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REACHINGOUT
A Training Manual
for building communication skills
of Outreach Workers
Prepared for
Targeted Interventions among Highways Communities
National AIDS Control Programme, Government of India
Supported by Department for International Development, India
Prepared by
Xavier Institute of Communications, Mumbai
Session Three 2.15 a.m. - 4.00 a.m.
EXERCISE
OBJECTIVES
1 (1 hour)
To explore first-hand our perceptions
about the groups we work with, and
to realize how such perceptions can
affect our work
METHODOLOGY
MATERIALS
Game
To understand the need to see the
people we work with as human
beings and not as ‘targets’ for
information-giving
2 (45 mins.)
To understand the need to be
sensitive to our groups' feelings
when we communicate about sexual
behaviour or ask them to reveal
intimate information about
themselves
Worksheet
Large group
interaction
Worksheet : Our
sexual preferences
Session Four 4.15 a.m. - 6.15 a.m.
EXERCISE
OBJECTIVES
1 (45 mins.)
To personally experience that it is
not easy to change our behaviour
especially when it is based on
METHODOLOGY
MATERIALS
Large group
interaction
strongly held beliefs and values
To understand that it is possible to
change such behaviour and that
motivation plays a key role in
bringing about this change
2 (1 hour)
To understand the key role of
interpersonal communication in
behaviour change
Small group work
Case analysis
Case-sheet 1
Handout: Rule of
communication in
behaviour change
3(15 mins.)
To sum up the main learning points
of Day One of the workshop
OHP presentation
OHP sheet 4
REACHING OUT
A Training Manual for building communication skills of Outreach Workers
Prepared for
Targeted Interventions among Highways Communities
National AIDS Control Programme, Government of India
Supported by
Department for International Development, India
Prepared by
Xavier Institute of Communications
Mumbai
This Manual has been conceptualized, written and produced by ASTHA-AXIS,
the departments involved in development communications (training and production)
at the Xavier Institute of Communications.
Project Team
Feruzi Anjirbag
Deepa Hari
Preeti Telang
Vasudha Ambiye
Production
Lourdes D'Souza
Srinivas Vaishnav
Design
Falguni Gokhale
The Manual has been developed in close collaboration with
the Department for International Development, India. However, the views expressed
in this publication are those of the writers and do not necessarily reflect the decisions
or stated policy of Department for International Development. India.
The contents of this Manual can be reproduced without the prior permission
of the writers or the Department for International Development, India.
Processed at Liberty Process Works. Mumbai
Printed in India
at Kaiser-e-Hind Pvt. Ltd., Thane (W) 400 604
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Contents
Acknowledgments
vi
How this Training Manual is organized
1
How to use this Training Manual effectively
2-9
Six-day Training Programme
DAY ONE
Schedule for the day
12 - 13
Programme
15-40
Resource Materials
43 - 55
DAY TWO
”
DO
Schedule for the day
58 - 59
Programme
61 - 79
Resource Materials
83 - 97
DAYTHREE
72
Schedule for the day
100 - 101
Programme
103 - 125
Resource Materials
129 - 153
DAY FOUR
^.7
Schedule for the day
156 - 157
Programme
159 - 176
Resource Materials
179 - 203
DAY FIVE
Fi>.
Schedule for the day
206 - 207
Programme
209 - 225
Resource Materials
229 - 252
DAY SIX
Schedule for the day
254 - 255
Programme
257 - 266
Resource Materials
269 - 283
References
285
Acknowledgements
This Manual is truly a result of team-work. Many people have contributed in many ways to make this
Manual possible. We.,would like to express our thanks and appreciation for all their help.
DR. UMA POCH A, for her inspiring presence and valuable role as a trainer and subject expert in
the content development workshop. As always. Dr. Pocha's insightful comments have enriched
the Manual greatly.
SONAL1NI MIRCHANDANI. for her inputs at different stages of the development of the Manuaiher help was invaluable in evolving the conceptual framework and in the pretest: she also gave us
some useful comments that helped in revising the first draft of the manuscript.
LAVANYA SRIDH ARAN, for participating in the content development workshop and for her
truly professional documentation of the workshop proceedings.
All our "consultant" outreach workers from the Healthy Highways Project, for participating in the
content development workshop and giving us a picture of their field reality and the tremendous
challenges before them - AMIT SHRIVASTAV; R. ANANDAKUMAR: H. DEEPAK SINGH:
B. ADAM: S. AROQ.YAM: J. FRANCIS: JINNAT ARA BEGUM: JOGENDRA UPADHYAY:
T. LOKNATH: MADAN LAL: MOHAN MONDAL: RAJU GITE: RAJESH NAIR: S.B.
SAVANOOR: SHARAD SALVE: B.A. SHRIKANTH: BALDEV SINGH SODH1.
All the TRAINERS of the Healthy Highways Project who participated in the focus group discussions
and the pretest, for sharing their views and experiences and for sonic very useful suggestions.
All the personnel at the following NGOs, for their cooperation and for readily agreeing to share
their experiences - LEPRA and SIDUR in Hyderabad, and SOS in Nashik.
The RMUs (North and South) of the Healthy Highways Project, for their feedback on earlier
drafts of the Manual and for their clarifications and suggestions.
DR. JYOT1 MEHRA. for being the moving spirit behind this Manual, and for her enthusiasm and
support, that made this collaboration with DFID an enjoyable experience for US.
The Project Team
Xavier Institute of communications. Mumbai.
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How this training Manual is organized
The Manual is designed as a six-day training programme in interpersonal communication skills. Each day is divided
into four sessions of approximately two hours each. Each session consists of one or more exercises.
Special efforts have been made to make these exercises enjoyable and interesting. The objective of each
exercise is given at the beginning. This is for your reference only, and is not to be shared with the participants.
The methodology, the materials required, and the expected duration are given in the margin at the beginning of
every exercise so ..that you can plan and prepare for the activity in advance. Detailed instructions have been
given on how to conduct each activity — so make sure you follow the steps indicated for each activity correct ly.
The learning points in each exercise have been given at the end of the exercise and indicated with the symbol
A day-wisc programme is also provided at the beginning of each day - this gives you an at-a-glance idea of
the main themes to be covered during the day. The resource materials to be used during the four sessions of
each day have been provided at the end of the day. after the last exercise for the day has been described.
A Sample Page
Objective
To illustrate how the tone of our voice reveals our
feelings and emotions
DAY
ACTIVITY
Call for fix e volunteers. Take them aside and tell them that thex
haxeto play a game lit which each one of them has to sax "oh" in a
specific lone ofxoice \olunteer A must sax "ah" in an excited
tone of voice. \ olunteer B in a sad tone i'f\ oice \ olunteer C in
a happx tone ot'xoice: Volunteer D in a painful lone of voice,
and V olunteer E in a sum-priced tone of voice.
Session 3
EXERCISE 1
To begin the game, ask the x olunteers to go to the front of the
class and to stand w ith their backs to the large group.
Methodology
Game
Instruct the large group to listen carefitlh to the volunteers and
to guess w hat each one of them is trying to communicate
Materials
Start the game. After each \ olunteer sa\s "ah". immediateK
ask w hat emotion did the \ olunteer lr\ ing to communicate.’
Sum up the exercise with the following points.
20 minutes
Although the \ olunteers did not use a single word, w e w ere
able to understand the feelings they w ere trx ing to
communicate. Their tone of \ oice. that is. the w ax (hex said
"ah", communicated their feelings to us.
This simple game has thus reminded us th at we communicate not onh
through the words we sa\. hut also through the was wesa> the words.
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How to use this Training Manual effectively
This Manual has been written to facilitate trainers to help outreach workers enhance their
communication skills. We understand the term communication in a wide sense. By
communication we mean the entire process of interaction between the outreach workers and
the groups they work with. Effective communication is not just a matter of having the right skills
such as listening and observation, but also the right values such as respect, trust and concern.
That is why the Manual focuses not only on skills hut goes further to discuss the underlying
attitudes and values that are necessary for effective communication.
The Manual also covers some aspects that do not seem to be part of communication at first
sight— aspects such as being clear about one's role, the importance of working together as a
team, accepting one's strengths and limitations, and not losing sight of the final goal of one's
work. This is because of our belief that, in addition to the right skills, attitudes and values, it is
also important to have a better understanding of oneself and one's role, in order to
communicate effectively.
At the same time, there are clearly some aspects of communication that are beyond the scope
of the Manual — communicating through the mass media, for instance. This Manual, therefore,
deals with a specific kind of communication in a specific context.
In fact, while writing the Manual, we have tried to keep in mind the field reality that
influences the outreach workers' performance, so as to address genuine areas of concern.
This is also why we have used a practical approach rather than making it a general training
on communication skills. It was only in the course of developing exercises and act i \ ilies based
on real-life field situations that the structure of the Manual emerged.
Since the Manual is organized in the form of a six-day training programme, there are some
things that you. as a trainer, will have to keep in mind in order to use the Manual effectively.
The following sections will give you some ideas on how to use this Manual most effectively.
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Conducting an effective training programme
The ideal number ofparticipants would be about 15-20. Ideally, the programme should be conducted
by a team of three trainers. A certain amount of advance preparation is required, once you decide
to conduct the training programme. These tips may help in your preparation.
It is a good idea to have a single trainer conduct all the exercises in a session. Therefore,
decide right at the beginning which member of the team is going to conduct which session.
Try to ensure that the number of sessions over the six days is shared equally among the
trainers. This is important, since conducting sessions can be quite strenuous —anti you
need to ensure that no trainer is unduly “burdened".
It is absolutely essential for all the trainers to familiarize themselves thoroughly with all the
sessions. In addition, if you are conducting a particular session, make sure you read it two
or three times so you know it well. Also, go through all the resource materials you will
need and keep them ready a day in advance. For instance, you may need to enlarge a
poster or photocopy case-sheets or handouts for distribution.
You will also need some additional preparation and have to keep in mind a few important
points in order to make the sessions more effective.
Sessions are divided according to themes. Try and ensure, therefore, that all the
exercises in a session are completed before taking a break. The links between the
exercises may be affected if an exercise intended for a particular session spills over
into the next.
At the beginning of each day, have two of the participants sum up the learnings of the
previous day. At the end of each day. use the OHP sheets to sum up the day's learnings.
You could use some warm-up activities or ice-breaker games to start or end a session.
Also, lay down some ground rules right at the beginning — rules such as: "No personal
remarks to offend anyone"; "Listen to every view and opinion, even if you disagree with
it"; "Give everyone a chance to express themselves". These will go a long way in
facilitating an atmosphere of trust and openness.
The effectiveness of a session depends largely on the extent to which you are able to create an
atmosphere conducive to learning.
Try to have a seating arrangement that is not too formal. that is. avoid the look of a formal
classroom. Depending on convenience and availability, you could use chairs or a floor
arrangement. Have the participants sit in a semi-circle rather than in rows.
Almost all the exercises have been designed in the form of games or discussion-oriented
activities. Your role is crucial in ensuring that even while the fun element is retained, the
learning points of the activity and their relation to the outreach workers' work come
through clearly.;
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As the trainer, your role will be
• to explain the activity in each exercise to the participants and help to conduct the
activity properly
• to facilitate discussion in the group
• to help the participants to see for themselves the point made by each activity
• to give them the opportunity to express their concerns, views and opinions
• to sum up the learning points.
While conducting the exercises, make sure you allow enough time for each stage of the
exercise. The expected duration indicated at the beginning of each exercise will help
you in this. Do remember, however, that the time given js only indicative, and not
always precise. A few minutes more or less per exercise should not matter. It is
important that you allow enough time for discussion. At the same time, you may need
to intervene in the discussion if a point has been missed, or to moderate it if it moves
away from the..topic.
Rather than "teach" the group, moderate the discussion and conduct the activity in
such a way that the participants are able to understand the learning points for
themselves. In other words, make the training process as participatory as possible.
It is essential to sum up the learning points at the end of each activity because it
directly relates the exercise to the outreach workers' work and also provides the link
to the following activity. The learning points are given at the end of each exercise.
While summing up, however, use your own words rather than reading out these
points.
Your attitude towards the training process can make a big difference. Respect the
\ iews and the experiences of the participants and try to understand their genuine
concerns. Remember that the process of training is a learning experience as much for
the trainer as for the participants.
Script analysis: Some field situations have been written in the form of scripts, that is. describing
the actual interaction between outreach workers and their groups. These are to be used and
analyzed in the same way as the cases (described above). Here too. the analysis provided in the
Manual is intended to be in the nature of guidelines and not to be seen as the only "correct"
answer.
Small group work: Working in small groups gives an opportunity for a larger number of
participants to share their views. If possible, try to see that one trainer is present in each
small group to facilitate discussion and ensure that all the members of the group share their
\ iews and ideas. Another suggestion — while making the small groups for different
exercises, try to ensure that the same members do not "gang up" together each time. In other
words, try to see that the participants "mix and mingle" as much as possible. (Perhaps participants
could draw lots to determine the groups, each time). Similarly, try to see that the presentations are
made by different group members each time, so that every participant gets an opportunity to
make at least one presentation in the course of the programme. In some cases, the small groups
have to make their presentations using a brown paper poster. Make sure you have a sufficient
number of brown paper sheets and coloured pens and pencils. Encourage the groups to use the
posters as effective tools to communicate their ideas -- they could use captions, visuals, slogans,
in addition to plain written text.
Large group interaction : Large group interactions provide the group an opportunity to share
their ideas and discuss different points of view. Here again, the trainer's role is crucial in ensuring
that different members of the group get a chance to participate in the discussion, that the
interaction remains focused on the topic, that the learning points come through clearly, that the
interaction takes place in an open and friendly atmosphere.
Debate : Debates enliven the atmosphere and provide a forum for participants to put forth
and analyze opposing points of view. They also provide an important lesson in
communication — for the outreach workers are. in the course of their work, called upon to
persuade and convince their audience, whose views may be different from their own. Make
it clear that some rules have to be followed during a debate -- that there will be no personal
or offensive remarks, that everyone should be allowed to present their point of-view, and so on.
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Poster/OHP presentation : Posters and OHP sheets have been provided as resource materials
in some exercises, to help you introduce or sum up the activity described. In other words, these
are meant to be used as visual aids during the exercises. The posters OHP sheets have been
printed in the same size as the other sections of the Manual. You will have to photocopy these in a
suitable size — you may need to enlarge the size of a poster if you have a slightly larger group or if
you are conducting the training in a large room. It is also a good idea to paste each photocopied
poster on a piece of cardpaper, so that it is easy to display. The OHP sheets will, of course, have
to be photocopied on transparencies and used with the help of an overhead projector.
Worksheet: Before distributing the worksheets, briefly explain their purpose to the
participants. Let them go through the worksheet and clarify their doubts before they start filling
them. For each worksheet, you will need to make as many photocopies as there are participants in
your group. However, if the worksheets are to be filled out by a group, you will need only as many
copies as there are small groups.
Game: Games play an important role in helping to break the ice and in breaking down the
barriers to communication —they help the participants to overcome their initial hesitation and
shyness, they lighten the atmosphere considerably and help to build a spirit of fun and
increase participation. Ensure that everyone gets a chance to participate in at least one game.
Enactment: In some exercises, some situations have been described, which have to be
enacted by some of the participants, while the rest observe the perfonnances and assess them
with the help of a checklist. These are different from role-plays, in that the "actors" are
supposed to play the role exactly as described in the case-sheet.
Through enactments, participants get an opportunity to put themselves in the position of
the different kinds of people they are likely to meet in the field. Help the participants to
get into the spirit of the enactments by encouraging them to use the materials available
nearby as “props" - this will enrich the performance. At the same time, make it clear to
the "audience" that they are meant to use the checklist as a learning tool, not as a method
of assessing the skills of the actors.
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Role-play: Role-plays are different from enactments in the way they are performed. Each
participant in a role-play is given a brief description of the role he or she is meant to play, and
the "actors" have to develop the role further. Their dialogues and actions should be based on
what they think would happen in such a situation in real life. Though some guidelines may be
provided, the performers have to draw on their own observations and experiences to take the
situation to its conclusion; also, it is up to them to fill in the details. For instance, the guidelines
may just say. "The outreach worker gives information." It is up to the performers to select the
information and say whatever is appropriate in that situation.
While conducting a session of role-plays, make a photocopy of the case-sheet, tear out
each situation as indicated, and give each group one situation. For each role-play, make
copies of the checklist provided and distribute them to the "audience" — that is. those not
participating in the role-play. The audience has to "assess" the role-play on the basis of
the checklist. Here again, make it clear that it is not the acting skills that are to be
evaluated, hut the way the situation was developed by the group and how it was handled
by the outreach worker. Also, personal comments and criticisms are to be strictly
forbidden. While trying to ensure maximum participation, also try to see that every
participant has at least one opportunity to play the role of the outreach worker. Another
point to keep in mind is that the time available for each role-play must be clearly
specified by you.
Practice session 1
Practice session : The practice sessions at the end of each day have been designed to
provide an opportunity for the participants to practise their skills and other learnings of the
day. They are all designed to be conducted as role-plays, except that no "readymade" analysis
has been provided. It is up to you. the trainer, to guide the participants and help them analyze
the role-plays on the basis of the checklist .
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Make a photocopy of each practice-sheet, tear out each role description as indicated for a
situation, and give each participant in the role-play the description of his or her role only. The
practice checklist for each role-play has to be given to all the participants who are not taking
part in the role-play. You will therefore need to make as many photocopies as required in each
case. For example, if there are 20 participants in your group, and five are actually acting in the
role-play, you will need to make 15 copies of the practice checklist.
Since these sessions are to be conducted at the end of the day. the time available will depend
largely on the mood and enthusiasm level of the participants. Four role-plays have been gi\ en
for each practice session - feel free to use as many as you think would be suitable in your
context.
Preparing and using the resource materials
The sessions have been designed in such a way that no special equipment or
arrangements are needed to conduct the training programme. Only some basic resources
- a blackboard, chalks, pens, pencils, paper and an overhead projector are required, in
addition to the resource materials provided in the Manual.
The resource materials needed to conduct the exercises are given at the end of each day's
programme. Do remember that you will need to keep all the materials required for the sessions
ready at the beginning of each day --so do make photocopies of the resource materials as
required. An important point to keep in mind is that the materials provided are prototypes
which you may need to modify according to the needs of your group. For example, you may
need to enlarge the size of a poster if you have a slightly larger group or if you are conducting
the training in a large room. It is also a good idea to keep a few sets of the communications
materials used in the field by the outreach workers (flip chart, mobile exhibition. STD booklet)
- these may be useful in some of the sessions.
We do hope that the Manual will be able to help you to help the outreach workers
communicate more effectively. Remember that the Manual is only a tool - one that
should not be used mechanically. To get the best out of the Manual, you will need
to bring a little bit of yourself to the programme — your experiences, your
commitment and dedication to the Project, your skills of analysis and facilitation,
your interest in enhancing the skills of the outreach workers you work with. So.
take on the challenge and do your best — and you can make the training process a
truly enriching one.
Good luck!
9
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Programme
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DAY
Schedule
Session One 9.00 a.m. - 11.00 a.m.
EXERCISE
OBJECTIVES
1 (1 hour)
To help participants to get to know
one another
Game
Coloured balloons
Paper
String
2 (1 hour)
To understand the objectives and
scope of this training workshop
Poster presentation
Game
Large group
interaction
OHP presentation
Poster 1
OHP sheets 1.2,3
METHODOLOGY
MATERIALS
Session Two 11.15 a.m. -1.30 a.m.
EXERCISE
OBJECTIVES
METHODOLOGY
MATERIALS
1 (45 mins.)
To understand the goal of Healthy
Highways Project and to see our
work in the context of the overall
health of the groups we interact with
Large group
interaction
Poster presentation
Posters 2 and 3
2 (45 mins.)
To understand that each member of
a Healthy Highways Project team
has specific roles and functions
Small group work
Large group
interaction
Brown paper
3 (45 mins.)
To understand the importance of
team-work and to realize the need
for our team to work together
Game
Two sticks
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1
Objective
To help participants to get to know one another
ACTIVITY
DAY I
Session 1
EXERCISE 1
There are two different games given for this exercise. You tnav
choose anv one of them, depending on the nature of vour group.
The first game could he used if most of the participants are
meeting one another for the first time. Use the second game if
the members ofyour group already know one another.
Game
Game 1
Divide the participants into two groups with an equal number of
members.
Coloured balloons
(preferably in a single
colour)
Slips of paper
String
Call the members of one group aside. Give each one a balloon
and a piece of paper. Ask each person to write his or her name
on the paper, put it into the balloon, blow up the balloon and tie
it. Tell the group to hold on to the balloons till you give a signal - at which time they should release the balloons.
Methodology
Materials
1 hour
When all the group members are ready, give the signal.
Now, each member of the second group has to grab a balloon,
burst it and then locate the person whose name they find inside
the balloon.
In this way, the participants form pairs.
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Ask each participant to find out some basic information about his
pai tner. such as the partner's name; the name of his organization the
number of years he has been working there; what he likes and
dislikes about his work.
After the participants have spent some time getting to know their
partners, invite each one to come forward and introduce his
partner to the large group.
Game 2
Divide the participants into pairs. Then ask each participant to
come up and introduce his partner to the large group. The
introduction must focus on the positive qualities (at least two
qualities) of the partner; and on what he likes and dislikes about
his work.
A fter the participants are relaxed, and have got to know a little
hit about one another, go on to the next exercise.
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Objective
To understand the objectives and scope of this training workshop
DAY
Session 1
EXERCISE 2
Methodology
Poster presentation
Game
Large group interaction
OHP presentation
Materials
Poster 1
OHP sheet 1, 2, 3
1 hour
ACTIVITY
Part A
Display Poster I. Ask the participants to sit in a semi-circle so
that they can see the poster clearly.
Draw their attention to the situations depicted in
the poster— a mother playing with
her child, a woman buying
vegetables, a young girl reading,
children performing on stage...
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Now ask them to identify the
situations which relate to
communication.
After getting sonic responses from the participants make the
following points.
All the situations depict some form of communication — between
mother and child, between reader and writer, between buyer and
seller, between actors and their audience...
All of us have been in such situations at some time or another.
In fact, throughout our lives, right from the time we were born, we
have been communicating in different ways.
Does this mean that we know all about communication? That we
have mastered the art of communication?
We will try to answer these questions in the next part of the exercise.
Part B Call for two volunteers, and give them instructions separately.
Instructions to Volunteer A
You have to talk to Volunteer B for two or three minutes on any topic
related to films — about a film you have seen recently, or about your
favourite film and film stars, or about film music.
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Once you start, continue talking regardless of the response you get
from your partner. Do give your partner a chance to talk, but do not
respond to any of her questions, or in any way indicate that you
have heard her.
Instructions to Volunteer B
You have to talk to Volunteer A for two or three minutes on any
topic related to politics - about the recent elections to Parliament
or to the State legislatures, or about corruption among politicians,
or about the political implications of a recent government decision.
Once you start, continue talking regardless of the response you get
from your partner. Do give your partner a chance to talk, but do not
respond to any of his questions, or in any way indicate that you have
heard him.
Give the volunteers a few minutes for preparation, and then ask
both of them to begin talking. (Make sure that the two volunteers
do not have a chance to interact, meanwhile.)
Tell the large group to observe the interaction closely.
At the end of the "conversation"
* ask the volunteers how they felt during the interaction.
* ask the large group to reflect on what the interaction
revealed about the process of communication.
Use OHP sheet 1 to sum up the exercise and to present the objectives and
scope of this workshop.
Though all of us communicate all our lives, we often forget some
of the simple tacts about effective communication. As the game
showed us. for example, many of us do not always pause to listen,
always or to respond to the person we are communicating
with. We also do remember that communication is a two-way process.
That is why, all of us need to reflect on what it really means to communicate. We also
need to enhance our communication skills.
As outreach workers we have to provide information and moth ate
different groups. Both these tasks are totally dependent upon
communication. It is therefore critical for us to be effective
communicators.
All of us have the potential to become effective communicators. It is a
matter of understanding the process of communication, of developing the
right values and skills. This is precisely what we are going to do in this
workshop.
17
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The objectives of this workshop, therefore, are
• To enhance our understanding of the process of communicalion
• To enhance our communication skills.
In a sense, the workshop will not really be telling us something radically "new".
For example, there are no "new" communication skills which this workshop
is going to equip us with. The workshop also cannot provide readymade
answers to each and every problem we face in the field.
What the workshop will provide, however, is the opportunity to think a little
more deeply about some key aspects of our work — how we perform them
and how our performance can be enhanced through effectix e communication
The scope of the workshop can therefore be summed up as follows:
The workshop will help us
• to reflect on some aspects of communication
• to relate these aspects of communication to our work
• to practice some of the skills necessary for effective communication.
In concrete terms, this will mean addressing a variety of themes.
The next two OHP sheets present a day-wise summary of the main workshop
themes.
Use OHP sheets 2 and 3 to give the participants a day-wise
summary of the main themes to be taken up for detailed discussion
over the next few days.
18
n
1
Objective
To understand the goal of Healthy Highways Project and to see our work in
the context of the overall health of the groups we interact with
ACTIVITY
Write down the three terms HEALTHY. HIGHWAYS and
PROJECT on tile blackboard. Ask the large group to share t leu
understanding of these three terms.
You could ask questions such as those given below to initiate the
discussion.
* What do we mean by "Health"?
* Whom would we call a healthy person?
* Are all people healthy? Why?
* Does everybody have a right to good health ?
* What are the things and people we associate with the term
"Highway"?
* What do we really mean by the term "Project" ?
* What is our Project about? Who are the
t people involved?
DAY I
Session 2
EXERCISE 1
Methodology
Large group interaction
Poster presentation
Materials
Poster 2 and 3
__________
45 minutes
Write down the key points that emerge from the discussion, on the
blackboard.
Sum up the discussion using Poster 2 and make the following points.
Generally, the term 'Health' refers to soundness of mind and body.
A healthy person is, therefore, one who enjoys a sense ol
well-being, both in mind and body. But although every human
being has the right to good health, a large majority of people are
not healthy. In our country, many people lack the basic facilities
that are necessary for good health - like clean air and clean drinking water
and nourishing food. Other reasons for ill-health include poverty, dangerous
working conditions, lack of awareness of how illnesses can be pievented an
cured, and inadequate access to basic healthcare services.
The term 'Highwav' refers not just to a stretch of road starting at some point and
ending at another, but also includes all the things (vehicles, shops, garages) on it.
It includes the users of the road (drivers, passengers) and those who provide
services (drivers, dhaba owners, mechanics). In fact, there is a strong Im •
between the highway users and the service providers. For instance, in the context
oftrucks. the users are truck drivers and cleaners, while dhabas. transport
companies, paanshops. garages, brothels, are establishments that come up to fulfil
the needs of drivers and cleaners.
19
I'
The people who work in these industries -- the service providers such as dhaba
owners, transport agents, paanwallas. mechanics, grease boys, commeiciai sex
workers— are also very much part of the highway. In fact, halt points on
highways are like little villages in themselves.
Like everyone else, highway users also have a right to good health, fhey
are also equally vulnerable to ill-health, because the nature of theii woik often
means that they have no access to clean water for drinking and bathing, they ha\ e
no proper toilet facilities, they are on the move and often far away from
healthcare facilities. And this is where our Project comes in.
We generally use the term ’Project’ to mean a planned activity to achieve a
specific objective within a specified time. Healthy Highways Project (HHP)
works for the health of the people using the highways. However, since health is
such an all-encompassing tenn. HHP focuses on one specific aspect of
health, namely, sexual health (STDs-AlDS). Also, since the numbei oi
highway users is huge, our Project mainly focuses on some specific groups
of people (truck drivers, cleaners, commercial sex workers).
The primary concern of our Project is, therefore, to ensure the sexual
health of highway users - truck drivers, cleaners and helpers, and
commercial sex workers. This means helping them to prevent STDs and
take treatment for STDs. By reducing transmission of STDs, we can
reduce the rate of transmission of Hl \ /AIDS.
HHP is also concerned about the sexual health of the people living in the
communities around the highways.
At this point, display Poster 3 which presents the goal of HHP Draw
attention to the link between prevention and treatment of STDs and
behaviour change.
Different members of our Project team help in different ways to
achieve the goal of HHP The following exercise explores the specific
roles and functions of some of the key members of our Pi oject team
including those of the outreach worker.
20
1
Objective
To understand that each member of a Healthy Highways Project team
has specific roles and functions
ACTIVITY
DAY ■
Session 2
EXERCISE 2
Divide the participants into four groups. Tell them that they have to
discuss the role and functions of one of the following members of a
Healthy Highways Project team: Project Director; Project Co
ordinator; Counsellor; Outreach Worker. Assign one team member per
group.
Methodology
Small groupwork
Large group interaction
Materials
Give each group a sheet of brown paper, on which they can write out
the main functions of the team member assigned to them.
Allow about ten minutes for preparation, and then call each group to
make a presentation to the large group, using the brown paper poster.
4 sheets of brown paper
45 minutes
After all the groups have made their presentations, sum up the exercise
with the help of the following points.
The Director, the Co-ordinator, the Counsellor, and the Outreach
Worker— these are some of the key people involved in a Healthy
Highways Project team. Each of these people has a specific role to
play and some specific functions to perform, in order to help
achieve the goal of the Project.
The Project Director's main functions are:
• Management and administration
• Project proposals and financial management
• Programme planning and implementation
• Team building
The Project Co-ordinator's main functions are:
• Co-ordination of project activities and field-level direction
• Monitoring and periodic review
• Networking
• Co-ordinating MIS and documentation
• Report writing
I he Counsellor's main functions are:
• Facilitating the client to explore how practice of risk behaviour
increases vulnerability to recurrent STDs
21
n
• Educating and motivating STD patients for
- consistent and correct use of condoms
- partner notification
- treatment compliance
• Facilitating the client to adopt safer sex behaviour that may prevent
future reinfection
• Providing support to the client during the process of adopting
safer sex practices
The Outreach Worker’s main functions are:
• Educating groups about STDs and AIDS
• Educating groups to identify STDs and seek services for treatment
• Motivating groups to seek services for diagnosis and treatment
of STDs
• Motivating groups to use condoms as a preventive measure
• Condom distribution
As we can see, each member of the team has specific functions and
responsibilities. We need to be clear about this. We must know what our
responsibilities are and also what the responsibilities of others are. For
instance, it is our responsibility as outreach workers to give the right
information (about STDs and their treatment) in the right way to a tikick
driver, so that he is motivated to seek treatment. It is the counsellor's job to
motivate the driver to take the treatment and complete it. It is then the
doctor's task to treat the patient properly and communicate with him so that
he comes back to the clinic.
When we are clear about what is expected from ourselves and from
others, we can concentrate on our area of responsibility and thus increase
the efficacy of our work.
This clarity will also help us focus on the communication skills that we
need to develop. For instance, since our work involves educating our groups
with the right information, we need to enhance our skills in information
giving - how to present information in an interesting way. how to ide media
material effectively, and so on. A counsellor, on the other hand, needs special
skills in counselling individuals to bring about behaviour change. Counsellors
also need communication skills, but the nature and range of these skills are
different.
Thus, in this exercise we have established the need for each member ol
the team to be clear about his specific functions and responsibilities. Al
the same time, it is very important for us to understand that all Project
members -- counsellors, outreach workers, co-ordinator, director -have to work together in order to achieve our goal.
The next exercise explores the importance of team-work and the need lor
our team to work together.
n
1
Objective
To understand the importance of team-work and to realize the need for our
team to work together
ACTIVITY
Divide the participants into two equal groups. Ask the members of
each group to stand in a row. one behind the other, with their legs slightly
apart.
The first person in each row is given a stick. At a signal from you. the
stick is to be passed on to the person behind, and then to the third
person, and so on. until it reaches the last person in the row. As soon as
the stick reaches the last person, he has to run up to the front of the
row and then pass it to the person behind him, who then passes it on.
DAY I
Session 2
EXERCISE 3
Methodology
Game
Materials
Two sticks
45 minutes
One thing to remember is that this passing on is to be done by each
person bending down and handing the stick to the next person by
passing it between his legs.
The game continues until every member in a group has had a chance to
come up to the front. The group that achieves this first is the winner.
At the end of the activity, initiate a discussion by asking the
participants questions such as
* Did you enjoy the game?
* What happened during the game?
* Why did’one team lose and one team win?
* How did members of a team feel when some members
were not playing properly?
Is there any similarity between this game and our work’?
23
n
Sum up the discussion with the help of the following points.
A team is a group of people working together for a common goal.
In a team there are different people with different strengths and
limitations but everyone's contribution is of value. Also, in a team
each person has a specific role to play. A team is successful
when each team member plays his own role and at the same time works
together with others to achieve the common goal.
As outreach workers, each one of us is part of a Project team. We have
already seen (in the previous exercise) that each member of our Project team
has a specific role and a specific set of functions or responsibilities. Our role
and functions are based upon our education, experience, background and
talents.
Whatever be our role and functions, each one of us has an important
contribution to make. Not only that, it is only when each and every member
works together to achieve our common goal that our Project will succeed.
Now that we are have spent some time understanding our role in the
Project and understanding the need for team-work w ithin the Project,
let us spend some time on the groups that our Project works with. We
all know that our Project works primarily with truck drivers, cleaners and
commercial sex workers. But what do we really know about our groups'?
The next exercise examines this important question.
