About the training - Microsoftclubrunner.blob.core.windows.net/00000060071/en-ca/file… · Web viewPresentation, plenary discussion. Materials: Flip chart paper, markers and masking

TRAINING MANUAL ON

INTERPESONAL COMMUNICATION

FOR

HAND WASHING AMBASSADORS

1 Uganda - National Hand washing Ambassadors’ Training Manual

TABLE OF CONTENTS

1.0 BACKGROUND .......................................................................................................................................43

2.0 THE HWWS CAMPAIGN .......................................................................................................................54

To increase the proportion of mothers and caregivers of children under the age of five who practice Hand washing with Soap (HWWS) after visiting the latrine/ toilet from 22% to 34% and HWWS before feeding the children from 6% to 18% in 3 years ............................................................65 To promote the use of the Tippy Tap (an appropriate Hand washing technology) next to the latrine or utensils drying rack. ..............................................................................................................65

3.0 ABOUT THE TRAINING ..........................................................................................................................98

4.0 ABOUT THIS GUIDE ...............................................................................................................................11

FACILITATION TIPS .........................................................................................................................................11

SESSION 1: GETTING STARTED .............................................................................................................1413

SESSION 1.1 ................................................................................................................. INTRODUCTIONS ............................................................................................................................................................ 14 13 SESSION 1.2 ......................................................... RELATE EXPECTATIONS AND FEARS TO TRAINING OBJECTIVES: ............................................................................................................................................................ 15 14 SETTING THE SCOPE OF THE TRAINING ......................................................................................................... 15 14 DURATION: 5 MINUTES ............................................................................................................................ 15 14 PROCEDURE: .......................................................................................................................................... 15 14 SESSION 1.3 ............................................................................ GROUND RULES TO HAVE A GOOD WORKSHOP ............................................................................................................................................................ 15 14 SESSION 1.4 ............................................................................................. LOGISTICS AND FORMING TEAMS ............................................................................................................................................................ 15 14

SESSION 2: HAND WASHING WITH SOAP CAMPAIGN .............................................................................1615

PURPOSE ................................................................................................................................................ 16 15 SESSION 2.1: ..................................................................................... BACKGROUND TO HWWS CAMPAIGN ............................................................................................................................................................ 16 15 SESSION 2.2: ...................................................................... HOW TO MAKE A TIPPY TAP WITH A SOAP HOLDER ............................................................................................................................................................ 17 16 SESSION 2.3 BAR SOAP MAKING USING LOCAL MATERIALS ............................................................................. 19 18

SESSION 3: BEING A HAND WASHING AMBASSADOR ........................................................................2019

SESSION 3.1 ......................................................................................................... SHARING EXPERIENCES ............................................................................................................................................................ 21 20 SESSION 3.2: .................. WHO IS A HAND WASHING AMBASSADOR AND WHAT ARE THE BENEFITS OF BEING ONE? ............................................................................................................................................................ 21 20

SESSION 4: EFFECTIVE COMMUNICATION ...........................................................................................2221

• CHECK FOR PARTICIPANT’S UNDERSTANDING.SESSION 5: INTERPERSONAL COMMUNICATION . .2423

SESSION 5: INTERPERSONAL COMMUNICATION ................................................................................2524


ASK A PARTICIPANT FROM EACH GROUP TO SHARE THE GROUP EXPERIENCE IN PLENARY. ASK WHETHER THEY WERE ABLE TO USE THE GATHER APPROACH AND THE IPC SKILLS. .............................2928

SESSION 6: PLANNING FOR IPC ACTIVITIES ..........................................................................................3130

SESSION 7: USE OF INFORMATION, EDUCATION AND COMMUNICATION (IEC) MATERIALS .......3231

FACILITATORS NOTES .................................................................................................................................3231

REINFORCING KEY POINTS AND MESSAGESSESSION 8: MONITORING OF IPC ACTIVITIES .................3231

SESSION 8: MONITORING OF IPC ACTIVITIES .......................................................................................3332

1.0 BACKGROUND ............................................................................................................................3

2.0 THE HWWS CAMPAIGN ........................................................................................................4

3.0 ABOUT THE TRAINING ...........................................................................................................8

4.0 ABOUT THIS GUIDE ...............................................................................................................10

SESSION 1: GETTING STARTED ................................................................................................13

SESSION 1.1 ............................................................................................ INTRODUCTIONS ................................................................................................................................................................ 13 SESSION 1.2 .................................................. RELATE EXPECTATIONS AND FEARS TO TRAINING OBJECTIVES ................................................................................................................................................................ 14 SESSION 1.3 ...................................................................... GROUND RULES TO HAVE A GOOD WORKSHOP ................................................................................................................................................................ 14 SESSION 1.4 ..................................................................................... LOGISTICS AND FORMING TEAMS ................................................................................................................................................................ 14

SESSION 2: HAND WASHING WITH SOAP CAMPAIGN ...................................................15

SESSION 2.1: .......................................................... BACKGROUND TO HWWS CAMPAIGN ................................................................................................................................................................ 15 SESSION 2.2: ...................................... HOW TO MAKE A TIPPY TAP WITH A SOAP HOLDER ................................................................................................................................................................ 16

SESSION 3: BEING A HAND WASHING AMBASSADOR .................................................18

SESSION 3.1 ................................................................................. SHARING EXPERIENCES ................................................................................................................................................................ 18 SESSION 3.2: ..................... WHO IS A HAND WASHING AMBASSADOR AND WHAT ARE THE BENEFITS OF BEING ONE ................................................................................................................................................................ 19

SESSION 4: EFFECTIVE COMMUNICATION ...........................................................................20

SESSION 5: INTERPERSONAL COMMUNICATION ............................................................22

SESSION 5.1 ....................................... DEVELOPING SELLING SKILLS OF PARTICIPANTS . ................................................................................................................................................................ 25

SESSION 6: PLANNING FOR IPC ACTIVITIES .......................................................................28

SESSION 7: USE OF INFORMATION, EDUCATION AND COMMUNICATION MATERIALS 29


SESSION 8: MONITORING OF IPC ACTIVITIES ...........................................................................30


1.0 BACKGROUND

1.1 Status and policy Uganda has one of the fastest growing population rates in the World with growth rate of 3.2% and fertility rate of 6.7%. The country is among the poorest with a population of over 28 million, 88% living in the rural areas and majority (52%) are aged below 15 years of whom 19% are children under 5 years. In Uganda, 31.1% of the population lives below the poverty line, the under 5 mortality rate of 137/1000 is high, access to clean water is 67% with 63% in rural areas and almost 90% in urban areas; and literacy levels stand at 65% for females and 70% for males (UDHS 2006).

