Basic Course on Peer Education

MODULE 4: Communicating with Peers

FACILITATION GUIDE

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:6 Hours

Activity Content/Topic Key Message Materials Duration
No. Title (Minutes)
5.1. Peers Influence Your Life Pros and cons of peer People, especially young ones, are often Flipchart papers, markers, 45
(Small group activity, big influence deeply influenced by their peer group. crayons, pencils
group discussion) Peer influence also exerts pressures. At
times, many people end up doing things
they would not have done on their own.
5.2. Influencing Peers Positive and negative Peer influence is mutual process through Flash cards, markers 45
(Individual activity, use influence on peers which one can be influenced and in turn
of flash cards) influence others. This is one reason why
peer education programs are effective in
the behavioral change processes.
5.3. Appreciating Others Recognizing and appreciating This is an enjoyable exercise that produces None 45
(Activity in a circle) each other’s positive traits good feelings in the group. This is an
opportunity to discuss the ways in which
young people can help friends in difficult
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 Activity
No. Title
5.4. Helping Friends
(Role play)
5.5. Identifying Qualities of a
Peer Educator
(Individual activity,
ranking of flash cards)
5.6. Did I Say That? Different
Styles of Communication
(Self-assessment, big
group discussion)
5.7. Active Listening
(Skit or role-play)
5.8. Practicing Assertive
Communication
(Role-play)
5.9. Public Speaking
(Discussion, return
demonstration)
TOTAL TIME
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Content/Topic
Ways to help friends who are
in difficult situations
Important qualities of a peer
educator
Differences among
aggressive, assertive and
passive communication styles
How active listening
enhances communication
How to communicate
assertively and to strengthen
dialogue skills
Identify and practice public
speaking skills
Key Message Materials Duration
(Minutes)
situations.
This is an effective exercise for promoting Copy of scenarios 30
qualities of cooperation and care. It
focuses on those qualities that help to
resolve difficult situations and how these
can be nurtured.
There are desired qualities of a peer Flash cards, markers, 45
educator. Some of them they already stones/pebbles/seeds
possess while the others they still need to
develop.
Placed in an uncomfortable situation, one Copies of both worksheets 45
may not communicate clearly and in the (“Self-Assessment” and
way he or she wants to. Learning about “Analyze this Response”)
different styles of communication for each participant, if
increases one’s ability to formulate possible
assertive responses and improve dialogue
skills.
Communication is a two-way process. Board + chalk; cue card 30
When one person is speaking, the other handouts
should be listening.
Communicating directly and firmly is not Copy of the list of prompts 40
the same as being aggressive. A person and sample responses
can communicate clearly and directly
while still respecting the feelings and
thoughts of others.
Peer educators might be nervous about Board + chalk; tape and 45
speaking in public or being in the spotlight. markers; poster board or
To ensure that tasks are carried out large sheets of paper; skit
successfully, educators should not be and poster group
asked to undertake activities that are assignments
beyond their limits.
370
ACTIVITY GUIDE:
PARTICIPATION
ACTIVITY 5.1. Peers Influence Your Life (Small group activity, big group discussion)
1. Invite the participants to sit in a circle. Explain that
they will be doing an exercise to understand the
influence their peers can have on them.
2. Ask the participants to divide into groups of 4-5.
3. Ask each group to do the following:
 Reflect for some time in your group.
 Discuss and list (on one side of a flipchart paper)
the things you have learned from your peers,
both negative and positive (for example, new
phrases, dressing style, mannerisms, habits
etc.).
 Against each item on your list, write how you
learned it from your peers.
 Allocate 30 minutes for this exercise.
4. Ask the different groups to share their output in
the big group. As each group presents, encourage
the other groups to ask questions, seek for
clarification.
ACTIVITY 5.2. Influencing Peers (Individual activity, use of flash cards)
1. Invite the participants to sit in a circle. Explain that
they will be learning about the influence they can
have on their peers.
2. Ask each participant to pick two flash cards and a
marker.
3. Ask them to close their eyes for a few minutes and
think about their peers. Ask them to think of
situations when they were able to influence them
