Ubuntu, io sono perché noi siamo. Empowerment di gruppo per giovani nigeriane vittime di tratta

2021 ◽  
pp. 98-112
Author(s):  
Vittorio Zanon
Keyword(s):  

Dal 2016 in Veneto ed in particolare a Verona si è registrato un enorme aumento di nigeria-ne vittime di tratta a scopo di sfruttamento sessuale. Come servizio sociale del Comune di Verona, all'interno delle azioni del Progetto NAVe Network Antitratta per il Veneto è emersa l'esigenza di essere più efficaci negli interventi dei vari attori coinvolti nel progetto di aiuto alle ragazze per molte difficoltà nella creazione di relazioni interpersonali di fiducia, con conseguenti esiti fallimentari dei percorsi di assistenza, dovuti sia a limiti dei dispositivi di intervento sia alle sempre più complesse problematiche rilevate (scarsa motivazione, com-portamenti adolescenziali, esiti da traumi, aborti, atti autolesivi, tentati suicidi, ricoveri ospe-dalieri, allontanamenti, comportamenti a rischio e devianti, uso inconsapevole dei social net-work, ecc.). C'era l'esigenza di mettersi in discussione e modificare approcci e modalità di intervento, al fine di essere più efficaci nei percorsi di inclusione individuali, cambiare pro-spettiva e rimettere al centro le vere protagoniste dei percorsi di inclusione. Si è quindi scelto di fare un lavoro di gruppo tra minorenni e neomaggiorenni in carico al servizio sociale. Puntando su accettazione incondizionata e autodeterminazione delle perso-ne, si è avviato un percorso di empowerment di gruppo per accompagnare le giovani nige-riane vittime di tratta seguite in un percorso pedagogico antioppressivo di liberazione. Le attività sono condotte e facilitate da tre assistenti sociali, una mediatrice linguistico cultu-rale nigeriana e da una ragazza nigeriana con funzione di peer educator. Da settembre 2018 si sono organizzati incontri di 4-5 ore ogni sei settimane. Come scelta di conduzione delle attività si è scelto di non dare eccessiva strutturazione agli incontri e di utilizzare delle tecniche di animazione per facilitare un clima informale che age-volasse le relazioni e la libera espressione. L'obiettivo principale non è quello di trasmettere contenuti, ma di stimolare un processo di maturazione e consapevolezza del sé. Il messaggio esplicitato da subito era molto chiaro: «come sistema pubblico di assistenza siamo molto in difficoltà: abbiamo bisogno che siate voi stesse a farci capire come aiutarvi meglio». Le ra-gazze hanno così compreso il ruolo di partecipazione attiva richiesto; contemporaneamente la sfida per il servizio sociale ed i sistemi di accoglienza è stata quella di mettersi maggior-mente in gioco, per ridare fiducia alle ragazze e riconoscere loro competenze e capacità nell'autodeterminarsi. Da loro è inizialmente emersa una propensione a concentrarsi su temi legati al presente ed al futuro (la vita in comunità, la stabilizzazione nel territorio italiano, il lavoro, ecc.) ed una tendenza ad evitare tematiche più dolorose (il passato, il viaggio e l'esperienza di tratta, il rapporto con la Nigeria, ma anche in qualche modo il riconoscimento/consapevolezza di uno status di vittima che necessita di protezione). Si sono coinvolti negli incontri vari soggetti esterni soggetti della rete dei servizi, anche di tipo istituzionali (Questura, servizi specialistici sociosanitari, ecc.), affrontando alcune tematiche scelte dalle ragazze (le regole delle comunità, i documenti, la salute, le emozioni, le relazioni interpersonali, ecc.). Dopo un anno e mezzo, si individuano alcuni iniziali indicatori di esito: continuità della pre-senza e partecipazione attiva agli incontri, clima del gruppo, interazioni tra le ragazze all'interno e fuori dal gruppo, creazione di vicinanza e fiducia verso le istituzioni, tenuta dei percorsi di inclusione, maggiore attenzione, consapevolezza e disponibilità a mettersi mag-giormente in gioco, oltre ad un allargamento e coinvolgimento attivo da parte di servizi so-ciosanitari pubblici.

2020 ◽  
Vol 6 (1) ◽  
pp. 1-11
Author(s):  
Lidya Febrina

This article presents the results of research on peer educator strategies to raise female sex workers' awareness of reproductive health. The objectives of this study were 1) to describe the strategies used by peer educators to build sex worker awareness of workers' reproductive health; 2) Identifying barriers to peer educators in providing education on reproductive health to female sex workers. To achieve the research objectives, the theory used is the Social Exchange Theory of George C, Homans and the research approach used is qualitative with descriptive research type. To obtain data, researchers used in-depth interviews and observation techniques. The results showe that the strategies used by peer educators in providing education about reproductive health were: coercion, giving advice, and persuasion. Meanwhile, the obstacles found by peer educators in providing education on reproductive health were: the imbalance of exchanges between peer educators and female sex workers and the distrust of female sex workers in peer educators.


