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close this bookTraining Manual in Combatting Childhood Communicable Diseases Part I (Peace Corps, 1985, 579 pages)
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View the documentAcknowledgements
View the documentIntroduction
close this folderTrainer's guide
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View the documentAttachment A: Technical health training needs assessment
close this folderModule 1: Climate setting and assessment
close this folderSession 1: Sharing perceptions of health education
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View the documentTrainer Attachment 1A: Suggested symbols for sharing perceptions exercise
close this folderSession 2: General assessment
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View the documentHandout 2A: Pretest
View the documentHandout 2B: Pretest answer sheet
close this folderSession 3: Defining the training course objectives
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View the documentHandout 3A: Self-assessment worksheet
close this folderSession 4: Training program evaluation
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View the documentHandout 4A: Training program evaluation
close this folderModule 2: Primary health care
View the documentBehavioral objectives
close this folderSession 5: Primary health care
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View the documentHandout 5A: Shattuck lecture - Health care in the developing world: Problems of scarcity and choice
View the documentHandout 5B: Water supply and health in developing countries: Selective primary health care revisited
View the documentHandout 5C: Selective primary health care
close this folderSession 6: Health care delivery systems
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View the documentHandout 6C : Understanding traditional medicine
View the documentTrainer Attachment 6A: Primary health care worksheet
View the documentSession 7: The role of the peace corps volunteer in primary health care in primary health care
close this folderSession 8: Factors affecting health
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View the documentTrainer Attachment 8A : The story of Ibrahim
View the documentTrainer Attachment 8B : But why ...?
View the documentTrainer Attachment 8C : The chain of causes
View the documentTrainer Attachment 8D: Roles and setting for role play on traditional and modern health systems
close this folderModule 3: Community analysis and involvement
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close this folderSession 9: Deciding what to learn about the community
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View the documentHandout 9A: The Keeprah holistic model
View the documentHandout 9B: A community diagnosis what you might learn about your community
close this folderSession 10: Methods for learning about the community
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View the documentHandout 10A: Four types of interview questions
View the documentHandout 10B: Suggestions for gathering information
View the documentHandout 10C: Types and sources of information on the community
View the documentTrainer Attachment 10A: Role play #1: The PCV and a local mother
View the documentTrainer Attachment 10B: Role play #2: The PCV and the town elder
View the documentTrainer Attachment 10C: Appropriate and inappropriate techniques for informal interviewing
View the documentSession 11: Learning about the community
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close this folderSession 13: Survey and disease surveillance
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View the documentHandout 13A: Disease surveillance procedures
View the documentHandout 13B: Charting exercises
View the documentTrainer Attachment 13A: Defining survey and surveillance
View the documentTrainer Attachment 13B: Definition of rates
View the documentTrainer Attachment 13C: Survey methodology
View the documentTrainer Attachment 13D: Sample out-patient register
View the documentTrainer Attachment 13E: Examples of surveillance forms
View the documentTrainer Attachment 13F: Visualization of numerical data
close this folderSession 14: Working with the community
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View the documentHandout 14A: Questions for evaluation community participation*
View the documentHandout 14B: Skills for development facilitators
View the documentHandout 14C: Helping the people to organize
View the documentHandout 14D: Motivating the community: An immunization example
View the documentHandout 14E: How can participation be organized?
