UNIT 1:
INTRODUCTION

     	UNIT TRAINING OBJECTIVE: 
To introduce participants to each other and provide an overview of the expectations for the training. 
     	SPECIFIC LEARNING OBJECTIVES:
1. Introduce participants to each other. 

2. Establish shared objectives for the training. 
     	TOTAL TIME: 2 hours 5 minutes
UNIT OVERVIEW:
Session
Methods
Materials
Time
1.1

Ice-breaker
Interview activity

Participant Handout 1a
Flipcharts and markers

1 hour 
1.2
Group brainstorm 
Participant Handout 1b
Flipcharts and markers
30 minutes
Unit Summary
Pre-test
Participant Handout 1c
35 minutes

     	WORK FOR TRAINERS TO DO IN ADVANCE: 
* Review and prepare Participant Handouts 1a-1c
     	MAJOR REFERENCES AND TRAINING MATERIALS:
* Amnesty International. (2011). Facilitation Manual: A guide to using participatory methodologies for human rights education. 


SPECIFIC OBJECTIVE 1.1: INTRODUCE PARTICIPANTS TO EACH OTHER 
     	TIME 
       60 minutes
     	METHODS
* Ice-breaker
* Pair interview
     	MATERIALS NEEDED 
* Participant Handout 0a: Defining Expectations
* Flipcharts and markers
     	STEPS
   Time: 30 minutes
1. Introduce yourself. Have participants stand in a circle facing each other. 

2. Explain that youÕll be playing a game to get to know each other. The point of this game is to learn each otherÕs faces and names. 

3. Say that participants will go around the circle in turns and introduce themselves. They should introduce themselves using their first name and the name of an animal that starts with the same letter as their name. For example, if your name is Rosa, you might say ÒRosa Rhinoceros.Ó 

4. The next person should do the same. For example, if their name is Mohammed, they might say ÒMohammed Mongoose.Ó 

5. After each participant says their name, they should go back to the person next to them and say their name, and then continue around the circle back to the first person. So, for example, Mohammed would introduce himself, then say ÒMohammed Mongoose, Rosa Rhinoceros.Ó If the next person is named Samuel, he might say ÒSamuel Snail, Mohammed Mongoose, Rosa Rhinoceros.Ó 

6. Start with the person next to you and continue around the circle away from you, so that you will be the last participant to go. With each participant, another name is added, so as the last participant you will need to say everyoneÕs name and animal.
Time: 30 minutes
7. Once everyone has been introduced, have participants give each other a round of applause. Distribute Participant Handout 1a: Defining Expectations. 
8. Divide participants into pairs. Give each pair 10 minutes to interview each other using the handout.

9. Bring participants back to the circle. Have each member of each pair introduce their partner and their partnerÕs expectations to the group. Note the responses on a flipchart. 

10. Have participants review the expectations as a group. 




PARTICIPANT HANDOUT 1A: DEFINING EXPECTATIONS

1. What do you hope to accomplish during this training? 


2. What is your greatest skill when it comes to providing services to adolescents? 


3. Do you anticipate any difficulties during this training?


4. In the future, what would you like people to say about your work with adolescents?


5. How do you think this training will help you at work?



SPECIFIC OBJECTIVE 1.2: ESTABLISH SHARED OBJECTIVES FOR THE TRAINING
     	TIME 
       30 min
     	METHODS
* Group discussion
* Brainstorm
     	MATERIALS NEEDED 
* Participant Handout 1b: Training Schedule 
* Flipcharts and markers
     	STEPS
   
   Time: 15 minutes
1. Distribute Participant Handout 1b: Training Schedule to participants. Review the units to be covered over the course of the training. Allow time for clarifying questions or concerns. 

2. Ask participants which units they are particularly interested in. Ask if there are any topics they think are missing or that they want more time with. 

3. Ask participants if there are topics or content they think might be challenging or difficult to discuss. 
Time: 15 minutes
4. Remind participants that many topics related to sexual and reproductive health are uncomfortable and even taboo in almost all societies and cultures. To have positive discussions, it will be important to establish ground rules for how to treat each other. 

5. Write ÒGROUND RULESÓ on the top of the flipchart. Ask participants to think about what agreements they want to make with each other for how they want to behave while in the training together. 

6. Volunteer a rule for yourself: say ÒI promise to leave space for others to speak and express themselves.Ó Write your rule on the flipchart. 

7. Have participants brainstorm other rules for each other. Supplement their brainstorm with Supplementary Content: Ground Rules below. 



