NOTES EVALUATION REPORTS & ANSWERS TO QUESTIONNAIRE FORM THE COMMUNITY HEALTH DEVELOPMENT COURSE-JYOTHY SADAN

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Title: NOTES EVALUATION REPORTS & ANSWERS TO QUESTIONNAIRE FORM THE COMMUNITY HEALTH DEVELOPMENT COURSE-JYOTHY SADAN
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'■’hat ”ou understand by the words’

i:

CtfW]

Q

- Community
'
- Health
’
■
- nevo1pemnt/'
What "ou under~tand bv the word- term communitv bea',t'''
'hat have you "'e aver nd about the words HHALITTG and ’■rTOTTTT'’PS
What are the system that con^tite the community
Trom the varipu- s^ide show and varipu' ytudie" writeafew wrord" about
each cystem
''hat did vou leae”n4 form the siket on. conrcioun and different onroacha"
to devo^pernnt
'■hat did you 1eae’n about v-jinage1ife from the mon oon p^v
Tn ”Our openion what is the ro’1° of a community Animator
’•’hat you could under tandd during thi® we-'k a yow future •’"o‘1e in t,1-^
community as Transican Bor.
Give us po'itivo or nagtive comment and sagertipnsabout the Iht’-'odolagy
of the course

2
h
'4
5

8
9

of

Community, group of people , usually living in th© § sgjn- aro5i
who are bought together by simaliar customs;be Tiefs and out-1ook
Community=come *make unity. Community is a p gorup of people com- tog^thr?
with a same purpose and live together in unity, peace and love There
should be mutual understanding and acceptenceof one another and appricat<
each other.Prom a philosophical point of view community ir natural to me
man, who can only arrive at his unique self b^. experienceing existenec
shared with other bodly sporitual persons, we^find in the real community
open mindedness and interdepentence in each"other. In view of religous
community, there should be a common goal -and—fl- Finaly community is not
organized_but there is &fc=s- organism

1

A

We a 1th means much more than not being sick • Health is mental and pphical balanec and a healthy person should have certain will power and
he will^’Tree from all cantagius sickness,_A Healthy person gives an actj£
participation in day today’s activitives. A heslthy person chose right *"
things and reject wrong .Healthy nersonwrll1 be God centered»He adiurt wi'
with any. one easilyand seen in_him "’ey- problems Tn him we '-ee norma''
appetite r,.nd has a.ftrpng mind, he rt and wi11 . wealthy is’a •'tate” of
physical, mental and '•ocial we11 being and not abrence of disease cr^-or
infirmity. It is dynamic

neveSonem-pt, i$ the ■^emarknb1e changeg on happening jthot ocoquy
in a periode of~”Eime. » te-m u$r d to de c”ibe
procf.$$ or £oci<=1 "Ictfon '
in which t'- people of a. community organize them pi-w^s fo->-- p'^yins—nr-td;
action, define their common and idividu*1 need »nd p',ob1sm'- make
group and indiviiduel plan' to meet their ry^d and $o1v* theip pyob.’,r'm4
execute the e plans with a maximumof reliance up on community ■'w’sour c^r
when necesrary with e services, and materia1 from govemnsntal and nonGoverraental agencies outside the community.

Community health is nothing else than
to
or to '-nab1©
every family or indivdual in the enjoymnt_of human right; A1! mut pors*
ess the human digenity. ThroUafh away the di'tingiston between poor and y*
rich_Bvery indivdual must have the possibility to acheive propa.r educatio:
and should have the tendency to tai® up any work w’ith out any division
People should have the freedom in belifeand worship Thus all should
flarish in all walk of life day by day . Then, we call it healthy comm
unity or community health

2

3

g

4

■

When we hear the word healing,it gives a tasteto_our mind than curi:
A person who has a sickness goes to doctor and gets some medicin, it
bring a change.in his psysical coutition. But the healings, brings change
to the whole life of a person . Ghangs in psycal mental and social stage
He see .the healing ministary of Jesus which vras disoured in C.B.tt^lConfrenec which held in the year 1971 Hers in it healing ministry"'©? chrst
We fin^.wreis a creation of new; retatioship, vrom individual to whole hums.
race. Healing given a new life to the person £ at the human ryce_,
fl^ Caste system:--there are sq many c^'-te- which create probjcms ?r
and various communities
(?) nich and n’oor:- poor peepee ->re onpra’,'red by the rich people
(BO Po^itica1 sy tern
(4 0 Pocin1 system

T understood thg.t, whoever came forward to help the man bad
their o’-zn motivation and they did not not find the roote cause but gave
a sort of solution, execpt the Animator, who provided a knife that ww
absol't’1*’’ hossae ry for him_to get away Mrnseif foom that./lifcuH
sistution
The woeker accepted every thing, with our any knows Idge
whether it wil-1 be help fail far him it is because his ignorance, that
is to say lack of education.

