Community Facilitator Workbook and Toolkit by CTAC

community facilitator workbook and toolkit

A SKILLS BUILDING PROGRAM FOR COMMUNITY WORK AMONG PEOPLE LIVING WITH HIV/AIDS AND VIRAL HEPATITIS CO-INFECTION

CTAC is Canada’s national civil society organization addressing access to treatment, care and support for people living with HIV. CTAC meaningfully engages community members, service providers, policymakers and researchers to identify, develop and implement policy and program solutions. Production of CTAC Community Facilitator Workbook and Toolkit has been made possible through financial contributions from the Public Health Agency of Canada. The views expressed in this resource do not necessarily reflect the views of the Public Health Agency of Canada. © 2013, CTAC (Canadian Treatment Action Council). All rights reserved. Contact CTAC 1-877-237-2822 • www.ctac.ca Authors Jessica Whitbread Gilbert Mallais Art Direction Nicole Roswell, Phoenix Creative Advisory Committee: Sylvain Beaudry, AIDS Community Care Montreal Janice Dayle, International Community of Women Living with HIV - North America Francisco Ibáñez-Carrasco, Ontario HIV Treatment Network Erin Konsmo, Native Youth Sexual Health Network Paul Sutton, CTAC Sarah Switzer, Empower Youth Project, Central Toronto Community Health Centre

Permission to Reproduce This document is copyrighted. It may be reprinted and distributed in its entirety for non-commercial purposes without prior permission, but permission must be obtained to edit or otherwise alter its content. The following credit must appear on any reprint: This information was provided by CTAC. For more information contact CTAC at 1-877-237-2822 or www.ctac.ca.

NOTE TO FACILITATORS

There are many facilitator manuals that focus on group facilitation. However, few resources have been built for community members and frontline workers to identify, explore and take action on HIV and Viral Hepatitis issues in their communities, including access to treatment and health care. This program aims to empower you when facilitating: • group discussions to map resources and services in your communities • community development and awareness sessions • knowledge transfer and exchange (KTE) workshops • support groups in communities and within the HIV and Viral Hepatitis movement The Community Facilitator Workbook and Toolkit also presents some helpful tools to design and organize events, as well as to take on different leadership roles within your communities. These tools will help you develop new ways of connecting members of your community, while sharing knowledge about HIV and Viral Hepatitis.

The specific objectives of the Community Facilitator Workbook and Toolkit are: • to build networks in order to reduce isolation within communities • to map out barriers while highlighting strengths in communities • to enable access to treatment, care and support for people living with HIV or coinfected with Viral Hepatitis. By increasing visibility and reflecting the treatment, care and support needs of communities across Canada, it becomes absolutely paramount that we continue to work together in order to affect change in Canada. As a leader and ambassador of CTAC’s work, you can play a key role in knowledge exchange, resources, mapping and breaking down barriers within your communities. Knowledge is important to help people develop compassion and understanding for individuals affected by life-long illnesses. By providing education, we can help reduce stigma and discrimination towards people living with HIV and co-infected with Viral Hepatitis. WHETHER PEOPLE ARE TALKING OR LISTENING, LET’S START CONVERSATIONS ABOUT HIV AND VIRAL HEPATITIS IN OUR COMMUNITIES!

+ communication is really a three way street:

listening, speaking and understanding

TABLE OF CONTENTS

PART 1: THE WORKBOOK

1. First Things First 2. Basics You Need to Know

PART 2: THE TOOLKIT

6 8

• HIV and Viral Hepatitis basics • Determinants of health • Greater Involvement of People Living with HIV (GIPA) • An anti-oppression approach to prevention, determinants of health and GIPA 17

4. Group Dynamics

• Adult participation • Learning styles • Personality styles • Having difficult conversations • Setting boundaries • Group interpersonal challenges • Group development stages

• Making facilitation even better • Networking and mentoring systems • A strong facilitator is a good communicator 6. Wrapping it up

• Community mapping i. Mapping Access to Treatment • Knowledge transfer and exchange workshops i. Tools for Access • Community organizing and development i. Stuff That Matters ii. Renewing GIPA 3. Appendices

