Part III Human rights education in practice SEXUAL ORIENTATION GENDER IDENTITY AND EXPRESSION AND SEX CHARACTERISTICS In 2016, NHRI Samoa with the assistance of APF and UNDP carried out a workshop which focused on ways to advance the rights of SOGIESC groups in Samoa i.e. fa’afafine and fa’atama community. The outcome of the planning workshop was the development of 5 separate activities that would be carried out by NHRI Samoa in collaboration with the Samoa Fa’afafine Association (SOGIESC umbrella group in Samoa) to advance the rights of the SFA community in areas of health, participation as well as law and justice and building capacity in relation to UN reporting and follow-up. After the successful completion of the project in 2018, the Office is looking at implementing phase 2 in 2019 which will focus on the rights in relation to law and justice. Consideration of this, is part of the Office effort to mainstream issues on gender as well as SOGIESC issues and human rights within its work. 7.7. REFLECTIVE PRACTICE, SUPERVISION AND SELF-CARE Human rights education work can be challenging, demanding and exhausting. It is important for the educator to evaluate their own performance, develop self-awareness, monitor the potential for “burn out” and ensure adequate self-care. This is part of reflective practice. There are a number of ways of doing this and educators will decide what approach best suits their circumstances. Strategies may include seeking feedback, undertaking individual or group supervision, reflective journaling, using stress management techniques and arranging times for fun and relaxation. KEY POINTS: CHAPTER 7 The key considerations for a human rights educator when implementing a human rights activity are: • identifying the specific role of the educator • recognizing and responding to the diverse learning styles of participants • creating effective learning environments • matching the pacing of an activity with the participants and the context • using language that is inclusive and easily understood • monitoring the progress of an activity • being aware of personal workload and other stress and seeking appropriate support when needed. Chapter 7: Implementing human rights education | 73