24
n
Objectives
To explore first-hand our perceptions about the groups we work with,
and to realize how such perceptions can affect our work
To understand the need to see the people we work with as
human beings and not as targets' for information-giving
DAY
Session 3
EXERCISE 1
ACTIVITY
Methodology
Part A
Tell the group that you will mention certain terms and they have to
immediately respond with the first words that come to mind. For
example, if you give them the word "rose" they could say "sweet",
"red", "romance", "thorns" or any other word that they associate
with a rose.
Start the game with the term "Husband". Encourage immediate
0
0
Game
Materials
1 hour
0
responses and have another trainer note them down on the
blackboard.
Next, give them the term "Wife" Make sure that the responses are written
down on the blackboard. Do the same for the remaining terms- “Maja".
Truck driver” and “Prostitute”. (The word prostitute rather than
commercial sex worker has been deliberately used to make the game
more effective.)
Once the game come to an end, spend some lime in analyzing the
responses that the group has come up with for the terms “Truck driver” and
“Prostitute”.
n
Draw attention to the words listed on the blackboard under these
two terms and ask the following questions.
* Are the responses mostly 'negative'? Have words such as
"illiterate", "dirty", "abusive" been used?
* If so. what do they convey about our attitudes towards these
two groups that we work with?
* Do the responses reflect our prejudices biases?
* Do we really believe that all truck drivers and prostitutes ha\ e
the same 'negative' qualities?
* What impact will our attitudes towards these groups have on
our work?
Sum up this part of the discussion with the help of the points given below.
This game helps us explore how we see the groups that we are
working with. Often we may not even be aware that we see them
negatively. We may not be conscious of our biases and prejudices.
And yet. these biases and prejudices may make us condemn truck
drivers and prostitutes as "dirty" or "abusive" or "illiterate".
We must realize that our biases and prejudices towards our groups can
hinder our communication with them. For example, if we see commercial
sex workers negatively, they will soon realize this and will, in turn, not be
responsive. We may take care to see that our words do not communicate our
negative attitude, but somewhere along the way, our body language or tone
of voice may reveal our true feelings.
Our negative perceptions also act as barriers in our work in other ways.
For example, if we believe that truck drivers, particularly those from North
India, are aggressive, we may either be reluctant to approach them 01
become aggressive and rude ourselves. Either way. the truck dri vers will not
respond well, and we will thus lose an opportunity to interact with them.
Similarly, if we believe that drivers always use abusive language, we too may
use such language. But it is possible that the particular truck driver we are
interacting with finds such language offensive and so he may simply refuse to
listen to anything we have to saw
We need to be aware of our negative perceptions,
our biases and prejudices, and work towards
overcoming them. Talking to our groups, sharing
experiences with colleagues, perhaps reading studies
done on the trucking industry or on commercial sex
workers -- all these can give us a better understanding
of the way our groups live and work. For example. e\ en
though many of us tend to think of truck drivers as
illiterate, studies have shown that a large majority of
drivers have studied up to Standard VII. By finding
out more about our groups, we can also make sure
that our perceptions are based on facts and not
simply on some typical images that we have in our minds about a group.
26
Part B
Now go back to the words listed on the blackboard under "Truck driver"
and "Prostitute". Ask the group the following questions to take the analysis
further.
* Did anyone use words such as "husband" or "worker" to describe
'Truck driver"?
❖ Were words such as "daughter" or "citizen" used to describe
"Prostitute"?
If such words have been listed, appreciate this and point out that they
indicate that we do see truck drivers and prostitutes as people like us
as people who have families; as people who are citizens of our country.
If such words have not been listed, ask the group what this indicates
about the way we look at truck drivers and prostitutes.
Use the following points to sum up this part of the exercise.
Often, we are so caught up in our work that we tend to see the
groups we work with as 'targets' for information, rather than as
people, as human beings like the rest of us. Our 'limited' view of
them makes us forget that they too have families and friends,
their own concerns and interests, hopes and fears.
This limited way of seeing our groups is bound to affect our work. Our
groups will not really respond to us once they realize that we are not
interested in them as human beings but only because they are the right
'targets'. Consider how we would feel, if our groups also took a limited view
of us and began seeing us only as "AIDSwallas"\
It is therefore essential for us to make a conscious effort to see every truck
driver, every cleaner, every commercial sex worker, as an individual with a
distinct and unique personality. We need to develop an attitude of respect
towards them, and be sensitive to their feelings and beliefs.
The next exercise also focuses on the groups we work with and takes
the issue of being sensitive towards our groups a little further.
n
DAY
1
Session 3
EXERCISE 2
Methodology
Worksheet
Large group interaction
Materials
Worksheet: Our sexual
preferences
1 hour
Objective
To understand the need to be sensitive to our groups' feelings when we
communicate about sexual behaviour or ask them to reveal intimate
information about themselves
ACTIVITY
Distribute the Worksheet entitled Our sexual preferences to the
participants. Instruct them that they have five minutes to fill it out.
after which there is going to be a group discussion.
Please note that although you will give this
instruction it is not to he implemented. That is, you
do not have to conduct a group discussion based on
the responses to the worksheet. The worksheets
remain with the participants so that their responses
remain private and are not shared with anyone.
Carefully observe the reactions of the participants as they fill out the
worksheet
This is embarrassing....
Next, ask the participants whether the; would like to share their
responses. Once again, carefully observe their reactions to this question
Since the questions in the worksheet are about their sexual
preferences, it is very likely that the participants will be reluctant to
share their responses. There may also be a certain amount of
embarrassment, and perhaps even resentment and anger expressed
by the participants.
However; just in case one or two participants show willingness to
share their responses, thank then: 'nit (/() not allow them to do so.
Now ask the following questions to the participants.
* How did you feel when filling Ut the worksheet?
* How did you feel about sharing your responses with the
participants?
28
N
Sum up the exercise with the help of the following points.
The sharing of intimate information about ourselves was not the
purpose of this exercise.
The real purpose was to explore how we feel when asked to
share intimate and personal information about our sexual
preferences and behaviour.
It is natural for us to feel embarrassed, angry, and even threatened when
we are asked to write about and talk about our sexual preferences and
behaviour. For these are private and personal matters.
Just as we did not want to answer such intimate and personal questions, we
must realize that our groups will also be reluctant to share such information.
However, given the nature of our work, we do have to discuss matters
related to sex and sexuality with our groups. The question is — how are we
going to discuss such matters? How are we going to ask intimate and
personal questions?
We must take care to ensure that our words, our questions, our tone of
voice, our body language -- in fact our entire communication -- do not in
any way offend or embarrass our groups. In this way we show our groups
that we are sensitive to their feelings and that we respect them.
29
n
1
DAY ■
Session 4
EXERCISE 2
Methodology
Large group interaction
Materials
1 hour
Objectives
To personally experience that it is not easy to change our behaviour especially
when It is based on strongly held beliefs and values
To understand that it is possible to change such behaviour and that motivation
plays a key role in bringing about this change
ACTIVITY
This activity is based on a series of questions which are posed to
the participants.
Start the activity by asking the following questions.
* How many of you are vegetarians?
* How many are non-vegetarians? * Among the non-vegetarians. how many eat pork'? And how
many eat beef?
It is likely that very few of the non-vegetarians will cut either
pork or beef
Next, ask the vegetarians
* Would you become non-vegetarian if you were told that this
would increase your life span by twenty years?
It is likely that all or most of the vegetarians are not going to
change their behaviour as the incentive offered goes against
their strongly held beliefs. It also does not offer immediate
benefit.
Then, ask the non-vegetarians
* Would you start eating pork or beef if you were told that this
would increase your life span by twenty years?
Again, it is likely that all or most of rhe non-vegetarians are not
going to change their behaviour as the incentive offered goes against
their strongly held beliefs. It also does not offer immediate benefit.
Now tell the whole group
* Imagine that you are all very seriously ill. Your doctor tells
you that the only way you can recover is by eating either
pork or beefat least once a day. Under these circumstances
would you consider changing your behaviour, that is. would
you consider eating pork or beef?
It is likely that although the doctor's advice goes against then'
strongly held belief 's, more participants would be willing to
change their behaviour This is because the incentive offered is a
very strong and immediate one. It could mean the difference
between life and death.
Finally, ask the participants if they can see any connection between
these questions and their work.
30
fl
Sum up the discussion with the help of the following points.
One of the things that this exercise showed us was that it is
difficult to change behaviour which is based on strongly
held beliefs and values.
As outreach workers we deal with the same problem on a daily
basis. For example, all of us have first-hand experience of groups being
unwilling to use condoms because they believe that it is unmanly to do so.
Another point made by this exercise was that it is possible to change such
behaviour if people are motivated in the right way.
As outreach workers we have first-hand experience of this as well. One of
our biggest challenges is to rind ways and means of motivating our
groups in such a way that their resistance is overcome and they see the
importance of adopting safer sex practices.
We can meet this challenge by enhancing our skills in information-giving.
For it is the right information communicated in the right way. that is the key
to motivation, and ultimately to behaviour change.
At the same time, we must also accept that it is not possible to change
each and every individual's behaviour. Because in addition to motivation,
which we can provide, there are other factors which are necessary for
behaviour change —such as a supportive environment — which we as
outreach workers cannot ensure for our groups.
Above all, we need to keep in mind that behaviour change is a process
that takes time. And yet, as we all know, we outreach workers have
limited time with our groups. The challenge therefore is to find ways to
make the most of each interaction in order to take our groups towards
health-seeking behaviour.
31
n
u
Objective
DAY
To understand the key role of interpersonal communication in behaviour
change
Session 4
EXERCISE 2
Methodology
Small group work
Case analysis
Materials
Case-sheet 1
Handout: Role of
communication in
behaviour change
1 hour
ACTIVITY
Divide the participants into five groups. Distribute Case-sheet I to all
the groups. Assign one situation from the case-sheet to each of the
groups.
Ask the groups to read their case carefully and to work out answers to the
following questions. You could write out the questions on the blackboard.
* Identify the different stages of behaviour change that the person
described in the case has gone through.
* Identify aspects of communication such as listening and
explaining used by the outreach worker at different stages of
behaviour change.
* In which stage or stages does communication play an
important role? Give reasons for your answer.
Ask each group to select one member who will present their answers
to the large group.
Allow 15 to 20 minutes for small group work.
Then call the groups to make their presentations. After each
presentation, discuss the main points emerging from the presentation
with the large group. Use the analysis presented below to guide the
discussion.
SITUATION ONE
At a halt point, as outreach worker Madan is passing by a row of
trucks, a truck driver calls out to him. Madan walks towards the truck
driver. He notices that the truck driver is looking very worried. Madan
introduces himself as a health worker and asks whether something is
wrong. The truck driver also introduces himself. He is Shamsher. and
he asks if Madan knows any doctor. The truck driver goes on to say
that his helper is ill and that he does not know what to do. Madan asks
whether he can see the helper.
32
0
Inside the truck. Madan introduces himself to the helper who looks
about 15 to 16 years old. Madan asks the helper how he is feeling
and observes that he looks very weak and in pain.
At first, the helper does not say anything. He keeps looking
anxiously in the truck driver's direction. Madan takes Shamsher aside
and asks his permission to speak to the helper in private. Shamsher
agrees.
As soon as Shamsher leaves, the helper looks less tense. By
gently probing, Madan comes to know that the helper has visited
commercial sex workers and that be has got boils in his genital
area which are very painful.
Madan asks the helper whether he knows anything about STDs.
The helper shakes his head. Madan gives him some basic
information. He then tells the helper that it is possible that he has
got some type of STD and therefore he must see a doctor
immediately.
Hearing this, the helper is very distressed and worried— what if the
ustaad throws him out - what will he do; what if he never gets well...
Madan reassures the helper that he will explain things to the
ustaad. He also explains that STDs are curable, and that with
proper and complete treatment from a qualified doctor, the
helper can be totally cured.
The helper looks a little relieved. Madan asks whether the helper
would like to come to the clinic with him. The helper says that if
the ustaad agrees, he will come right away.
ANALYSIS
In this situation, we could say that the helper went through the
following stages of behaviour change: Unaware Awareness
Concern
Motivation.
The outreach worker's communication with the helper played an
important role ill all these stages. The outreach worker observed
the helper's condition; enquired about his health; gently probed
to find out more about the problem; asked questions; gave
information and reassured the helper about treatment.
Ail these are important aspects of communication and helped in taking
the helper from being “unaware” to becoming “aware” to being
“concerned” to finally becoming “motivated” to seek treatment.
SITU ATION TWO
Commercial sex worker Rukmani tells outreach worker Nanda who
has just started visiting the brothel that she is getting heavy white
discharge. She asks Nanda to suggest some home remedies. Nanda
asks why she thinks home remedies are going to help her with the
discharge. Rukmani tells her that a friend had taken some home
remedies when she had got this problem. "Did your friend get
cured?" enquires Nanda. Rukmani shakes her head. From her
expression, Nanda can make out that although Rukmani is asking for
home remedies, she is not very convinced about them.
At this stage, the outreach worker gives Rukmani information
about STD treatment. She begins by saying that STDs are
curable and can be treated. She stresses the importance of proper
and complete treatment from a qualified doctor and offers to
take Rukmani to the clinic.
Once again Rukmani shakes her head. The outreach worker
realizes what is bothering Rukmani. In a low tone of voice, she
asks whether Rukmani is afraid that the Madam will not allow her to
go to the doctor.
Rukmani nods. The outreach worker reassures Rukmani that she
should get that worry out of her head as the Madam has already
given permission to take the girls to the doctor.
Rukmani looks relieved. The outreach worker repeats her offer
to take her to the doctor. This time Rukmani says “yes".
ANALYSIS
In this situation we could say that Rukmani went through the
following stages of behaviour change: Concern Acquiring
knowledge ** Motivation.
The outreach worker's communication with Rukmani played an
important role in all these stages. The outreach worker clarified
misconceptions; gave information; offered support. She was also attentive to feelings and reassured the commercial sex
worker. All these aspects of communication helped in taking
Rukmani from being “concerned” to "acquiring knowledge" to
finally becoming “motivated" to go to the doctor.
34
SITUATION THREE
Truck driver Harish approaches outreach worker Hamida with a
box of sweets. He looks very happy. She greets him pleasantly
and asks him what the happy occasion is. Harish says he has just
got a baby girl. She congratulates him and asks how the mother and
baby are doing. Shyly, Harish says that all is well. He thanks Hamida
for keeping after him to get treatment. He also thanks her for making
him realize how he was putting his wife’s health at risk with his
behaviour.
The outreach worker tells Harish that the credit for his behaviour
change must go to nobody but himself. It was he who went, to
the doctor’ it was he who not only completed the treatment, but
also started using condoms. Harish intervenes immediately to
reassure the outreach worker that he is continuing to use condoms.
The outreach worker suggests that Harish could spread this
awareness among his friends. Harish takes a moment to think about
the suggestion find then tells the outreach worker that he likes the
idea.
ANALYSIS
Communication has an important role to play in all stages of
behaviour change including the stage of “success”. The
outreach worker therefore did the right thing the continuing
her dialogue with Harish even though he had reached the
“success” stage.
The outreach worker appreciated and encouraged Harish to
continue practising health-seeking behaviour. She also gave him
new information— about becoming a peer educator. All these
aspects of communication will help Harish to sustain his
behaviour change.
SITUATION FOUR
As the outreach worker is stepping out of a dhaba., he meets
truck driver Mangal who looks upset. Quietly he asks Mangal what
is wrong. Mangal blurts out that the medicines he has been taking are
not working and that his STD problem has recurred. The outreach
worker sympathizes with Mangal and says that he can understand
how upset Mangal must be feeling.
The outreach worker gives Mangal a few moments to compose
himself. Then he casually asks Mangal a few questions related to
treatment - for how many days did the doctor tell Mangal to take
the medicines; did he follow the complete course of treatment ...
Mangal admits that after about eight days he had stopped takihg
the medicines because he had begun to feel much better and also
because the symptoms had disappeared.
Without scolding or ridiculing Mangal, the outreach worker
explains the importance of complete treatment — that even
though the outward symptoms may disappear, the disease still
remains inside if complete treatment is not taken, and that is why
after a few days the symptoms reappear.
The outreach worker observes that although Mangal has been
listening to him attentively, he is looking discouraged. He urgk
" *^)^2i^Sl,n(^^iFe"upTrt tl9f7Ha^"H^TCntinds°Mai§al that he ■(§
has taken a big step forward by going to the doctor. That he has
already won half the battle. He urges Mangal to try the doctors
treatment one more time.
Mangal does not look convinced. So the outreach worker gives
him another dose of encouragement. He reminds Mangal of all
that he stands to gain - with proper and complete treatment, he
will regain his health and thus be able to continue earning a living
and providing for his family.
Suddenly Mangal says that he will try the treatment once again.
He says he will try because he so wants to get well. And because
the outreach worker did not make him feel like an idiot who had
made a big mistake.
36
a11 ◄A
ANALYSIS
In this situation we could say that the track driver went one step
forward and then two steps back as follows: Motivation
Trial
Acquiring knowledge and skills *► Motivation.
Although the track driver's "trial" stage did not lead to "success",
the outreach worker’s communication played a key role in
ensuring that the truck driver did not totally give up. In fact, the
outreach worker's communication ensured that the truck driver
was motivated once again to practice health-seeking behaviour.
The outreach worker did not blame the truck driver for the
problem recurring. Without ridiculing him or making him feel
foolish, the outreach repeated the Information about the
importance of complete treatment and urged him not to give up.
He also reminded the truck driver about the benefits of trying
one more time and finally reassured him that he would succeed.
37
SITUATION FIVE
A group discussion is underway; the outreach worker has just
finished giving basic information on STDs to a group of truck
drivers whom he is meeting for the first time.
Through the use of a simple game of True or False, which the
truck drivers readily agree to play, the outreach worker
reinforces key messages.
He then leads the discussion to the use of condoms. He allows
the truck drivers to share their doubts and feelings. One by one.
he addresses their concerns. He then does a condom
demonstration. One of the drivers asks if he can also do a
demonstration. Although his friends tease the truck driver, the
outreach worker pays close attention, encourages him and takes
him through the whole procedure step by step. Finally the
outreach worker gives information on where condoms are
available.
ANALYSIS
In this situation we could say that the group of truck drivers
went through the following stages of behaviour change: Unaware
Awareness Acquiring knowledge and skills.
Communication between the outreach worker and the group
played an important role in each of these stages. The outreach
worker gave information; reinforced the information in an
innovative manner; involved the truck drivers in a discussion. He
listened to their doubts and concerns; he also addressed their
doubts and concerns and gave them skills in using condoms by
doing a demonstration and encouraging practice of the skill.
38
r
After all the groups have made their presentations, sum up the exercise
with the help of the following points.
UNAWARE
The different stages in behaviour change are: Unaware
Awareness Concern -*• Acquiring knowledge and skills
Motivation Trial
Success. Though not every stage may be
involved in the case of each individual, usually a person goes
through all these stages in order to change behaviour.
AWARENESS
It is also possible that certain stages may have to be repeated, as in the case of
truck driver Mangal in Situation Four who had reached the "trial" stage but
then had to repeat the stages of "acquiring knowledge" and "motivation".
CONCERN
In fact, the process of behaviour change is influenced by a number of factors,
and can happen only over a period of time. The way the process takes place,
and the time it takes, can vary from individual to individual-- and sometimes, it
may not happen at all.
?
As we have seen in this exercise, communication has an important role to
play at each stage of behaviour change.
As outreach workers we are involved in helping bring about behaviour
change. That is why communication is the most important aspect of our
work.
Communication continues to play an important role even when the stage of
"success" has been achieved, as we saw in the case of truck driver Harish in
Situation Three.
ACQUIRING KNOWLEDGE
AND SKILLS
MOTIVATION
The good news is that all of us have the potential to be effective
communicators. With the right values and with the right skills we can
enhance our communication with our groups. By showing concern, by
increasing their awareness, by providing the right information, we can help to
bring about behaviour change among our groups.
Conclude the activity by distributing copies of the handout entitled
Role of communication in behaviour change to the participants.
trial
SUCCESS
39
1
DAY
1
Session 4
EXERCISE 3
Methodology
OHP presentation .
Materials
OHP sheet 4
15 minutes
40
Objective
To sum up the main learning points of Day One of the workshop
ACTIVITY
Project OHP sheet 4.
Invite a volunteer from the large group to read out the first learning
point projected on the Screen. Ask her to talk briefly about the Activity
that focused on that point.
Similarly, invite other volunteers to talk about the other learning
points.
o
9
DAY
ONE
o
o
0
Resource Materials
41
1
DAY I
Session 1
EXERCISE 2
Poster 1
DAY
1
Session 1
EXERCISE 2
OHP1
Objectives and Scope of Training Workshop
Objectives
To enhance our understanding of the process of communication
• To enhance our communication skills
Scope
The workshop will help us to
• Reflect on some aspects of communication
• Relate these aspects of communication to our work
• Practise some skills necessary for effective communication
The workshop will not
• Provide answers to all our problems
44
DAY
Session 1
EXERCISE 2
Day-wise Summary of Workshop Themes
OHP 2
DAY ONE
• Introduction
• Goal of Healthy Highways Project
• Role of Outreach Worker and other members of HHP team
• Exploring our’ perceptions of our groups
• Role of Communication in Behaviour Change
DAY TWO
• Effective interpersonal communication
- skills and values
• Aspects of interpersonal communication
- language, tone of voice, body language
• Practice and sum up
DAY THREE
• Effective approach - why it is critical
• Factors that make for a more effective approach
• Transition from approach to information-giving
• Aspects of interpersonal communication observation, listening
• Practice and sum up
45
DAY
1
Session 1
EXERCISE 2
OHP 3
Day-wise Summary of Workshop Themes
DAY FOUR
• Need for appropriate information and ways to adapt arid
select information
• Information — what to say and how to say it
• Use of media material in the process of information-giving
• Aspects of giving and receiving information -two-way
process; different interpretations and distortion of information
• Practice and sum up
DAY FIVE
• Group communication - some aspects and some effective
methods
• Effective strategies for motivation
• Misconceptions - how they are generated and how to deal
with them
• Practice
• A complete picture of the main elements of interpersonal
communication
• Sum up
DAY SIX
• Practice
• Dealing with frustrations and problems in the field
• Accepting the challenge and moving forward
• Summing up the workshop
46
DAY
1
Session 1
EXERCISE 1
Poster 2
HEALTHY
Soundness of mind
and body
Well-being
HIGHWAYS
Users of highways and service
providers (e.g. truck drivers,
cleaners, dhaba owners,
paanwallas, commercial sex
workers)
PROJECT
Planned activity
Specific goal
Halt points are like little
villages
Everyone has a right
to good health
Many factors lead to
ill-health
The term 'health' has many dimensions -- physical, mental, emotional, sexual...
HEALTHY HIGHWAYS PROJECT
is concerned with the sexual health of highway users
47
1
DAY ■
Session 2
EXERCISE 1
Poster 3
The Goal of our Project
To reduce the rate of transmission of HIV/AIDS
by reducing the rate of transmission of
Sexually Transmitted Diseases
How can the rate of transmission of STDs be reduced?
Treatment
Prevention
achieved by
bringing about Behaviour Change
leading to
seeking early treatment
and completing it
proper and consistent
use of condoms
Our Groups
Truck drivers
Cleaners / Helpers
Commercial sex workers
48
DAY
1
Session 3
EXERCISE 2
Our sexual preferences
Please answer the following questions.
Worksheet
I. Which forms of seXual activity do you practise? Which one do you enjoy
the most?
Peno-vaginal intercourse
Anal intercourse
Oral intercourse
Masturbation
2a. Do you or your partner use a condom?
Yes
No
2b. If no. why not?
2c. If yes, what particular problems do you face while using a condom?
2d. Do you find pleasure is reduced because of condom use?
Yes
No
3. Do you participate in sexual activities with more than one partner?
_Yes
No
49
DAY
Session 4
EXERCISE 2
Case-sheet 1
Situation One
At a halt point, as outreach worker Madan is passing by a row of trucks, a
truck driver calls out to him. Madan walks towards the truck driver. He
notices that the truck driver is looking very worried. Madan introduces
himself as a health worker and asks whether something is wrong. The truck
driver also introduces himself. He is Shamsher, and he asks if Madan knows any
doctor. The truck driver goes on to say that his helper is ill and that he does not
know what to do. Madan asks whether he can see the helper.
Inside the truck, Madan introduces himself to the helper who looks about I 516 years old. Madan asks the helper how he is feeling and observes that he
looks very weak and in pain.
At first, the helper does not say anything. He keeps looking anxiously in the
truck driver's direction. Madan takes Shamsher aside and asks his permission
to speak to the helper in private. Shamsher agrees.
As soon as Shamsher leaves, the helper looks less tense. By gently probing,
Madan comes to know that the helper has visited commercial sex workers
and that he has got boils in his genital area which are very painful.
Madan asks the helper whether he knows anything about STDs. The helper
shakes his head. Madan gives him some basic information. He then tells the
helper that it is possible that he has got some type of STD and therefore he
must see a doctor immediately.
Hearing this, the helper is very distressed and worried -- what if the ustaad
throws him out — what will he do: what if he never gets well...
Madan reassures the helper that he will explain things to the ustaad. He also
explains that STDs are curable, and that with proper and complete treatment
from a qualified doctor, the helper can be totally cured.
The helper looks a little relieved. Madan asks whether the helper would Like
to come to the clinic with him. The helper says that if the ustaad agrees, he
will come right away.
50
Situation Two
Commercial sex worker Rukmani tells outreach worker Nanda who has just
started visiting the brothel that she is getting heavy white discharge. She asks
Nanda to suggest some home remedies. Nanda asks why she thinks home
remedies are going to help her with the discharge. Rukmani tells her that a friend
had taken some home remedies when she had got this problem. “Did your friend
get cured'?” enquires Nanda. Rukmani shakes her head. From her expression, the
outreach worker can make out that although Rukmani is asking for home
remedies, she is not very convinced about them.
At this stage, the outreach worker gives Rukmani information about STD
treatment. She begins by saying that STDs are curable and can be treated.
She stresses the importance of proper and complete treatment from a
qualified doctor and offers to take Rukmani to the clinic.
Once again Rukmani shakes her head. The outreach worker realizes what is
bothering Rukmani is afraid that the Madam will not allow her to go to the
doctor.
Rukmani nods. The outreach worker reassures Rukmani that she should get
that worry out of her head as the Madam has already given permission to
take the girls to the doctor.
Rukmani looks relieved. The outreach worker repeats her offer to take her to
the doctor. This time Rukmani says “yes”.
Situation Three
Truck driver Harish approaches outreach worker Hamida with a box of
sweets. He looks very happy. She greets him pleasantly and asks him what
the happy occasion is. Harish says he has just got a baby girl. She
congratulates him and asks how the mother and baby are doing. Shyly.
Harish says that all is well. He thanks Hamida for keeping after him to get
treatment. He also thanks her for making him realize how he was putting his
wife's health at risk with his behaviour.
The outreach worker tells Harish that the credit for his behaviour change
must go to nobody but himself. It was he who went to the doctor, it was he
who not only completed the treatment, but also started using condoms.
Harish intervenes immediately to reassure the outreach worker that he is
continuing to use condoms.
The outreach worker suggests that Harish could spread this awareness
among his friends. Harish takes a moment to think about this suggestion and
then tells the outreach worker that he likes the idea.
51
!
I1 r
CPHS - SOCHARAXfeA
Koramangala
} pl)
Situation Four
As the outreach worker is stepping out of a dhaba, he meets truck driver
Mangal who looks upset. Quietly he asks Mangal what is wrong. Mangal blurts
out that the medicines he has been taking are not working and that his STD
problem has recurred. The outreach worker sympathizes with Mangal and says
that he can understand how upset Mangal must be feeling.
The outreach worker gives Mangal a few moments to compose himself. Then
he casually asks Mangal a few questions related to treatment — for how many
days did the doctor tell Mangal to take the medicines; did he follow the
complete course of treatment...
Mangal admits that after about eight days he had stopped taking the medicines
because he had begun to feel much better and also because the symptoms may
disappear, the disease still remains inside if complete treatment is not taken, and
that is why after a few days the symptoms reappear.
The outreach worker observes that although Mangal has been listening to him
attentively, he is looking discouraged. He urges Mangal not to give up at this
stage. He reminds Mangal that he has taken a big step forward by going to the
doctor. That he has already won half the battle. He urges Mangal to try the doctor's
treatment one more time.
Mangal does not look convinced. So the outreach worker gives him another
dose of encouragement. He reminds Mangal of all that he stands to gain -- with
proper and complete treatment, he will regain his health and thus be able to
continue earning a living and providing for his family.
Suddenly Mangal says that he will try the treatment once again. He says he will
try because he so wants to get well. And because the outreaiich worker did not
make him feel like an idiot who had made a big mistake.
Situation Five
A group discussion is underway; the outreach worker has just finished giving
basic information on STDs to a group of truck drivers whom he is meeting for the
first time.
Through the use of a simple game of True or False, which the truck drivers
readily agree to play, the outreach worker reinforces key messages.
He then leads the discussion to the use of condoms. He allows the truck
drivers to share their doubts and feelings. One by one, he addresses their
concerns. He then does a condom demonstration. One of the drivers asks if
he can also do a demonstration. Although his friends tease the truck driver,
the outreach worker pays close attention, encourages him and takes him
through the whole procedure step by step. Finally the outreach worker gives
information on where condoms are available.
53
1
DAY I
Session 4
EXERCISE 2
Handout
Stage
Role of 'communication in behaviour change
Our Role -- Communication
UNAWARE
TO
AWARENESS
Tell our groups about STDs and their dangers to health - their own and their partner’s.
Help them understand the need to know whether they have an STD.
AWARENESS
TO
CONCERN
Point out that unsafe sexual practices can cause STDs in anybody.
Emphasize the need to seek treatment as soon as any symptoms of an STD arc noticed
Reassure the groups that most STDs can be cured with complete and proper treatment
Inform them that safer sex practices can help prevent STDs.
CONCERN
TO
ACQUIRING
KNOWLEDGE
AND SKILLS
Give them information on symptoms of STDs and where treatment is available.
Encourage them to ask questions so that you can clarify doubts.
Outline different ways in which they can safeguard themselves.
Demonstrate the use of condoms as a preventive measure.
Give information on where to buy condoms.
ACQUIRING
KNOWLEDGE
AND SKILLS
TO
MOTIVATION
Convince them that early and complete treatment can cure most STDs totally.
Listen to any doubts/problems that they may have about treatment.
Give information about or refer them to clinics that are easily accessible to them
Reiterate that STDs can be prevented by adopting safer sexual practices.
MOTIVATION
TO
TRIAL
Encourage them to complete the treatment and remind them to \ isit the clinic regularly.
Reiterate the need to continue treatment even if the symptoms have disappeared.
Encourage them to use a condom every single time, with every partner.
Clarify doubts and help resolve problems related to condom use.
TRIAL
TO
SUCCESS
Appreciate their efforts towards caring for their own as well as their partner's
health — using a condom, going to a doctor, completing the treatment.
Encourage them to continue health-seeking practices
54
DAY
Session 4
EXERCISE 3
Day One: Sum Up
• Our concern is tq.ensure the sexual health of truck drivers,
cleaners and commercial sex workers. We can do this by helping
our groups to prevent STDs and to take treatment for STDs.
• By helping our groups to prevent and to seek treatment for STDs,
we will be helping to achieve the goal of our Project, which is -- to
reduce the rate of transmission of HI V/AIDS by reducing the rate
of transmission of STDs.
• All of us who are part of a Healthy Highways Project team need to
work together to achieve this goal.
• Each and every team member has a role to play in making the
project successful. It is important for us to be very clear where our
role as outreach workers begins and ends.
• Our unconscious.,prejudices against our groups can affect our
work. We need to become aware of these prejudices and
overcome them; we need to see the groups we work with as
human beings -- who, like us, have their likes, dislikes, hopes and
fears, families and friends.
• While communicating information related to sexual matters, and
asking our groups to reveal personal and intimate information, we
need to be sensitive to their feelings and respect them.
• Our work involves providing information in order to bring about
behaviour change. This is a difficult task, especially since it is
related to behaviour based on certain strongly held beliefs and
values.
• Though not easy, it is possible for us to motivate our groups to
change their behaviour.
• Interpersonal communication has a key role to play in our task of
motivating behaviour change. Communication is involved at every
stage in the process of behaviour change.
OHP sheet 4
o
o
day ^?two
0
o
Programme
o
o
DAY
Schedule
Session One 9.00 a.m. -11.00 a.m.
METHODOLOGY
MATERIALS
EXERCISE
OBJECTIVES
1 (1 hour)
To understand that effective
interpersonal communication is a
two-way process
Role-play
Case-sheet 2
2 (1 hour)
To understand that effective
interpersonal communication
requires both - right skills and right
values
Large group
interaction
Case analysis
Case-sheet 3
Session Two 11.15 a.m. -1.30 a.m.
EXERCISE
OBJECTIVES
1 (1 hour
30mins.)
To understand the different elements
that can help or hinder interpersonal
communication
METHODOLOGY
MATERIALS
Enactment
Large group
interaction
Case-sheet 4
Debate
Poster presentation
Poster 4
To identify some of the important
skills and values that can enhance
our communication with our groups.
2 (45 mins.)