• The basic tools • Needs assessment • Planning checklist • Looms • Icebreakers and other exercises • Workshop evaluations • Post-workshop monitoring forms 2. CTAC Workshops

3. Self Care

5. Facilitation Skills

1. The Workshop Folder

• Needs assessment • Planning checklist • Looms • Icebreakers and other exercises • Evaluation forms • Post-workshop monitoring form • Tools for access fact sheets • CTAC workshop looms i. Mapping Access to Treatment ii. Stuff That Matters iii. Renewing GIPA

society

As a and as people living with HIV, we need to

forge ahead and promote, educate and speak up about oppression in all its forms

PART 1:

THE WORKBOOK

1. FIRST THINGS FIRST

When bringing a group of people together, it is important to be clear about the purpose. When the purpose is clear, people can concentrate and work together because they have a better understanding of what they will be doing together. When the purpose is unclear or unstated, it is much harder for participants to engage in meaningful and productive ways. Opening remarks for any workshop should:  be

warm  state the reasons for involvement  show participants how their involvement will be fruitful  ‘hook’ the group and generate interest  demonstrate what lies ahead

A successful session opening should include the following:  Welcome

 Introduction  CTAC

work

of facilitators and objectives background: what we do and how we

 Housekeeping  Ground

 Agenda

rules

items

The purpose of our program is to cultivate leadership and build community, so let’s start by getting to know each other.

EXERCISE 1.1: LEARNING FROM EXPERIENCE

The following icebreaker exercise will help us become familiar with one another before we get deep into the bones of this workbook. Introduce yourself to the group and briefly explain one thing you have learned the hard way about facilitation.

What did we learn from this exercise? • Everyone’s name • Everyone has some experience with facilitation • Some facilitation is effective and some facilitation does not work out as well What else did I learn from this exercise?

EXERCISE 1.2: WHERE HAVE I BEEN? WHO AM I NOW? WHERE AM I GOING?

The purpose of this exercise is to reflect on our past, present and future selves. This exercise can be a way to monitor our personal growth in a workshop as we learn new skills and are challenged by different ideas and concepts. At the end of the workbook, we will revisit these questions and will have time to reflect on any changes. Answer the following questions. By doing so, we can explore how we are on a continuum as we live, learn and move forward. Where have I been?

Who am I now?

Where am I going?

2. BASICS YOU NEED TO KNOW

Since the 1980â&#x20AC;&#x2122;s, HIV has been weaving itself through the Canadian social fabric. While there is widespread knowledge about the existence of HIV, information about HIV is commonly incorrect or misguided. Misinformation creates fear and ignorance which fuels stigma and discrimination, unsound public policies, treatment access barriers and daily hardships for us and our loved ones. The work we do is life-long. This section will start a conversation that will develop our ability

to apply social justice, anti-oppressive and GIPA frameworks in our facilitation sessions, community work and everyday lives.

BASIC #1: HIV AND VIRAL HEPATITIS BASICS By looking at some of the basics of HIV and Viral Hepatitis, we will be able to see that viral transmission is in no way specific to a certain populations.

EXERCISE 2.1: HIV AND VIRAL HEPATITIS BASICS

Fill in the blanks with definitions in your own words. This can be done individually or with a partner. When you are finished, discuss your answers with your a partner. When you are finished, visit the CATIE website to review your answers. HIV is found in which bodily fluids?

How is HIV transmitted?

Hepatitis B and C are found in which bodily fluids?

How is Hepatitis C transmitted?

How is Hepatitis B transmitted?

BASIC #2: DETERMINANTS OF HEALTH HIV and Viral Hepatitis are not like humans: they don’t discriminate! Anyone can get HIV and/or Viral Hepatitis. However, some populations or groups of people experience higher prevalence of HIV and Viral Hepatitis due to many social and structural factors in our society. These factors are usually referred to as the determinants of health. Determinants of health can have positive or negative impacts on our health. If we have a lot of privilege and fare better in the determinants of health, we are likely to have better health outcomes; if not, our health outcomes may be diminished.

