There has been much debate over the effectiveness of peer education training programmes. Some people are of the opinion that it is a waste of time. Others say we need to possibly rethink some aspects of the process. Whatever our criticism or lack of belief in the process, we need to acknowledge that peer educators can potentially play a pivotal role in behaviour change, both in the community and in the workplace.

I believe there are two areas which we need to consider when revisiting the peer education model. Firstly, the title ‘peer educator’ and secondly, the question of whether it holds cultural taboos. Depending on the age or culture of the listener, a younger man or a young white women talking about the sensitive subject of sex is unacceptable! From the listener’s perspective, he/she believes that this type of information should be reserved for the “wise” amongst the group, and that it is certainly not the place for someone who does not understand his/her way of life - the private, cultural life of the listener.

T-shirts, useful hats and cooler bags help at VCT campaigns, but is the message heard? Does societal change happen? If the title is a problem, should it not be changed? Let’s be frank, people’s titles do determine whether we will listen to them or not, irrespective of our social standing or education.

Another issue is the one of language around HIV/AIDS. If it is communicated poorly, or worse, in a dictatorial manner, is it not at best confusing to the average listener? For example, I am HIV positive, so I must live positively they tell me, but if I cannot access antiretroviral medication, my life is in the negative.

What am I then? Am I negative or positive, in terms of my life? Another classic example: What are ‘bodies’ doing that are ‘anti’ in my body and what is this concept ‘window period’ when we are talking about a virus and not an act from God? They say they cannot test for what they tell me is a virus, they test for this thing called an ‘antibody’. When one reflects on the medical terminology used in the average information session on HIV/AIDS, it is indeed a playground for confusion.

As trainers we need to be absolutely clear that the peer educators/health communicators/storytellers can explain these concepts well, or in a way that makes them not self-styled experts, but rather better listeners. If the overall message is insensitive to the listener’s cultural and social ideas of health and wellness, if the title of the person is one I cannot agree with from a cultural perspective, then there is, it is true, little room for success.

Peer educators and Health Care workers are rightly considered the foot soldiers in bringing about a message of change. However, it is my experience that they need to develop an additional skill in their basket of expertise, not usually taught in the average peer education training programme.

This skill is the skill of COMMUNICATION, where emphasis is placed on developing a LISTENING attitude. This skill is best taught through the medium of storytelling. The storytelling programme for peer educators concentrates on developing the inner creativity of the learner and his/her knowledge of community values and norms which fuel the spread of the virus.

The trained storyteller tells their own story, or a story which he or she knows needs to be told in the community and workplace. This telling of a story naturally engenders discussion, which leads to the changes storytellers have made in the factory setting, board rooms and the rural villages of Natal.

Emphasising the value of listening skills in story will help peer educators and Health Care Workers address the role that culture plays in the spreading of the disease HIV/AIDS and be able to provide solutions which are appropriate in the African setting.

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