To clarify the kind of language we
should use in our work
Session Three 2.15 p.m. - 4.00 p.m.
EXERCISE
OBJECTIVES
METHODOLOGY
1 (20 mins.)
To illustrate how the tone of our voice
reveals our feelings and emotions
Game
2 (40 mins.)
To illustrate how our baby language
reveals our feelings and emotions
Game
3 (45 mins.)
To experience how our tone of voice
and body language affect our
communication
Game
Role-play
MATERIALS
Case-sheet 5
Session Four 4.15 p.m. - 6.15 p.m.
METHODOLOGY
MATERIALS
EXERCISE
OBJECTIVES
1 (1 hour
(45 mins.)
To have an opportunity to put into
practice some of the skills and
learning highlighted during the day
Role-play
Practice sheet 1
Practice checklist 1
2(15 mins.)
To sum up the main learning points
of Day Two of the workshop
OHP presentation
OHP sheet 5
Objective
To understand that effective interpersonal communication is a two-way
process.
ACTIVITY
Call for four volunteers and give separate instructions to each of them.
Use Case-sheet 2 to make photocopies of the instructions. Make sure that
the volunteers do not see one another's instructions. Once the instructions
have been given, request Volunteers X and Y to leave the room.
DAY
Session 1
EXERCISE 1
Methodology
Role-play
Materials
Case-sheet 2
Instructions to Volunteer A
Tell your partner the story of your favourite film in not more than 20 lines
(two minutes maximum). Do not reveal either the name of the film oi the
names of the actors. Once you start, keep talking. Do not allow your
partner to interrupt you. Do not ask for his responses. Do not answer his
questions. Just tell him the story.
1 hour
Instructions to Volunteer B
Your partner will be telling you something. Pay attention to his first
few sentences. Ask a question or seek a clarification. After about 20
seconds or so, slop paying attention. Show total disinterest. Do not
even look at your partner. Act as if you are bored by what he is saying.
Instructions to Volunteer X
Tell your partner the story of your favourite film in not more than 20
lines (two minutes maximum). Do not reveal either the name of the
film or the names of the actors. Involve the partner in the narration by
asking him questions and by responding to his questions.
Instructions to Volunteer Y
Listen carefully to what your partner is saying. Participate in the
interaction. Ask questions, seek clarifications. Make it a point to show
that you ai-e interested in what he is saying.
Begin the activity by asking Volunteers A and B to perform their
role-play. (Volunteers X and Y continue to remain outside.)
As soon as the first role-play is over, call Volunteers X and Y inside
and ask them to. perform their role-play.
61
After both the role-plays have been performed, discuss the following
questions with the large group. Ask specific questions to the
volunteers as well.
* In what ways were the two role-plays different?
* How did the volunteers feel while performing the role
plays?
* Can Volunteers B and Y recall what was discussed in their
role-plays?
In the first role-plav. Volunteer B may not be able to recall much
(since he had been specifically instructed not to pay attention).
He may also share his frustration at not having his initial
questions answered. Volunteer A may also share his own
frustration at not getting any participation from his partner.
In the second role-play, since Volunteer Y was specifically
instructed to listen carefully, he would be in a better position to
recall the store.
Volunteers X and Y may have positive things to say about the
interaction — Volunteer X may, for example, share that he
enjoyed the interaction because Volunteer Y was paying
attention and was listening to what he was saying. I olunteer )
on the other hand may share that he stayed involved in the
interaction because his partner responded to his questions.
r
I saw this terrific movie the other day.
You really must see it. Great story. There
is this wealthy Thakur who has two sons ...
.. and then the dacoit aims his
rifle at the Thakur and says...
... and then they realize that the dacoit
is the son of Thakur's twin brother
-^^so he says "beta, why are yocryy^
62
...and then...
and then...
Sum up the exercise with the help of the following points.
As outreach workers we have to give information in order to
motivate our groups to practise health-seeking behaviour. This is one
of our most important functions. However, sometimes we get carried
away and we keep talking. Such one-sided interactions are not very
effective as the people we are interacting with do not get a
chance to talk, or to ask questions, or to share what they are thinking and feeling.
An effective interaction takes place when there is effective interpersonal
communication. In such communication there is participation and involvement from
both the partners. Both talk, both listen.
Effective interpersonal communication is therefore a two-way process -- one in
which there is a give and take; an exchange of thoughts and feelings, ideas
and information. We must keep reminding ourselves of this important aspect
of communication; we also need to remember that in order to be effective
communicators it is as important for us to listen to our groups, as it is to talk
to them.
Over the next few exercises we will discuss various aspects of effective
communication.
I saw this terrific movie the other day.,
the one running at Regal cinema...
have you seen it?
Good story...the twi^t in the plot
at the end makes it different...
what happens is ...
No. but I've heard it's quite a thriller
Is it really worth seeing?
I must see it too!
63
Objective
DAY
Session 1
EXERCISE 2
Methodology
To understand that effective interpersonal communication requires
both -- right skills and right values
ACTIVITY
Large group interaction
Case analysis
Distribute Case-sheet 3 to the participants. Tell them that the two situations
presented in the ease-sheet are about two teachers and their interaction
with their students who are around seven to eight years old.
Materials
Invite two participants to read out the situations one after another.
Case-sheet 3
1 hour
Then discuss the following question with the large group.
* Which teacher would you consider to be an effective
communicator? Give reasons for your answer.
Use the analysis presented below to guide the discussion.
SITUATION ONE
In her language class. Sushma Teacher is reciting a poem. The students
listen attentively as she acts out the poem in a dramatic and lively
manner.
In the middle of the recitation, a student interrupts her. “Teacher, teacher...”
he says, "how can the streets be paved with gold'?" Irritated. Sushlna
Teacher tells the student not to interrupt and not to ask silly questions.
Dejected, the student sits down. Sushma Teacher continues with the
recitation.
ANALYSIS
Sushma Teacher was able to involve the class in her recitation as she had
the skills to recite the poem in a dramatic manner. In other words.
Sushma Teacher used her voice and body language effectively.
However, she did not seem to have the skills to handle questions. More
importantly, she was disrespectful towards the student who asked
the question. This could be seen from the way she reacted to the
student, and on the basis of the words she used.
64
Such an attitude does not make for effective communication. Not only did it
make the student very uncomfortable, her attitude also conveyed a clear
message to the whole class - that she is irritated and displeased when
questions are asked. In future, therefore, the students may hesitate before
interacting with her. They may even reduce their interaction with hei. The
result -- the two-way flow which is so essential for effective communication
may not take place between the teacher and the students.
SITUATION TWO
In her language class, Mamta Teacher is also reciting a poem. She is
rather soft spoken and the students in the last rows cannot hear her
properly. Her manner of presentation is dull. Some of the students ait
beginning to look bored.
In the middle of the recitation, a student interrupts her. She wants to
know what a particular word means. Manna Teacher stops the
recitation. She asks the class whether anyone knows the answer. Then
she explains the meaning of the word. She ensures that the student who
has asked the question has understood the word correctly. Then she
proceeds with the recitation.
ANALYSIS
Mamta Teacher did not seem to have adequate skills in using her
voice and body language. She was therefore not able to hold the
attention of all the students.
However. Manila Teacher handled the question asked by the
student effectively and sensitively. She did not make the student teel
that she had done something wrong in asking the question. She also
treated the question seriously. She took the opportunity to put the same
question to the entire class and thus involved all of them in searching for the
answer.
65
So in order to answer the question of which of these two teachers is
an effective communicator, we would have to say that both the
teachers would have to work on certain aspects of their
communication in order to be truly effective.
Sushma Teacher would have to improve her students. Mamta
Teacher would have to improve some of her skills -- speaking iin
a louder voice, using actions and gestures to make the narration
lively, and so on.
Sum up the discussion with the help of the following points.
We often tend to think of effective communication only as
a matter of acquiring the right skills. What we need to
realize is that mere skills will not take us very far
unless they are based on right attitudes and values -values such as respect, trust, concern. In our work also,
it is the combination of the right values with the
right skills which will enable us to be effective communicators.
In the next exercise, we will explore some of the skills and values
which can help us to enhance our communication with cur groups.
66
Objective
To understand the different elements that can help or hinder interpersonal
communication To identify some of the important skills and values that can enhance our
communication with our groups.
DAY
Session 2
EXERCISE 1
ACTIVITY
Divide the participants into four groups. Give each group one of the
situations outlined in Case-sheet 4. Tell them that they have to enact
the situation exactlv as described in the case-sheet.
Give the participants ten minutes to prepare for the enactment. After
each enactment, discuss the following questions with the large group.
* What were the positive and negative aspects in the
interaction which was enacted?
* What skills and values would help to make the interactions
more effective?
Write the main points emerging from the discussion of each
interaction on the blackboard.
Methodology
Enactment
Large group interaction
Materials
Case-sheet 4
1 hour 30 minutes
For vour readv reference, the key points of each interaction are
presented below in the form of a table. You could use the same format
for noting down points on the blackboard.
Situation
Positive aspects of the
interaction
Negative aspects of the
interaction
Skills and values for a
more effective interaction
One
Outreach worker Narayan was
concerned about truck driver
Ramnath -- that is why he
wanted to make sure that
RamnatlTvisited the STD
clinic.
The outreach worker talked in
a loud voice about a personal
problem.
Maintaining confidentiality
Respecting a person's privacy.
He also talked about a personal
problem ofone truck driver with
another driver.
Because of this Ramnath did
not respond and the outreach
worker lost the opportunity
to motivate him. It is quite
likely that the outreach
worker may lose truck driver
Kailash's trust as well.
67
Situation
Positive aspects of the
interaction
Negative aspects of the
interaction
Two
Outreach worker Vijaya was
very involved in her work.
The outreach worker focused
Keeping the group as the
all her attention on reading from number one priority:
the flip chart. She read word for involving them; listening to
word in a monotonous manner. them; responding to their
She did not maintain eye contact questions.
with the group members. She
did not ask questions or
Using media material more
respond to questions.
effectively.
Outreach worker Vijaya was
thus not able to sustain the
interest of the group.
Three
Outreach worker Mohan
The outreach worker was not
Enhancing observation skills.
managed to create a
very alert in observing his group.
two-way flow of communication He did not notice the non-verbal
by responding to and answering communication between the
the group's questions.
other truck drivers. He also
missed picking up the signal that
Ki san wanted to have a word
with him in private.
Thus outreach worker Mohan
missed out on an important
opportunity to help Kisan
who may have symptoms of
an STD.
Four
The initial part of outreach
Without finding out whether Raju Showing respect
worker Iqbal's approach was
needed information on AIDS, the
positive. He used the information outreach worker started giving Gi\ ing information using
provided by his observation -- a long lecture.
simple language.
he praised the helper for taking He used technical words such as
good care of the truck and in
"Acquired Immuno Deficiency
this way got the helper's
Syndrome" and "unprotected
attention.
sex" which Raju would not have
understood.
Iqbal gave all the information in
one long flow, without making
any attempt to reinforce the
information.
Thus outreach worker Iqbal
seemed more interested in
giving information than in the
person to whom he was giving
the information.
L_
68
Skills and values for a
more effective interaction
After all the interactions have been discussed in detail, sum up the
exercise using the following points.
As we have seen in this exercise, our work of information-giving
requires specific skills. These include:
• skills of observation and listening
• skills in responding to questions and in reinforcing information
• skills in using correct and simple language
• skills in using our voice and body language effectively and
• skills in using media material.
This exercise also showed that for information-giving to be effective, it
has to be based on certain values — values such as respect and trust.
In our work, the \ alue of respect has many dimensions: maintaining
confidentiality, respecting a person's privacy, not passing judgment on him or
her. Having respect also means not treating a person as a "target” for
information-giving, but as an individual human being whom we can help
and who can help.ps.
Trust is another important value we need in our work. We need to trust
people and not be suspicious about them. We need to build their trust in us.
Maintaining confidentiality about the personal information that they share
with us and demonstrating that we value them as people will help in trust
building.
Over the next few sessions we will work towards enhancing some
communication skills and strengthening our values of respect and trust
towards our/groups.
69
Objective
DAY
To clarify the kind of language we should
Session 2
EXERCISE 2
Methodology
Debate
Poster presentation •
ACTIVITY
Divide the participants into two groups. Tell them that they have to
debate on the kind of language they should use in their work. Group A has
to put forward arguments in favour of using scientific language and words,
while Group B has to argue in favour of using the colloquial. e\ eryday
language of our groups..
Materials
Poster - 4
45 minutes
Give the groups five minutes to prepare their arguments and to select
one member to lead the debate.
Start the debate.
While the arguments are being made by the two group leaders, note
down the main points in favour of each type of language on the
blackboard.
Then, throw open the debate to the large group and invite the
participants to oppose any point written on the blackboard. In this w ay.
the arguments for and against each type of language w ill emerge.
After most of the relevant points have emerged, sum up the exercise
with the help of the following points.
It is true that if we were to use the colloquial language of our
groups, they would immediately understand what we are
saying. However, this colloquial language may have words
which are abusive and disrespectful, especially towards women.
That is why. as far as possible, we should not use this type of
language.
At the same time, being familiar with their colloquial language w ould help us
to understand what our groups are saying.
Another point — our groups may use this kind of language not because they
want to be rude or disrespectful, but simply because using such language is a
matter of habit with them. Therefore we need not take their use of language
personally or be shocked and offended by it.
70
On the other hand, if we communicate with our groups using scientific and
technical words, they may not understand what we are saying and may
therefore lose interest in the topic being discussed.
Also, they may misunderstand what we are saying. This may create confusion
and even add to the misconceptions.
Therefore, as far as possible, we should use neither the colloquial language
of our groups nor language which is very scientific and technical.
The language we use should be simple. It should be respectful and nonabusive. It should also be gender-sensitive. It should not hurt or
offend our groups. These guidelines regarding use of language have been
outlined in a poster.
Display Poster 4 and go over each of the points to conclude the
exercise.
Poster 4
ON USE OF LANGUAGE
The language we use must be
• Simple and easily understood
• Respectful, non-abusive and gender-sensitive
• Such that the user and the listener are
comfortable with it.
And
The language we use must not be
• Hurtful or such that it ridicules our groups.
71
Objective
DAY
To illustrate how the tone of our voice reveals our feelings and emotions
Session 3
EXERCISE 1
Methodology
Game
Materials
20 minutes
ACTIVITY
Call for five volunteers. Take them aside and tell them that they have to play
a game in which each one of them has to say "ah" in a specific tone of
voice. Volunteer A must say "ah" in an excited lone of voice: Volunteer
B in a sad tone of voice; Volunteer C in a happy lone of voice;
Volunteer D in a painful tone of voice; and Volunteer E in a surprised
tone of voice.
To begin the game, ask the volunteers to go to the front of the class and to
stand with their backs to the large group.
Instinct the large group to listen carefully to the volunteers and to guess
what each ore of them is trying to communicate.
Start the game. After each volunteer says "ah", immediately ask the
large group - what emotion did the volunteer try to communicate?
Sum up the exercise with the following points.
Although the volunteers did not use a single word, we were
able to understand the feelings they were trying to communicate.
Their tone of voice, tilt is, the way they said "ah",
communicated their feelings to us.
This simple game has thus reminded us that we communicate not only
through the words we say, hut also through the way we say the words.
Objective
DAY
To Illustrate how our body language reveals our feelings and emotions
Sessions
EXERCISE 2
ACTIVITY
Call for six volunteers. Take them aside and tell them they have to enact
something Without using a single word. Volunteer A has to indicate to
the large group that she is tired; Volunteer B that he is angry; Volunteer
C that she is sad; Volunteer D that he is worried; Volunteer E that he
respects them and Volunteer F that she is deep in thought.
Instruct the large group to watch the volunteers carefully.
Methodology
Game
Materials
40 minutes
Start with the first volunteer. After she has performed the mime, ask the
large group to guess what she was trying to communicate. In this way,
invite responses from the large group after every mime.
Then sum up the exercise with the help of the following points.
Although the volunteers did not use spoken language, they
communicated their feelings through body language.
Our facial expressions, our gestures, our posture, our body language
all communicate what we are thinking and feeling.
Here are some examples — we tap our fingers when we are restless, we smile
when we are happy, we frown when we are angry or worried, our shoulders
tend to droop when we are tired or dejected.
We need to be conscious of our body language for it reveals our feelings
and emotions.
73
Objective
DAY
Session 3
EXERCISE 3
Methodology
Game
Role-play
Materials
Case-sheet 5
45 minutes
To experience how our tone of voice and body language affect our
communication
ACTIVITY
Part A
hi this part of the exercise, there is a game.
Call for three volunteers. Give each one a separate set of instructions from
Case-sheet 5.
Instructions to Volunteer A
You are a cricket fan. You are very proud of the Indian cricket team.
You have to make the following statement to the large group. Your
tone of voice and body language must communicate your feelings.
India has won the match against Australia.
Instructions to Volunteer B
You do not care about cricket at all. It does not matter which team
wins and which team loses. You have to make the following statement
to the large group. Your tone of voice and body language must
communicate your feelings.
India has won the match against Australia.
Instructions to Volunteer C
You are a cricket fan. You have great admiration for the Australian
cricket team. You have to make the following statement to the large
group. Your tone of voice and body language must communicate your
feelings.
India has won the match against Australia.
Instruct the large group to pay close attention to what the volunteers
are going to communicate.
Start the game. Let the volunteers address the large group one after
another.
After all the three volunteers have addressed the large group, ask the
following question to the group.
* What did Volunteers A. B and C feel about India’s victbry?
How did vou know this?
74
Part B
In this part of the exercise, two role-plays have to be performed.
Call for another set of three volunteers. Give each one a separate
set of instructions from Case-sheet 5.
Instructions to Volunteer X
You are going to participate in a role-play in which you have to
perform the role of an outreach worker. A truck driver will come
looking for you and will give you the good news that last week
he became the father of a baby girl. You are genuinely pleased to
hear this news and you congratulate the truck driver sincerely.
Instructions to Volunteer Y
You are going to participate in a role-play in which you have to
perform the role of an outreach worker. A truck driver will come
looking for you and will give you the good news that last week
he became the father of a baby girl. You are indifferent to the
news. Even so. you make a half-hearted effort to congratulate
the truck driver.
Instructions to Volunteer Z
You are going to participate in two role-plays in which you have
to perform the role of a truck driver. You are eager to give the
outreach worker the good news that last week you became the
father of a baby girl.
Explain to the large group that in this part of the exercise, two
role-plays are going to be performed, followed by a large group
discussion.
Start the first role-play between Volunteer X and Volunteer Z.
Follow it with the second role-play between Volunteer Y and
Volunteer Z.
After both the role-plays have been performed, ask the large
group the following questions.
* What was the difference between the two role-plays?
* How were you able to make out the difference?
* Which interaction did Volunteer Z find more satisfying?
Why?
* Which "outreach worker" (Volunteer X or Y) would be
more successful in giving information and in motivating the
"truck driver'? (Volunteer Z)?
75
Sum up the exercise with the help of the following points.
The first part of the exercise showed us that our tone of
voice and body language reveal our feelings. Although won
the match against Australia — each one's tone of voice, each of
the volunteers gave us the same information - India has
won the match against Australia — each one's tone ol voice
gestures and body language were different. These aspects of their communication
clearly indicated how they felt about the information they were giving us.
The second part of the exercise showed us that our tone of voice and
bodv language reveal not only our feelings but our attitudes as well.
Although the actions of the "outreach workers" in both the role-plays were
the same (both congratulated the truck driver), their attitudes towards the
"truck driver" were different. From their tone of voice and body language,
the truck driver could make out that the first outreach worker was interested
in him while the second was not. Once the truck driver has sensed this
disinterested attitude, he is not going to be motivated to listen to what the
second outreach worker has to say.
Thus, the second part of the exercise also makes clear another important point:
our attitude towards the people we are interacting with is bound to affect
our communication with them. If we are interested, concerned, respectful - if both our words and body language indicate this — we are more likely to
succeed in our tasks of information-giving and motivation.
Forget the match.
/ want to see Baywatch!
Hey! That's a sixer!
We've Won! We've Won !
O
O
O
• / they k>st- vVhat a■:7s
P'ty because
actual ;
the P,tch
76
Objective
To have an opportunity to put Into practice some of the skills and
learnings highlighted during the day
DAY
Session 4
ACTIVITY
/// t/iis practice session participants are involved in performing and
analyzing four role-plays.
The procedure to be followed for each role-play is outlined
below
I. Call the required number of volunteers to act in the role-plays.
Guidelines on the number of actors in each role-play as well as on
how to instruct them about their roles are outlined in the box at the
end of this exercise.
EXERCISE 1
Methodology
Role-play
Materials
Practice sheet 1
Practice checklist 1
1 hour 45 minutes
2. Instruct the actors regarding their roles. These instructions (for each
role-play situation) are outlined in Practice sheet 1. You could tear
out the instructions from this sheet and hand them over to the
actors.
3.
Explain to the actors that while performing their roles they should
keep in mind the points discussed and learnt during the course of the
day. These included:
* Communication as a two-way process
* The role of language, tone of voice and body language in
e ffe c t i ve c o m m u n i c a t i on.
4. Distribute copies of Practice checklist 1 to the large group, that is. to
everyone who is not enacting that particular role-play. Instruct the
large group to go through the checklist before the role-play begins,
observe the role-play carefully and note down their comments at the
end of the role-play.
5. Begin the role-play.
6.
After the performance, involve the large group in analyzing the role
play. Use the checklist as a guideline. Read out each point from the
checklist and ask for responses from the large group.
7. Encourage the actors to respond to the observations made by the
group and to share what they felt while performing the role-play.
77
8. Ask the actor who performed outreach worker's role to share the way
in which she used the day's 'earnings while enacting the role-play.
9. Appreciate the efforts of the actors as well as the observers before
proceeding to the next role-play.
78
Situation
No.
Number of actors
Instructions regarding roles
1
1 truck driver + 1 outreach
worker
To be given separately to each
volunteer.
2 trucker drivers + 1 outreach
worker
To be given separately to each
volunteer.
3
5 commercial sex workers
+ 1 outreach worker
Separate instructions for
outreach worker; instructions
together for group of
Commercial sex workers.
4
1 tea stall boy + 1 truck driver
+ 1 outreach worker
Separate instructions for tea
stall boy; instructions together
to outreach worker and
truck driver.
Objective
To sum up the main learning points of Day Two of the workshop
DAY
Session 4
ACTIVITY
EXERCISE 2
Project OHP sheet 5.
Methodology
Invite a volunteer from the large group to read out the first learning
point projected on the screen. Ask her to talk briefly about the activity
that focused on that point.
OHP presentation
Materials
OHP sheet 5
Similarly, invite other volunteers to talk about the other learning points.
15 minutes
79
o
o
day #two
0
o
Resource Materials
o
o
DAY
Session 1
EXERCISE 1
Instructions to Volunteer A
Tell your partner the story of your favourite film in not more than 20 lines (two
minutes maximum). Do not reveal either the name of the film or the names of the
actors. Once you start, keep talking. Do not allow your partner to interrupt you.
Do not ask for his responses. Do not answer his questions. Just tell him the story.
Case-sheet 2
Instructions to Volunteer B
Your partner will be telling you something. Pay attention to his first few
sentences. Ask a question or seek a clarification. After about 20 seconds or
so. stop paying attention. Show total disinterest. Do not even look at your
partner. Act as if you are bored by what he is saying.
Instructions to Volunteer X
Tell your partner the story of your favourite film in not more than 20 lines
(two minutes maximum). Do not reveal either the name of the film or the
names of the actors. Involve the partner in the narration by asking him
questions and by responding to his questions.
Instructions to Volunteer Y
Listen carefully to what your partner is saying. Participate in the interaction.
Ask questions, seek clarifications. Make it a point to show that you are
interested in what he is saying.
S3
DAY
Session 1
EXERCISE 2
Who is an effective communicator?
Case-sheet 3
Sushma Teacher
In her language class, Sushma Teacher is reciting a poem. The students listen
attentively as she acts out the poem in a dramatic and lively manner.
In the middle of the recitation, a student interrupts her. "Teacher, teacher..."
he says, "how can the streets be paved with gold ?" Irritated. Sushma Teacher
tells the student not to internipt and not to ask sill' questions. Dejected, the
student sits down as the teacher continues with the recitation.
Mamta Teacher
In her language class. Mamta Teacher is also reciting a poem. She is rather
soft spoken and the students in the last rows cannot hear her properly. Her
manner of presentation is dull. Some of the students are beginning to look
bored.
In the middle of the recitation, a student interrupts her. She wants to know
what a particular word means. Mamta Teacher stops the recitation. She asks
the class whether anyone knows the answer. Then she explains the meaning
of the word. She ensures that the student who has asked the question has
understood the word correctly. Then she proceeds with the recitation.
84
DAY
Session 2
EXERCISE 1
Situation One
Outreach worker Narayan is talking to truck driver Kailash at the dhaba. He
notices another driver Ramnath getting out of his truck which is parked a little
distance away. NarayaiTgreets Ramnath loudly... "Hello Ramnath, how are you?
Did you go to the STD clinic?" On hearing the last bit of the greeting. Ramnath
turns and goes off in the opposite direction. Narayan shouts again. "If you have
not gone as yet. please go." On seeing the questioning look on Kailash's face,
Narayan explains. "This Ramnath has STDs. I told him to go to the clinic. He will
be all right after taking complete treatment.
Case-sheet 4
Situation Two
Using a flip chart, outreach worker Vijaya is conducting a session on STDs
with a group of commercial sex workers in a brothel. All her attention is
focused on reading out the dialogue word for word. She does not look at the
group. She is engrossed in telling the story, page after page, reading out the
dialogue in a monotonous voice. Suddenly Prema interrupts her. "But. c/idi. many
times the customers refuse to use condoms — what can we do then?" Vijaya tells
Prema. "We will discuss this point later. Don't ask questions in between. It breaks
the link." Prema and the others are losing interest and getting restless, but Vijaya
resumes the story and continues her dialogue reading.
Situation Three
Outreach worker Mohan is conducting a group discussion on STDs with a
group of 5-6 drivers. All appear interested and ask questions which Mohan
answers efficiently. When he starts talking about the symptoms, driver Vijju
starts nudging the one silting next to him. Both look at their colleague Kisan
and smile knowingly. Mohan does not notice this silent interaction and
continues talking. At the end of the session, he tells the group. "If any of you
have questions, feel free to ask." There are one or two questions of a general
nature, which Mohan answers. The drivers begin to leave -- all except Kisan,
who goes towards Mohan hesitantly. By now. Mohan is busy packing his
things and does not notice Kisan's approach. He says goodbye and leaves.
S5
Situation Four
Sixteen-year old Raju is a helper who is painstakingly cleaning his ustaad
'struck. Outreach worker Iqbal greets him. "J/vc. the truck is all shining!" Raju is
pleased and responds to Iqbal. The two chitchat for a few minutes. Then Iqbal
says, "You are taking such good care of the truck, but do you take the same care
of yourself?" Raju is taken aback. He does not say anything. Iqbal continues. "I
am a health worker, and I will give you some information on AIDS. 1 think this
information will help you. He asks Raju. "Have you heard of AIDS? It means
Acquired Immuno Deficiency Syndrome. And it is caused by the Human Immuno
Deficiency Vims. This vims enters the body by unprotected sex. by using infected
syringes, and by taking blood transfusion using blood which has HIV in it. So i f
you want to protect yourself do not have sex with multiple partners, and even if
you have multiple partners always use a condom." Then he tells Raju, "Now that
you know all this, you must always use a condom." He hands over a packet of
condoms to Raju and says goodbye.
86
DAY
Session 2
EXERCISE 2
ON USE OF LANGUAGE
Poster 4
The language we use must be
Simple and easily understood
Respectful, non-abusive and gender
sensitive
Such that the user and the listener are
comfortable with it.
And
The language we use must not be
Hurtful or such that it ridicules our
groups.
87
DAY
Session 3
EXERCISE 3
Case-sheet 5
Instructions to Volunteer A
You are a cricket fan. You are very proud of the Indian cricket team.
You have to make the following statement to the large group. Your tone of
voice and body language must communicate your feelings.
India has won the match against Australia.
Instructions to Volunteer B
You do not care about cricket at all. It does not matter to you which team loses
and which team wins. You have to make the following statement to the large
group. Your tone of voice and body language must communicate your feelings.
India has won the match against Australia.
Instructions to Volunteer C
You are a cricket fan. You have great admiration for the Australian cricket team.
You have to make the following statement to the large group. Your tone of voice
and body language must communicate your feelings.
India has won the match against Australia.
Instructions to Volunteer X
You are going to participate in a role-play in which you have to perform the
role of an outreach worker. A truck driver will come looking for you and will
give you the good news that last week he became the father of a baby girl.
You are genuinely pleased tp hear this news and you congratulate the truck
driver sincerely.
88
DAY
Session 4
EXERCISE 1
Practice sheet 1
Practice situation One
Outreach worker
An outreach worker approaches a truck driver who is sitting outside his
truck, reading a newspaper. He gives the truck driver information on STDs
and on the use of condoms.
You have to play the role of the outreach worker.
Truck driver
Sabbaya is rough in his manner and uses a lot of abusive words. He is
reading a newspaper outside his truck when an outreach worker approaches
him and gives him information on STDs. Sabbaya tells the outreach worker
that he is not interested in anything that the outreach worker has to say.
When the outreach worker starts talking about condoms he loses his temper.
Using offensive language, he shouts at the outreach worker. Throughout the
interaction. Sabbaya's body language and tone of \ oice clearly indicate that
he is not interested in what the outreach worker is saying.
You have to play the role of the truck driver.
Practice situation Two
Outreach worker
An outreach worker is talking to a truck driver when another driver, Sudhir.
approaches him. The outreach worker has not met Sudhir before.
You have to play the role of the outreach worker.
90
Instructions to Volunteer Y
You are going to participate in a role-play in which you have to perform the
role of an outreach worker. A truck driver will come looking for you and will
give you the good news that last week he became the father of a baby girl.
You are indifferent to the news. Even so. you make a half-hearted effort to
congratulate the truck driver.
Instructions to Volunteer Z
You are going to participate in two role-plays in which you have to perform the
role of a truck driver. You are eager to give the outreach worker the good news
that last week you became the father of a baby girl.
89
Lata
Does not speak too much but her body language indicates that she is interested
in the discussion.
Rashida
Her body language indicates that she is listening attentively though she does
not speak at all.
Five participants have to play the role of the five commercial sex workers.
Practice situation Four
Outreach worker
An outreach worker is talking to a truck driver at a tea stall. He notices a
new tea stall boy who although very busy, seems interested in what he is
saying to the truck driver. He therefore strikes up a conversation with the tea
stall boy.
You have to play the role of the outreach worker.
Tea Stall Boy
Vasu is about 15-16 years old. He has just been employed at the tea stall. He
speaks softly and his body language indicates that he is a little scared of the
owner. Although he is busy, he is curious about the outreach worker and
what he is doing. He finds a way to come close to the outreach worker's
table whenever he can. He asks the outreach worker a few questions but
keeps looking back to see if the owner is watching.
You have to play the role of the tea stall boy.
Truck driver
Truck driver Subir is talking to an outreach worker. They are having tea.
You have to play the role of the truck driver.
92
Truck driver 1
Thick driver Salim is talking to an outreach worker when another truck
driver approaches him.
You have to play the role of truck driver 1.
Truck driver 2
Truck driver Sudhir suspects that he may have an STD. Hesitantly and with
some embarrassment, he hints about this to the outreach worker. His voice and
body language clearly indicate that he is not comfortable.
You have to play the role of truck driver 2.
Practice situation Three
Outreach worker
An outreach worker is conducting a session on the use of condoms with a
group of commercial sex workers. The outreach worker is familiar with the
group as she has been interacting with them regularly.
You have to play the role of the outreach worker.
%
Group of commercial sex workers
Mariam
Is bold, talks freely with the outreach worker and does not hesitate to ask
questions.
Verangini
Is not interested at all in the session; she sits a little distance away and
refuses to participate in the discussion.
Baby
Is rather aggressive and uses abusive language freely. She wants to know
why the outreach worker is targeting them by giving them such information.
91
DAY
Session 4
EXERCISE 1
Checklist for Practice situation One
l.
Was the communication between Sabbaya and the outreach worker
a two-way process?
2.
Did the outreach worker involve Sabbaya in the conversation?
3.
Did he provide an opportunity for Sabbaya to express his thoughts
and feelings?
4.
Did Sabbaya’s body language and tone of voice communicate his lack
of interest in the conversation?
s.
Was the outreach worker able to identify this lack of interest?
6.
Did the outreach worker seem comfortable with Sabbaya’s language,
body language, tone of voice?
7.
Did the outreach worker's language, tone of voice and body language
influence Sabayya?
8.
Was the outreach worker able to respond appropriately?
Practice checklist 1
93
Checklist for Practice situation Two
1.
Did the body language and tone of voice of Sudhir communicate his hesitation
and his embarrassment?
2.
Was the outreach worker able to guess Sudhir's hesitation?
3.
Did the outreach worker, through his tone of voice and body language,
make Sudhir comfortable?
4.
Was the outreach worker able to encourage Sudhir to share his concerns?
S.
Would you say it was a two-way communication?
6.
Was the outreach worker able to maintain confidentiality with regard to
Sudhir's health?
7.
