 | Training Manual in Combatting Childhood Communicable Diseases Part I (Peace Corps, 1985, 579 pages) |
 |  | (introductory text...) |
| | Acknowledgements |
| | Introduction |
|  | Trainer's guide |
| | (introductory text...) |
| | Attachment A: Technical health training needs assessment |
| | Module 1: Climate setting and assessment |
| | Session 1: Sharing perceptions of health education |
| | (introductory text...) |
| | Trainer Attachment 1A: Suggested symbols for sharing perceptions exercise |
| | Session 2: General assessment |
| | (introductory text...) |
| | Handout 2A: Pretest |
| | Handout 2B: Pretest answer sheet |
| | Session 3: Defining the training course objectives |
| | (introductory text...) |
| | Handout 3A: Self-assessment worksheet |
| | Session 4: Training program evaluation |
| | (introductory text...) |
| | Handout 4A: Training program evaluation |
| | Module 2: Primary health care |
| | Behavioral objectives |
| | Session 5: Primary health care |
| | (introductory text...) |
| | Handout 5A: Shattuck lecture - Health care in the developing world: Problems of scarcity and choice |
| | Handout 5B: Water supply and health in developing countries: Selective primary health care revisited |
| | Handout 5C: Selective primary health care |
| | Session 6: Health care delivery systems |
| | (introductory text...) |
| | Handout 6C : Understanding traditional medicine |
| | Trainer Attachment 6A: Primary health care worksheet |
| | Session 7: The role of the peace corps volunteer in primary health care in primary health care |
| | Session 8: Factors affecting health |
| | (introductory text...) |
| | Trainer Attachment 8A : The story of Ibrahim |
| | Trainer Attachment 8B : But why ...? |
| | Trainer Attachment 8C : The chain of causes |
| | Trainer Attachment 8D: Roles and setting for role play on traditional and modern health systems |
| | Module 3: Community analysis and involvement |
| | Behavioral objectives |
| | Session 9: Deciding what to learn about the community |
| | (introductory text...) |
| | Handout 9A: The Keeprah holistic model |
| | Handout 9B: A community diagnosis what you might learn about your community |
| | Session 10: Methods for learning about the community |
| | (introductory text...) |
| | Handout 10A: Four types of interview questions |
| | Handout 10B: Suggestions for gathering information |
| | Handout 10C: Types and sources of information on the community |
| | Trainer Attachment 10A: Role play #1: The PCV and a local mother |
| | Trainer Attachment 10B: Role play #2: The PCV and the town elder |
| | Trainer Attachment 10C: Appropriate and inappropriate techniques for informal interviewing |
| | Session 11: Learning about the community |
| | Session 12: Community analysis |
| | Session 13: Survey and disease surveillance |
| | (introductory text...) |
| | Handout 13A: Disease surveillance procedures |
| | Handout 13B: Charting exercises |
| | Trainer Attachment 13A: Defining survey and surveillance |
| | Trainer Attachment 13B: Definition of rates |
| | Trainer Attachment 13C: Survey methodology |
| | Trainer Attachment 13D: Sample out-patient register |
| | Trainer Attachment 13E: Examples of surveillance forms |
| | Trainer Attachment 13F: Visualization of numerical data |
| | Session 14: Working with the community |
| | (introductory text...) |
| | Handout 14A: Questions for evaluation community participation* |
| | Handout 14B: Skills for development facilitators |
| | Handout 14C: Helping the people to organize |
| | Handout 14D: Motivating the community: An immunization example |
| | Handout 14E: How can participation be organized? |
| | Trainer Attachment 14A: Factors affecting participation in rural development projects |
| | Session 15: Working as a counterpart |
| | (introductory text...) |
| | Handout 15A: Working style inventory |
| | Handout 15B: Continuum of volunteer helping/work styles |
| | Handout 15C: The OFPISA problem solving model |
| | Trainer Attachment 15A: Style analysis |
| | Module 4: Health education |
| | (introductory text...) |
| | Behavioral objectives |
| | Session 16: Introduction to health education |
| | (introductory text...) |
| | Handout 16A: Introduction to health education |
| | Handout 16B: The health education process |
| | Handout 16C: Health education problem |
| | Trainer Attachment 16A: The aims of health education |
| | Trainer Attachment 16B: Sample solution to the health education problem |
| | Session 17: Identifying and analyzing priority health problems |
| | (introductory text...) |
| | Handout 17A: Defining the health problem |
| | Handout 17B: Health problem analysis worksheet |
| | Trainer Attachment 17A: Selecting important health problems |
| | Trainer Attachment 17B: Examples for problem definition activity |
| | Trainer Attachment 17C: Indentifying tee target groups for health education |
| | Session 18: Writing objectives for health education |
| | (introductory text...) |
| | Handout 18A: Setting a project goal and objectives |
| | Handout 18B: How to write objectives |
| | Trainer Attachment 18A: Examples of complete and incomplete project objectives |
| | Trainer Attachment 18B: Examples of program, project and health education objectives |
