11.2.4.1. Participants
All the 13 LHWs working in the union council Bagga Shiekhan were recruited for the feasibility study. The necessary departmental permissions and informed consent from the LHWs were obtained. There was one lady health supervisor (LHS), supervising these 13 LHWs.
11.2.5. Training of the health workers
After obtaining permission from the LHW program, training of all the 13 LHWs was conducted in the basic health unit (BHU) of Bagga Sheikhan. The training (see Appendix 8 for a detailed program) was delivered by the PhD student along with the intervention team of the SPRING Programme. The 5 pillars training component was integrated into the overall SPRING training programme, and was conducted in first 1.5 days of the 5-day training programme. However the 5 pillar skills learned in the 1.5 days were repeatedly practiced throughout the 5 days as these were integrated into every other aspect of the early child nutrition and development training.
FIGURE32:PARTICIPANTS OF THE TRAINING
11.2.4. Delivery of the 5 Pillars approach for maternal psychosocial wellbeing
11.2.4.1. Participants
All the 13 LHWs working in the union council Bagga Shiekhan were recruited for the feasibility study. The necessary departmental permissions and informed consent from the LHWs were obtained. There was one lady health supervisor (LHS), supervising these 13 LHWs.
11.2.5. Training of the health workers
After obtaining permission from the LHW program, training of all the 13 LHWs was conducted in the basic health unit (BHU) of Bagga Sheikhan. The training (see Appendix 8 for a detailed program) was delivered by the PhD student along with the intervention team of the SPRING Programme. The 5 pillars training component was integrated into the overall SPRING training programme, and was conducted in first 1.5 days of the 5-day training programme. However the 5 pillar skills learned in the 1.5 days were repeatedly practiced throughout the 5 days as these were integrated into every other aspect of the early child nutrition and development training.
FIGURE32:PARTICIPANTS OF THE TRAINING
11.2.4. Delivery of the 5 Pillars approach for maternal psychosocial wellbeing
11.2.4.1. Participants
All the 13 LHWs working in the union council Bagga Shiekhan were recruited for the feasibility study. The necessary departmental permissions and informed consent from the LHWs were obtained. There was one lady health supervisor (LHS), supervising these 13 LHWs.
11.2.5. Training of the health workers
After obtaining permission from the LHW program, training of all the 13 LHWs was conducted in the basic health unit (BHU) of Bagga Sheikhan. The training (see Appendix 8 for a detailed program) was delivered by the PhD student along with the intervention team of the SPRING Programme. The 5 pillars training component was integrated into the overall SPRING training programme, and was conducted in first 1.5 days of the 5-day training programme. However the 5 pillar skills learned in the 1.5 days were repeatedly practiced throughout the 5 days as these were integrated into every other aspect of the early child nutrition and development training.
FIGURE32:PARTICIPANTS OF THE TRAINING
The training emphasized hands-on practice rather than didactic teaching. Thus interactive sessions, and role-plays were utilized extensively throughout the training. The sessions started with an interactive discussion (Figure 33) around one of the pillars, allowing the LHWs to share their views, experiences and suggestions. Flip charts were used for this session, to document their views. This aim of this session was to achieve convey a basic understanding in the LHWs about the approach, and to help them contextualise it to their every-day work.
Role plays (Figure 34 and Figure 35) provided the LHWs with an opportunity to practice these skills. For example, in a typical role-play one of the LHWs would be asked to play herself while another would play the role of a mother or a mother-in- law. The LHW character would then deliver a key child development message using the 5 Pillars approach, The rest of the group were asked to closely observe the interaction and note down points for a constructive discussion about how the approach was similar or different to their usual practice. In this way, new skills and knowledge were gradually assimilated into their existing practice.
FIGURE34: ROLE PLAY
An example illustrating the instructions for a role play focusing on problem solving was as follows:
Select a participant to play the role of an LHW visiting a pregnant woman, and another to play the role of a pregnant woman. The pregnant woman has heard that it is important to visit the hospital for an antenatal check-up, but her mother-in-law feels it is not necessary and may harm the baby. She asks the LHW what to do. The group observes this interaction, and notes how they would try to solve this problem. Ask other members of the group to role-play the problem solver. In the end ask the LHW playing the mother to comment on the solutions offered, which ones she found most helpful, and why.
If actual mothers visiting the BHU wanted to take part in a role play, they were encouraged to do so, adding an element of reality to this exercise.