Hand washing with soap is in line with the Government of Uganda’s priorities. The 1995 Uganda National Constitution stipulates that every Ugandan has a right to a clean and healthy environment. In addition, the Poverty Reduction Action Plan (PEAP) outlines improving hygiene practices such as hand washing within the Human Development pillar. The PEAP acknowledges that far too many children die of diseases that should be prevented through “improved hygiene practices (e.g. hand washing after defecation).” The Health Sector Strategic Plan II (HSSP II) states that “Over 75% of Uganda's disease burden is considered to be preventable as it is primarily caused by poor personal and domestic hygiene and inadequate sanitation practices”. In support of the PEAP and HSSP II, the National Environmental Health Policy states that “promotion of domestic and school sanitation and basic hygiene will remain the national priority for environmental health services in Uganda.” The ten-year Improved Hygiene and Sanitation financing Strategy elaborates on policy areas and calls for a National Hand washing Program.

1.2 Basis for promoting hand washing with soap (HWWS)In a study carried out by the Ministry of Finance Planning and Economic Development (MoFPED)1, poor Sanitation & Hygiene was identified as one of the five major causes of the high infant mortality rate in Uganda. The leading causes of mortality among children under five years of age are malaria (23%), pneumonia (21%), and diarrhea (17%) where the overall prevalence of diarrhea is 20% (MoH 2005), although it is higher in the Eastern and Northern regions. HWWS is one of the most effective ways of preventing diarrheal diseases along with the safe water and safe disposal of stool. Since HWWS can prevent the transmission of germs, it may be more effective than any single vaccine. Despite its importance, HWWS as a practice remains low in Uganda.

Hand washing is one of the most effective means of preventing diarrheal disease along with safe stool disposal and safe household water treatment. Evidence indicates that improved hand washing in particular can have a major impact on public health in any country and can significantly reduce two leading causes of childhood mortality: diarrheal disease and acute respiratory infection (ARI). Washing hands with soap at the right times can reduce instances of diarrhea by 35 - 50%2345. Evidence also suggests that hand washing with soap can reduce acute

1 Infant and Maternal Mortality in Uganda: causes, campaigns and strategy for the way forvillage, 20032Luby, S. et al. (2004). Effect of Intensive Handwashing Promotion on Childhood Diarrhea in High-Risk Communities in Pakistan: A Randomized Controlled Trial. Journal of the American Medical Association, 291, 2547-2554 3Fewtrell, L., Colford, J. (2004). Water, Sanitation, and Hygiene: Interventions & Diarrhea, Results from the Last 45 Years: A Meta-Analysis [presentation]. Centre for Research into Environment and Health.


respiratory infections by 30% (Rabie 2003). Hand washing may therefore be a better option for disease prevention than any single vaccine.Diarrheal disease alone is a major killer of young children and is responsible for 17% of all infant deaths in Uganda. Diarrheal incidence is at 26% and ARIs are at 15% (UDHS 2006). While the direct incidence is measured in the Demographic Health Survey, diarrhea’s opportunistic multiplying effect on other diseases, such as malaria, through compromised immune systems, is difficult to quantify.Maternal and infant conditions contribute the highest (20.4%) to Uganda’s total burden of ill health and avoidable death. According to the Uganda Demographic Household Survey (UDHS, 2006), under-five and infant mortality rates stood at 137 and 76 per 1000 live births respectively. Similarly, between 2001 and 2005, Uganda’s Maternal Mortality Ratio (MMR) declined marginally from 505 to 435 deaths per 100,000 deliveries. It should be noted that when mothers die at birth up to 65% of infants left behind die due to inadequate care.

1.3 Benefits of Hand washingRegular HWWS: Keeps away diseases and helps a family save money they could have used in treating sick

children. It saves mothers & their families’ time especially during harvest and planting season. They

are able to concentrate on work instead of looking after sick children. It keeps children healthy and happy

2.0 THE HWWS CAMPAIGN

2.1 HWWS campaign BackgroundIn 2007, a Hand washing formative and baseline study was conducted by the Steadman Group on behalf of the Water and Sanitation Program of the World Bank (WSP-AF/WB). The report revealed that HWWS was low. The study was conducted in the ten districts of: Bushenyi, Masindi, Kabale, Lira, Mpigi, Kampala, Kiboga, Mayuge, Mbale and Iganga. Data from the research showed that while knowledge levels among caregivers for children under 5 years of age on the need to wash hands with soap after visiting the toilet was high - at 84%, only 14% actually practiced hand washing with soap (HWWS) after visiting the toilet; 19% washed hands with water and soap after cleaning a baby’s bottom after defecation and 6% washed hands with soap before feeding a child6 . The Water and Environment Annual Sector report, 2009 shows that HWWS after visiting the toilet is now at 22% (as evidenced by functioning hand washing facilities next to the latrine / toilet)

Thereafter, a pilot of the national hand washing campaign hosted by the Uganda Water and Sanitation NGO Network (UWASNET) was implemented in Kabale, Mbale, Lira, Kiboga and Kampala (Kawempe division) in order to increase rates of hand washing with soap at the

4 Curtis, V., Cairncross, S. (2003) Effect of Washing Hands with Soap on Diarrhea Risk in the Community: a Systematic Review. The Lancet, Infectious Diseases, 3, 275-280.5Huttly, S. et al. (1997). Prevention of Diarrhea in Young Children in Developing Countries. Bulletin of the World Health Organization, 75(2), 163-174. 6 The Steadman Group; Formative and Baseline Survey on Hand washing with Soap, Final Report, January 2007-Page iv (Executive Summary)


following critical junctures: before feeding children and after using the toilet. This effort was achieved by uniting the efforts of stakeholders, at international, national and local level. In preparation for the national roll out to 30 districts, lessons from the pilot have since been adopted and used to improve the communication strategy, the communication material and the overall implementation approach.

Partners in this effort have included the Government of Uganda (including Ministry of Health, Ministry of Water and Environment, Ministry of Education and Sports); development partners such as DANIDA, DFID, SIDA, WSP/World Bank and UNICEF, local partners include UWASNET members, District local governments and the National Sanitation Working Group. The National Sanitation Working Group formed a Hand washing steering Committee (HWSC) which raises funds and guides the implementation of the campaign’s activities. The private sector especially the soap manufacturing companies like Unilever and Mukwano are key actors in the campaign. The campaign is currently hosted by Africare Uganda which signed a memorandum of Understanding with the Government of Uganda for this role.

2.2 Overall Communication goal“The purpose of the Uganda National Hand washing campaign is to stimulate and sustain the behavior of hand washing with soap in Uganda among mothers/ care givers of children under 5 years in order to contribute to the improvement child health & survival through the reduction of diarrheal diseases within 3 years of implementation”.

2.3 Behavioral ObjectiveTo get 700,000 mothers of children under-five years to consistently wash their hands with soap after visiting the toilet and before feeding a child within 3 years

2.4 Communication Objectives To increase the proportion of mothers and caregivers of children under the age of five

who practice Hand washing with Soap (HWWS) after visiting the latrine/ toilet from 22% to 34% and HWWS before feeding the children from 6% to 18% in 3 years

To promote the use of the Tippy Tap (an appropriate Hand washing technology) next to the latrine or utensils drying rack.

To encourage the integration of Hand washing in district sanitation and hygiene work plans and budgets.

