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300-345

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300-345 ...

MODULE 2

    Overview of Module 2 Following is a summary of the main content for each day of the training, along with the

    suggested time frame.

    Registration 10:0010:15 Welcome, introductions, and expectations 10:1510:45 Workshop objectives, agenda, and norms 10:4511:00 Tea 11:0011:15 Field experience mapping 11:1512:00 Lunch 12:001:00 Field experience review: Four corners 1:002:30 Figureheads: Extramarital sex and pregnancy 2:304:30 Evaluation of Day 1 4:304:45

    Total time: 6.75 hours

    10:0010:30 ; Review of Day 1 and overview of Day 2

    10:3012:30 ; Visual thinking

    11:30 ; Working tea

    12:301:30 ; Understanding storymaking

    1:302:30 ; Lunch

    2:304:30 ; Storymaking practice

    3:30 ; Working tea

    4:304:45 ; Evaluation of Day 2

    Total time: 6.75 hours

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    10:0010:30 ; Review of Day 2 and overview of Day 3

    10:3011:30 ; Role-play with freeze practice

    11:3011:45 ; Tea

    11:452:00 ; Practicum I: Storymaking, Role-Play with Freeze, and Experience-

    Sharing

    2:002:45 ; Lunch

    2:453:45 ; Safe abortion

    3:454:30 ; Emergency contraception

    4:304:45 ; Evaluation of Day 3

    Total time: 6.75 hours

    10:0010:30 ; Review of Day 3 and overview of Day 4

    10:3012:30 ; Community behavior change

    11:15 ; Working tea

    12:301:00 ; Introduction to magnification: Few to many

    1:001:45 ; Lunch

    1:453:45 ; Practicum II: Storymaking, Role-Play with Freeze, and Experience-

    Sharing

    3:454:30 ; Preparing for field practicum

    4:305:30 ; Evaluation and closing

    Total time: 7.5 hours

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Dialogues for Life

Module 2

Day 1

Day 1

Registration 10:0010:15

    Welcome, introductions, and expectations 10:1510:45

    Workshop objectives, agenda, and norms 10:4511:00

    Tea 11:0011:15

    Field experience mapping 11:1512:00

    Lunch 12:001:00

    Field experience review: Four corners 1:002:30

    Figureheads: Extramarital sex and pregnancy 2:304:30

    Evaluation of Day 1 4:304:45

    Total time: 6.75 hours

Registration

    (15 minutes)

Materials and preparation needed:

    ? Copies of registration form (provided by nongovernmental or community-based partner)

    ? 25 name cards

    ? Welcome and information packets for participants (welcome letter, training agenda,

    notebook, and pen)

1. As the participants enter the room, greet them and ask them to register their names.

    2. Distribute name cards and information packets.

    Welcome, introductions, and expectations (30 minutes)

Materials and preparation needed:

    ? Blank newsprint

    ? Marker pens

    ? Masking tape

    ? Copies of Handout 1: Introductions activity find someone who…

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Welcome and introductions (15 minutes)

    1. Welcome participants to the training. Ask the trainers to introduce themselves briefly. 2. Distribute copies of Handout 1: Introductions activity find someone who….

    3. Ask participants to circulate and greet their colleagues. By asking questions of their

    colleagues, they should find someone‘s name to write on each line of the handout. This

    should take about five to ten minutes.

    4. When all the participants have completed the handout, ask them to sit down. When

    everyone is in plenary, ask some of the participants for the names of other participants

    that they were able to fill in for a few of the questions.

Expectations (1015 minutes)

    5. Ask participants to reflect for a minute on what they expect from this training. Allow

    them a minute or two to jot down their ideas if they would like to.

    6. Ask participants to share their expectations in the plenary, recording on flipchart paper

    and grouping them thematically as you go. Then post the expectations on the wall.

    (Alternatively, ask participants to write one or two major expectations on slips of paper,

    have them read aloud, and the trainer can collect, group, and post them on the wall.) 7. Summarize the list of participants‘ expectations.

Workshop objectives, agenda, and norms

    (15 minutes)

Materials and preparation needed:

    ? Training objectives (written on newsprint)

    ? First day agenda (written on newsprint)

    ? Blank newsprint

    ? Marker pens

    ? Masking tape

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Workshop objectives and agenda (10 minutes)

    1. Summarize the overall training framework by explaining that participants are now

    attending the second of three training modules, which will be followed by a period of two

    to three months of field practicum. During the field practicum, they will be expected to

    lead four or five dialogue group meetings using techniques such as figureheads, body

    mapping, and information sessions about health topics.

    2. Review and post facilitator training objectives for this module.

Objectives for the second module:

    ; Share participants field experiences, successes, and challenges, and identify solutions. ; Learn new dialogue processes (storytelling and role-play with freeze) that help dialogue

    group members to explore beliefs, feelings, actions, and behaviors related to reproductive

    health problems and to identify solutions.

    ; Learn basic information about emergency contraception; safe, legal abortion; and the

    risks of unsafe abortion.

    ; Prepare participants for the second round of field work.

3. Compare the training objectives with the participants‘ expectations. Point out which

    participant expectations will be met by the training, and which will not. 4. Review and post the first days agenda.

Workshop norms (5 minutes)

    5. If the participant group is nearly the same as in the first workshop (Module 1), post the

    norms from the first workshop. Ask participants to review and suggest any additional

    norms for the workshop. Remind participants that norms are guidelines or rules that the

    group agrees to follow during the workshop to encourage an atmosphere of trust and

    respect for learning. Record on newsprint. Be sure to add turn off mobile phones as a

    rule if participants do not suggest it themselves.

