Training of Roma Health Mediators in Reproductive Health

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• Ask themselves questions • Consider the alternatives ‣ What is the importance of the step Information on the step Reflection? Information provided must: • Be relevant to the women’s interests and needs • Be complete, precise, and clear; and be understood by the women ‣ What can/should a mediator do to facilitate the decision-making process for women? • Imagine the needs/interests of women in our communities based on our experience in working with them • Help women express their needs, concerns and questions, as well as their reactions to what we tell them; and listen carefully • Adapt information to the needs/interests of individuals; encourage their questions and reactions (in order to better understand, and respond to, their concerns and needs) • Give women time to reflect on the information before making a decision ‣ Do we usually respect the decision-making process when we try to help women solve their health needs and concerns? No. Often we give information and expect women to decide immediately what they wish to do (as expressed in 'you should . . . , you ought to . . .' etc) ‣ What are the consequences of such rushed/forced decisions? Either the woman doesn't act at all or she makes a decision without adequate thought and without conviction. Often, the woman does not follow through with/implement such decisions. Sometime the woman carries out her decision but does not accept responsibility for any problems associated with the decision and may even blame the mediator for any negative consequences of the decision. ‣ What should be the role of the mediator in communicating with women in the context of this process of decision-making? • Give complete, precise, objective and clear information • Ask questions to help women to reflect on the information and on their choices • Follow-up with women to reduce the risk of problems once the decision is put into action Explain that sometimes a woman presents herself as having a problem (for example an unwanted pregnancy, indecision about whether or not to use contraception, a relationship problem etc). In such cases, it may be difficult to know how to help her to resolve the problem in a way that is best for her. A simple problem-solving model is a useful tool to guide the mediator in helping the woman. Post the flip chart Problem-solving Process and review it with the group. 194 RFHI/JSI Romania Training of RHMs in Reproductive Health Session 13: BCC
Distribute the participant document Problem-solving Process. VI. FACILITATING BEHAVIOR CHANGE THROUGH INTERPERSONAL AND GROUP COMMUNICATION (15 minutes) Remind the group of the topics covered in this session: • Concept of communication for behavior change • Factors that influence human behavior • Behavior Change Continuum • Decision-making process • Problem-solving model Ask the group: ‣ How can you use/apply these concepts to your role in helping women in your communities to improve their reproductive health? Mediators need to be aware of not only reproductive principles, practices and services covered earlier in the training but also of: • Our purpose in communicating with women about these principles, practices and services • All of the kinds of things that influence women’s reproductive health behaviors and decisions • The different ways that we can help women to consider changes in their behavior • Our need for patience in, and commitment to, helping women to improve their reproductive health 195 RFHI/JSI Romania Training of RHMs in Reproductive Health Session 13: BCC
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Romanian Family Health Initiative A
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2005 - JSI Research & Training Inst
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INTRODUCTION JSI Research and Train
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Acknowledgements This manual was de
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SESSION 1: INTRODUCTION OBJECTIVES:
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Common group norms: • Respect the
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Flip chart/ Participant document TR
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Participant document HEALTH MEDIATO
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Matching questions Below are two li
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Multiple Choice Questions Each of t
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SESSION 2: BASIC CONCEPTS OF REPROD
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Possible Answers: • Not to have c
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‣ How many children do you have?
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an important effect on reducing mat
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Trainer document FAMILY PLANNING De
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Trainer document THE RIGHTS OF THE
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Trainer document RELATIONSHIP BETWE
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(HOLD THE THIRD/SMALLEST SIGN IN FR
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SESSION 3: ANATOMY AND PHYSIOLOGY O
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• What is menstruation? • What
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Trainer document MALE REPRODUCTIVE
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lining like a pillow. If the girl/w
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Participant document 36 RFHI/JSI Ro
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Participant document 38 RFHI/JSI Ro
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Participant document MALE AND FEMAL
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‣ What do the terms “conception
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‣ What are the situations in whic
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During the exercise move around the
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Distribute the participant document
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Emphasize that although insertion o
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SUMMARY At the end of this session,
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Flipchart FAMILY PLANNING METHODS N
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FERTILITY AWARENESS METHODS Fertili
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Trainer document STEPS FOR CONDOM U
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Correct Use of Condom • Check the
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9. Explain the importance of withdr
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Trainer document COMBINED ORAL CONT
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Trainer document PROGESTAGEN-ONLY P
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Trainer document INTRA-UTERINE DEVI
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Trainer document VOLUNTARY SURGICAL