2019 ◽  
Vol 7 (1) ◽  
pp. 55-66
Author(s):  
Pulung Siswantara ◽  
Oedojo Soedirham ◽  
Muthmainnah Muthmainnah

Proporsi populasi remaja di Indonesia mencapai seperempat dari total penduduk. Menurut Riset Kesehatan Dasar Tahun 2010, angka ini cukup besar dan perlu ada upaya yang spesifik dalam meningkatkan derajat kesehatan remaja. Beberapa penelitian menunjukkan bahwa remaja saat ini sedang menghadapi globalisasi dan berpotensi melakukan perilaku berisiko. Penanganan permasalahan kesehatan remaja di Indonesia diupayakan oleh pemerintah melalui kerja sama lintas sektoral, pelayanan kesehatan dasar, dan pola intervensi. Harapannya strategi yang diterapkan telah disesuaikan dengan kebutuhan tahapan proses tumbuh kembang remaja.Penelitian ini merupakan penelitian deskriptif kualitatif. Tujuan dari penelitian ini adalah mengidentifikan persepsi remaja dalam keterlibatannya dalam pelaksanaan program kesehatan remaja dan mengidentifikasi kebutuhan dan harapan remaja terhadap pelaksanaan program kesehatan remaja. Subjek penelitian ini terdiri dari 2 kelompok, yaitu kelompok peer educator dan kelompok user (sasaran program). Remaja dalam penelitian berasal dari berbagai setting promosi kesehatan, yaitu remaja sekolah dan remaja di luar sekolah. Remaja di luar sekolah berasal dari remaja komunitas dan remaja jalanan. Pengumpulan data diperoleh dengan menggunakan teknik wawancara mendalam dan focus group discussion (FGD).Hasil penelitian menunjukkan keterlibatan kelompok peer educator masih cenderung pasif karena wewenangnya hanya sebatas pada tahap pelaksanaan program, harapannya peer educator dilibatkan mulai dari perencanaan program. Sedangkan keterlibatan kelompok remaja di luar sekolah cenderung lebih sangat pasif bahkan ada yang belum terpapar program. Program kesehatan remaja seharusnya melibatkan remaja dari berbagai setting dan disesuaikan dengan kebutuhan kapasitas remaja. Remaja berharap dapat dilibatkan mulai dari tahap perencanaan hingga evaluasi program karena remaja sebagai prime mover dalam keberhasilan program kesehatan remaja.


2019 ◽  
Vol 32 (1) ◽  
pp. 105
Author(s):  
Ira Nurmala ◽  
Muthmainnah Muthmainnah ◽  
Riris Diana R ◽  
Elisa Dwi P

Nowadays, drugs (narcotics, psychotropic, and addictive substances) abuse gradually increases in the adolescent group, especially High School students. Environmental impact, especially social interaction, gives a high effect on building the character in adolescents. The existence of peer-education activity is one of the promotive and preventive strategies in mitigating drug abuse. This research was done in 10 high schools in Surabaya spread over five regions (Central, North, South, West, and East). This research was quantitative with the cross-sectional design while the data analysis used was a Chi-Square test with a p-value of <0.05 that was based on the significance level. The research finding showed that the intention of student participation was quite high, i.e. 83.1%; from the statistical test, it had been taught that gender had a significant relationship with intention by a p-value of 0.00. Additionally, it had also a relationship with subjective norm by a p-value of 0.00.  Conclusion: the student’s norm has supported their intention to participate in the program. Meanwhile, the research finding that is based on the gender in this research showed that females had a higher intention to participate in the activity than the males had.  Therefore, a conducive environment should be maintained continuously so that the positive norm can motivate the students to participate in the activity held by the peer-educator.


PLoS ONE ◽  
2020 ◽  
Vol 15 (6) ◽  
pp. e0235037
Author(s):  
Mayuree Rao ◽  
Maurits van Pelt ◽  
James LoGerfo ◽  
Lesley E. Steinman ◽  
Hen Heang ◽  
...  

