Multiple Concurrent Partnerships (MCP) Peer Supporters Training Workshop

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1 Multiple Concurrent Partnerships (MCP) Peer Supporters Training Workshop 8 th & 9 th November 2011 Oasis Motel, Tlokweng

2 Compiled by Teneille Neo Dzuba (CEYOHO Youth Programming Assistant) When addressing sensitive issues with the public, it is important to take into consideration the characteristics of the target audience and to identify effective methods of presenting the subject matter. It is also imperative that the audience feels comfortable and can identify with the individual presenting the information. For these reasons, the Centre for Youth of Hope (CEYOHO) has chosen to use peer educators to mobilize and educate the community on issues such as Multiple Concurrent Partnerships (MCP). Peer educators are able to provide information and support to the public in an informal setting, while maintaining a relaxed and open environment in which to share ideas. Peer educators target individuals who are of similar age or status to themselves, and who can easily relate to them. They also act as role models, by practising what they preach. On 8 th and 9 th November 2011, CEYOHO held an MCP Peer Supporters Training Workshop at Oasis Motel in Tlokweng to teach community members about the important role that peer educators play in regards to MCP as well as how to be an effective educator. Approximately 50 participants were in attendance, and their expectations for the workshop included: learning more about MCP and its consequences, how to promote a behavioural change, how to break the chain of sexual partners, to spread information to the community, and to discuss a way forward in reaction to the problem of MCP. Multiple Concurrent Partnerships MCP Opelo Baingoti leads participants through a story about MCP. much higher risk of contracting HIV or other STIs. Day one of the workshop focused on the issue of MCP, the risks associated with engaging in multiple concurrent partnerships, and the causes or key drivers of this behaviour. Opelo Baingoti of CEYOHO led participants through a story following Mpho and Mooketsi, who are involved in an intergenerational relationship and who each are engaged in relationships with additional partners. The activity illustrated how HIV can quickly spread through the chain of sexual partners, especially during the period of acute infection (up to 3 months following initial infection), when the infected individual s viral load is very high, but the HIV antibody test may still be negative. Opelo then contrasted Mpho and Mooketsi s relationship with that of a faithful couple, showing that the sexual network created by Mpho and Mooketsi places them (along with everyone else in the network) at a Boitshwarelo Tutwane then guided ten participants through a sexual networking role play to demonstrate how HIV can spread in a short period of time by one person. In the scenario, all participants were partnered into relationships. However, none of the individuals remained faithful to their partners, and each traded places with another participant to show that they were taking part in sexual relationships with others in

3 Boitshwarelo Tutwane leads participants in an activity to demonstrate the networks formed by MCP. the group. This shifting of partners created a complex network, tying each individual to each of the rest via their sexual partnerships. This places everyone in the network at risk when even one individual does not know his or her HIV status and may be spreading the virus throughout the network unknowingly. An issue that further complicates the situation is the fact that couples who initially use condoms may develop a sense of trust after being together for a period of time and may discontinue condom use. This behaviour increases the risk of HIV infection, especially when one or both partners are engaging in MCP. Participants discussed these issues following the role play and suggested that women must communicate and negotiate for condom use, and both partners must agree to protected or unprotected sex. The influence of alcohol on sexual activity and MCP was also discussed. Alcohol impairs judgement, and therefore, if two individuals meet at a bar where they have been drinking, they may be more likely to agree to have unprotected sex if no condom is available. A proposed solution to this was to think before acting, and if neither partner has a condom, they should not even start kissing or making physical contact, as this could lead to unprotected sex. Key Drivers of MCP Participants were broken into four groups to discuss some of the key drivers of MCP for men and women, as well as possible solutions. The discussion topics were as follows: Group 1 Consumerism (women) Group 2 Future Desirability as Wives and Mothers (women) Group 3 Sexual Variety (men) Group 4 Lack of Communication about Sex within Relationships (men)

4 The group discussions produced the following findings: Key Driver Causes/Challenges Suggested Solutions Consumerism (women) Poverty Desire for luxury Pride Entertainment Peer pressure Alcohol and drug abuse Long distance relationship Poverty: join poverty eradication scheme Gov t Youth Grant Free education Miss Independent Luxury: acceptance of current status, change of mindset Peer Pressure: choose friends wisely, no negative influences Alcohol & drugs: rehabilitation Long distance: botho Women must learn to be Future Desirability as Wives and Mothers (women) Sexual Variety (men) Lack of Communication about Sex within Relationships Disappointment Lack of communication between partners End of relationship Lack of trust due to partner engagement in MCP Lack of satisfaction with primary partner Personal Sugars, married, pregnant To prove a point or break set records of partners Generational Polygamy Copying from the family elders Status To show money, wealth Myths about women Bitterness in relationships Loss of love (heartbroken) Culture Abuse (physical and emotional) Alcohol abuse independent Disappointment: counselling between partners Lack of trust: openness and understanding between partners Lack of satisfaction: appreciate what you do have, be economically independent Women should be in relationships for love, not for material gain Wait for the right person, wait for marriage Communication between partners Masturbation Make effort to improve sex and relationship with primary partner Watch pornography together Various locations, spontaneity Cook meals together Appearance look good for each other Do everything together Couples counselling Men should be encouraged to reduce alcohol intake Men should be informed about the new norms in relationships Peer Education Training The second half of the workshop was dedicated to peer educator training. Themba Dubane of CEYOHO introduced the concept to participants, beginning with an introduction to peer education and a discussion of the qualities of a good peer