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Myths and Facts about Vasectomy Myt
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Male Condom Show the client the con
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Progestagen-Only Pills (POPs) Show
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Intrauterine Device (IUD) Show the
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Emergency Contraception Pills (ECPs
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Using the trainer’s document Stan
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• When do you expect your next pe
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Participant document CASE STUDIES (
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Trainer document CASE STUDIES (answ
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Participant document The majority o
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Participant document HOW TO USE “
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6. If she recently had a miscarriag
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Participant document FREQUENT ASKED
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Recommended question: - Are you and
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SESSION 6: SAFE MOTHERHOOD - PREGNA
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‣ What are the first signs of pre
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• Comfortable clothing and footwe
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o Abdominal pain o Weakness, tiredn
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Discuss with participants how they
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Flipchart FACTS ABOUT WOMEN’S LIV
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Trainer document NORMAL BODY CHANGE
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Trainer document/Participant docume
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Trainer document MYTHS AND FACTS RE
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Work and domestic activities Pregna
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Trainer document CASE STUDIES Elena
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II-IV. POSTPARTUM VISITS (45 minute
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Suggest that another important topi
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Trainer document WOMEN’S NEEDS DU
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Participant document COUNSELING ON
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Explain why newborns need a lot of
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• Beside routine weekly visits of
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Trainer document ESSENTIAL NEWBORN
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Trainer document/Participant docume
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SESSION 9: BREASTFEEDING OBJECTIVES
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• Every child should be exclusive
Page 151 and 152: 1. Demonstrate how to help a mother
Page 153 and 154: - for sick or disabled babies. 3. D
Page 155 and 156: Some women have very large areolas,
Page 157 and 158: • The baby suckles as often and f
Page 159 and 160: Flip chart BENEFITS OF BREASTFEEDIN
Page 161 and 162: Participant document PRINCIPLES OF
Page 163 and 164: Overhead BABY’S ATTACHMENT TO THE
Page 165 and 166: Participant document Sore or Cracke
Page 167 and 168: Trainer document ANSWERS TO FREQUEN
Page 169 and 170: Trainer document MYTHS ABOUT BREAST
Page 171 and 172: SESSION 10: SEXUALLY TRANSMITTED IN
Page 173 and 174: • The sexual act can be vaginal,
Page 175 and 176: sick and spread to others. ‣ How
Page 177 and 178: cells (which fight against infectio
Page 179 and 180: Participant document WAYS TO SIGNIF
Page 181 and 182: Trainer document HIV/AIDS: WHAT IS
Page 183 and 184: Participant document HOW IS HIV/AID
Page 185 and 186: o Sexually transmitted infections c
Page 187 and 188: Trainer document CAUSES OF INFERTIL
Page 189 and 190: SESSION 12: BREAST AND CERVICAL CAN
Page 191 and 192: • For health problems like cancer
Page 193 and 194: Participant document BREAST SELF-EX
Page 195 and 196: SESSION 13: BASIC CONCEPTS OF COMMU
Page 197 and 198: ‣ What is the purpose of talking
Page 199 and 200: ‣ How do you feel about asking wo
Page 201: • I was told to come • I learne
Page 205 and 206: Trainer document FACTORS INFLUENCIN
Page 207 and 208: • One's personal susceptibility t
Page 209 and 210: Participant document 7 stages BEHAV
Page 211 and 212: Participant document DECISION-MAKIN
Page 213 and 214: SESSION 14: INTERPERSONAL COMMUNICA
Page 215 and 216: o Note next to each of their respon
Page 217 and 218: IV-VII. ACTIVE LISTENING (20 minute
Page 219 and 220: ‣ What did she communicate to the
Page 221 and 222: ‣ Did you want to put conditions
Page 223 and 224: Open questions help women: • To a
Page 225 and 226: The person who was listening: • P
Page 227 and 228: Divide the group into 5 small group
Page 229 and 230: Refer the group to the flip chart F
Page 231 and 232: Ask participants to change roles wi
Page 233 and 234: Flip chart OBSTACLES TO COMMUNICATI
Page 235 and 236: "You're acting like a child." "You
Page 237 and 238: Participant document ACTIVE LISTENI
Page 239 and 240: Participant document EXAMPLES OF QU
Page 241 and 242: Flip chart / Participant document R
Page 243 and 244: SESSION 15: GROUP EDUCATION SESSION
Page 245 and 246: • How long people have held these
Page 247 and 248: o Involve simulations, role play an
Page 249 and 250: ‣ How many people see: a young l
Page 251 and 252: o Introduce the subject o Invite th
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‣ What did the mediator do to put
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Participant document CONTINUUM IN T
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Flip chart CONTINUUM IN THE EFFECTI
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Common teaching/animation methods:
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Trainer document DESCRIPTION OF ANT
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255 RFHI/JSI Romania Training of RH
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Participant document FACILITATING G
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Participant document CHECKLIST FOR
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Possible questions for facilitating
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Note: It is important that all part
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SESSION 18: EVALUATION OF THE TRAIN
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Participant document HEALTH MEDIATO
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Matching questions Below are two li
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II. Other aspects of the training B
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Training of Roma Health Mediators in Reproductive Health

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