Health Canada lists the following determinants of heath:  Income

and Social Status Support Networks  Education and Literacy  Employment/Working Conditions  Social Environments  Physical Environments  Personal Health Practices and Coping Skills  Healthy Child Development  Biology and Genetic Endowment  Health Services  Gender  Culture  Social

EXERCISE 2.2: NOT ALL HIV IS CREATED EQUAL: THE COMPLEXITIES OF INDIVIDUALS LIVING WITH HIV AND/OR CO-INFECTED WITH VIRAL HEPATITIS CASE SCENARIOS

Read the following case scenarios keeping in mind the determinants of health. Take a few moments to reflect about each of the individual case scenarios. Which determinants of health are positive and which are negative factors for each individual’s health? Scenario A I am a middle-aged white woman living with HIV who lives in subsidized housing in Montreal. I am currently employed, but my work is only contractual as I often have health issues that have made it difficult to work continuously since my diagnosis 25 years ago. Despite this, I have a loving family that helps out when I need it, and I have a great relationship with my negative partner. One thing that I find difficult is that I do not speak French very well, and have not been able to connect with any social support groups with other positive women in my city. Positive Impact

Negative Impact

Scenario B I have been co-infected with HIV and Hepatitis C for five years. I spent the last 8 years living in and out of shelters with my wife who I love dearly. Lately, we inject cocaine together about 3 times a day. After I was diagnosed, I stopped using drugs for 2 years, but then realized that I just really like doing it. To be honest, I love my life, my wife and wouldnâ&#x20AC;&#x2122;t change much of it. Sometimes it can be hard because people donâ&#x20AC;&#x2122;t understand my life choices. When I need help there is a strong community that supports me. Most of my issues pertain to the people outside of my street community that donâ&#x20AC;&#x2122;t understand. Positive Impact

Negative Impact

Scenario C I am a 52 year old, single gay man from the Caribbean. I am a partner in an upstanding law firm and live in a nice condo in the city. I have more money than I know what to do with. I live in fear of anyone learning about my HIV status or that I have sex with men. If they do, it could have a negative impact on my life. I do not access any programs and rarely go to the doctor because I am scared of someone finding out. Positive Impact

Negative Impact

BASIC #3: THE GREATER INVOLVEMENT OF PEOPLE LIVING WITH HIV â&#x20AC;&#x201C; GIPA Although there are a number of differences in the experiences and histories of people living with HIV, there are also aspects of our experiences that unite us. In 1994, a document was created that outlined the need for the Greater Involvement of People Living with HIV in the decisions that impact our lives. This document is best known as the GIPA Principles and they demand that people living with HIV be included in all decision-making levels of the HIV response. Although GIPA is a great start, many people have criticized it for being too simplistic, tokenizing

and not actually addressing some core, structural issues like: racism, economic inequality, patriarchy and colonization. Many people with HIV have gone a step further to refine GIPA into MIPA or MEPAâ&#x20AC;&#x201C; the Meaningful Involvement or Engagement of People Living with HIV. Whatever the acronym, it is clear that there is a strong need for people living with HIV to be active and meaningful participants in the social change needed to improve our lives.

What does GIPA mean to you?

The Community Facilitator workshop is an example of GIPA. It builds skills for people living with HIV to have the capacity to be meaningfully involved as agents of change both within and outside of the HIV sector. The goal is to carve out safe spaces where people living with HIV and Viral Hepatitis coinfection enjoy the highest attainable standard of health.

EXERCISE 2.3: WHAT DOES GIPA LOOK LIKE FOR ME? A COMMUNITY MAPPING EXERCISE.

The purpose of this exercise is to think about how GIPA could positively impact change in our communities. Using a separate, blank piece of paper, draw a map of your community. This can be as big as your province or as small as your neighborhood. When you look at your map, think about all the places in your community accessed by people living with HIV (health care services, dental office, AIDS service organizations, the local gym, and so on). Then think about if and/or how people living with HIV are involved in creating these spaces or services. If they are not currently involved, ask yourself how they might be better involved. If they are currently involved, how could their involvement be strengthened?

