Training Manual in Combatting Childhood Communicable Diseases Part I (Peace Corps, 1985, 579 pages): Module 4: Health education: Session 19: Selecting health education strategies: (introductory text...)

Training Manual in Combatting Childhood Communicable Diseases Part I (Peace Corps, 1985, 579 pages)

Module 4: Health education

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

(introductory text...)

TOTAL TIME: 1 hour, 30 minutes

OVERVIEW

Once the health educator writes objectives and considers obstacles, she or he is ready to develop a health education strategy with the help of the community. Within health education, there are three main categories of strategies: 1) Community Organization, 2) Training, and 3) Communication. Each of these categories include a number of specific techniques which may be selected and combined to accomplish a given objective. During this short session, participants work in small groups to examine each of the three categories of health strategies and practice selecting and combining appropriate strategies and techniques to accomplish sample objectives. In treating the strategy of community organization, Trainees will be able to draw on what they've learned during Session 14 about organizing and involving community members in PHC projects. The other two strategies will be examined in depth during the remainder of this Module and Module 7, Training of Trainers.

OBJECTIVES

· To describe the three categories of health education strategies: community organization, training, and communication. (Steps 1, 2)
· To identify techniques in each of the three categories of strategies. (Steps 1, 2)
· To identify ways to select and combine categories of health education strategies and their techniques to develop a health education plan. (Step 3)

RESOURCES

Handouts:

- 19A Health Education Strategies
- 19B Examples of Health Education Strategies
- 19C Suggestions for Selecting Health Education Strategies

MATERIALS

Newsprint and markers

PROCEDURE

Trainer Note

Prior to this session, read Handout 19B (Examples of Health Education Strategies) which explains and illustrates the three categories of strategies and how they can be combined in a plan. This will help you to lead the discussion in Step 2 and enable you to easily give additional examples if needed.

Step 1 (30 min)
Examining Three Categories of Health Education Strategies

Distribute and have participants read Handouts 19A (Health Education Strategies) and 19B (Examples of Health Education Strategies). Answer any questions the group may have regarding the three types of strategies and help them understand how the selection of strategies fits into the overall health education process.

Have participants practice selecting strategies for one of the health problems they worked with during Sessions 17 and 18. To do this, divide them into three small groups and assign one of the three categories to each group (organizational, training, communication). Ask the groups to take no more than 15 minutes to describe what a person taking their assigned strategy would do for health education in their problem situation.

Trainer Note

To help participants understand the concept of organizational strategy, refer them back to Session 14 (Community Involvement). In the context of the CCCD Manual, community "organization", "participation", and "involvement" are all synonymous terms. Also, explain to the group that they will be learning and using a number of techniques for communication and training during the remainder of the Module and during the Training of Trainers Modules.

Step 2 (30 min)
Comparing The Three Strategies

Ask each group to identify their category (Organization, Training, Communication) and present the strategy and specific techniques they would apply to the problem situation. Lead a discussion of the strengths and weaknesses of each strategy and the associated techniques. Discuss ways that they could combine the three types of strategies for a more effective response to the problem.

Trainer Note

The following points should come out of the discussion:

- the importance of applying a good knowledge of values and practices of the people for whom the health education is intended.
- the need to involve the community in deciding the strategies that will work best.
- increasing strengths and reducing weaknesses of particular techniques by combining them.
- the need to base a health education strategy on health education objectives.
- the need for integrated strategies which use a combination of techniques from the different categories to address the health problem.

To help participants understand the link between health education objectives and strategies, ask them to refer back to some of the sample objectives presented during Session 18. Explain that a key to selecting appropriate strategies is recognizing what kind of change is to occur if the objective is accomplished. Is the objective primarily concerned with a change in knowledge, attitude, skill, social reinforcement, or some other area affecting behavior? When the health educator has identified the type of change called for in the objective, then he or she can match the objective with the strategy or combination of strategies most likely to facilitate the change.

Step 3 (30 min)
Combining Strategies

Distribute Handout 19C (Suggestions for Selecting Health Education Strategies). Ask participants to pair up with the same person they worked with during Sessions 17 and 18. Have them develop a first draft of a health education strategy that addresses one of their problems and health education objectives. Tell them to use any combination of the three categories and techniques that seems appropriate.

When they have completed the task, ask them to post their drafts. Allow time for participants to look at and comment on each other's strategies. Add your own comments as well. Explain that they will be revising these draft strategies in later sessions.

Trainer Note

Take time to review and comment on each strategy after the session. If some participants appear to have difficulty in understanding and planning health education strategies, ask participants with some background in health education to provide peer tutoring.