COMMUNITY ENGAGEMENT TRAIN-THE-TRAINER 8 OCTOBER 2012.

COMMUNITY ENGAGEMENTTRAIN-THE-TRAINER8 OCTOBER 2012

Creating Personal Empowerment

Unconsciously Empowered

Consciously Empowered

Unconsciously Disempowered

Consciously Disempowered

PO

SS

IBIL

ITY

SELF AWARENESS

HIGH

LOW HIGH

abu

nd

ance

scarcity

VALUES & BELIEFS

PARTNERSHIP & COLLABORATION

SELF ESTEEM& SELF WORTH

VIS

ION

&

PU

RP

OS

EK

NO

WL

ED

GE

&

INS

IGH

TP

RE

SE

NC

E

& A

CT

ION

LOVE & HARMONY

CHANGING BELIEFS & BEHAVIOURS

• Ubuntu, the African humanist philosophy of community and humanity, or “I am what I am because of who we all are”, states that ‘no child could be left without a family’, however, the reality is very different in modern day South Africa.

• The low prevalence of marriage in SA (& vulnerability of single mothers), the weakening of the traditional extended family, urbanisation and the impact of poverty and HIV/Aids, has led to an alarming increase in abandoned babies and a preference for foster care:

Common LawAdoption

Legal responsibilityParental powers

PermanentInheritance

Customary LawExtended family

BloodlineTribalism

Ancestors & Rituals

Adoption is in contradiction to African social norms and practices?

Adoption is the best possible long term

outcome for orphaned and vulnerable

children

A SOCIO CULTURAL SHIFT IS NEEDED

• To evolve the concept of Ubuntu to ensure that it is relevant in our modern day context, and our present day social challenges:

UBUNTU =Children are

the responsibility of the extended tribal family, bloodline is

paramount

UBUNTU = We are all connected,

and as such, children are the responsibility of

our total society(SA Community)

FROM TO

“Ubuntu ‘is not, ‘I think therefore I am.’It says rather: I am a human because I belong.

I participate. I share. In essence, I am because you

are.” Arch Bishop Tutu

UNDERSTANDING THE PROCESS OF CHANGE

Holding on Letting go Moving on

1. Shock

2. Denial

3. Awareness

4. Acceptance

5. Understanding

6. Testing

7. Moving forward

The Change Curve - Kubler Ross

SA NOW

SA FUTURE

When it comes to the challenge of our orphaned and vulnerable children, most South Africans are in a state of shock and denial, our aim is to move

them into awareness, understanding and ultimately action.

THE CHALLENGE OF ENGAGEMENT

• What we are striving to achieve is a combination of:

– Knowledge: “I understand why adoption is the only sustainable solution for South Africa and what I can do to support the process”,

and

– Passion: “I believe in adoption and the benefits it holds for all South Africans in building a sustainable future for our country”.K

NO

WL

ED

GE

PASSION

UNDERSTANDING THE PEOPLE INVOLVED

• Within this framework 4 kinds of people exist:

SpectatorsUnderstand, but don’t get emotionally involved in the

outcome

ChampionsUnderstand and are

passionate & committed to solving the problem

Lost SoulsDon’t understand and don’t

care that much about it

Wild CardsPassionate, but don’t

understand how they can support the process

KN

OW

LED

GE

PASSION

INCREASE KNOWLEDGE &

UNDERSTANDING

CHANGE SOCIO CULTURAL

PERCEPTIONS

DETAILED COMMUNITY ENGAGEMENT PLAN

Holding on Letting go Moving on

1. Shock

2. Denial

3. Awareness

4. Acceptance

5. Understanding

6. Testing

7. Moving forward

The Change Curve - Kubler Ross

2. Exploring our communities and

scenarios (good and bad) that could benefit from

adoption

Focus on Awareness

3. Exploring how these scenarios can be helped through the process of

adoption and engagement

Focus on Understanding & Testing

4 Exploring the Values & supporting Behaviours that will ensure more positive and proactive

engagement

Focus on LOVE values

1. Visioning a sustainable community that puts its children’s needs first?

5. From theory into action –What can you do to help?

EXPLORING EVERY KIND OF SCENARIO

• The following scenarios were explored to ensure the widest view of the adoption process in SA society:

