Qn VATW Lk WAw LwUiWE WWW M - (PDF, 101 mb) - USAID

More documents

Recommendations

Info

COMMUNITY DYNAMICS AND PARTICIPATION To do their work effectivelY, health wo.kersnee6d to be aware of many aspects of community life: people's customs, beliefs, health problems, and special abilities. But above all, they peed to understand-the community power structure: the ways in whicfh different 'Oersons relate to hetp, and harm' each qther. In the rest of this chapter we explore these aspects of co,,imunity d namaics and whaL is jneant by community participation. As e shall see,...cm..... y' and 'participation' mean dangerously ditfere6t.thirngs to different persops. In fact, the waywe look at rc6mmunity' can strongly affect our-approach to 'participation'. It isessential'ita'i instructors and health wo'rkers together analy.ze the conflicting ideasi'arid draw conclusions based on their own experie nce. What is a community? TWO . 4 # Many health planners think ofa community as "a group of people living in a certain area (such asa':village) who have common interests and live in a similar way." In this view, emphasis ispip id on what people have in common. Relationships between me<strong>mb</strong>ers of a community are seen as basically agr.eeabte,,or harmonious. But in real life, persons liviny in the same village or neighborhood do not always share the same interests or get along well with one another. Somc may IId money or grain 0n'unfai?-frms. Others may have to borrow or beg. Some children may go to school. Other children may have to work or stay home to watch their younger sisters and brothers while their mothers.work. Some persons may eat too much. Others may go hungry. Some may speak loudly in village meetings. Others may fearto open their mouths, Some give:orders. Others follow orders.-Some have power, influence, and self-confidence. Others have littleAar,.none.. hIta :ommunity, eventhc= -,-,., Ps ;ccrcst and have the least power are often divided .,og i-hemselves. Some defend the interests of those in power, in exchange for'favors. Others survive by cheating and steafhig. Some quietly accept their fate. And some join with others tu, defend their rights when they are threatened. Some families fight, feud, or refuse to speak to each other-sometimes for years. Others help each other, work together, and shae in'times of need. Many. families do all the'se things at once. Most communities are not homigeneous(everybody the same). Often.acommunity is,asmall, local reflection.of the'larger society or country in which it exists. It will have similar differences between the weak and the strong, similar atterns of justice and injustice, similar problems and power struggles. The..idea that people will work well,'together simply beause they live At66her isa myth! Elements of harmony and-hated interest existin allIcommunities, but so do elements of conflict. Both have a big effect on people's health and well-being. Both must be faced by the health worker who wishes to help the weak growstronger. ,. •1., .. .
C-13 WHAT HELPS ADULTS TO LEARN? INT EST: Adults learn most easily about things they are interested in. CPERIEITCE: Adults basc many of their view and opinions on their own past exoerience. SFVMING RELATIOSHIP: Adults are more likely to try new practices when they see how they relate to improving their lives. PROBLIMI-SOLVING: Adults have to solve problems every day of their lives. New ideas presented in the form of problems and questions enable people to use and develop these problem-eolvin& skills. DISCUS'ION: Most adults like to discuss things. In discussion of problems, people have the chance to explore ways a problem might be solved and share their ideas with others. When people share information and ideas, new ways to solve problems often are discovered. ACTION: When people take action and find that new ways of doing things improve their lives, they gain confidence and become interested in learning more new things. WHAT ENCOURAGES ADULTS TO DISCUSS THINGS AND DISCOVER NEW IDEAS? FEELING COMFORTABLE FEEjING CONFIDENT RECOGNIZING THEY HAVE THINGS TO LELPN AND THINGS TO TEACH OTHERS