2.5 Communication strategyThe communication strategy uses the 5 star communication actions

2.5.1 Administrative mobilization – to ensure ownership, political will and commitment. From the very on set, the district technical and political leadership has been consulted about this intervention. In 2008, a National advocacy effort was conducted in 78 of the then 80 districts sensitizing leaders about the importance of HWWS. Out of this effort, some districts have since planned and budgeted for HWWS activities. Building on advocacy activities embarked on in the 78 districts in Uganda, the Administrative Mobilization action will concentrate on the sensitization and mobilization of leaders at district, Sub County, parish, and village level on the need and implementation for hand washing with soap. Working with these leaders, the campaign team will put a lot of emphasis on strengthening the district enabling environment for


large scale promotion of Hand washing with Soap (HWWS). The enabling environment includes the following nine factors namely;

Policy, strategy and direction Institutional arrangements Implementation Capacity Partnership Financing Monitoring and Evaluation Program Methodology Availability of products and tools cost-effective implementation

The mobilization of these leaders will be through meetings, workshops and the on-going district radio programs. The leaders and civil society will be sensitized on their role in implementing and integrating hand washing in their work plans, budget cycles and development plans. The leaders will also be encouraged to spearhead Tippy tap construction drives in the respective communities under their charge.

2.5.2 Community mobilization – to ensure that the intervention is community owned and community led.

There will be need to fully and officially engage Sub County and local council one levels of leadership through a letter from the district leadership requesting their full support of the HWWS intervention. The involvement of these lower level leaders cannot be under estimated. Using Local council meetings, NGOs meetings, community based groups meetings, church and health centre meetings, communities will be mobilized to appreciate the importance of hand washing and agree roles in promotion of hand washing with soap at community and family level. This action will be a strong force in causing society driven change within the communities of intervention. 2.5.3 Advertising – to highlight the importance of HWWS and motivate the primary and

secondary targets to HWWS. In consultation with key line ministries, selected districts and other partners, the NHWC has developed several materials for promotion of hand washing at three junctures: before feeding the baby; after using the toilet; and after cleaning the child’s bottom. The materials and their translations were pre-tested in selected districts with local communities. These materials, which shall be utilized in all districts, will reinforce messages received from other communication actions on the need for hand washing. The materials developed include posters and fliers, which will be reproduced and given to districts to distribute in the communities. In addition, the campaign also produced radio adverts, and a TV/video advert. Spotting the communities’ love for drama, the radio adverts use drama skits and will be run on national and regional radios. The adverts will also be availed to districts for use. It is envisaged that the TV/video advert will be shown to communities using film vans from the Ministry of Health and Mukwano Soap Company and it will also be distributed to districts for their use.

2.5.4 Personal selling / Word of mouth – to prolong the community’s engagement, negotiate any barriers to recommended behaviour and trigger the desired action / behaviour. One of the most effective means of communication is face-to-face Inter- Personal Communication (IPC). The intervention intends to work with Hand Washing Ambassadors


(HWAs), who will be volunteering members of the community who include village health teams, Health providers, community outreach workers, religious leaders, school teachers and others who will interact directly with target population. The HWAs will be trained and equipped to teach their community the need for hand washing with soap, how to construct a tippy tap and negotiate the behavior with the community on a one-to-one or small group basis.

2.5.5 Point of service branding – to re-affirm positive behaviour, convince members of the community to embrace HWWS .

To reinforce the hand washing message, and for continuity of the hand washing campaign efforts, health centers will be branded using hand washing posters. In addition, health workers will be encouraged to promote hand washing behavior when training expectant mothers and mothers of children under five years; by showing them how to wash hands regularly and how to construct and use a tippy tap regularly. The ministry of Health child days will also be utilized as good opportunity.


3.0 ABOUT THE TRAINING

Aim With this training the Government of Uganda with support from Rotary aims to promote Hand Washing With Soap (HWSS) at critical moments, especially among mothers and care takers of children under five years. It promotes washing hands with soap at three critical times; 1)after visiting a toilet, 2) after cleaning a child’s bottom, 3) before feeding a child

Objectives The objectives of the training are: 1. To equip participants with accurate information and skills on HWWS2. For participants to understand the concepts of interpersonal communication and their

importance in promoting HWWS.3. To make participants, aware of their roles as Hand washing Ambassadors and their

responsibilities as change agents who can trigger the process of behavior change 4. For participants To understand how to plan, and implement HWWS activities in the

community5. Ensure participants are able to carry out the necessary the IPC monitoring.

Training outputsBy the end of the training participants will:

Be able to demonstrate accurate information on HWWS Be able to conduct IPC community events or conduct one-on-one interactions to

promote HWWS in the community using a IPC skills Know their roles and responsibilities in the HWWS campaign Be able to monitor their activities

Duration of training: 1 dayWho is a Hand washing Ambassador (HWA)?A HWA is a community member who is trusted and respected by their community and is interested in improving their communities. The HWA will be a responsible for promoting HWWS in their community.

A HWA can be selected from any of the following categories of people:Rotray Community Corps (RCCs), Health officers (village level), teachers, Village health workers, religious leaders, community leaders, community development officers and Village WATSAN committee members.

Each village in the intervention area that is implementing HWWS will select one HWA for training.

Criteria for SelectionThe community with the guidance of the Rotarians or Rotaractors, district and District Health Inspector (DHI) will select HWA using the suggested criteria below;

The HWA should be: Resident in the village Aged between 18-49


Able to read, write and count Committed to improving their community Respected and accepted by the community Willing to work as a volunteer Preferably a woman

HWA Roles and responsibilitiesHWA will conduct the following activities;

Promote HWWS in both formal and informal settings Conduct house to house visits Mobilize and participate in all Direct Consumer Contact activities in their community Follow-up on homes/communities sensitized to encourage adoption of behavior

especially construction and use of a tippy tap Demonstrate how to make and use a tippy tap Demonstrate how to wash hands Refer community members to masons, health workers and other district staff for further

help Collect data for monitoring


4.0 ABOUT THIS GUIDE

Purpose of this guideThis training guide is for trainers who are leading workshops with HWAs. The guide is designed to lead trainers through sessions on different topics by providing participatory activities and key messages for each session. Remember that this guide is a guide and should be used for reference only -- not read aloud word for word. Trainers should adapt the activities and messages in this guide to meet the needs and desires of particular audiences, taking into account their education levels, relationships to one another, and roles in the community.

Structure of the training guide In order to enable HWAs to communicate strategically about HWWS this training guide provides sessions both on how to communicate and what to communicate. The topics covered are:

Being a HWA Hand Washing With Soap (HWWS) Communication Interpersonal Communication Skills Marketing HWWS Planning Monitoring and reporting

There are three main parts of this manual:

Part 1: Session GuidesEach session begins with an introduction page laying out the objectives, duration, materials, session procedures and notes for the facilitator. The curriculum is then laid out with activities and key messages addressing each objective. Trainers are encouraged to tailor the activities and content to meet the desires of the target audience.

Part 2: Reference MaterialsThe reference materials provide important background information on each topic for the trainer. Trainers should read these modules in full before the beginning of a session. Then, these sections can be used for reference during training.