No Birth Mother Scenarios Unplanned Pregnancy Options Considered

Adoption Parent Scenarios

Adoption Related Scenarios

1. Teen crisis pregnancy Abortion Infertility Backstreet/late abortion (dodgy clinics)

2. Rape crisis pregnancy Child abandonment (clinic, home, rubbish dump etc.)

Single parent adoption Criminality of abandonment

3. Adult crisis pregnancy Kinship care (parents, grandparents etc.)

Sibling adoption (sister or brother’s children)

Immigrants/refugees (vulnerability)

4. Poverty/destitute crisis pregnancy

Foster care Same race/culture (SA) Criticism/ostracism of unmarried pregnant girl

5. Abusive family environment

Voluntary adoption Cross race/culture (SA) (RACAP)

Alcoholism, drug abuse, crime & violence

6. Parent/s death (children orphaned)

Children’s Home/ Orphanage

Inter-country adoption (global/Hague) (RACAP)

Child trafficking & prostitution

7. Same sex couple adoption Adult adoptees (reunification challenges)

EMPOWERING OUR PARTNERS & COMMUNITY

• National Road Show planned for June to August to all 9 Provinces.

• Facilitator Training at the October NAC Conference.

• Partner engagement for greater reach

– DSD

– Other NGO’s

– Community Groups

– Church & Cultural organisations

PROCESS MAPS

• For the fist time in SA, we have mapped out the adoption process.

• Using simple, easy to follow, picture based community & process maps developed by our L&D partners Trainiac.

• To be used to:– Train social workers & CPO’s

– Engage with partners e.g. social, medical, judicial, legal, police etc.

– Counsel adoptive parents

– Counsel mothers experiencing an unplanned or crisis pregnancy

– Engage with communities and a range of interest groups

TRAINING PACK & SUPPORT

• Each pack contains the following items:– 1 x facilitators guide

– 3 x sets of The Adoption Story Maps including:

• The Community Map

• The Process of Adoption Map

• Options Considered in Unplanned Pregnancies Map

• The Process for an Abandoned Child Map

– Sticker packs

– 1 x ball of string

– 3 x large facilitator pens

– 1 x pack of cards

• We are in the process of placing all of our resource material on-line as well to ensure accessibility to all members of NACSA.

• This will be supported by a facilitators blog to share learning’s.

Contents

•Introduction

•Preparing for the workshop

•Lesson plan overview

•Lesson 1: Welcome & introduction to the Adoption Story

•Lesson 2: The process of adoption

•Lesson 3: Options considered with an unplanned pregnancy

•Lesson 4: The adoption process for an abandoned child

•Lesson 5: In action

Page

03 – 06

07 – 13

14

15 – 21

22 – 29

26 – 29

30 – 33

34 – 39

14

Facilitator Guide

Introduction

15

IntroductionThis guide contains important information about the design of The Adoption Story Engagement Programme. Specific reference is made to the factors which can determine an effective process, for example which facilitator mode to use; time allocation per activity; tools; group size; learning triggers and levels of energy generated by activities.

This document will show:

• What learning outcomes have been selected to reach the main objectives.• What tools and activities have been selected to achieve the learning outcomes.

Engagement objectives

Why the solution is required

This engagement aims to create awareness and promotes adoption as an option while building partnerships and collaboration across the adoption community.

16

Who are the participants?Participants in the workshop will be from the following areas:

•The Adoption Community•Woman experiencing unplanned pregnancies•Potential adoptive parents•Interest groups•Communities within South Africa

How long is the training?This is a 4 hour engagement workshop

Lesson 1: Introduction to the Adoption Story

Lesson 2: The process of adoption

Lesson 3: Options considered with an unplanned pregnancy

Lesson 4: The adoption process for an abandoned child

Lesson 5: In action

The workshop can be run as one 4 hour workshop, or four x 1 hour mini workshops. 17

How to use this guide?

