Facilitators Flashcards
1
Q
QUESTIONS ANSWERED
A
- if peers resist then depends on facilitator skill (max 20/min 5 per group)
- possibly work w/couples; working assumption if health issue/identity = dyadic components/social relations (ie. families)
- addressing poor mental health = components of skills building around them
- single sex is issues = strongly gendered as may work better BUT also opportunities to engage w/others
- may not work for specific issues (ie. 1-off traumas)
2
Q
EG. NEONATAL/CHILD MORTALITY
A
- meta-analysis; 7 trials evaluating women’s groups practicing participatory learning/action (PLA) stages:
1. identify/prioritise common maternal/newborn health issues in community
2. discuss potential solutions & prioritise
3. groups implemented chosen solutions
4. evaluate progress & plan for future - found 20% reduction in neonatal mortality
3
Q
EG. SELF-HELP GROUPS
A
- impriving maternal/child/community health
- 10-20 pps; 1-3y length
- some evidence on risky sexual beh/knowledge of family planning services & methods
4
Q
EG. MENTAL HEALTH
A
- problem management & transdiagnostic psychological intervention for common mental health issues
5
Q
EG. IPV
A
- 30 studies on 27 unique RCTs
- meta-analyses suggest community-lvl/group-based interventions reduced odds of women experiencing IPV in past year
6
Q
EG. TYPE 2 DIABETES & INTERMEDIATE HYPERGLYCAEMIA
A
- large reduction in combined prevalence of type 2 diabetes & intermediate hyperglycaemia in PLA group compared w/control at end of study
7
Q
STEPPING STONED & CREATING FUTURES PLUS: INTERVENTION FLOWCHART
A
- TELLING MY STORY
- UNDERSTANDING MY NETWORKS
- BEING BETTER PARTNER
- MAKING LIVING
- POSSIBLE SELF
- SUPPORT GROUP
8
Q
STEPPING STONED & CREATING FUTURES PLUS: INTERVENTION FLOWCHART (TELLING MY STORY)
A
- listening skills
- supporting conversations
- deep breathing/centering/relaxatiin
- understanding strengths
9
Q
STEPPING STONED & CREATING FUTURES PLUS: INTERVENTION FLOWCHART (UNDERSTANDING MY NETWORKS)
A
- who are your people?
- how do we support each other?
- strengthening such relations via better communication
10
Q
STEPPING STONED & CREATING FUTURES PLUS: INTERVENTION FLOWCHART (BEING BETTER PARTNER)
A
- sex & love
- reducing conflict/violence
- practicing communication
11
Q
STEPPING STONED & CREATING FUTURES PLUS: INTERVENTION FLOWCHART (MAKING A LIVING)
A
- generating resources
- managing resources
12
Q
STEPPING STONED & CREATING FUTURES PLUS: INTERVENTION FLOWCHART (POSSIBLE SELF)
A
- goals/dreams/wishes
- needs/wants
- letting go of things that don’t work for you
13
Q
STEPPING STONED & CREATING FUTURES PLUS: INTERVENTION FLOWCHART (SUPPORT GROUP)
A
- supporting each other
- making dif in community
14
Q
JEWKES ET AL. (2021): EFFECTIVE VAWG PREVENTION STRATEGY FACTORS
A
- ESSENTIAL FEATURES OF DESIGN
- ESSENTIAL FEATURES OF IMPLEMENTATION
- ELEMENTS OF INTERVENTION DESIGN NECESSARY WHERE RELEVANT TO APPROACH
15
Q
JEWKES ET AL. (2021): EFFECTIVE VAWG PREVENTION STRATEGY FACTORS (DESIGN)
A
- rigorously planned interventions w/robust theory of change rooted in knowledge of local context
- focused on multiple VAWG drivers (ie. gender inequity/poor communication)
- integrated support for violence survivors
- works w/women/men/(some) families
16
Q
JEWKES ET AL. (2021): EFFECTIVE VAWG PREVENTION STRATEGY FACTORS (IMPLEMENTATION)
A
- optimal intensity; duration/frequency of sessions & overall programme length enabling time for reflection/experimential learning
- implementation by staff/volunteers; selected for gender equitable attitudes & non-violent beh; thoroughly trained/supervised/supported
17
Q
JEWKES ET AL. (2021): EFFECTIVE VAWG PREVENTION STRATEGY FACTORS (NECESSARY WHERE RELEVANT)
A
- gender/social empowerment w/group activities & fostering positive interpersonal relations
- used group-based participatory learning methods (whether for adults/children) emphasising empowerment/critical reflection/communication/conflict resolution skill building
- carefully designed user-friendly manuals/materials supporting all intervention components to accomplish goals
- age-appropriate design for children w/longer time for learning/engaging pedagogy ie. sports/play
18
Q
WHEN DO INTERVENTIONS NOT WORK?
