 | 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 |
Moving from step to step
How do I know when to move to tine next: step?
The group will make it clear when it is ready to move on. For example, when it is ready to move from Step 2: Problem analysis to Step 3: Planning for solutions, group members may start discussing among themselves what they can do to overcome the problems they have identified.
Do I have to follow the activity times strictly?
The times given in the activity instructions are estimates only. Be guided by the energy level and enthusiasm of the group. If the group appears restless or bored, or if you are under time pressure, organize a break or plan the next meeting accordingly. But do not tell the group how long you think it should take to do an activity.
How can I move from one step to I he next?
If there has been a long break between steps, make sure the group remembers what stage it had reached and what was decided. Review the records (see next page) of the previous meeting. This is a good way of checking that the group has understood and still agrees with what it decided earlier.
Can I change the activities?
Once you have gained sufficient experience and confidence, you should feel free to make any changes in the order of the activities, or to delete or add activities.
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