Did the outreach worker's tone of voice and language convey a genuine
concern for Sudhir's health?
94
Checklist for Practice situation Three
1.
Was the outreach worker able to involve all the group members in the
discussion?
2.
Did the outreach worker facilitate exchange of thoughts, feelings and
information?
3.
Was the outreach worker able to respond appropriately to the questions
asked bv Mariam?
4.
Did the body language or language used by the group members communicate
their lack of interest?
5.
Was the language of the group members abusive?
6.
Did the abusive language of the group members influence the language
of the outreach worker'.’
7.
Did the outreach worker use language that the group could understand?
8.
Did the outreach worker change her tone of voice or body language
when one member became abusive?
9.
Was the outreach worker able to make the session on use of condoms lively?
95
Checklist for Practice situation Four
1.
Did Vasu's body language reveal his curiosity about the outreach worker?
2.
Did Vasu's words or body language communicate that he was scared
of the owner?
3.
Did the outreach worker's body language and tone of voice convey that he
was genuinely concerned about Vasu's health?
4.
Did the outreach worker use language that was appropriate to Vasu's age?
5.
What information was Vasu's body language communicating?
6.
Did the outreach worker pickup this information? How do you know this?
7.
What was the outreach worker’s attitude towards Vasu? Was he friendly?
Did the outreach worker attempt to involve Vasu in the conversation?
96
DAY
Session 4
Day Two: Sum Up
•
Effective interpersonal communication is a two-way process. It
calls for participation and involvement from
both the partners.
•
Communicating effectively with our groups calls for both -- the
right skills and the right values.
•
Listening, explaining, observing, encouraging - all these are
aspects of communication. By developing our skills in these
areas, we can enhance our communication.
•
Respecting our groups' feelings and attitudes; trusting their word;
maintaining confidentiality about their personal matters - all are
critical values on which our communication should be based.
•
The language we use -- verbal and non-verbal --communicates
our attitudes towards our groups.
•
For more effective communication, we need to use simple
language; and a tone of voice and body
language that conveys our genuine concern for our
groups' health.
EXERCISE 2
OHP sheet 5
97
0
o
DAYJOJTIttEE
0
0
Programme
t'
o
o
DAY
Schedule
Session One 9.00 a.m. -10.30 a.m.
EXERCISE
OBJECTIVES
METHODOLOGY
1 (30 mins.)
Large group
To understand that in our work, the
first step of approach is critical interadion
2 (1 hour)
To understand some key factors
that can help or hinder in making
the first contact with our groups
Enactment
Large group
interaction
Poster presentation
MATERIALS
Case-sheet 6
Case-sheet 7
Checklist 1
Poster 5
Session Two 10.45 a.m. -1.15 p.m.
EXERCISE
OBJECTIVES
METHODOLOGY
MATERIALS
1 (1 hour
(30 mins.)
To practically understand the
different ways to approach our
groups, based on their needs and
the environment we work in
Small group work
Case analysis
Case-sheet 8
Handout: Effective
approach
2 (1 hour)
To illustrate ways of starting the
process of communicating about
STDs with our groups
Large group
interaction
Script analysis
Scripts 1 and 2
4?ZxCPHE - SOCHARA MA
Ko ram a ng a la
Session Three 2.00 p.m. - 4.00 p.m.
EXERCISE
OBJECTIVES
1 (30 mins.)
To illustrate the role of observation in
providing valuable information about
our groups and about our interaction
with them
Game
Poster 6
2 (45 mins.)
To illustrate the need to verify the
information we get frou our
observation
Poster presentation
Large group
interaction
Posters 7A. 7B and
7C
3 (45 mins.)
To demonstrate the significance of
listening in the process of
communication
Game
METHODOLOGY
MATERIALS
To understand the special
significance of listening in our work
Session Three 4.15 p.m. - 6.15 p.m.
EXERCISE
OBJECTIVES
1 (1 hour
(45 mins.)
To have an opportunity to put into
practice some of the skills and
learning highlighted during the day
Role-play
Practice sheet 2
Practice checklist 2
2 (15 mins.)
To sum up the main learning points
of Day Two of the workshop
OHP presentation
OHP sheet 6
METHODOLOGY
MATERIALS
Objective
DAY
To understand that In our work, the first step of approach is critical
Session 1
EXERCISE 1
ACTIVITY
Methodology
Distribute copies of Case-sheet 6 to the large group. Give them five
minutes to read the three situations outlined in it.
Large group interaction
Involve the group in discussing the three cases by asking them the
following questions.
* What do the three situations have in common?
* In which situation is the approach most critical? Why?
* Do any of these situations have anything in common with our
Materials
Case-sheet 6
30 minutes
work’?
After the participants give their responses, sum up the exercise by
presenting your analysis of the three situations.
All the tliree situations centre around one person approaching
another person. In all the three situations, the person making
the approach wants something. Priya wants information about
the ration card. Sirish wants company at the
party, and Silu wants to sell cosmetics. Whether or
not Priya, Sirish and Silu get what they want will
depend to a certain extent on how polite and friendly
they are in the way they approach the
people concerned.
Silu. however; w ill have to do something more. The
person she has approached has the choice of buying
or not buying the cosmetics. In her approach
therefore. Silu will have to make her "customer"
interested in her products so that she is motivated to
buy them. This is what makes the approach stage
very critical in Silu's c^se.
©
In our work also, the approach stage is very
critical. For, it is in this stage, that we build a
rapport with our groups and make them
interested in what we are saying. Only then can we proceed to the next stage
of information-giving and motivation.
In the next two exercises we will explore how we can make our
approach more effective.
103
Objective
To understand some key factors that can help or hinder in making the
first contact with our groups
DAY
Session 1
EXERCISE 2
ACTIVITY
Methodology
Divide the participants into four groups. Give each group one of the
situations outlined in Case-sheet
Enactment
Large group interaction
Poster presentation
Instruct the groups that they have to enact the situation exactly as
described in the case-sheet without making any additions of their own.
Materials
Give the groups ten minutes to prepare for their enactments.
Case-sheet 7
Checklist 1
Poster 5
Then ask the participants to reassemble as a large group. Distribute
copies of Checklist I to them. Tell them that after watching each enactment,
they have to write down their observations on the checklist.
30 minutes
Invite the first group to perform the enactment.
After the performance, give five minutes to the large group to fill out
the checklist. (The group performing the enactment will not fill out the
portion of the checklist which deals with their enactment.)
Finally, discuss the situation which has just been enacted with the large
group. Use the questions raised in the checklist to focus the discussion. (A
detailed analysis of each situation is provided below.)
Follow the same procedure for all the enactments -- that is. have the
small group perform the enactment, then have the large group fill out the
relevant portion of the checklist and then discuss the enactment with the
large group.
After all the four enactments have been performed and discussed, use
Poster 5 to review the key points regarding approach. The review brings
this exercise to its conclusion.
104
SITUATION ONE
It is 2.00 p.m. and a busy time at the dhaba. Many drivers and
helpers are having lunch. Some of the drivers who have finished their
meal are resting under a mango tree which is just outside the dhaba.
Outreach worker Deepak sees a truck driver sitting a little distance
away from the others, reading a newspaper. He approaches him. tells
him that be is a health worker from XYZ organization and that he
would like to give the driver some information so that he can prevent
himself from getting AIDS.
ANALYSIS
As far as the timing goes, outreach worker Deepak's judgement
was good. Because lunch was over and the driver was relaxed.
Deepak also chose to approach the driver who was sitting a little
apart from the others. That too was good. This would allow him
a little privacy to talk about personal things.
However, certain other aspects of his approach were not so well
thought out. Although Deepak introduced himself, he did not
give the driver the opportunity to make his own introduction.
Deepak did not even ask for his name. Neither did he make any
general conversation. Straightaway, he launched into the topic of
AIDS.
Also, talk about AIDS either scares people or offends them. It
scares them because they associate AIDS with death, with
hopelessness. It offends them because they feel targeted.
Suggestions for a more effective approach: Instead of
launching directly into the topic of AIDS, Deepak should first
involve the truck driver in some general conversation. In the
course of the chit-chat, Deepak could introduce himself as a
health worker and talk a little bit about his organization - how it
helps to prevent many diseases and how it also helps people who
have these diseases. In this way, Deepak could gradually lead up
to the topic of STDs, talking in general about this disease,
without saying or implying that the driver has one of these
diseases.
105
SITUATION TWO
It is evening and the track drivers at the No Entry Point are busy
making preparations to leave. Chotu, aged about 14 years, is busy
cleaning his ustaad Rain Singh's truck. Outreach worker Rajesh
approaches Chotu. introduces himself as a health worker working
with ABC organization. He tells Chotu that he would like to give
him some information. Chotu ignores him. Rajesh continues talking.
He tells Chotu that the infonnation is very important for people like him
as they suffer from STDs and therefore Chotu must listen to the
infonnation.
ANALYSIS
Outreach worker Rajesh introduced himself as a health worker, He
also gave the name of his organization. So far so good.
But his timing was not appropriate as Chotu, like all other drivers
and helpers at the No Entry Point, was getting ready to leave.
Rajesh did not make any attempt to involve Chotu in a conversation.
He did not care to find out some basic things like his name or where
he was from or what his next destination was.
Also, the outreach worker's attitude as revealed through his woikls
was judgemental. Just because he was a helper, the outreach worker
pre-judged that Chotu visited commercial sex workers and hence
was vulnerable to STDs. But Rajesh could be entirely wrong. Given his
young age, Chotu could be uninitiated in sexual matters. It is also
possible that Chotu may not even have heard the term "STDs".
Because of these reasons we can say that the outreach worker's
approach was ineffective and even damaging. It is very possible that
Chotu will remember this encounter as a rather unpleasant one and
will try to avoid the outreach worker the next time he sees him.
What could Rajesh have done to make his approach effective?
It is important that we accept the limitations of the situations we work
in. Rajesh, for example, should have accepted that there was too little
time and that the helper was busy. And thus, it was not the right time
for infonnation-giving.
However, Rajesh could have used the five-minute opportunity to
have a pleasant interaction with Chotu — one in which they both got
to know each other a little bit. This way Chotu would have formed a
positive impression about the outreach worker. And the next time he
saw the outreach worker, Chotu would be willing to talk to him.
106
SITUATION THREE
A group of truck drivers are waiting in a transport company office. They
are passing their time playing cards, waiting for the phone to ring and
their truck number to be called out. Outreach worker Anand approaches
one of the truck drivers. He asks him whether his name is Srinivas. The
truck driver indicates that it is. The outreach worker then tells him. "1
have heard that you have an STD problem." Srinivas does not know
how to react to these words which have been heard by the other truck
drivers as well. The outreach worker hands over a piece of paper to
Srinivas with the name and address of a doctor written on it. He tells
Srinivas to go to the doctor as soon as possible. Srinivas does not wait
for the outreach worker to finish. He gets up and leaves the room in a
hurry.
. .1
ANALYSIS
We can see that outreach worker's Anand intentions were good. He
wanted to find trii'ck driver Srinivas as soon as possible in order to
give him information regarding treatment. The timing of the
approach was also appropriate since the truck drivers were not busy.
Anand did not introduce himself or his organization. He did not
confirm from Srinivas whether he really had an STD or not.
However, what was most damaging about the outreach worker's
approach was that he talked to Srinivas about his illness right in
front of the other drivers. By doing this he violated Srinivas's privacy and
caused him a lot of embaiTassment.
107
Having put the truck driver in such an embarrassing position, it is very
likely that Srinivas will not want to interact with Anand again. Thus the
outreach worker will not get the opportunity to motivate Srinivas to seek
treatment.
What could the outreach worker have done in order to give
Srinivas the information that he needed while at the same lime
ensuring that his privacy was maintained?
Anand could have called Srinivas aside and talked to him quietly.
But this too may not be the ideal approach as the other drivers
would wonder why Srinivas was being singled out.
Another option — without drawing attention to Srinivas or his
problem. Anand could have conducted a group discussion on STDs
with all the drivers. And at the end of the discussion, made a general
announcement that he would wait for some time in the nearby tea
shop should any of the drivers want to talk some more. This way.
Srinivas would have got the information he needed about treatment
and his privacy would also have been maintained.
SITUATION FOUR
Outreach worker Ramesh works at a halt point. One day while going
home, he sees three women waiting on the highway. Soon, a truck
stops and one of them gets into the truck.
The next day Ramesh makes a few enquiries at the dhaba and the
paan shop and leams that the women are commercial sex workers.
Two days later Ramesh sees the women once again. This time, he
goes up to them and tells them. "I am Ramesh. Do you do business?
You all are very young. If you don't take care, you will get AIDS
and you will pass it on to many people." Two of the women walk
away. Ramesh tells the third one, "If you want any information, you can
come and see me." He hands over a small card with the name of his
organization printed on it.
ANALYSIS
It was good that Ramesh made some enquiries and that he did not
make any hasty judgements as to who the women were and what
they were doing on the highway. However, it would have been better
if Ramesh had observed the women for a few days before
approaching them to be doubly sure about their identity.
108
Ramesh's approach received revealed his lack of sensitivity towards this
group. After introducing himself, he immediately made a direct reference
to their work and that too in a rather crude way. His words also
indicated his “targeting” attitude towards commercial sex workers as a
group. The outcome of Ramesh’s approach was that the two women
walked away - a clear indication that they were not interested in
anything that he had to say.
So even though at the end of the interaction, Ramesh gave the third
women his card (which is a good strategy for follow-up), it was too
late.
What could outreach worker Ramesh have done to enhance his
approach? Ramesh could have used the first interaction to simply
introduce himself. He could have emphasized the point that he was a
health worker and that he was concerned about people’s health.
Establishing his identity as a health worker in this way would have
assured the women that he was not judgemental about the nature of
their work. Ramesh could also have let the women know that he was
available if they needed to talk to him about any issue related to their
health.
After all the four enactments have been performed and discussed, sum
up the exercise using Poster 5.
Poster 5
Factors Influencing Approach
The person
Who is the person being approached?
Truck driver
Helper
Commercial sex worker
Community members
What is the age of the person being approached?
A senior truck driver
A young helper
The place
Where is the approach taking place?
Halt point
Transport company office
Brothel
The timing
Is the approach taking place at an appropriate time?
Avoid approaching truck drivers when they are
eating or ready to leave
Factors to be kept In mind when making the approach
• Introduce oneself properly
• Give the person the opportunity to introduce himself
• Start with familiar topics or with topics of interest
• Be friendly, be sensitive to feelings, show concern
109
Objective
DAY
Session 2
EXERCISE 1
Methodology
Small group work
Case analysis
Materials
Case-sheet 8
Handout: Effective
approach
1 hour 30 minutes
To practically understand the different ways to approach our groups, based on
their needs and the environment we work in
ACTIVITY
Divide the participants into three groups. Give each group a copy of
Case-sheet 8.
Assign one situation from the case-sheet to each group. Gi\ e the
groups ten minutes to study the situation and to come up with their
responses regarding how to handle their particular situation.
Ask each group to select one participant to present their situation as
well as their responses.
Ask the first group to make their presentation. Then ask the large
group to respond to the presentation.
Follow the same procedure for all the groups.
A detailed analysis of each situation is presented below. You can
use the points made in the analysis to guide the large group
discussion.
SITUATION ONE
Outreach worker Srikant has put up a mobile exhibition on STDs and
is explaining the posters one by one to a group of truck drivers. He
notices a young boy of around 15 years, standing nearby. He is
listening very intently to what Srikant is saying. However, he seems
reluctant to come any closer.
What should Srikant do?
ANALYSIS
Let's first talk about what outreach worker Srikant should not do. Just
in case the youth is a helper. Srikant should not ask him to join the
group of truck drivers. Given the fact that most helpers are afraid of
their ustaads. it is likely that the youth will mn away, if Srikant calls
out to him and asks him to join the truck drivers. The truck drivers also
may not like to have the helper join them. They may not be comfortable
talking about STDs and issues related to sexuality in the presence of a
helper.
110
So what should the outreach worker do?
Srikant should finish explaining the posters to the drivers. He could
then go over to the youth, introduce himself as a health worker from XYZ
organization and spend a little time with him in general chit-chat. This way
Srikant would be able to find out whether the youth is a helper or not.
It is important for Srikant to find out who the youth is. This information
will help him to proceed further.
If the youth is a helper, Srikant could find out whether he can leave the
truck. If so, Srikant could tell him a little bit about the exhibition — that
it is about a serious health issue and that is shows how to recognize,
prevent and treat STDs. Srikant could also make the point that it is
useful for everybody to have such information. Finally, he could invite
the helper to see the exhibition.
If the helper cannot leave the truck at that time, Srikant could tell him
to come and see the exhibition later on. However, Srikant should use
this opportunity to tell the helper a little bit about the exhibition and in
this indirect manner communicate some key messages regarding STDs.
111
SITUATION TWO
A senior Sardar approaches outreach worker Mohan and tells hi n.
“I have heard a lot about you from the other drivers. 1 am also
interested in knowing more about your work..."
How should Mohan proceed?
ANALYSIS
Mohan should greet the senior Sardar respectfully, introduce himself
as a health worker and through some general chit-chat find out a little
more about him. This way Mohan will come to know who the Sardar is - a shop keeper, a dhaba owner, a truck driver, or someone else.
Mohan should not jump to the conclusion that he is a truck driver, just
because he is a Sardar.
Also, Mohan should not ask the Sardar questions such as, "Do you have
STDs, is that why you want to know about my work?" Mohan should
talk in general about his work in STD prevention and treatment. This
way Mohan would be able to give relevant information to the Sardar
without making him feel targeted or singled out.
But what if the Sardar were a dhaba owner or a shopkeeper? Mohan
could give him some information about his work. Then, depending on
how interested the Sardar was, Mohan could persuade the Sardar to
become a peer educator. Mohan would have to do this over several
interactions with the Sardar.
/ have heard a lot about you...
112
SITUATION THREE
As soon as the transport company manager sees outreach worker Iqbal,
he grabs hold of the outreach worker and takes him to a group of truck
drivers who are watching a cricket match on TV. As the manager switches
off the TV, there are loud protests from the drivers. Ignoring the protests,
the manager tells them, “This is Iqbalbhai, listen carefully to what he has to
say." After making the manager walks away.
How should Iqbal proceed?
ANALYSIS
Iqbal could begin by assuring the drivers that he does not want to
disturb their TV viewing, but since the manager wants him to talk to
them, he would do so in just two minutes, after which they could go back
to the cricket game.
In the two-minute "presentation", Iqbal should introduce himself as a
health worker, working with XYZ organization; point out that his
work pertains to certain diseases; indicate that he is available in the
tea stall for the next' half hour should any of the drivers want to talk to
Im
Iqbal should keep his presentation short and limited to the time-frame
that he has set for himself. That is why he should not get into details
regarding the diseases.
Another thing which Iqbal could do -with the drivers' pennission, he
could watch the match and have a cricket-related conversation with
them. This would help him in getting to know the group. It would also
give the group an opportunity to get to know him. Taking part in this kind
of informal interaction would indicate to the group that he is interested in
them as people and not just as drivers with problems related to sexual
diseases.
Sum up the exercise by reviewing the main points which have
emerged in the presentations and large group discussions on the
different ways of approaching our groups. Use additional points from the
handout entitled Effective Approach.
Distribute this handout and request the participants to read it carefully
before the final session of the day.
1 13
Objective
To Illustrate ways of starting the process of communicating about STDs with
our groups
DAY
Session 2
EXERCISE 2
Methodology
Large group interaction
Script analysis
Materials
Scripts 1 and 2
1 hour
I also like
comedy films.
Have you seen
Shahrukh Khan
in Duplicate?'
So you are
the AIDSwalla ?
V
J?'
ACTIVITY
Part A
Distribute copies of Script I to the participants. Ask them to read it
carefully and write down the answers to questions given at the end
of the script. Give ten minutes for individual work.
Then take up each question for discussion with the large group.
A detailed analysis of the script is presented below You can use
the points made in the analysis to guide the large group
discussion.
ANALYSIS OF SCRIPT’ ONE
Since he saw truck driver Dhannendra reading a film magazine,
outreach worker Manish used the topic of films as a way to
approach the truck driver. This turned out to be a good strategy as
both of them liked Hindi movies and soon they were talking about
their favourite films and film stars. So. thanks to his observation
skills, and his strategy of talking about a common area of interest,
the outreach worker was able to make an effective approach.
Throughout the interaction, the outreach worker seemed to be in
control of the situation. Even when Dhannendra called him an
AIDSwalla he did not get upset or offended. In fact, he used this
comment to introduce the topic of STDs. In this way, the
progression from general chit-chat to information-giving on STDs
took place smoothly.
Another skill that the outreach worker used effectively was his
tactfulness. When the truck driver insisted that only ’’those who go
out" needed information on STDs and AIDS, the outreach worker
did not directly tell him that he was wrong. Keeping his remarks at a
general level, the outreach worker gave reasons why everybody
should have information on STDs. In this way. he "corrected" the truck
driver's misconception without offending him or making him feel foolish.
Part B
Distribute copies of Script 2 to the participants Ask them to read it
carefully and write down the answers to questions given at the end
of the script. Give ten minutes for individual work.
Then take up each question for discussion with the large group.
.4 detailed analysis of the script is presented below You can use
the points made in the analysis to guide the large group
discussion.
ANALYSIS OF SCRIPT TWO
Outreach worker Anjali's approach was very effective. She not only
introduced herself but also indicated her standing in the community.
She did this by simply telling the youth that everyone called her
Anjali didi. Though simple, this was very effective strategy as it
immediately put the youth at ease. Anjali then provided more information
about her work and her organization so that her identity
would become even more clear.
My name is Anjali.
Everyone calls me
__ Anjali didi...^
The outreach worker also used the youth’s interest in the poster to
introduce the topic of STDs. This way the progression from general
conversation to information-giving on STDs took place smoothly.
115
After both the scripts are discussed, sum up the exercise with the help of
the following points.
Since we know that we have very little time with our groups,
we are always under pressure to cut short the general chit-chat
and start the process of information-giving. We need to take
care about the way we make this transition. We cannot
suddenly stop the general chit-chat and launch into information-giving. This
would send a clear signal to our groups that our only agenda was information
giving and that the interest that we had shown in the initial pari of the interaction
was not genuine and sincere.
The challenge therefore is to find ways to link the two in such a way that
our information-giving flows from the general conversation we have had
with our groups thus tar.
How do we do this? A comment made or a question asked by our groups
could provide us with an opening, a way to link the two. This is exactly what
Manish did in Script 1. When the truck driver called him AIDSwcil/a he used
this comment as a way to enter into the subject of STDs.
The activity our group is involved in can also be used to make the transition
from general chit-chat to information-giving. The youth in Script 2 was
looking at a poster on STDs when outreach worker Anjali approached him. She
therefore brought the topic of the youth reading the poster into her conversation
and in this way found a smooth entry point into the subject of STDs.
Being observant and attentive, listening not only to the words but also to
the body language of our groups -- these aspects of'communication can
help us to make the link between general chit-chat and information-giving.
The next session addresses two of these aspects of communication
— observation and listening — and explores how we can enhance our
skills in these areas?
1 16
Objective
To illustrate the role of observation in providing valuable information
about our groups and about our interaction with them
DAY
Session 1
EXERCISE 1
ACTIVITY
Call for three volunteers. Request Volunteers B and C to leave the
room. Take Volunteer A aside and give her Poster 6 which shows a
picture of a train compartment. Tell her to study the picture carefully
and to get ready to describe it to the large group.
Methodology
Game
Materials
Poster 6
After a minute or so, ask Volunteer A to hand over the poster to you.
Start the game. As Volunteer A describes the picture to the large
group, help her to recall more details by asking her questions such as
-- Was there anything on the upper berth? Was there a child in the
picture?
30 minutes
You can even ask one or two misleading questions such as - Where
was the dog sleeping? (This is a misleading question because there is
no dog in the picture at all!)
After Volunteer A has finished describing the picture, call in Volunteer
B. Follow the same procedure - that is, show him the poster, tell him
to observe it carefully and then let him describe it to the large group.
Next, call in Volunteer C and follow the same procedure.
Now show the poster to the large group and ask them the following
question.
* Were you able to visualize the scene shown in the poster, from
the descriptions provided by the volunteers? Give reasons for
your answer.
Sum up the exercise with the help of the following points.
Although all three volunteers saw the same picture, each
described it slightly differently. This was because each observed it
differently. This clearly shows that observation influences
communication.
I 17
Observation can help us in our work. It can tell us something about the
person or the group we are Interacting with. For example, our
observation of the body language of a truck driver tells us something about
his feelings. We also learn about a person's interests through observing his
immediate surroundings. A truck driver who is very fond of Hindi films may
have posters of film stars prominently displayed in his truck. This interest
could also be revealed by the kind of music that he listens to.
Our observation of group dynamics helps us to understand and handle
situations in the field. For example, during a group discussion we may
observe that although the group members are looking at the flip chart and
nodding, their faces do not show any signs of genuine interest. This
observation provides us with valuable information - it tells us that something
is wrong. Once we know this, we can take necessary action.
Thus, observation provides us with valuable information about our
groups and about our interaction with our groups. Such information
can help us in enhancing our communication with them.
118
Objective
To illustrate the need to verify the information we get from our
observation
ACTIVITY
Part A
Display Posters 7A. 7B. 7C.
Write out the following question on the blackboard.
* Who is/are the person/s depicted in each poster?
DAY
Session 3
EXERCISE 2
Methodology
Poster presentation
Large group interaction
Materials
Posters 7A. 7B and C
Tell the large group that they have to answer this question for each
of the posters and that you will give them the convect answer after
they have given their responses.
45 minutes
Direct their attention to the first poster (7A).
It will not be difficult for the group to identify the p<'erson
depicted as a truck driver.
Proceed to the second poster (7B).
T/ie group will immediately point out that the persons depicted i/i
the second poster are truck drivers.
Then take up the third poster (7C). Once again, ask the group the
same question — who are the persons depicted in the poster?
/t is quite possible that some participants may identify the woman
depicted in the poster as a commercial sex worker. If so, ask them
what made them give this answer
Finally, tell the group that the woman depicted in the poster is the
wife of a dhaba owner.
Sum up this part of the exercise with the help of the following points.
The first two posters dealt with our groups. Both depicted truck
drivers. In the third poster also, one of the persons depicted
looked like a helper, a member of another group that we interact
with. The situation also looked familiar- a woman in a highway
environment talking to a helper. From all these
observations, we drew the conclusion (wrongly, of course) that the woman
must be a member of the third group that we work with - that is, she must
be a commercial sex worker.
1 19
This part of the exercise has therefore showm us that although observation is an
important source of information, we must not jump to conclusions. Instead,
we must verify the information. For example, if we were to meet a woman in
the same situation as depicted in the poster, we should verify her identity by
asking a few general questions. It is only after we are certain about w ho she is.
that we should proceed tiirther in our interaction.
Part B
Remove Poster 7C from the display. Retain the other two posters.
Now, write out the following questions on the blackboard and invite
responses from the large group.
* What do the posters tell us about the person s depicted?
How can we use this information in our work'?
After the large group has responded to the questions, sum up this part
of the exercise with the following points.
Poster 7A indicates that the truck driver could be fond of I-Iindi
films. Also, the pictures of children displayed on his windshield
could well indicate that he is a proud father. We could use this
information to initiate a conversation about the heroine's latest
movie. We could also ask who the children in the pictures are -- wzhat their
names are and how old they are...
Poster 7B clearly shows that one of the truck drivers likes to read: perhaps
he is interested in politics or in keeping himself up to date w ith what is
happening in the world. Our initial conversation could touch upon these
topics.
Observation can help us in our approach.
It can help us identify topics which are of interest to our groups. Including
these topics in our introductory conversation
•
helps to take the conversation further — if we observe a truck driver
reading a newspaper, we can involve him in discussing the headlines,
for instance.
•
helps to make the interaction easier — if. like the truck driver, we
too are fond of Hindi films, then a common link gets established which
facilitates our interaction.
•
sends a clear message that we are interested in the truck driver or
helper or commercial sex worker as a person and that is w hy w e are
discussing their likes and dislikes, their opinions, and soon.
Observation can also help us in our work of information-giving and
motivation.
For example, our observation of the child's picture (in Poster 7A) indicates
that the truck driver could be a family man. After \ erifying this information,
we could “use" it as a strategy for motivation. We could emphasize the
critical need for prevention and treatment of STDs so as to safeguard his
own health and ensure the well-being of his family.
120
Objectives
To demonstrate the significance of listening in the process of
communication
DAY
Session 3
To understand the special significance of listening in our work
EXERCISE 3
ACTIVITY
Invite two volunteers to play the game.
Take them aside and jointly give them the following instructions:
Volunteer A has/to make a statement expressing an opinion (for
example, "I like watching Hindi films which have lots of action").
Volunteer B has to respond by making a statement of her own. But
first, she has to repeat what Volunteer A has said. For instance, a
conversation could start in this way:
Methodology
Game
Materials
45 minutes
A: 1 like watching films which have lots of action.
B: A likes watching action films. But I prefer to watch
comedies.
Volunteer A then has to respond with another statement, after first
repeating B's statement. The conversation could continue in this way:
.4: B likes to watch comedies. But I think that Hindi
comedies are not funny at all.
B .4 does'not find Hindi comedies funny. But I think that
Kishore Kumar s comedy films were really funny
Start the game. ,Allow the conversation to continue for a few minutes.
// is likely that, once they get involved in the conversation, the
volunteers will get so caught up in expressing their own point of view,
that they will forget to repeat the other's point of view -thus showing
that the)' were not really listening.
At the end of the game, ask the large group to respond to the
fo 11 o w i ng q uest i on s.
* Did the volunteers follow the rules of the game?
* Why do you think they found it difficult to follow the rules?
* Does this activity have any relevance to our work?
121
Sum up the activity with the help of the f ollowing points.
As this game has demonstrated, we are more interested in
talking than in listening. We are quick to interrupt. We do this
for many reasons. It may be that we disagree with what is being
said. Or it may be that wze are too eager to express ourlown
opinions. Or, we may think we know what the person is saying and that is
why we do not give her a chance to complete w-’hat she is saying.
While listening plays an important role in any communication, it has special
significance in our communication with our groups.
When we listen to a person or group we are interacting with, w hen we really
pay attention to their words as well as to their body language, we come to
know many important things about them. We get a deeper understanding of
their sexual practices -- why they practise certain behaviours and what their
doubts and concerns are. This understanding can help us to decide exactly
what information they need and how/ to motivate them.
When our groups realize that we want to understand what they are saying
and not just present our point of view, they in turn learn an important thing
about us. They realize that we are genuinely interested in them and that we
are concerned about their health. It is this realization that makes them open
up and talk about personal issues including their sexual behaviour. It is this
realization that paves the way for effective communication between our
groups and us.
I am feeling much better.
Thank you for the help.
Arre. I ciidn 7 do anything
I was just listening
Objective
To have an opportunity to put into practice some of the skills and
learnings highlighted during the day.
ACTIVITY
hi this practice session participants are involved in performing four
role-plays.
DAY
Session 4
EXERCISE 1
Methodology
Role-play
The procedure to be followed for each role-play is outlined below.
Materials
I. Call the required number of volunteers to act in the role-play.
Guidelines on the number of actors in each role-play as well as on
how to instruct them about their roles are outlined in the box at
the end of this exercise.
Practice sheet 2
Practice checklist 2
1 hour 45 minutes
2. Instruct the attors regarding their roles. These instructions (for
each role-play) are outlined in Practice sheet 2. You could tear
out the instructions from this sheet and hand them over to the
actors.
3.
Explain to the actors that while performing their roles they should
keep in mind the points discussed and learnt during the course of
the day. These included:
* Approach as a critical first step; ways for effective approach
* The role of observation in facilitating our approach and our
work of information-giving and motivation
* The role of listening in enhancing our communication with
our groups.
4. Distribute copies of Practice checklist 2 to the large group, that
is. to everyone who is not enacting that particular role-play.
Instruct the Icirge group to go through the checklist before the
role-play begins, observe the role-play carefully and note down
their comments at the end of the role-play.
5. Begin the role-play.
6. After the performance, involve the large group in analyzing the
role-play. Use the checklist as a guideline. Read out each point
from the checklist and ask for responses from the large group.
123
7. Encourage the actors to respond to the observations made by the
group and to share what they felt while performing the role-play.
8. Ask the actor who performed outreach worker's role to share the
way in which she used the day's learnings while enacting the role
play.
9. Appreciate the efforts of the actors as well as the observers
before proceeding to the next role-play.
124
Situation Number of actors
No.
Instructions regarding roles
1
1 truck driver + I outreach
worker
To be given separately to each
volunteer.
2
5 truck drivers + 1 outreach
worker
Separate instructions for
outreach worker; instructions
together for group of truck
drivers.
3
1 cleaner + 1 outreach worker
To be given separately to each
\olunteer.
4
4 truck drivers 4-1 truck driver
+ 1 outreach Worker
Separate instructions for
outreach worker: instructions
together for group of truck
drivers: separate instructions for
truck driver.
Objective
To sump up the main learning points of Day Three of the workshop
DAY
Session 4
ACTIVITY
EXERCISE 2
Project OHP sheet 6.
Methodology
Invite a volunteer from the large group to read out the first learning point
projected on the screen. Ask her to talk briefly about the activity that
focused on that point.
