Training for Hygiene Promotion

Part 1: Essential to Know

PowerPoint

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

WASH Cluster & Co-ordination

Cluster Approach
Established as part of humanitarian reform process by IASC June 2006 Global Aim to strengthen system-wide preparedness & technical capacity to respond to humanitarian emergencies Country Level division of roles and responsibilities, prioritisation of resources Improve Predictability, Accountability and Partnership

Cluster Lead Area of Activity

Technical clusters Nutrition Water/Sanitation Health Shelter (conflict, IDPs) Shelter (natural disasters)
Cross-cutting clusters Camp Coordination & Mgmt (conflict, IDPs) Camp Co-ord & Mgmt (natural disasters) Protection (conflict, IDPs and affected) Protection (natural disasters) Early Recovery Common service clusters Logistics Telecommunications UNICEF UNICEF WHO UNHCR IFRC Convenor

UNHCR IOM UNHCR UNHCR/OHCHR/UNICEF UNDP

WFP OCHA/UNICEF/WFP

N.B. Four sectors also agreed: Food, Education, Agriculture and Refugees

WASH Cluster Projects

Eight projects were developed to strengthen WASH cluster capacity

Project 1 Project 2 Project 3 Project 4 Project 5 Project 6 Project 7 Project 8

Cluster Co-ordination Information Management Hygiene Promotion Capacity Mapping WASH Stockpile Training for Capacity Building Learning Advocacy & Resource Mobilisation

Public Health in Emergencies

Public Health Model

Malnutrition

Susceptability to Pathogens

Household Food Security

Social & Care Environment

Health Environment

Security

Politics, Governance, Community Organisation etc.

Local, National & International Priorities and Resources

Malnutrition

Susceptibility to Pathogens

Household Food Security

Availability of food Access to food

Social & Care Environment

Caring behaviour Womens role and status Social organisation & networks, Ideas & Beliefs Coping mechanisms

Health Environment
e.g. access to health care water & sanitation shelter,

Local priorities e.g. disaster response plans

International mechanisms e.g. UN, peacekeeping Protection, ICRC etc. Political Values, Ideas and Beliefs e.g. respect for human rights, governance and rule of law Formal & Informal Infrastructure e.g. law enforcement, civil society, religious groups, education, health, transport policies Resources: Human, Financial, Structural, Physical Social

Hygiene Promotion in Emergencies

Example Aims & Objectives of WASH Programme

Contribute to the recovery, protection and sustainable improvement of the health and dignity of the target community (women, men and children) over X months for X,000 people in X location Men, women and children in the target population (x number) have sufficient access to, and make optimal use of, sanitation and hygiene facilities, and take effective action to protect themselves against threats to public health

Hygiene Improvement Framework

Hygiene Promotion
Hygiene promotion is the planned, systematic attempt to enable people to take action to prevent or mitigate water, sanitation and hygiene related diseases

It can also provide a practical way to facilitate community participation and accountability in emergencies.
It involves ensuring that optimal use is made of the water, sanitation and hygiene enabling facilities that are provided.

Hygiene Promotion is not just about message dissemination and behaviour change

Effective Hygiene Promotion emphasises:

Action and Dialogue

Components of Hygiene Promotion

Community & Individual Action Communication With WASH Stakeholders Hygiene Promotion In Emergencies Selection & Distribution of Hygiene Items

Use & Maintenance of Facilities

Monitoring

Community Participation

Why do we need Hygiene Promotion? 1.Optimal Use of Facilities

Facilities may not be used or used in a way that was not intended Discussions with users can ensure the best possible design of facilities Systems need to be set up that ensure the cleanliness and maintenance of facilities

Why do we need Hygiene Promotion? 2. To Support Participation and Accountability

Photo: IFRC

Why do we need Hygiene Promotion? 3.To monitor the acceptability of facilities and impact on health

Hygiene Promotion Project Cycle

Key Water and Sanitation Priorities

WASH interventions critical for child survival

Source: Meta-analysis by Few trell & Colford, 2004; Handw ashing data by Curtis & Cairncross, 2003, Updated sanitation data by Cairncross, 2008

Water Supply Sanitation Water Quality Hygiene Handwashing 0

23 36 39 42 44 10 20 30 40 50

% reduction in morbidity from diarrhoeal diseases

Key Actions to Prevent Diarrhoea

Transmission of Diarrhoeal Disease

Transmission of Diarrhoeal Disease

According to Curtis and Cairncross (2003), hand washing with soap and water after contact with faecal material can reduce diarrhoeal diseases by 42% or more.
Curtis, V. and Cairncross, S. (2003). Effect of washing hands with soap on diarrhoea risk in the community: a systematic review. Lancet Infectious Diseases 3: 275-281.

Hand Washing Rap:

You gotta wash your hands, you gotta wash them right; don't give in to germs without a fight. Use water that's warm and lots of soapy bubbles; these are your weapons for preventing germ troubles. Don't cut short your time, your fingers get between; it takes 20 seconds to make sure they're clean.
Gotta wash, gotta wash, gotta wash your hands. You gotta wash, gotta wash, gotta wash your hands

Participation and Accountability

Activities to promote participation & accountability

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 Monitor intervention including satisfaction and acceptability of facilities and impact on health

Communication

Joharis Window
BLIND HIDDEN

UNKNOWN

OPEN

Ways to support communication

Using visual aids to stimulate discussion

Active Listening

Observation & Listening

Big Ears to listen, Big Eyes to See and a Small Mouth to Speak Maclean Sosono

Source: Hygiene Promotion a practical manual for relief and development

Adult Learning

The Traditional Approach to Learning

Introductory Session: Job Description

Components of Hygiene Promotion

Community & Individual Action Communication With WASH Stakeholders Hygiene Promotion In Emergencies Selection & Distribution of Hygiene Items

Use & Maintenance of Facilities

Monitoring

Community Participation

Introductory Assessment Session: Introduction to

The power of listening

The philosopher Epictetus stressed the power of listening in this quote:

Nature gave us one tongue and two ears so we could hear twice as much as we speak.

Observation & Listening

Big Ears to listen, Big Eyes to See and a Small Mouth to Speak Maclean Sosono

Source: Hygiene Promotion a practical manual for relief and development

Thats a good question!

Close end questions limit the answer to yes or no Open end questions allow the responder total freedom in answering Direct questions ask for specific information; limit answers to brief fact statements Probing questions follow up other questions to solicit additional information Hypothetical questions present a theoretical situation to which receiver responds
See examples of each on the next slide

Thats a good question! - examples

Close end question
Do you have a latrine?

Open end question

What made you decide to build a latrine?

Direct question
How many people use the latrine?

Probing question
Can you tell me more about what made you decide to have a latrine?

Hypothetical question
What might encourage your neighbours to build a latrine?

Community Involvement in Design Introductory Session: of Facilities

Picture 1

Picture 2

Introductory Session: Working with Children

Child Abuse
According to the World Health Organisation: Child abuse or maltreatment constitutes all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the childs health, survival, development or dignity in the context of a relationship of responsibility, trust or power.

Child Protection
Some countries may require police checks for people working with children Even where checks are not required staff should be aware of issues of child exploitation and child abuse Activities with children must be arranged with parents consent They should be arranged in public spaces Parents and/or teachers could be involved in helping to supervise activity sessions The Ministry of Social Welfare (or equivalent) or Save the Children can usually provide more information

Child to Child

Photo: IFRC