A/HRC/27/28 harm” principle, confidentiality and protection of sources, victims and witnesses of violations; (vi) Human rights standards and related skills with regard to dealing with and interviewing individuals who may be in situations of vulnerability and/or have experienced trauma, including respect for their dignity, privacy and safety, and how to ensure that informed consent has been obtained before publicizing identifying information; (vii) Human rights standards and related skills involved in the use of “fixers”, stringers, freelancers, interpreters and assistants in journalistic contexts, including ensuring their safety; (viii) Human rights issues relating to the protection of journalistic sources and whistle-blowers, including how to protect sensitive data; (d) Promotion of human rights by media professionals and journalists, addressing the selection and assessment of stories on the basis of their contribution and impact in relation to the protection and promotion of human rights, particularly with regard to “equality and non-discrimination, with a view to combating stereotypes and violence, fostering respect for diversity, promoting tolerance, intercultural and interreligious dialogue and social inclusion, and raising awareness of the universality, indivisibility and interrelatedness of all human rights among the general public”;8 (e) Useful resources, including: (i) Information on existing resources for human rights training related to the above-mentioned modules, to build the capacity of trainers to review and choose from among them as well as to develop new ones; (ii) Information on resource materials for self-education, including handbooks, guides, guidelines, online platforms and human rights glossaries. 44. From a methodological perspective, strategies to ensure the effectiveness of human rights training programmes and courses for media professionals and journalists include the following:9 (a) Audience-specificity: training must be directly targeted and appropriately addressed to media professionals. A consultative training needs assessment should be organized in order to undertake an analysis of the professional duties, experiences, expectations, personal backgrounds and aspirations of learners, as well as their level of human rights knowledge and skills; to set up specific learning objectives, including desired post-training changes in participant knowledge, skills, attitudes and behaviour; to design an evaluation strategy, and in particular how the achievement of the learning objectives will be measured; and to assess other activities that should be implemented; (b) Peer learning: much more can be accomplished through an approach that features journalists being trained by their peers as opposed to a teacher-student training model. The peer approach ensures trainers’ access to the distinctive professional culture that surrounds a professional audience. Also, trainers should represent the diversity of learners, both in terms of journalists using different media, including online and multimedia, and belonging to different groups. Media practitioner trainers should be accompanied and supported by human rights experts, thus ensuring that human rights standards are fully and consistently reflected in the training process; 8 9 Human Rights Council resolution 24/15, para. 3. See OHCHR, Human Rights Training: A Manual on Human Rights Training Methodology. 15