5 educator. Themba described the main role of a peer educator as to help the individuals and communities define their concerns and seek solutions through the mutual sharing of information and experiences. A peer educator is able to relate to a peer by empathising and understanding the individual s thoughts, feelings, and language, and by sharing common strengths, weaknesses, and experiences. In addition, a peer educator goes beyond merely spreading a message by modelling the desired risk reduction practice and demonstrating behaviour that can influence the community norms in order to promote HIV/AIDS risk reduction. For these reasons, a peer educator is the best person to disseminate information and to inspire and encourage their peers to begin practising healthier behaviours. Participants discuss the qualities and skills required of an effective peer educator. In order to be an effective and successful peer educator, a person must possess a number of qualities and skills. Participants discussed which characteristics they thought a peer educator must have. It was agreed that a peer educator must be able to connect with others, encouraging and empowering individuals while interacting in a respectful manner. He or she must also be open-minded, nonjudgemental, and compassionate in order to build a positive and open relationship with the peer. Finally, a peer educator must be truthful, sincere, and supportive when speaking with a peer, but must also remain assertive and confident in the message they are portraying. Specific skills required of a peer educator include: Participants discuss the qualities and skills required of an effective peer educator. - Ability to read and write - Ability to read verbal and nonverbal cues - Develops trust and engages a client - Can get client information as needed - Time management skills - Active listening skills - Effective communicator, speaks clearly - Ability to ask open-ended questions - Gives options - Can document services provided to a client - Advocates for client - Ability to coach a client - Can brainstorm ideas with a client - Problem solver - Models behaviour change - Ability to apply knowledge

6 All of these qualities and skills are essential for a peer educator to be able to interact effectively with the target audience, to build rapport with clients, and to promote healthy behaviours among community members. Experiences and Challenges of Peer Educators Mmapula Tlharesagae leads a discussion about challenges faced by peer educators. Participants also had the opportunity to examine some of the challenges that CEYOHO s peer educators face and to consider ways to overcome these. The discussion was led by three of CEYOHO s peer educators, Mmapula Tlharesagae, Agnes Moshiwa, and Patricia Mogatwe, and focused on their experiences speaking to people in bars/shebeens and churches about MCP. In regards to conducting outreach activities in bars and shebeens, there are a number of challenges to consider. Although these are suitable places to find individuals for outreaches due to the influence of alcohol on participation in MCP, difficulties can arise associated with the time of day or night the peer educator visits the venue and the level of intoxication of the target audience. These challenges were discussed and the following recommendations were made for educating individuals about MCP at these locations: - Speak with people when they are not overly intoxicated and are able to receive the information effectively. It may be necessary to return at a later date or time to reach someone who was intoxicated at the initial meeting. - Choose an appropriate time to conduct the outreach. - Do not be judgemental. - Make an effort to understand the context of the situation and the backgrounds of the target individuals before spreading the message. Individuals go to bars and shebeens for different reasons and not everyone there is necessarily intoxicated. - Try to build a bond with the client, showing that you are just like them and on the same level with them. Learn their minds and what they are thinking. - It is important to improvise. Know how to talk to people and address topics so they are open to them. Patricia Mogatwe - Not everyone can understand the information with one teaching or outreach. May need to address them multiple times. In regards to churches, challenges arise surrounding differing beliefs and values. For example, some churches may not condone the use of condoms, and others hold

7 conflicting views regarding whether sex before marriage is acceptable. There also exists the challenge of addressing the issue of MCP with both married and single individuals within the church. Suggestions to overcome these difficulties included: - Be creative in the approach. - Request assistance or leadership from the pastor. - Modify the approach to suit the target audience. For example, talk about MCP in marriage. - Must address everyone, both married and single. Some people who go to church have lived the type of life that is being addressed. Peer Education Role Play The final activity of the workshop gave participants the opportunity to put the skills they had learned into practice. The group was divided into four smaller groups, each with a different context for peer education: peer-to-peer, group counselling in a shebeen, group counselling in a church, and group counselling with a family. Each group was asked to put together a small role play to show to the rest of those in attendance how they would perform in the scenario they were given. The participants were able to successfully demonstrate appropriate methods of addressing and educating the various target audiences and received constructive feedback from the rest of the group. Clockwise from top left: Peer-to-Peer Counselling, Family Counselling, Church Group Counselling, and Group Counselling in bars/shebeens

8 Conclusion The issue of multiple concurrent partnerships is a complex one, and one that must be dealt with by methods appropriate to the target audience. Peer educators can serve as excellent tools for disseminating information about sensitive topics because they are able to relate to their clients and to facilitate open discussion. The workshop facilitated by CEYOHO taught community members about the drivers of MCP, and the impact that peer educators can have in terms of this risky behaviour. Participants gained an understanding of the specific qualities and skills that good peer educators possess, and were able to practice the skills they learned, while also learning about the challenges that may be faced by peer educators in different settings.

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