This guide contains important information about:• How to conduct the activities• How to plan and prepare for the session• How to use the materials.

The guide starts with general information that the trainer will need and then moves into detail about each of the lessons.

The instructions are a guide to help the trainer use the material correctly and achieve the desired results.

In order to get maximum value and lifetime from the maps, we strongly recommend that no pen or permanent markers are used to write on the maps.

18

Facilitator Guide

Prepare for the workshop

19

TimeThis refers to the estimated amount of time it will take to run the activity.

60 min

Facilitator outcomeThis is what the facilitator is required to do to ensure the outcomes are met.

Learner outcomeThis is what the participants must be able to do by the end of the activity.

This is how the

icon applies to learning.

What do you need?This refers to the tools needed for the activity?

20

Training checklist

Facilitator material

:Size Quantit

yDescription Check

A4 1 Facilitator Guide

1 Pack Playing cards

Flip chart paper

1 Soft ball, balloon or balloon filled with maize meal

3 Packs Flip chart pens (4 X assorted colours)

Round 2 x boxes

Stickers (2 different colours). Alternatively small stones or coins – coloured with a marker

1 Ball of string

21

Training checklist

Classroom material

:Size Quantity

Description Check

A1 3 The Adoption Story Community Map

A1 3 The Process of Adoption Map

A1 3 Options Considered with an Unplanned Pregnancy Map

A1 3 Adoption Process for an Abandoned Child Map

22

Tips

Room set upOutcomes I am achieving:• Set up an environment conducive to learning with the material.

Activity: Room lay out Description

We recommend setting up the participants in this format to get the most out of your session and the learning material.

If participants are seated outside, we recommend setting up the groups in this configuration.

What we need

Tool list:

Tables and chairs are useful, however, the workshop can be conducted in any environment, as long as the participants are comfortable.

23

Your role as facilitatorYour role is to guide and steer the engagement workshop. This guide will provide you with suggestions and instructions on how to use the material to ensure successful transfer and application of knowledge.

We acknowledge that everybody has his or her own style of facilitation and we want to encourage you to continue to develop your personal strengths.

Facilitators need to understand• How to motivate participants and maintain the energy level throughout the session;

• How to deal with difficult participants;

• Guide the participants in meeting the learning outcomes by using the 3 facilitator modes

e.g. Hierarchical; Cooperative; Autonomous – please see detail over-page.

24

Facilitator role cont.

Hierarchical modeYou prefer to lead from the front of the class, the focus is on your expertise, you teach or talk to participants and they have little or no involvement.

This approach may be effective in dealing with large numbers of participants as well as short time spans.

TipTry and use this mode sparingly.Use Hierarchical mode at the beginning of activities to introduce or instruct the participants.

NoteOver-reliance on hierarchical mode can lead to disengaged participants and will exhaust you.

Cooperative modeYou like to work in partnership with your participants.

Your role is to ask questions; allow the participants to take part in discussions and be active in the exercise or activity.

TipDetermine the level of interaction by using different groupings of participants: Class; Groups; Pairs.

Note

For cooperative mode to be effective, a safe environment must be engendered.

Autonomous modeYou prefer to allow the participants to learn through their own experiences.

The focus is on the participants and your role is to leave participants on their own to discuss or complete an activity and observe from the sidelines.

TipAutonomous mode does not mean you are free to leave the room physically or check out mentally. You still need to take responsibility for the participants achieving the learning objective.

NoteClear ground rules and instructions are essential for autonomous mode.

25

Lesson Plan Overview

Lesson 1: Welcome & Introduction to The Adoption Story(50 minutes in total)

Activity 1: Welcome & Introductions

(15 minutes)

Discuss adoption and the specific processes involved.


(40 minutes in total)

Activity 1: Discuss adoption

(5 minutes)

Lesson 3: Options considered with an unplanned pregnancy(40 minutes in total)

Activity 1: Discuss unplanned pregnancy

(5 minutes)

Lesson 4: The adoption process for an abandoned child(40 minutes in total)

Activity 1: Discuss abandonment

(5 minutes)

Lesson 5: In actionWorkshop learning's in practice

(55 minutes)

Activity 1: Exploring values & behaviours

(30 minutes)

Activity 2: How you can make a difference?

