 | Oral Rehydration Therapy and the Control of Diarrheal Diseases (Peace Corps, 1985, 566 p.) |
 |  | (introduction...) |
| | Acknowledgments |
| | Introduction |
| | Approach to training |
|  | Module One: Climate setting and assessment |
| | Session 1 - Diarrhea dialogue: Assessing our knowledge, needs and skills |
| | (introduction...) |
| | Handout 1A: Pre-test |
| | Handout 1B: Training objectives |
| | Trainer Attachment 1A: Pretraining questionnaire for volunteers |
| | Trainer Attachment 1B: Pretraining questionnaire for counterparts |
| | Trainer Attachment 1C: Trainer pretest guide |
| | Trainer Attachment 1D: ORT Pretest answer sheet |
| | Session 2 - Training program evaluation |
| | (introduction...) |
| | Handout 2A: Training evaluation |
| | Module Two: Diarrhea, dehydration and rehydration |
| | (introduction...) |
| | Session 3 - Prevention and control of diarrheal diseases |
| | (introduction...) |
| | Handout 3A: Sanitation, water quality and the spread of disease |
| | Handout 3B: Common causes of diarrhea |
| | Handout 3C: Methods of controlling enteric diseases |
| | Handout 3D: Water, excrete, behaviour and diarrhoea |
| | Handout 3E: Primary health care |
| | Trainer Attachment 3A: The global impact of diarrhea |
| | Trainer Attachment 3B: A story about diarrhea |
| | Trainer Attachment 3C: Suggestions for using the picture story |
| | Session 4 - Dehydration assessment |
| | (introduction...) |
| | Trainer Attachment 4A: Pictures of children with signs of dehydration |
| | Trainer Attachment 4B: Guidelines for presentation of the who diarrhea treatment chart |
| | Trainer Attachment 4C: Answers for exercises |
| | Trainer Attachment 4D: Creating a case study |
| | Trainer Attachment 4E: Adaptation of the treatment chart |
| | Session 5 - Rehydration therapy |
| | (introduction...) |
| | Handout 5A: ORT preparation worksheet |
| | Trainer Attachment 5A: Materials and equipment needed for ORT stations |
| | Trainer Attachment 5B: Using models to show why rehydration is important |
| | Trainer Attachment 5C: Suggestions for a lecturette on the hows and whys of ORS |
| | Trainer Attachment 5D: Oral rehydration therapy: the scientific and technical basis |
| | Trainer Attachment 5E: Storing and maintaining supplies of oral rehydration salts (ORS) |
| | Trainer Attachment 5F: Oral rehydration with dirty water? |
| | Trainer Attachment 5G: A pinch of salt' a handful of molasses... |
| | Trainer Attachment 5H: Cautious prescription |
| | Session 6 - Practicing ort in the village |
| | (introduction...) |
| | Trainer Attachment 6A: Problem situations - ORT in the home |
| | Module Three: Nutrition and diarrhea |
| | (introduction...) |
| | Session 7 - Nutrition during and after diarrhea |
| | (introduction...) |
| | Handout 7A: The diarrhoea-malnutrition complex |
| | Handout 7B: Carry on feeding |
| | Handout 7C: Breast to family diet |
| | Handout 7D: Persuading children with diarrhoea to eat |
| | Trainer Attachment 7A: Problem poster activity |
| | Trainer Attachment 7B: Nutrition counseling demonstration |
| | Trainer Attachment 7C: Therapy begins at home |
| | Trainer Attachment 7D: Enriched ORT |
| | Trainer Attachment 7E: Child description and recommended diet |
| | Session 8 - Recognizing malnutrition |
| | (introduction...) |
| | Handout 8B: Weight for height (stature) for both boys and girls |
| | Handout 8C: Weight for age chart |
| | Handout 8D: How to measure weight-for-length |
| | Handout 8E: Recording the weight on a growth chart |
| | Handout 8F: Measures recording sheet |
| | Trainer Attachment 8A: Comparison of anthropometric measures |
| | Trainer Attachment 8B: Growth monitoring |
| | Trainer Attachment 8C: Growth chart exercise |
| | Session 9 - Preventing malnutrition |
| | (introduction...) |
| | Handout 9A: Multimixes as village level weaning foods |
| | Trainer Attachment 9A: Ali's story |
| | Trainer Attachment 9B: Case studies |
| | Trainer Attachment 9C: Nutritional rehabilitation centers |
| | Trainer Attachment 9D: Guide for multimix preparation stations |
| | Module Four: Working with the health system |
| | (introduction...) |