6

5
5

-to^y
" _ .
’’ ~
_ " . „ . "L._ 2
’
Through thi® slide show Tcame to know * ’ the existing 'y-tem*
that caused t^e death of the chi^d.' wamliy,t'he iand7ordI®,the po^iti^ion
and the uneduca&edbounded ’’nbour
THP T’D
q-. prsTA
Thi- 'ho.w gave u a c’Jaer evidenc' of.t^e’dafk an-’ ir"ightfp,e®_
of India. Though India got indepentence-43 ypn.r ago
dw.k./'->c~ of
India is not '■till at-jear of it. T fe®1 G^y/ent of Tn’iar don'tj-nj oy^
in. the freedom of India.. One ide people gigbts with dos/ in hot®1’® k
wait-box to _servivie thenreieve' but on otbev side pc-op1® accomu■'atr»'1",
kindsof mldern computerlized machine1- m for their good and for th? good
of the highclas-people
pamhaha

THV I^l’.T'n'-i.prje
tOY
of cou/rse,’it is a evidence for the
village people who are far awayfrom the urbana*eaarea ,or city area, w_
where are all the facilities are ^available. TTF nIrTIHGrTP'TO between
the rich and the poor can be the huge wall between them This poor people
unable to buy or get a pice s'of landin this area beeouse.mostly this «.
area is possassed bythe_land-lords and richpeople And another thing
every projects that comes for the betterment of the people ,does not go
to the village because,lack of roadsa and communicationfa facilities

•
7

I could understand, how much’the people. struggle , -who don’_t have
saficentland to cultuate espeically when they get a bad monsoon Then,
■'.■.hat about the landless people of our conu.try.~T It is impossible for
a nan , who has a littil land to come up in life inindia And it is well
and good if these people are free from a’1’1 sickness,that th.ey may Tive_~
afew more days. It is a fa.ct.th.pt even if they get.akQod whether , they
will have nothing to preserve for their futuer n~eds v£naly these peon^e
were uneducated therefore they did'nt know TTow to cultuate for better
h a.rve st

8

. According to me a community A nimator mu t go in "the 1fya’1 of the
people.and find out what is the roote c$iu-e_for ®ufBering"and" lo® vh-t
he can. Of caur*-e a community Animate® mu t know th® background of, tv®
people. He has not come treat the rich . on1/ the ick nor"on n®-d
doctor. As a community Animator he has to ome heTp for the "’aw c’,a'-s
opprasred, down- drowden and the poor.
_.
__u_1

A

9

Of course, your Methodolagy i' very good becau e veriou t'-ing wi11
dircet the ful attintion of the people , who new think tHe nr d of c. h.
work in India and they have.nver seen the two face of Tnfiq
I did* snt find any thing nagetive in this cou?- e, But Tha.ve a suge stion that do this.couers^-s as far as possible contunious

10

My future role in the community is to be a tape tuner instead
to be a floor moper. I haye to fo to the pwople and live with. them in
orderto get a better idea. How do they live? That is the problem that
people face?'That is/tbe attitude of rich towards the poor people How
Governmentba- takes care of them ? How is haelth of the people ? And
what sickness the village s and- undergoes T hus I may abde be able
to nudersand the ultimate couse and treat for the better devlopment
#+****•’-************ **<■
■•****♦***»*♦ ••*#**«*•*****

Ckyy\ H ■’

''

c.H,D. COURSE

introduction;
c
The duration of this course is 6 weeks. And the method
of this course is called pooling in education or banking, i.e.,
most of t?.e answers come from the students. Importance of this
course lies in thinking and feeling, feeling means: anger, des
pair, hope and joy.
The syllabus of the community health and development is:
4-4- 133 to glo-'JS.
1 week.
C.H.D.

1.

what is: community, ‘health, 'development, awareness,
building, education, vocation and mission.

2.

Village experience. Thalavadi, Adugodi and J. Sadan.

Health - prevention.
Common illness and sickness. 3. Nature,
Food and nutrition.
5. Development; a) economic,
b) mental c) ecology.
6. covt. programme:
health and development. 7. Church programme and
tradition.
The first section is starting with group discussion. We
are divided into 5 groups. The task of the group discussion was
waat snoulc be the content of the comm', nity health and development
course at Jyothi Sadan, 1933. 20 minutes were given to the groups
for discussion.

o-3-133.
,
\ .
’<•

1.
2.
4.

By this discussion we contributejjd the following ideas;
what is health, and community health, community development.
2. Dire situation of the common people at present, 3. What
facilities are needed for coinmunity health and development,
4. Common illness and remady, 5. Food and nutrituion, 6. Medicine
a..d ine side effects, 7. Alchaholic problems, 3. The use of
natural medicines, 9. Bnviornmental health, 10. How to live and
how to approach the community, 11. How to organize community
health ,evelopment in the context of vocation, 12. The use of
moaern communication medias.
Croup discussion:
After t.ie discussion Dr. Ravi had taken classes about the
function of the group, how to organize jroup, how to.fa start the
discussion, what will be the task of the chairman, and the task of
the reporter, and when an .-a. 4 aider comes to the group what will
be-feeling, of the gro p, etc...
He said the moderator and reporter must be two different
persons, why? The reason is, if it is one person we will be.able
to use only half time. The leader should read out the guide lines
and the group should modify within the time, whether the time is
enough or not.
In any group discussion we can 'see one or two dominating •
an.. some will be guiete/ -it is the duty of the leader to pull out
their knowledge.
Nhy they dominate? : confidence and over confidence.
speaking ability, knowledge, experience,
eagerness.
Wnen there is domination others freedom is cut. The duty
leader is to see to this.