Note: This exercise can be part of a workshop in your home communities. If we are doing this exercise with others in our community, we could: • compare and contrast our map with others • take all the small maps and create a large map that includes all the information from the many small ones • draw a larger map of our region or of Canada and start to look at the different ways that people living with HIV are involved and share best practices of how to support and strengthen other areas This is a great way to share important community information about what is currently working well (in terms of involving people living with HIV) and ideas on how to improve services (to consider the needs of people living with HIV).

How could people living with HIV be their own agents of change if they were better informed about the GIPA principles and practices?

AN ANTI-OPPRESSIVE APPAROACH TO PREVENTION, DETERMINANTS OF HEALTH AND GIPA ANTI-OPPRESSIVE APPROACHES

Anti-oppressive approaches are purposeful strategies to challenge systemic oppression. Borrowing heavily from an anti-racism approach, an anti-oppressive framework explicitly examines power relationships and sees the parallels, intersections, and distinctions between all forms of oppression and the ways they manifest themselves socially, structurally, economically, and culturally. This framework can be used to identify, remove and challenge the different forms of oppression we encounter in our work. We live in a society where power dynamics exclude and disregard many. This type of structural oppression at its core places some people in more privileged and powerful positions in society at the expense of others. Historically in Canada, racism and colonisation have been identified as two of the major causes of oppression in society which support such power imbalances. In modern day Canada, the

fear of people living with HIV, “serophobia” has become part of another form of oppression in society. The fear and discrimination of people living with HIV can play negatively on the health outcome of individuals. An example of this, is gay men who fail to get tested or access services, out of the fear their sexuality will be discovered. Oppression can also negatively intersect with determinants of health. Refusing to rent an apartment or offer a job to someone because of a person’s gender, race, ethnicity or (dis) ability are forms oppression which lead to reduced access to health care, treatment and support. As we forge ahead to promote, educate and adopt anti-oppressive approaches, we must realize that for GIPA to be an effective, we must challenge all forms of oppression.

EXERCISE 2:4 DEFINITIONS AND SCENARIOS

Define, in your own words, what these terms mean to you. Sometimes definitions can be hard to put into words. If this is the case, feel free to draw a picture or give an example. Racism

Classism

Sexism

Homophobia

Transphobia

contâ&#x20AC;&#x2122;d

Colonisation

Serophobia

Ableism

Xenophobia

RESOURCES FOR FURTHER READING HIV AND VIRAL HEPATITIS

CATIE – http://www.catie.ca YouthCo. – http://youthco.org/index.php/get-the-facts/ SOCIAL DETERMINANTS AND SOCIAL JUSTICE FRAMEWORKS

Canadian AIDS Society – http://www.cdnaids.ca/socialissues Global Network of People Living with HIV – http://www.gnpplus.net/ Health Canada Determinants of Health – http://www.phac-aspc.gc.ca/ph-sp/determinants/ determinants-eng.php GIPA

Canadian AIDS Society – http://www.cdnaids.ca/onefootforwardagipatrainingtoolkit Ontario AIDS Network – http://www.ontarioaidsnetwork.on.ca/programs_services.php GIPA Principles – http://data.unaids.org/pub/briefingnote/2007/jc1299_policy_brief_GIPA.pdf

identify, remove and challenge the different forms of oppression we encounter in our work

3. SELF CARE

BODY

MIND

One important and often underappreciated role that a facilitator has to engage in is self care, especially when facilitators are also people living with HIV and/or co-infected with Viral Hepatitis. As peer facilitators we tend to have difficulties separating ourselves from the subject matter. We are living with HIV before the workshop, during the workshop, and after when we go home. There are many benefits to being a peer facilitator. Having a shared sense of lived experience allows us to have an understanding of the needs of the groups and how to engage with the participants. It can also allow for feelings of trust and dialogue to be open and fluid, which can be helpful in creating safer spaces to talk about and disclose issues that are affecting people’s lives. As much as this can be an asset for the group, it can cause anxiety and stress for the facilitator leading the group. Individuals seen as leaders can have challenges addressing their own needs, commonly focusing on others’ needs and forgetting their own.