(15 minutes)

Activity 2: Team Building Exercise

(15 minutes)

Activity 3: Picture a sustainable community

(20 minutes)

Activity 2: Explore the adoption process

(15 minutes)

Activity 3: Identify who is involved

(20 minutes)

Activity 2: Explore options considered

(10 minutes)

Activity 3: Role play option counselling

(25 minutes)

Activity 2: Explore who is involved

(10 minutes)

Activity 3: Map out the process

(25 minutes)

Activity 3: Bringing it Home, thanks & close.

(10 minutes)

Break(+- 15

minutes)

26

Facilitator Guide

Welcome & Introduction to the Adoption Story - Lesson 1

27

Lesson 1: Welcome & Introduction to The Adoption Story


Lesson 1: Activity outcomes

29

Activity 1: Welcome and Introductions

(15 minutes)

Activity 2: The importance of teamwork and partnerships

(15 minutes)

Activity 3: Sustainable vs. unsustainable community

(20 minutes)

Lesson 1: Activity 1

Welcome and IntroductionsOutcomes I am achieving:•Introduce and set the tone for the workshop.•Create a shared sense of what the 4 hour session is about and what the participants can expect to cover during this time.•Guide the participants through a set of shared expectations of group behaviour.

Activity: Set the scene, agenda Description

1. Write the agenda on a flip chart before you start the session.

2. Introduce everyone to the session.

3. Use the agenda to describe the topics to be covered in the workshop

4. Allow everyone to introduce themselves and what they would like to get out of the session.

5. As a group agree the behaviours or ‘rules of engagement’ for the session e.g. respect, teamwork etc.

AGENDA

Lesson 1 – Intro to the Adoption Story

Lesson 2 – The process for adoption

Lesson 3 – Options considered with an unplanned pregnancy

Lesson 4 – The adoption process for an abandoned child

Lesson 5 – In Action

Respect

Teamwork

15 min

30

• Flip chart paper• Flip chart pens

• Welcome everyone.• Share the agenda.• Discuss individual

expectations

• Introduce self and personal expectations.

• Discuss the overview of the session.


Importance of teamwork and partnershipsOutcomes I am achieving:• Encourage team work and create a fun connection between all participants.

Activity: The power of team work Description

1. Place a piece of flipchart paper on the floor, allocate 4 to 5 participants to each piece of paper.

2. Ask the group to try and all stand on the paper without touching the floor.

3. Fold the paper in half and repeat, until they are unable to all balance on the folded paper together.

4. The key is to encourage participants to take hands or use their arms to hold on to and support each other, and have fun.

15 min

31

• Flip chart paper

• Apply the concept of team-work in a fun activity.

• Get participants to engage with each other in a fun and interactive way (break the ice).


Sustainable vs. unsustainable communityOutcomes I am achieving:• Use the cards to divide into groups.

Activity: Dividing into groups Description

1. Participants are divided into smaller more manageable groups (+- 4 participants per group).

2. Use equal number of cards of each suit (according to group size), for example three hearts; three spades; three diamonds and three clubs – if you have 12 participants in the workshop group.

3. Hold the cards facing down in your hand and allow each participant to pick a card from your hand.

4. Group the participants according to the suits of the card they pick.

32

2 min

• Pack of playing

cards.

• Divide the group into smaller random teams, to work together.

• Allocate team to work with.

Lesson 1: Activity 3 (continue)

Sustainable vs. unsustainable communityOutcomes I am achieving:•Describe the different elements of the Community Map and style guide (community scenarios, community characters, engagement icons, and tools for the adoption process).•Discuss what creates a sustainable community that puts its children’s needs first.

Activity: Children first Description

1. Give participants the Adoption Story Map and explain that it represents a typical South African community.

2. The teams should explore and discuss the map and icons.

3. Ask participants what they see, and if they have seen things like this in their own community?

4. Ensure that all participants understand the concept of sustainability (discuss).

5. Ask participants what they think makes a sustainable community, write these points on a flip chart.

6. Ask participants what they think makes a community unsustainable, write these down.

7. Discuss and reflect as a group.

18 min

33

• The Adoption Story Community Map

(1 per group)• Flip chart paper and pen

• Identify and discuss the map & scenarios.

