Training of Roma Health Mediators in Reproductive Health

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personal questions. • Recognize that when we ask certain questions, especially concerning attitudes and feelings, what is important is that the woman begins to think about her response. Whether or not she decides to share her response may not be important. Ask the group: ‣ What are some of the reasons we ask women questions during discussions of reproductive health? • To understand reproductive health practices of women • To assess women’s knowledge of recommended reproductive health practices • To help women make decisions • To help women to anticipate consequences if certain decisions are made • To help woman act after having made decisions ‣ What are some questions you might ask a woman about reproductive health? Note several examples on a flip chart. Most will likely be closed questions. Ensure there are at least 2 open questions. ‣ What kinds of responses can one give to these questions? Often a "yes", "no" or a fact. The response to a question indicates the kind of question asked: • closed question: only 1 answer is possible • open question: several answers are possible Draw attention to the open questions and the fact that they serve to: • Ask for more information/specifics • Help the woman identify possible alternatives and weigh the pros and cons of each • Help the woman reflect on her situation, on her feelings and values, on her behavior • Give more structure to the discussion. Demonstration of the use of open questions. Two trainers demonstrate the use of open questions (using a reproductive health example). (2 minutes) Ask the group: ‣ What did you observe? ‣ In what ways did open questions contribute to communication between the mediator and the woman in the community? Open questions help the mediator: • To understand reproductive health practices of women • To assess women’s knowledge of recommended reproductive health practices 214 RFHI/JSI Romania Training of RHMs in Reproductive Health Session 14: Interpersonal Communication
Open questions help women: • To assess their situations and alternatives, and to make decisions • To anticipate consequences if certain decisions are made • To act after having made decisions Refer participants to the participant document Examples of Questions Useful in Reproductive Health and review them with the group. Post the flip chart Principles for Improving Communication in Reproductive Health. Ask volunteers to read and comment on each idea. X. RESPONDING TO RUMORS (25 min) Ask the group: ‣ What are some rumors that circulate regarding reproductive health? Note these rumors on a flip chart. ‣ How would you define the term "rumor"? Where do rumors come from? Rumors are unconfirmed stories that are passed from one person to another. In general, rumors arise when: • An issue or a piece of information is important to people but it is not clear, and • There is nobody who can clarify the information, and/or • The source is considered to be credible Presentation of information to women in the community- exercise To demonstrate how the presentation of information to women may contribute to rumors, invite the group to participate in the following exercise: Ask for 4 volunteers to leave the room and a fifth to come to the front of the room. Ask the participant (5 th volunteer who remained in the room) to listen carefully while you read the following message because the participant will have to repeat it to one of the volunteers who has left the room. After having read the message, invite one of the volunteers to return to the room. The first volunteer repeats the message to the second. One by one, the volunteers return to the room: the second volunteer repeats the message to the third, the third to the fourth, and the fourth to the fifth. The fifth volunteer repeats the message to the group. When they have finished, read the original message in order to compare it with the message of the last volunteer. 215 RFHI/JSI Romania Training of RHMs in Reproductive Health Session 14: Interpersonal Communication
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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
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1. Demonstrate how to help a mother
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- for sick or disabled babies. 3. D
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Some women have very large areolas,
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• The baby suckles as often and f
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Flip chart BENEFITS OF BREASTFEEDIN
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Participant document PRINCIPLES OF
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Overhead BABY’S ATTACHMENT TO THE
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Participant document Sore or Cracke
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Trainer document ANSWERS TO FREQUEN
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Trainer document MYTHS ABOUT BREAST
Page 171 and 172: SESSION 10: SEXUALLY TRANSMITTED IN
Page 173 and 174: • The sexual act can be vaginal,
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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 and 202: • I was told to come • I learne
Page 203 and 204: Distribute the participant document
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: ‣ Did you want to put conditions
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
Page 253 and 254: ‣ What did the mediator do to put
Page 255 and 256: Participant document CONTINUUM IN T
Page 257 and 258: Flip chart CONTINUUM IN THE EFFECTI
Page 259 and 260: Common teaching/animation methods:
Page 261 and 262: Trainer document DESCRIPTION OF ANT
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Page 265 and 266: Participant document FACILITATING G
Page 267 and 268: Participant document CHECKLIST FOR
Page 269 and 270: Possible questions for facilitating
Page 271 and 272: 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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