| | Session 10 - National health policy and programs for controlling diarrheal diseases |
| | (introduction...) |
| | Trainer Attachment 10A: National health policy and oral rehydration therapy |
| | Session 11 - Encouraging collaboration among services for treatment, control and prevention of diarrhea |
| | (introduction...) |
| | Handout 11A: Coordinating activities |
| | Trainer Attachment 11A: Discussion guidelines on collaboration |
| | Trainer Attachment 11B: Examples of services and organizations with which volunteers and counterparts can collaborate |
| | Trainer Attachment 11C: Case studies |
| | Session 12 - Monitoring and follow up for controlling diarrheal diseases |
| | (introduction...) |
| | Handout 12B: Monitoring worksheet |
| | Handout 12C: Ways to do monitoring |
| | Handout 12D: Steps in problem solving |
| | Handout 12E: Problem situations |
| | Trainer Attachment 12A: Examples of items to monitor |
| | Trainer Attachment 12B: Home visits |
| | Trainer Attachment 12C: Useful tool: diary |
| | Trainer Attachment 12D: Suggestions for a diary on ORT/CDD |
| | Trainer Attachment 12E: Sample problem solution |
| | Module Five: Working with the community |
| | (introduction...) |
| | Session 13 - The impact of culture on diarrhea |
| | (introduction...) |
| | Handout 13A: Sample diarrhea questionnaire |
| | Handout 13B: Methods for gathering information |
| | Handout 13C: Identifying helpful and harmful practices |
| | Handout 13D: Role of traditional healing in diarrheal diseases control |
| | Session 14 - Working with the community to prevent and control diarrheal diseases |
| | (introduction...) |
| | Handout 14A: Questions to ask about involving the community in a project |
| | Handout 14B: Skills for development facilitators |
| | Handout 14C: A checklist for use in identifying participatory components of projects |
| | Handout 14D: Helping the people to organize |
| | Handout 14E: Meetings |
| | Handout 14G: Ways to involve women in health projects |
| | Trainer Attachment 14A: Factors affecting participation in rural development projects |
| | Trainer Attachment 14B: Examples of problem situations |
| | Module Six: Community health education |
| | (introduction...) |
| | Session 15 - Planning and evaluating health education projects in ort for controlling diarrheal diseases |
| | (introduction...) |
| | Handout 15A: Planning a community health project |
| | Handout 15B: Example of project evaluation |
| | Handout 15C: Health education project planning worksheet |
| | Trainer Attachment 15A: The bamboo bridge activity |
| | Trainer Attachment 15B: Important concepts for evaluation |
| | Trainer Attachment 15C: Guide to the health education project planning worksheet |
| | Session 16 - Selecting and using non-formal education techniques to promote the control of diarrheal diseases |
| | (introduction...) |
| | Handout 16A: Training techniques |
| | Handout 16B: Using pictures to stimulate discussion |
| | Handout 16C: Guidelines for using group discussion |
| | Handout 16D: Guidelines for demonstration |
| | Trainer Attachment 16A: Can puppets be effective communicators? |
| | Trainer Attachment 16B: Love him and mek him learn |
| | Trainer Attachment 16C: Some thoughts on the use of non-formal education in the real world |
| | Session 17 - Selecting and using visual aids to promote CDD |
| | (introduction...) |
| | Handout 17A: Ways visual aids help people learn and remember |
| | Handout 17B: Why pictures fail to convey ideas |
| | Handout 17C: Design considerations |
| | Handout 17D: Using pictures to communicate effectively |
| | Trainer Attachment 17A: Why use visual aids? |
| | Trainer Attachment 17B: Villagers teaching us to teach them |
| | Trainer Attachment 17C: Examples of a teaching situations |
| | Session 18 - adapting and pretesting health education materials on ORT for controlling diarrheal diseases |
| | (introduction...) |
| | Handout 18A: Spreading good ideas: adapting illustrated materials |
| | Handout 18B: Child to child health booklet |
| | Handout 18C: Visual aids: do they help or hinder? |
| | Handout 18D: Pretest report form |