• Discuss the impact

on the community.

• Introduce the Adoption Story Community Map.

• Guide participants in the discussion.

This young woman is pregnant and is

considering abortion.

This is an abandone

d child.

I can see a woman that’s begging on a street corner

with her child.

Facilitator Guide

The process of adoption

- Lesson 2

34




36

Activity 1: Discuss adoption

(5 minutes)

Activity 2: Explore the adoption process

(15 minutes)

Activity 3: Identify the key role players in the process of adoption

(20 minutes)

Please note: You may wish to give all participants a 15 minute break after this lesson.

Lesson 2: Activity 1, 2 and 3

Discuss adoption, the process and who is involvedOutcomes I am achieving:• Discuss positive vs. negative perceptions of adoption in South Africa. • Discuss the process of adoption.• Identify the key role players in the adoption process.

Activity: Identify the role-players Description

1. Discuss the concept of adoption with the group. Write down the positive vs. negative perceptions of adoption on a flip chart. Discuss and reflect on this.

2. Introduce the Process of Adoption Map, briefly explaining each step to the group.

3. Let the participants familiarise themselves with the process map, and discuss in teams.

4. Using the coloured stickers, ask participants to identify all of the key role players in the adoption process on the Community Map.

5. As a group, discuss and reflect on the process and role players in adoption.

40 min

37

• Discuss the process of adoption.

• Identify who the role players are.

• Explore adoption.• Introduce the

process of adoption • Identify the key role

players.

• The Adoption Story Community Map (1 per group)

• Process of Adoption Map (1 per group)

This is a Social Worker.

Here is the Social Worker, placing a child

and parents on RACAP.

This is a Children’s

Court.

Facilitator Guide

Options considered for an unplanned pregnancy

- Lesson 3

38

Lesson 3: Options considered for an unplanned pregnancy



40

Activity 1: Discuss unplanned pregnancy

(5 minutes)

Activity 2: Explore options considered

(10 minutes)

Activity 3: Role play option counselling

(25 minutes)


Discuss unplanned pregnancy, explore options and role playOutcomes I am achieving:•Explore possible reasons for an unplanned pregnancy.•Understand the options a person may consider and the considerations for each.•Experience counselling a person with an unplanned pregnancy through role play.

Activity: Choices have consequences

Description

1. Ask the participants what they think leads to an unplanned pregnancy, and write the feedback on flip chart paper (encourage empathy and understanding e.g. The person could be a victim of rape).

2. Introduce the Options Map and explore the four golden rules for counselling.

3. Discuss the options that they may consider, using the Option Map. Discuss the importance of not judging the person based on your own value system and choices.

4. Pair up participants and allow time for role-play (one participant is counselling, the other is being counselled). Swop participants around at half time so that they experience both sides and perspectives.

5. Allow time to reflect on the exercise and how they felt playing these roles.

40 min

41

• Explore empathy & non-judgment

• Understand the options considered

• Experience counseling

• Discuss unplanned/ crisis pregnancy

• Discuss the rules and options considered

• Guide the role play

• Options Considered with an Unplanned Pregnancy Map (1 per group)

This young

woman is a rape victim.

The Social Worker is

counselling the pregnant

woman.

Facilitator Guide

The adoption process for an abandoned child- Lesson 4

42

Lesson 4: The adoption process for an abandoned child



44

Activity 1: Discuss abandonment

(5 minutes)

Activity 2: Explore who is involved

(10 minutes)

Activity 3: Map out the process

(25 minutes)


Discuss abandonment, who is involved and map out the processOutcomes I am achieving:•Identify the key role players and steps involved in the process.•Discuss the process for an abandoned child.

Activity: Identify role-players and steps

Description

1. Ask participants what they think leads to the abandonment of a child. Write the feedback on the flip chart. Try to encourage understanding e.g. The child could be a result of rape?