Participatory Training GamesThe participatory games are used in this training to make learning activities entertaining and give the training a sense of momentum.

Facilitation Tips

Being a strong facilitator takes time and dedication. Your role is to engage and channel the thoughts and experiences of the people in the room so that they form accurate and powerful conclusions. Remember to:

Be a learner: A facilitator is not the source of all knowledge but a person who will listen, guide and suggest rather than direct.

Trust in your participants: All people have experiences, knowledge and resources from which others can learn. Remember to trust in the capacities of your participants!


Create an atmosphere of confidence: By being self aware, open, and respectful of participants’ opinions, you can create an environment in which people feel free to share their thoughts and experiences.

Be prepared: Strong facilitators know their subject, audience, and curriculum. Know the learning objectives & how they relate to activities.

Be flexible: Sometimes, learning methods will need to change to meet the needs of a particular group - find creative ways to adapt your curriculum to meet their needs.

Before a training During a training After a training Know the audience Identify training needs Set targets Review objectives & make a

training plan Read through all training

materials and find out else you need to know

Prepare materials & logistics Check out & arrange a venue Hold a planning meeting with

facilitators Set up the room so that

participants sit in a semi-circle – to foster discussion

Arrange handouts Prepare flipcharts Register participants

Introduce trainers, participants and topic

Set ground rules Assign responsibilities (time

keeper, etc) Find out expectations & fears Relate expectations to

objectives Provide logistics Involve participants Monitor attention levels and

understanding Use energizers when needed Follow activity plan Vary your learning methods Control the group Deal honestly and carefully

with sensitive topics

Assess the trainee’s understanding

Evaluate the training Make action planning Plan follow-up activities Clean the training space Hold trainer review session Document training & lessons

learned

Timetable for the training

The training is to take one day. HWAs will be mobilized to attend the training by district and lower level leaders. Below is the timetable:

Day Time Activity Methodology8:30 a.m. - 9:00 a.m. Registration 9:00 a.m. - 9:15 a.m. Opening remarks9:15 a.m. - 9:45 a.m. SESSION1: Getting Started

Introductions Expectations & fears Ground rules Logistics and forming teams

Interactive games

9:45 a.m. - 10:45 a.m. SESSION 2: Overview of HWWS campaign Background to HWWS campaign Critical times for HWWS Benefits of HWWS Steps of correct HWWS (Jug)

Presentation , demonstration and plenary discussions


How to make a tippy tap10:45 a.m. - 11:00 a.m. BREAK TEA11:00 a.m. – 11:45 p.m. SESSION 3: Being a HWA

Who is a HWA? What are the roles of HWAs? When can HWAs conduct

community activities? Why do we choose to use HWAs to

promote HWWS? What are the benefits of being a

HWA?

Presentation and Plenary discussion

11:45 am – 12:30am SESSION 4: Effective Communication Communication loop Barriers to effective

Communication Ways to improve effective

communication

Group discussions

12:30 p.m. - 1:30 p.m. LUNCH1:30 p.m. - 3:00 p.m. SESSION 5: Introduction to Interpersonal

Communication What is interpersonal communication? Using the GATHER method – 6

Principles of Effective IPC Using TITHER – 6 Elements of Effective

IPC Developing Selling skills

Everyone is selling something Increasing your value Basics of selling (one minute

sales pitch) Effective selling Tips RUTH

Presentations, role plays

3:00 p.m. - 3:30 p.m. TEA BREAK 3:30 p.m. – 4:30 p.m SESSION 6: Planning for IPC activities

Develop an action planPRA tools: Village mapping, mapping of allies, mapping institutions and events

4:30 p.m. - 5:00 p.m. SESSION 7: Use of IEC materials PRA tools: Village mapping, mapping of allies, mapping institutions and events

5:00 p.m. – 5:30 p.m. SESSION 8: Monitoring IPC Activities Monitoring forms5:30 p.m. – 5:45 p.m. Closure and administrative issues


SESSION 1: GETTING STARTED

Purpose: The purpose of this session is to establish enabling group dynamics like respect, trust, and openness. By getting acquainted with one another, sharing expectations, and setting ground rules, participants will be positively engaged in the workshop from the very start.

Objectives: By the end of this session, participants will have: 1 Become acquainted with one another 2 Related their expectations and fears to workshop objectives3 Generated a list of the simple things you can do to have a good workshop4 Reviewed logistics and formed teams for the training

Methodology: Mutual interview, brainstorming, group decision-making

Materials: Flip chart paper, pieces of Manila paper, markers and masking tape

Preparation: Write the objectives of this training on a flipchart

Duration: 10 minutes

Session 1.1 Introductions

Procedure: 1. Welcome participants and briefly explain the workshop.2. Write on different color VIPP cards equivalent to the number of participants the

following sentences: Washed hands with water and soap after using toilet (GREEN), Washed hands with water alone after using toilet (BLUE), Did not wash hands after using toilet (PINK). Fold them into two and let each participant pick one.

3. Let each participant read what is written on the card but making sure no other person sees what is written on it.

4. Ask the participants to move around the class shake hands and greet each other. Let them find out their name, place of work, and any other information. As they greet each other let them note the color of the card participant is holding.

5. Ask participants to comeback in plenary. Let one participant with each of the color card read aloud what is written on it.

6. Mention that they got to know each other through the greeting but did not know who had washed hands with water and soap after using the toilet or not

7. Mention that we are here to learn more about the consequences of each of the actions.


Session 1.2 Relate expectations and fears to training Objectives: setting the scope of the training

Duration: 5 minutes

Procedure:1. In plenary ask participants their expectations and fears of this training and write them on

the flip chart.2. Address fears and identify any expectations and fears that are outside the scope of the

workshop. 3. Compare the expectations to the objectives of the training. Remind participants during the

workshop to check if their expectations are being met and fears overcome.

Session 1.3 Ground rules to have a good workshop

Duration: 5 minutes

Procedure1. In plenary have participants generate a list of norms (“ground rules”). 2. Ask participants to select a “host team” to help ensure that the training runs smoothly.

Include a team leader and welfare monitor.

Session 1.4 Logistics and forming teams


Procedure:1. Lifeboat energizer: Move to an open space and invite participants2. to walk around and mix freely. Tell participants that they are on a sinking boat and they

need to get into life boats quickly, but that the lifeboats can only hold a certain amount of people. Explain that you will call out a number and they will have 5 seconds to come together with that number of people to get into a lifeboat. First, call out “three”.

3. After 5 seconds, walk through the group and eliminate any boats with more or less than three people. Do this as a dry run and repeat the game with another number of people in the lifeboat of your choice.

4. Then, decide how many people need to be in a group so that you have a total of 7 groups (should be no more than 5 or 6 people per group). Tell participants to start walking around and then call out that number.

5. Ask participants to share what they think we can learn from the lifeboat game.6. Tell participants that these groups will be their Teams for the rest of the workshop. 7. Give teams 3 minutes to think of a team name and a team symbol that is easy to draw.

Then, create a chart with a column for each team, where their points will be counted throughout the training.