SPIRIT

The two key points in this section are:  Take

time to make yourself feel good do anything that makes you feel bad

 Don’t

When working in our own communities, it is important to create methods of self care in order to decrease any stress that may occur based on the challenges of playing the dual role of community member and facilitator. This exercise will help you determine some of your personal boundaries, ways you can practice articulating them while facilitating a group of peers, and ways to focus on the things that make you happy.

EXERCISE 3.1: WHEN I FEEL BAD I CAN MAKE MYSELF FEEL GOOD COLLAGE

Art can be a good way to explore the things that make you feel good. Take a piece of paper and draw, cut and paste or write all the things that make your feel bad on one side. Then flip the paper over and do the same thing but focus on the things that make you feel good. Take some time to think about the things that shift a particular situation from bad to good. When you are finished, take some time to reflect on the process and make a list of 5 things that can make you feel good - especially after facilitating a workshop. If making a collage is not for you, you can also choose to write a poem, sing a song or act out a theatrical piece. My Top 5 Self Care Activities 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________ If you are stuck for ideas on how to take care of yourself, you could take a bubble bath, debrief with a friend, journal, go for a walk in the woods, watch a film - anything that distracts you and makes you feel good. My feel good cards Using index cards or pieces of paper, write a statement that will make you feel good. Statements such as “I love me today”; “I’m a caring person”; “what I do is important” and “I am important” are examples of statements that can make you feel good. Use them as daily affirmations; leave them on your desk and pick one every day, or stick one on your refrigerator everyday so you will see it every time you get a snack. You can also think of others ways to use feel good cards. A self care plan should include a look at one’s personal emotional and physical boundaries. As facilitators, we are not expected to share information or physical contact that we are uncomfortable with. Having lived experience does not mean that it is necessary that we add any of our personal anecdotes to the sessions we are facilitating. We should do what feels good to us. It is important to set personal boundaries before we facilitate. Take some time to think about a number of scenarios and how we might answer questions of a personal nature. Other boundaries to think about are ones that pertain to the relationships you have with the participants. There is a good chance that you will have relationships to varying degrees with some of the participants, or in some cases the participants might feel that they need more support than you can provide as a peer. It is advisable that you take a moment to think about these situations and consider what makes you feel comfortable.

EXERCISE 3.3: MY BOUNDARIES

The following exercise will help you establish some personal boundaries for yourself as a facilitator. What parts of my experience am I not comfortable sharing?

Are there any aspects that I would like support with in case they arise while I am facilitating?

Are there any scenarios that I might feel uncomfortable with?

What are some personal boundaries that I would like to make and not break until I am ready?

We all have a responsibility to balance our own self-care with the care of others. It is important to keep in mind that with HIV and Viral Hepatitis co-infection come symptoms and side effects that may require some attention. Digestive issues, neuropathy and chronic fatigue are issues that many live with on a daily basis. We need to ensure our workshops take into consideration the needs of our fellow community members.

WHAT HAVE I LEARNED? RESOURCES FOR FURTHER READING: Making Outreach Matter - Self Care: www.makingoutreachmatter.ca/self-care.html Self Care for Care Givers: http://www.phac-aspc.gc.ca/publicat/oes-bsu-02/caregvr-eng.php

4. GROUP DYNAMICS

ADULT PARTICIPATION

Here are a few notes on learning styles:

The HIV response has been largely shaped by different ways of working with and educating adults. Put simply, adult education is defined by learning that is navigated by lived experience. Having an understanding of how adults interact and learn will allow us to build a group setting that is more conducive to discussions, sharing, growth and knowledge transfer.