Supplemental Content: Ground Rules
* Ensure privacy and/or confidentiality. 
* Use neutral, disability-inclusive and non-judgmental language.
* Allow space for reaction and emotion.
* Admit when you do not know. 
* Treat each other with respect. 

8. Review the agreed ground rules with the group. Ask if everyone can commit to holding each other accountable to their agreements. Place the ground rules somewhere in the room where they can be accessible to all trainers and participants throughout the training. 




PARTICIPANT HANDOUT 1B: TRAINING SCHEDULE

Facilitators should prepare a handout with the schedule for the training to share with participants.  See the examples provided in the Introduction that can be used as models.




UNIT 1 SUMMARY
     	TIME
       35 minutes
     	METHODS
* Quiz 
     	MATERIALS NEEDED
* Participant Handout 1c: SRH Services for Adolescents Pre-Test
     	STEPS

1. Distribute Participant Handout 1c: SRH Services for Adolescents Pre-Test. 

2. Remind participants that the purpose of the pre-test is to evaluate the training, not the participants, so there is no need to put their names on the test forms. Allow 30 minutes for participants to complete the test. 



PARTICIPANT HANDOUT 1C: SRH SERVICES FOR ADOLESCENTS PRE-TEST
Instructions: Write in ÒVÓ for very young adolescents (10-14) ÒOÓ for older adolescents (15-19), or ÒBÓ for both. 
1. Identify which of the following more commonly occur near the beginning or end of adolescence: 	
	___ reaches physical and sexual maturity
	___ focus on the present with limited ability to plan for the future
	___ increased capacity for abstract thought
	___ exhibits concern about being ÒnormalÓ and frequently compares self to others in peer group
	___ displays rapidly changing sense of sexuality and gender

Instructions: Circle all answers that apply. Some questions have more than one correct answer
2. Providers who are specially trained to serve adolescents are important because: 
a) Communicating with adolescents can require special care with regards to language, tone, and establishing trust. 
b) Understanding the socio-cultural pressures on adolescents can help providers understand and address adolescent risk-taking.
c) Adolescents may need different services from adults. 
d) Life-long health habits and behaviors are established during adolescence. 
e) Adolescent clients may ask to see a training certificate. 
3. Which of the following occur more frequently in adolescents than adults: 
a) Heart conditions. 
b) Anemia. 
c) Depression and self-harm. 
d) Injuries. 
e) Giving birth to low birth-weight babies. 
4. Adolescents can be vulnerable to illness or health problems because: 
a) This period of rapid growth has greater nutritional requirements. 
b) Adolescents face sociocultural barriers to health information and services. 
c) Young people have less power to make decisions about their sexual behavior. 
d) Adolescents are more susceptible to colds, flu, and other infections. 
e) Services for adolescents are too expensive. 
f) Services are not accessible
5. Among the most important things a provider can ensure for adolescent clients are: 
a) Privacy. 
b) Popular music playing in the waiting room.
c) Respect. 
d) A fun atmosphere. 
6. Some appropriate prevention strategies for adolescents that reduce their risk of sexually transmitted infections include: 
a) Practicing abstinence from all sexual activity. 
b) Vaccination for HPV. 
c) Consistent and correct use of male and female condoms. 
d) Regular testing between partners. 
e) Douching after sex.
7. The contraceptive methods that are appropriate for all breast-feeding women who are more than 6 weeks post-partum are: 
a) IUD
b) Combined oral contraceptives
c) Progestin-only contraceptive (progestin-only pills, implants, injectables)
d) Lactational amenorrhea method 
8. You can assess the ability of an adolescent client to make good health decisions by: 
a) Watching for signs that the client is nervous or refuses to provide information. 
b) Looking for decisions the adolescent has made independently about their health care. 
c) Allowing the adolescent to express their opinion about their health care and considering that opinion in your advice. 
d) Their age alone. 
e) Their disability alone. 
9. Which of the following complications of pregnancy are more likely to occur in adolescents under the age of 15 compared with older women?
a) Giving birth to very large babies. 
b) Premature labor. 
c) Spontaneous abortion. 
d) Stillbirth. 
e) Anemia. 
f) Delivery complications.
10. Which rights do adolescents have? 
a) The right to information and education about sexual and reproductive health. 
b) The right to control and protect onesÕ own body. 
c) The right to sexual pleasure. 
d) The right to privacy and confidentiality when accessing health services. 
e) The right to choose oneÕs sexual and romantic partners
f) The right to make decisions about their sexual and reproductive health. 
11. What responsibilities does a provider have to disclose an adolescent clientÕs HIV status? 
a) To disclose to the adolescentÕs parent/guardian. 
b) To disclose to the adolescent. 
c) To disclose to the adolescentÕs sexual or romantic partners. 
d) To disclose to the parent/guardian of the adolescent with disability