| | Trainer Attachment 18A: Rainy season feeding messages |
| | Trainer Attachment 18B: Tracing techniques to adapt visual aids |
| | Trainer Attachment 18C: How to pretest |
| | Trainer Attachment 18D: Role play on pretesting pictures |
| | Session 19: Designing and evaluating health education sessions on ORT for CDD |
| | (introduction...) |
| | Handout 19A: The experiential learning cycle |
| | Handout 19B: Session assessment sheet |
| | Handout 19C: Guidelines for session presentations |
| | Handout 19D: Session plan worksheet |
| | Handout 19E: Evaluation of practice session |
| | Handout 9F: Session preparations checklist |
| | Trainer Attachment 19A: Role play on ways people learn best |
| | Trainer Attachment 19B: Deciding when to use experiential learning |
| | Trainer Attachment 19C: Sample session plan |
| | Session 20 - Health campaigns for oral rehydration and prevention of diarrhea |
| | (introduction...) |
| | Handout 20A: Delivering the goods |
| | Handout 20B: Radio learning group campaign |
| | Handout 20C: To drink or not to drink |
| | Handout 20D: Educational mini-campaigns |
| | Handout 20E: Pakistan: ORT promotion |
| | Trainer Attachment 20A: Educating the public about oral rehydration therapy |
| | Session 21 - Resources for health education on controlling diarrheal diseases |
| | (introduction...) |
| | Handout 21B: Filling the information gap |
| | Handout 21C: Networking |
| | Trainer Attachment 21A: Linking the community with outside resources |
| | Session 22 - Practicing and evaluation health education sessions |
| | Bibliography |
| | Peace Corps overseas offices |
Handout 13B: Methods for gathering information
Who Should Gather Information?
Involve community people when you can.
How to Get Started
Look and listen before asking and acting.
Explore the community's attitude toward "being studied.
Find out if you should follow any special rules of protocol.
Put human relations before getting answers
Ask questions that set people thinking in a positive way.
General Methods You Might Use
In-depth interviews
Simple surveys
Observations
Case studiesFind a close confident - someone who may help you bridge the gap between cultures.
Be cautious in choosing a close confidant - is he or she still in touch with the local culture.!
Find other informants:
Get to know local leaders, residents who are widely respected
Talk with those considered "wise" within the community
Talk with the "ordinary" workers and community people
Get to know the patients, the recipients of care
Talk with the critics of the systemLearn through informal conversations
Just sit and talk over a cup of coffee or a calabash of millett beer
Learn from gossip
Be alert to jokes and their meanings
Listen to stories and learn from them
Learn about the system by asking how to solve problemsLearn through observing
Participate in community activities
Go out and see what it's really like
Learn by looking at what's going on around you
How to Ask Questions
Explore peoples' attitudes toward questioning
Check your questions before starting out
Learn how to interview within the local area
Learn when to ask questions and when not to ask them
Learn what questions to ask, and which ones not to ask
Adapt your questions to the culture
Some Typical Problems in Gaining information or "Why You May Have Difficulty in Getting the 'Truth".
People may not trust you yet
Respondents may wish to tell you what they think you want to hear
You nay be asking the wrong people
People may have difficulty in reflecting on what is second nature to them
What a respondent says might be altered during translation
You own characteristics nay influence the response
Your respondents may mistake the "ideal" for the "real"
Beware of the Pitfalls of Making Stereotypes and Generalizations
Consider the Effects of Your Information Gathering on the Community
Consider whether your findings will make any real difference
Develop methods that can be used by local personnel or community members when you leave.
(Adapted from: Peace Corps Draft Material prepared by Ann Browniee)
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