Way silence? : lack of confidence, -fear complex, less
knowledge, not interested, not open, fear
of judgement, ixek of language problem.

The roup discussion will help to understand and improve
our participation.
Health: The word health organization was formed in 1948 under the
leadership of U.'T.O. They formed a definition for health.

Health is a state of physical, mental, social well being
an.: not absence of .diseases or disability dr infirmity. In
196JD they added spiritual also. Health for all by the year
2000 A.D., thus health is everyone's business.
Health is: 1. individual andk'. 2. Community.
Health is not doctor, nurse, drugs, hospitals. It is
ever -one's business, or health is the wholeness of individuals.

Han : physical - doctor.
mental - psychologist,
social ™ political
spiritual - priest.
After this we camto discuss the story of Vasu and
Ramaka. Both cases their child died due to the various broblems .
Cut task was to discuss about why their chixld dies?
.edical reasons.
Social problems.
Tetanus, dirrhoea, lack of
Ignorance about : sickness,
medi :al Ee lilitits, cheap medicines,
medicines, their
false lectors, me treat, ent, lack of
rights,
clean .uter.
no lan. J, ' * aoney,
.briberky.

5*or dirrhoea there is an a Efeotive natural method, it is
called O.R.T. 3 pinches of salt md enough sugar, make guice out
of water or rice water and make the. patient to drink.

Health end

’

’ evelop.nent relation:

Ir the com : lity and so there will be common sickness.
Instead of giving son
licin s, find outthhe root cause of it
and solve that problem.
5 co. ..on diseases
arobltins.

Flu, 'ever, 1.3., Dinentry,
dirrhoea, chiken pox, skin diseases.

co

food proble.s, poverty,
lac.': of money, unemployment,
shelter, broken familifces.

Unless we solve this problems, we cannot wipe out the
on sickness by medicnines alone.

The next session: about what is physical health, mental
health, social helath and spiritual health.

•Physical: i.e., work well, good appitite, good eye sight, free
from ssicknesses, well functioning of the body, energetic etc...
:lental: Good memory power, ha ppy mind, satisfaction to oneself,
capacity of jegement, enthusiasm etc...

Better relationship : friends
family,
: be a genuine relaneighbours,
tionship.
superiors
2. Genuine: not indifferent, openness, understanding, sharing.
3. Social rold - vocation and mission etc...
4.. Help, voting power, services.

Social: 1.

S siritual:

Soul and faith.

Community health; we can see 3.elements: 1. physical - food,
shelter, clothing, water land, good enviornment,•
2. mental: equality, justice, liberty.
3. Social : democracy.

The goal of the C.H.D. is a gradual process of more and
more people know about their potentiality.
The folowing day we discussed about the story of Choman.
Com :unit ~ situation^Cause
Change.
poverty, suppression by the
free legal aid for the poor,
landlords, ao minium • es,
choman was intended to do-something
enure?; an: priest.
for the betterment.

: c. group of people live together to build a
-Jeter -..eric: :>h sicul, mental and social.
/

language, wealth, politics, religion, etc...
cannot be removed.

Structures of the social sys tern;

This divisions

econotnic,
political, social,
cultural, religion.

-conomic;
Rich and poor: division of money.
Employment, Land, owndrship, money distribution, education,
profession.
political party, decision making for co mao n purpose,
group leaders and committee.
■Social s-’st ..t: How the com. unity is divided into social systxem.
: family, way of life, caste,: by profession, birth,
superiority and inferiority.

Political:

Religion:

Worship, temple, mosque , church.
; priest and theology.

The next Jay the session began with a skit; a certain man
is tied up with various problems. The main points ares
Toe actors: poo jari, priest, social work er, doctor, educ ationist,
village liexalth worker, animator.

Pre-coac-iived ideas:
past sins, gift from God, need of agri
cult ral development, diseases, sickness, lack of education,
lack of food, xism slavery, not freed.

Remacies;
Prgsadam, prayer, rosary, novenas', seeds, tonic,
drugs, books, ap le, soao, .nife.
19th cen. modernisation was the main idea. Charity does
not help man to get rid of his problems, 1970 onwards the
ioea was only social justice can solve these problems. The
goal of community health development is to build a better and
just society by making the people or co ■...unit; aware of their
rights and cuties and responsibilites as being; members of a
society.tn

education: To edviace: give education, making- aware, sharing
of knowledge, present situation, fully human.
.i ucation; 1. f.rmal - schools anc cites colleges,
2.
i i formal
3.
adult education.
Ranking systems established truths, fixed syllabas, competition,
teachers are fixed, students are fixed, time is fixed, examina
tion, certificates, movement, passing and failing.