12. Which methods of contraception may not be suitable for an adolescent client?
a) Emergency contraception
b) Combined oral contraceptives
c) Sterilization
d) Condoms
e) IUDs
13. Which of the following reactions are appropriate when an adolescent client is struggling with sexual orientation or gender identity?
a) Suggesting counseling to help ÒfixÓ the problem or make it go away. 
b) Offering non-judgmental counseling and support. 
c) Ignoring the issue or telling adolescents they will Ògrow out of it.Ó
d) Electro-shock or invasive sexual treatments. 
e) Referring the adolescent to a pastor or priest.
f) Providing SRH counseling and services with an open clinical manner. 
14. Which of the following strategies are appropriate for addressing myths and misinformation about contraceptives?
a) Using strong scientific facts. 
b) Giving less information so the client is not confused. 
c) Finding where the rumors came from and checking to see if there is any basis for the rumor. 
d) Not telling the client about side effects because it might make them frightened. 
e) Dismissing the rumor as ÒstupidÓ or Òobviously wrong.Ó
15. Which of the following reactions are appropriate when dealing with adolescent clients with visual disabilities?

a) Raising the tone of your voice.
b) Offering non-judgmental counseling and support. 
c) Focusing on the origin of their impairment. 
d) Providing accessible information and materials.

Instructions: Write in the correct answers. 
16. Name two common sources of sexual and reproductive health information for adolescents. 

17. Name two models of youth-friendly service delivery that are most effective at providing services to adolescents.

18. What does dual protection mean? 

19. Name the major barriers to SRH information and services youth with disabilities face.
 

20. What does universal design mean? 


Instructions: Write ÒTÓ for true and ÒFÓ for false. 
21. ___ International policies agreed to by a majority of the worldÕs countries call for sexual and reproductive health information and services to be available to adolescents. 

22. ___ Rape only happens to women. 

23. ___ International conventions signed by a majority of the worldÕs countries call for sexual and reproductive health information and services to be available to persons with disabilities.

24. ___ STIs cannot be transmitted through oral sex. 

25. ___ Rape does not happen to youth with disabilities.

26. ___ Young persons with and without disabilities have equal rights to access sexual and reproductive health information and services.  
27. ___ Young persons with disabilities are asexual. 
28. ___ Young persons with disabilities are more vulnerable to contract HIV. 


TRAINERÕS TOOL 1A: PRE- AND POST-TEST ANSWER KEY
Instructions: Write in ÒVÓ for very young adolescents (10-14) ÒOÓ for older adolescents (15-19), or ÒBÓ for both. 
1. Identify which of the following more commonly occur near the beginning or end of adolescence: 	
	_O_ reaches physical and sexual maturity
	_V_ focuses on the present with little future-planning
	_B_ increasingly able to think abstractly
	_O_ has concerns about being ÒnormalÓ and compares self to others in peer group
	_O_ has a rapidly changing sense of sexuality and gender
Instructions: Correct answers appear in bold below.
2. Specially trained providers serving adolescents are important because: 
a) Communicating with adolescents can require special care with regards to language, tone, and establishing trust. 
b) Understanding the sociocultural pressures on adolescents can help providers address adolescent risk-taking.
c) Adolescents need different services from adults. 
d) Life-long health habits are established during adolescence. 
e) Adolescent clients may ask to see a training certificate. 
3. Which of the following occur more in adolescents than adults: 
a) Heart conditions. 
b) Anemia. 
c) Depression and self-harm. 
d) Injuries. 
e) Giving birth to low birth-weight babies. 
4. Adolescents can be vulnerable to illness or health problems because: 
a) This period of rapid growth has greater nutritional requirements. 
b) Adolescents face sociocultural barriers to health information and services. 
c) Young people have less power to make decisions about their sexual behavior. 
d) Adolescents are more susceptible to colds, flu, and other infections. 
e) Services for adolescents are too expensive. 
f) Services are not accessible.
5. Among the most important conditions a provider can ensure for the adolescent client are: 
a) Privacy. 
b) Popular music playing. 
c) Respect. 
d) Fun atmosphere. 
6. Some appropriate prevention strategies for adolescents to reduce risk of STI transmission include: 
a) Only abstinence from all sexual activity. 
b) Vaccination for HPV. 
c) Consistent and correct use of male and female condoms. 
d) Regular testing between partners. 
e) Douching after sex.
7. The contraceptive methods that are appropriate for breast-feeding women who are more than 6 weeks post-partum are: 
a) IUD
b) Combined oral contraceptives
c) Progestin-only contraceptive (progestin-only pills, implants, injectables)
d) Lactational amenorrhea method 
8. You can assess the capacity of an adolescent client to make health decisions by: 
a) Watching for signs that the client is nervous or refusing to provide information. 
b) Looking for decisions the adolescent has made independently about their health care. 
c) Allowing the adolescent to express their opinion about their health care and considering that opinion in your advice. 
d) Their age alone. 
e) Their disability alone.
9. Which of the following complications of pregnancy are more likely to occur in adolescents under the age of 15 compared with older women?
a) Giving birth to very large babies. 
b) Premature labour. 
c) Spontaneous abortion. 
d) Still birth. 
e) Anemia. 
f) Delivery complications.
10. Which rights do adolescents have? 
a) The right to information and education about sexual and reproductive health. 
b) The right own, control, and protect onesÕ own body. 
c) The right to privacy and confidentiality when accessing health services. 
d) The right to choose oneÕs sexual and romantic partners. 
e) The right to make decisions about their sexual and reproductive health. 

