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close this bookSpecial Public Works Programmes - SPWP - Community Water Supply - A Community Participation Training Element for SPWP User Beneficiaries (ILO - UNDP, 1987, 100 p.)
close this folderSESSION 2: The Relationship of Water, Sanitation and Disease - Faecal-Oral Transmission
View the documentGUIDELINES
View the documentREADING SECTION
View the documentDISCUSSION OPPORTUNITY

GUIDELINES

DISCUSSION LEADER’S GUIDE

OBJECTIVES:

At the end of this learning/discussion session, the participants should be able to:

1. Explain the faecal-oral route of disease transmission.
2. Give three examples of water-borne diseases.
3. Describe two ways that water can be contaminated by disease-causing micro-organisms.

TIME:

one to two hours

MATERIAL:

chalkboard and chalk, or flipchart and pen microscope (optional)

SESSION GUIDE:

1. The USEFUL WORDS at the beginning of this session material are very important. If the participants do not understand these words, they will not understand the information that is presented later.

DO NOT just ask them if they understand the definitions. Simplify and translate the words into the local language. Discuss and give examples of each word.

The subject matter of this session and of the vocabulary is very personal. If you think that participants will feel shy or embarrassed by such a discussion, you should arrange separate sessions for males and females.

2. The ideas presented in this session are difficult for some people to understand and accept. If you know that their beliefs about disease transmission are based on religious or cultural ideas which are contrary to the germ theory presented in this session, you will have to prepare the session very carefully.

You may want to ask a medical doctor or other respected medical person to reinforce and discuss these ideas with the group.

You may want to make and use posters or other visual aids to graphically illustrate the transmission of disease.

You may want to obtain a microscope and let the participants see for themselves the micro-organisms in a drop of contaminated water.

Other publications that will give you more information are:

Community Health (Rural Health Series No. 12)
Communicable Diseases (Rural Health Series No. 7)

Both of the above books are available from:

African Medical and Research Foundation
P.O. Box 30125
Nairobi, Kenya

3. Four ways in which excreta can get into water are presented in this session. Each will need a careful explanation.

Number 1 (If people or animals defecate or urinate in the bush, rain running over the bush may wash the excreta into springs and rivers. If people or animals bathe, urinate or defecate in a river, lake or dam, that water will also be contaminated.) Help participants understand that even a small amount of excreta from an infected person could cause illness in a large number of people who drink the water. Women who care for children may mistakenly believe that baby’s excreta are not as harmful as those of adults. You should help participants understand that risk of contamination is just as great, and that since babies often put dirty hands and objects in their mouths, the risk of contamination may be even greater.

Number 2 (If latrines are located uphill from or very close to a water source such as a spring, a stream, a pond or a well, liquids carrying the micro-organisms may seep from the latrines into soil and then into the water supply.) This is illustrated with a picture. Make sure that the participants understand how pollution can seep into the water supply. Do not allow participants to get the mistaken idea that sanitary latrines are bad! Use this opportunity to encourage not only the use of sanitary latrines, but also the proper siting of latrines (downstream and at least 25 m from the nearest source of water). They should always be at a lower elevation than the water source.

Number 3 (If wells are not covered or protected, the well water can become polluted when germs wash into the well with surface mud. Wells can also be polluted by using dirty buckets or containers to take out the water. This often happens when buckets are left lying on the ground.) If wells are improperly protected in this community, take the opportunity to help the participants make a commitment to improve the situation immediately. Discuss each well.

Number 4 (If containers used to store water are contaminated, then the fresh water may also become contaminated after it has been collected.) Pollution after collection is a very common problem. Help participants understand that dirty storage containers, dirty dippers or dirty hands can contaminate water.

4. DISCUSSION OPPORTUNITY: REMEMBER that the purpose of the discussion opportunity is to give people a chance to understand and talk about common water-related problems. It is essential that you LISTEN and encourage people to ask questions and discuss their different points of view.

Do not criticise any answers, but do help people understand the point of view put forth in the session material.

Possible answers are suggested below.

5. SUGGESTED ANSWERS:

Question 1: Accept all answers and list them on the chalkboard or flipchart. All answers are worthy of discussion. If there are cultural or religious explanations for disease, it is important to bring these out. The objective of this session, however, is to inform the participants of the relation of water, sanitation and disease. An understanding of how diseases (micro-organisms) are spread by the faecal-oral route is important. Help the participants conclude that the babies probably died from a water-borne disease transmitted through the faecal-oral route.

Question 2: This question provides an opportunity for participants to think about the responsibility of the entire community.

List all the answers. They will probably range from the babies’ mothers to medical personnel, to village authorities.

Try to guide the discussion to include the need for health education and the need for both personal and community hygiene.

6. READING ASSIGNMENT: If this group does study assignments before each learning/discussion session, ask them to read the material in Session 3 before the next group meeting.