: pooling,knowledge, pulling sth in sharing experiences,
After noon we had a salide show about India. Towards the
end of the show we were asked to discuss 3 questions. We were
divided into 5 groups, the questions were:

1.
2.
3.

which slide struck you most?
In which side you belong?
Why poverty in India?

Each group found out the reasons for the poverty, that is over
population, rights, education, plans arc not implimented, explo
itation, richness, capitalistic, unemployment, wealth is not
distributed equally, caste, etc....

But the mian reason: we have sufficient resources, we have
enough facilities to feed the Indians 3 times. Population is
only on economic oroblei.i. They who govern the people are not
.
concern.ed about the situation of the people.

This 20% and 70% people cannot stand for the election,
only the 1.0%, because the- only have money. Then these 10% get
position they neglect the 20%. .and 70%. To day the .education
system does not teach the realities of the worxld. All the
problems are interrelated. We can solve all the problems, only
v?e have to understand it.

people
people outside, how?
■

are in side are rich dnd control the

: education, economical, Govt law, wages, taxes etc;..
also, caste, reiigionx-, culture', facilities, language,
agricultural ect...

livery thine is controlled by the- upperclass people, the
p.liticaal people are supported by the uppoerclass. This is one
of the reasons, why poverty exists in India. And also poor
do not get education , the duty of the church is to bring
t.-.is people together and fight for their rights,.

Thank you.

—rotners Sebastian, Joshy and Shaji.

8/6/
d/v
^■-•JPORT OPj’O,Tij.f

"'xxxxx

v.-r.r;
-• ucpi.

xxx

'
ccculn

kV ?]

xxxxxxxxx

o-u-^ r>t 2.15 n.in <?•■> 8th June 1988, uMtler f'-o directic^

-Or.

■ •:■’ "Toro -'livided <*• into nine primps/t-e so ?:r©ur>r- -fovo i^.-r,--.

,?a"j.lieo in. t' e village. Besides, these families, f'ero were a rwuey leader n.-?d ’--in

uuda, p. news ronortor n;id a village development worker.
^ct 5,'ioldn each and H, T(Harina-s) ~at
t )
fields, and I '"^nily occupied 1© fields

?• e cnltivr.tic:' cf t'is village vsas cc nletely dor>ft’id»d- uno?'. r.o-nsr-r---. rr”‘c min

creps ~rere

fcvri, "aize a*'d Greund-rmts. Since t’-ey were depended? «■■ r-.‘w? sometimes

t' o ■' ‘ ?. e 1 d s ■n ro du c t i c ■ ■ '? ? re n,o • d, a ve ra nt

•vyd po»r.

H-ie'-i f-ere we"-e poor monsoons,

those T.r'© not les--:- fields ceulcba^t ad.iu: ■t t'-oir needs. S® they were nildly and sev
erely nal- ours' ied, as well as t’-.oy were affected with different kinds of disease.

T’’is situation wade theft to take neney fr®n the nosey lender and loan fron the Bask.

Since they were poor they ceuldnot repay we^ey, as consequeacezthey lost their land,

utter poverty, varieus disease and even sone were aigrated.
The news reporter also was the side @f rich. The village developnent worker

wont on everywhere but the people especially the rich were not co-operative. Bvent’-'-

sugh they assenbled many tines, lack of co-eperatio >. lijle building a Bund etc...
wore roiected.
The end ref t’-eis game we understood that the rich bocane richer and the poor

becar.e poorer. The life of villagers exactly cane in our game. It was nest intersti—
eve - the uppcrclase family didnot -ave rue

contact with Hariganfanilies.

:e clearly understood throw'-1- t'-is pane various aspects of village life.

’'e -'eeds and c. ve-iio’-co cf villagers are t'- e lowest of --atie". L1'eir prcolcss are
-ot -"ot s 'ved. T'.oy are disunited anouwg the ‘selves like caBterivalaries, lack of
ete...The villa/ers are mostly illiterate a-d iterant. Therefore, anybody
can epress the® in every sphere of f.:dr lives . So to say, we g t a- idea of a

village a d t'-.eir problems. So it will help us in <ur future annostlete.
Thank you,

xxx

xx rxxxxxxxxxxx

$&Jfa ■ /I/6

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GfrpPL. P 1 bCUSETONS JU D ■iEETIM^S
(Training paper ill)

Every meeting and discussion has its own dynamics.
However there are certain conditions or behaviourwhich will
help a group of function effectively and to complete its
task. There are also conditions and behaviour which will
hinder the group. .These can be related either to the group's
task, or to the process of the discussion.

The following' contribute to a go.>d discussions
A. Related to the task
1. Members take the initiative to define the task, define words
and concepts, clarify issues, introduce new ideas, etc.
2. The task is clear to every member of the group, and all
members accept fit.
3. Members have the information they need , or they seek it from
each other.
4. Members freely give information and facts related to the
task, and also offer their opinions.
5. Members speak from tneir personal experience, giving
specific examples.
6. Members listen to each other's contributions, and ask for
clarifications from each other of what is not clear.
7. The focus remains on the central issues.
6. There is a periodic summary, a puttingto9ether of ideas, or
the testing of a conclusion.
9. Any conclusion is tested against reality to see if it 'fits'.

