and at the end of the day. Provide constructive criticism and lavish praise. If any questions or concerns related to the curricula should arise, please contact James Figueiredo, Director, JRI-Center for Training and Professional Development at (617) 988- 2605 x2311. 6 Materials Checklist This training may be implemented using one to three visual aid options. Training facilitators may opt to choose any combination that best suits one’s presentation style and the needs of the participants. ‰ Option1: Flipchart and flipchart stand ‰ Option 2: LCD projector and CD-Rom with PowerPoint slides ‰ Option 3: Overhead projector and transparencies 9 Name tags 9 Markers 9 Flipchart paper (for activities) 9 Tape (preferably “Masking Tape”) 9 Participant packets – PowerPoint slides and handouts 9 Short pieces of wool in varying colors 9 Index cards 9 Participants’ certificates 7 1 Healthy Living Support Group Facilitation Training Namkelekile! Center for Training and Professional Development Dedicated to leading…achieving…transforming Summary of Comments on Slide 1 Page: 1 Number: 1 Author: Presenter Subject: Presentation Notes Date: 4/25/2008 3:26:59 PM Timeframe: 15 minutes Materials for the entire training: Objectives: Full materials list on this page Welcome participants to training Introduce facilitators to participants Develop rapport between trainers and participants Key points: Before the training: Make sure you have all the materials, that the computer and projector is set up, and that the chairs and tables are set up Greet participants as they walk in Check-them in and give the person a training packet Have participants fill out nametags Welcome participants (e.g. “Welcome to the Peer Support Group Facilitation training today. We’re very excited to be here today.”) Facilitators quickly introduce selves by first name and organization (My name is Asha and I’m from the Center for Training and Professional Development) Quickly acknowledge members involved in this project: South Africa Partners Funding by NASTAD Global Program with funding provided by CDC South Africa The Department of Public Health, Commonwealth of Massachusetts JRI Health, Center for Training and Professional Development Transition statement: To quickly give you a background on this project…