2. Introduce the Adoption Process for an Abandoned Child Map and take participants through each step.

3. Ask the participants to identify scenarios on the map that could lead to abandonment?

4. Each team must then map out the process on the Adoption Story Community Map using the coloured stickers & string.

5. As a group, feedback and reflect on the exercise.

40 min

45

• Identify the key role players

• Map out the steps taken when a child is found abandoned

• Discuss abandonment

• Introduce the process

• Guide exercise

• The Adoption Story Community Map (1 per group)

• Process for an abandoned child map (1 per group)

The police woman is reacting to a report from members of the community.

This is the abandone

d child.

Here is the Social Worker, advertising in

the newspaper to locate relatives.

Facilitator Guide

In Action

- Lesson 5

46

EXPLORING VALUES & GUIDING BEHAVOURS

L = Lead by example…

OOwn

your life…

VVision

your future…

EEngage

with your world…

Tangible behaviours around personal

leadership

Tangible behaviours around personal

responsibility

Tangible behaviours around creating a

personal vision

Tangible behaviours for partnership & true

collaboration

Lesson 5: In Action



48

Activity 1: Explore values and behaviours

(30 minutes)

Activity 2: How can you make a difference?

(15 minutes)

Activity 3: Bringing it home

(10 minutes)


Exploring values and behavioursOutcomes I am achieving:•Identify the behaviours that support the LOVE values of adoption.

Activity: Behaviors identification Description

1. We believe that any support of adoption is an act of LOVE.

2. The word LOVE, actually represents each of the values that we believe in:

• Lead by example

• Own your life

• Vision your future

• Engage with your community

4. Write each of these values on a separate flip chart and place on the walls around the room

5. Divide participants into 4 teams and tell them to write the behaviours that they think support each of these values on the relevant flip charts.

6. Each team should review and add to each chart, by rotating around the room every few minutes.

30 min

49

• Identify the tangible behaviours that support each of the LOVE values.

• Introduce the adoption LOVE values.

• Guide discussion around behaviours.

• 4 x pieces of flip chart paper

(stuck up around the room)

Vision your future is about setting clear goals for yourself.

To own your life, you must take

responsibility for your actions

Engagement is like partnership where everyone supports each

other


How can you make a difference?Outcomes I am achieving:•Each participant identifies where they fit in the Adoption Story Community Map.•Each participant commits to at least two behaviour changes in support of adoption.

Activity: Take action Description

1. Each participant should identify where they fit on the Community Map.

2. Ask each person to think about what it is that they, as individuals, have to STOP, START or CONTINUE doing in order to build a sustainable community.

3. Each participant must share one action per focus area e.g.:

• STOP: Ignorance, intolerance etc.

• START: Partnering, sharing commitment with friends, family and colleagues, encouraging leadership, ownership, vision etc.

• CONTINUE: Creating awareness and sharing information. etc.

Remember: There’s no right or wrong answer. Discuss the responses.

4. Write all responses on a flip chart paper and review briefly at the end as a group.

15 min

50

• Identify where they fit in the community and what they can do to support adoption.

• Encourage a personal commitment from each participant to support adoption.

• Flipchart paper and pen.

I will STOP …

I will CONTINUE

to …

10 minLesson 5: Activity 3

Bringing it homeOutcomes I am achieving:•Recall the key learning points from the session.

Activity: Key learning points Description

1. Throw a ball, or any small object around the room to each participant.

2. As they catch the ball, each participant must share what they have learnt from the session.

3. Thank all participants for taking part in the workshop.

4. Close out the session.

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• Reflect on key learning points

• Discuss the key learning points

• Soft ball, balloon or balloon filled with maize meal

We spoke about what to do in the

event of an unplanned

pregnancy and explained what to consider for each

o the option choices.

We covered adoption,

abandonment, etc.

Today we learnt

about...

THANK YOU

COMMUNITY ENGAGEMENT TRAIN-THE-TRAINER 8 OCTOBER 2012.

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Transcript of COMMUNITY ENGAGEMENT TRAIN-THE-TRAINER 8 OCTOBER 2012.