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How to read the manual
• In Parts I and III, the text is laid out normally and pages are to be read sequentially.
• In Part II, by contrast, both the left and right pages should be read together. The left hand page contains advice and background information, usually addressed to the Trainer. The right hand page describes what the Trainer says to the participants and what the participants do.
• During the training, participants see and can use the left hand page, which provides preparation and background information in relation to the right hand page. When participants act as trainers themselves, they can make use of both pages.
Keys to symbols in Part II
TO THE TRAINER Left hand page Instructions to the Trainer.
SAID ALOUD Right hand page Everything that is to be said aloud.
EXERCISE |
Exercises in plenary or small groups. |
GROUNDING EXERCISE |
Grounding exercises: to help survivors who are panicked or lose their energy. |
ROLE PLAY EXERCISE
Role Play exercises, for pairs.
DISCUSSION
Discussions in plenary or small groups.
KEY POINT
Key points to remember( for example,“ The story shows that …”.)
TEACHING INSTRUCTION.
Teaching instruction: pedagogical advice to the Trainer.
Once upon a time... The story of the Butterfly Woman.
• An experienced trainer may skip parts of the manual that are not relevant to the group or context, and may spend more time on topics that are particularly relevant.
• Throughout the manual, the Trainer and participants are addressed directly rather than in the third person.
• Part III contains additional information on issues that are discussed in the training( Part II). The materials in Part III appear in roughly the same order that they appear in Part II.
• Some sections in Part III discuss issues the training does not address. In particular, it provides information on the situation of children born as a result of sexual violence. Part I and Part II refer readers to Part III for additional information.
• We indicate suggested breaks in the training. Before the training starts, trainers should discuss with the group the length of each session. This is often a matter of social practice. Some societies take breaks every 45 minutes; others prefer long sessions of 90 minutes or two hours. Trainers should evaluate and be attentive to the group’ s need for breaks.