    6. Ask participants to suggest consequences for breaking the agreed-upon norms. Record on

    newsprint and post in a prominent place.

    7. Ask for one or two volunteers to be responsible for the role of timekeeper and for other

    issues that arise from day to day.

    8. Explain that as in Module 1, the training will be intense, demanding, and highly

    participatory. Learning sessions may be different from those they are used to, and will

    include lots of hands-on practice of different approaches and processes. 9. Explain the logistics and arrangements for payment of participant transport or per diem,

    lodging, etc.

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Field experience mapping

    (45 minutes)

Session objective:

    Participants will reflect on and map out their personal experiences from the field practicum period.

Materials and preparation needed:

    ? Session objective (written on newsprint)

    ? Half-sheet of blank newsprint for each participant

    ? Marker pens

    ? Large selection of colored symbols (e.g., tikas or stickers), leaves, flower petals, etc.

    ? Masking tape

    ? Draw a sample personal field experience map on newsprint, like the one in Trainer’s Aid

    A: Sample personal field experience map.

    1. Explain to participants that the field experience session will be divided into two parts. In

    the first part, they will reflect individually on their experiences during their field work,

    including high points and low points. In the second part, they will reflect as a group on

    the successes and challenges of specific aspects of their field experience and come up

    with solutions.

    2. Show participants the sample personal field experience map. Show how it is laid out to

    reflect:

    ? A timeline of events (from left to right, representing the time frame from the first

     module training up to the present second module training).

    ? A scale of emotions showing which events the person experienced as positive and

     which they experienced as negative (the happy face above the center line represents

     positive experiences, and the sad face below the center line represents negative

     experiences).

    3. Point out which event the sample individual perceived as most positive (highest point)

    and which as most negative (lowest point). Distribute the half-size pieces of newsprint

    and ask participants to make their own field experience maps. Tell them you will walk

    them through the first couple of steps.

    4. Ask participants to draw a horizontal line across the center of the paper and to make some

    kind of symbol representing positive (e.g., happy face) in the left-hand corner above the

    line, and another symbol representing negative (e.g., sad face) in the left-hand corner

    below the line.

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    5. Ask participants to draw three or four equally spaced vertical lines to divide each month

    since their work as facilitators began (for example, equal divisions for June, July,

    August).

    

    

    6. Once the basic framework is completed, ask participants to close their eyes for a minute

    and reflect back on their experiences as facilitators working in communities with their

    groupsbeginning after Module 1 training and before this Module 2 training. Ask them

    to think of their experiences in their minds, and pick out the single most positive event or

    experience in the entire three month period. This event should be something that gave

    them great satisfaction, a sense of accomplishment, or joy. It could be related to anything

    in their experiences as facilitatorssomething they learned, something related to their

    groups, an individual interaction with a group participant or community member, and so

    on.

    7. Ask participants to draw or select a symbol (e.g., tika or sticker) to put on the newsprint

    to label their most positive event or experience. The mark should be placed approximately

    at the point at which the event or experience took place within the month-by-month time

    frame. Since it represents the high point of their experience, it should be somewhere

    above the horizontal center line near the top of the page if it was a very positive

    experience, closer to the center line if it was only moderately positive. Then ask

    participants to describe the event next to the label, using no more than three to five words. 8. Once participants have identified and marked their most positive experiences, ask them to

    close their eyes again for a minute and reflect back on their experiences as facilitators.

    Ask them to go over their experiences in their minds, and pick out the single most

    negative event or experience in the entire three month period. This event could be

    something that made them feel badly, frustrated, angry, depressed, helpless, etc. Remind

    them that it could be related to anything in their experiences as facilitators. Ask

    participants to mark and label the event or experience as they did with the most positive

    event. Since it represents the low point of their experience, it should be somewhere below

    the horizontal center line near the bottom of the page if it was a very negative

    experience, closer to the center line if it was only moderately negative.

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    9. Ask participants to take about 20 minutes to fill in the rest of their field experience maps

    on their own, marking positive and negative experiences as they occurred over the last

    three months. The more positive the experience, the closer to the top of the page it should

    go; the more negative the experience, the closer to the bottom of the page it should go.

    Encourage participants to be creative. Trainers can do their own maps, or circulate among

    the participants.

    10. As they finish, ask participants to post their maps around the room at eye level, and ask

    them to take a gallery walk around to look at other participants‘ maps.

    11. When all the participants have had an opportunity to look at the maps on the walls, ask

    them what commonalities they see in the maps. Those commonalities represent trends in

    their experiences in the field.

Possible facilitation questions include:

    ; What commonalities do you see among the maps?

    ; What were the most positive events for most facilitators?

    ; What were the most negative events or experiences?

Field experience review: Four corners

    (1 hour, 30 minutes)

Session objective:

    Participants will reflect on their field experiences and share observations, questions, successes, and challenges.

Materials and preparation needed:

    ? Session objective (written on newsprint)

    ? 4 blank metacards for each participant

    ? Blank newsprint

    ? Marker pens

    ? Masking tape

1. As preparation, identify a participant to role-play the ―dilemma holder‖ in the figureheads

    session to take place after lunch and brief him or her during lunchtime. Explain the

    dilemma, with instructions to the participant to acquaint him or herself with it. The

    dilemma should not be shared with any of the other session participants. Be sure to

    choose a fictitious name for the dilemma holder that is not one of the session participants‘

    names.

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