GAP Gay Asian Proud Using a non-traditional educative method for working with Asian gay men from culturally diverse backgr...
OUTLINE <ul><li>Issues  </li></ul><ul><li>Background </li></ul><ul><li>What is GAP? </li></ul><ul><li>Workshop’s model evo...
ISSUE <ul><li>In 2002, nearly 60% of Asian gay men who participated in the Asian gay community periodic survey, Sydney, re...
BACKGROUND <ul><li>1996/7 – AFAO,  Gay Asian Proud,  first Asian MSM HIV/AIDS national awareness campaign. </li></ul><ul><...
What is GAP? <ul><li>VAC/GMHC’s perspective </li></ul><ul><li>Increase health literacy:  </li></ul><ul><li>STIs & HIV/AIDS...
Workshop’s model evolution  <ul><li>1997 - 1998 </li></ul><ul><li>Structured, 6 weeks, HIV/AIDS prevention education w/s i...
Workshop’s model evolution  <ul><li>1999-2002 </li></ul><ul><li>Structured,  once a month , HIV/AIDS prevention education ...
Workshop’s model evolution  <ul><li>2002 - 2004 </li></ul><ul><li>Unstructured , once a month, HIV/AIDS prevention educati...
Workshop’s model evolution  <ul><li>2005 – 2007 </li></ul><ul><li>Unstructured , once a month </li></ul><ul><li>Education ...
Workshop’s model evolution  <ul><li>2007 – Today </li></ul><ul><li>Unstructured , once a month </li></ul><ul><li>Education...
Successes/Outcomes <ul><li>Active participation </li></ul><ul><li>G/L annual cultural: Pride March, Midsumma, CNY  </li></...
 
LESSONS LEARNT <ul><li>Used a  Learner Centred  approach, which creates a service that could be tailored to the target gro...
LESSONS LEARNT <ul><li>Education tools need to be clever, innovative and organic enough to fit into the participants’ agen...
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Gay Asian Proud

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Using a non-traditional educative method for working with Asian gay men from culturally diverse backgrounds. This presentation was given by Asvin Phorugngam, Health Educator, Victorian AIDS Council/Gay Men’s Health Centre, at the AFAO HIV Educators Conference 2010.