B. Related to the process
1. Members agree on a procedure for the discussion.
2. There is a periodic evaluation of the progress of th<_ discussio’ .
3. The climate in the group encourages everyone to participate.
4. People listen, not only to the words spoken, but also to the
feelings behind the words, and to the non-verbal expressions.
5« There is a periodic expression of the feeling in the group.
6. Any tensions which arise within the group1 are reduced or
believed.
7. Arguments are reconciled, differences are exp>lorod , members
'agree to disagree agreeably'.
o. There is a periodic testing for consensus or decisions.

Thu following hinder a good discussion:
A Related t o the task
1. Lack of clarity about-or commitment to-thegroup*s task
2. Failure to give, or to seek, information which is available
with group members.
3. Failure to stick to the main issues
4. Generalized agreements at a high level of abstraction.
5. Failure to check out and clarify exactly what is not clear
when someone else speaks.
6. Excessive probing for anothur member's opinions or experience
when he does not w ant to share these any further.
7. The introduction of irrelevant personal topics, anecdotes,
interests.

Conte. 2/-

2
B. Related to the- process

1. No aggrement on procedure.
2. A climate of tension, or of domination and control by one
or two people.
3. Failure to listen to others.
4. Interrupting others while they are speaking.
5. Hurt feelings, and failure to deal with these and other
group feelings.
6. withdrawal of some members or displays of non-participation.
7. No review of the progress of the discussion.
b. Excessive disagreement and opposition for personal reasons.
9. Passinc judgement on what others say 5 deflating others 5 or
giving them advice.
IO. Struggles for power, recognition or leadership
11. Formation of sub-groups.
12. vested interests and ‘hidden agendas'.
A person who is acting obstractively is probably doing so,
not because of any intellectual difficulty, but because his

feelings are upset.

If a member feels 2
a. that his role or identity in the group is not clear, or
b. that the group's task is not worthwhile, or
c. tht he should be wielding more influence than he is, or
d. that the group does not like or accept him.
then he may behave obstructively. Sensitivity to this point can
help the members of a group to see more clearly what is happening
in the group.

Source; Lippitt, Gordon L.& Leslie Lippitt, 'Implementing the
”
organisation Renewal Process', Training and Development
Journal, July 1970 - People Development - John Staley

GROUP DISCUSSION^ _THL. MODERATOR's^ ROLE IN A DEMOCRATIC
DISCUSSION

GROUP,,

(Training paper iv)

Througho ut the discussion

1. Make sure that everyone understands and accepts the task,
the'problem, or the issues which the group is going to discuss.
2. Help everyone to participate. Dun
let one or two members
monopolize the discussion.
3. Encourage . the members to share th^ opinions, the information,
the skills," and the other resources which they have and v/hich
are needed to complete the task.
4. When necessary', clarify what members say through questions
or re-phrasing. Ask questions rather than give answers.
5. Encourage members to speak for themselves ('I think... ')
and from their personal experience, and to give specific
examples. Discourage them from speaking very generally
and making statements like, 'Some people seem to think... 1
6. See that members listen to each oth<_r and seek clarifications
from each other if necessary. Do not allow interruptions.
7. Keep the focus on the central task or issues.
From time to time
o. Make a summary from time to time. This may involve putting
ideas together, reconciling arguments, exploring differences
of opinion, and testing out conclusions fur consensus. Don't
hesitate to draw attention to differences of opinion.
9. Listen to the feelings being expressed behind the words spoken.
Allow the group feeling to be expreSsedfrom time to time.
10. If there is a lot to discuss and the group is large, keep in
mind the possibilities for breaking into smaller groups.
11. If you want to give your personal opinions, do so outside your
role as moderator. Say, for example, 'Speaking personally,
as Swamy, and not as moderator, I think...'.
12. Keep track of time. ?^t the beginning of a discussion you may
ask the members if they want to set time limits.
13. If the discussion becomes bog.ed. down and people appear bored
or tired, suggest a short break (or a game).
14. Ask the members to evaluate the progress of the discussion
from time to time.

Source :

PEOPLE^ IN_DEVELOPMENT - A Trainer *s Manual for Groups John Stalky

FEEDBACK

(Training paper v)
/

.

A

'

A

'Feedback 1 is information given to a person (or a group or an
organization) about how he -affects others.
It helps him become
more aware, both of his strengths and of his weaknesses.
It
do«_s not tell him what he should do, but it raises questions
for hint.
It helps him to decide whether to change his behaviour,
so that he can be more effective and better able to achieve
what he wants.
/
If feedback is given in a positive way it can be helpful. But
if it Ise given wrongly, it is not only unhelpful, but can also be
destructive. Here are some guidelines for giving feedback.
Do be specific. Give examples and data. For example, ‘when
you interrupted me just now I felt annoyed, 1. The other person
is able to make use of such information if he chooses to do so.
DON'T make general statements, such as, 1 I feel annoyed.because
you never listen to me. ■ Unless you can give some specific
M
examples, the receiver may not understand, or believe what you
are telling him.
DO describe your own feelings and reactions. For example, 1 I
felt hurt1. This is what you actually known.
DON'T describe the other person's feelings or motives or intent
ions. For example, ' you wanted to hurt me. ' you do not known
this: it is only your guess or interpretation.
Such feedback
will probably be rejected.

