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A manual from the AIDS Competence. To help community facilitate emerging responses at the local level.
Aids Competence Process (ACP) Facilitators Manual Papua New Guinea November 2008 Supported by Aids Competence Process Manual PNG – November 2008 1 FIELD GUIDE FOR FACILITATORS OF THE AIDS COMPETENCE PROCESS Page 3 Introduction Page 4 The Constellation for AIDS Competence Page 5 The AIDS Competence Process Page 7 SALT Visit The Process Page 8 Step One: Where do we want to be? Page 10 Step Two: Where are we now? Page 14 Step Three: Where do we want to be in 12 months? Page 15 Step Four: How will we know if we have got there? Page 17 Step Five: “Do it” Step Six: How will we know if we have got there? Step Seven: Back to Step 1 and now start all over again Annexes Page 18 Annex One: The Self-Assessment Framework in English Page 20 Annex Two: The Self-Assessment Framework in Pidgin Page 24 Annex Three: After Action Review Page 25 Annex Four: Facilitators’ Self-Assessment Aids Competence Process Manual PNG – November 2008 2 Introduction This document is a guide to the AIDS Competence Process (ACP) for facilitators who are introducing the ACP to communities in Papua New Guinea. A workshop held in Lae on the 19-22 August 2008 brought together a group of people with experience of implementing the ACP in PNG. The document is thus firmly based on experience of ACP in PNG and we believe that the text is particularly suited to the needs of facilitators of the ACP in PNG. The first part of the document contains a short description of the thinking that lies behind the AIDS Competence Process and a description of the steps in the process. The second, and main, part of the document goes through the process step-by-step. The process step is described, the purpose of the step is explained and a step-by-step description is given to carry out that process step in the community. Finally there is a list of hints and tips for facilitators that come directly from the experiences of facilitators of the ACP process in PNG. The illustrations used here have, for the most part, been developed and tested during the workshop. Aids Competence Process Manual PNG – November 2008 3 The Constellation for AIDS Competence The experiences of the members of the Constellation for AIDS Competence tell them that individuals and community can respond to challenges, and, in particular, the challenge of HIV/AIDS. The Constellation acknowledges that communities need condoms, ARVs and other commodities to deal with the disease. However, our experience tells us that the community response is essential. And so the role of the Constellation for AIDS Competence (‘the Constellation’) is to stimulate, to support and to transfer such responses around the world. We do this in a very particular way. We stimulate and we support and we transfer the responses to HIV/AIDS through the identification and the development of STRENGTHS in communities and individuals around the world. A strength is any characteristic or trait that helps people and communities to respond to the challenges. The consequences of this simple statement are huge. When we meet with communities we look for their strengths. We do not start from their weaknesses. Communities take action from strengths, not from problems. Looking for strengths is a very large challenge to many of us who consider ourselves to be experts. We use the word SALT to remind us of our Way of Working: S stands for Support A stands for Appreciate L stands for Learn T stands for Transfer The Constellation engages with communities through SALT visits. We work with communities through the AIDS Competence Process. We implement the process steps during SALT visits. All the steps in the process are carried out with a Way of Working that is captured by the acronym SALT. Our hope is that this document will help you in your work with communities in Papua New Guinea to stimulate, to support and to transfer their response to HIV/AIDS through the identification and the stimulation of the strengths of people of Papua New Guinea. Our challenge as facilitators is to help build communities that are AIDS Competent. In an AIDS Competent Society, we as people, in communities, in organisations and in policy making act from strength: • to acknowledge the reality of HIV/AIDS • to build our capacity to respond • to reduce our vulnerability and risk • to allow everyone to live to their full potential and • to share our experience with others Communities have many strengths to respond to Facilitators can help issues like HIV. the community to identify their own strengths. But sometimes We propose the AIDS communities struggle to Competence Process respond, because they do to do this . not know their own strengths Aids Competence Process Manual PNG – November 2008 4 The AIDS Competence Process The AIDS Competence Process is made up of a few simple steps and the rest of this document describes each of these steps. In each section, you will find: • A description of the step • An explanation of why the community does the step • A step-by-step description of how the facilitator works with the community to complete the step • Hints and tips that your fellow facilitators of the process in PNG have found useful in their