6

• 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 .

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 .