 | 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 |
|