Part A - Society for Public Health Education

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• Encourage participation.If a usually quiet person speaks, show your appreciation. Try to draw everyonein and not just let the frequent participants speak.• Use the power of your position wisely.Watch what you say. Do not take sides, and be fair to everyone. Be a modelfor the level of energy and enthusiasm you would like to see from the meetingparticipants.• Develop new leaders by handing over the gavel.Try rotating the chairing responsibility. The only way others will learn is bywatching and then doing.• Close the meeting.Always end meetings on time and attempt to end on a positive note. At theend of a meeting, review actions and assignments and set the time for thenext meeting and ask each person if they can make it (to get their commitment).Clarify that meeting minutes or actions will be reported back toparticipants in at most a week (this helps to keep momentum going).To help you run a meeting smoothly, here are some techniques to help you avoidmeeting disruptions:• Listen to understand. Listen closely to understand the points a speaker ismaking, and restate these points aloud if you are unsure.• Stay in your role. If you are the chair of the meeting, you cannot be a participantas well.© 2007 Society for Public Health Education• Do not be defensive. Think about what someone said before you respond.Once you become defensive, you risk losing the group’s respect and trustand may make the situation worse.If you are confronted with disruptions or problems during a meeting, here are sometechniques to use (separately or in combination):• Have the group decide. Ask the participants how they would like to movebeyond the problem and continue with the meeting.• Use the agenda and ground rules. These tools can steer the discussion backon track and remind participants of meeting etiquette.• Be honest; say what’s going on. Enlist the help of the group if, for example, aparticular participant is undermining or intimidating you.Part A: An Educational Toolkit for Health Educators69
• Use humor. Humor may ease tension in the room, help participants feel lessshy or scared, or help participants feel like a part of the group.• Accept, deal, or defer. You can accept that what they are saying is true andnot ignore it; deal with it right there by spending some time on it, or defer itto the group for a decision about what to do.• Use body language (if possible). Eye contact, smiling or not smiling, or achange in body position can speak volumes.• Confront disrupters outside the meeting room during a break. When lessconfrontational tactics have not worked, you can deal with the problem outsidethe room at a naturally occurring break in the meeting.• Confront disrupters in the room. You should do this only if it is appropriateand will not create backlash, if you think the group will support you, and ifyou have tried less confrontational tactics already.Phase 4: Following Up on the MeetingJust because the meeting is over does not mean your work is done. For successfulfollow-up after the meeting, you will need to do the following:• Gather feedback from the group.Leave 5–10 minutes at the end of the meeting to gather information abouthow the participants felt about the meeting, what could be improved, etc.You may not want to do this at every meeting. You may also want to getparticipants’ feedback during the meeting, when you can immediatelyimprove the meeting process. For a long meeting, conduct 5- to 10-minute“satisfaction checks every couple of hours,” In a roundtable approach, eachparticipant should quickly indicate how they think the meeting is going.• Make follow-up calls.You, as the meeting chair, or a designated person may want to make followupcalls, send out follow-up correspondence, or take some follow-up actions.These after-the-meeting activities often serve as the glue that holds the grouptogether.• Summarize the meeting.It’s helpful to have a list of decisions and follow-ups. Formal minutes arevaluable for many (but not all) organizations—they contain announcements,informational items, etc., that are important even though they are© 2007 Society for Public Health Education70 Helping Communities Combat Clandestine Methamphetamine Laboratories
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Helping Communities CombatClandesti
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in the performance of the three cor
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variety of groups about meth and it
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smoked form, it is often called “
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a few minutes. (Snorting or swallow
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Page 21 and 22: Some of the ingredients and equipme
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Page 25 and 26: SummaryMethamphetamine is a man-mad
Page 27 and 28: Information SheetHelping Communitie
Page 29 and 30: Key Information Relevant to Propert
Page 31 and 32: Signs of a Meth Lab• Residence or
Page 33 and 34: The Cleanup ProcessProperty owners,
Page 35 and 36: • El Paso Intelligence Center Nat
Page 37 and 38: • Support and participate in thei
Page 39 and 40: For additional, more detailed infor
Page 41 and 42: ment officers assume additional res
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Page 45 and 46: prevent inhalation of hazardous che
Page 49 and 50: Children exposed to meth labs may d
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Page 55 and 56: • body odor of chemicals• cloth
Page 59 and 60: Signs and symptoms of a meth user i
Page 61 and 62: How Retailers and Other Community M
Page 63 and 64: Create a Community CoalitionNote: W
Page 65 and 66: • Identify existing and potential
Page 67 and 68: their lives and what they would lik
Page 69: Phase 3: Running the MeetingIf you
Page 73 and 74: the ingredients to make meth are so
Page 75 and 76: • Once members of the coalition h
Page 77 and 78: 2. Develop the right contacts.Ident
Page 79 and 80: You can mail, fax, or email press r
Page 81 and 82: Strategies and EventsThe following
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Page 85 and 86: Summary/Wrap-Up (15 minutes)• Ope
Page 87 and 88: Helping Communities CombatClandesti
Page 89 and 90: Methamphetamine Statistics and Tren
Page 91 and 92: This book is available from Hazelde
Page 93 and 94: Methamphetamine Treatment Programs
Page 95 and 96: A Web site dedicated to providing d
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Page 99 and 100: Building Coalitions Against Methamp
Page 101 and 102: This tool kit provides the basics o
Page 103 and 104: Considering your work responsibilit
Page 105 and 106: Since receiving and reviewing this
Page 107: In what setting(s) do you work? (Ch
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Part A - Society for Public Health Education

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