SRE Training Methodology
Rationale for Using This Approach
Traditional education attempts to teach young people facts and to develop cognitive skills . . . →
an increasingly difficult task in an ever more complex world where there is just too much to learn, knowledge changes fast, and often nobody knows the answer. Conventional education allows little space for affective learning – learning about ourselves, about relationships and about human dilemmas and problems. Affective learning is crucial in teaching, medicine, nursing, social and community work. It is equally important in learning about sexuality, sexual health and relationships.
Using active learning and groupwork can provide participants with opportunities to: . . . →
reinforce their learning through experiences
be supported while experimenting
share concerns – reducing feelings of isolation, inadequacy and anxiety
hear, question and explore different viewpoints
gain positive experiences – leading to higher self-esteem, confidence and social skills
acquire a deeper understanding of personal and inter-personal behaviour
My approach encourages individuals to work collaboratively and learn from their own and others’ experiences. I have often said that training should be subversive – if it does not bring about change at an individual, team or organisational level, then it has been a waste of time.
PROCESS is as important as CONTENT