8. Review logistics: meeting times, place, meals, schedule, etc.


SESSION 2: HAND WASHING WITH SOAP CAMPAIGN PurposeThe purpose of this session is give information to participants on the HWWS and the campaign.

ObjectivesBy the end of this session, participants will be able to:

1. Appreciate the need for a HWWS campaign2. Enumerate the benefits of HWWS3. Know the critical times to wash hands

Methodology: Presentation, plenary discussion

Materials: Flip chart paper, markers and masking tape, overhead projector (if possible), Soap and water (of known volume, so water can later be measured in it), Bucket and pitcher

Session 2.1: Background to HWWS campaign


Procedure:1. In your own words, summarize the background and objectives of the campaign (check 2.0 –

HWWS Campaign on page 4) to introduce participants to the HWWS campaign.2. Allow participants to ask questions where they are not clear. 3. In plenary ask participants why we wash hands and what are the critical times for washing

hands with soap?4. Summarize response and fill in missing gaps.5. Tell participants we’re going to focus on the behavior of hand washing consistently and

correctly.6. Ask for a volunteer to demonstrate correct hand washing. Have the group coach them on

‘correct hand washing’, correcting the technique if needed. All the time, waste water should be caught in the bucket below.

7. Emphasis that; It is the soap or ash that lifts the germs, pouring water over the hands carries the germs away, the combined action makes them ‘clean’, We are ‘reducing’ contamination, not sterilizing or getting rid of ALL the germs.

8. At the end of the wash, keep the water aside and we shall compare with when you use a tippy tap.

DO NOT try to save water in this demonstration. You pour water over the volunteers’ hands, and use as much as reasonably possible. This contrasts later with the savings using the tippy tap.


Note to facilitators:

Emphasis the key practice • Hand washing with soap

And the critical times for HWWS• After visiting a toilet• After cleaning a baby’s bottom• Before feeding a child

Know that you can’t tell by sight, feeling or smell whether hands are clean or not

Why do we wash our hands?Benefits of Regular HWWS: Keeps away diseases and helps a family save money they could have used in treating sick

children. It saves mothers & their families’ time especially during harvest and planting season. They

are able to concentrate on work instead of looking after sick children. It keeps children healthy and happy

Steps to correct hand washing: (Refer to hand washing flyer)

1. Wet your hands with water2. Lather your hands with soap, ash or other cleansing agent.3. Rub the palms, in between fingers, under nails, and the back of your hands vigorously.4. Reach as high as your wrists.5. Rinse your hands well with running water (pour from a jug or tap)6. Dry them in the air to avoid recontamination on a dirty towel or dirty clothing.

Session 2.2: How to make a tippy tap with a soap holder


Objectives: By the end of this session, participants will know:

Hand Washing with Soap is easy and simple to achieve and maintain.

Preparation: Practice making one or two types of functional tippy taps

Materials: See HWA reference guide, Plastic 3 liter jerry can, String for hanging, Nails, candles, matches for poking holes in vessels

Procedure:


1. Mention that: Because hand washing requires a lot of water, we know it is hard for families to wash when it means more trips to the well, more purchasing of water, more effort. One way we can influence improved WASH practices is to reduce some of the barriers to hand washing… to introduce a simple technology that saves water and makes hand washing easier.

2. Show participants the flyer on how to make a Tippy Tap with a soap holder.3. Demonstrate how the tippy tap is made then ask someone from a team to try it out. Follow

instructions in the HWA reference guide and make a tippy tap with the materials provided (3 liter plastic jerry can with lid, nail, candle, 3 cm lengths of string, soap).

4. When they complete making the tippy tap have them fill the jerry can with water and practice hand washing with the tippy tap.

5. Note the amount of water needed to wash hands consistently and correctly using a tippy tap.

6. Compare this to the amount needed without the tippy tap as seen in session above.7. Discuss other possible advantages to the tippy tap (able to WASH with just one person,

don’t need a second person to pour water; takes hand washing out of the ‘domain’ of the woman… now that it’s a ‘technology’, men might maintain it.)

8. Discuss where it can be placed and any improvements to the design.9. Ask participants if they currently promote tippy taps, and if they’ve seen any other designs

being used that they can promote. 10. Ask participants what products or supplies are determining factors for washing hands with

soap. Emphasis the need for soap and how they can encourage community members to spare some soap for hand washing. Discuss how soap for hand washing can be part of the household budget and yet not be an extra cost. (cut a small piece for hand washing)

Facilitators Notes:

Our last activity looked at the barriers many people face to one of the three key practices, and we learned how supplies and technologies can also influence behavior by reducing the barriers to performing the desired behavior.• For people to change behavior factors such as key knowledge and skills, products and

supplies, readiness for change, peer pressure etc. are all important.• Products and supplies do have a critical role in the practice in taking up of the new behavior.• In order for households to wash hands with soap, there must be affordable soap available at all times near where people cook and defecate, not too expensive or a day’s walk in the market place.• A mother will be motivated to start using a tippy tap if she can find it at an affordable price, if she can use local materials, and/or if she sees it used by other mothers. Many times people are influenced by peers and elders, motivated by affordable products

that make their lives easier, and do things that resonate with a spirit of pride and modernization. We need to talk to households less about the health benefits of improved practices and more about benefits that matter to them.


2.3 - Bar Soap Making Using Local Materials

Duration:10 minutes: To boil water5 minutes: To boil all ingredients5 minutes: Boil and stir for proper mixing3 Hours: To cool soap mixture in trough. 3 Days: To cool and harden the soap – ready to use.

Objective: Overcome the challenge of community members to always have soap for hand washing and other house chores.

Preparation: Materials Needed:Saucepan, water, Spoon or ladle, piece of bar soap, Leaves (1. Guava, 2. Pawpaw, 3. Mujaaja, 4. Bombo), trough or shaped container for cooling and fire for heating.

The Procedure of Soap Making: 1. Boil Water.

2. Submerge the mujaaja leaves. (These help add a good scent to the soap)

3. Submerge guava leaves (The guava leaves help to harden the soap mixture to form a bar)

4. Submerge the bombo

5. Submerge the pawpaw leaves (This also helps in the hardening process as well)

NB: The leaves need to be submerged into the boiling water for not more than a minute6. Pour / Empty a sachet of any detergent i.e. omo and nomi and stir the mixture. (This

helps the soap to attain a colour and scent to the soap you are making)

7. Lastly, add scrapped pieces of bar soap to the mixture, stir well and let it boil and percolate for a minute or two.

After Boiling8. Pour the mixture in the already prepared trough. In some cases, this can be shaped in

the ground, use of wooden or metallic boxes. Any locally available material can also be used into which the mixture can be cooled and soap shaped.

9. The mixture in the trough needs to cool for three (3) hours

10. After three hours, the soap should have formed a shape. This shape is not yet strong enough therefore, the soap is transferred and kept on a cemented floor.


11. The soap should remain on the cement floor for three (3) days. Thereafter, your soap is ready to be used.

The soap made can be used for hand washing, bathing, washing clothes and any other requirements. 12.