A
DELIVERY ISSUES
- facilitation/implementation challenges
THEORY ISSUES
- poorly conceptualised/adapted
- poorly understood issue
- addressing (wrong) drivers
CONTEXT ISSUES
- impact of social/political/institutional contexts
19
Q
MULTIPLE METHODOLOGIES & APPROACHES FOR PROMOTING DIALOGUE
A
- Freire’s small groups (generative pictures)
- Boal’s Theatre of the Oppressed/Forum Theatre
- photovoice
- participatory photography/video
- drawings for social change
- body mapping
- spider diagrams
- short sketches
- community mapping
20
Q
MULTIPLE METHODOLOGIES, SIMILAR AIMS
A
- make grand claims about impact on people’s lives
- all approaches seek to do v similar things:
1. draw out people’s own individual experiences (ie. recognition language NOT always best)
2. encourage people to see similarities between one another
3. encourage people to discuss similarities/difs/potential causes
4. support people to reflect on this in lives
5. try out dif ways of being in safe spaces
6. act on social world
21
Q
WANG & BURRIS (1997): PHOTOVOICE
A
- process via which people identify/represent/enhance community via specific photographic technique
- places cameras into pps’ hands; immediatcy of visual images to “furnish evidence & promote effective participatory means of sharing expertise/knowledge”
- emerged through 3 strands:
1. health education based on Freire’s problem posing education (images created by people themselves)
2. feminist theory (critiques of Freire aka. overly focused on men)
3. documentary photography
22
Q
WANG & BURRIS (1994): EMPOWERMENT VIA PHOTO NOVELLA
A
- more explicit about empowerment/social change aspects of photo novella:
1. EMPOWERMENT VIA GROUP ACTIVITIES - photo novella; rural Chinese women discover common/dif views of world via large/small group discussions; talking about photos allows to find similarities/difs in how they’re raised as young girls/treated as wives/regarded as mothers
- goal = large/small group dialogues to cultivate people’s activity to take individual/collective action for social change
2. EMPOWERMENT VIA ENGAGING SOCIAL WORLD - empowerment incl. communicating identified needs to policymakers
23
Q
CAMPBELL & CORNISH (2012): EMPOWERMENT VIA PHOTO NOVELLA
A
- explicit emphasis on ensuring photos = seen by people w/”power”
- worked to create exhibitions & slide shows w/policy makers at them
- pictures/words = evocative & create spaces for listening
- require receptive listening environments (aka. where those w/power = willing to listen to “the poor”)
24
Q
LIEBENBERG (2018)
A
- multiple reflective experiences -> making photographs + collective interpretation + dissemination (<- co-constructed meaning + themes/theories + issues/resources)
- dissemination -> knowledge + action -> catalyst for change
25
CRITIQUES OF PHOTOVOICE & SIMILAR PROCESSES
1. SHORT RUN PROCESS
2. LIMITED CONSIDERATION OF HOW GROUPS MAY NOY BE EQUAL
3. LIMITED FOCUS ON SOCIAL ACTION
4. EMPOWERMENT ASSUMED
5. LITTLE SUSTAINED EVALUATION
26
CRITIQUES OF PHOTOVOICE & SIMILAR PROCESSES: SHORT RUN PROCESS
- pps require time to reflect on lives/experiences w/o which they simply replicate "dominant" narratives aka. reification of lived experience
- one-off rathern than sustained engagement
- individual/collective change takes time
27
CRITIQUES OF PHOTOVOICE & SIMILAR PROCESSES: LIMITED FOCUS ON SOCIAL ACTION
- focus on pretty pictures/photos rsther than social change
- action = oft focused on "exhibitions" in wider world (aka. IRL change?)