work with communities. In the first step, the Community describes ‘Where we want to be’. Using the words of the Constellation, the people describe their community when it is AIDS Competent. In this step, we use the tool called ‘Building the Dream’. The purpose of the step is to give the community a target to aim for even though it might be very distant and even though it might at the moment seem impossible to attain. In the second step, the Community works to define ‘Where we are now’. So the community describes its current situation with regard to HIV/AIDS. In order to do this, the community will use the ‘Self Assessment Framework’. The community looks at 10 Practices that help it to understand how they currently deal with HIV/AIDS. For each practice, there are 5 levels and the community assesses itself on each of the 10 practices. In the third step, the Community defines their own three priority practices. It begins to think about what it is going to do in order to move from where it is today towards where it wants to be. For this step we use a tool called ‘Action Planning’. In the fourth step, the Community thinks about how it will keep a check on the progress that it is making as it carries out its actions and for this step we use a tool called ‘Measurement of Change Planning’. In the fifth step, the Community carries out the actions that it has planned and keeps track of its progress using the measures it has decided on in the planning stage. In each of these steps, you will facilitate the community to complete the step during a SALT Visit and we will now discuss the SALT Visit Aids Competence Process Manual PNG – November 2008 5 Aids Competence Process Manual PNG – November 2008 6 SALT Visits What is a SALT Visit? A ‘SALT Visit’ is a visit to a community by a SALT Team in which the SALT Team has a conversation with a community. The ‘SALT Team’ conducts the conversation with the SALT principle as a way of working. The SALT principle: S: Support/Share/Stimulate A: Appreciate/Analyse L: Listen/Learn/Link T: Transfer/Team Why do we have a SALT Visit? A SALT Team visits a community: 1. to help the community to identify its strengths, concerns, hopes and its own resources. 2. to help the community to identify existing service providers within their community. 3. to share information with the community about network partners outside their community and to help to create links with them. 4. to give the community support necessary to continue to do the things they have been doing to improve their lives. How do you do a SALT Visit? Before the visit 1. Plan the visit (re the timing, venue, the purpose of the visits, etc.) with the community leaders e.g. Chiefs, women leaders, Church leaders etc. 2. A member of the SALT Team notifies partners/stakeholders to plan a visit to the community that has invited them to make a visit. 3. Prepare the visit among the SALT team with regard to the purpose of the visit, the process of the visit and the roles of each team member. During the visit 4. A visit, the SALT team introduces itself as people who are there to learn, and each member introduces themselves as a person, not by title. 5. The SALT Team applies the elements of SALT during the visit. After the visit 6. The SALT Team does an After Action Review (AAR), reflects the results of the visit, what we learned, what might be next steps, and how the team could improve its practice of SALT. Our approach is to listen and learn from the community and appreciate their strengths and what is already being done. Key questions can be • What are your concerns and hopes? • What is already being done in the community? • How do they do it? • What have they learned? • And what they want to do next. Aids Competence Process Manual PNG – November 2008 7 Process Step One: Where do we want to be? Tool: Building the dream What is a Dream (or Vision)? ‘Building the Dream’ is a tool used in the AIDS Competence Process. A ‘Community Dream’ is a dream or vision that the Community shares and it works together to achieve that vision. A ‘Community Dream’ is a guide to the Community so that it knows where they are going and what it will be like when they have become an AIDS Competent Community. A Community Dream is a description of where the Community intends to go. Why does the Community build a Dream (or Vision)? The Community builds a Dream: 1. To establish a common vision to guide and to support the Community. 2. To help the Community to look at their life in the future with respect to their existing challenges and problems with HIV/AIDS. 3. To let individual members of the community to reflect on their own vision for the community. 4. To support the community as it works to achieve its dream of being an AIDS Competent Society (perhaps by linking the Community with prospective service providers and partners). How the Community builds a Dream (or Vision)? 1. A member of the SALT Team notifies partners/stakeholders to plan a visit to the community that has invited them to make a visit. 2. A member of the SALT Team notifies focal persons in the community. They set dates and times for the visit using the appropriate means of communication-phone, letter or radio. 3. The SALT Team meets the community with formalities (welcome address, opening prayer and introduction). 4. The community is divided into focus groups, e.g. girls group, boys group, mothers group, fathers group. 5. SALT Team interacts and guides the discussion towards dream building. 1) Individual Dream “You are working on HIV/AIDS in the community. When you think about HIV/AIDS, how do you see the ideal community? Dream of that ideal community. What is it like?” Draw a picture of that ideal community. 2) Small Group Dream All members show their drawing to the group and talk about it The group discusses what is the same and what is different about the dreams. The group draws a picture that reflects the dreams of all members. 3) Community Dream One person from each group presents their drawing to the whole group. The plenary discusses what is the same and what is different about the dreams. Aids Competence Process Manual PNG – November 2008 8 The group draws a picture that reflects the dreams of all members. 6. SALT Team summarises the community dream and link to the next step which is assessing ourselves of ‘where are we now?” compare to our dream. Hints and Tips 1. Find out who is new to the group and adjust our process based on that information. Brief people on what we did last time and ask them if they have any concerns or comments with the previous visit. 2. The community needs to know why we are visiting them, just as the SALT Team needs to know. 3. Before we go to the field, do the planning. 4. Don’t introduce pens and paper too early. Discuss first and then give out the pens and the paper. 5. People often need encouragement to draw. 6. Make sure that there are some literate people in every group. 7. Make sure that those with quiet voices are heard. 8. Separate women from men and encourage their contributions. 9. Behave and dress in the way that the villagers do. Aids Competence Process Manual PNG – November 2008 9 Process Step Two: Where are we today and where do we want to be? Tool: Self Assessment What is a Self Assessment? The community uses the Self Assessment tool to measure its own competence. In a Self Assessment, the community assesses itself. It is not assessed by anyone or any organisation outside the community. Aids Competence Process Manual PNG – November 2008 10 The Community measures its own progress towards achieving an AIDS Competent Community. The Community identifies its strengths and areas for improvement. The assessment measures the key practices that lead to AIDS competent nations, communities and organisations. There are 10 key practices each with 5 levels from BASIC to HIGH. The Description of the 10 Practices Practice Description 1. Acknowledgement and We know HIV/AIDS is around us and is affecting us Recognition 2. Inclusion We work together with all people who are affected, infected and at risk. 3. Linking Care with When we work to prevent new infection, we also care for those Prevention infected and affected by HIV/AIDS 4. Access to Treatment We know that treatment is available, we know where to get it and we use it appropriately and regularly. 5. Identify and address We identify/find and know risk factors and we address them. vulnerability 6. Gender We understand gender differences and issues, how they relate to HIV/AIDS and we address them accordingly. 7. Learning and Transfer We learn from our work and we share with others. 8. Measuring progress and We check the outcomes of our work and change the way of adapting our response working if we need to. 9. Ways of working We use many good ways of working (e.g. teamwork, networking, interacting, respecting, partnership etc) to address the issues in our community. 10. Mobilising resources. We come together and use available resources in our community and look for outside resources/help/support when needed. Aids Competence Process Manual PNG – November 2008 11 The Description of the Levels We act naturally/ this is part of our life Why does the Community do the Self Assessment? The Community assesses its level of AIDS Competence and measures/checks where it is: To set a certain point or mark to reach for improving practices for AIDS Competence To learn from each other from within the community to understand community situations How does the Community do its Self Assessment? 1. Make a formal appointment with the focal person and partners. 2. The Community through the focal person sets the date and the time for the visit. 3. The facilitation team comes together to draw up a plan for the visit, e.g. prepare open-ended questions and other logistics. 4. The visit to the community is done on the agreed date and time. 5. On arrival, introductions and other formalities are done. 6. The facilitator/focal person recaps what has been covered in the previous visit (Building the Dream) and then introduces the purpose of the current visit (Self Assessment). 7. A more detailed introduction to the Self Assessment Framework is done by the Facilitator. 8. The community is divided into various groups and stationery is distributed to each group. 9. Each group does the Self Assessment and they assess their progress against the 5 levels. 10. The groups identify 3 or 4 priority practices that suit them and set target levels for each of the priority practices. 11. A representative from each group is given time to present their discussions/points to the whole community. 12. Comments are put forward by other group members. 13. The Facilitator appreciates and acknowledges the efforts of the individual groups in the presentations and concludes the programme. 14. The plan for the next visit to do the Action Plan is discussed. Aids Competence Process Manual PNG – November 2008 12 Hints and Tips for the Self Assessment 1. Introduce the process steps using Simple Language. So use ‘Where are we today?’ rather than ‘Self Assessment Framework’. Or ‘Where do we want to be?’ rather than ‘Building the Dream’. 2. Show the Practices to the Community. Do not give them a copy of the Self Assessment Framework. 3. Introduce one Practice at a time to the Community and assess the level for that Practice before moving on to the next Practice. 4. The Self Assessment Framework is for Facilitators to read and to understand. They are not for the Community 5. Facilitators have to know the 10 Practices very well, preferably by heart. They have to be able to express them clearly in Pidgin. 6. Each group in a Community assesses its own Competence Levels in the Community. The group does NOT assess the Competence Levels for the whole Community. 7. When different groups arrive at different Levels for the same Practice, the differences are resolved by discussion and consensus, not by averaging or voting. 8. Provide refreshments to the Community after the session. 9. Facilitators must give consistent messages to the community. Facilitators must have a common understanding of the AIDS Competence Process. Facilitators need a discussion before starting the visit to achieve this. 10. Facilitators must ask the groups WHY they have assessed themselves at a particular level and ask for stories that illustrate this. 11. If we have the time, doing the Self Assessment with different groups on different days. 12. Understand the schedule of the community so that we suit their schedule, rather than making the community suits our schedule. 13. Between 6pm and 8pm is a good time to ‘get’ people in the settlements. But make sure that this is safe for you. 14. Facilitation skills required for this exercise include good oratory skills, knowledgeable about the self assessment framework, a wide vocabulary (in the local language preferably), flexible, open minded, able to use stories to illustrate a point. 15. One lead facilitator, but real time coaching of that facilitator by others works well. If the group is to split several facilitators will be needed. 16. Use a single practice to demonstrate the process, let people appreciate there are steps from one level to another. Walk them up the steps, and then get them to choose the level they are currently at. Encourage discussion about why people in the group chose different levels, giving concrete examples, and how they obtain an agreed level. Aids Competence Process Manual PNG – November 2008 13 Process Step Three: How can we get there in the next ....months? Tool: Action Planning What is an Action Plan? An Action Plan is a tool used to guide the community to develop a list of activities to achieve the desired level for the particular priority practice they had chosen. An Action Plan enables the community to put forward what they should achieve and at what level. It tells the community how its competence can be improved and then be measured by the community and others over a certain period of time. Why does the Community build an Action Plan To roadmap/to guide our thoughts and actions to stay focused towards achieving our dream as an AIDS Competent community using available resources (people, money, materials) and or outside support more appropriately. How the Community builds its Action Plan 1. The Focal Person is notified of the visit and he arranges the visit with the community. 2. The Facilitation Team goes to the Community. On arrival the introduction and other formalities are done. 3. The Facilitation Team recaps on the previous visit (Self Assessment) and then introduces the purpose of the current visit (Action Plan). What are we going to do to get to move from where we are today to where we want to be in 12 months time? 4. The community is split into their respective groups and stationery is distributed. 5. The Community then does its Action Plan. 6. The groups present their work to the whole community. 7. The Facilitation Team appreciates and asks questions to clarify (if needed). 8. A consolidated plan is produced, if people the community feel that it is necessary. Aids Competence Process Manual PNG – November 2008 14 Process Step Five: How will we know that we are making progress? Tool: Self Measurement of Change Planning What is Self Measurement of Change? Self Measurement of Change is a tool that is used to check our progress against our Action Plan for the target priorities identified in the Self Assessment. The process of Self Measurement of change documents the results of the actions that we take in carrying out our Action Plan. Why does the Community Self Measure Change? 1. To measure our progress of our planned activities 2. To help the community to see the changes that are taking place in their community. 3. To keep what worked well in the Action Plan and to improve what did not work so well. 4. To check our actions to see that we are moving towards our target. How the Community Self Measures its Change A. Self Measurement of Change Planning 1. Plan and arrange visit with the focal person/partners 2. Visit the Community at the appointed time . Introduction and other formalities. 3. Review of earlier visits and purpose of current visit. 4. Divide the Community into Focus Groups and distribute stationery. 5. Explain details of the activity. 6. Focus group work in their groups to develop their Self Measurement of Progress. 7. Focus Groups display or present to a bigger group their indicators. 8. Appreciate/Summarise 9. Agree date for next visit 10. Team departs Aids Competence Process Manual PNG – November 2008 15 B. Self Measurement of Change Actions (see Process Step 7 below) Aids Competence Process Manual PNG – November 2008 16 Process Step Six: DO IT! Perhaps this is easy. Perhaps it is hard. Usually, this is the time that communities need help and encouragement. If you are doing a project, seek support from your neighbours. If your neighbours are doing a project remember to give them help and support. Process Step Seven: How will we know if we have got there (Self Measurement of Progress – 2) So we have taken the action. Did we reach our target? Now is the time to look back at what did happen. One step is to look at our table. Have we reached our target? We have a measure that tells us. Can we convince someone else that we have reached our target? Perhaps this will need some kind of documentation that shows what we have done and what we have achieved. Another step is the After Action Review (see Annex Three page 22). This is an easy way to look back over any action you have taken. The purpose of the Review is to understand what went well and what didn’t go so well. And the purpose of that is to make sure that we retain the things that worked well for us and to think of ways to avoid the problems that we met. Process Step Eight: Now start it all over again! And now we have to start all over again! Perhaps our dream has changed. Perhaps there are some ideas that we would like to emphasise. And then we do the Self Assessment. Where are we now? And so it goes on….. Aids Competence Process Manual PNG – November 2008 17 Annex One Self-Assessment Framework Level 1. Level 4. Level 2. Level 3. Level 5. Indicators that Continuous action, The practice is part show us we are systematizing what We react We act of our life-style aware we do We publicly recognize We know enough about We regularly discuss Our response to AIDS is that HIV/AIDS is 1. Acknowledgement We know that HIV and HIV/AIDS to respond AIDS, and have a part of our daily life. We affecting us as a and Recognition AIDS exist. when something common program of know our own HIV status group/community and happens. action to respond. and act from strength. take occasional action We are aware of the We in our separate Various groups share Because we work together We co-operate with importance of involving groups meet to resolve common goals and define on HIV/AIDS we can 2. Inclusion some people to resolve others. - those affected common issues (e.g. each member’s address and resolve other common issues. and infected PLWA, youth, women). contribution. challenges facing us. We have the basic We understand the link We systematically link Care strengthens our 3. Linking care and some of our actions link knowledge for between care and care and prevention relationships and helps us prevention care and prevention prevention and care. prevention. activities. to change our behaviour We access treatment All those in need of ARV 4. Access to We access basic We have access to Some of us are using for more opportunistic drugs are using them Treatment medicines simple treatment. ARVs regularly. infections, but not ARV. effectively. Our actions to address Our response includes We know who is most We help those more We systematically address vulnerability to HIV 5. Identify and some specific actions to vulnerable within our vulnerable to HIV than our own factors of strengthens us in address vulnerability address our own community ourselves. vulnerability addressing other vulnerability to HIV. challenges. 28 June 2007 © The Constellation for AIDS Competence Aids Competence Process Manual PNG – November 2008 18 Level 1. Level 4. Level 2. Level 3. Level 5. Indicators that Continuous action, The practice is part show us we are systematizing what We react We act of our life-style aware we do We notice gender We have started to We regularly consider We are aware of gender We have mainstreamed issues in our HIV/AIDS address gender issues gender in our HIV/AIDS 6. Gender issues and how they are gender issues in all our work and respond to in some of our AIDS prevention, care and related to HIV/AIDS HIV/AIDS work. them work support We learn, share and apply We sometimes share We continuously learn how what we learn regularly, 7. Learning and We want to learn and We adopt good practice our points of view to we can respond better to and seek people with transfer share with others from outside. draw lessons from our HIV/AIDS and share our relevant experience to actions. experiences with others. help us. We see implications for We are aware of the We begin consciously to We adapt our response the future and 8. Measuring change We systematically adapt importance of measuring self measure but we do and occasionally continuously adapt to and adapting our and can demonstrate change and adapting our not yet adapt the result measure the meet them while response measurable improvement response. for improvement. improvement measuring the change process We work as teams to We regularly find our own We continuously seek to We are aware that AIDS use our collective We focus on our own solutions to access improve our ways of 9. Ways of working challenges our ways of strengths and resolve strengths to respond. experiences and lessons working and share our working. problems as we learnt from others. experience with others. recognize them We continuously use our We regularly identify and We wait for resources We act when resources We take some own resources and access 10. Mobilizing access additional sources from others who tell us are provided to us. initiatives based on our other resources to achieve resources of support to complement how to use them. own resources. more, and have plans for our own strengths. the future. 28 June 2007 © The Constellation for AIDS Competence Aids Competence Process Manual PNG – November 2008 19 Annex Two Self Assessment Framework in Pidgin Level 1. Level 2. Level 5. Mipela i save long Level 3. Mipela i save long Level 4. hevi i stap pinis wanem samting Wok mipela i mekim tasol mipela i no Mipela i mekim bai mipela mekim Mipela oltaim i save long daunim dispela save long wanem wok wan wan taim long daunim na mekim wok long sik i kamap hap samting bai mipela bilong daunim abrusim dispela daunim dispela sik bilong laip bilong mekim long stopim dispela sik sik tasol mipela i mipela or banism mipela no mekim yet . Mipela i mekim wok long 1. Acknowledgement daunim dispela sik AIDS and Recognition Mipela i klia tru olsem long wan de wan de long sik HIV na AIDS i Mipela olgeta taim i Mipela i save pinis olsem laip bilong mipela. Na tu Mipela save inap pinis bagarapim yumi olgeta toktok long sik AIDS. mipela olgeta i klia long sik HIV na AIDS I stap mipela yet i painim aut na long kirapim wok bilong (grup/komuniti). Olsem Olsem na miplea i gat dispela sik ol kolim HIV pinis long hia. save long laip bilong stretim. na sampela taim mipela wankain wok long mekim na AIDS. Em i stap pinis mipela yet long dispela sik. i wok long en long long daunim dispela sik. long ples bilong yumi. Olsem na moa yet long en stretim. mipela i mekim wok long daunim dispela sik. 2. Inclusion Mipela i save olsem bikpela samting yumi Mipela i save bung Mipela i skelim as tingting bung wantain man or mas bung na wok insait long grup bilong Mipela i wok bung bilong stretim hevi (sik) i Mipela wok na stretim ol meri husait i gat dispela wantaim ol man husait i mipela yet long stretim wantaim ol sampela bungim mipela. Na tu narepela hevi tu long sik na famili bilong en. karim binatang na tu hevi. Em olsem man long stretim hevi mipela skelim wok mak wanem mipela i wok bung Na tu wantaim olgeta wantaim ol man husait manmeri husait i stap blong dispela sik. bilong mipela wan wan pinis long sik HIV na AIDS. famili i stap klostu long wantaim sik AIDS, ol man na meri na ol bai mekim long en. en na karim hevi yanpela na ol meri tu. yanpela tu. wantain ol. Aids Competence Process Manual PNG – November 2008 20 3. Linking care and prevention Long pasin bilong lukautim As tingting na wei bilong Mipela i klia long Long wok bilong mipela Olgeta wan wan taim Mipela i kisim liklik save and halavim manmeri i wanem rot bai yumi miipela i halivim ol mipela i wok bilong lukautim ol manmeri na long rot bilong lukautim strongim wantok pasin lukautim manmeri na manmeri long wanem halivim ol manmeri long yanpela husait igat manmeri na na tu bilong yumi. Na tu em i dispela bai halavim ol rot bai em inap long wanem rot bai em inap dispela sik HIV na AIDS wanem rot bai ol i nap halavim yumi long senisim long ol bai banisim ol daunim na tu banisim ol long daunim na tu na ol famili bilong en, na long banism ol yet or pasin bilong yumi long yet or bai ol abrusim yet long ol bai abrusim banisim ol yet long ol bai ol narepela tu em i abrusim. wok na long ol narepela dispela sik. dispela sik. abrusim dispela sik. tu. bilong banisim ol long displea sik. 4. Access to Mipela kisim marasin Treatment bilong sampela sik i bin Mipela save long wanem painim mipela bihain Sampela bilong mipela i Husait inap long kisim Mipela kisim ol sampela painim hap bilong kisim hap bai mipela kisim long mipela painim SIK kisim marasin bilong sik AIDS marasin, ol i kisim liklik marasin. marasin na kisim marasin AIDS tasol mipela i no AIDS olgeta taim. gut stret olgeta taim. marasin long en. kisim yet marasin bilong sik AIDS. Mipela save tru long husait man na meri 5. Identify and namel long mipela yet address vulnerability inap painim dispela sik, Mipela save tru long HIV na AIDS. Na tu Mipela yet i save gut long husait man na meri Olgeta taim mipela i save long wanem rot stret Mipela i mekim wok stretim pasin na rot nogut lukim wanem rot tru ol namel long mipela yet mekim wok long stretim bai inap kamapim long lukautim mipela we i save kamapim sik HIV manmeri na yanpela i inap painim dispela sik, na daunim pasin na rot dispela sik. yet long sik HIV na na AIDS. Olsem na mipela save bungim dispela sik. HIV na AIDS. Na tu long nogut we i inap long AIDS bai bagarapim inap tru long stretim ol Na long dispela tasol bai wanem rot stret bai inap mipela painim sik HIV na Olsem na wanem mipela. narepela hevi bai bungim ol painim rot bilong long kamapim dispela AIDS. mipela i mekim; mipela mipela. sik. stretim. i halavim ol man na meri husait inap long painim dispela sik moa long MIPELA yet. Aids Competence Process Manual PNG – November 2008 21 Level 1. Level 2. Level 5. Mipela i save long Level 3. Mipela i save long Level 4. hevi i stap pinis wanem samting Wok mipela i mekim tasol mipela i no Mipela i mekim bai mipela mekim Mipela oltaim i save long daunim dispela save long wanem wok wan wan taim long daunim na mekim wok long sik i kamap hap samting bai mipela bilong daunim abrusim dispela daunim dispela sik bilong laip bilong mekim long stopim dispela sik sik tasol mipela i mipela or banism mipela no mekim yet . 6. Gender ol man na meri ol save Taim mipela i mekim wok long respectim laip Mipela i kirapim wok Mipela i save long hevi i bilong (banisim o abrusim Taim mipela mekim wok Mipela i save long hevi i pinis long stretim hevi i bilong wan wan yet. Na stap namel long man na tu long lukautim ol bilong sik HIV na AIDS, stap namel long man na stap namel long man na tu ol wok bung wantaim na meri. In sait long manmeri na famili husait i OLGETA taim mipela i save meri. Na tu long wanem meri insait long wok long stretim hevi na wok ples. Olsem na gat) sik HIV na AIDS, toktok planti long hevi i rot ol inap kisim sik HIV bilong mipela long kamapim gutpela mipela yet i wok long mipela i save toktok stap namel long man na na AIDS. daunim sik HIV na sindaun long banisim ol en long stretim. tumas long hevi i stap meri, AIDS. namel long man na meri. yet long sik, HIV na AIDS. 7. Learning and transfer Mipela i lainim na skelim, Olgeta taim, mipela i Sampela taim mipela i na mekim wok tru long skul na tu lainim long lainim long wei bilong save skelim tingting wanem mipela i bin lainim Mipela i lainim na holim mekim wok i kamap gutpela wok i kamap Mipela i laik lainim na bilong mipela wantaim long en olgeta taim. pas gutpela skul mipela gutpela long wok bilong pinis long lukautim na skelim wantaim ol ol narepela; long Mipela i painim ol i bin kisim ausait long sik HIV/AIDS. Na tu mipela banisim long sik HIV na narepela tu. wanem mipela i bin manmeri husait igat narepela hap. i skelim save bilong mipela AIDS na moa yet lainim long wok mipela i gutpela save long wok long wok wantain ol mekim pinis long en. mak bai i ken halavim sukurim i go long ol narepela tu. mipela. narepela tu. 8. Measuring change Mipela i save olsem em i Mipela i wok long Mipela i bihainim senis i Olgeta taim mipela i save Mipela i lukim pinis wanem and adapting our bikpela samting tru long skelim na painim aut kamap long en na bihainim senis i kamap senis bai i kamap long response skelim na painim aut mipela yet long wok i mekim wok tu long wok. Mipela i mekim bihain taim. long senis i kamap pinis. kamap pinis long en. wok wei bai mipela yet Aids Competence Process Manual PNG – November 2008 22 Olsem na mipela i ken Mipela i no bihainim ol Sampela taim mipela i inap long skelim na Olsem na olgeta taim wokim wok painim aut bihainim senis i kamap senis i kamap pinis long save skelim na painim painim aut long gutpela mipela i bihainim senis i long senis i kamap pinis long en na mekim wok kirapim wok igo yet. aut long ol wok i kamap bilong en. kamap long en na mekim igo moa yet. pinis. wok. na behainim wankain wei long kirapim wok Na tu mipela olgeta taim i moa yet long daunim sik skelim na mekim wok HIV na AIDS. painim aut long ol wok mipela i mekim long en. 9. Ways of working Olgeta taim, mipela i laik Mipela wok olsem long painim wei bilong wanpela tim o grup Mipela yet i save painim Mipela i save olsem sik mekim wok na kirapim ol wei bilong mekim wok Mipela i lukluk long long skelim strong rot bilong stretim hevi. Na HIV na AIDS i save wok i kamap gutpela tru. yumi save mekim long strong bilong mipela bilong mipela yet. tu mipela igat sans long kamapim hevi long wok Na tu mipela i laik long en yet long mekim wok. Mipela i stretim hevi kisim skul long wok bilong yumi laik mekim long en. painim wei bilong skelim taim em i kamap na ol nareplea. save mipela igat wantaim mipela i lukim. ol narepela. Olgeta taim mipela i 10. Mobilizing mekim wok wantaim ol resources Mipela i wet long ol samting bilong mipela yet. narepela long givim Mipela i mekim wok Mipela i save painim aut Mipela i kamapim Wankain olsem mipela i mipela ol samting bilong taim ol narepela i givim wei bilong kisim ol bungim olgeta samting sampela wok pinis painim wei bilong kisim mekim wok. Na tu bai ol mipela ol samting sampela samting bilong bilong halvim na kirapim antap long ol samting halavim long narapela hap i tokim o soim mipela bilong wok. halivim na tu strongim wok i kamap gutpela na mipela yet igat. long kirapim moa wok. long wei bilong mekim wok mak bilong mipela. bikpela. Mipela tu igat planti wok. tingting bilong mekim wok long bihain taim. Aids Competence Process Manual PNG – November 2008 23 Annex Four After Action Review (AAR) An After Action Review gives an opportunity to look back on an event, for example a SALT visit, and to learn from that experience. It is best to hold an After Action Review immediately after the event when everybody is available and memories are still fresh. The ONLY purpose to hold an AAR is to improve performance by learning from what you have just done. In an AAR, all perspectives are valuable. AARs are not about blaming people. They are not about how people performed. Appoint a facilitator. The facilitator of an AAR is there to help the team to learn. The facilitator is there to encourage contributions from everyone, both for their own learning and the group’s learning. There are 4 questions in an After Action Review • What was supposed to happen? • What actually happened? • Why was there a difference? • What can we learn from that difference? The idea of an After Action Review is that it becomes a part of the way that you work. They should not, except in exceptional circumstances, be long and tedious, but simply an opportunity to reflect on what you have just done with the aim of making things better. Aids Competence Process Manual PNG – November 2008 24 Annex Five Facilitators Self-Assessment I practice this once I know something I have a good I regularly work I consistently reflect Practice/Skill in a while or have about this understanding like this and apply some experience 1 2 3 4 5 I believe in and appreciate 1 strengths in people to respond. I work by invitation, not by 2 imposition. I can articulate Human Capacity for response (HCR) concepts and 3 facilitate group learning around them. I use strategic questions, listening 4 and reflection skills. I am flexible to local situations 5 and group dynamics. I create an enabling environment including good communication, conflict resolution, group 6 dynamics, decision making and celebrating growth, and freedom to participate. I ensure application and follow- 7 up. I creatively use methods and tools 8 for facilitating people and groups. Aids Competence Process Manual PNG – November 2008 25 I practice this once I know something I have a good I regularly work I consistently reflect Practice/Skill in a while or have about this understanding like this and apply some experience 1 2 3 4 5 I can summarise multiple 9 points/ideas for the group. I work with others in a team approach. We are able to explore dynamics 10 and agree on process. We practice facilitation and reflection together, and support each other. 11 I share skills with others. I learn from local action & 12 experience, and personally apply from lessons learned and change. I can illustrate the SALT concept 13 and set-up a learning experience using SALT principles. I can facilitate an After Action 14 Review (AAR). I can facilitate groups to create a 15 common dream. I can facilitate a self-assessment process (including developing 16 and interpreting the river diagram and the stairs diagram*) and a self-measurement of change. Aids Competence Process Manual PNG – November 2008 26 I practice this once I know something I have a good I regularly work I consistently reflect Practice/Skill in a while or have about this understanding like this and apply some experience 1 2 3 4 5 17 I can facilitate peer assist 18 I can develop a knowledge asset. I can participate in and moderate 19 an e-discussion group. I am able to listen to stories and 20 write them up. Note: * This can be done either with the computer or using paper or alternative ways of creating the river diagram and stairs diagram. Please indicate if wanting to learn how to use a computer for the process. A working culture of facilitation depends for its integrity on a belief that people can respond, and a behaviour that expresses accompaniment, learning and stimulation. Facilitation is not only a set of skills, but is characterized by personal attitudes, qualities and behaviours. The Facilitator’s Personal Assessment can be used to identify individual strengths and areas for growth, as well as within facilitation teams for mutual accountability and team formation based on strengths of various team members. To use the Personal Assessment, mark where you are right now for each practice/skill and then indicate 3 practices you would like to improve. Reflect on how this can be done individually and as part of a team. Set yourself three concrete actions right now and a timescale to assess progress. 1. ___________________________ 2. ___________________________ 3. ___________________________ Aids Competence Process Manual PNG – November 2008 27 With special thanks to the following communities National Capital District: 9 Mile, ATS, Kesi, Morata, Rahamata, Kanusia Morobe: Tenth City, 2 Mile, Kamkumung, 3-Mile, Saw Dust, 4 Mile, Umi Western Highlands Province: Walis Station, Pis Pond, HMI, Works Compound Eastern Highlands Province: Genoka, Banana Block, Pis Wara, Zokozoi, Asaroyufa Bougainville: Ieta, Sohano island And the following organizations WHO, UNICEF, Department of Health National Capital District: Provincial AIDS Council, Hope Worldwide, PACSO, Red Cross Morobe: Provincial AIDS Council, City Council, The Salvation Army, ADRA, Western Highlands Province: Provincial AIDS Council, Baptist Union, Red Cross, Dep of Health Eastern Highlands Province: The Salvation Army, Red Cross, Dep of Health Bougainville: Provincial AIDS Council, Dep of Health, Red Cross, United Church. Aids Competence Process Manual PNG – November 2008 28
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