Report
Tool: Checklist for facilitator self-evaluation
Questions to assess work with adolescents
Facilitators can use the questions below to assess their work with adolescents. Adapt or add questions as appropriate.
| Question | No | Somewhat | Yes |
|---|---|---|---|
| I understand the Ten Key Competencies and Ten Key Approaches, and how to use the activities, tools and supplies in the Adolescent Kit. | |||
| I am prepared for sessions and well informed about topics and activities. | |||
| I arrive on time for my sessions. | |||
| I keep attendance records. | |||
| I support adolescents to manage, use and store supplies and materials. | |||
| I can call participants by name. | |||
| I don’t favour participants I already know personally over those I don’t. | |||
| I take time to listen to the adolescents. | |||
| I support everyone’s experiences and right to their own opinions. | |||
| I don’t judge the adolescents, even if I don’t share their views. | |||
| I am aware that my cultural background shapes my values, beliefs and assumptions, just as participants’ cultural backgrounds shape theirs. | |||
| I am aware of gender roles and differences. | |||
| I encourage all participants to share their experiences and to contribute to group learning. | |||
| I support all adolescents to participate equally in activities and discussions. | |||
| I provide adolescents with information about other programmes, services and support that they may benefit from or enjoy. | |||
| I know how to read and interpret adolescents’ responses, verbal and nonverbal. | |||
| I understand group dynamics and feel comfortable managing conflicts. | |||
| I know how to stay in charge, without being overly controlling. | |||
| I act in a professional, calm manner, even when I feel provoked. | |||
| I am comfortable adapting sessions to meet participants’ needs. | |||
| I encourage adolescents to take on responsibilities, even if that means they perform them in a different way than I do. | |||
| I understand that the topics addressed during sessions may have an emotional impact on adolescents. | |||
| I am empathetic and understanding about participants’ emotional reactions and know how to handle them. | |||
| I know my limits as a facilitator and where to refer adolescents with problems I can’t handle on my own. | |||
| I know how to follow reporting and referral procedures (including confidentiality guidelines), and how to connect adolescents to appropriate support and services. | |||
| My body language and facial expressions are respectful and friendly. | |||
| I present one idea at a time and show relationships between ideas, summarizing when necessary. | |||
| I frequently use examples, charts, and visual/audio aids to illustrate my points. | |||
| I use humour and imagination to keep participants interested. | |||
| I am aware that I do not know all the answers and am open to learning from participants. | |||
| I encourage sharing of participants’ knowledge and skills and don’t seek to impress learners with my own knowledge. | |||
| I challenge participants’ thinking in a supportive and affirmative way. | |||
| I regularly encourage adolescents to review their group performance. |
Highlights
Facilitators can use the questions to assess their work with adolescents. Adapt or add questions as appropriate.
Publication date
Languages
English,
French,
Spanish,
Arabic,
Persian