to do or not do something.
4. Explain that they should use one flash card for
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REFLECTION
Were you surprised at the things
you have learned from your
peers? Why or why not?
Have you ever reflected on the
influence your peers have on
you? Why or why not?
How do you feel about the ways
in which you have learned
things from your peers?
What are the positive things
that you have learned from your
peers?
Are there some things you
should avoid learning from your
peers? What are they? Why
should you avoid them?
Invite the group to sit facing the
cards, and facilitate a discussion
using the following questions:
How did you feel writing about
the positive and negative
influences that you may have
had on your peers? Why did you
feel that way?
GENERALIZATION APPLICATION
People, especially young ones, are often Ask for volunteers to:
deeply influenced by their peer group.
However, most of the time, this influence Discuss how peers
is very subtle, and they are not noticed in influence them both in
their behavior, attitudes and skills. Peer positive and negative
influence also exerts pressures. At times, ways; and
many people end up doing things they
would not have done on their own. What positive influences
of peers can be used in
This exercise provides many opportunities peer education.
for discussion on the pros and cons of
peer influence.
The aim of a peer education program is
often to reinforce positive behaviors, to
develop new recommended behaviors, or
to change risky behaviors in a target
group.
This exercise is useful when it is done with Ask for volunteers to
the previous exercise. The outputs of both discuss specific ways to
exercises allow the participants to use ability to influence in
compare and analyze their results, help peer education.
them understand that peer influence is a
mutual process in which everyone can be
influenced, and, in turn, influence others.
This is one reason why peer education
programs are effective in the behavioral
change processes.
 PARTICIPATION
writing a positive influence and one flash card for
writing a negative influence. Assure the
participants that we all influence people with
positive and negative effects, and there is no harm
in learning from both.
5. Ask participants to place the two sets of cards in
two vertical lines. Invite them to read the cards.
You may ask a volunteer to read all the cards.
6. Then, ask the group to cluster similar cards from
both lines.
7. After clustering the cards, ask participants to put
the cards up on a wall so that everyone can see
them.
ACTIVITY 5.3. Appreciating Others (Activity in a circle)
1. Invite participants to sit in a circle.
2. Explain that we all have good and bad qualities in
us, and it is important to recognize the good ones.
This exercise will enable us to appreciate each
other’s positive qualities.
3. Start at one end of the circle, and ask each
participant to tell the person on his/her left one
thing that his/he likes about him/her.
4. When the circle is complete, repeat the exercise in
reverse order (i.e., each participant tells the
person on his/her right one thing that s/he likes
about him/her).
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REFLECTION
Have you ever reflected on your
ability to influence others?
What have you realized?
Can you think of ways you can
use your ability to prevent your
peers from indulging in risk
behaviors? What are they?
Facilitate a discussion after the
exercise:
How did you feel giving a
compliment? Why did you feel
that way?
How did you feel receiving a
compliment? Why did you feel
that way?
How often do you appreciate
your friends and family
members for the things they do
for you?
How do you feel when your
friends criticize you or say
negative things about you? Why
do you feel that way?
Can you think of ways in which
GENERALIZATION APPLICATION
The aim of a peer education program is
often to reinforce positive behaviors, to
develop new recommended behaviors, or
to change risky behaviors in a target
group.
This is an enjoyable exercise that produces
good feelings in the group. You can use
this opportunity to discuss the ways in
which young people can help friends in
difficult situations. You can alternatively
follow this exercise with an exercise on
helping friends in need.
The aim of a peer education program is
often to reinforce positive behaviors, to
develop new recommended behaviors, or
to change risky behaviors in a target
group.
 PARTICIPATION
ACTIVITY 5.4. Helping Friends (Role play)
1. Use an energizer to form groups of 4 or 6.
2. Explain that the groups will prepare role plays to
show ways they can help their friends based on
the scenarios provided.
3. Give one scenario to each group [see Materials for
Facilitator, pages 14-15].
