Lesson Plan on Presenting Control of Diarrhea to Promoters

Level of workshop leader: Trainer

Level of Workshop Participant: Promoter

Duration of Workshop: 5 hours

Workshop Leader:                                  Workshop Assistant:

Date:                                                     Lesson number:

Workshop Level:                                     Number of Participants:

This is a partial Lesson Plan. To view the complete Lesson Plan.

BACKGROUND FOR LESSON PLAN

Workshop Position in Progression of Workshops:

Previous workshop: Participatory Needs Assessment: Promoter Training.

This workshop: Control of Diarrhea in Children: Promotor Training.

Next workshop options:

• Family Hygiene
• Hygiene in the Kitchen
• SODIS Water System
• Protecting the community’s water system
• Construction of Latrines

Assumed Knowledge

The community has prioritized diarrhea in children as part of their Community-wide needs assessment.

Anticipated Difficulties/Problems

Potential difficulty to grasp technical information.

Solutions

Work patiently with Promoters; listen carefully to their questions

If a Promoter is having difficulty with technical information, hold a refresher workshop after the Promoter has been working with end Users for two months. The technical information may then have more contextual meaning.

Useful Internet Links:

• This lesson plan has been adapted from the Training Manual for SODIS Promotion , and from the PHAST Step-by-Step Guide: A participatory approach for the control of diarrhea disease.
• The SODIS website .
• SODIS Flipchart Posters, workshop materials and additional manuals for download.
• SODIS Handout for Promoters. A useful, detailed summary of the SODIS system.

PURPOSE

Goal of Workshop/Purpose: What workshop participants will be able to do as a result of the lesson.

The purpose of the workshop is for training Promoters to be able to successfully lead workshops with community members so they can discover how diarrheal disease is transmitted through their village, and to facilitate them in identifying and prioritizing solutions appropriate for their community. A section of the workshop will address follow-up with the community.

Objective 1 Participants will analyze and learn how diarrheal disease can be spread through the environment.

Objective 2 Participants will learn actions that can be taken to block the disease transmission routes.

Objective 3 Participants will prioritize which solutions are most appropriate for the community.

MATERIALS

• About 10 drawings of transmission routes.
• About 15 drawings of different ways to stop or block the transmission routes of disease.
• SODIS Flipchart Posters for reference
• Large sheets of paper.
• Letter sized sheets of paper.
• Colored pens or marker pens.
• Sticky tape.
• Large sheets of newsprint and tape.
• Colored markers.
• How-To Card.

BRIEF SUMMARY OF LESSON:

Introduction:

Activity 1. Transmission Routes Tool

• Introductions. Ice Breaker: Sing a song or play a game.
• Tell the participants what they’ll be able to do as a result of the lesson.

Guided Practice:

Activity 1. Transmission Routes Tool

Activity 2. Blocking the routes tool

Activity 3. Prioritizing Solutions

Workshop Conclusion

Activity 4. Conclusion

BEGINNING OF LESSON:

INTRODUCTION

Activity 1. Problem Identification: Transmission Routes Tool

Purpose

Participants will analyze and learn how diarrheal disease can be spread through the environment.

To help build a feeling of team spirit and mutual understanding.

To generate group self-esteem and creativity.

Time

2 hours

Materials

• About 10 drawings of transmission routes. Draw situations where people could unintentionally come into contact with human feces and the germs they carry. Think carefully about the conditions in the community and adjust your drawings to the local situation. Also include situations where people to not come into contact with human feces. Including such drawings helps people to think deeply about transmission routes.
• large sheets of paper
• colored pens or marker pens
• sticky tape

What to do

Introduction:

Workshop Leader

1. Introduction: Tell the participants what they’ll be able to do as a result of the lesson.

Workshop Leader & Promoters.

2. Introductions. Ice Breaker: Sing a song or play a game.

GUIDED PRACTICE:

Activity 1. Problem Identification: Transmission Routes Tool

3. Ask the Promoters to form groups of 5 to 8 people

4. Give each group a set of materials and ask them to do the following task:

“One drawing shows a person defecating openly (use local term) another, an inadequate latrine. Another shows a persons mouth. (Show the drawings).”

“Please use the rest of the drawings to try and create a diagram showing the different ways in which fecal matter (use appropriate local description) might come in contact with an individual. You can draw arrows between the different drawings to show the ways that this might happen.

5. When the groups have made their diagrams, ask each group to show and explain its diagram to the other groups. Let them respond to any questions raised by the other groups.

6. Discuss similarities and differences between the various diagrams.

7. Now facilitate a discussion to help the groups use this new knowledge to examine their own situation. Discuss and identify:

• the transmission routes in the community
• the problem areas and hygiene behaviors that are putting people at risk of infection

If possible ask a participant to record the problem areas in the community as they are discussed.

Promoters:

Take 5 mins to discuss the problems. Talk about what you do and don’t understand, what you do and don’t like.

Notes

Some participants may at first be shocked at the content of this activity. There may be disbelief that feces can be transmitted to the mouth. The best way to deal with this situation is to get the group working together as quickly as possible. Those participants who are more receptive than others will help the disbelievers to become more involved.

Do not be concerned if each group does not identify all the fecal oral routes or if it’s diagrams do not look like the “F-diagram”. It is enough if it has identified some of the routes. The routes must nevertheless be clearly defined in order to be useful in future activities. Other group members may identify additional, different routes. These can be discussed and a more complete drawing be formed.

Do not prompt or direct the groups when they are trying to create their diagrams.

If the group as whole does not manage to clearly identify the transmission routes, try to find out why. It may be useful to hold a group discussion to evaluate the activity, which can be tried a second time.

Possible Drawings:

• a persons mouth or face
• a hand
• food crops or a vegetable garden
• flies, cockroaches or other insects
• open defecation (if relevant)
• animals in water sources
• people washing in water sources
• plates of uncovered food
• someone collecting water
• uncovered water collection containers
• household dishes, cups, eating utensils
• a dirty latrine/ toilet
• a person using their hand to drink water from a container
• someone preparing food
• dogs or pigs eating feces
• a women cleaning a baby’s bottom

30 Minute Break