OHP presentation
Materials
OHP sheet 6
Similarly, invite other volunteers to talk about the other learning
points.
15 minutes
125
0
o
DAY^THREE
0
w
0
Resource Materials
o
o
DAY
Session 1
EXERCISE 1
Situation One
Priya wants to make a 'new ration card. At the rationing office, she goes to the
rationing clerk, introduces herself and makes enquiries regarding the formalities
involved in making a new ration card.
Case-sheet 6
Situation Two
Sirish attends a party where he does not know anybody. He goes up to the
person standing near the window, introduces himself and initiates a conversation.
Situation Three
Silu is a salesgirl who’sells cosmetics, door to door. She introduces herself to
the lady who opens the door and takes out a box of cosmetics to show her.
129
DAY
Session 1
EXERCISE 2
Case-sheet 7
Situation One
It is 2.00 p.m. and a busy time at the dhaba. Many drivers and helpers are
having lunch. Some of the drivers who have finished their meal are resting
under a mango tree which is just outside the dhaba. Outreach worker
Deepak, sees a truck driver sitting a little distance aw'ay from the others,
reading a newspaper. He approaches him. tells him that he is a health worker
from XYZ organization and that he would like to give the driver some
information so that he can prevent himself from getting AIDS.
Situation Two
It is evening and the truck drivers at the No Entry Point are busy making
preparations to leave. Chotu, aged about 14 years, is busy cleaning his ustaad
Ram Singh's truck. Outreach w orker Rajesh approaches Chotu. introduces
himself as a health worker working with ABC organization. He tells Chotu
that he would like to give him some information. Chotu ignores him. Rajesh
continues talking. He tells Chotu that the information is \ erv important for
people like him as they suffer from STDs and therefore Chotu must listen to
the information.
130
Situation Three
A group of truck drivers are waiting in a transport company office. They are
passing their time playing cards, waiting for the phone to ring and their truck
number to be called out. Outreach worker Anand approaches one of the
truck drivers. He asks him whether his name is Srinivas. The truck driver
indicates that it is. The outreach worker then tells him, "I have heard that
you have an STD problem." Srinivas does not know how to react to these
words which have been heard by the other truck drivers as well. The
outreach worker hands over a piece of paper to Srinivas with the name and
address of a doctor written on it. He tells Srinivas to go to the doctor as
soon as possible. Srinivas does not wait for the outreach worker to finish. He gets
up and leaves the room.in a hurry.
Situation Four
Outreach worker Ramesh works at a halt point. One day while going home,
he sees three women w aiting on the highway. Soon, a truck stops and one of
them gets into the truck.
The next day Ramesh makes a few enquiries at the dhaba and the paan shop
and learns that the women are commercial sex workers.
Two days later Ramesh sees the women once again. This time, he goes up to
them and tells them. "1 am Ramesh. Do you do business? You all are very
young. If you don't take care, you will get AIDS and you will pass it on to
many people." Two of the women walk away. Ramesh tells the third one, "It
you want any information, you can come and see me." He hands over a small
card with the name of his organization printed on it.
131
DAY
Session 1
EXERCISE 2
Checklist 1
Enactment
Number 1
What do you
think about the
timing of the
approach?
How was the
introduction?
Positive
aspects of the
approach
Negative
aspects of the
approach
Suggestions to
enhance the
approach
132
Enactment
Number 2
Enactment
Number 3
Enactment
Number 4
DAY
Session 1
EXERCISE 2
Factors influencing Approach
Poster 5
The person
Who is the person being approached?
Truck driver
Helper
Commercial sex worker
Community members
Whatis the age of the person being approached?
A senior truck driver
A young helper
The place
Where is the approach taking place?
Halt point
Transport company office
Brothel
The timing
Is the approach taking place at an appropriate time?
Avoiding approaching truck drivers when they are
eating or ready to leave
Factors to be kept in mind when making the approach
• Introduce oneself properly
• Give the person the opportunity to introduce himself
• Start with familiar topics or with topics of interest
• Be friendly, be sensitive to feelings, show concern
If our approach is effective, that is, if we succeed
in establishing a rapport with our groups, we will
be able to take them to the next stage of
information-giving and motivation.
133
Interpersonal Dynamics
A helper may be reluctant to talk in front of his ustaad, as would truck drivers in
front of a transport company manager. We need to be aware ot such
interpersonal dynamics and make our approach accordingly.
The Place
The place where our interaction takes place will determine how we approach our
group. A halt point, for example, gives us the opportunity to approach truck
drivers on a one-to-one basis. A transport company office, on the other hand, is
a good place for a group interaction since there are usually groups of dri\ ers
waiting there.
One-on-one interaction provides more scope for familiarizing ourselves
with a person as we can concentrate totally on him. This type of
interaction also allows the person to talk more openly.
Group interaction on the other hand allows us to interact with more
people at one timer Such interactions are suitable forgiving general
infomiation.
The Timing
When should we make our approach? Timing is a critical factor. Approaching a
truck driver just as he is about to enter a dhaba for his meal is not a good
strategy. In fact, it is quite insensitive to do so. Similarly, visiting a brothel early in
the morning, when the commercial sex workers are likely to be resting, is not
appropriate.
Our approach will also be determined by how much time the person has. For
example, we will not spend much time in general chit-chat with a truck driver who
has to leave the halt point in the next half hour. This would however, not be the
case with a truck driver who has finished his work for the day and has time to
spare.
Although the approach is the first step, it is a critical one. It
determines whether or not we will he able to proceed further in our
interaction. If our approach is effective, that is. if we succeed in
establishing a rapport with our groups, we will be able to take them
to the next stage of information-gix ing and motivation.
136
DAY
Session 2
EXERCISE 2
Script One
At a transport company office, outreach worker Manish sees a new truck
driver who is reading a film magazine. Manish approaches him...
Scripts 1 & 2
Manish
Namaste --
The truck driver looks up from his magazine and returns the greeting.
Manish
I am Manish —
Truck driver
You don't look like a driver — who are you?
Manish
I am a health worker - I come to this office often - so you like films?
Truck driver
You can say that - they are good time pass - take the mind away from
problems., .especially if they are comedy films.
Manish
I also like comedy films
have you seen Shahrukh Khan in Duplicate?
Truck driver (enthusiastically)
Have you seen Salman Khan in Biwi Number I?
You come here, sit down — my name is Dharmendra.
Manish takes a seal on the bench next to the truck driver. Another truck
driver who is passing by greets him. Manish returns the greeting.
Dharmendra
Looks like you are known around here. What exactly do you do?
Manish
I am a health worker working with XYZ organization.
137
Dharmendra
So you give medicines. That's good.
Manish
Well, not exactly. Though we do keep some basic medicines for first aid.
Mostly, my work is giving education to people on health topics such as STDs
and AIDS.
Dharmendra
So you are AIDSwalla. Say that!
Manish
in a way I am. Because 1 do give information about AIDS. But I also give
information on STDs because STDs can be easily prevented and cured.
Dharmendra
Well, some people do need all this information.
Manish (gently)
Actually all of us need to have this information. So we can protect ourselves
and others also.
Dharmendra
How can you say that’? Such things don't happen to good people. Il is those
who go out that need all this protectionwalla information.
Manish
There are some people who do go out as you say and they have unprotected
sex... that is sex without using condom. Some people have more than one
partner... they do run a greater risk of getting STDs -
Dharmendara
See. I told you —
Manish (persists)
But if all of us have basic information we can give it to others so they do not
take such risks and put their health in danger. They can. w ithout knowing it.
put their partner's health in danger also.
Dharmendra
How is that?
Manish
1 will tell you - but first can you just give me an indication - do you know
anything about STDs?
138
Dharmendra
One of my friends had this problem. Seems it was very painful.
Manish
It can be in the later stages. But a person can get completely cured if he or
she takes complete treatment from a qualified doctor...
Manish continues with information-giving...
Questions for Script One
1. How did the outreach worker approach truck driver Dharmendra?
Would you call it an effective approach? Why?
2. How did he make the point that everyone needs information about
STDs?
3. How did the outreach worker lead the conversation to the subject
of STDs? Was it done effectively?
139
Script Two
At a halt point, outreach worker Anjali notices a 17-18 year old youth
looking at a poster on STDs stuck outside a garage. She approaches the
vouth...
Anjali
Namaste —
i
Although the youth returns the greeting, he looks uneasy and keeps reading
die poster.
Anjali
You look new here. My name is Anjali. Every one here calls me Anjali didi.
You work here?
Youth
1 work on that truck. I am the cleaner. 1 have come to this site twice or
thrice. But I have not seen you before.
Anjali
Well. I work on two-three sites, that's why you may not have seen me when
you came here before -- what is your name?
Youth
I am Hari. I am from Bihar.
Anjali
This poster that you are reading has been put up by my organization).
Youth
Your organization makes posters?
Anjali
No. our work is to give people information about their health. Since we are
situated on the highway, we talk to all the people using the highwayi about
health topics such as STDs and AIDS...
Youth (a little nervous)
Can 1 go now, my ustaad will come.
Anjali
Where is your ustaad? Is he resting?
Youth
He is sleeping. We have to leave in one hour.
140
Anjali
So you also want to rest?
Youth
No. no -* about these STDs... I have seen posters in many places... I have
read that they are very;dangerous diseases.
Anjali
Well, what this poster is saying is that STDs can be prevented... that all of us
must protect ourselves by getting infonnation.
Youth (surprised)
Just by getting information we can protect ourselves —
Anjali
If you have some time. I will explain all this to you...
Aiijali continues with information-giving...
Questions for Script Two
1.
How did the outreach worker approach the cleaner? Would you call
it an effective approach? Why?
2.
How did she bring up the topic of STDs? Was it done effectively?
141
DAY
3
Session 3
EXERCISE 1
Poster 6
142
DAY
Session 3
EXERCISE 2
Poster 7A
143
DAY
Session 3
EXERCISE 2
Poster 7B
DAY
Session 3
EXERCISE 2
Poster 7C
TWA
DAY
Session 4
EXERCISE 1
Practice sheet 2
Practice situation One
Outreach worker
At the halt point, the outreach worker sees a truck driver looking extremely
worried. He has not met this driver before. The outreach w orker sees the
truck being repaired. He wants to approach the truck driver.
You have to play the role of the outreach worker.
Truck driver
Kashmir Singh looks very harassed as he talks to the mechanic who is
repairing his truck. He has spent the entire day trying to gel the truck
repaired. He asks the mechanic how much lime it will take and C/Xplains (hat
he is late for delivery. His expressions clearly indicate that he is very worried.
You have to play the role of the truck driver.
Practice situation Two
Outreach worker
At a transshipment site. Chanda, an outreach worker, sees a new group of
truck drivers having a lively chit-chat session. She realizes that it is not going
to be easy to approach them and talk to them about her work. But she still
wants to give it a try.
You have to play the role of the outreach worker.
146
Group of five truck drivers
They are chatting after lunch, at a transshipment site. They see a woman
approaching them. They have heard about her and decide to have some "time
pass" at her expense. So when she approaches them, they try to provoke her-one of them calls her "AlDSwalli"; another makes some sort of sexual
remark. They are not at all interested in what she has to say and nudge each
other and exchange knowing looks as she tries to explain what she is doing
at the site and why.
Five participants have to play the role of the five truck drivers.
Practice situation Three
Outreach worker
At a halt point, an outreach worker sees a cleaner sitting near his truck.
Since the driver is not.to be seen, the outreach worker decides to approach
the cleaner.
You have to play the role of the outreach worker.
Cleaner
At a halt point, Munna is sitting near his truck. He is a bit relaxed as he
knows that the driver is at the dhaba. However, he also knows that the driver
can return any time and therefore when an outreach worker whom Munna
has seen before approaches him, he is hesitant to talk. He tells the outreach
w orker that his ustaad has a very bad temper and that he is scared of him.
You have to play the role of the cleaner.
147
Practice situation Four
Outreach worker
In the transport company office, an outreach worker is talking to a group of
truck drivers with whom he is quite familiar. There is a lot of noise and the truck
drivers are walking in and out of the office. A new truck driver approaches the
group. He seems interested m what the outreach worker is saying. At the end of
the talk, he seems slightly won-led. and looks hesitantly at the outreach w orker.
You have to play the role of the outreach worker.
Truck driver
Truck driver Faizal enters the transport company office. He recognizes the
outreach worker who is talking to some of his friends. He approaches the
group and listens for some time to what is being said. He willingly
participates in the discussion. Before leaving he asks whether the outreach
worker knows of a good doctor. He tells the outreach worker that his
daughter has been falling ill every now and then and that he is very worried.
You have to play the role of the truck driver.
Group of four truck drivers
In the transport company office, an outreach worker is talking to a group of
truck drivers with whom he is quite familiar. There is a lol of noise and the
truck drivers are walking in and out of the office.
Four participants have to play the role of the four truck drivers.
148
DAY
Session 4
EXERCISE 1
Practice checklist 2
Checklist for Practice situation One
I.
Was the timing appropriate for the outreach worker to approach
Kashmir Singh'?
Was the outreach worker able to observe that the truck driver was harassed?
3.
Was the outreach Worker able to convey his concern to Kashmir Singh about
the problem?
4.
Did the outreach worker introduce himself properly and encourage Kashmir
Singh to do the same?
5.
Did the truck driver show interest in what the outreach worker was saying?
6.
Did the outreach worker indicate his availability for any future contact?
149
Checklist for Practice situation Two
1.
Do you think the timing was correct to approach this group of truck drivers?
2.
Did the outreach worker introduce herself and facilitate the same from the
group?
3.
Did the outreach worker observe the group's reactions when they saw her?
4.
Was she discouraged by the non-verbal expressions or by the questions and
comments of the truck drivers?
5.
Did the outreach worker respond to the remarks passed by the group?
6.
Did the outreach worker attempt to initiate general conversation?
7.
Did she manage to use an opportunity in the general conversation to suitably
introduce the topic of STDs?
•h
8.
Was the outreach worker listening to the group?
9.
Was the group listening to the outreach worker?
10. Did the outreach worker introduce the topic appropriately'?
11. Did Chanda's approach put a stop to the comments being passed by the
group?
150
Checklist for Practice situation Three
1.
Was it a good time to approach Munna?
2.
Did the outreach worker introduce himself and facilitate the same from
Munna?
Did the outreach worker convey his concern for Munna's health?
4.
Did the outreach worker initiate the conversation with a familiar topic?
s. Did Munna's verbal or non-verbal expressions indicate that he was scared
of the ustaad?
6.
Did the outreach worker observe Munna's non-verbal expressions?
7.
Did the outreach worker listen to Munna's fears by encouraging him to
share them'?
8.
Was the outreach worker sensitive to Munna's feelings?
9.
Did he put Munna at ease?
10. Did the outreach worker indicate his availability for any future contact?
11. Did the outreach worker attempt to involve one of the peer educators
(a dhaba owner) to build rapport with Munna?
151
f'f'CPliK - SOCHARAX1^
\
K®ran't<m,gatl1a
Bar»ga|ore -
) °//
Checklist for Practice situation Four
1.
Did the outreach worker observe Faizal's interest in the conversation?
Was the outreach worker listening to Faizal?
3.
Did this facilitate him in identifying an opening to initiate the information-giving
session on STDs?
4.
Was the outreach worker able to respond to Faizal's concerns?
5.
Did the outreach worker indicate his availability for any future contact'?
6.
Was the outreach worker able to use the opportunity to make Faizal
interested in his work? Or help in establishing a common link?
152
DAY
Session 4
EXERCISE 2
Day Three: Sum Up
OHP sheet 6
• The first step of approach is critical in our work. We cannot
perform our main task of information-giving unless we have
established a good rapport with our groups.
• For an effective approach, we need to ensure that:
- the timing is right
- the groups are relaxed and willing to talk and listen
to us
- we introduce ourselves properly and communicate
our concern about our groups' health
- we first make some general conversation to find out
more about our groups and build a friendly
relationship with them
- we respect our groups' feelings and privacy
- no one feels singled out or targeted
- the information is appropriate to the needs of our
groups.
• We need to enhance our skills of observation and
listening in order to make an effective approach.
• Observation can help us to initiate a dialogue with a
person or group, establish a common link and give us
clues on how to proceed in that situation.
• We can understand our groups' behaviour, attitudes,
feelings and difficulties only by listening to them - to
their words as well as their body language. If our groups
believe that we are sympathetic and willing to listen to
them, they will be more interested in what we have to
say.
153
o
o
DAY 0, FOUR
o
0
±2
Programme
V.
o
o
DAY^l
Schedule
Session One 9.00 a.m. - 10.30 a.m.
EXERCISE
OBJECTIVES
1 (1 hour
30 mins.)
To understand the importance of
giving information in the right way
METHODOLOGY
Large group
interaction
Case analysis
MATERIALS
Case-sheet 9
To explore ways of selecting and
adapting information to make it
relevant to different groups.
Session Two 10.45 a.m. - 1.15 a.m.
EXERCISE
OBJECTIVES
METHODOLOGY
MATERIALS
1 (1 hour)
To understand the main points that
we should keep in mind while giving
information
Role-play
Poster-presentation
Case-sheet 10
Checklist 2
Poster 8
Handout:
Information-giving
2 (1 hour
(30 mins.)
To explore the potential of some
media material
Small group work
Worksheet
Poster presentation
Worksheet: Use of
media material
Brown paper
Poster 9A, 9B. 9C
and 9D
Handout: Use of
media material
Tq. understand how to use them
effectively in our work of
information-giving and motivation
Session Three 2.00 p.m. - 4.00 p.m.
EXERCISE
OBJECTIVES
1 (45 mins.)
To demonstrate that we attempt to
understand and interpret information
in the light of our own experience
METHODOLOGY
MATERIALS
Game
To understand that this is one reason
why information gets distorted in the
process of communication
2 (30 mins.)
To understand that the same
information may be interpreted
differently by different people
Game
3 (45 mins.)
To understand the importance of
repetition and questioning while
giving information
Game
Poster 10
Session Four 4.15 p.m. - 6.15 p.m.
EXERCISE
OBJECTIVES
1 (1 hour
(45 mins.)
To ha've an opportunity to put into
practice some of the skills and
learning highlighted during the day
Role-play
Practice sheet 3
Practice checklist 3
2(15 mins.)
To sum up the main learning points
of Day Four of the workshop
OHP presentation
OHP sheet 7
METHODOLOGY
MATERIALS
Objective
To understand the importance of giving information in the right way
DAY
Session 1
To explore ways of selecting and adapting information to make it
relevant to different groups
EXERCISE 1
ACTIVITY
Part A
Begin the exercise by narrating the following story about Banta Singh to the
large group.
In the story, the directions given to Banta Singh are confusing.
This is deliberate. So do not try to simplify the directions.
Narrate the story exactly as given.
Banta Singh once came all the way from Ambala to meet his friend
Santa Singh in Mumbai. He came to the correct locality, but could not
find the building in which his friend lived. He asked a passer-by, who
looked like a local, for help. "Oh, it is only a few minutes' walk from
here." was the r^ply. "First walk straight for one minute, then take the
second left, take-the immediate right, when you come to a circle, take
the lane opposite and then turn left, and then the third right, and the
second building is the one you are looking for."
Methodology
Large group interaction
Case analysis
Materials
Case-sheet 9
1 hour 30 minutes
At the end of the story, ask the participants the following questions.
* Do you think Banta Singh will be able to find the building?
Why not?
* Is this story relevant to our work? in what way?
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Sinn up this part of the exercise with the following points.
While the information given by the passer-by may have been
correct, it is not going to help Banta Singh to find the building.
In fact. Banta Singh is likely to get even more confused. This is
because the information was not given in a manner in which
Banta Singh could understand it or remember it correctly.
This clearly shows that the way information is given has a direct hearing
on whether it is understood and remembered. This is an important point
to keep in mind, since a major part of our work consists of giving
information. We need to give information in such way that our groups
are able to understand our messages and remember them, and are
motivated to practise health-seeking behaviour.
Part B
Distribute copies of Case-sheet 9 to the participants.
Give them two minutes to read the first situation. Then discuss the
question posed at the end of the situation with the large group.
Note down on the blackboard the main points that emerge from the
discussion. Use the points given in the analysis below to guide the
discussion.
In this way discuss all the situations with the large group before
summing up the exercise.
SITUATION ONE
At the dhaba. Narender. a truck driver, brings his helper to you for
treatment Narender tells you that Vishwas, the cleaner, has been ill for
the last few days. He asks you to give Vishwas some medicines. Your
initial enquiries lead you to think that Vishwas may be suffering from
and STD)
What information will you give Narender and Vishwas?
ANALYSIS
In this situation, the urgent need is to motivate Vishwas to seek treatment
for his illness. The information given should, therefore, convince Vishwas
that treatment is available; that the illness should be treated as soon as
possible; and that it is necessary to seek treatment from a qualified medical
practitioner.
However. Vishwas may not be comfortable discussing all this in front
of his ustaad.
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There are three options open to us:
1.
We could ask the driver, Narender, to leave - this should be done
as gently and tactfully as possible. Then, with the help of the STD
photo albupi, tell Vishwas about the symptoms of STDs, and
indicate that he has some of those symptoms. Assure Vishwas that
his illness is curable, give him infonnation regarding treatment
facilities, and provide a referral to the local clinic. Address any
misconceptions that Vishwas may have. Also make Vishwas
understand that STDs can be prevented, and put forward
alternatives that can serve as preventive measures (for example,
using condoms during intercourse, or masturbation).
2.
If the drivers seems friendly and Vishwas does not seen to be
scared or shy of him, we could take Narender's help in
convincing Vishwas of the need for treatment.
3.
Without relating the infonnation directly to Vishwas, we could
talk in general about the symptoms and cure for STDs, and the
need for proper treatment. In addition, we should impress
upon botl%Narender and Vishwas that anyone with STDs
should seek immediate treatment, and give information about
the local clinic.
Whichever option we choose, we should keep in mind that our basic
task is to give information, so that Vishwas will be motivated to
seek treatment. We should leave it to the counsellor to convince
Vishwas to actually take the treatment and complete it.
SITUATION TWO
You are telling a truck driver about the importance of using
condoms to prevent STDs. Another driver who is sitting nearby
overhears your conversation and tells you that condoms are useless,
because they slip out, and also tear sometimes.
What information will you give the truck drivers in this situation?
161
ANALYSIS
First of all, we should acknowledge that slipping or tearing of
the condom could be a genuine problem. We have to point out
however, that this happens only when the condom is not used
properly. It could slip off if used when the penis is not fully erect,
or if not removed immediately after ejaculation. A condom could
tear if air enters inside — therefore, it is necessary to pull at the
end and press the teat between one's fingers before it is worn.
After addressing the problem, we could show how strong the
rubber really is and demonstrate its capacity by filling it with
water. Such a strong and supple material will not tear or slip if
properly used. We should then use a model and demonstrate
the correct way to use a condom — right from checking the
pack for date of expiry to the right method of disposal. W'e could
ask one of the truck drivers to repeat the demonstration so that
we can check whether he is using it correctly.
It is also necessary to motivate the drivers to use condoms by
pointing out how using condoms is crucial, in order to safeguard
their health and to ensure the health and well-being of their family.
SITUATION THREE
You are talking to a group of truck drivers about treatment for STDs.
Some of them tell you that even though they have been taking the
tablets, the medicines do not seem to be working.
What information will you give in this situation?
oSo
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ANALYSIS
It is important to convince the drivers that most STDs are fully
curable, provided the complete course of treatment is taken. We
need to find out for how long the drivers' treatment has been going
on. We must explain that people often stop the treatment half-way
because the symptoms disappear— this is wrong because the disease
remains inside the body even after its symptoms disappear. In this
way we must emphasize the need for taking the full course of
treatment.
We should help the drivers understand that medicines may take a
longer time to act on a person who has been used to taking too
many medicines (just as alcohol takes longer to affect a person who
drinks regularly and in large quantities than a person who is not used
to drinking). Therefore, it is necessary to go to a qualified doctor
who can examine the person and prescribe appropriate treatment.
We could then refer the drivers to the local clinic, so that the doctor
can advise appropriate treatment. If the group is not convinced, we
could take the help of the counsellor.
After all the three situations have been discussed with the large group,
sum up the exercise by making the following points.
Our key job as outreach workers is to provide information to
truck drivers, cleaners and commercial sex workers so that they
become aware of the risks posed by STDs and are motivated to
change their behaviour.
Our information should help them
• to learn to recognize the symptoms of STDs
• to be motivated to seek proper treatment
• to be aware of the options available to them to prevent
occurrence of STDs.
This exercise gave us an opportunity to think about what information to
give so that it is most appropriate to the particular person/group we are
interacting with.
Appropriate information is information which is selected and adapted
to meet the needs of Jlie group; which takes into account their level of
awareness, as well as the time available for the interaction.
This exercise also gave us the opportunity to think about how we should
give information. The way we give information should be such that our
groups understand it and find it interesting and useful. We also need to
be sensitive and tactful while giving information so that our groups do not
feel largeted or offended.
In the next session, we will discuss in greater detail some ways of
making the process of giving information more effective.
163
Objective
DAY
Session 2
EXERCISE 1
Methodology
Role-play
Poster presentation
Materials
Case-sheet 10
Checklist 2
Poster 8
Handout:
Information-giving
1 hour
To understand the main points that we should keep in mind while giying
information
ACTIVITY
Divide the participants into two groups.
Give each group one of the situations outlined in Case-sheet IO
Instruct the groups that they have to perform role-plays. Remind
them that in their role-plays they have to enact the situation
described, as well as complete the interaction between the outreach
worker and the cleaner drivers.
Give the groups ten minutes to prepare for their role-plays.
Then ask the participants to reassemble as a large group. Distribute
copies of Checklist 2 to them. Tell them that the relevant port ion of
the checklist is to be filled out by the observers after each role-play
has been performed.
Invite the first group to perform the role-play.
After the performance, ask the observers to write down their
comments on the checklist.
Then, discuss the rolejplay with the entire group. Use the questions
raised in the checklist to focus the discussion. Use the points gi\ en in
the analysis below to guide the discussion.
Follow the same procedure for the second role-play.
SITUATION ONE
A helper who is cleaning his truck, sees an outreach worker passing
by. He approaches the outreach worker hesitantly — "Are you the
same doctorsaab who comes here?" The outreach worker introduces
himself. The helper then tells him. "I have a friend who is unwell. He
feels a burning sensation while passing urine. What medicine should
he take?"
How should the outreach worker handle this situation?
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ANALYSIS
Since the helper himself has made an approach, we could straightaway
start with information-giving. First of all. we must tell the helper that
his friend cannot be given medicines just like that; that we need to
know a little more about the friend — how old he is, how many days he
has had this problem, and so on.
We could then tell the helper that it is possible that his friend has an
STD. We should immediately reassure the helper that STDs are curable.
We should then give a referral and emphasize the need for his friend to
complete the full course of treatment so that he can get well again.
After this, we could ask the helper whether he would like to know
something more about such illnesses, and whether he has the time. If
the answer is yes. then we could use the appropriate flip chart to give
him the information.
In either case, it is important to reassure the helper that there is no
need to be ashamed of this illness; that it is a disease like any
other. At the same time, we should impress upon him that it is his
responsibility to make sure that his friend immediately goes to a
qualified doctor for treatment.
It could be that the helper is talking about his own problem.
However, there is no need to probe this point. Our job is to make
sure that the helper gets the right infomiation and is motivated enough to
seek treatment and to prevent the illness in future.
SITUATION TWO
Groups of truck drivers are visiting an eye camp which has been
organized by an NGO near an octroi post. An outreach worker has
put up a mobile exhibition on STDs at the same site.
How should the outreach worker approach the truck drivers so
as to motivate them to visit the exhibition?
What should he do to ensure that those who come to the
exhibition get the most from it?
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ANALYSIS
We could begin by talking to the truck drivers about the eye camp and
its focus on health. This would give us away to introduce the exhibition.
We could say that just as we cannot afford to neglect our eyes, there are
other aspects of our health which should also not be neglected. We could
further motivate the truck drivers by telling them that they could use this
information to help their colleagues who may be in a similar situation.
The posters in the exhibition have a storyline. We should first let the truck
drivers go through the exhibition poster by poster. At the same time we
should carefully observe whether they are having difficulty in reading the
messages. If so, we could join the group and read out the messages. Wc
should do this in such a way that the truck drivers do not feel ill-at-ease
or ashamed about being unable to read.
After the drivers have finished going through the posters, we could
ask them a few questions — What do you think of the story? Do you
know anybody who is in a similar situation? Do you think the illness
could happen to anybody you know? Do you think the information
given in the exhibition is useful?
Before the truck drivers leave the exhibition, it is important that we
do a quick sum up of the key messages.
We could then give them the leaflet on condom use. And draw
attention to the address given in the leaflet. This way the truck
drivers will know where they can contact us for further information
and help.
Lastly, we could request them to inform their friends about the
exhibition.
After both the role-plays have been performed and discussed,
display Poster 8 and use it to sum up the main points regarding
information-giving.
Distribute copies of the handout entitled Inf'orimition-giving to the
participants and request them to read it carefully before the final session
of the day.
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Objectives
To explore the potential of some media material
To understand how to use them effectively In our work of
information-giving and motivation
DAY
Session 2
EXERCISE 2
ACTIVITY
Divide the participants into four groups. Give each group a copy of the
Worksheet entitled Use ofmedia material and a sheet of brown paper.
Tell the groups that they have to make a presentation on the use of
media material for information-giving and motivation.
Assign each group one of the following kinds of media material:
Flip chart: Mobile exhibition; Video Slide show; Street play.
Ask the groups to discuss the questions listed in the worksheet and to write
down their responses on the sheet of brown paper so as to create a poster.
Methodology
Small group work
Worksheet
Poster presentation
Materials
Worksheet: Use of media
material
4 sheets of brown paper
Posters 9A, 9B. 9C and
9D
Handout: Use of media
material
Give 15 minutes for small group work.
Then invite each group to make a presentation using their brown
paper poster.
1 hour 30 minutes
After all the groups have made their presentations, display Posters 9A,
9B, 9C and 90 and use them to sum up the exercise.
One way of making the process of information-giving interesting is
to use media material such as posters, flip chart- and mobile
exhibitions.
Just as it is necessary to select information so that it is appropriate
for the person or group we are interacting with, it is important to choose
appropriate media material and to use it correctly.
To be able to do this, we must know the strengths, limitations and special features
of dif ferent media material. This is what we explored in this exercise.
To end the exercise, let us review with the help of the posters, the potential of
each media material.
After going through all the points presented in the posters, distribute copies
of the Handout entitled Use ofmedia material to the participants. Request
them to read it carefully before the final session of the day.
I 67
Objective
DAY
To demonstrate that we attempt to understand and interpret information
in the light of our own experience
Session 3
The understand that this is one reason why information gets distorted in
the process of communication
EXERCISE 1
Methodology
Game
ACTIVITY
This game is to be played in three rounds.
Materials
45 minutes
Have your group sit in a semi-circle. Call for two volunteers and
request them to leave the room. Then start round one of the game
Round One
In this round, you. the facilitator have to mime a sequence of actions to
show that you are baffling an elephant. For instance, the actions could
include— carrying a large bucket of water; approaching the elephant:
pouring water on one side of the elephant and washing it; bending
down to wash the legs; moving with the bucket to the other legs and
then to the trunk and tail. (Of course, you will not carry any props, all
the actions will have to be depicted only through mime.)
At the end of the mime (it should take a couple of minutes), ask the
participants to guess what you were doing. Allow them to come up
with as many guesses as they can. But do not under any circumstances
tell them what you were miming.
Round Two
Ask Volunteer A. who was sent outside, to come in. Then invite
someone from the large group (who has watched your performance) to
repeat your mime for Volunteer A's benefit. Of course, the rest of the
group must be quiet, and not prompt the performer in any way!
Round Three
Ask Volunteer B to come in. Then have Volunteer A repeat the mime
for Volunteer B's benefit. Ask Volunteer B to guess what the mime was
all about.
After the three rounds of the game are over, once again ask the large
group to guess the theme of the mime. After they have exhausted their
guesses, tell them what you were actually doing in the mime -)-tel 1 them
that you were bathing an elephant!
168
Summarize the learning points of the game as given below.
In this game, we could guess that the mime had something to do
with a bucket of water, with cleaning and washing. But we
could not guess the right answer because the mime depicted an
activity which was not familiar to us at all. Bathing an elephant
is just not part of our everyday life and experience.
This game therefore illustrates that we attempt to understand and interpret
things in the light of our own experience, that is, by using what we know and
what we have experienced as reference points. So, although the facilitator
was "sending" the "message" that he was bathing an elephant, the audience
w as not able to "receive" this message because they were trying to interpret
it in the light of their own experience, which did not include bathing an
elephant! In other words, the message got distorted.
That information can get distorted in the process of communication is an
important point we need to keep in mind. Our groups are also going to
interpret the information we give them in the light of their own
experience. Which means that the "message” we ’’send" and the
message they ’’receive” may not always be one and the same.
The next exercise illustrates another important point about giving and
receiving information.
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Objective
DAY
Session 3
EXERCISE 2
Methodology
Game
To understand that the same information may be interpreted differently
by different people
ACTIVITY
Have the participants sit in a circle. Tell them to close their eyes, and
then give them the following piece of information:
I have six leaves in my hands.