4. Explain that they have 20 minutes to prepare the
role play and can use whatever props and
materials they need for an effective role play.
ACTIVITY 5.5. Identifying Qualities of a Peer Educator (Individual activity, ranking of flash cards)
1. Invite the participants to sit in a circle.
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REFLECTION
you can use your good qualities
to help your friends? How?
After all the groups have
completed their presentations,
invite them to sit in a circle and
facilitate a discussion using the
following questions:
How did you decide on the
things to show in your role-play?
How did you feel during the
other role-plays? Why?
Can you use similar ways to help
your friends if required?
Why/why not?
Have you ever helped a friend in
similar circumstances? Would
you like to share it with the
group?
How easy or difficult is it to help
a friend solve his/her problem?
Why?
What qualities help you to help
others? Why?
What qualities prevent you from
helping others? Why?
How did you feel about the
GENERALIZATION APPLICATION
This is an effective exercise for promoting Ask for volunteers to
qualities of cooperation and care. The discuss the importance of
discussion can be used to enable helping friends in peer
reflection and analysis in relation to the education.
participant’s real life experiences. It is
possible that good intentions and
attempts to help can produce an
undesirable effect. Help the participants
find ways of dealing with this kind of
situation. Focus on qualities that help to
resolve difficult situations and how these
can be nurtured.
The aim of a peer education program is
often to reinforce positive behaviors, to
develop new recommended behaviors, or
to change risky behaviors in a target
group.
Listed below are some qualities that need In slips of paper, write
 PARTICIPATION REFLECTION GENERALIZATION APPLICATION
2. Explain that a peer educator must have or develop activity? to be developed by a peer educator in each of the qualities listed
qualities that allow him/her to work with people. order to be effective in his/her work: in the previous column.
This exercise will enable the group to discuss and What did you learn from it?  Ability to keep updated about new Fold the papers and place
list the essential qualities for a good peer information and knowledge on ASRH; them in a small box with a
educator. What are your reflections on the  Ability to listen and communicate cover.
3. Ask each participant to take a flash card and a qualities of a peer educator? effectively;
marker.  Ability to deal with emotions and Ask participants to stay in
4. Ask them to close their eyes. You might want to Are they easy or hard to difficult situations; the circle. Then give the
play some soft music on a tape recorder. achieve? Why are they easy or  Non-judgmental attitude and ability to box to anyone in the circle.
5. Explain that everyone should think of a person hard? express emotions; Instruct that while music is
they love and can talk with.  Adaptive and flexible nature; being played, the box
6. After 5 minutes, ask them to open their eyes, and  Ability to encourage and provide should be passed around
write the one quality they like the most in the support; the circle.
person they just thought of.  Ability to lead by example.
7. Ask them to place their respective cards on the  Ability to keep confidences and foster If music stops, the person
floor after they finish writing. trust. holding the box will take
8. Invite the participants to read the cards and group  Ability to look at things from various one folded slip of paper,
the cards that are similar. perspectives. silently read what is on the
9. Ask them to arrange the cards in a vertical line on paper, move to the center
 Ability to make decisions and
the floor. of the circle and act out
encourage others to do so.
10. Ask each participant to take as many without what is written on
stones/seeds/leaves (marker) as there are cards. the paper without saying
For example, there may be 6 cards on the floor any word or making any
so every participant must have 6 markers. sound (mime).
11. Start at the top of the vertical line. Ask the
participant to think for a moment and place one Ask the others in the circle
marker in front of the card if they feel that they to guess what quality of a
possess that quality. If someone feels that s/he peer educator was acted
does not possess that quality, they should not out.
place their marker against it.
12. Finish marking all the qualities in this manner. Continue until all papers
Invite the participants to sit in a circle around the inside the box are taken
display, and facilitate a discussion based on what and all the qualities of a
you observe. For example, card number one may peer educator are acted