Don't judge the other person's actions. For example, 1 you were
wrong to shout at me. ' Statements like this only produce a
defensive reaction.
DON'T make general evaluative statements about the other person's
character. For example, 1 your are dominating and inconsiderate'.
The person who is told this will probably react defensively.
DO think of the needs of the other person and of what will be
useful to him. Feedback snould be constructive.
DO NT speak only out of your own need to react or score on the
other person: that is irresponsible and destructive.
IX) speak only of behaviour which the other person could change,
for example, his habit of interrupting. This is within his
control.
DON'T speak of behaviour over which he has no control, for
example, his habit of stammering. To comment on that will only
increase his frustration.
DO choose the right time, climate and' company to give feedback.
Generally it is most useful immediately after the event concerned.
DON'T give feedback long after the event, in some other
situation, with some other group of people.

IX) give feedback when the other person asks for it.
ask him exactly what he wants to know.

Better still,

DON 'T give feedback if the other person has made it clear that
he does not want it.
DO encourage him to check with anyone else who was present
about the accuracy of the feedback. This can be done in a group
Feedback is more effective if it is received from several sources.
IX) ask t he receiver if he understands what you are saying even
though he may not accept it.

2

2
Feedback is a way of giving hclj: •

It is a corrective

mechanism for the persons who wants to learn how well his
behaviour matches his intentions.

It is'a means of increasing

a person>s autonomy and establishing his id entity-for answering
the question ’l.no am I ? 1.

Sourcei

PEOPLE in DEVELOPMENT -

A Trainer's Manual for Groups

John Staley

element^OF

TEAMWORK

There are a number of elements to teakwork. These are
not easily achieved, but they are excellent targets as we
work together in groups, committees, organizations and
communities.
1. Teamwork requires an understanding of, and commitment to,
the task and objectives of the group.
2. Teamwork requires the maximum utilization of the different
resources of the individuals within the group.
3. Teamwork is achieved when flexibility, sensitivity to the
needs of others, and creativity are encouraged.
4. Teamwork is most effective when leadership is shared.
5. Teamwork requires a group to develop appropriate procedures
for meeting particular problems or situations, and for
making decisions.
6. Teamwork is characterized by the group's ability to examine
its own process, so as to constantly improve itself as a r-..
team.
7. Teamwork requires trust and openness in communication and
relationships.
d. Teamwork is achieved when the group members have a strong
sense of belonging.

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30
Understanding Communities
Checklist
1) Understanding and describing a community:

Understanding the community entails understanding it in a number of ways. Whether or not the
community is defined geographically, it still has a geographic context -- a setting that it exists in. Getting
a clear sense of this setting may be key to a full understanding of it. At the same time, it's important to
understand the specific community you're concerned with. You have to get to know its people -- their
culture, their concerns, and relationships - and to develop your own relationships with them as well.
Physical aspects. Every community has a physical presence of some sort, even if only one
building. Most have a geographic area or areas they are either defined by or attached to. It's important
to know the community's size and the look and feel of its buildings, its topography (the lay of the land -the hills, valleys, rivers, roads, and other features you'd find on a map), and each of its
neighborhoods. Also important are how various areas of the community differ from one another, and
whether your impression is one of clean, well-maintained houses and streets, or one of shabbiness, dirt,
and neglect.

If the community is one defined by its population, then its physical properties are also defined by the
population: where they live, where they gather, the places that are important to them. The
characteristics of those places can tell you a great deal about the people who make up the
community. Their self-image, many of their attitudes, and their aspirations are often reflected in the
places where they choose -- or are forced by circumstance or discrimination - to live, work, gather, and
play-

Infrastructure. Roads, bridges, transportation (local public transportation,) electricity, land line and
mobile telephone service, broadband service, and similar "basics" make up the infrastructure of the
community, without which it couldn't function.
Patterns of settlement. Where are those physical spaces we've been discussing? Communities reveal
their character by where and how they create living and working spaces. Where there are lower caste
group residing; substandard housing in areas with few or no services that are the only options for lowsocio economic background people.

Demographics. It's vital to understand who makes up the community. Age, gender, caste and ethnicity,
marital status, education, number of people in household, first language - these and other statistics
make up the demographic profile of the population.

jr
History. The long-term history of the community can tell you about community traditions, what the
community is, or has been, proud of, and what residents would prefer not to talk about. Recent history
can afford valuable information about conflicts and factions within the community, important issues,
past and current relationships among key people and groups - many of the factors that can trip up any
effort before it starts if you don't know about and address them.