Materials
30 minutes
After a minute or so. ask them to open their eyes and then draw the
message they have received, in their notepads. Make sure that the
participants do the drawing individually without discussing or seeing
what the persons sitting next to them are doing.
Give them only a minute or so to do the drawing. Ask six participants
to come to the front of the class and show their drawings to the large
group.
Then get the group to reflect on the following questions.
* Were all the drawings the same?
* Had all the members of the group drawn the same kind of
leaves?
* Did all the participants depict the hands in the same wav'?
* Why did different people draw different things even though
they had all been given the same information?
*
What can we learn from this game as regards our work?
After the participants share their reflections, sum up the activity with
the help of the following points.
This simple game illustrates that we do not simply listen to
information, we also interpret it in our own way. The
interpretation may differ from person to person. Thus, in the
game, while everyone understood that they had to draw six
leaves, each one interpreted the message differently — some may have interpreted
this to mean six small green leaves, others may have visualized six dried leaves:
while some may have drawn the leaves of a rose bush, others may ha\ e drawn
mango leaves.
170
What can we learn from this game as regards our work? This game reminds us
that each individual truck driver or cleaner or commercial sex worker may
interpret our messages in different ways. However, since the information
we give is so critical to their health and well-being, we cannot run the
risk of the information being interpreted differently by different people
or being misinterpreted. We therefore need to repeat key messages, to
provide opportunity for questions, to clarify doubts - in these and other
ways we need to ensure that our groups are absolutely clear about the
information we give them.
Some of these ways are explored in the next exercise.
Of course I know what STD
is - I just made a call from
this booth
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171
Objective
DAY
Session 3
EXERCISE 1
Methodology
To understand the importance of repetition and questioning while
giving information
ACTIVITY
This game is to be played in three rounds.
Game
Materials
Poster 10
Round One
Invite one volunteer from the group to be an "instructor". Cii\ e her
Poster 10. Tell her that she has to describe the picture drawn on the
poster in such a way that the participants are able to draw the same
picture.
45 minutes
Tell the large group that they have to draw a picture as per the
description provided by the instructor. Also tell them about the rules to
be followed:
• The instructor must give a particular description or instruction
only once. She cannot repeat any instruction.
• Apart from describing the picture, the instructor cannot say
anything else.
• The large group cannot ask questions or seek clarifications.
Begin the game. Make sure that the large group cannot see the poster
from which the instructor is describing the picture.
Round Two
Invite another volunteer to be the instructor, hand over the poster to
him and play the game tor the second time. The rules are a little
different this time:
• The instructor may repeat the instructions if necessary!;
however, the large group cannot ask questions or seek
clarifications.
Round Three
Invite a third volunteer to be the instructor. Play the same game, but
with a different set of rules.
• This time, the large group can ask questions, seek
clarifications and request the instructor to repeal her
instructions.
I 72
At the end of the game, show the group the original picture. I n\ ite
their responses to the following questions.
* How close are your drawings to the original picture‘Z
* Are all your three drawings the same? If not, what reasons
could there be for the difference’?
Sum up the exercise with the help of the following points.
It is likely that the third drawing will be most similar to the
original picture, and the first one most unlike the picture. The
reason for this stands out clearly — when information was
repeated and when we had the opportunity to ask questions and
seek clarifications, we had a better idea of how to draw the picture.
These aspects of information-giving are of particular significance in our
work. Most of the time, the information that we give is new for our groups.
We therefore cannot "narrate" our message just once. We should repeat key
messages to ensure that the information is understood fully and correctly
by our groups. We should also encourage them to ask questions and to share
their doubts and concerns. This is another way in which we can come to know
whether our groups have understood the information.
Poster 10
173
Objective
DAY
Session 4
To have an opportunity to pot Into practice some of the skills and learnings
highlighted during the day
EXERCISE 1
ACTIVITY
Methodology
Role-play
In this practice session participants are involved in performing and
analyzing four role-plays.
Materials
Practice sheet 3
Practice checklist 3
The procedure to be followed for each role-play is outlined below
I.
Call the required number of volunteers to act in the role-play.
Guidelines on the number of actors in each role-play as well as on
how to instruct them about their roles are outlined in the box at the
end of this exercise.
2.
Instruct the actors regarding their roles. These instructions (for
each role-play situation) are outlined in Practice sheet 3. You could
tear out the instructions from this sheet and hand them oyer to the
actors.
3.
Explain to the actors that while enacting their roles they should
keep in mind the points discussed and learnt during the course of
the day. These included:
* Information-giving: what to say and how to say it
* Use of media material in information-giving
* Importance of repetition and questioning in information
giving
4.
Distribute copies of Practice checklist 3 to the large group, that is.
to everyone who is not enacting that particular role-play. Instruct
the large group to go through the checklist before the role-play
begins, observe the role-play carefully and note down their
comments at the end of the role-play.
5.
Begin the role-play.
6.
After the performance, involve the large group in analyzing the role
play. Use the checklist as a guideline. Read out each point from the
checklist and ask for responses from the large group.
7.
Encourage the actors to respond to the observations made by the
group and to share what they felt while performing the role-play.
1 hour 45 minutes
I 74
8.
Ask the actor who performed outreach worker's role to share the way
in which she used the day's learnings while enacting the role-play.
9.
Appreciate the efforts of the actors as well as the observers before
proceeding to the next role-play.
Situation
No.
Numbers of actors
Instructions regarding roles
1
5 truck drivers - 1 outreach
worker
Separate instructions for
outreach worker; instructions
together for group of truck
drivers.
I helper + 1 outreach worker To be given separately to each
volunteer.
3
2 truck drivers + 1 outreach
worker
Separate instructions for
outreach worker; instructions
together for two truck drivers.
4
4 commercial sex workers
+ 1 outreach worker
Separate instructions for
outreach worker; instructions
together for group of
commercial sex workers.
175
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Objective
DAY
To sum up the main learning points of Day Four of the workshop
Session 4
EXERCISE 2
Methodology
ACTIVITY
Project 01 - IP sheet 7)
OHP presentation
Materials
OHP sheet 7
Invite a volunteer from the large group to read out the first learning
point projected on the screen. Ask her to talk briefly about the activity
that focused on that point.
Similarly, invite other volunteers to talk about the other learning points.
15 minutes
I 76
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DAY
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FOUR
O
Resource Materials
o
DAY
Session 1
EXERCISE 1
Situation One
At the dhaba, Narender, a truck driver, brings his helper to you for treatment.
Narender tells you that Vishwas. the cleaner, has been ill for the last few
days. He asks you to give Vishwas some medicines. Your initial enquiries
lead you to think that Vishwas may be suffering from an STD.
\\ hat information will you give Narender and Vishwas?
Case-sheet 9
Situation Two
You are telling a truck driver about the importance of using condoms to
prevent STDs. Another driver who is sitting nearby overhears your
conversation and tells you that condoms are useless because they slip out.
and also tear sometimes.
What information will you give the truck drivers in this situation?
Situation Three
You are talking to a group of truck drivers about treatment for STDs. Some
of them tell you that even though they have been taking the tablets, the
medicines do not seem to be working.
V\ hat information will you give in this situation?
179
DAY
Session 2
EXERCISE 1
Case-sheet 10
Situation One
A helper who is cleaning his truck, sees an outreach worker passing by. He
approaches the outreach worker hesitantly — "Are you the same doctorsaab
who comes here?" The outreach worker introduces himself. The helper then
tells him. "I have a friend who is unwell. He feels a burning sensation while
passing urine. What medicine should he lake?"
How should the outreach worker handle this situation?
Situation Two
Groups of truck drivers are visiting an eye camp which has been organized
by an NGO near an octroi post. An outreach worker has put up a mobile
exhibition on STDs at the same site.
How should the outreach worker approach the truck drivers so as to
motivate them to visit the exhibition?
What should he do to ensure that those who come to the exhibition get
the most from it?
180
DAY
Session 2
EXERCISE 1
Analyze the two role-plays presented on the basis of the following points.
Note down the reasons for your answers.
Role-play 1
Checklist 2
Role-play 2
1. Was the information
appropriate for the group?
2. Was the information too
much or too little'?
3. Was the information
presented in an interesting
manner?
4. Did the outreach worker
in\ ol\ e the group
in the process of
information-giving?
5. Were the key messages
reinforced as required?
6. What was the outreach
worker's attitude towards
the group?
7. What are your ox erall
comments on the interaction?
181
DAY
Session 2
EXERCISE 1
Poster 8
in order
INFORMATION
to provide
WHAT
to say
■> MOTIVATION
for Behaviour Change
HOW
to say it
• Choose appropriate information
based on group's needs, level of
awareness, time and resources available
• Give primary information first
• Give full information on the topic
you have selected
• Prioritize information
• Encourage participation
• Use examples
• Use simple language
• Use language that is not judgemental
or 'preachy'
• Reiterate key messages
• Relate to health
THE RIGHT ATTITUDE GOES A LONG WAY
• Confidence in ourselves
• Respect for our groups
182
/
DAY
Session 2
EXERCISE 1
Info rm a tio n -gi ving:
What to say and Hoyv to say it
Handout
Our Task: Giving Information
Our key job is to provide information to truck drivers, cleaners and commercial sex
w orkers so that they become aware of the risks posed by STDs to their health, and
are motivated to change their behaviour.
Our information should help them
• to learn to recognize the symptoms of STDs
• to be motivated to seek proper treatment, and
• to be aware of the options available to them to prevent occurrence of
STDs.
In addition, we also need to give information to peers and to the community, so
that they, in turn, can play a role in motivating our groups to seek treatment and
to practise health-seeking behaviour.
Inforniation-giving does not mean simply stating some facts. Information
has to be given in such a way that the person understands and remembers our
messages. In our context, this means
• conducting individual or group sessions
• answering questions, reinforcing facts
• addressing misconceptions, and
• convincing our groups about the need for complete treatment.
Information: What to say
The information we give should be appropriate for the specific person or group
we are interacting with. This means that, each time, we have to choose the
information according to the needs and background of the group, as well
as the time and resources available to us.
Il is not necessary to give all the information all the time. We must give the
most basic or primary information first, and often we may have only enough
time for this. But if the basic information convinces our groups, they are likely
to come back to us.
I S3
It is also a good idea to focus on a few key messages and to make sure they are
well understood, instead of trying to give ail the information at once.
Information: How to say it
The first step is preparation. We need to know our facts thoroughly,
particularly since our information directly affects people’s health. Being
fully prepared with our facts will give us the confidence to answer questions and
to conduct one-to-one or group sessions. Incomplete knowledge or
misinformation can confuse our groups and add to their misconceptions.
The process of information-giving has to be lively and interesting. Our groups
are not used to listening (o lectures, and they often have very limited time. We
should therefore find ways to hold their attention and sustain their interest.
The information we give should be short and to the point. Our language must be
clear and simple. Examples from everyday life, and references to experiences
that our groups are familiar with, can make the process of information-giving
more interesting for our groups.
Our interactions with our groups should provide for two-way
communication. This means that, while giving information, we should provide
enough opportunity for our groups to ask questions, express their doubts, share
their experiences and concerns. At the same time, we need to ensure that the
discussion remains focused, and that it does not move away from the topic on
which we are giving information.
Rather than giving all the information at once, it is better to break it up into
smaller topics — such as Causes, Symptoms. Treatment, and Prevention - and
provide time for questions and clarifications on each topic.
It is a good strategy to present information in the form of stories or situations.
Using media material as well as simple games can also help in keeping our
groups involved in the interaction.
At the end of a session, the key points must be suinnied up and the main
messages repeated at least once. We also need to reiterate the fact (hat (he
information will help our groups and their families to keep good health.
4
184
Our attitude can make a difference
Our interactions with our groups can be successful only if they are based on
mutual trust and respect. We have to see each member of our group as an
individual human being, and not as a ’’target” for information-giving.
We need to be genuinely concerned and friendly towards our groups.
We should always remember that we are giving information to adults who
have their own opinions on the subject as well as their own values based on
their background and experience. While we may question some of their
beliefs and seek to change them, we also have to respect their right to
express their opinions and make their own decisions.
Our language and our method of giving information should be such that our
groups do not feet that we are "preaching" to them. This can happen only if
we make a conscious effort to be non-judgemental about the attitudes and
behaviour of our groups.
Our attempt should be’to give our groups full and complete information,
keeping out our own biases and prejudices.
Our work involves talking about sex and sexuality and using sexual words. It
also involves asking our groups about information that is generally
considered private and personal. We need to feel comfortable while doing
this. We need to communicate to our groups that the reason we ask personal
questions is because we are concerned about their health.
We ourselves need to be comfortable and confident in order to make
our groups comfortable. Our comfort and confidence is communicated
through our words — the way we ask questions, the ease with which we use
certain terms —as well as our body language.
If we do not have answers to questions asked by our groups, we should
frankly admit this. An honest and open attitude will help us build a
relationship of trust with our groups.
IS5
DAY
Session 2
EXERCISE 2
Worksheet
Use of Media Material
One way of making the process of information-giving interesting is to use
media material such as posters, flip charts and mobile exhibitions.
Just as it is necessary to select information so that it is appropriate for the
person or group we are interacting with, it is important to choose
appropriate media material and to use it correctly. For example, a lea Het
is most effective if it is given to a person at the end of a session, as take away
material. Even then, it may be necessary to briefly explain to the person or
group what information the leaflet contains, and to point out the address
given on it for more details or follow-up.
Discuss the following questions in your group with regard to the medium
allotted to you. Present your responses in the form of a poster.
Medium:
1. For what audience (one-to-one or small group or large group) is it most
appropriate?
2. What advance preparation does it require?
3. What are the ad\ antages of using if?
4. What are the disadvantages?
5. Any special points to keep in mind while using it?
186
DAY
Session 2
EXERCISE 2
Flip chart
Audience
• Most useful for small groups
• Can also be used in one-to-one sessions
Advance preparation
required
• Need to be thoroughly familiar with the
content in order:
- to read the text spontaneously
- to focus attention on the group
- to be able to adapt it for
different audiences
Advantages
• Useful for one-to-one and group
sessions, for literate and non-literate
audiences
• Story involves audience and makes
session interesting
• Portable and easy to use
• Flexible -- can either be used to tell
entire story or individual pictures can be
used to initiate discussion
Disadvantages
• Cannot be used with large groups
• Not stand-alone material
Special points for
effective use
• Should be held in such a way that the
pictures are visible to everyone
• Story should be told "dramatically”, with
the right pauses and in an appropriate
tone of voice, and eye contact
maintained with audience
• Needs to be introduced properly and
key messages reinforced at the end
• Story can be stopped in between to
invite audience response and questions
Poster 9A
1S7
DAY
Session 2
EXERCISE 2
Mobile Exhibition
Poster 9B
188
Audience
• Most useful for large groups
Advance preparation
required
• Need to be familiar with the content so
that questions can be answered
• May need prior co-ordination with other
organizations
Advantages
• Can reach out to large groups without
making them feel targeted
• Allows people to absorb information at
their own pace
Disadvantages
• Does not allow much scope for discussion
• Requires space and advance planning
DAY
Session 2
EXERCISE 2
Video Programme / Slide Show
Audience
• Most useful for medium sized groups
Advance preparation
required
• Need to be thoroughly familiar with
the content so that slide show / video
programme can be properly introduced
and main points taken up for discussion
after the screening
• Suitable venue with required facilities
need to be fixed
Advantages
• Can be used to introduce new ideas,
teach new skills, create awareness
• Use of story and visuals help to present
information in an interesting way, hence
medium popular with diverse
audiences.
• Suitable for literate as well as non-literate
audiences
Disadvantages
• Cannot be used with large groups
• Use dependent on availability of
facilities like electricity and equipment
such as slide projector, TV monitor,
video recorder.
Special points for
effective use
• Should be introduced properly and
followed up with a discussion
Poster 9C
ISO
DAY
Session 2
EXERCISE 2
Street play
Poster 9D
190
Audience
• Most useful for medium sized groups
Advance preparation
required
• Need to prepare script and rehearse
performance
Advantages
• Democratic, interactive medium - invites
audience participation
• Inexpensive to produce
• Uses voice and body as primary
resources
• Uses simple props in innovative ways
• Can reach out to diverse audiences
without targeting anyone
• Allows improvisation based on
audience needs and response
Disadvantages
• Requires some skills in scriptwriting
and drama
Special points for
effective use
• Other media material can be used
alongside -- for example, posters can
be incorporated within the street play or
leaflets distributed at the end of the
performance
• Messages need to be repeated, since
audience may keep changing
DAY
Session 2
EXERCISE 2
Use of Media Material
Handout
Flip chart
How to use
Using Hip charts requires advance preparation. Familiarize yourself with the text
so that you can read it spontaneously. Ibis will also help you to focus attention on
the group and not be preoccupied with reading the text.
While using a flip chart hold it so that every member of the group is able to see it
and see you - it is of utmost importance that you maintain eye contact with your
group al all limes.
Every presentation using flip chart should start with an introduction to the
theme. Also, if the flip chart contains pictures that you feel the group may
find embarrassing", prepare them at the onset about what to expect. Also,
explain to them why it was necessary to include these pictures.
Do not tell the whole story in one go. Pause from time to lime: invite
comments, ask questions, give the group the opportunity to express their
doubts and concerns, to seek clarifications. For example, while talking about
misconceptions regarding treatment, you could ask the audience to share
w hat they know about methods of curing STDs. However, if you find that
the questions are interrupting the flow of the story, ask the group to wait,
and tell them that you will answer the questions at the end of the story.
Make sure that you explain or give reasons for the statements mentioned in
the Hip chart. For example, one of the flip charts says. "Putting Soda water to
cure an STD is wrong." Elaborate on this. You could say something like— "If
you had a wound on your hand or leg, would you put soda water on it? Wouldn't
it bum? Won't the same thing happen for a wound on the penis?"
191
Reinforce the main messages. For example, while discussing myths and
misconceptions, repeat the message that most STDs are curable after complete
treatment.
Tell the story "dramatically", with the right pauses and appropriate tone of voice
as per the requirements of the story.
To ensure that the group does not leave as soon as the story narration is over,
write the key messages on the last page of the chart. Take the group through all
the messages and follow up with condom demonstration.
Advantages
Can be used both for one-to-one and for group sessions.
Story line and pictures makes the process of information-giving interesting.
Also, "seeing" as well as "hearing" the story helps the group to understand and
to remember the messages. Is effective with literate as well as non-literate
audiences.
Is portable
you can take it with you from site to site.
Can be used in many ways. For instance, you can skip some pictures that you
consider unnecessary, or use the pictures to tell your own story, or use one or
two pictures to initiate a discussion.
Disadvantages
Cannot be used with very large groups.
Not stand-alone material. Can only be used as supportive material.
Mobile exhibition
An exhibition allows the outreach worker to reach out to large numbers of
people without making them feel targeted.
J
The posters are self-explanatory so the audience can read them on their own. in
privacy and at their own pace.
There is a story-line and the pictures are big and colourful. This helps sustain the
interest of the audience.
192
However, this medium does not provide much scope for a one-to-one interaction or
for a group discussion. .
Organizing a mobile exhibition requires advance preparation, and some co
ordination — with another organization, perhaps, or at the site.
\ ideo Programme / Slide show
Audiovisual media like a video programme and a slide show can be used very
effectively to introduce new ideas, teach new skills and create awareness on
issues.
In order to tell the story effectively, these media use the potential of sound —
narration, music, sound effects - as well as the potential of visuals -real-life
images, illustrations, graphics. They are thus able to engage the audience and
convey messages in an interesting way.
Familiarize yourself w.ith the story thoroughly. Introduce the theme before
starting a video programme ora slide show. Have a discussion after the screening so
that the audience has a chance to respond to the show. This will also give you an
opportunity to clarify doubts, answer questions and reinforce key messages.
A video programme or a slide show is most effective with medium sized groups,
where it is possible to interact directly with the audience.
One limitation of these media is that they require space and some minimum
facilities for seating, electricity, projection and soon. Also, if the technical
facilities are poor or the group is too large, much of the effectiveness of the
media material will be lost.
Street play
A street play can be a very interesting and effective medium for giving
information and for creating awareness.
A significant feature of a street play is that it is truly a two-way medium of
communication. It allows you to reach out to a group by involving them through
dialogue, humour, drama and song. The audience actively participates in a Street
play performance by making comments, responding to questions and through
laughter.
193
Innovative use of minimum resources is one of the key features of a street play.
The whole body — voice, gestures, posture — can be used to convey a range of
feelings and create different moods. Simple props can also be used in
imaginative ways.
While developing a street play, choose only a few important themes and build
sequences around the key points.
Use songs, anecdotes, references to topical events to make the content
dramatic. Make sure that the language used is simple and colloquial.
Since the members of the audience may keep changing, repeat key messages in
different ways from time to time. For example, a point made through dialogue
could be reiterated later in the performance through a song.
A street play is not expensive to produce. But it calls for a strong script that
also allows for improvisation to suit different kinds of audiences.
Other media material - posters, leaflets, banners - can be used along with street
plays to reinforce key messages.
Remember:
Media material are only aids to enhance
the process of information-giving.
They only support the outreach worker's work;
they are not substitutes for an outreach worker's
involvement.
194
r
DAY
Session 3
EXERCISE 3
Poster 10
195
DAY
Session 4
_________________
EXERCISE 1
Practice sheet 3
Practice situation One
Outreach worker
The outreach worker is in a transport company office. He knows some of the
truck drivers who are waiting there. They appear to be friendly. The outreach
worker wants to approach them and give them some information. He is also
carrying some media material with him.
You have to play the role of the outreach worker.
Group of five truck drivers
Some truck drivers are wailing in a transport company office. An outreach
worker approaches them. After some general chit-chat, he starts talking to
them about STDs.
Girish
Does not know anything about STDs. But he is curious and interested in what
the outreach worker has to say. He asks the outreach worker some questions
about the information being given. He does not seem to be in a hurry to lea\ e.
Venkat
Waits impatiently for his name to be called out by the transport company. He
has some basic information on STDs and knows how they are caused.
Although he s impatient and does not ask questions, he is interested in what
the outreach worker has to say.
Suhas
Knows the outreach worker and has some basic information on STDs. He
leaves in the middle of the discussion when his name is called out. He has some
doubts and asks the outreach worker for clarification about some ways in
which STDs can be cured.
196
Kailasli
Walks away as soon as the outreach worker starts talking about STDs.
JK
Walks away as soon as the outreach worker starts talking about STDs. He
returns in a little while and quietly tries to find out from Venkat what the
outreach worker has said in his absence.
Five participants have to play the role of the five truck drivers.
Practice situation Two
Outreach worker
At a halt point, an outreach worker notices a 13-14 year old helper cleaning
his truck. The outreach worker approaches the helper in order to give him
some information on STDs. He is carrying some media material.
You have to play the role of the outreach worker.
Helper
Jaideep is a 13-14 year old boy. Since he has just joined the ustaad, he is eager
to please him. He is also afraid of the ustaad as he has a bad temper. When the
outreach worker comes to meet him. Jaideep is cleaning his truck and wants to
finish his work before the ustaad returns. When the outreach worker starts
talking to him he says he has heard the word "AIDS" but he does not know
what it means. He also does not know much about sexual matters.
Abu have to play the role of the helper.
Practice situation Three
Outreach worker
At a dhaba. ani outreach worker meets two senior truck drivers for the first
lime. They appear friendly. The outreach worker approaches them. He is
carrying some media material.
You have to play the role of the outreach worker.
197
Truck drivers
Abdul and Rehman are two senior truck drivers who have spent more than 30
years on the road. Everyone at the dhaba knows and likes them. They
introduce themselves to the outreach worker who is sitting near them. They
seem interested in the work of the outreach worker. They have some basic
information on STDs and AIDS and hence are interested in what the outreach
worker has to say. They ask many questions.
Two participants have to play the role of the two truck drivers.
Practice situation Four
Outreach worker
An outreach worker is conducting a group discussion with a group of
commercial sex workers on STD prevention. She is familiar with the women as she
has interacted with them before. She is carrying some media material.
You have to play the role of the outreach worker.
Group of commercial sex workers
A group of commercial sex workers are participating in a discussion
conducted by an outreach worker. They are familiar with her.
Kamla
Is attentive and engrossed in the discussion and asks a few questions
Vasanti
Likes talking and discussing things: when the outreach worker talks about
condoms she complains that they slip off.
Prema
Agrees with Vasanti and tells the outreach worker that this is the reason why
customers do not use condoms.
Vidya
Is quiet and soft spoken. Though she is interested in what the outreach worker
is saying she does not speak much.
Four participants have to play the role of the four commercial sex
workers.
198
DAY
Session 3
EXERCISE 3
Checklist for Practice situation One
1.
Did the outreach worker give information on three key messages - How
to identify STDs, seek early treatment, prevent STDs by using condoms?
2.
Was the information adapted as per the needs of the group?
3.
Do you think that most of the drivers understood the key messages?
4.
Did the outreach worker repeat the key messages?
5.
Did the outreach worker ask questions to ensure that the key messages
were understood?
6.
Did the outreach worker provide an opportunity for the group to ask
questions and seek clarifications in order to ensure that the information
was understood?
7.
Did the outreach worker use any media material? Which one?
8.
Was his choice of media material appropriate?
9.
Did the outreach worker use media material innovatively in the process of
information-giving?
Practice checklist 3
10. Did he sum up the entire discussion?
11. Did he make effective use of the time available to convey the key messages?
199
Checklist for Practice situation Two
1.
If you were the outreach worker, what factors would you take into
consideration before beginning the process of information-giving?
2.
What information did the outreach worker give Jaideep?
3.
Did the outreach worker provide information that was appropriate in terms
of the helper's age. knowledge level and needs?
4.
Did the outreach worker use the media material effectively in the process
ofuiformation-giving?
5.
Did the outreach worker use the strategy of providing general information to
avoid making the helper feel targeted?
6.
Did Jaideep indicate that he was feeling targeted?
7.
Did the outreach worker make effective use of the time available?
8.
Did the outreach worker show concern regarding the helper's fears
about the ustaad?
9.
Did the outreach worker's approach convey a 'preachy' attitude?
10. Did the outreach worker succeed in keeping the communication focused?
11. Did the outreach worker give examples from everyday experiences to make
the information-giving process lively?
200
Checklist for Practice situation Three
1.
Did the outreach worker find out what the truck drivers already knew about
STDs?
2.
Did he use the information gathered from the members to adapt and modify
his information? ,b.
3.
Did the outreach worker adapt the information to suit the knowledge level of
the truck drivers?
4.
Did the outreach worker ensure that the key messages were communicated?
5.
Did the outreach worker ask questions to ensure that the key messages were
understood?
6.
Did he give the drivers an opportunity to ask questions?
7.
Did the outreach worker use any media material?
8.
Did the outreach worker introduce the media material*?
9.
Was the introduction effective?
10. While using the media material, did the outreach worker pause from time to
time to involve the group in the story?
11. Did he handle the media material effectively?
12. Did he sum up the discussion?
13. Was the process of information-giving interesting and lively?
201
Checklist for Practice situation Four
1.
Did the outreach worker give information as per the needs of the group?
2.
Did the information address the concerns of the group?
3.
Did she repeat the key messages?
4.
Did she ask questions and provide an opportunity for the clarification of
doubts?
5.
Did she ask any of the group members to do a condom demonstration?
6.
Did she sum up the discussion?
7.
Did the outreach worker give information in an interesting way?
8. Did she try to involve all the group members?
9.
Did the outreach worker's approach convey a 'preachy' attitude?
10. Did the outreach worker succeed in keeping the communication focused?
11. Did the outreach worker provide an opportunity for the group to express
their opinions?
202
DAY
Session 4
EXERCISE 2
Day Four: Sum Up
• Our key task is to provide information to truck drivers,
cleaners and commercial sex workers. We need to think
about what to say and how to say it.
OHP sheet 7
• It is necessary to select and adapt information on the basis
of a particular group's needs, the time available, and the
level of awareness and interest of the group.
•
Information should be presented in such a way that our
groups find it interesting, useful and easy to understand.
We need to be sensitive to our group's feelings and ensure
that the way we give information does not make them feel
targeted.
• Information-giving should not be a one-way process. We
should encourage our groups to share their own views, ask
questions and express their doubts and concerns.
• The same information may be interpreted and understood
differently by different groups. Messages may also be
distorted in the process of communication. Hence the need
for repetition and questioning.
• Information must be reinforced. Questions and answers,
repetition of key messages, use of visual material - all can
help us in doing this.
203
o
o
DAY
o
&
FIVE
o
Programme
0
o
DAY
Schedule
Session One 9.00 a.m. - 11.00 a.m.
EXERCISE
OBJECTIVES
METHODOLOGY
1 (1 hour)
To understand some important
aspects of group communication
Game
Poster presentation
Checklist 3
Poster 11
2 (1 hour)
To explore effective methods of
group communication
Poster presentation
Large group
interaction
Posters 12A, 12B
and 12C
Handout: Aspects
of group
communication
METHODOLOGY
MATERIALS
MATERIALS
Session Two 11.15 a.m. -1.00 p.m.
EXERCISE
OBJECTIVES
1 (45 mins.)
To explore the strategies we can
use to motivate behaviour change
Game
2 (1 hour)
To explore ways of dealingh with
misconceptions among our groups
Role-play
Large group
interaction
Case-sheet 11
Checklist 4
Session Three 2.00 p.m. - 4.00 p.m.
EXERCISE
OBJECTIVES
1 (2 hours)
To have an opportunity to put into
practice some of the skills and
learnings highlighted during the day
METHODOLOGY
Role-play
MATERIALS
Practice sheet 4
Practice checklist 4
Session Three 4.15 p.m. - 6.15 p.m.
EXERCISE
OBJECTIVES
METHODOLOGY
1 (1 hour
(45 mins.)
To have a complete picture of the
main elements that make for
effective interpersonal
communication between us and our
groups
Small group work
Script analysis
Script 3
2 (15 mins.)
To sum up the main learning points
of Day Two of the workshop
OHP presentation
OHP sheet 8
MATERIALS
Objective
To understand some important aspects of group communication
DAY
Session 1
ACTIVITY
Invite eight volunteers to play a game.
Tell the volunteers that they have to take part in a group discussion.
Give them a topic lor discussion. (You could choose any current event
or topic of general interest- a recent natural calamity, for instance, or
India's nuclear policy and how it affects our relations with other
countries, or the selection of a new Indian cricket team and captain.)
Tell the group to select one member to be the group leader. Her task
will be to facilitate and moderate the discussion.
EXERCISE 1
Methodology
Game
Poster presentation
Materials
Checklist 3
Poster 11
1 hour
Before the discussion begins, distribute copies of Checklist 3 to he
large group, that is. to those not participating in the discussion. Ask
them to observe the group discussion carefully. This will help them to
answer the questions outlined in the checklist.
Start the group discussion. Allow it to continue for about ten
minutes.
At the end of the discussion, give the large group five minutes to till
out the checklist.
Then read out each question from the checklist and ask the large
group to respond to it.
Emphasize that the objective of this exercise was not to evaluate or
pass judgements on the performance of the volunteers, but to learn
how a group situation has its own dynamics and how these dynamics
influence the communication of the group members.
Encourage the "players” as well as the "observers" to share the:
responses. Make sure that the "moderator" has a chance tp share her
feelings and observations as well.
Finally, display Poster 11 and sum up the exercise by taking
the participants through the points outlined in the poster.
209
Objective
DAY
To explore effective methods of group communication
Session 1
EXERCISE 2
Methodology
Poster presentation
Large group interaction
Materials
Poster 12 A, 12 B and
12C
Handout: Aspects of
group communication
1 hour
ACTIVITY
Display Poster 12 A on the blackboard. Ask the group to listen
carefully as you read out the situation outlined in the poster.
Discuss the situation with the large group and ask them to come up
with suggestions as to how the outreach worker should
communicate with the group in that particular situation.
In a similar way. put up Posters 12 B and 12C one by one and discuss
with the large group how the outreach worker should handle the situation
described in each poster.
The situations depicted in the posters as well as the analysis oj each
situation is presented below for your reference.
SITUATION DEPICTED IN POSTER 12A
5-6 truck drivers are-having a discussion on the election results. A
senior truck driver. Nizambhai. notices outreach worker Suraj, calls
out to him and asks him how he is. Suraj joins the group. I le recognizes
some of die older drivers from his earlier interactions with them.
However, he does not know any of the younger drivers.
Nizambhai introduces Suraj to the group.
What should Suraj do in this situation?
ANALYSIS
Suraj’s observation should alert him to the fact that this is a mixed
group - in terms of age and level of information. He should also
recognize that the younger members may feel uncomfortable in front
of the senior members.
Suraj could begin by asking Nizambhai what information he should give
the younger drivers. He could then encourage the older drivers to
provide the information. This would help reinforce key messages among
the older drivers.
210
While the session is underway. Suraj should observe the group
dynamics. If the younger drivers are not talking, he should realize that
they may be feeling uncomfortable in the presence of the older truck
drivers. He could therefore ask them to come for another session when
they are free.
Suraj could use any media material that is appropriate to conduct the
session.
SITUATION DEPICTED IN POSTER I2B
Outreach worker Meena is at a transport company office. She has called
6-7 drivers whom she has met previously, to come and see a flip chart
on condom use. As she is narrating the story, some new drivers join
the group, while others leave as their names are called. When Meena
starts showing the pictures on condom use, some drivers begin to giggle
and start talking amongst themselves.