have as many stones as there are participants. out and correctly guessed.
This means that everyone thinks they have the
quality written on that card.
13. Ask how this quality can help them in their own
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 PARTICIPATION
lives and when helping their friends.
14. Cover all the cards in this manner. Sum up the
discussion and the results of the exercise, by
emphasizing the importance of those qualities
for a peer educator
ACTIVITY 5.6. Did I Say That? Different Styles of Communication (Self-assessment, big group discussion)
1. Introduce the activity:
 Today we will learn about different styles of
communication.
 Especially if we feel at all uncomfortable in a
situation, we may not communicate clearly and
in the way we want to.
 What are some reasons that we might have
trouble expressing our wishes in the best way?
[Probe for the following reasons and write them
on the board:]
 I don’t know how to express myself clearly.
 I’m afraid that the other person will think
poorly of me if I don’t agree.
 I’m afraid that I won’t be listened to anyway;
that what I say won’t matter.
 I’m afraid that I might lose my temper.
 I find it easier to rely on intimidating the
other person.
 First, we will look at the difference between
aggressive, passive, and assertive
communication. Then you will fill out a
questionnaire about your own style of
responding in an uncomfortable situation.
 What do you think is the difference between
communicating passively and communicating
aggressively? What do we mean by “assertive”
communication? [Probe for: being honest; being
direct; speaking about your feelings and needs;
using assertive body language; speaking for you;
communicating clearly but without
ggressiveness.]
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REFLECTION
What did you learn about your
own style of communication?
What does it mean to
communicate effectively?
Would it be useful to learn how
to communicate assertively?
What are the things you have
learned about communicating
with peers?
GENERALIZATION APPLICATION
Knowing how to express yourself so that Ask for volunteers to
you are understood, and being able to discuss:
understand what other people are trying
to say, are important and empowering What does it mean to have
skills. different styles of
• These skills can help you develop communication?
relationships that are based on mutual
understanding and satisfaction. What are the implications
• They can help people resolve conflicts of this on peer education?
respectfully and without violence.
• These skills can help you feel good about
yourself and about your relationships.
People have different styles and skills in
communicating.
• Different cultures vary in terms of their
oral and expressive tradition.
• Communication styles also depend on a
person’s individual temperament and the
communication style that he or
she learned as a child.
• Gender norms often affect a person’s
ability and style of communicating. Men
and women may communicate in different
ways.
• Strengthening personal communication
skills can help people to convey their
opinions, needs, and feelings clearly.
• People can develop the ability to
communicate effectively and comfortably
across cultural and other divides.
 PARTICIPATION REFLECTION GENERALIZATION APPLICATION
 What does it mean to communicate
indirectly?[Probe for: not being totally passive, If one person is perceived as having less
but failing to be direct ] “social power” or social status than
2. Ask the participants to form pairs and pass out (or another, this perception may profoundly
prepare to read aloud) the “Analyze This affect his or her ability and style in
Response” worksheet [see Materials for communicating.
Facilitators, pages 16-17]. Explain:
 With your partner, read the description of the Most people can learn effective
conflict situation in the left column. Then read communication skills. With practice
the various responses in the next column. For everyone can communicate more
each response, check off whether that response effectively.
is aggressive, passive, or assertive. For Conflict
5, make up a conflict-situation statement and
different kinds of responses.
3. Review each conflict and ask students to provide
the correct answers and to comment on how it
feels to hear the aggressive response compared
with the assertive one. (Answer Key: Responses a,
f, i, and k are aggressive. Responses c, d, and h are
passive. Responses b, e, g, and j are assertive.)
4. Pass out the “Self-Assessment” worksheet, and
ask students to fill it out for themselves.
(Alternatively, write the statements and the
possible responses on the board, read them aloud,
and ask students to note down their own
responses.