Page 1 and 2:
WATER AND SANITATION FORHEALTHPROJE
Page 3 and 4:
WASH FIELD REPORT NO. 99 TRAINING I
Page 5 and 6:
4.6 Evaluation ... . ... ..........
Page 7 and 8:
Staffing and transport requirements
Page 9 and 10:
Malawi =area .,-Osok a . asama / '
Page 11 and 12:
only one consultant) and by the Gov
Page 13 and 14:
3.1 Introduction Chapter 3 THE TRAI
Page 15 and 16:
Wednesday Afternoon 1:30-5:30 pm -
Page 17 and 18:
A cadre of trainers, some of them w
Page 19 and 20:
1. Learning by Doing; The workshop
Page 21 and 22:
4.5 Agenda The agenda for each of t
Page 23 and 24:
The written examination on workshop
Page 25 and 26:
5.4 Production of Visual Aids Tangi
Page 27 and 28:
Chapter 6 OUTCOMES AND CONCLUSIONS
Page 29 and 30:
APPENDIX A WATER AND SANITATION FOR
Page 31 and 32:
t+,I: IV W." M4 pl, FfOi€ AC +-,
Page 33 and 34:
Tl\I' ING COLBULTAT TEIS OF REFERE1
Page 35 and 36:
Participants: Leaders: Visitor: APP
Page 37 and 38:
IoB.C& Vumbe J.W. Kanthalo A-It Chi
Page 39 and 40:
APPENDIX E MAILYASTMES kIWMAYztix U
Page 41 and 42:
SUPPLEMENT TO WASH FIELD REPORT NO.
Page 43 and 44:
CONTENTS PAGE 1. INTRODUCTION 1. 1.
Page 45 and 46:
1.4 Site The TOT was held at Msamba
Page 47 and 48:
2.1 Tuesday Morning (Continued) Act
Page 49 and 50:
2.2 Wednesday Morning (Continued) T
Page 51 and 52:
2.3 Wednesday Afternoon (Continued)
Page 53 and 54:
2.4 Thursday Morning (Continued) Di
Page 55 and 56:
2.5 Thursday Afternoon (Continued)
Page 57 and 58:
2.7 Friday Afternoon (Continued) Th
Page 59 and 60:
3.1 Participant Responses to Evalua
Page 61 and 62:
4. Recommendations 4.1 More Time Du
Page 63 and 64:
Participants: Leaders: Visitor: TRA
Page 65 and 66:
THE LECTURETTE Description This is
Page 67 and 68:
CASE STUDY AND CRITICAL INCIDENTS D
Page 69 and 70:
Description INSTRUMENTATION Instrum
Page 71 and 72:
Determine the number of role player
Page 73 and 74:
GROUP DISCUSSION Description Center
Page 75 and 76:
Don't allow one or more members to
Page 77 and 78:
In a leadingquestion, the answer is
Page 79 and 80:
.:.
Page 81 and 82:
ABOUT DEMONSTRATIONS What A demonst
Page 83 and 84:
When and Where Plan when and where
Page 85 and 86:
8 Here is an outline for planning a
Page 87 and 88:
CONDUCTING YOUR DEMONSTRATION E' 'T
Page 89 and 90:
EVALUATE YOUR DEMONSTRATION Everyon
Page 91 and 92:
WHO IS A LEADER? Anyone in the viil
Page 93 and 94:
Some people have one kind and some
Page 95 and 96:
ho meaning of "responsibility" fort
Page 97 and 98:
joyed it. If you train leaders to d
Page 99 and 100:
EXPER ,NTIAL TRAlLiG IETHODOLOGY Th
Page 101 and 102:
D£.zing this phase it is not possi
Page 103 and 104:
The Role of The Trainer in Experien
Page 105 and 106:
Task Analysis (Ccnt'd) -2- Much of
Page 107 and 108:
7aak-Ana.&sis (Cont 'd) -4- The nex
Page 109 and 110:
Task Analysis (Cont'd) This, obviou
Page 111 and 112:
1. ORDERS: "Don't do that anymore !
Page 113 and 114:
MIN TASK: or = ±\owedereuie Codecs
Page 115 and 116:
A Behavioral Objective is not conce
Page 117 and 118:
Some of these actions might include
Page 119 and 120:
-6- MAIN POINTS ABOUT FEH{VIORTL O3
Page 121 and 122:
CONTENTS 1. INTRODUCTION 2. TRAININ
Page 123 and 124:
Chapter 2 TRAINING SESSIONS 2.1 Int
Page 125 and 126:
Project Background and Strategy (Co
Page 127 and 128:
Village Leadership (Continued) NOTE
Page 129 and 130:
2.4 Co-ordination with Water Depart
Page 131 and 132:
2.5 Village Inspection Skills 3 hou
Page 133 and 134:
Village Inspection Skills (Continue
Page 135 and 136:
Review of Village Inspection Visit
Page 137 and 138:
Evaluation of the workshop (Continu