2008 ◽  
Vol 27 (2) ◽  
pp. 200-203 ◽  
Author(s):  
NICK WALSH ◽  
TANIA M. GIBBIE ◽  
PETER HIGGS

Author(s):  
Alanna Goldstein

Peer-led and youth-led sex education primarily involves young people teaching other young people about sex, sexuality, and sexual health. This approach gained in popularity during the HIV/AIDS crisis of the 1980s–1990s, as community organizations sought to address the unique sexual health needs of lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth, many of whom had been underserved in traditional sex education spaces. Since then, peer-led and youth-led sex education pedagogies have been implemented by researchers, educators, and community organizations working across a range of sites around the globe. Peer-led and youth-led sex education generally draws on assumptions that young people are better situated than adults to talk to their peers about sexual health and/or to model positive sexual health behavior. However, some have noted that this perspective constructs young people as a homogenous group and ignores the ways in which sexuality and sexual health intersects with other social factors. Furthermore, there is a general lack of consensus across interventions around who constitutes a “peer” and what constitutes “peer-led” sex education, resulting in the development of interventions that at times tokenize young people, without engaging them in meaningful ways. As a result, evaluations of many peer- and youth-led sex education pedagogies suggest that even as these pedagogies improve young people’s knowledge of sexual health-related topics, they often don’t result in long-term sexual health behavior change. However, many evaluations of peer- and youth-led sex education pedagogies do suggest that acting as a peer educator is of immense benefit to those who take on this role, pointing to the need for program developers to reconsider what effective sex education pedagogy might look like. A “social ecology” or “systems thinking” approach to youth sexual health may provide alternative models for thinking about the future of peer-led and youth-led sex education. These approaches don’t task peer- and youth-led sex education with the sole responsibility of changing young people’s sexual health-related outcomes, but rather situate peer-led sex education as one potential node in the larger confluence of factors that shape and constrain young people’s sexual health.


2018 ◽  
Vol 13 (2) ◽  
pp. 101
Author(s):  
Cahyo Nugroho ◽  
Tanjung Anitasari Indah Kusumaningrum

Latar Belakang: Berdasarkan data Komisi Penanggulangan AIDS Kabupaten Sukoharjo pada tahun 2017, Lelaki Seks dengan Lelaki (LSL) merupakan kelompok risiko HIV tertinggi. Voluntary Counselling and Testing (VCT) merupakan salah satu strategi deteksi dini HIV dan sebagai pintu masuk ke seluruh layanan kesehatan HIV/AIDS. Penelitian ini bertujuan untuk mendeskripsikan perilaku pemanfaatan Klinik VCT oleh LSL di Sukoharjo.   Metode: Jenis penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus terhadap lima LSL sebagai informan utama yang rutin dan tidak pernah tes HIV.  Teknik pengumpulan data dengan cara wawancara mendalam kepada informan utama dan dua informan triangulasi terdiri dari satu orang Peer Educator dan satu orang Koordinator Lapangan.Hasil: Hasil penelitian menunjukkan bahwa seluruh informan sudah pernah melakukan VCT walaupun dengan mandatory melalui perkumpulan LSL, namun hanya empat orang yang melakukannya secara rutin. Faktor-faktor yang menjadi penyebab informan rutin dalam melakukan VCT setiap 3 bulan adalah persepsi kerentanan yang besar, persepsi keseriusan yang tinggi, persepsi manfaat tes yang cukup besar, persepsi hambatan terhadap tes yang rendah, serta cukup banyaknya isyarat untuk bertindak yang terpapar kepada informan dan tingginya persepsi kemampuan diri untuk tes. Tetapi bila didalami lagi banyaknya isyarat bertindak yang dialami informan terutama adalah contoh yang diperlihatkan oleh teman sebaya. Sedangkan bagi informan yang tidak melakukan VCT secara rutin penyebabnya adalah rendahnya kemampuan diri untuk tes. Sehingga peneliti menyarankan kepada petugas perlu peer educator yang rajin untuk memotivasi kelompoknya untuk melakukan tes dan memberikan informasi yang lebih lengkap terhadap dampak penularan HIV kepada LSL dan pasangannya untuk mencegah penularan serta mengurangi stigma dan diskriminasi oleh petugas kesehatan dalam layanan kesehatan.Kata Kunci: HIV/AIDS, Lelaki Seks dengan Lelaki, tes HIV, persepsi, HBM


1993 ◽  
Vol 41 (6) ◽  
pp. 272-272 ◽  
Author(s):  
Tania Israel
Keyword(s):  

Author(s):  
Amber R. Dickinson

Peer educators have become increasingly common on college campuses across America. Peer educator programs have primarily been created to help incoming students transition from high school to college by connecting incoming students to knowledgeable, helpful, and experienced peers. During my time as the first year experience coordinator at a public institution in the Midwest, I was primarily responsible for preparing a group of students to serve as peer educators. One of the highlights of my duties in this position was to create a training program specifically designed to prepare students to serve as peer educators in classrooms across campus. In this paper, the approach to the training program I developed will be outlined, and some of the materials used in training will be made available. Support for the training program is provided through feedback from student evaluations of the training. Existing literature regarding peer educators is somewhat limited and focuses primarily on the benefits of using students in the classroom and the importance of training these individuals. Most of the literature does not specifically address how to train students to successfully navigate their role as peer educators. The purpose of this paper is to fill a gap in peer educator literature by offering practical guidelines for use in peer educator training programs and to offer suggestions for training improvements based on the information gathered from the program I was responsible for.


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