ACTIVITY 5.7. Active Listening (Skit or role-play)

1. Give the role-play volunteers one cue card for
each skit. If necessary, allow them to take a few
minutes to prepare or rehearse while you go
through Step 2 [see Materials for Facilitators,
pages 18-19].
2. Introduce the topic by explaining:
 Communication is a two-way process. When
one person is speaking, the other person should
be listening. In this activity, we will learn about
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Process the activity by asking
these questions:
How does it feel when you are
the speaker and the person is
not listening well?
What happens when the two
people have a real conflict and
Tips for effective communication Ask for volunteers to
discuss:
Clear communication occurs when the
message the sender intends to convey is What does it really mean
the same as the message that the receiver to be listening actively?
understands.
• People communicate both verbally and
nonverbally.
• It is important to check that your
 PARTICIPATION
the big difference “active listening” makes in
communication between people.
 A skit will be performed by volunteers that the
class will observe.
3. Ask everyone to take out their notebook and pen.
Ask them to write down behaviors they observe
from the listener in the skit as affecting effective
communication.
4. Have the volunteers enact the “negative”
communication skit (skit #1).
5. Ask the class to reflect on the skit by asking:
 How would you evaluate the conversation? Was
it satisfying and effective?
 What verbal and nonverbal behaviors did the
“listener” display? [On the board, write each
negative behavior that students mention. Probe
for the following:]
Nonverbal behaviors:
Frowning
Looking dismissive, rolling your eyes toward the
sky
Shaking your head as if to say “no”
Looking or moving away, looking bored or
uninterested, yawning
Verbal behaviors:
Interrupting the speaker, showing impatience,
indicating that the speaker is taking too long
Expressing negative judgments of the speaker,
such as “you are wrong” or “that is a dumb
idea”
 Ask the “speaker” how it felt not to be listened
to.
6. Have the volunteers enact the “positive”
communication skit (skit #2).
7. Ask the class to reflect on the skit by asking:
 How would you evaluate the conversation? Was
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REFLECTION
they are both upset? Is it harder
or easier to communicate well?
Some researchers have
observed that males and
females have different styles of
communication. What are girls
and women taught about how
to express themselves when
they are upset?
What are men and boys taught
about how to express
themselves when they are
upset? Can people learn to
communicate in a way that is
not violent or aggressive?
How do you think aggression or
violence affects communication
between adolescent males and
females in an intimate
relationship?
What can people do to improve
communication between males
and females, especially when
they have a conflict? How many
of you were able to give
constructive feedback when you
were the observer?
When you are trying to
communicate, how does it feel
to:
Be interrupted or not be heard?
Be criticized, called a name, or
GENERALIZATION APPLICATION
message was understood correctly,
especially if it involves a difficult or
emotional
topic.
In every situation, one of the most
important behaviors for good
communication
is listening well and with respect.
However, cultural norms influence what
kind of communication is considered
appropriate.
Active and nonjudgmental listening can
enhance communication. When you are
listening it is helpful to:
• try to understand the other person(s);
• say things that validate the other
person, such as “I can understand how
you feel,” or “Good point”;
• make eye contact;
• give positive nonverbal cues, such as a
smile, nod, or pat on the back; and
• ask for clarification.
Specific behaviors can enhance
communication when you speak.
Common constructive behaviors include:
• stating one’s feelings and starting
sentences with “I” rather than with “You”;
• acknowledging that all people have a
right to their feelings and opinions;
• avoiding being too directive, judgmental,
or controlling;
• stating as clearly as you can what you
want or what you do not want; and
• helping identify possible solutions to
problems.
 PARTICIPATION REFLECTION GENERALIZATION APPLICATION
it more satisfying? labeled?
 What verbal and nonverbal behaviors made this Many behaviors can impair
conversation more successful than the last one? Be judged or made to feel communication.
[On the board, write each positive behavior that guilty?
students mention. Probe for the following:]
Sense that the other person is
Nonverbal behaviors: trying to control the
Maintaining eye contact conversation?
Nodding your head (as if to say “yes”)
Leaning in a bit toward the speaker to show that Receive negative nonverbal
you are listening messages, such as being
Offering a smile or a pat on the back frowned at?

