 | PHAST Step-by-Step Guide: A Participatory Approach for the Control of Diarrhoeal Disease (PHAST - SIDA - UNDP - WB - WHO, 2000, 137 p.) |
 |  | (introduction...) |
| | PHAST training and information |
| | Welcome |
| | Evaluation form: PHAST |
| | Acknowledgements |
|  | Part I: Introduction to the PHAST |
| | Purpose and overview of the guide |
| | Why use this guide? |
| | Who this guide is for |
| | What PHAST tries to achieve |
| | What are participatory methods? |
| | Why use participatory methods? |
| | PHAST and empowerment |
| | How the guide is organized |
| | How to use the guide |
| | Prepare before you start |
| | Make your toolkit |
| | Select the group |
| | Group size |
| | Should I follow the steps in order? |
| | Moving from step to step |
| | Keep records and activity outputs |
| | Evaluate each activity |
| | Some necessary background concepts |
| | Diarrhoeal diseases and disease transmission |
| | Health awareness and community change |
| | Other uses of this guide |
| | How to be a facilitator: some important points |
| | (introduction...) |
| | All participants are equal |
| | There is no one right answer |
| | Creating the right atmosphere |
| | How to cope with dominant personalities |
| | General instructions for all activities |
| | Removing and storing PHAST materials for future use |
| | Part II: Step-by-Step Activities |
| | Step 1: Problem identification |
| | (introduction...) |
| | Activity 1: Community stories |
| | Activity 2: Health problems in our community |
| | Step 2: Problem analysis |
| | (introduction...) |
| | Activity 1: Mapping water and sanitation in our community |
| | Activity 2: Good and bad hygiene behaviours |
| | Activity 3: Investigating community practices |
| | Activity 4: How diseases spread |
| | Step 3: Planning for solutions |
| | (introduction...) |
| | Activity 1: Blocking the spread of disease |
| | Activity 2: Selecting the barriers |
| | Activity 3: Task of men and women in the community |
| | Step 4: Selecting options |
| | (introduction...) |
| | Activity 1: Choosing sanitation improvements |
| | Activity 2: Choosing improved hygiene behaviours |
| | Activity 3: Taking time for questions |
| | Step 5: Planning for new facilities and behaviour change |
| | (introduction...) |
| | Activity 1: Planning for change |
| | Activity 2: Planning who does what |
| | Activity 3: Identifying what might go wrong |
| | Step 6: Planning for monitoring and evaluation |
| | (introduction...) |
| | Activity 1: Preparing to check our progress |
| | Step 7: Participatory evaluation |
| | (introduction...) |
| | Activity: Checking our progress |
| | Part III: Making a toolkit |
| | Guidelines for PHAST facilitators and programme managers |
| | Guidelines for PHAST artists |
| | How to make a pocket chart and more examples of how to use it |
| | Activity, tool and artist acknowledgements |
| | Glossary |
| | References |
| | Historical background to PHAST |
Prepare before you start
Before you begin working with a community group you must:
- Read through the entire guide carefully and make sure that you understand the purpose and expected result of each activity.- Read Part III, paying particular attention to the lists of sample drawings for the activities. Make a list of the drawings you think you will need.
- Find an artist to draw these pictures for you.3 Make sure the scenes and people they contain will appear familiar to the community with whom you will be using this guide.
- Gather together all the materials you will need for the group activities such as: the artist's specially prepared drawings, sticky tape, marker pens, coloured paper, coloured stickers, large sheets of paper or newsprint, card, small scraps of material, cotton, buttons, small stones, beads, seeds, pebbles, scissors, pins, tacks, container (such as a basket, hat or box).
- Practise the activities with friends, colleagues or family members until you feel comfortable.
3 You may have contacted an artist earlier, who may have attended the training workshop with you. See Part III.
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