Key points for the facilitator

1- The quantities of herbs determine the volume of soap gotten at the end of the process.

2- The colour of the soap made s determined by the detergent added to the mixture.3- It is always better to try the process with fewer materials until the maker is sure of

what quantities are needed for what amount of soap.4- The maker needs to remember that perfection is achieved after a number of trials so

one doesn’t to be discouraged at the first trial.5- Show the soap making video to the participants.

SESSION 3: BEING A HAND WASHING AMBASSADORPurpose: The purpose of this session is to develop an understanding of a HWA. By sharing experiences on convincing a friend to try out a new product/behavior etc, participants will be able to create an understanding of a HWA that is practical and effective, and this understanding will be used throughout the workshop.

Objectives: By the end of this session, participants will be able to:

1. Define HWA and understand its benefits 2. Identify the qualities of a strong HWA

Methodology: Sharing experiences, brainstorming, role plays, games

Materials: Flip chart paper, pieces of Manila paper, markers and masking tape

Preparation: Write out manila cards, one with each of the 5 W’s of a HWA

Who is a HWA? What are the roles of a HWA in promoting HWWS? When can and a HWA conduct community activities?


Why do we choose to use HWAs to promote hand washing with soap? What are the benefits of being a HWA?

Session 3.1 Sharing Experiences


Procedure:

1. Invite 2 participants to tell a story of a time when they convinced a friend or family member to try out a new product/behavior that would improve their life. Briefly discuss the challenges and successes of these experiences.

2. Explain that many people find it important someone takes the time to give them the pros and cons to taking up a new product or behavior. They want confirmation that the product or behavior is beneficial to them and will not cost then much. Here cost does not only refer to money alone but other elements like time. HWAs can therefore be leaders of change and personal sellers in their community.

Session 3.2: Who is a Hand washing Ambassador and what are the benefits of being one?


Procedure:1. Based on the role pay they have just conducted ask participants to answer the following questions in their groups. Incase time is a constraint each group can answer two questions and then present in plenary.

Who is a HWA? What are the roles of a HWA in promoting HWWS? When can and a HWA conduct community activities? Why do we choose to use HWAs to promote hand washing with soap? What are the benefits of being a HWA?

2. Let each group present in plenary and have a discussion.

Key points for the facilitator

Emphasize the intrinsic benefits of being a HWA. This includes; being respected in the community, having access to extra information and training that others do not have, being able to create motivation for change in the community You will receive a certificate after training during the launch activity in your community

as proof that you have been trained and are capable of giving out correct information on HWWS


You will have an opportunity to make new friends as you talk to new people and motivate them to improve their Hand washing habits.

You become an important source of information in your community on Hand washing and hygiene etc.

SESSION 4: EFFECTIVE COMMUNICATION

OBJECTIVESBy the end of this session, the participants will be able to:1. Explain the components of the communication loop.2. Give some examples of miscommunication.3. Identify barriers to communication.

Methodology: Participatory games, group discussions, plenary presentations

Duration: 45 minutes.Materials: Flip chart, VIPP cards, Markers

Procedure:1. Give the participants five minutes in their groups to define communication. Let each group

present their definition in plenary.2. Give out instruction for the whispering game. Ask participants to stand in a semi circle.3. Whisper a sentence in the ear of the first participant. Example of sentence: “Makoma’s

family does not wash hands with soap and water after using the toilet or before eating food so his children always suffer from diarrhea.”

4. Ask him/her to whisper the same sentence to the next participant only once and so on.5. After the message reaches the last participant ask him/her to say what he/she was told.6. Tell the group the sentence you told the first participant.7. Compare the similarities and differences; discuss why distortion occurred and relate to real

life experiences. Allow participants to share their experiences.


8. Post a flip chart paper showing the two boxes of “sender” and “receiver”. 9. Explain the model by asking questions, adding lines, and writing the words message,

feedback and understanding. Ask participants related questions:• Have I communicated, is it enough just to tell someone something?• How do I know the other person has understood my message?• How do I know he/she has understood correctly?• Who is responsible for making sure the message is understood correctly?

Key MessageCommunication is a two way dialogue.Picture 1:

Picture 2:

Facilitator Notes:

BARRIERS TO EFFECTIVE COMMUNICATIONThe following are possible barriers to effective communication:• Different assumptions.• Different points of view.• Emotions.• Misunderstanding of language.• Use of difficult words.• Lack of attention.• Poor clarity of speech.• Prejudices.• Conflicting body language.


COMMUNICATION LOOP

One-way Communication

Channel - MessageSENDER RECIEVER

COMMUNICATION LOOP

TWO WAY COMMUNICATION

Message

Communication

SENDER RECIEVER

Feedback

• Sending discouraging feedback.• Cultural differences.• Lack of trust.• Too much information.

WAYS TO IMPROVE COMMUNICATION• Become sincerely interested in the other person.• Listen well. Check your own understanding of what the other person said.• Try to see things from the other person’s point of view.• Use appropriate words.• Speak clearly.• Encourage questions.• Know exactly what you want to communicate.• Think: “How is it possible for someone to misunderstand my message?”• Ask yourself: “Am I giving too much information or not enough?”• Use encouraging non-verbal communication.• Check for participant’s understanding.


SESSION 5: INTERPERSONAL COMMUNICATION

Objective1. To get participants to share their views on what they think IPC is all about.2. To make participants aware of the concepts and principles of IPC.3. For participants to gain knowledge on a framework for IPC skills

Methodology: Plenary discussions, role plays, plenary discussions

Materials: Chart papers, markers, VIPP Cards Handout on GATHER - steps, principles and topics of IPC.

Duration: 30 minutes.

Procedure:1. In plenary ask participants to tell you what they understand by IPC. Write their responses on

a flip chart. This will take 10 minutes. Discuss in brief their ideas on what is IPC and give them the correct definition.

2. Present the conceptual model of GATHER presented under Note to facilitator. The six principles of GATHER approach should be presented on a flip chart. Refer to the facilitator’s notes.

3. The handout can be given after the session. Develop the steps explaining each step at a time.

Note to facilitatorInterpersonal communication (IPC, is the face to face verbal or non-verbal exchange of information and feelings between two or more people.

THE SIX STEPS OF “GATHER” AND SIX PRINCIPLES OF EFFECTIVE INTERPERSONAL COMMUNICATIONThe six steps of Community/Individual Interaction.1. Greet the community, participants.2. Ask people about themselves 3. Tell people why you have come and what you can offer.4. Help people in decision-making – do they want to accept what you are offering. If there are choices help them to make a decision.5. Explain fully the information on their decision.6. Return to the community to see how things are going and whether anyone has any problems or need any support.

1. GREETi) Whenever you organize/attend a meeting or visit a household, greet everyone as far as

possible according to local tradition. Introduce yourself and your organization.ii) Introduce your organization in the local context. Example – my organization works to

improve the conditions of the community. Just like your Local committees work for the development of the community, so do we function as an organization that works for development.


iii) Share a few words about general development and how with little resources we can do many things for our community. For example: There are many things that affect the good health of children and a family. There are many simple things that you can do at home to make life better for yourselves at low cost. We have come to learn from you and share with you what we know.