Verbal behaviors
Asking for clarification to make sure that you
understand the speaker
Showing interest in hearing more (for example,
“Tell me more about that . . .”)
Validating the speaker’s feelings (for example, “I
can understand how you feel.”)
Validating the speaker’s ideas (for example,
“Good point.”)
Avoiding making any statements that make the
speaker feel judged as inadequate
Thanking the speaker for trusting you to share
what is on his or her mind
8. Have students form groups of three to practice
active listening. In each group, ask one person to
speak for two minutes on any topic that he or she
can speak about comfortably. Ask the second
person to do active listening, and the third to
observe and give feedback on both the listener
and speaker. After two minutes, rotate roles. After
another two minutes, rotate the roles.

ACTIVITY 5.8. Practicing Assertive Communication

1. Begin by explaining the class will learn more about Wrap up by discussing the Direct versus indirect communication Ask for volunteers to
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 PARTICIPATION
assertive communication:
 Sometimes it is difficult to say clearly what you
want (for example that you want to be
considered for a leadership position at school).
It may also be difficult to say what you do not
want (for example that you do not want to eat
what someone prepared for you).
 Who can remember a time when you were
unsure how to express your desires or wishes
clearly? [Notice whether girls or boys are more
likely to respond to this question.]
 Speaking up can be difficult even when the
situation really matters to us, or when real
physical or emotional consequences might be
an issue. Practicing respectful, but assertive,
communication is helpful.
2. Ask participants to take out their notebook and
pen.
3. Explain that you will read a series of questions or
statements that are “prompts.” After reading each
statement, ask participants to write a response
that is assertive but not aggressive. Ask them to
use complete sentences.
4. Read the first prompt: “Tell me why I should vote
for you for class president.”
5. Ask: who can share an assertive response? [Help
students arrive at an appropriate response, such
as: “I believe I am the most qualified candidate for
class president. I hope I can count on your
support.” Be sure that the responses are complete
sentences.]
6. Repeat the process for each prompt [see
Materials for Facilitator, pages 20-21].
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REFLECTION
following questions:
Some people may think that
being assertive goes against
their culture or is rude. What is
a situation in which a person
should be assertive even if such
a response is considered rude?
[Probe for: when you feel your
rights are being violated.]
Are girls who are assertive
treated in the same way as boys
who are assertive?
Is someone who is assertive
viewed differently if that person
is from an ethnic or racial
minority group?
How can such biases limit
people’s ability to stand up for
themselves?
GENERALIZATION APPLICATION
styles discuss:
Some people tend to communicate in a What does assertive
way that is direct and firm. Others tend to communication really
communicate in ways that are indirect. mean? Does it mean being
aggressive?
Direct and firm communication may be
verbal or nonverbal, but generally sends a
clear message. For example:
• A person who communicates assertively
expresses his or her feelings or thoughts in
a straightforward way.
• A person may use “I statements” that
express his or her feelings and thoughts
(for example, “I feel bad when you speak
that way to me” or “I’m glad that you
came with me to the health clinic”).
• A person may make eye contact or use
other nonverbal messages to
communicate directly.
Indirect communication may also be
verbal or nonverbal, but often sends a less
specific or less defined message. For
example:
• A person may avoid specific expressions
of their own opinion or feelings (for
example, “I heard that you can
become pregnant the first time,” rather
than “I won’t have sex if you don’t use a
condom”).
• A person may avoid finishing a sentence
or making eye contact.
Sometimes knowing the best way to
express oneself — directly or indirectly —
is difficult.
• A person who communicates indirectly
 PARTICIPATION REFLECTION GENERALIZATION APPLICATION
may be following cultural norms about
politeness, social status, or
expectations about gender roles.
Understanding how to assert oneself
effectively in one’s own culture is
important.
• Indirect communication may not always
be clear to the listener or receiver.
• Sometimes people are in situations in
which they do not feel that they are being
heard. They may need to practice
expressing themselves more clearly,
directly, and repeatedly than they are
used to doing.
• Communicating directly and firmly is not
the same as being aggressive. A person
can communicate clearly and directly
while still respecting the feelings and
thoughts of others.

ACTIVITY 5.9. Public Speaking (Discussion, return demonstration)

1. Tell participants that they are now going to focus After everyone has had 30
on public speaking techniques. Discuss the major seconds to speak, lead a group
features of effective public speaking, such as: discussion in which participants
■ Use of engaging and interactive techniques talk about how they felt doing
■ Movement into and out of the audience the exercise. Which speeches
■ Use of gestures best displayed effective public-
■ Eye contact (of appropriate duration) speaking skills? How can these
■ Modulation of intonation skills be applied to peer
■ Appropriate use of humor education training?
2. Demonstrate these techniques as you explain
them, and ask participants to watch closely. Then
ask for feedback: ‘How would you describe what
I’m doing at this moment?’
3. After this, start a discussion about other factors
that aid effective public speaking. Be sure to bring
up the following areas:
■ Use of storytelling as a technique to capture
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 PARTICIPATION REFLECTION GENERALIZATION APPLICATION
attention
■ Caution about inappropriate use of slang terms
or other unacceptable language
■ Creation and maintenance of a safe learning
environment for the audience
■ Ways to respond to incorrect answers from the
audience
4. Explain that each participant will be given 30
seconds to speak to the group about anything she
or he would like.
5. Tell the participants that: ‘At the end of the 30
seconds, I will start to applaud to show
appreciation for your effort. Don’t be alarmed if
you are in mid-sentence. My applause will be the
signal for everyone else to begin applauding,
which will show positive appreciation for your
effort. During your 30 seconds, you can do
whatever you want. However, even if you stop
speaking, we will not begin to applaud until your
30 seconds are over. It is the job of everyone in
the group to give each speaker their undivided
attention and delighted, enthusiastic interest.
Please do not interrupt any speaker in any way at
all. Do not try to rescue them in any way. We
should applaud as loudly for the last person as we
did for the first, and for everyone in between.’
6. Ask the first person to begin; after 30 seconds,
even if she or he is in mid-sentence, you should
begin applauding. You may sometimes have to
remind the group to remain silent while a person
speaks and to give every speaker their undivided
attention. Also remind them to wait until you give
the signal before they begin clapping.
7.

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MATERIALS FOR FACILITATOR:

ACTIVITY 5.4. Helping Friends

Scenario 1
Your friend has suddenly become very withdrawn and sad. S/he has stopped participating in group
activities and spends most of his/her time alone.

Scenario 2
Your friend is unable to concentrate in the classroom, if he is not absent, and plays truant. You have
observed that s/he is becoming very erratic and showing signs of weight loss.

