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Training For Hygiene Promotion. Part 2: Useful To Know

Best Practices materials produced through the Global WASH (Water, Sanitation, Hygiene) Cluster Hygiene Promotion Project 2009, c/o UNICEF

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Oswar Mungkasa
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1K views

Training For Hygiene Promotion. Part 2: Useful To Know

Best Practices materials produced through the Global WASH (Water, Sanitation, Hygiene) Cluster Hygiene Promotion Project 2009, c/o UNICEF

Uploaded by

Oswar Mungkasa
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Training for Hygiene Promotion

Part 2: Useful to Know


PowerPoint

Best practice materials produced through the Global WASH Cluster Hygiene Promotion project (Water, Sanitation and Hygiene), 2009 c/o UNICEF

Water & Sanitation Related Diseases

Transmission of Diarrhoeal Disease

The Sphere Project

Sphere Overview

Sphere Standards
Example Standards for Hygiene Promotion

Hygiene Promotion Standard 1: Programme Design and Implementation


All facilities and resources provided reflect the vulnerabilities, needs and preferences of the affected population. Users are involved in the management and maintenance of hygiene facilities where appropriate

Water supply standard 3 Water use facilities and goods


People have adequate facilities and supplies to collect, store and use sufficient quantities of water for drinking, cooking and personal hygiene, and to ensure that drinking water remains safe until it is consumed.
Indicators: Each household has at least two drinking water containers of 10-20 litres, plus enough clean water storage containers to ensure there is always water in the household Water collection and storage containers have narrow necks and/or covers, or other safe means of storage, drawing and handling and are demonstrably used There is at least 250g of soap available for personal hygiene per person per month

Excreta disposal standard 1: Access to, and number of, toilets


People have adequate numbers of toilets sufficiently close to their dwellings to allow them rapid, safe and acceptable access at all times of day and night.
Indicators: A maximum of 20 people use each toilet Use of toilets arranged by household(s) and/or segregated by sex Separate toilets for women and men are available in public places (markets, distribution centres, health centres) Shared or public toilets are cleaned and maintained in such a way that they are used by all intended users Toilets are no more than 50 metres from dwellings Toilets are used in the most hygienic way and childrens faeces are disposed of immediately and hygienically

Introduction to Gender

What is Gender?
The socially defined roles and responsibilities attached to being a man or a woman. These change according to time and place

Disaggregation of data
Sex distribution of cholera cases, Kiryandongo Refugee Camp, Masindi 2002 - IRC
Sex Distribution

60 40 No. of cases 20 0 No. of cases M 34 Sex F 58

Practical gender recommendations


Identify gender-disaggregated needs of the target population. Plan your activities based on those needs. Ensure privacy, safety and dignity of sanitation facilities (latrines, bathing areas and laundry facilities). Ensure proportional provision of facilities Ensure facilities and appropriate NFIs to address menstrual needs. In societies that practice purdah or gender segregation, identify women field workers as well as men. Ensure gender-balanced teams. Women sometimes find it easier to express their views to other women and vice versa. Involve men in hygiene promotion activities (hygiene can not be seen as an issue related only to womens sphere).

Community Participation

Participation Ladder

Empowerment

Partnership Involvement

Consultation

Information

Common Standard 1: Participation


The disaster affected population actively participates in the assessment, design, implementation, monitoring and evaluation of the assistance programme.
Indicators Women and men of all ages from the disaster affected and wider local populations, including vulnerable groups, receive information about the assistance programme and are given the opportunity to comment to the assistance agency during all stages of the project cycle Written assistance programme objectives and plans should reflect the needs, concerns and values of disaster-affected people, particularly those belonging to vulnerable groups, and contribute to their protection Programming is designed to maximise the use of local skills and capacities

Activities to promote participation


Listen to men and women separately and analyse their different perspectives and needs

Identify those who might be vulnerable (e.g. women, young children, elderly, those with disabilities, minority or excluded groups) and ensure access to facilities, information and education
Feed back information to those affected (e.g. from surveys or meetings) When possible, allow people to set their own objectives for action and to determine the success of the intervention

Behaviour Change

Health Action Model


(from Hubley, J. 1993)
Predisposing Factors Behavioural Intent Behaviour Change Enabling factors

Reinforcing factors

Positive Deviance
Why do some people manage to pursue positive health actions despite difficult conditions?

Examine the reasons for this


Use this to inform health promotion initiative www.positivedeviance.org

HYGIENE PROMOTION

Provide Facilities Remove Barriers Educate and Provide Skills

Recognition Reward Schemes Penalties (where necessary)

Individual & Community Action Existing Networks Opinion Formers

Adapted from Defra 2005

Lead by example Be consistent

Source: OXFAM

Using Visual Aids

Visual Literacy

Visual Literacy

Perspective

Other Promotional Approaches and Methods

Communication Approaches
Child to Child

Communication Approaches

PHAST?
Faster PHAST CHAST

Communication Approaches
Social Marketing? Campaigns
Peer Education

Communication Methods

Mapping Games Drama

Home visiting

Pocket chart voting

Discussion groups Three pile sorting

Communication Methods
Radio Programmes
TV/Video Leaflets/Posters/Notice boards Puppets

Introduction to Baseline Survey

Baseline survey timeline


Disaster Response

Situation C

Situation B

Situation C

Secondary information (Information referred to the situation before the disaster)

Situation B registered by assessment data & baseline survey data

Follow up survey

Response Time line


Pre Disaster Post Disaster Immediate Impact
Hours/ Days

Post Disaster Acute


Days/ Weeks

Post Disaster Stabilized


Weeks

Post Disaster Recovery


Months

Initial rapid assessment: Provides general information about needs, possible intervention types and resource requirements

Rapid WASH assessment: Provides more detailed / sectorial information about needs, possible intervention types & resource requirements
Co-ordinate, address priority problems

Detailed field assessment Establish baseline, design monitoring system


Develop response, focus on infrastructure & service delivery, start monitoring system

Ongoing assessment, monitoring and fine tuning of response Process whereby information is continually updated.
Consolidate improvements, focus on capacity building, prepare for handover

Sampling
Purposive sampling Used to explore particular issue in depth with particular group Used for FGDs etc. Sample to redundancy Random Sampling Allows us to use the few to describe the whole If done well, results can be as reliable as a census Used for questionnaire or KAP survey

Simple Random Sample


Use sample size of approximately 100 units

Represents a good enough approach for a social survey in an emergency

Malaria Control

Malaria Transmission Cycle

Human Malaria Cycle

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