Some general principles of learning teachers can use as trainers when implementing a preventive intervention with their class are:
Regarding the training methods, for implementing a primary preventive intervention, a teacher-facilitator should focus on participatory training methods. Studies have shown that people remember 20% of what they hear, 40% of what they hear and see, and 80% of what they discover for themselves. Some of the most indicative methods are:
For a successful role-playing activity, a teacher should be well prepared by deciding the objectives of the activity, writing in advance clear scripts, specifying clear roles, and describing them in detail so the learners can act accordingly. Also, the teacher should facilitate the role play by giving clear instructions, repeating them if necessary and checking around for any support needed. Discuss issues arising from the plan and draw some conclusions with the learners, encourage the observers to share their feedback and the actors to share their feelings, and help learners to gain their balance in case they were affected emotionally by the role play. Go back to the activities of unit 1 if you wish to remember some role-playing ideas.
The above methods are not enough per se. A trainer should develop a communicative and trustful environment where the learners will feel free to express themselves. Communication includes both verbal and non-verbal elements. Regarding the verbal elements, they are connected to what is said and how the speech is used. A trainer should have listening, speaking, and feedback skills.
These listening, speaking and feedback skills are very constructive skills that can build confidence between the facilitator teacher and the students, and it is strongly suggested to be used as guidance for the overall management of the class and not only during prevention training.