Scenario 3
Your friend is constantly worried about his/her weight. S/he avoids eating and stays away from group
activities like picnics and parties.

Scenario 4
Your friend has been indulging in unprotected sexual activity and is now worried that s/he may be HIV
infected.

Scenario 5
Your friend is pregnant. She is unmarried and scared about her future.

Scenario 6
Your friend is married and contemplating divorce.

HELPLINE for the Peer Educator

(Material for reading, preparation of handouts and facilitation of the session)

Ways friends help each other:

 Sharing information or knowledge
 Motivating each other to do certain things
 Giving encouragement and emotional support
 Being attentive and making one feel important

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  Giving material things
 Being a companion
 Sharing happiness together
 Teaching social skills
 Introducing new people and friends
 Introducing one to a new behavior
 Warning one against doing something wrong
 Praising ones good qualities
 Looking after one in times of illness

Helping your peers:

 You can share and discuss opinions, feelings, ideas, experiences, information and knowledge.
 You can demonstrate new behaviors.
 You can do things together and promote safe behavior and practices.
 You can teach your friends to say “no” to things that may have negative consequences, after discussing reasons or motivations.
 You can create pressure that will stop one from doing harm to self and others.
 You can be a role model and encourage your peers to adopt desirable qualities, skills and knowledge.

Help from peers is more effective and desirable because:

 You see each other often.
 You enjoy doing things together.
 You understand each other’s feelings and motivation.
 You know each other’s language and needs.
 You are less likely to form judgments and more likely to be patient and concerned.
 You can keep secrets and share feelings of trust and confidentiality.
 You like to keep the “we feeling” and therefore, do your best to help each other.
 You would rather seek help from peers than your parents and family.

Peer education can help in HIV/AIDS prevention, treatment and care:

 By providing information about STIs, HIV/AIDS and behavior related to the risk of infection.
 By helping each other through discussions, sharing information and experiences related to risk behavior for HIV infection and STI infection.
 By encouraging compassion and non-discriminatory attitudes and practices towards persons with
 HIV/AIDS and their families, including how to provide basic care for persons living with HIV/AIDS.
 By developing group activities among peers to support each other to resist behavior that puts them at risk of infection of STIs and HIV.
 By holding awareness-raising campaigns and drives in the community.
 By developing a network for home-based care of people living with HIV/AIDS.
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ACTIVITY 5.6. Did I Say That? Different Styles of Communication

SELF-ASSESSMENT: HOW DO I COMMUNICATE WHEN I AM FEELING UNCOMFORTABLE?

When I am in an uncomfortable situation with a boy, I tend to be:

a. Passive
b. Assertive, respectful
c. Aggressive
d. Indirect or manipulative

When I am in an uncomfortable situation with a woman, I tend to be:

a. Passive
b. Assertive, respectful
c. Aggressive
d. Indirect or manipulative

When I am in an uncomfortable situation with an adult male, I tend to be:

a. Passive
b. Assertive, respectful
c. Aggressive
d. Indirect or manipulative

When I am in an uncomfortable situation with an adult female, I tend to be:

a. Passive
b. Assertive, respectful
c. Aggressive
d. Indirect or manipulative

When I am in an uncomfortable situation with someone whom I do not view as my equal, I tend to be:
a. Passive
b. Assertive, respectful
c. Aggressive
d. Indirect or manipulative
e. I cannot answer this because I view everyone as my equal.

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For me, expressing feelings of anger is:
a. Fairly easy (but I sometimes respond aggressively)
b. Fairly easy (and I never respond aggressively or with violence)
c. Neither easy nor difficult
d. Somewhat or very difficult

For me, expressing when I feel vulnerable or weak is:

a. Fairly easy (but I sometimes respond aggressively)
b. Fairly easy (and I never respond aggressively or with violence)
c. Neither easy nor difficult
d. Somewhat or very difficult

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ACTIVITY 5.7. Active Listening
(Skit or role-play)

Cue Card For “The Poor Listener” Skit (#1):

One of you will be the “speaker” and one of you will be the “listener.”

SPEAKER: Develop a script based on an imaginary situation. Select either: (1) something that (you are
pretending) happened to you that you think was unfair; or (2) a wild plan or idea you (are pretending to)
have that you are excited about. For the skit, you want to express your experience or ideas and the
feelings you have very clearly. You will spend several minutes trying to talk with your partner about this,
trying to be heard. Plan to speak for two to three minutes.