1

Community leaders, formal and informal. Some community leaders are elected or appointed
are considered leaders because of their activities or their positions in the community.

others

Community culture, formal and informal. This covers the spoken and unspoken rules and traditions by
which the community lives. It can include everything from community events to norms of behavior turning a blind eye to alcohol abuse or domestic violence - to patterns of discrimination and exercise of
power. Understanding the culture and how it developed can be crucial, especially if that's what you're
attempting to change.
Existing groups. Most communities have an array of groups and organizations of different kinds such as
youth organizations, sports teams and groups formed around shared interests, the boards of
community-wide organizations well as groups devoted to self-help, advocacy, and activism. Knowing of
the existence and importance of each of these groups can pave the way for alliances or for
understanding opposition.
Existing institutions. Every community has institutions that are important to it, and that have more or
less credibility with residents. Educational institutions, libraries, religious institutions, hospitals - all of
these and many others can occupy important places in the community. It's important to know what
they are, who represents them, and what influence they wield.

Economics. Who are the major employers in the community? Are there any village based artisans?
Who, exercises economic power? How is wealth distributed? Would you characterize the community
as poor, working, class, middle class, or affluent? What are the economic prospects of the population in
general and/or the population you're concerned with?
Government/Politics. Understanding the structure of community government is obviously
important. Some communities may have local self governance members, whatever the government
structure, where does political power lie? Understanding where the real power is can be the difference
between a successful effort and a vain one.

Social structure. Many aspects of social structure are integrated into other areas social relationships,
politics, economics-but there are also the questions of how people in the community relate to one
another on a daily basis, how problems are (or aren't) resolved, who socializes or does business with
whom, etc. This area also includes perceptions and symbols of status and respect, and whether status
carries entitlement or responsibility (or both).

Attitudes and values. Again, much of this area may be covered by investigation into others, particularly
culture. What does the community care about, and what does Jjt ignore? What are residents'
assumptions about the proper way to behave, to dress, to do business, to treat others? Is there widely
accepted discrimination against one or more groups by the majority or by those in power? What are the
norms for interaction among those who with different opinions or different backgrounds?

1.

Understanding community priorities:

Gather Information from:

2

•

Key informants like, leaders, opinion leaders, development extension workers

•

Discussion with existing organized groups like SHG, Youth, farmers group etc

•

Talk to individual from various age group from both gender

a.

Livelihood
Sources of livelihood,

What is the wages for men women?
How many days in a year they get work?

What are their concerns about income?
How do they see they way out for these concerns.
b.

Education
Do people want education facilities? Who wants who does not, who uses the existing facilities

who does not use, why?
c.

Health
Is there anything people do to take care of their health? If yes, what?

When do people seek help for a health concern?
Where to people seek help for their illness, and why?
d.

Basic Amenities

Housing, water, sanitation, transport, recreation

e.

Others if any

When you have all the information gathered in that you can use, line up the expressed needs and
work out your priorities.
Prevalence: is the need widespread?
Severity: is the need serious or only a minor inconvenience?
Selectivity: is it expressed most by a particular segment of the community?
Possible interventions: Some needs are going to be very real but out of your reach; you will have to
pick out the needs that your organisation is capable of addressing.

3.

Understanding the field placement organisation and their projects:

We at SOCHARA inform you confidently that you have been placed in a very interesting and innovative

project which is committed to health and development of their project areas. While there is a lot to
learn from the community, there is a lot to learn from your field placement organisation. Each of you
will have unique experiences as each organisation is different. When you understand about the
organisation's vision, mission, objectives and structure, you will have a better idea about what you can

expect to additionally learn from them during your placement with them. Without understanding the
organisation well enough, you may miss opportunities or have unreasonable expectations from them.

3

Therefore, to best utilise your field placement, we recommend that you also understand the
organisation, its principles and its functioning, besides understanding the local community. It is the
project staff that will facilitate your interaction (at least initially) with the community, and it would be

useful that you learn about their past and ongoing activities there before you step out into the

community.
Here are some guidelines to help you explore about the project based on which you are expected to

prepare a short report and presentation about the project. Based on your presentation, the other CHLP
fellows too can learn about your field organisation. It is important to note that this should not be
conducted like an interview! Also this is not just a writing assignment, but rather an opportunity to
improve your own understanding about the organisation, to help you plan your health promotion and

research projects for terms 2/3. Consider enquiring about:

•

Organisational vision, philosophy of work, and organisational objectives

•

Number of staff and system structure - role of each staff position

•

Geographical distribution of project areas (preferably with map)

•

Current projects

•

o

Objective of each project

o

Activities under each project - describe them

o

List out the various stakeholders of the projects - and their roles (with organogram)

o

Community involvement in the project (with a flow diagram showing linkages)

o

Process and outcome monitoring protocols used by them

o

Source of funding

Their previous experience with fellows/interns and training programmes

To find out about the above themes, we suggest that you:

•

read organisational reports and brochures - if possible, before you go there (from their website
or from SOCHARA library)

•

speak with your field mentor and with community based staff and get their inputs during the

first week of your stay there - learn about their role and experience there
•

attend their team meetings when permissible, and observe (and take notes)

•

participate in field activities and trainings as an observer and as an assistant

•

copy or create a project area map

Remember that your role is to understand the organisation and its functioning, and not to critique it.
Every organisation is faced with several challenges, about which you can discuss with your SOCHARA

mentor either over phone or when you return to Bangalore in April.

4

4.