REMEMBER:

Be informal if you’re dealing with an informal group and formal when you are in formal gatherings like community meeting etc. Do not sit with an open note book. The community might mistake you as a surveyor, etc.

2. ASKINGIf in an informal setting after greeting and introduction, this is moment to allow the group/community to talk. Do not jump into issues on health because this is not what they may be thinking about at that moment. After they have opened up enough, you can become specific on HWWS. It is important for you to know some basic information on HWWS in the community you are in.If it is a formal setting after greeting and introduction, you can ask a general question on health and development of the particular area/community you are in. Do not jump into issues on HWWS because this is not what they may be thinking about at that moment. After they have opened up enough, you can become specific on HWWS. It is important for you to know some basic information on HWWS in the community you are in.

OTHER QUERIES• Do you have children under five years of age? What kinds of illnesses do children get and why?• Is there anything that the family or community can do to prevent this illness? Guide the discussion to HWWS.

LISTENING IS A SKILLListening is a skill. Listening means encouraging others to talk. Listening means giving others space to express what they feel. Listening means – winning the heart and soul of someone who you would want to make a healthy decision.• Do not compel them to give information.• Do not impose information upon participants.• Body language should be positive.• Sit at the level of the people in the meeting. Try as much as possible to avoid sitting at the high table. Be part of the group. This will help the group to relax. • Pay attention. While speaking, keep your eyes on the people not on your notebook or diary.• If there is any interruption/obstacle, remove it immediately. Notebook and pencils can be a source of distraction.• Give time. Do not hurry (Or look at your watch repeatedly).• Ask open-ended questions-Because, the open ended questions allow them to share information in detail. The close ended question does the opposite and often results in either yes or no. The open-ended questions start with – What, why, where, how, when and who.• Match the emotions by giving appropriate response. If someone is narrating a problem they are facing your response should be concerned and with empathy.


• Do not negate what the other person says, just because you feel that they may not be based on facts. Respect his opinions. At times you might have to conduct a prolonged conversation in order to elicit information/perception you are seeking. The answers you normally get will not structure what they want to convey or the narration may become very long. But, do not lose patience. Pay attention to every little detail they are presenting.Remember to use open ended questions as opposed to closed endedEXAMPLE OF OPEN ENDED QUESTION• How do you wash your hands?• When do you wash your hands and with what?EXAMPLE OF CLOSE-ENDED QUESTION• Do you wash your hands with soap?

3. TELLING

FRAME YOUR ANSWER KEEPING IN VIEW• What they already know about the subject.• What they may want to know?• What specific fears or myths they have about the subject?

USEFUL TIPS• Do your homework thoroughly. Collect all sorts of information be prepared to answer potential questions and, tackle fears and myths related to the subject. Study the IPC materials that are with you. • Do not pretend to know everything. If not confident about some information, say clearly that you will return and reply to all their queries after consulting.

4. HELPING, FACILITATING, ENCOURAGINGIn order the community change their behavior or attitude (in favor of the information that you are giving them — wash your hands with soap at critical junctures — they need, in addition to factual information support and encouragement from all around, within their social environment, their peers and friends, other family members, the wider community.This means helping them to overcome their personal fears or beliefs. Many people do not wash their hands with soap because they think its costly, or the husband has not provided the money, there is no hand washing facility near the toilet, culture says children’s feces are not harmful etc. Therefore it is important that other community influential persons religious leaders, local clerics, health workers, spouses and other influencers belonging to their own community to take an active role in convincing family members to change their behavior. More HELP THEM LEARM HOW TO CONSTRUCT A TIPPY TAP

5. EXPLAINREMEMBER:• Use educational/information materials. Choose those that are appropriate to the issue at hand.• Visual materials explain better and have higher retention value. A popular media message evaluation study states – we recall 10% of the things that we hear, we recall 50% if we hear and see, we recall 90% if we hear see and DO. This means, the motivator/volunteer needs to be fully ready with visual materials before a meeting etc.• Use local examples, simple analogies, language, folklores etc.


6. REPEAT YOUR VISITRepeated visits win trust. Repeatedly meet the community. Maintain records of what they say and ask for.EXAMPLES:• If they have said they do not know how to make a tippy tap, teach them how to make one.

THE SIX PRINCIPLES OF EFFECTIVE INTERPERSONAL COMMUNICATION

A. Treat each individual well. Interact with them. Make eye contact, smile and speak in a normal pleasant voice and tone. Do not raise your voice or be in a hurry. Relate this to the Greet of GATHER.

B. Interact with the community. Ask them information about themselves and their lives. Relate this to the Ask of GATHER.

C. Tailor the information to the community/individual you are addressing. Say things that would be of interest to each group. Avoid too much information and provide what the community is asking for and say only relevant things. For example: talk only about HWWS. Do not get into details of other health problems that will derail you from your objective. Relate this to the Tell of GATHER.

D. Help the community to understand. This you can do through PLA (Participatory Learning for Action) techniques. For example: Use the village mapping and force field analysis for the community to understand and come up with their own workable solutions. Relate this to the Help of GATHER.

E. Explain the situation to the villagers. Yes they have enough soap to also wash hands. It’s a matter of cutting a small piece that is used for hand washing. Yes their children die and that is due to diarrhea which can be prevented at low cost. These relate to the Explain of GATHER.

F. Return to the village and see how things are going. Help the community in their thinking and implementing processes. Do not do things for them which they should do themselves. But motivate and encourage them. Relate this to the Return of GATHER.

SESSION 5.1 Developing selling skills of participants.

OBJECTIVEBy the end of the session participants will acquire interpersonal communication and selling skills

Methodology: Group activities, plenary discussion

Material: Chart papers, markers

Preparation: Familiarize yourself with the activities and write them on the flip chart paper

Duration: 1 hour.

Procedure:1. Run the participants through the principles of interpersonal communication


2. Then conduct a role play with the one minute sales pitch. Get all participants within their groups, two at a time, to act out a situation of convincing someone to practice HWWS and construct a tippy tap in one minute.

3. Instruct them to Keep interchanging the situations (in the gardens, at the well, on the road etc while also trying to enact people who are busy, impatient or rude)

4. Tell the rest of the participants in each group to; observe the role play and take special note of the HWA’s.

Ask a participant from each group to share the group experience in plenary. Ask whether they were able to use the GATHER approach and the IPC skills.

1. EVERYONE IS SELLING SOMETHINGEvery one of us is selling something all the time. Religious leaders – God / Faith, Market Vendors – Produce, Radio presenters – Radio Airtime, Politicians (LCs) – Leadership skills, Head teachers – Knowledge and Health workers - Health

2. INCREASE YOUR VALUE When you give something useful to your customer FOR FREE, they value what you sell better. The Hand washing campaign offers free very useful advice to the community you deal with and it can help you be more relevant in whatever sphere of influence.

Exercise 1 – How can the Hand washing campaign help the 6 categories of people above to sell their interests better?