Respond according to the way your partner is listening to you. If you feel that he/she is not listening to
you, show your frustration, raise your voice, or respond in whatever way might feel natural in such a
situation. If the other person is listening carefully and respectfully, behave accordingly.

LISTENER: You are a POOR LISTENER. When the speaker is trying to talk to you, demonstrate poor
listening skills. Your job is to use as many of the negative verbal and nonverbal behaviors as you can
from the list below:
Nonverbal behaviors:
• Frowning
• Looking dismissive, rolling your eyes toward the sky
• Shaking your head as if to say “no”
• Showing impatience — looking or moving away, looking bored or uninterested, yawning

Verbal behaviors:
• Interrupting the speaker, starting to talk about yourself or changing the subject
• Expressing negative judgments of the speaker (such as “Wrong!” or “That is a dumb idea.”)

Cue Card For “The Good Listener” Skit (#2):

One of you will be the “speaker” and one of you will be the “listener.”

SPEAKER (Instructions are the same as for skit #1): Develop a script based on an imaginary situation.

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Select either:
(1) something that (you are pretending) happened to you that you think was unfair; or (2) a wild plan or
idea you (are pretending to) have that you are excited about. For the skit, you want to express your
experience or ideas and the feelings you have very clearly. You will spend several minutes trying to talk
to your partner about this, trying to be heard. Plan to speak for two to three minutes.
Respond according to the way your partner is listening to you. If you feel that he/she is not listening to
you, show your frustration, raise your voice, or respond in whatever way might feel natural in such a
situation. If the other person is listening carefully and respectfully, behave accordingly.

LISTENER: You are an ACTIVE LISTENER. When the speaker is trying to talk to you, demonstrate active
listening skills. Your job is to use as many of the positive verbal and nonverbal behaviors as you can from
the list below:

Nonverbal behaviors:
• Maintaining eye contact
• Nodding your head (as if to say “yes”)
• Leaning in a bit toward the speaker to show that you are listening
• Offering a smile or a pat on the back

Verbal behaviors
• Asking for clarification to make sure you understand the speaker
• Showing interest in hearing more (for example, “Tell me more about that…”)
• Validating the speaker’s feelings (for example, “I can understand how you feel.”)
• Validating the speaker’s ideas (for example, “Good point.”)
• Avoiding making any statements that make the speaker feel judged as inadequate
• Thanking the speaker for trusting you to share what is on his/her mind

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ACTIVITY 5.8. Practicing Assertive Communication

List of Prompts and Sample Assertive Responses

Use the following statements to prompt assertive responses. Sample responses are also included below
in case your students have difficulty arriving at an appropriate response.

1. Prompt: “Will you let me copy your test? The supervisor won’t know.”
Sample Response: “Sorry. I do not believe in sharing test answers.”

2. Prompt: You see your supervisor from work and want to ask for a raise.
Sample Response: “Supervisor, I would like to speak with you about a raise that I think I have
earned.”

3. Prompt: Tell your father you wish to continue in your work next year, despite his wishes.
Sample Response: “Father, I respect your views, but it is extremely important to me to continue my
work. I want to discuss my reasons with you.”

4. Prompt: “Why don’t you like sports like everyone else does? What’s wrong with you?”
Sample Response: “Everyone is different. I enjoy reading and music.”

5. Prompt: “Come hang out with us behind the old factory; the police never go there.”
Sample Response: “No, thanks. I’m not interested.”

6. Prompt: “I’m the mayor. I hear that you are requesting use of one of the city buildings for the World
AIDS Day celebration?”
Sample Response: “Yes, Mr. Mayor. We are responsible and will make good use of the space. Would
you like more information about our plans?”

7. Prompt: “If you can convince two co-workers to work on the campaign on STI and HIV, we will let
you conduct your activity.” (Respond to the co-workers.)
Sample Response: “We have permission to conduct the activity if two more workers join us. Will you
join us?

8. Prompt: “We must make a visit to a Social Hygiene Clinic. Which Social Hygiene Clinic do you think

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 we should go?
Sample Response: “I would like to go to _____ and I think it would be interesting for others as well.”

9. Prompt: “That new girl from the other bar is walking this way. Let’s trip him.”
Sample Response: “Leave her alone. She has done nothing to us.”

10. Prompt: Now think of the situation you remembered at the start of this activity, when you were
asked about a time that you wish you had expressed your wishes more directly. Write down what
you might have said in that situation. You will not be asked to share this response.

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