How should Meena handle the situation?
ANALYSIS
Meena must recognize that this is a very fluid group, where drivers
are joining and leaving the group. She should accept this as an
environmental constraint and not be discouraged by it.
The constraint could be overcome to a large extent by constantly
repeating key messages such as "STDs can be prevented", "Use
condoms". “Take complete treatment cure STDs". This would ensure
that important information reaches even those members who join the
group in the middle of the session.
21 1
When faced with the discomfort of the group as expressed through
their talking amongst themselves, Meena should reassure the drivers
that there is nothing dirty about condom use. Just as a truck has a
windscreen to protect the driver from rain and dust, we too need to
protect ourselves from ill-health. Just as a doctor wears gloves
during an operation for her own as well as for the patient's
protection, wearing a condom protects both the partners.
As far as the giggling is concerned, Meena has to recognize that it is
a spontaneous reaction, and not get too worked up. She should talk
about it only if it interferes with the session- acknowledge that
anyone would feel embarrassed by these images but that there is
nothing duty or wrong about them.
It is also important to let the truck drivers know that they are not
being targeted, that there are groups carrying out similar awareness
programmes in communities, colleges, offices and factories. Meena
could also point out that since the truck drivers travel a lot. they
could pass on the information to people they meet and in this way they
could help in creating awareness about an important health issue.
SITUATION DEPICTED IN POSTER I2C
Shiraz has been invited by a transport union to organize a lecture on
STDs and AIDS at which at least fifty drivers will be present.
How can he make his lecture interesting and effective?
ANALYSIS
This kind of situation gives the outreach worker an opportunity to
give complete information, because he is communicating with a fixed
group over a relatively long period of time. At the same time,
intensive dialogue and discussion may not be possible because of the
large size of the group.
Such a session should not last longer than 30-45 minutes since the
audience consists of people who are not used to sitting for long
periods of time and listening to lectures of this kind.
212
Shiraz could use the first 15 minutes to give information. This could be
followed by a question-answer session. Then there could be a condom
demonstration. The last five minutes could be used for summing up and
repeating key messages, and forgiving details regarding follow-up.
The lecture could begin with a brief introduction (or himself, his
organization and the reason for his talk). In order to make his talk
interesting. Shiraz could use some visual material such as large-size
posters (which he has to prepare in advance).
Another way of sustaining the interest of the audience is to involve them
in the lecture. For example, instead of moving from causes to symptoms
to prevention in one long speech, he could pause in between to ask
questions like “Did you know that anyone can get AIDS?" or “Does
anybody know the symptoms of a sexually transmitted disease?"
Before ending the lecture, Shiraz could give a little more information
about his organization and also tell the audience that they can meet
him after the lecture. This way, Shiraz can follow up the lecture with
one-to-one or group sessions.
[ DH
6
7/// / TTTTv^V-^^
H
Conclude the exercise by distributing copies of the handout entitled
.'l.s/jecf.s- ofgroup communication to the participants. Ask them to read
the handout carefully before the practice session of the day.
213
Objective
DAY
To explore the strategies we can use to motivate behaviour change
Session 2
EXERCISE 1
ACTIVITY
Methodology
This game is played i/i three rounds.
Game
Materials
Call for four volunteers.
Take them aside and give separate instructions to each of them.
Make sure that the other volunteers do not hear the instructions.
After the instructions have been given, request them lo leave the
room.
45 minutes
Instructions to Volunteer A
You are going to be persuaded by three volunteers, who will interact
with you one by one. to come with them to see a particular film. You
are not keen on seeing the film and hence you will do your best to
resist.
Instructions to Volunteers B. C and D
You are very keen on seeing a particular film. You therefore do your
best to persuade Volunteer A to come with you.
(Although the instructions are the same, give them separately to the
three volunteers.)
Round One
Request Volunteers A and B to come inside and start the game.
Let the interaction go on for five minutes. Then ask the volunteers lo
stop.
This game has the potential of illustrating the different strategies u c
use to persuade people. It is quite likely that Volunteer B may try to
coax. heg. plead, throw a tantrum and so on to persuade Volunteer
A to do as he wants.
There is no way ofpredicting the outcome of the interaction.
Volunteer A may keep resisting, or he may /ina//y give in.
Round Two
Call in Volunteer C and play the game again. This time it is
Volunteer C's turn to persuade Volunteer A.
Stop the game after five minutes.
214
Round Three
In this round. Volunteer D persuades Volunteer A.
At the end of the three rounds, ask Volunteer A to tell the large
group which volunteer was the most persuasive and why.
Then discuss the same question with the large group.
Sum up the exercise with the help of the following points.
As we saw in the game, it is not easy to moth ate people. It
takes effort to motivate someone, even for something as trivial
as coming to see a film. The game also showed that our efforts
at motivating others can result in fill, partial or no success.
The game therefore reminds us of some important points regarding our work
of motivation.
• Motivating our groups to bring about change in those aspects
of behaviour which are based on strongly held beliefs and
values is a difficult task.
• We may not succeed in motivating our groups in just one interaction.
• We may not succeed in every case -- we may be able to motivate
some people but not others.
• We may achieve partial success - we may be able to bring about
change only in some aspects of behaviour, or we may succeed for a
limited time before the person goes back to his original behaviour.
• There may be some cases where, despite our best efforts over a
series of interactions, we may fail to motivate.
W e must accept these facts so that we do not get discouraged and
frustrated and so that we do not make unrealistic demands of ourselves.
At the same time, wo need to do everything possible to motivate our
groups. This includes
• Looking for innovative strategies to motivate — using, for example,
the truck drivers' love for family to make the point that unsafe
sexual practices can put not only their own health but also the health
and well-being of their family at risk.
215
• Emphasizing positive messages -- for example, "STDs can be
prevented", "Most STDS can be fully and completely treated".
• Relating information to their lives.
• Providing alternatives.
• Relating to the groups in such a way that they do not feel they
are targets for information-giving but people whom we are
genuinely concerned about.
Finally, we need to keep in mind that we are not the only ones in the Project
who are responsible for motivation. It is. for example, also the counsellor's
role to motivate our groups to go to the doctor and to continue with the
treatment. Therefore, we should not take the entire responsibility of
motivation upon ourselves.
Wonder who thought
of this strategy...
216
Objective
To explore ways of dealing with misconceptions among our groups
DAY
Session 2
EXERCISE 2
ACTIVITY
Methodology
Divide the participants into three groups. Distribute copies of
Case-sheet 11 to each group. Assign one situation outlined in the
Case-sheet to each small group.
Role-play
Large group interaction
Give the groups ten minutes to prepare for their role-plays. Then ask
all the participants to reassemble as a large group.
Case-sheet 11
Checklist 4
Distribute Checklist 4 to all the participants. Tell them that after each
role-play they have to fill out the relevant portion of the checklist. (The
group performing the role-play does not fill out the portion of the
checklist which deals with their role-play.)
Materials
1 hour
Ask the first group to perform the role-play. After the performance, give
the large group five minutes to write their responses in the checklist
Then conduct a discussion on the role-play with the large group, on the
basis of the questions outlined in the checklist.
Follow the same procedure for the other two role-plays as well.
Sum up the exercise with the help of the following points.
As we saw in the role-plays, our groups have many misconceptions
with regard to STDs. Before we try to find ways of dealing with them,
let's spend a little time discussing how misconceptions get generated.
How do misconceptions get generated?
Often our groups are not ready to accept the information we give them because
it contradicts w hat they believe. These misconceptions or wrong beliefs could
be the result of
•
Incorrect information
For example, a person may wrongly believe that STDs arc not curable.
217
• Incomplete information
A person may know how STDs are caused but may not know that
there is a practical way to prevent them by using condoms.
• Distorted information
A doctor could have prescribed some medicines and told the patient
that the swelling would subside within three to five days. The patient may.
however, have understood this to mean that he would be cured within three
days. He may therefore lose faith in the medical treatment, if there is no
improvement by the fourth day.
In this case, it is the wrong interpretation of what the doctor told the
patient that led him to believe (wrongly, of course), that medicines
prescribed by medical practitioners do not work for STDs.
• Traditional beliefs
When people grow up hearing wrong beliefs such as "Having sex with
a virgin can cure STDs" or “It is not manly to use condoms", or when these
messages are reinforced by their peers and by the environment around
them, they may take these wrong beliefs to be the -truth".
How should we deal with misconceptions?
We should not dismiss them outright. In fact, we should take care to see that we
do not, either through our words or our body language, make the person feel
that he is foolish or ignorant.
We could acknowledge that the misconception as voiced by the person is quite
common. And then we could ask the person to explain why he holds such a
belief.
\
Next, we should gently hut firmly counter the misconception hy providing
the correct information or facts.
Cures everything
including AIDS!
Since beliefs arc deep-rooted, we may not
always be able to "erase” a misconception
with just one ’’dose” of information.
We may need repeated opportunities to make our
groups accept the correct information. We could
also involve people whom our groups look up to
and respect — such as peer educators — to
reinforce the correct information.
°f-f <a ltd
-
or-
$ cri I ■ ’1
Objective
To have an opportunity to put into practice some of the skills and
learnings highlighted during the day
ACTIVITY
In this practice session participants are involved in performing
and analyzing four role-plavs.
The procedure to be followed for each role-play is outlined
below.
I.
■)
Call the required number of volunteers to act in the role-play.
Guidelines on the number of actors in each role-play as well as on
how to instruct them about their roles are outlined in the box at
the end of this exercise.
DAY
Session 3
EXERCISE 1
Methodology
Role-play
Materials
Practice sheet 4
Practice checklist 4
2 hours
Instruct the actors regarding their roles. These instructions (for
each role-play situation) are outlined in Practice sheet 4. You
could tear out the instructions from this sheet and hand them over to
the actors.
3.
Explain to the actors that while performing the role-plays they
should keep-in mind the points discussed and learnt during the
course of the day. These included:
* Aspects of effective group communication
* Dealing with misconceptions.
4.
Distribute copies of Practice checklist 4 to the large group, that is, to
everyone who is not enacting that particular role-play. Instruct the large
group to go through the checklist before the role-play begins, observe
the role-play carefully and note down their comments at the end of
role-play.
s. Begin the role-play.
6.
After the performance, involve the large group in analyzing the
role-play. Use the checklist as a guide line. Read out each point
from the checklist and ask for responses from the large group.
7
Encourage the actors to respond to the observations made by the
group and to share what they felt while performing the role-play.
219
8.
Ask the actor who performed outreach worker's role to share the
way in which she used the day's learnings while enacting the
role-play.
9.
Appreciate the efforts of the actors as well as the observers
before proceeding to the next role-play.
Situation Number of actors
No.
Instructions regarding roles
1
5 truck drivers + 1 outreach
worker
Separate instructions for
outreach worker; instructions
together for group of truck
drivers.
2
5 truck drivers + 1 outreach
worker
Separate instructions for
outreach worker': instructions
together for group of truck
drivers.
3
1 helper + I outreach worker
To be given separately to each
volunteer.
4
1 mechanic - 1 outreach worker To be given separately to each
volunteer.
Day S
220
Objective
DAY
To have a complete picture of the main elements that make for effective
interpersonal communication between us and our groups
Session 4
EXERCISE 1
ACTIVITY
Di\ ide the participants into two groups. Distribute copies of Script
3 to all the participants. Instruct the groups to read both Part A and
Part B of the script.
Instruct the First group to analyze Part A of the script and the
second group to analyze Part B. The analysis should focus on the
fol lowing points.
* Briefly’describe what Amir is doing in the section of the
script allotted to you.
* Comment on the way Amir performed his tasks.
❖ What have you learnt from the way he handled different
aspects of the interaction?
* Do you think he could have handled any aspects better?
Give your suggestions.
Methodology
Small group work
Script analysis
Materials
Script 3
1 hour 45 minutes
Give the groups 30 minutes to work out their analysis.
Remind them that one member from each group will have to present
their analysis to the large group.
Ask the first group to make their presentation.
Appreciate the efforts of the group and then discuss the presentation
with the large group.
Use the analysis’given below as reference.
Follow the same procedure for the second group.
ANALYSIS OF PART A OF SCRIPT
• Amir met a repeat contact. Ramu. From interaction it was clear
that Amir had established a good rapport with him. Ramu was
keen to give him the news about his newly born daughter. He
talked about his own health also. All this showed that for Ramu.
Amir was a health worker as well as his friend. Amir also
reciprocated by being friendly.
22 I
• It was evident that Amir had the support of the local community. The
transport company manager, for example, was acting as a link and
keeping him informed about the truck drivers.
• Amir handled the group dynamics effectively.
— He did not get upset by Santa Singh's hostility.
— He clarified his role and explained why health workers like
him talked about issues related to sex.
— He also dealt effectively with their feeling of being targeted.
He explained that information about STDs and AIDS was being
given to everybody - college students, office workers, basti
women and youth.
In this way, Amir used a rational approach to handle the group's
feelings of hostility, apprehension and mistrust.
You talk about sex...
you are no older than my son!
u
few®
rs
v
I
Is it true thcH^
STDs are caused by
eating pungent food?.
7
• Amir did not immediately start giving information. He took cues
from the truck drivers themselves to further the interaction: if
they asked a question, he answered it; if there was a
misconception, he clarified it. His explanations were convincing
and presented in simple language.
• Also, Amir was careful not to dismiss the truck drivers' opinions
and views, even if he did not agree with them. For example, when
Periasamy voiced the misconception about pungent food causing
STDs. Amir first acknowledged that there were many people who
thought like that. Then he clarified the misconception. In this
way, he ensured that Periasamy did not look ridiculous in front of
his peers.
&
o
777
I
...It is because we\
are concerned about
your health...
/
• Amir used the flip chart to give the main information only when
he felt that he had established a good rapport with the group. He also
sought permission from the group by asking them whether they
wanted to listen to the story he had to tell.
ANALYSIS OF PART B OF SCRIP!
• Before starting with the story of the flip chart. Amir said a few
words about the story — to set it within a context. He also told
the group to ask him questions at any time. In this way. he sent a
clear signal to the group that he wanted them not just to listen to
the story but also to participate in it. An environment lor a twoway interaction was thus created by Amir.
• Amir related the story to the group's experience - telling them
that they too must be used to bring stuck in traffic jams, just li^c
Ustaad and Vijay in the story.
• When talking about commercial sex workers, Amir made general
observations. He did not ask the group about their particular in
this regard. This way, the issue of visiting or not visiting
commercial sex workers did not become a personal one. The
group members did not feel targeted and therefore remained open
to receiving critical information.
• Whether Amir was talking about visiting commercial sex workers
or about anal sex, his approach was non-judgemental.
• Although Amir used a flip chart, he went beyond its scope,
wherever he though it was necessary. For example, the flip chart
mentioned that anal sex increased the chances of getting a clear
explanation so that the group could understand the relationship
between anal sex and HIV.
• Amir encouraged the group members to participate in the
discussion.
"
What do you think?
Does anal sex increase
the chance of getting HIV?
• He clarified misconceptions gently but firmly. Amir was careful
not to offend the group member whose question called for a
clarification. On the other hand, he saw to it that the correct
explanation was provided.
• Amir's language was simple. His facts were correct.
• Amir reinforced the key messages at the end of the session.
• Even after the session had more or less come to an end., Amir
remained observant. That is when he noticed that Josey wanted to
say something. And, because he had the support of the local
people, Amir could call upon the tea stall owner to translate for them
• Amir took every opportunity to reinforce his concern for their
health.
• He made sure that the group knew how to get in touch with him.
This way he set the stage for follow-up.
Sum up the exercise with the help of the following points.
As we saw in Amir's case, each interaction is unique. Factors
such as time of day. time available for the interaction, the kind
of site and physical environment, the nature of the group, our
state of mind — all these factors make each interaction different.
Each interaction therefore makes its own demands as to how to
approach, how to give information and how to motivate our groups to
adopt safer sex practices. There is no single, correct way of doing this.
This means that we have to use our own judgement and skills in choosing
communication strategies which are most appropriate to a particular group at
a particular point. At the same time, all our interactions with our groups
must be based on values such as respect and trust and a genuine concern for
their well-being.
Objective
To sum up the main learning points of Day Five of the workshop
DAY
Session 4
ACTIVITY
Project OHP sheet 8.
EXERCISE 2
Methodology
OHP presentation
Invite a volunteer from the large group to read out the first learning point
projected on the screen. Ask her to talk brief; about the activity that
focused on that point.
Similarly, invite•i*other volunteers to talk about the other learning points,
Materials
OHP sheet 8
15 minutes
o
o
DM
o
FIVE
-
___ __________
o
Resource Materials
0
o
DAY
Session 1
EXERCISE 1
I.
Did all the members of the group actively participate in the discussion?
Checklist 3
Did some of the members dominate the discussion?
3.
Did the discussion remain focused on the theme, throughout?
4.
Did you find the discussion lively and interesting?
5a.
What is your general impression of the group leader’s role in the
discussion9
5b.
Did the group leader introduce the topic and sum up the discussion?
Should she have done so?
5c.
Did the group leader involve everyone in the discussion?
5d.
If some members dominated the discussion, how did the group leader
handle the situation?
5e.
What did the group leader do to ensure that the discussion remained
focused on the topic? What did she do if it moved away from the topic?
■'A
229
DAY
Session 1
EXERCISE 1
Poster 11
Group Communication
Our Audience
Our Role
Different group members may • Make everyone comfortable by
creating an open and friendly
respond differently; some may
atmosphere.
dominate discussion, some
• Initiate discussion by putting
may remain silent...
forth one point of view and
inviting responses.
• Ask specific questions to draw
out different opinions.
230
Different points of view may
lead to heated arguments.
• Interrupt heated arguments
gently but firmly.
• Ensure that certain rules are
followed -- no personal
remarks, everyone's opinion
must be listened to and
respected.
Discussion may tend to move
away from the main topic.
• Keep discussion focused by
bringing back attention to the
main topic.
• Use appropriate media material
to keep the group interested in
the topic
• Sum up all points of view to
conclude discussion.
DAY
Session 1
5-6 truck drivers are having a discussion on the election
results. A senior truck driver, Nizambhai, notices outreach
worker Suraj, calls out to him and asks him how he is. Suraj
joins the group. He recognizes some of the older drivers
from his earlier interactions with them. However, he does
not know any of the younger drivers. Nizambhai introduces
Suraj to the group.
What should Suraj do in this situation?
EXERCISE 2
Poster 12A
23 I
DAY
Session 1
EXERCISE 2
Poster 12B
232
Outreach worker Meena is at a transport company office.
She has called 6-7 drivers whom she has met previously,
to come and see a flip chart on condom use. As she is
narrating the story, some new drivers join the group, while
others leave as their names are called. When Meena
starts showing the pictures on condom use, some drivers
begin to giggle and start talking amongst themselves.
How should Meena handle the situation?
DAY
Session 1
EXERCISE 2
Shiraz has been invited by a transport union to organize
a lecture on STDs and AIDS at which at least fifty drivers will
be present.
How can he make his lecture interesting and effective?
Poster 12C
| PH A ft a
i
£
\
233
DAY
Session 1
EXERCISE 2
Aspects ofgroup coiniiiiinicaiioii
Handout
234
•
The pattern of interaction or the nature of interaction among the members ol'a
group can be loosely called group dynamics. Since a group consists of
different individuals, the way each person reacts will be different. For
instance, some members may be more vocal, while others may be quiet.
Some may cooperate more than others, some may have greater influence
within the group.
•
Generally, those who are older or more educated or experienced, or have a
better economic status, exert more influence over the other members ol'a
group. Such people could be a positive force within the group. They can be
used as leaders by giving them some responsibility.
•
However, sometimes such individuals could dominate the group to such an
extent that other members may feel inhibited or unable to speak. In such a
situation, we have to make a greater effort to make everyone participate. We
could ask different members to summarize key points, invite them to share
their views - in these ways we could ensure that everyone feels involved.
•
If we notice that some members of a group are particularly shy or hesitant to
speak, perhaps because they are younger, we could ask them to come and
see us separately or encourage them to ask questions.
•
Sometimes there may be individuals within a group who do not listen, who
disturb the others by talking, who may even get aggressive and ridicule the
whole activity. In such a situation, we should address the problem by talking
to such individuals, by requesting them to listen and by encouraging them to
share their own experiences. Il is also possible that the group itself may exert
some pressure on such non-cooperative individuals.
•
Peers can be a great support in helping us in the process of giving information.
For example, if one or two commercial sex workers support our message of
condom use, it becomes easier to convince the whole group. However, we
should take care to see that peer support does not turn into peer pressure.
We must ensure that each group member feels free to express her views even
if they are different from the views of her peers.
Media material could be used to hold a group's attention or initiate a
discussion
At the beginning of any group discussion, we could lay down some
ground rules — that everyone's opinion must be listened to and respected;
that ridiculing or pointing fingers at group members will not be
pennitted. and so on.
Personal questions must be avoided during a group session. If anyone has
any personal questions, they could meet us personally for clarification.
While conducting group sessions, we also have to play the role of a
moderator. We have to ensure that arguments do not get too heated and
that the discussioinemains focused on the main topic. At the same time,
we need to create an atmosphere in which our groups feel free to express
their opinions and share their ideas.
A group is a unit but we should always remember that every individual in
a group is important, and give equal attention and respect to each
member of the group.
DAY
Session 2
EXERCISE 2
Case-sheet 11
Situation One
Outreach worker Geela is giving information to a group of truck drivers.
Padam, a senior truck driver, says that there is nothing like STDs, and that it
is just the body heat that sometimes comes out. Another truck driven
Venkat. agrees with Padam and says that there is no need to go to the doctor
— that the best cure is washing the area with radiator water.
In the role-play, show Geeta handling this situation.
Situation Two
Outreach worker Ranjit is talking to truck driver Lakhan about the use of
condoms. After sometime, truck driver Bahadur joins them. He listens for a little
while and then tells Lakhan not to waste his time with condoms - that they are
useless and that they take away the fun. Lakhan asks the outreach worker
whether this is tine.
In the role-play, show Ranjit handling this situation.
Situation Three
Outreach worker Archana is talking to commercial sex worker Pinky who
has symptoms of an STD. Archana gives Pinky the address of an STD clinic.
Pinky tells the outreach worker that she is ready to take whatever medicines
Archanadidi gives her. But she will not go to any clinic as she has heard that
doctors give injections and kill people who have such diseases.
In the role-play, show Archana handling this situation.
236
DAY
Session 2
EXERCISE 2
Analyze the three role-plays on the basis of following points:
Role-play I
I. What was the
misconception?
1. What could the reasons
be for the person to have
the misconception?
3. What was the outreach
worker's response?
4. Did the outreach worker's
words and body language
convey an attitude of
disrespect or ridicule
towards the person?
5. Did the outreach worker
give correct information?
6. Do you think that the
outreach worker's handling
of the situation was effective?
Role-play 2
Role-play 3
Checklist 4
DAY
Session 3
EXERCISE 1
Practice sheet 4
Practice situation One
Outreach worker
At a halt point, an outreach worker sees a group of five truck drivers
relaxing outside the dhaba. The outreach worker has not seen them at this
halt point before. He wants to approach them, get to know them and give
them some information, if necessary. He is also carrying some media
material.
You have to play the role of the outreach worker.
Group of truck drivers
Outside a dhaba. five truck drivers are relaxing fora little while. They have just
finished their lunch and have about half an hour before they have to set out again.
They are approached by an outreach worker who has a discussion w ilh them.
Bajirao
Is a senior truck driver who is respected by everyone. He lakes an acti\ e part
in the discussion. Once or twice he even helps out the outreach worker by
handling the questions and comments of his fellow drivers.
Navneet
Is a young truck driver. He has some information on STDs but is hesitant to talk.
Shaked
Actively participates in the discussion. He wants to use this opportunity to
clarify his doubts. He also wants to know more about STDs and asks many questions.
Arunbhai
Joins the group in the middle of the discussion and listens attentively.
Susheel
Joins the group in the middle of the discussion. Though young, he tries to
dominate the group by intervening in the discussion and answering the other
drivers' questions.
Five participants have to play the role of the five truck drivers.
238
Practice situation Two
Outreach worker
At a transport company, an outreach worker is chaffing w ith a group of truck
drivers with whom he is familiar. Just a few/ days earlier, he had taken a session
w ith them on STDs. One of the group members now tells him to give them
information on AIDS. Therefore, the outreach worker begins by giving them
some general information on AIDS. He then explains the signs and symptoms.
When the role-play begins, the outreach worker is just starting to give
information on treatment...
You have to play the role of the outreach worker.
Group of truck drivers
A group of five truck drivers are chatting with an outreach worker whom they
are familiar with. They have interacted with him just a few days earlier, when
the outreach worker had conducted a session on STDs. One of the truck
dri\ ers now asks the outreach worker to talk to them about AIDS. The
outreach w orker does so. giving them some general information and also
explaining the signs and symptoms.
When the role-play begins, the outreach worker is just starting to give
information on treatment...
Sriprakash
Has been listening attentively. When the outreach worker starts talking about
treatment, he insists that there is a cure for AIDS and that his friend has met
people who have been cured. He is determined to make the outreach worker
agree with his point of view and is unwilling to accept the explanation offered
bv the outreach worker.
Kanaiyalal
Agrees w ilh Sriprakash. He says that he too has heard such stories.
I day Singh
Tells the others to give the outreach worker a chance to finish his explanation.
Michael
Wants the outreach worker to talk about prevention. He looks scared.
Jeetendra
Makes fun of Michael — "What is there to be scared of., .we all have to die
one day or another... if not from AIDS, them from a road accident..."
Five participants haye to play the role of the five truck drivers.
239
Practice situation Three
Outreach worker
At a No Entry Point, an outreach worker notices a helper resting near his truck
He approaches him and spends a few minutes in general chit-chat. He then wants to
move on to information-giving.
You have to play the role of the outreach worker.
Helper
George is resting near his truck. He is not feeling well and suspects that it is
because of the painful itch which he has developed around his genital area. He
is worried about his condition and indirectly tries to convey this to the outreach
worker. However, he is not very open to the idea of going to the doctor for
treatment. Therefore when the outreach worker talks about treatment, he resists
the idea initially.
You have to play the role of the helper.
Practice situation Four
Outreach worker
An outreach worker is having a friendly chat with Krishna, the mechanic to
whom all the truck drivers entrust their vehicles. Krishna has always been
helpful towards the outreach worker. For example. Krishna had agreed to
display posters on STDs outside his garage and even sends truck drivers to the
outreach worker for advice occasionally.
During this interaction, the outreach worker is requesting Krishna to keep a box
of'condoms in his garage and to make them available to those who ask for them.
You have to play the role of outreach worker.
Mechanic
Krishna has done his best to help the outreach worker in his work. He had
agreed to display posters on STDs outside his garage. He even sends truck
drivers to the outreach worker for advice occasionally.
During this interaction, the outreach worker is requesting Krishna to keep a box
of condoms in his garage and to make them available to those who ask lor them.
Krishna does not know how to react to this request. He is not sure whether he
wants to get involved in condom distribution.
You have to play the role of the mechanic.
240
DAY
Session 3
EXERCISE 1
Checklist for Practice situation One
I.
Did the outreach worker involve all the group members in the discussion?
2.
Did he use different strategies to handle the senior and the younger truck
drivers?
3.
Did he encourage the quiet members to share their thoughts and ideas?
4.
Did he repeat the key messages to reinforce the information as the group
w as Hu id?
5.
Did he make an effort to involve the members who joined late?
6.
Did he handle the dominating group member tactfully?
7.
Was the outreach worker able to keep all the group members interested?
8.
Was it necessary to use media material in this situation'?
9.
Did the outreach worker ask questions to involve all the members in the
discussion'?
Practice checklist 4
IO. Did he involve the group members to sum up the discussion and repeat the
key messages?
241
Checklist for Practice situation Two
1.
Did the outreach worker deal with the point raised by Sriprakash?
2.
Did the outreach worker create an environment that facilitated participation?
3.
Was the outreach worker able to address the wrong belief of Sriprakash
and Kanaiyalal?
4.
Was he tactful while addressing the myths regarding the treatment of AIDS?
5.
If the truck drivers are not convinced by his explanation, should the outreach
worker consider his efforts to have failed?
6.
Did the outreach worker use Jeetendra's comments as an opportunity to talk
about prevention of AIDS?
7.
How did the outreach worker handle the other group dynamics?
8.
Did he involve the group members to sum up the discussion and repeal
the key messages'?
9.
Did he deal with the misconceptions of the group members'?
10. Did the outreach worker use any member from the peer group to deal
with misconceptions or other related issues?
242
Checklist for Practice situation Three
1.
Was the outreach worker able to identify George's problem?
2.
Did he encourage George to share his problem?
3.
Did he deal with George's problem sensitively?
-I-
Did the outreach worker handle George's initial resistance to treatment?
S.
Did the outreach worker use the right strategies to motivate George?
61
Was he finally able to motivate George to seek treatment?
7
What strategies did the outreach worker use to motivate?
S.
If the outreach worker was not successful, what could the reasons be?
243
Checklist for Practice situation Four
1.
How did the outreach worker bring up the topic of Krishna stocking
condoms?
2.
Was he successful convincing Krishna?
3.
If the outreach worker was not successful, what could have been
the reasons?
4.
Can you suggest any other strategies to convince Krishna?
5.
Did the outreach worker handle Krishna's initial resistance to stocking
the condoms? :
6.
Did the outreach worker use the right strategies to persuade Krishna?
244
DAY
Session 4
EXERCISE 1
Part A
Scene: Transport Company Office
The transport company manager calls out to outreach worker Amir who is
talking to some drivers.
Manager
Arre. Amir — Ramu is looking for you.
Amir
Ja/gaonwal/a Raimi?
Manager
Correct.
Amir
Where is he. I have not seen him for some time?
./usi then, the manager sees Raimi coming towards them.
Manager
Ramu. you will live hundred years- I was just talking to doctorsaab about you.
Amir
Seeing you after a long time. Ramu! How is everything?
Ramu
Everything is fine. My wife... she... I have baby' girl now.
Amir
Congratulations! What have you named her?
Ramu
We are thinking of calling her Madhuri.
Amir
That's nice. And how is Madhuri keeping?
Script 3
Ramu
In good health. Actually. I was unwell
okay.
had fever for 3-4 days, but now 1 am
Amir
Anyway, it is good to see you.
Ramu
Me too. I was asking manager about you
Amir
Anything the matter?
Ramu
No. nothing. 1 just want you to meet some of my friends. They are sitting at the tea
stall. You will come?
Amir and Ramu walk towards the tea stall.
Scene: Tea Stall
Ramu introduces Amir to a group of drivers — Santa Singh. Abdul Razak.
Vikram Yadav and Periasamv.
Ramu
And this is doctorsaab. You all talk to him. 1 will come back in a little while.
Ramu leaves.
Santa Singh
So, you are the doctorsaab?
Amir
That's what Ramu calls me. But actually. 1 am not a doctor.
I am a health worker from XYZ organization.
Santa Singh
Looks like you people are everywhere. 1 saw one of your kind at previous
halt point- talking about condoms and sex...
Amir
So you met a health worker at the previous halt point... good! What all did he
tell you?
Santa Singh
Who is interested in what he said!
246
Abdul Razak
Santa Singh, will you keep quiet!
But is it true Amir — you talk about sex — why. you are no older than my son!
Amir
We give information on specific types of illnesses; you may have heard about
STDs — these diseases can be easily prevented and are caused due to
unprotected sex. That is why we health workers have to talk about sex. It is
because we are concerned about your health.
Vikram Yadav
What is unprotected sex?
Amir
Unprotected sex means having sex without using a condom.
Santa Singh
But why should we use condom, it causes more problems and takes away the
fun
Amir
Many people feel that using condoms takes away the pleasure. Actually, a
condom is made of very thin rubber. It is so thin that it does not really take away
the enjoyment. What the condom takes away is the wony — of getting certain
diseases that are transmitted through sexual activity. If you see it in this way.
you could say that condoms increase pleasure by allowing us to be tension-free.
Periasamy
But I heard that such diseases are caused by eating pungent food. That is why
1 have stopped eating chillies.
Amir
There are many misconceptions about how STDs are caused.
Some people think they are caused by eating pungent food. Some people
think the long hours of driving causes STDs. All this is not true. An STD is a
type of illness. Like any other illness, there are scientific reasons why an STD is
caused. One of the main reasons is having sex without using a condom.
Santa Singh
You keep talking about condoms. Is there nothing else you can give us
information about0 And. let me ask you another thing - why are you talking
to us about these things? These things only happen to people who go to those
women!
247
Amir
It is true that commercial sex workers have sex with many people and so they
have a greater chance of getting an STD. And they can also pass on the
disease to their customers. But it is not true that only people who go to
commercial sex workers get STDs. Anybody who has unprotected sex can
get an STD. And that is why information about STDs and AIDS is given to
everybody - college students, office workers, basti women and youth - so
that everyone can protect themselves.
Amir (continues)
We health workers work on the highway and that is why we get the
opportunity to give information to you. to talk to you, so you can protect
yourselves. And, you can help others also by giving them the information.
Santa Singh
Information is not going to change anything!
With that. Santa Singh walks away, grumbling. Two other drivers join the
group. They are Anthony Jose and Partap Singh.
Abdul Razak
You continue Amirbhai - pay no heed to that man.