View the documentTrainer Attachment 14A: Factors affecting participation in rural development projects
close this folderSession 15: Working as a counterpart
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View the documentHandout 15A: Working style inventory
View the documentHandout 15B: Continuum of volunteer helping/work styles
View the documentHandout 15C: The OFPISA problem solving model
View the documentTrainer Attachment 15A: Style analysis
close this folderModule 4: Health education
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View the documentBehavioral objectives
close this folderSession 16: Introduction to health education
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View the documentHandout 16A: Introduction to health education
View the documentHandout 16B: The health education process
View the documentHandout 16C: Health education problem
View the documentTrainer Attachment 16A: The aims of health education
View the documentTrainer Attachment 16B: Sample solution to the health education problem
close this folderSession 17: Identifying and analyzing priority health problems
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View the documentHandout 17A: Defining the health problem
View the documentHandout 17B: Health problem analysis worksheet
View the documentTrainer Attachment 17A: Selecting important health problems
View the documentTrainer Attachment 17B: Examples for problem definition activity
View the documentTrainer Attachment 17C: Indentifying tee target groups for health education
close this folderSession 18: Writing objectives for health education
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View the documentHandout 18A: Setting a project goal and objectives
View the documentHandout 18B: How to write objectives
View the documentTrainer Attachment 18A: Examples of complete and incomplete project objectives
View the documentTrainer Attachment 18B: Examples of program, project and health education objectives
close this folderSession 19: Selecting health education strategies
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View the documentHandout 19A: Health education strategies
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View the documentHandout 19C: Suggestions for selecting health education strategies
close this folderSession 20: Developing a health education project plan
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View the documentHandout 20A: Planning a community health project
View the documentHandout 20B: Health education project planning worksheet
View the documentTrainer Attachment 20A: The bamboo bridge activity
View the documentTrainer Attachment 20B: Instruction for conducting hollow squares activity
close this folderSession 21: Monitoring health education projects
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View the documentHandout 21A: Field monitoring and evaluation of communication campaign
View the documentTrainer Attachment 21A: Monitoring and evaluating performance
View the documentTrainer Attachment 21B: Checklist for monitoring work performance diarrhoea treatment service
View the documentTrainer Attachment 21C: Examples of items to monitor
close this folderSession 22: Evaluation of health education projects
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View the documentHandout 22A: Criteria for the evaluation of strategies
View the documentHandout 22B: Evaluation worksheet
close this folderSession 23: Adult learning and nonformal education techniques
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View the documentHandout 23A: The experiential learning cycle
View the documentHandout 23B: Using pictures to stimulate discussion
View the documentHandout 23C: Guidelines for using group discussion
View the documentHandout 23D: Guidelines for demonstration
View the documentHandout 23E: Training techniques
View the documentTrainer Attachment 23A: Role play on how adults learn best
View the documentTrainer Attachment 23B: Deciding when id use experiential learning
View the documentTrainer Attachment 23C: Can puppets be effective communicators?
View the documentTrainer Attachment 23D: ''Love him and make him learn''
View the documentTrainer Attachment 23E: Some thoughts on the use of non-formal education in the real world
View the documentTrainer Attachment 23F: Comparison of teacher-centered and learner-centered education approach
close this folderSession 24: Selecting and using visual aids
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View the documentHandout 24A: Ways visual aids help people learn and remember
View the documentHandout 24B: Why pictures fail to convey ideas
View the documentHandout 24C: Design considerations
View the documentHandout 24D: Using pictures to communicate effectively
View the documentHandout 24E: Using visual aids
View the documentTrainer Attachment 24A: Why use visual aids?
View the documentTrainer Attachment 24B: Tanzania - Villagers teaching us to teach them
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close this folderSession 25: Health education through mass media
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View the documentHandout 25A: Promoting ORT: integrating mass media print and visual aids
View the documentHandout 25B: Development campaigns in rural Tanzania
View the documentHandout 25C: The promotion of breastfeeding and proper weaning practices in the Ivory Coast
View the documentHandout 25D: Guidelines for readings and presentations
View the documentTrainer Attachment 25A: Communications: A potent force for change
View the documentTrainer Attachment 25B: Making print materials easier to read
View the documentTrainer Attachment 25C: Example of planning for a picture series
View the documentTrainer Attachment 25D: Radio instructional programs: Some practical guidelines for scriptwriters and planners
View the documentTrainer Attachment 25E: Concept development (PSA's)
View the documentTrainer Attachment 25F: Developing print materials for nonliterates
View the documentTrainer Attachment 25G: The process 0f writing materials
View the documentTrainer Attachment 25H: Radio programme planning guide
close this folderSession 26: Adapting and pretesting techniques and materials
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View the documentHandout 26A: Visual aids: Do they help or hinder?
View the documentHandout 26B: Pretest report form
View the documentTrainer Attachment 26A: Tracing techniques to adapt visual aids
View the documentTrainer Attachment 26B: Role play on pretesting pictures
close this folderSession 27: Practicing and evaluating health education session
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View the documentHandout 27A: Guidelines for practice sessions
View the documentHandout 27B: Session plan worksheet
View the documentHandout 27C: Evaluation of practice session date
View the documentHandout 27D: Session preparation checklist
View the documentTrainer Attachment 27A: Sample session plan
View the documentSession 28: Planning and implementing a health day