Page 139 and 140:
2.9 Sanitation Technology 5 hours O
Page 141 and 142:
2.10 Introduction to Village Health
Page 143 and 144:
2.11 What HE - 3 Adults to Learn 1
Page 145 and 146:
What helps Adults to Learn (Continu
Page 147 and 148:
2.12 Effective Questioning 1 hour O
Page 149 and 150:
Effective Questioning (Continued) 3
Page 151 and 152:
2.13 Leading a Discussion 3 1/2 hou
Page 153 and 154:
Leading a Discussion (Continued) 4.
Page 155 and 156:
Problem Analysis - Introduction, Pr
Page 157 and 158:
2.15 Review of Problem Analysis Vil
Page 159 and 160:
Review of Problem Analysis Village
Page 161 and 162:
Communicable Diseases (Continued) 5
Page 163 and 164:
2.17 infestations 50 minutes Object
Page 165 and 166:
Diarrhea, Dehydration and Rehydrati
Page 167 and 168:
Lesson Planning (Continued) LUNCH 7
Page 169 and 170:
2.20 Giving Training Lessons 7 hour
Page 171 and 172:
2.22 Final Review of Recording and
Page 173 and 174:
1983 Project Objectives (Continued)
Page 175 and 176:
Last Day (Continued) Activities: (C
Page 177 and 178:
Newsprint - 500 sheets APPENDIX B T
Page 179 and 180:
C-1 REPORT ON NATIOI&L SEMINAR FOR
Page 181 and 182:
14 INTRODUCT ION _HEALTH OUCATION A
Page 183 and 184:
4e RESOURCE PIMONS -3 A variety o
Page 185 and 186:
-5-. OPINGQ SPEicII Seminar Partici
Page 187 and 188: -7- Participants then marked a pape
Page 189 and 190: -9- Each group should then discuss
Page 191 and 192: 9 In addition to the.,alrcZy S; ' c
Page 193 and 194: 0 FIRST R' P% ' par SC ticipation L
Page 195 and 196: * *o 0 *b. 0b. 10. PerSonaI-;l T'11
Page 197 and 198: T1 t S T ,aionsGrat rpit>~ inaon~ 0
Page 199 and 200: - 19 6a12 Deve len a Framiework
Page 201 and 202: - 21 - Question 6: How relovant wor
Page 203 and 204: 4.4 Goais of the Workshop C-2 By th
Page 205 and 206: NAIE STATION c-4 1R&H DUOAION AND I
Page 207 and 208: C-6 FIGURE 6.3.1: STEPS IN PROJECT
Page 209 and 210: It should be kept in mind that the
Page 211 and 212: *.i 55.no4 S "5',01A W r'I ~ s- s.A
Page 213 and 214: 5,6 Village Health Committee Traini
Page 215 and 216: 5.8 VHC Follow-up Visits After the
Page 217 and 218: 5.13 Continued Follow-up Visits To
Page 219 and 220: 13 VIT4 AGINS)PC,I01T '13.1 Pupose
Page 221 and 222: 13.4 What to Inspect There are thre
Page 223 and 224: 13.4.1.6 Dish RacKs -5- Cccasionall
Page 225 and 226: 13.4.3.1 .A.ellin7 Houses: The cond
Page 227 and 228: The number of households is very im
Page 229 and 230: TASK 14 Why People Behave in Unheal
Page 231 and 232: IUMDWCTION II- 1. Excreta-related d
Page 233 and 234: -3 9. Mosquitoes. Wet pits encourag
Page 235 and 236: - 20 35. The pit dimensions are
Page 237: C-12 LOOKING AT COMMUNITY LEADERSHI
Page 241 and 242: Refs No. -WSS/21/24 C-15 MINISTRY O
Page 243 and 244: C-16 MISTRy OF HEALTH HOSP. WORKSHO
Page 245 and 246: CONJUNCTIVIT IS ~c-i 7 Conjunctivit
Page 247 and 248: R=IYfRAT ION DehYdrati6n is a serio
Page 249 and 250: 0 LESSON PLANNING What (Content) Ho
Page 251 and 252: C-22 CHAPTER 13 Janaki and Saraivwa
Page 253 and 254: So Janaki discussed the!se customs
Page 255 and 256: STORY TELLING AS A TOOL FOR TEACHIN
Page 257 and 258: In this book we use ,alot of storie
Page 259 and 260: S. Acting out stories In Lardin Gaa
Page 261 and 262: TASK 15 The Village Health Game STA
Page 263 and 264: C-25 HESP PROJECT OBJECTIVES By 31s
Page 265 and 266: PERCENTAGE RECKONER NUMBER OF LATRI
Page 267 and 268: HEALTH EDUCATION AND SANITATION PPC
Page 269 and 270: -----------------------------------
Page 271 and 272: - - - - -- - - - - - - - - - - - -
Page 273 and 274: ~*4~~ 7 co-, * a 0 0 0 Submitted by
Page 275 and 276: Nearest Health Unit (name, type) Vi
Page 277 and 278: Name__ SUNDAY -1 L MONDAY L L k'LHI
Page 279: - 2 6. Which of the following disea
show all

Qn VATW Lk WAw LwUiWE WWW M - (PDF, 101 mb) - USAID

Create successful ePaper yourself

Delete template?

Save as template?