Social determinants of health and Inter-sectoral collaboration:

The social determinants of health are the conditions in which the people are born, grow, live, work and
age, including the health system.

What are the major health problems of the community based on yours observation? Whether
the hospitals in the community alone can address those health problems? If not, what is your
opinion?
2. Are there any social hierarchy/ social position existing in the community? If yes, what are forms
in which it is existing? (eg- Socio-economic hierarchy consists of rich at the top, followed by
lipper middle class, lower middle class and poor at the bottom)
3. During your field work, could you observe any health inequity in that community? What are
they?
4. Does a person being a male or female have something to do with his/her health condition?
Could you think of it with an example of a disease?
5. Is the social hierarchy/ social position in the community has something to do with the health
inequity of that community? If yes, how? Could you think of it with an example of a disease?
6. What are all the living conditions'that need to be improved to attain the health equity of that
community?
7. Could you think of some redistribution mechanism to achieve health equity for that community?
Also, what need to be redistributed?
8. Whom do you think needs to work to address the social determinants of health? Also, at what
levels? (International, local?)
9. Do you see a need for Inter-sectoral collaboration at all levels to ensure the social determinants
are met for that community?
10. What are the sectors that need to collaborate at national, state and local levels to bring health
equity for that community?
1.

5.

Framework for a Situational Analysis:

1.

Assessment of the health district

a. Geography
b. Demography
c. Socio-economic profile 4

2.

Health Status and Problems ~T)

3.

Progress towards Implementation of a District Health System ^-9^

4.

The Management of Support Systems

L'X-ccWy .

<

_

4.1 Financial Management
4.2 Transport

4.3 Drug and vaccine supply, distribution and control

4.4

Communication

Di

5.

4.5

Health Information

4.6

Human Resources

Public Health Sector
5.1. Facilities-----

a. Hospitals

b. Clinics and Community Health Centres
5.2

6.

Referral system

Other Health Care Providers
6.1 Private sector

7.

S

6.2

Traditional sector •" V0*

6.3

NGO sector —

^^30%

Assessment of Key Programmes
7.1 Maternal and Reproductive .Health

&EP1

-

FH'

growth monitoring

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h
7.5 STDs/HIV —

7.6

PL-lC-

Tuberculosis

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7.7 Environmental Health
7.8 Oral health
7.9

Mental health —

7.10

Rehabilitation and disability services—14 C- -

7.11

Chronic diseases

8. Other Sectors which Impact on Health

\

t.

.—»

9. Summary of Key Health Problems and Conclusion

—

6. HEALTH CARE PROVIDERS AND MEDICAL PLURALISM:
1.

Every community has a range of Health Care providers and it is important to understand the range

and diversity of these resources and the services they provide in each community.
2.

Usually we have one or more of the following.
a)

Dias orTraditional birth attendants (TBA's)

6

b)

Local healers - these could be herbalists or they may focus on some problems like snake bite,

bone setting etc. Often they are associated with temples and religious places since local healing
is often linked to rituals.

c)

Practitioners of alternative systems of Medicine in India.

We have five major systems-

Ayurveda, Yoga, Unani, Siddha, and Homeopathy. In different parts of India different
systems are popular.

d)

Practitioners of Allopathy or what is also sometimes called 'English Medicine' modern
system of medicine. In this category you may have

• General Practitioners; ii) Ngo's centres or mission hospitals and dispensaries;

• Government health centres and dispensaries with doctors and nurses;
•

Private health centres and dispensaries or nursing homes; v) there may be some others
not listed above.

3.

You can walk around the village or slum or adivasi community and find these services. You can

also sit with small groups of people in the community or health workers, Panchayat leaders,

teachers, self help groups, youth groups, and discuss the following:
-What do people do when they fall ill? ; -Whom do they go to? ; - For what?; - What do they feel
about this services or practitioners; - Any other information.

4.

If possible meet some of these health care providers and spend a little time in their setting

to

know about their work.

5.

In every community people also practice some local health traditions and use their own home

remedies including home remedies and local health practices. Sit with a small group of local
women. (Women are usually custodians of local health knowledge) and ask them what they do

at home level if they or some member of the family falls ill. These practices are often called
home remedies, 'grandmother' remedies, or local health traditions.

6.

Another way to find out more about these different options and services is to ask a group of

people
What do they do? And whom do they go to? - When they have the following health problems

individually or at family level:
a)

Fever; b) Diarrhoea ; c) Snake Bite; d)

For delivery ( Child Birth); e) If someone is

mentally unwell; f) If someone has fits ( Epilepsy); g) Joint Pains

7.

Talk to the medical officer of the government health centre and or ANMS and or Anganwadi
workers and or ASHA's - when you are studying PHC and NRHM and also ask them about the

local health traditions and health practitioners of other systems of health care in the

community. What is their opinion about them?
8.

Write a short report on all the various options available to the people in the community. This is

Medical Pluralism. We shall discuss further details and frame work of how AYUSH systems and
local health traditions can become part of the public health system.

7.

Understanding NRHM and Communitization:
Find out about JSY (Janani Suraksha Yojana)
7

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