11. What responsibilities does a provider have to disclose an adolescent clientÕs HIV status? 
a) To disclose to the parents/guardians of adolescents without disabilities. 
b) To disclose to the adolescent.
c) To disclose to the adolescentÕs sexual or romantic partners.
d) To disclose to parents/guardians of an adolescents with disabilities. 
(Note: This could vary in some countries.  Please ensure you are familiar with standards and guidelines within your country as in some rare circumstances, there may be additional requirements related to disclosure). 
12. Which methods of contraception may not be suitable to the adolescent client?
a) Emergency contraception
b) Combined oral contraceptives
c) Sterilization
d) Condoms
e) IUDs
13. Which of the following reactions are appropriate when an adolescent client is struggling with sexual orientation or gender identity?
a) Suggesting counseling to help ÒfixÓ the problem or make it go away. 
b) Offering non-judgmental counseling and support. 
c) Ignoring the issue or telling adolescents they will Ògrow out of it.Ó
d) Electro-shock or invasive sexual treatments. 
e) Referring the adolescent to a pastor or priest.
f) Providing SRH counseling and services with an open clinical manner. 
14. Which of the following methods are appropriate for counteracting rumors and misconceptions about contraceptives?
a) Using strong scientific facts to counteract misinformation. 
b) Giving less information so the client is not confused. 
c) Finding where the rumors came from and checking to see if there is any basis for the rumor. 
d) Not telling the client about side effects because it might make them frightened. 
e) Dismissing the rumor as ÒstupidÓ or Òobviously wrong.Ó
Instructions: Write in the correct answers. 
15. Name two common sources of sexual and reproductive health information for adolescents. 
Friends/peers
Family members
Media
Social media
Internet
Library
School
Health care providers
Etc.
16. Name two models of youth-friendly service delivery that are most effective at providing services to adolescents.
Standalone clinic
Separate space for YFS
YFS mainstreamed into existing services
Mobile outreach/mobile services
Community-based services
Drug shops/pharmacies
Non-health settings (workplace, school, etc.)
17. What does dual protection mean? 
Dual protection is the use of one or more contraceptive methods to prevent pregnancy, STIs and HIV. Condoms (male and female) are the only method that can provide dual protection against unintended pregnancies and STIs.  Dual protection can also be achieved by using a hormonal method of contraception, such as oral contraceptives or an implant to protect from unintended pregnancy, along with the use of a male or female condom to protect against STIs and HIV.  
Instructions: Write ÒTÓ for true and ÒFÓ for false. 
18. _T_ International policies agreed to by a majority of the worldÕs countries call for sexual and reproductive health information and services to be available to adolescents. 
19. _F_ Rape only happens to women. 
20. _F_ STIs cannot be transmitted through oral sex. 
21. _T_ Young persons with and without disabilities have equal rights to access sexual and reproductive health information and services.   
22. _F_ Young persons with disabilities are asexual. 
23. _T_ Young persons with disabilities are more vulnerable to contract HIV. 
24. _T_ Young persons with and without disabilities have similar SRH needs.