Amir
Well, I could tell you a story about a truck driver and what happened to him
Abdul Razak nods his consent. So, Amir opens his bag. takes out a/lip chart
entitled "Dosti Wbhi doh" and settles down to conduct a session.
End of Part A.
248
Part B
Scene: Tea Stall
With flip chart entitled "Dosti Wahi Joh ” in hand, Amir begins a group
session with the truck drivers.
Amir
This is a story about some drivers. I will tell it with the help of these pictures.
You feel free to ask me questions at any time.
shows Picture One.
There is a traffic jam on the highway. And along with many other trucks. Ustaad
and Vijay's truck is also stuck in the jam. Situations like this must be very familiar
to all of you. getting stuck in the heat for hours and hours...
Periasamy
It is a daily problem. So much time is wasted!
Amir
Finally, quite late in the evening. Ustaad and Vijay halt at Rustom's dhaba
where they meet their friends. They have a meal together. Rustom asks them.
'Will you be spending the night here or are you visiting Juliet?"
Amir notices his audience whispering among themselves.
Amir (matter offactly)
Since truck drivers live away from their families for very long periods of time,
some of them visit commercial sex workers to satisfy their sexual need. Some
have sex with other men.
Amir continues with the story in which truck driver Nikka gets an STD. Amir
clarifies some misconceptions about how STDs can be treated. The discussion
moves on to anal sex as one way of avoiding STDs. Amir shows them the
picture of driver Singh who is suggesting that his friend should "try/reverse
gear". Ustaad dismisses the suggestion saying it increases the risk of being
infected with AIDS.
Amir (asks the group)
What do you all think1? Does anal sex increase the chance of getting HIV?
Some of the drivers say yes. others say that they don't know.
Amir
Anal sex does increase the chance of getting infected by HIV This is because
the anus is not naturally moist and therefore can get cuts and bruises which
may bleed. If one of the partners has HIV he can pass it onto his partner when
his semen comes in contact with the exposed blood. It is this HIV that can
cause AIDS.
249
Amir continues with the story — how Ustaad and Nikka and Sukhi go to a
doctor who teds them about STD treatment and prevention.
Abdul Razak
But why should we go to doctor for treatment? It takes so much longer.
There is a man who sits at the Poolwalla halt point. My friend says he gives
some powder which cures much faster.
Amir
Some people do take such medicines and they may even feel better for some
time, but what we must remember is that they are not completely cured of the
disease. Actually, what happens is that some of the symptoms may disappear
with such street medicine —but the disease still remains inside the body. That
is why it is so important to go to a qualified doctor and to complete the full
course of treatment, however long it takes.
In this way, Amir takes the truck drivers, page by page through the /dp chart,
till the story is over. Then he reinforces the key messages including the
importance of using condoms every single time.
Partap Singh
Bui condoms are useless -- they tear or slip out.
Amir
This may have happened to some people, but if a condom is worn properly, it
will not tear. Nor will it slip off. I will show you how to use the condom.
A niif does a condom demonstration.
Abdul Razak
Looks like you are a master in using condoms. Look at me. I am double your
age, and still 1 don't know!
Amir
1 am not a master. But yes. I did learn how to use the condom correctly.
Because it is my job to show others, and to make them learn as well. That
way they can protect their own health and the health of their loved ones. And
one more thing, it does become easy with practice. In fact, would any of you
like to demonstrate the right way of using a condom?
Partap Singh volunteers. Amir helps him with the condom demonstration. He
then concludes the session by repeating the key messages regarding
svmptoms. prevention and treatment of STDs. He asks if any one has any
questions and teds them to keep this information in mind and to puss it on to
their friends as wed.
250
He then gives a few copies of the leaflet on STD prevention to the group and
points out the name and address of his organization which is printed on the
leaflet.
Just as he is finishing, a truck driver asks him something. But Amir cannot
understand his language.
Abdul Razak
This Josy, he can understand Hindi, but cannot speak it.
Amir
Wail. I will call Krishna, the tea stall owner. He speaks many languages and is
a big help in our work. In fact, if any of you want to meet me, you can just
leave a message with Krishna and he will pass it on to me.
After attending to Josy's questions through the interpretation of Krishna.
Amir bids the group goodbye. He repeats that he is usually around the tea
stall or in the transport company office and that they should not hesitate to
come and talk to him.
End of Part B.
251
DAY
Session 4
EXERCISE 2
OHP sheet 8
Day Five: Sum Up
•
Communicating with groups or conducting group
discussions requires some special skills and attitudes.
In a group discussion, we have to play the role of a
moderator.
•
Our tasks when moderating a group discussion understanding group dynamics; creating a friendly
atmosphere and making everybody comfortable;
keeping the discussion focused on the main topic;
reducing tension when there are heated arguments;
encouraging everyone to participate.
•
We need to adopt a variety of strategies to motivate
our groups to seek health services, since different
strategies may work with different individuals.
•
We should not take the entire responsibility of
motivation upon ourselves. Also, it is important to have
realistic expectations. This means not expecting
immediate results or a change in behaviour in each and
every case.
•
In order to deal with the misconceptions among our
groups about STDs and AIDS, we need to first
understand the reasons for these misconceptions, and
acknowledge them. We have to remove these
misconceptions by giving the right information tactfully,
in a way that does not ridicule the person who has such
misconceptions. Peer educators can also help in this
process, and in reinforcing our messages to our
groups.
iD/Vf
' ° fC
•i.
O
'
LO
SIX
o
o
Programme
o
o
DAY
Schedule
Session One 9.00 a.m. -10.00 a.m.
EXERCISE
OBJECTIVES
1 (1 hour)
To have an opportunity to put into
practice some of the skills and
learnings highlighted during the
course of the workshop
METHODOLOGY
Role-play
MATERIALS
Practice sheet 5
Practice checklist 5
Session Two 10.15 a.m. -1.00 p.m.
EXERCISE
OBJECTIVES
1 (30 mins.)
To acknowledge that we are often
likely-to encounter non-cooperation
or hostility from our groups
Game
Large group
interaction
2 (1 hour
15 mins.)
To collectively find ways to deal with
some problems and frustrations that
we may experience in our
day-to-day work
Large group
interaction
3(15 mins.)
To understand that an individual is
his or her own greatest resource
and that each one of us can make
a difference
Game
4(15 mins.)
To help outreach workers go back
with the feeling that their work is
challenging and important -- and that
they can do it well
Game
A large mat
5 (30 mins.)
To sum up the main learning points
of the workshop
Worksheet
Poster presentation
Worksheet: Our
learnings from the
workshop
Posters 13A, 13B,
13C. 13D and 13E
Handout: The role
of communication
in our work
METHODOLOGY
MATERIALS
Objective
DAY
To have an opportunity to put into practice some of the skills and
learnings highlighted during the course of the workshop
Session 1
ACTIVITY
Please note that for this session two role-plays have to he
eondneted at t>vo different venues.
Divide the participants into two groups, with one trainer in charge of
each group.
EXERCISE 1
Methodology
Role-play
Materials
Practice sheet 5
Practice checklist 5
There are a total of four role-plays. Thus each trainer will have to
conduct two role-plays for each group.
1 hours
The procedure to be followed for each role-play is outlined below.
I. Call the required number of volunteers and give appropriate
instructions. (Details about the number of volunteers and how
instructions are to be given are described in the box at the end of
this exercise.) You could tearout the instructions from Practice
sheet 5.
2. Distribute copies of Practice checklist S to the large group, that
is. to everyone who is not enacting that particular role-play. Ask
them to go through the checklist before the role-play begins,
observe the role-play carefully and note down their comments at
the end of the role-play.
3.
Call upon the volunteers to enact the role-play.
4. Analyze the role-play using the checklist as a guideline. Read out
each point from the checklist and ask for responses from the large
group. Encourage the actors to respond to the observations from
the group and to share what they felt while performing the role
play.
5. Appreciate the efforts of the actors as well as the observers
before proceeding to the next role-play.
Situation Number of actors
No.
25S
Instructions regarding roles
I
1 truck driver ~ 1 outreach
worker
7
1 truck driver - group of 6 truck To be given separately io truck
drivers + 1 outreach worker
driver and outreach worker;
instructions together for group
of truck drivers.
3
1 commercial sex worker +
To be given separately to each
1 Madam + I outreach worker volunteer.
4
4 truck drivers - I outreach
worker
To be given separately to each
volunteer.
Separate instructions for
outreach worker; instructions
together for group of truck
drivers.
Objective
To acknowledge that we are often likely to encounter non-cooperation or
hostility from our groups
DAY
Session 2
EXERCISE 1
ACTIVITY
Ask for two volunteers and take them outside. Tell them that they
have to make a three-minute speech to the large group. They can
select a topic of their choice for their speech. Give them about five
minutes for preparation.
Methodology
Game
Large group interaction
Materials
While the volunteers are preparing for their speech (outside the
room), tell the large group that in this game, two volunteers will
make a speech, one after another.
30 minutes
Tell the group that they should listen to the first speaker carefully
and with full attention, and applaud at the end. However, during the
second speech, they should try to distract the speaker and
discourage him. They should talk among themselves, look around
restlessly (one or two group members may even leave the room),
and simply not listen to the speech. They should do all this as
naturally as possible.
Call both the volunteers inside to rejoin the group, and start the
game. Let the first speaker address the group for about three
minutes. Then ask the second speaker to do the same.
At the end of the exercise, ask both the speakers to share how they
felt while making the speech.
Generally, the seeond speaker feels frustrated, hurt and angry at the
behaviour of thet group.
Apologize to the second speaker and explain that the group had
deliberately behaved badly as part of the exercise, and that no
offence was meant.
Then discuss the following with the large group.
* Which 'df the two situations resembles our field reality?
* How do we feel when our groups are not interested in our
information? I -low should we handle such situations?
* What should we do when we encounter non-cooperation and
hostility from our groups?
259
Encourage participants to discuss ways of dealing with the sense of
frustration and helplessness that we feel when our groups are not
interested in our information.
Conclude the exercise by making the following suggestions.
In the course of our work with truck drivers, cleaners and
commercial sex workers, we may often find that they are not
interested in what we are saying; that they do not always pay
attention; that some of them simply walk away from the
discussion. When this happens, it is natural to feel frustrated, angry, stressed
out. But does this mean that we should stop our work?
We need to find ways of coping with our own sense of frustration. We also
need to find ways of dealing with such situations in the field.
Some suggestions for coping with our own sense of frustration:
• The first thing is to acknowledge the sense of frustration. To accept that
there are some inherent constraints in the work we do. We also need to
understand that this kind of situation -- when the audience does not
respond positively to the message — can happen to any communicator,
whether he is an actor or a teacher or a politician. The point is we should
not let it overwhelm us.
• Sharing our feelings of anger and frustration with our colleagues can
not only help us to let off steam, but also provide an opportunity for a
more senior or experienced person to offer help and advice. Similarly,
talking about it to peer educators — such as shop owners, transport
company workers — may help, for they may be able to com nice our
groups about the importance of the information.
Some suggestions for dealing with groups which may not be cooperative or
may even be hostile:
• We may need to adopt different strategies to keep our groups interested
and defuse the situation if it becomes really tense. Often, a change of
topic (talking of politics, for example) can help us to ease the tension
when there is a serious argument or when we feel our group is becoming
hostile to us.
• If the group is really hostile, to a point where it is affecting us mentally and
emotionally, the best option, perhaps, would be to stop the session. (Of
course, this would happen only in extreme cases.)
In the next exercise we will talk about some other problems we lace in
the field and how we can deal with them.
260
Objective
To collectively find ways to deal with some problems and frustrations
that we may experience in our day-to-day work
ACTIVITY
Tell the participants that in this exercise we are going to discuss
some of the common problems that we encounter in our day-to-day
work. Also tell them that we are collectively going to look for
solutions to the problems.
Emphasize the fact that the discussion should focus on
problems related to communication with the groups they work
with.
DAY
Session 2
EXERCISE 2
Methodology
Large group interaction
Materials
1 hour 15 minutes
Listed below are some communication-related problems that vre
encounter in the field. Some guidelines towards possible solutions
are also suggested.
Do not restrict the discussion only to the problems mentioned
below. The objective of the exercise is to discuss the problems that
are raised by the participants themselves.
Also impress upon the participants that although a collective search
for answers is very useful, ultimately each one of us will have to
seek solutions that are appropriate in our own context and with our
own group.
What can we do when personal questions are asked by some
members of the group?
• This is a very sensitive and tricky area for which there cannot be one
solution. We are in a situation where we ask our groups to freely
disclose information related to their sexual life. Yet. when they ask us
similar questions we may feel embarrassed and threatened.
Often, people may ask us personal questions to embarrass us. to
challenge or get rid of us. We can answer the question in some
situations but we should not feel compelled to do so. Being
friendly with our groups does not mean that we have to reveal
personal details regarding our lives.
How do I make
them listen?
What can we do'about the problem of people refusing to believe us
or not accepting the information we give them?
• Sometimes, an individual or a group may refuse to listen to
anything we have to say. This could be because they are
embarrassed or feel threatened by the information. Therefore we
need to first build a rapport with them so that they feel
comfortable about talking to us.
26 I
In spite of this, if somebody refuses to listen, we could ask
them the reasons for this, listen to their point of view, and then
try to com ince them. If even this does not work, it may be best
to discontinue the dialogue. Forcing information on someone is
useless.
Often, in our work, there is a shortage of time, and it is difficult to gi\ c
full information. What can we do in such a situation'?
• Time is a key factor influencing our communication. We need
to condense the infonnation according to the time available for
a session. The Site at which we are working gives us a good
indication of the time that will be available for our session. On
the basis of this, we can prioritize our information — that is.
make sure that the most important messages are covered.
Information that is left out could be covered in the pamphlet or
other take-away material. Even if we are not able to give
complete information, our groups will come back to us if we
have communicated effectively, if we ha\e evoked their interest
and if we have built up a friendly relationship with them.
In spite of our efforts, our groups often refuse to seek treatment.
How can we deal with this problem'?
• There may be many reasons for this: therefore, we need to lust
find out why a person is refusing treatment.
One reason could be that people are unwilling to admit that
they have STDs. We need to address this fear by reassuring
them that their illness is nothing to be ashamed of and that it
can be completely cured.
Another reason may be past experience with treatment,
especially if they have found that the symptoms disappear in the
short term with their own medicines. We need to con\ ince them
that the disease may persist even when the outward symptoms
disappear, and that only complete treatment from a qualified
doctor can cure the illness. We should point out the long-term
benefits of proper treatment that their own health as well as the
health of their family is at stake, and that therefore the time and
expense on treatment is worth it.
People may also refuse to see a doctor because they find the
process of having their genitals examined and having to answer
personal questions embarrassing. We could help them get o\er
this embarrassment, again by pointing out the benefits to their
health. We could also remind them that a doctor is a
professional with whom there is no reason to feel shy. and that
all information between doctor and patient is strictly
confidential.
262
What all this means is, that we need to first understand the
reasons for people’s refusal This will help us to workout
strategies by which to motivate them. Our strategy may differ
from person to person. For example, while a truck driver may not
go to a doctor because he finds the costs of treatment high, a
commercial sex worker may not see a doctor because she fears
that if word spreads, it will affect her work. Once we know the
reason why a person is refusing treatment, we can work out our
strategy accordingly. We should also take the help of a
counsellor to motivate our groups to seek treatment.
Sometimes, truck drivers do agree to seek treatment, but we find out
later that many of them have not done so. What can we do in such a
situation?
• First of all. we need to remember that our task is to provide the
right information and motivation so that the drivers seek health
sen ices. Once we have done this, it is not within our control to
ensure that the drivers do indeed seek treatment. It is the
counsellor's responsibility to do this.
Another critical point is that the success of an interaction or
the effectiveness of our work cannot be measured merely in
terms of numbers. We should therefore not despair if we find
that the number of drivers who have actually taken treatment is
lower than the number of drivers who had agreed to do so.
Often, drivers refuse to use condoms because they feel it will reduce
sexual pleasure.'How can we convince them to use condoms, in such
a situation?
• We may need to use different strategies to deal with the drivers'
resistance.
We could try to convince them that there is very little loss of
pleasure due to condom use. We could give them the example of
a surgeon who uses gloves while performing operations, and point out
that the surgeon does not lose her sensitivity to touch by wearing
gloves. We could then go on to explain how a condom is made of
rubber that is even thinner than the rubber used for making gloves.
Hence the difference in sensation due to the condom is very little. We
could have the drivers touch and feel the condom, and wear it on their
fingers, so that they can see how thin it actually is.
We could also tell the drivers that in one sense, using a condom
can help to increase sexual pleasure by reducing the tension of
contracting diseases.
Another strategy would be to acknowledge the slight loss of
pleasure which can occur while using a condom, and then ask the
group to weigh this loss of pleasure against the risk to life and
health (their own and their families') posed by not using a
condom.
263
Objective
DAY
Session 2
EXERCISE 3
Methodology
Game
Materials
To understand that an individual is his or her own greatest resource and
that each one of us can make a difference
ACTIVITY
Divide the participants into three groups for this game. Tell them
that each group has to make a long line of things on the floor. The
participants cannot use any object around them to make the line.
They have to use only those things which are on their person -- such
as a handkerchief or a dupatta — to make the line.
Start the game. Allow about live minutes for the three groups to
make their lines. The group that makes the longest line is the winner.
15 minutes
At the end of the game, involve the large group in a discussion on
the following points.
* Name the resources that you used to make the line.
* Did any of you think of using your bodies as a resource'.’ Why.’
Why not?
Sum up the exercise with the help of the following points.
This game makes an important point about our work. As in
the game, in our work, too. we should not forget that each
one of us is our greatest resource. While we can certainly
take the help of people and things around us. our greatest
strength has to come from within -- we need to believe in ourselx cs. in our
own abilities. And this can come only if each one of us truly believes that pur
work is important, that it is worthw hile.
Again, just as every single object added to the length of the line, each one of
us has something to contribute -- indeed, each and every one of us can
make a difference.
264
Objective
DAY
To help outreach workers go back with the feeling that their work is
challenging and important -- and that they can do it well.
Session 2
EXERCISE 4
ACTIVITY
Methodology
This game, is plaved somewhat like musical chairs, hut with a
different purpose.
Game
Round One
Spread out a large mat on the floor. At a signal from you. ask the
participants to start running around the mat. At another signal, the
whole group has to try and stand on the mat. Emphasize that even if
the task is difficult, it is necessary for every participant to stand on
the mat.
(You couldplav some music, or heat on a plate with a spoon, to
indicate the start and stop of the activity.)
Round Two
Fold the mat in half, and repeat the activity.
Materials
A large mat
15 minutes
DO
"
Round Three
Fold the mat again (this time try to make it very small), and repeat
the activity.
At the end of the game, ask the participants to share how they felt
w hile playing the game. Ask them the following questions.
<
* Did it get more and more difficult to find standing room on
the mat? How did you try to overcome this problem?
* How did it feel when you did your best to accommodate
the others on the mat?
$ Does this game tell us anything about our work’?
A?
57
2
Sum up the exercise using the following points.
The task of trying to fit so many people on a single mat
was difficult. But not as difficult as the task that we are
engaged in - the task of providing information and
motivation to our groups in order to bring about a change
in their behaviour. The fact that we have to work with limited resources and
limited time adds to the challenge.
And vet. as the game showed us. it is indeed possible to overcome these
limitations if we work together and if we believe that we can do it.
265
Objective
DAY
To sump up the main learning points of the workshop
Session 2
EXERCISE 5
Methodology
Worksheet
Poster presentation
Materials
Worksheet: Our
learnings from the
worksop
Poster 13A. 13B. 13C,
13D and 13E
Handou: The role of
communication in our
work
30 minutes
266
ACTIVITY
Distribute copies of the Worksheet entitled Our learnings from the
workshop to the participants.
Ask them to reflect on all the activities over the last six days, and fill
out the worksheet. Make sure that the worksheet is filled out by the
participants individually.
Invite a few participants to share their responses with the large
group.
Then sum up the main learning points of the workshop with the
help of Posters 13A, I3B. 13C, 13D and 13E.
Finally, distribute copies of the handout entitled The role of
conununication in our work to conclude the workshop.
fDAY
°
o
LO
SIX
c
'
o
Resource Materials
o
o
DAY
Session 1
EXERCISE 1
Practice situation One
Practice sheet 5
Outreach worker
The outreach worker is part of the team that runs an STD clinic al the health
care centre al the hall point. The outreach worker is very busy as the clinic
has drawn a big crowd. In a little while, the outreach worker also wants to
go around the halt point to persuade more truck drivers to come to the clinic
Just then, truck driver Kishore enters the clinic and walks straight to the
outreach worker. Kishore makes it a point to meet the outieach wotket
ex ery time he stops at this particular halt point.
The role-play begins with Kishore entering the clinic and walking towards the
outreach worker. What should the outreach worker do?
You have to play the role of the outreach worker.
I ruck driver
Kishore knows and respects the outreach worker working at this halt point.
He has given him a lot of information about STDs and AIDS and also helped him
with his STD problem-.-So Kishore always makes it a point to meet the outreach
worker.
When Kishore is told that the outreach worker is at the dispensary, he goes
ox er there.
The role-play beginsyvith Kishore entering the clinic and walking towards the
outreach worker.
You have to play the role of the truck driver.
260
Practice situation Two
Outreach worker
Gurdas is a young outreach worker who has just joined the Healthy Highways
Project. At a No Entry Point, he notices a senior truck driver reading a
newspaper outside his truck. The outreach worker has not seen this driver
before. He is determined to give the truck driver some information.
You have to play the role of the outreach worker.
Truck driver
Sitting outside his truck at a No Entry Point. Kamalbhai is reading his
favourite newspaper. A young outreach worker approaches him. Kamalbhai
talks to him in a friendly manner but his body language indicates his
annoyance. When the outreach worker starts talking about STDs. Kamalbhai
tries to interrupt him a few times. He does not succeed as the outreach
worker keeps talking. Kamalbhai gets really angry and scolds the outreach
worker in a loud voice. Hearing the noise, the other truck drivers come to
see what has happened.
You have to play the role of the truck driver.
Six participants have to play the role of the six truck drivers who come
running out when they hear Kamalbhai's raised voice.
Practice situation Three
Outreach worker
On one of her regular visits to a brothel, an outreach worker notices that
commercial sex worker Veena is looking ill. She tries to find out w hat the
problem is and does whatever is necessary to help her.
You have to play the role of the outreach worker.
Commercial sex worker
Veena is familiar with the outreach worker. During her visits to the brothel
the outreach worker has given Veena a lot of information about STDs and
AIDS. That is why Veena is able to recognize that the heavy discharge she is
having could be a symptom of an STD. However, when the outreach worker
visits her this morning, she keeps denying having any problem and resists
going to see a doctor. Even when the Madam orders her to go. she still looks
unconvinced and worried.
Y ou have to play the role of the commercial sex worker.
270
Madam
Although Kantabai is rough and loud in her manner, she is concerned about
her girls. She does not mind the outreach worker visiting the brothel and
giving information to the girls. She herself has picked up a lot of information. This
morning, she is with Veena when the outreach worker tries to find out what the
problem is. When Veena hesitates about going to the doctor, she orders her to do
so.
You have to play the role of the Madam.
Practice situation Four
Outreach worker
At a canteen in a transshipment Site, an outreach worker notices a group of
four new truck drivers. He approaches them and within a few minutes starts
giving information to them.
You have to play the role of the outreach worker.
Group of truck drivers
Four truck drivers are in the canteen at a transshipment site. They have been
waiting for three days for their next shipment. They are worried because they
do not know the cause of the delay. Their body language indicates this. They
db not know the man who is approaching them.
Jhanu
Is not interested in anything other than getting the next shipment so that he
can go home. He has no information about STDs and AIDS.
Yiddhu
Although just as anxious as Jhanu to get the next shipment, Viddu remains
cheerful. He knows a little bit about STDs and has even gone for treatment.
He listens attentively to what the outreach worker is saying.
Mani
Although very quiet. Mani is interested in what the outreach worker has to say.
His body language communicates his interest.
David
Does not take the outreach worker seriously and tries to dominate the group. He
has a "know-it-all" attitude. However, most of what he says is incorrect, and
based on misconceptions.
Four participants have to play the role of the four truck drivers.
271
DAY
Session 1
EXERCISE 1
Practce sheet 5
Checklist for Practice situation One
I.
Did the outreach worker's body language, tone of voice communicate
a friendly attitude towards Kishore?
2.
Did the outreadh worker give Kishore any information?
3.
Was the information appropriate, given the fact that Kishore already had
basic information about STDs and AIDS?
4.
Was the outreach worker listening to Kishore?
S.
Does Kishore have the potential to be a peer educator? In what way could he
be of help to the outreach worker?
6.
Did the outreach worker say or do anything (for example, enquiring after his
family) to indicate his concern for Kishore. not just as a truck driver but as a
person?
27?
Checklist for Practice situation Two
1.
Was it a good time to approach the truck driver?
■)
How did the outreach worker introduce the topic of STDs?
3.
Did he introduce himself and facilitate the same from Kamalbhai?
4.
Did the outreach worker prepare Kamalbhai or ask his permission to speak to
him on this topic?
5.
Do you think that the outreach worker took into account Kamalbhai's
seniority while giving information?
6.
Do you think the outreach worker observed the fact that Kamalbhai was
getting upset?
7.
Did he change his strategy based on this observation?
S.
Did he make any effort to listen to Kamalbhai when he tried to interrupt him*?
9.
I low did the outreach worker handle the truck driver when he became very
angry?
10. Did Kamalbhai's aggressive behaviour have any effect on the outreach
worker's tone of voice, language, body language, and confidence level?
11. Did the outreach worker use any member from the peer group to deal with
misconceptions or other related issues?
12. Do you think that the interaction between Kamalbhai and the outreach
worker is an example of two-way communication?
273
Checklist for Practice situation Three
1.
Did the outreach worker encourage Veena to share information? Was her
strategy effective?
2.
Did the outreach worker ask questions to understand Veena s reluctance to
take treatment?
3.
Did the outreach worker provide information during this interaction? If so. was
the information necessary and relevant?
4.
Did the outreach worker take the madam's help to motivate Veena to seek
treatment?
.r
5.
Does the madam have the potential to be a peer educator? In what ways
could she help the outreach worker in her work?
6.
What cities did the outreach worker's tone of voice, language and body
language provide about her attitude towards (a) Veena and (b) the Madam?
7.
Was the outreach worker finally able to motivate Veena to seek treatment?
8.
Did the outreach worker convey her genuine concern for Veena's health?
274
Checklist for Practice situation Four
l.
How did the outreach worker approach the group? Was it effective?
2
Did he try to find out whether the group was willing to listen to him?
3.
Did he treat the group members with respect?
4.
Do you think the outreach worker observed the body language of the group
members when he approached them?
s. Did he (through his words or body language) communicate his concern for the
group'?
6.
Did he make ef forts to get all the group members to participate?
17.
Did the outreach worker use any media material? Which one?
S.
Was his choice of media material appropriate?
<)
Was it necessary to use media material in this situation?
10. Did the outreach worker introduce the media material?
11. While using the media material, did the outreach worker pause from time to time to
involve the group in the story?
12. Did he ask questions'?
13. Did he sum up the discussion?
14. Did the outreach worker use the time available effectively?
1 5. Did he effectively handle the group dynamics, especially David's attempt to
dominate the group?
275
DAY
Session 2
Our learnings from the workshop
EXERCISE 5
Worksheet
276
n
The 3 most important things
I learnt at the workshop are:
DAY
Session 2
EXERCISE 5
Poster 13A
Our Goal : Behaviour Change
UNAWARE
AWARENESS
CONCERN
ACQUIRING KNOWLEDGE
MOTIVATION
TRIAL
SUCCESS
AND SKILLS
Communication is
involved at each stage
Communication is a two-way process
277
DAY
Session 2
EXERCISE 5
Poster 13B
Effective communication involves
I
Right values
• Respect
• Sensitivity
• Trust
• Confidentiality
Right skills
• Observation
• Listening
• Use of appropriate language
• Using body language and
tone of voice effectively
0
278
n
DAY
Session 2
EXERCISE 5
Approach is critical.
For making an effective approach
• ensure that the time is right
• introduce yourself and give the person
approached a chance to introduce herself
• involve the person in conversation and establish
a friendly relationship
• use skills of observation and listening.
Poster 13C
I
Information is crucial.
It must be
• appropriate for group's needs
• accurate
• presented in an interesting manner.
While giving information
• make sure process is two-way
• clarify doubts
• address misconceptions
• repeat key messages
• use appropriate media material.
279
f1
DAY
Session 2
EXERCISE 5
Poster 13D
Using media material
• Use appropriate material, adapt for group's needs.
• Use material correctly (hold chart properly,
display poster at right height...).
• Introduce the material; involve group in discussion;
pause as required; check whether message is
understood.
• Look out for locally available material; innovate /
create own material.
Media material is supportive.
It cannot replace the outreach worker's
involvement.
2 SO
DAY
Session 2
EXERCISE 5
Behaviour change is a long process.
Poster 13E
It requires
• right information
• right motivation
V46
Each and every one of us can
contribute to this process.
DO
0
Our work is challenging...
but we can do it.
K7
<7
<3
<5
57
2S1
DAY
Session 2
EXERCISE 5
The role of 'communication in our work: A Sum l!p
Handout
•
Our goal as outreach workers is to help bring about behaviour change.
It is through effective communication that we can achieve this goal.
•
Effective communication is a two-way process in which both partners talk
and listen; share ideas, thoughts and feelings.
While we must never lose sight of our goal, we must be clear about our
specific responsibilities within the organization.
•
We must be realistic about the process of behaviour change -- that it is a
complex, long and difficult process, especially when the change involves a
personal and intimate aspect of behaviour.
•
Our work involves bringing about behaviour change in individuals, each one
of whom is unique and worthy of respect. We must respect each indi\ idual's
opinions, point of \ iew, feelings and experience.
•
We must see and present our work in the context of health. As health
workers, we are concerned with the overall health of our groups, although we
may be focusing only on one or two aspects.
•
Our approach is the first step in our interaction. We may need to adopt
different strategies to approach different groups such as truck dri\ ers.
cleaners and commercial sex workers. Even among a particular group, say
drivers, the way we would approach a senior driver would be different from
the way we would approach a much younger one.
•
We must be well prepared for our task of infomiation-gix ing. Our facts must
be accurate, we must familiarize ourselves w ilh the media material. We should
also make it a point to have some information about our groups — the w as'
they live, the nature of their work, their concerns, and so on.
While giving information we.must be clear about
— what is the main information
— to whom is it being given
— what is the most appropriate way to give the information.
282
kJ
Information-giving is not just about stating facts, it is also about asking
questions, encouraging responses, reinforcing key facts, clarifying doubts
and misconceptions.
We cannot give all the information to everyone. We will have to select the
information according to the needs of the group and the time available
forgi\ ing the information.
•
The selected information has to be given in small segments and not in
one continuou's flow. While conducting a session, we need to pause at
regular intervals, to ask questions, to allow the participants to interact, to
ensure that they are still attentive and interested.'
Statements by themselves are not very convincing. We must substantiate
them. For example, simply stating that anal sex increases the chances of
getting HIV isjaot enough. We must explain why.
We must not dismiss or reject misconceptions outright. This could be
offensive and could make the person feel ridiculous. We must allow the
person to put forth his views, acknowledge that it is a yiew held by many
people. And then we must present the correct position, and give reasons
to substantiate our point.
•
Our language should be simple. Using examples from daily life can help
make the information relevant and interesting.
Reinforce, repeat key messages.
•
We are our most important resource. We must use media material to
support our communication but never to replace our personal
intervention.
Before using the media material, we must introduce it and explain its
purpose. At the end we must sum up the key messages presented in the
media material. In other words, it is our personal interaction which must
open and close a session.
•
Skills of observation, listening, proper use of language, body language,
tone of voice as well as attitudes of respect, empathy, concern make for
e ffe c t i ve c o m m u n i c a t i o n.
•
Motivation for behaviour change works best when we present alternative
behaviours from which our groups can choose what is most appropriate
for them.
Our work is challenging, hut it is well worth doing.
For
We can make a difference...
283
REFERENCES
AIDS Prevention Education for Students and Youth — .4 Training Manual.
Directorate of Health Services, Government of Maharashtra, 1995.
Communicating about STDs / AIDS — How to Adapt. Develop and Use IEC
Materials. NACO and Xavier Institute of Communications. Mumbai. 1996:
HIV and AIDS-Manualfor Health Workers. Voluntary Health Association of
India, New Delhi, 1994.
HIV Prevention and Care - Teaching Modules for Nurses and Midwives.
World Health Organization. 1993.
How to Create an Effective Communication Project — Using the AIDSC A P
Strategy to Develop Successful Behaviour Change Interventions. AIDSC AP.
USA?
Interpersonal Conununication and Counsellingfor Family Planning. The
Planned Parenthood Federation of Nigeria, Nigeria. 1991.
Sexually Transmitted Diseases - - What Everybody Should Know. Voluntary
Health Association of India, New Delhi.
Talking AIDS — .A'Guide for Community Work. International Planned
Parenthood Federation. London. 1988.
284
285
\
Prepared for
Targeted Interventions among Highway Communities
National AIDS Control Programme, Government of India
Supported by Department for International Development, India
Prepared by
Xavier Institute of Communications, Mumbai
286
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