| | Session 19: Selecting health education strategies |
| | (introductory text...) |
| | Handout 19A: Health education strategies |
| | Handout 19B: Examples of health education strategies |
| | Handout 19C: Suggestions for selecting health education strategies |
| | Session 20: Developing a health education project plan |
| | (introductory text...) |
| | Handout 20A: Planning a community health project |
| | Handout 20B: Health education project planning worksheet |
| | Trainer Attachment 20A: The bamboo bridge activity |
| | Trainer Attachment 20B: Instruction for conducting hollow squares activity |
| | Session 21: Monitoring health education projects |
| | (introductory text...) |
| | Handout 21A: Field monitoring and evaluation of communication campaign |
| | Trainer Attachment 21A: Monitoring and evaluating performance |
| | Trainer Attachment 21B: Checklist for monitoring work performance diarrhoea treatment service |
| | Trainer Attachment 21C: Examples of items to monitor |
| | Session 22: Evaluation of health education projects |
| | (introductory text...) |
| | Handout 22A: Criteria for the evaluation of strategies |
| | Handout 22B: Evaluation worksheet |
| | Session 23: Adult learning and nonformal education techniques |
| | (introductory text...) |
| | Handout 23A: The experiential learning cycle |
| | Handout 23B: Using pictures to stimulate discussion |
| | Handout 23C: Guidelines for using group discussion |
| | Handout 23D: Guidelines for demonstration |
| | Handout 23E: Training techniques |
| | Trainer Attachment 23A: Role play on how adults learn best |
| | Trainer Attachment 23B: Deciding when id use experiential learning |
| | Trainer Attachment 23C: Can puppets be effective communicators? |
| | Trainer Attachment 23D: ''Love him and make him learn'' |
| | Trainer Attachment 23E: Some thoughts on the use of non-formal education in the real world |
| | Trainer Attachment 23F: Comparison of teacher-centered and learner-centered education approach |
| | Session 24: Selecting and using visual aids |
| | (introductory text...) |
| | Handout 24A: Ways visual aids help people learn and remember |
| | Handout 24B: Why pictures fail to convey ideas |
| | Handout 24C: Design considerations |
| | Handout 24D: Using pictures to communicate effectively |
| | Handout 24E: Using visual aids |
| | Trainer Attachment 24A: Why use visual aids? |
| | Trainer Attachment 24B: Tanzania - Villagers teaching us to teach them |
| | Trainer Attachment 24C: Examples of teaching situations |
| | Session 25: Health education through mass media |
| | (introductory text...) |
| | Handout 25A: Promoting ORT: integrating mass media print and visual aids |
| | Handout 25B: Development campaigns in rural Tanzania |
| | Handout 25C: The promotion of breastfeeding and proper weaning practices in the Ivory Coast |
| | Handout 25D: Guidelines for readings and presentations |
| | Trainer Attachment 25A: Communications: A potent force for change |
| | Trainer Attachment 25B: Making print materials easier to read |
| | Trainer Attachment 25C: Example of planning for a picture series |
| | Trainer Attachment 25D: Radio instructional programs: Some practical guidelines for scriptwriters and planners |
| | Trainer Attachment 25E: Concept development (PSA's) |
| | Trainer Attachment 25F: Developing print materials for nonliterates |
| | Trainer Attachment 25G: The process 0f writing materials |
| | Trainer Attachment 25H: Radio programme planning guide |
| | Session 26: Adapting and pretesting techniques and materials |
| | (introductory text...) |
| | Handout 26A: Visual aids: Do they help or hinder? |
| | Handout 26B: Pretest report form |
| | Trainer Attachment 26A: Tracing techniques to adapt visual aids |
| | Trainer Attachment 26B: Role play on pretesting pictures |
| | Session 27: Practicing and evaluating health education session |
| | (introductory text...) |
| | Handout 27A: Guidelines for practice sessions |
| | Handout 27B: Session plan worksheet |
| | Handout 27C: Evaluation of practice session date |
| | Handout 27D: Session preparation checklist |
| | Trainer Attachment 27A: Sample session plan |
| | Session 28: Planning and implementing a health day |
Behavioral objectives
By the end of the training, participants will be able to:
1. Plan and implement a local community investigation and analysis that includes:
- gathering information on at least two subsystems of the community using the KEEPHRAH Model as a basis- use of at least three information-gathering techniques identified and practiced during Sessions 9 and 10, and
- group discussion of the relationship between the health subsystem and the other subsystems of the community.
2. Define the terms survey and surveillance as described in Session 13 and explain the types and usefulness of information that can be gathered by these two systems.
3. In a simulated problematic community situation, correctly describe at least three techniques to motivate community participation as discussed in Session 14.
4. Identify potential job-related and interpersonal problems associated with working as a counterpart, and develop a solution to at least one of those problems using a problem solving model.
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