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Gay Asian Proud

  1. 1. GAP Gay Asian Proud Using a non-traditional educative method for working with Asian gay men from culturally diverse backgrounds. Asvin Phorugngam Health Educator Victorian AIDS Council/Gay Men’s Health Centre
  2. 2. OUTLINE <ul><li>Issues </li></ul><ul><li>Background </li></ul><ul><li>What is GAP? </li></ul><ul><li>Workshop’s model evolution </li></ul><ul><li>Successes/outcomes </li></ul><ul><li>Lessons learnt </li></ul>
  3. 3. ISSUE <ul><li>In 2002, nearly 60% of Asian gay men who participated in the Asian gay community periodic survey, Sydney, reported they’ve experienced some discrimination based on their minority ethnic background in gay communities in Australia. </li></ul><ul><li>They still are! </li></ul><ul><li>Stigma & Discrimination </li></ul>
  4. 4. BACKGROUND <ul><li>1996/7 – AFAO, Gay Asian Proud, first Asian MSM HIV/AIDS national awareness campaign. </li></ul><ul><li>VAC/GMHC - GAP workshop originated from the campaign. </li></ul>
  5. 5. What is GAP? <ul><li>VAC/GMHC’s perspective </li></ul><ul><li>Increase health literacy: </li></ul><ul><li>STIs & HIV/AIDS education </li></ul><ul><li>Health seeking behaviour. </li></ul><ul><li>Participants’ perspective </li></ul><ul><li>Social/fun </li></ul><ul><li>Support </li></ul><ul><li>Friendship </li></ul><ul><li>Being with other Asian MSM </li></ul>Integration = HIV/AIDS in lived context All Asian MSM 18+ Sounds great but is difficult to achieve!
  6. 6. Workshop’s model evolution <ul><li>1997 - 1998 </li></ul><ul><li>Structured, 6 weeks, HIV/AIDS prevention education w/s in lived context. </li></ul><ul><li>Asian MSM. </li></ul><ul><li>Passive participation: we informed them </li></ul><ul><li>Changed - small Asian MSM population </li></ul>
  7. 7. Workshop’s model evolution <ul><li>1999-2002 </li></ul><ul><li>Structured, once a month , HIV/AIDS prevention education w/s in lived context. </li></ul><ul><li>Asian MSM </li></ul><ul><li>Close group to open group </li></ul><ul><li>Passive participation: we informed them </li></ul><ul><li>Changed: low level of interest </li></ul>
  8. 8. Workshop’s model evolution <ul><li>2002 - 2004 </li></ul><ul><li>Unstructured , once a month, HIV/AIDS prevention education in lived context. </li></ul><ul><li>Education tools - movies </li></ul><ul><li>Asian MSM </li></ul><ul><li>More active participation </li></ul><ul><li>Negative feelings/experiences/discrimination = Victims </li></ul><ul><li>Changed – unhealthy environment </li></ul>
  9. 9. Workshop’s model evolution <ul><li>2005 – 2007 </li></ul><ul><li>Unstructured , once a month </li></ul><ul><li>Education tools – yum cha, g/l cultural/art events, movies, other cultural/art events etc… </li></ul><ul><li>Asian MSM & partners/friends </li></ul><ul><li>HIV/AIDS education is in the background </li></ul><ul><li>More participants </li></ul><ul><li>More active participation </li></ul>
  10. 10. Workshop’s model evolution <ul><li>2007 – Today </li></ul><ul><li>Unstructured , once a month </li></ul><ul><li>Education tools – yum cha, g/l cultural/art events , movies, others cultural/art events etc… </li></ul><ul><li>Asian MSM, Yellow Kitties & partners/friends </li></ul><ul><li>Active participants </li></ul><ul><li>More participation </li></ul><ul><li>2009 Applied a Community Development model </li></ul>
  11. 11. Successes/Outcomes <ul><li>Active participation </li></ul><ul><li>G/L annual cultural: Pride March, Midsumma, CNY </li></ul><ul><li>GAP Facebook </li></ul><ul><li>A letter in gay press to engage constructive dialogue. </li></ul><ul><li>Australia GLBTIQ Multicultural Committee </li></ul>
  12. 13. LESSONS LEARNT <ul><li>Used a Learner Centred approach, which creates a service that could be tailored to the target group’s needs. </li></ul><ul><li>Education can take place any where, not just in a formal structured format. </li></ul><ul><li>Move away from a “victim mentality” to be strengths focussed. Allow participants to share their experiences and concerns, but they need to be managed and used in a constructive manner for their own and other participants’ growth. </li></ul><ul><li>Encourage participants to take responsibility and be more proactive and assertive when encountering discrimination in order to engage in constructive dialogue. </li></ul><ul><li>Conducting workshops in public spaces and free of agenda are much more difficult to facilitate, requiring a skilled facilitator. </li></ul><ul><li>The current model is highly flexible. </li></ul>
  13. 14. LESSONS LEARNT <ul><li>Education tools need to be clever, innovative and organic enough to fit into the participants’ agenda. </li></ul><ul><li>Participants are there to be social, not to learn about HIV/AIDS. </li></ul><ul><li>An on-going workshop can risk participants developing a dependency . </li></ul><ul><li>An on-going workshop can be a forum where participant development and growth can be observed and itself become a change agent </li></ul><ul><li>Participants don’t realise they’re in a workshop. This could be seen as an advantage (things happen in an organic way) and a disadvantage (difficult to evaluate). </li></ul><ul><li>It’s highly time consuming. </li></ul><ul><li>Must be fun! </li></ul>

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