28
CRITIQUES OF PHOTOVOICE & SIMILAR PROCESSES: EMPOWERMENT ASSUMED
- assumption that simply being part of process = beneficial
- social worlds = NOT changed (aka. TAC body mapping)
29
EMPOWERMENT
- empowerment at dif lvls:
1. INDIVIDUAL
- feel listened to/heard/more confident/sense of self-efficacy
2. GROUP
- start to change identities/beh
3. COLLECTIVE
- start acting in world to make wider change/social action
30
FACILITATORS DEFINITION
- hidden people behind social change w/lives
- academics oft play role of facilitators BUT...
1. social world = dif
2. language barriers
3. not enough academics to go around
31
ROLES IN SMALL GROUP INTERVENTIONS
1. creation of safe spaces
2. build relations w/pps & keep them happy
3. use problem posing approaches rather than lectures
4. provide correct knowledge
5. check everyone participates in sessions
6. potentially challenge people's views
- despite this v little research done to understand challenges of facilitating interventions in complex settings
32
GIBBS ET AL. (2015)
- implementing pilot of SSCF
- 6 facilitators selected:
1. 1 = from community BUT older (slightly better off)
2. 5 = from outside
3. all = some experience of group work (facilitation & FGDs)
- trained over 5 weeks w/regular support
- attended debrief sessions over weeks
33
GIBBS ET AL. (2015): FACILITATORS
- knew idea that participation = key ingredient
- research project had multiple ideas of "success" beyond good facilitation
- struggled w/role as facilitator rather than expert (aka. own histories)
- wanting tangible success; demonstrations of beh change
- had internalised many key ideas about what good "participatory" intervention programme work looks like BUT stuggled to achieve this:
1. role of individual autonomy VS social structure (aka. basic ideas of what shapes beh)
2. educational experiences in South Africa
3. research project within which intervention is set
34
GIBBS ET AL. (2015): HOW DO WE ADDRESS FACILITATORS?
- training/support for facilitation
- trying to balance competing demands of projects
35
FACILITATORS & SOCIAL IDENTITIES
- fundamental goal = to establish/maintain social identity
- how do you do this within intervention setting?
- how do facilitators navigate competing roles/positions they play?
36
GIBBS ET AL. (2020): CONSTRUCTING, REPRODUCING & CHALLENGING MASCULINITIES
- SSCF trial; 6 male facilitators
- identified/privided w/training
- data from:
1. intervention observations (22 obvs)
2. in-depth interviews (n = 8)
3. FGDs (n = 4)
37
GIBBS ET AL. (2020): TELLING STORIES
BONDING
- assert heterosexuality/relative financial wellbeing:
1. insulted by drunkard while sitting outside home
2. had few beers
3. facilitator(s) slept w/his gf; drinking/eating food on Florida Road
38
GIBBS ET AL. (2020): JOKES
- way of keeping people engaged
- way of introducing sensitive topics
- assert facilitators' masculinity
- assert dominance
39
FACILITATORS & MASCULINITY
- broadly suggest key aspect of facilitation lay in facilitators working to establish/maintain particular form of successful masculinity & deply this to encourage pps to change
- 1st task = overt; set by intervention; namely challenging elements of pps' youthful masculinity (ie. exerting violent power over women)
- 2nd task = covert; specifically establishing credibility as men in pps' eyes
40
MCGEENEY (2015): COLLUSION
- analysis; 1 group discussion; 6 young people (17-21y); all hetero
- 3 adults/youth workers
- discussion of "good"/"bad" sex in North London
- safe space = subverted/taken over:
1. conventional ground rules = thrown out
2. inability to challenge discriminatory/sexist language
3. choosing to engage > challenge (aka. laugh/approve)
41
SUMMARY
- range of activities can promote social change
- limits to such activities:
1. short run
2. less focus on social action
3. dif lvls of empowerment (ie. individual/group/collective)
- facilitators = critical process:
1. own histories make process challenging
2. own social identities shape interactions
3. may struggle to challenge dominant norms (aka. risk of collusion)