3. BASICS OF SELLING

Believe in yourself, I can do it attitude. Present yourself in a way that helps you to be confident (Be Smart when talking to people). Understand what needs, people have. You can only know because you ask. We know they

love their children and would like them to be successful in life (Customer needs) Think hard through the solution – Offer varied options so that people can have choice. The

HAND WASHING Tippy tap gives a solution to saving scarce water and soap. Believe in your solution to the needs of the community you reach (The HAND WASHING

tippy tap and benefits of practicing hand washing) Learn the best strengths of the HAND WASHING WITH SOAP and package a good one

minute story / sales pitch Make it easy for someone to use your solution (Convenience) Listen to their objections or ideas for modification and act on them (Empathy &

Engagement)

ROLE PLAY: (The One minute Sales pitch) Pair up participants and let each person try to sell HAND WASHING WITH SOAP to another using strictly one minute. (People are usually busy and do not give you more than a minute to give them new information)


(Say who you are, what you do, and why I might be interested in what you do). 3 people will tell us about their experiences

4. EFFECTIVE SELLING TIPS Do not force HAND WASHING WITH SOAP on anyone, rather be patient, and try again next

time if they refuse (turn objections into opportunities). Make friends out of every contact you have. Build strategic alliances. Look for opportunities

to help someone for free. That will count for something when they think about your real work / profession

Remember to say thank you – even to the person who refuses to practice HAND WASHING (because they taught you one more way you can’t sell it) and more so, remember to say thank you to one who decides to use it.

5. RUTH - Respect, Understanding, Trust and Honesty: Characteristics that enable good interpersonal communicationThese four characteristics will convey a caring attitude and help build a sound relationship. All communities you work with should be treated respectfully and politely. Try to show empathy so as to gain their trust. Always give complete and accurate information. To accomplish these elements of RUTH, some of the things we must pay attention to include:

establishing a relationship our appearance our verbal and non-verbal language the way we listen the way we question.

Exercise 2 (RUTH) – Pair up and tell each other one instance when someone spoke to you using RUTH and one instance when one was rude. What was the marked difference?


SESSION 6: PLANNING FOR IPC ACTIVITIES

ObjectiveTo learn how to work in groups for planning for IPC activities in their own communities.

Methodology: Group discussion

Materials: Flip Chart and Markers

Duration: 1 hour

Procedure:1. Explain IPC Planning: Planning for interpersonal communication activities is the objective of

all this training. The training program has taught everyone personal skills of communication and behaviors. It has tried to mirror unproductive behaviors versus productive behaviors. It has covered many skills of listening, learning, asking questions in an effective manner etc. But now we have to plan for the activities.

2. In plenary present the expected target for IPC and for the HWAs.3. In groups which they can work together on return to their communities let participants

develop community implementation plans. 4. In their groups let them draw their village map indicating all homes, landmarks like health

centers, churches, schools, community halls, community market venues, football grounds, etc. Let them agree on how when they can organize events in areas like the churches, schools, health centers etc.

5. Ask participants to include DCC activities in their plans as they are responsible for mobilizing communities and taking part in them (DCC activities where these are organized). They should also identify other planned community events which are an opportunity for them to promote hand washing with soap.

6. Let participants also identify the various women groups, youth groups and any other community groups that exist in their community. Let each group discuss how they will reach out to each of these groups to talk about HWWS.Still in their groups let the participants identify key allies that they can work with to promote HWWS. These could include; religious leaders, women leaders, youth leaders, community leaders, elders in the community, health workers etc. Agree on how and when you can meet the allies and talk to them about HWWS. Remember you can get support from the DHI and Health Assistants or supervisors to conduct some of these talks.

7. Finally let participants agree on how many days in a week they can organize HWWS events and how many times they will follow-up with a particular group to ensure adoption of behavior.

8. Based on the above draw up a plan showing how you will go about your work in addressing the community. You have to decide how you will choose the group to address with the message on HWWS. Use all the IPC skills that you have learnt so far.


SESSION 7: USE OF INFORMATION, EDUCATION AND COMMUNICATION (IEC) MATERIALS

Objectives:1. To familiarize the participants to the various IEC materials available for helping them in their IPC work.2. For all participants to practice using at least one tool.

Methodology: Role plays, group and plenary discussionMaterials: HWA reference guide, flyer on how to wash hands, flyer on how to make a tippy tap, poster on handwashing, Story with a Gap, campaign posters

Preparation: Familiarise yourself with the IEC materials – The flyer and the HWA reference guideDuration: 30 minutes.

Procedure:1. In plenary explain to participants the meaning of IEC materials and their benefits.2. Introduce each of the items individually. Walk the participants through the materials.3. Explain the purpose of each of the items and how it can be used. Then split the participants

into fours and let them practice using the materials. Give them 15 minutes to practice in groups.

4. Reassemble the participants and let each group present what they have practiced to the larger group.

5. Ask the participants what they have observed and learnt from each others’ presentations. 6. Summarise the learning of using printed interpersonal communication tools. 7. Advise and guide the participants on how they can use the tool better.

Facilitators Notes

What are visual aids and IEC?Visual aids are pictorial displays and tools that help providers and clients better understand and remember information about diseases, prevention, treatment, medical devices, and other health topics. Visual aids are a type of IEC, meaning information, education and communication materials. Other types of IEC include pamphlets, flipcharts, product/device samples, models (sexual organs etc), videos, cue cards, and posters.

Why do we use visual aids (benefits)? Visual aids improve communication by:

Helping HWA explain complex information Reminding the HWA of important points Helping community understand complex information Aiding the community to remember what they have learned Generating discussion between the community and HWA Capturing the community’s interest and attention Easing the discussion of sensitive issues

Reinforcing key points and messages


SESSION 8: MONITORING OF IPC ACTIVITIES

Objective1. To introduce the participants to Monitoring and its importance to the intervention2. To inform the participants of the IPC targets3. To introduce the participants to the IPC monitoring form

Methodology: Group and plenary discussion

Materials: Flip Chart and Markers


Procedure:1. In threes let participants brainstorm on what they understand by monitoring and why we

need to monitor? Give them 10 minutes.2. In plenary let them present their group ideas.3. Mention to the participants that monitoring is a very important part of this intervention

because results from this intervention will be used to decide how to improve it in future. All data collected will be used to make a decision on how the country will move forward with improvement of health in the community in relation to hygiene. Emphasize that the government and intervention are depending on them to collect consistent and correct information.

4. Share with the participants the targets for IPC. Special mention should be made of the need for each HWA to conduct 2 IPC events in a month with not less than 15 people. However you can have a group with smaller numbers but endure that by the end of the month you have met 30 people.

5. Introduce the IPC monitoring form and go over it with the participants. Let them practice filling it out based on the scenario below.

6. Allow for any questions and clarifications developed from the plans they have drawn up.


Documents

About the training - Microsoftclubrunner.blob.core.windows.net/00000060071/en-ca/file… · Web viewPresentation, plenary discussion. Materials: Flip chart paper, markers and masking