Cover Image
close this bookAquaculture - Training Manual (Peace Corps, 1990, 350 p.)
View the document(introduction...)
View the documentAcknowledgments
View the documentForward
View the documentChapter one: Introduction
View the documentChapter two: Training philosophy and methodology
View the documentChapter three: Goals and objectives
View the documentChapter four: Site requirements, logistics and length of training
View the documentChapter five: Trainee qualifications and assessment
View the documentChapter six: Staff qualifications, staffing pattern and staff training
View the documentChapter seven: Ten-week program: summary and weekly schedule of events
View the documentChapter eight: Eight-week program: limltations, adjustments, program summary and weekly schedule of events
View the documentChapter nine: Program design considerations and orientation
close this folderChapter ten: Program design - week one
View the documentSession I-1: Trainee arrival
View the documentSession I-2: Orientation
View the documentSession I-3: Expectations, rules and norms
View the documentSession I-4: Individual focusing
View the documentSession I-5: Pond observations
View the documentSession I-6: Processing - pond observations
View the documentSession I-7: Personal Interview - week one
View the documentSession I-8: Processing of week one - bridge to Peace Corps, goal setting
close this folderChapter eleven: Program design - week two
View the documentSession II-1: Management plan (part one)
View the documentSession II-2: Group discussion - profit incentive in fish farming
View the documentSession II-3: Stocking of ponds
View the documentSession II-4: Group discussion - fish handling
View the documentSession II-5: Use of tools and pumps
View the documentSession II-6: Trainee evaluation of training - week two
close this folderChapter twelve: Program design - week three
View the documentSession III-1: Quiz (week three)
View the documentSession III-2: Management plan (part two)
View the documentSession III-3: Equipment shed, feed shed and pump - trainee responsibilities
View the documentSession III-4: Weekly technical report requirements
View the documentSession III-5: Field trips - week three
View the documentSession III-6: Processing of field trip
View the documentSession III-7: Masonry and carpentry projects
View the documentSession III-8: Dissection exercise
View the documentSession III-9: Social awareness
View the documentSession III-10: Personal interview - week three
close this folderChapter thirteen: Program design - week four
View the documentSession IV-1: Introduction to surveying
View the documentSession IV-2: Surveying projects
View the documentSession IV-3: Pond interview - week four
View the documentSession IV-4: Trainee evaluation of training - week four
close this folderChapter fourteen: Program design - week five
View the documentSession V-1: Guest lecturer - site selection, pond design and pond construction
View the documentSession V-2: Quiz - week five
View the documentSession V-3: Site development/pond design
View the documentSession V-4: Processing of masonry project
View the documentSession V-5: Issues in peace corps aquaculture programming
View the documentSession V-6: Introduction of seminars and seminar topics
View the documentSession V-7: Fish fry
View the documentSession V-8: Personal interview - week five
close this folderChapter fifteen: Program design - week six
View the documentDesign VI-1: Seminar preparation and presentations
View the documentSession VI-2: Pond interview week six
View the documentSession VI-3: Trainee evaluation of program - week six
close this folderChapter sixteen: Program design- week seven
View the document(introduction...)
View the documentSession VII-1: Meeting - preparation for field trip
View the documentChapter seventeen: Program design - week eight
close this folderChapter eighteen: Program design - week nine
View the documentSession IX-1: Field trip debriefing/reentry to training
View the documentSession IX-2: Site selection/pond design
View the documentSession IX-3: Wheelbarrow project
View the documentSession IX-4: Pond construction project
View the documentSession IX-5: Final reports
View the documentSession IX-6: Pond interview - week nine
View the documentSession IX-7: Personal interview - week nine
View the documentSession IX-8 Country specific information
View the documentSession IX-9: Trainer panels
View the documentSession IX-10: Male and female volunteer issues
View the documentSession IX-11: Level of intensity assignment wrap-up
View the documentSession IX-12: Basic management strategy for Oreochromis niloticus
View the documentSession IX-13: Final harvests
View the documentSession IX-14: Fish marketing
close this folderChapter nineteen: Program design - week ten
View the documentSession X-1: Culture shock
View the documentSession X-2: Processing of pond construction project (and wheelbarrows)
View the documentSession X-3: Final interviews
View the documentSession X-4: Final trainee evaluation of training program
View the documentChapter twenty: Program evaluation
View the documentChapter twenty-one: Recommendations for in-country training
View the documentChapter twenty-two: Publications, equipment and materials

Session X-1: Culture shock

Total time: I hour, 40 minutes

Note: This session design is adapted from Session T-108 from the Small-Scale Marine Fisheries Training Manual, available from ICE.


· Identify different stages of culture shock;
· Begin to develop strategies for coping with culture shock;
· Share trainers' experiences with trainees.

Overview: As the end of training draws near, some trainees may already be experiencing some nervous anticipation about adjusting to their country of assignment. If this program has been conducted Stateside, they are preparing to depart to their countries and begin language training. If they are already in their country of assignment this session may be held earlier, or may be held at this point as trainees prepare to leave the familiar training environment to go to their posts. The most valuable aspect of this session is the time trainees spend in small groups, discussing their feelings and expectations about culture shock and sharing ideas for coping with it.

5 minutes

1. The trainer introduces the session, lists the objectives of the session, and presents a flow chart of the culture shock process.

40 minutes

2. The trainer tells the trainees how they will be dividing into smaller groups. They are told that they will be in their groups for 40 minutes. They should use their time in approximately the following manner to discuss the topics listed here (have this on newsprint):

· 10 minutes: Ways to cope with problems in stage two

· 5 minutes: Additional feelings that may be generated in stage three

· 10 minutes: Additional reactions that may occur in stage four

· 10 minutes: Hopes and fears regarding their experience with culture shock, how they cope, and their ability to adjust to the new culture

· 5 minutes: Prepare a short statement that summarizes the group's discussion.

The trainer tells the trainees that one group should write their ideas on newsprint for each of the first four topics (assign these, i.e. Group 1 records ways to cope, Group 2 records additional feelings, etc.), and each group should prepare a summary statement. Each group will need to choose a recorder and a spokes-person to present the group's list and statement.

30 minutes

3. Each group presents their list and statement, and highlights the most important points from their small group discussion.

5 minutes

4. The trainer summarizes the points that have been made during the presentations.

20 minutes

5. Several members of the staff share their own experiences that are appropriate to the points that have been raised.

Resources and Materials:

· Prepared newsprint with session objectives, flow chart (see example below), and time frames and topics for step number two above.

· Blank newsprint, markers, masking tape.

Trainer No · :

· As trainees present their lists, staff members should jot down notes about points that especially touch them and about which they have experiences to share.

· Everyone (staff and/or trainees) may not agree completely with the way the flow chart presented here breaks down the steps of culture shock. That is not really an important issue, as of course each experience is unique and people react in different ways. The most valuable aspects of this session are the sharing of ideas and feelings that takes place among the trainees, and that trainees take some time to acknowledge and focus on the fact that they will probably have some sort of culture shock experience to contend with as they adjust to a new situation. The flow chart provides excellent food for thought and brings up important issues that will stimulate the trainees' thoughts and discussions.

· The Master Trainer should point out that giving this matter some thought in advance will not prevent the feelings and reactions from arising, but may make it easier to understand and cope with whatever the trainee does experience.

· An example of a flow chart follows: