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Participatory training techniques

Participatory training techniques. WORKSHOP “OST in Developing Countries: A Primer” Atul Ambekar, Alok Agrawal (India). Training for OST staff. A multi-disciplinary team of staff is involved in service delivery Doctor Counsellor Nurse Programme Managers

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Participatory training techniques

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  1. Participatory training techniques WORKSHOP “OST in Developing Countries: A Primer” Atul Ambekar, Alok Agrawal (India)

  2. Training for OST staff • A multi-disciplinary team of staff is involved in service delivery • Doctor • Counsellor • Nurse • Programme Managers • Outreach workers and peer educators • Programme monitors / evaluators • Relative advantages and disadvantages of training them together or training them separately?

  3. Induction Training on OST • A five day training programme • Conducted soon after recruitment of staff • Conducted for a mixed group of staff (nodal officers, doctors, nurses, counselors, data managers, programme managers and outreach workers) • Class-room type training • Highly interactive and participatory • Exposure visit – an essential component • BASED UPON A MANUAL • Outcome: • Trained staff who begin service delivery after receiving a certificate

  4. Organization of the manual Rajat Ray, Anju Dhawan, Atul Ambekar (2011), Implementing OST : A Training manual for service providers, NACO, Government of India, New Delhi

  5. Highlights of the manual • Developed as a ‘guide’ for facilitators • Not a substitute for practice guidelines or operating procedures • Flexibility for facilitators for local adaptation • Applicable to a variety of OST settings • Entire training programme has been designed to be participatory in nature • Strives to address all three components – knowledge, attitudes and skills • Manual encourages training programmes for mixed group of participants

  6. Organization of the manual • Organization of the manual • Content  • Format

  7. Content of the manual • Initial pages: • Acknowledgements • Message from DG, NACO • Foreword (from NACO) • Table of contents • Background • “About the manual” • TOR for facilitators • Preparations for the training programme • Draft agenda • Sessions (arranged chronologically) • Annexure • Record formats • Evaluation and feedback sheets

  8. Areas covered in the training • Drugs, Drug Dependence, Harm Reduction, Principles of drug treatment, OST: Basic knowledge (and attitude) • Assessment and Diagnosis: Clinical skills • OST (induction, maintenance, dispensing): Clinical skills • Psycho-social interventions: Clinical skills • Exposure to a functioning OST centre • Programme management: Dispensing, record maintenance, stock keeping, reporting, referral and linkage: knowledge , attitude and skills

  9. Content of the manual • Initial pages: • Acknowledgements • Message from DG, NACO • Foreword (from NACO) • Table of contents • Background • “About the manual” • TOR for facilitators • Preparations for the training programme • Draft agenda • Sessions (arranged chronologically) • Annexure • Record formats • Evaluation and feedback sheets

  10. Training sessions

  11. Training sessions

  12. Training sessions

  13. Training sessions

  14. Training sessions

  15. Content of each session • Objectives • Materials and method • Steps • Highlights (as box items) • Contents of the presentation

  16. Organization of the manual • Organization of the manual • Content • Format 

  17. Format • The manual has been designed to be available in two versions: • Hard copy: • Description of all the sessions • Handouts of slides along with ‘notes’ for the facilitator

  18. Format • The manual has been designed to be available in two versions: • Hard copy: • Description of all the sessions • Handouts of slides along with ‘notes’ for the facilitator • Digital version: (available as a CD or online) • The manual proper as a pdf file • Power point presentations as hyper links

  19. Training techniques used in the manual • Participatory presentation and discussion • Group Work • Observations and de-briefing • Role Plays

  20. Group work • Ideal size: 4 – 10 people • Shared characteristic: Same place of work / same profession • Fosters team building and bonding • Provides opportunity for those to be heard who may be silent in front of larger audience • Encourages learning from the peers \ • Helps assessment of pre-existing knowledge and understanding by the facilitator

  21. Role play • Best suited for skill-based sessions • Ideally at least the first such role play should be almost scripted • Based on a pre-decided case vignette • Played by two facilitators (one playing client and another playing the staff) • Should be followed by feedback and discussion

  22. Observation and De-briefing • Gives a more ‘real’ and ‘hands-on’ experience • Requires logistic arrangements and preparations • Should be coupled with de-briefing • The facilitator should be well conversant with the • Setting observed • Setting in which participants are likely to work

  23. Refresher Training • Ideal time: About 6 months after the initiation into programme and then annually • May be smaller in duration than the Induction training • Requires more skilled and experienced facilitators • The agenda needs to be tailored and customized as per the perceived needs of the participants • May have to be coupled with a stock taking exercise or a programme review

  24. THANK YOU

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