Visual (learning by seeing)

It is important to be aware that adults prefer participation and/or learning situations that:  Incorporate

existing knowledge to new ideas  Respect individual participants  Promote self esteem  Capitalise on experiences  Are practical and goal-centered

LEARNING STYLES We all process information differently. There is no universal way of learning and, in many cases, it is a combination of learning styles. There are a number of theories about the multiple learning styles, but we are going to focus on the following four: Visual, Auditory, Kinesthetic, and Reflective. It is important that as facilitators we try to create activities that include a diversity of learning styles so everyone has an opportunity to take in the information in a manner that works for them.

A person who learns visually needs to see pictures and writing in order to understand. Using a projector, drawings or flip charts dramatically increases a visual learner’s comprehension — they have to see it to best process the information. Auditory (learning by hearing) A person who learns by listening needs a presenter who speaks loudly, clearly, and facing the participants. Many auditory learners pick up the importance of slight variations in people’s voices. Kinesthetic (learning by doing) A person who learns from hands-on experience needs to actually do or perform the task at hand. In many cases, they like to write notes to remember important facts. Reflective (learning through reflection) Using case studies and journal writing activities, helps support this type of learner, who may need time away from the group or after the session to really digest what they have learned.

WHAT TYPE OF LEARNER ARE YOU? PLEASE LIST AN EXAMPLE OF HOW YOU LEARN.

PERSONALITY STYLES In addition to learning styles, it is important to think about how personality affects the learning process. Here are four personality styles we frequently encounter in facilitation and in organizations. Which one are you? Analytic/Theorist Personalities

Dynamic/Activist Personalities They like to try it and see if it works. They commonly ask - What if? They perceive through concrete experiences and process through active experimentation. Imaginative/Reflector Personalities They learn through listening to others and sharing ideas. They commonly ask - Why? They perceive through concrete experiences and process through reflective observation.

DYNAMIC/ ACTIVIST

PRAGMATIST

CONCRETE EXPERIENCE

“Solution Finder”/Pragmatist Personalities They prefer using experiences they have gained. They learn by testing theories and applying “common sense”. They commonly ask - How does it work? They perceive through abstract conceptualisation and process through active experimentation.

REFLECTIVE OBSERVATION

IMAGINATIVE/ REFLECTOR

PERSONALITY STYLES

ACTIVE EXPERIMENTATION

They learn by thinking through ideas. They commonly ask - What? They perceive through abstract conceptualisation and process through reflective observation.

ABSTRACT CONCEPTUAL

ANALYTIC/ THEORIST

HAVING DIFFICULT CONVERSATIONS

SETTING BOUNDARIES

Communication is really a three way street: listening, speaking and understanding. The way we communicate goes beyond the words we say and includes the tone in our voice and our actions. Facial expressions and body language tell more than words do most of the time.

We have all been there. We are facilitating a group or a discussion and two or more people are not agreeing. Instead of letting it go and agreeing to disagree, the situation is escalating. What do we do when conflict arises and we are the ones leading the group? The answer is not a simple one.

For example, if someone tells us that they are living with HIV and we immediately take a step back or scrunch up our face, this says to the person that we are not comfortable with their HIV status. As facilitators we need to be conscious of how our words and actions are, or could be, read and understood by the group.

Let us look at interpersonal conflict and how it can affect a group. Maybe if we think of it as just a difference of understanding, opinion or general miscommunication, this will remove any negative connotations and help us better work through these situations when they arise. However, a difference of opinion in a workshop can actually be a good thing: when group members express a difference of opinion, it can allow them to start to understand each otherâ&#x20AC;&#x2122;s perspectives. It can be the first step in the merging of group ideas.

It is important that as

facilitators we try to create activities that include a diversity of learning styles

EXERCISE 4.1: CASE SCENARIOS.

Read the example of facilitation in the HIV sector below, then reflect and answer the questions that follow. When facilitating a photovoice workshop on social determinants of health and HIV risk for youth, I became well attuned to the complexities of facilitating for diverse groups. One participant had taken a photograph of a dark alley, as a visual representation of gender-based violence she had experienced in her life. For her, this alley represented the fear and tangible risk of violence. Another participant reacted strongly to this photo, but in a very different way. As someone who had previously been homeless, the alley represented home and community. He wanted to work against stereotypes that are associated with both communities and spaces. Both participants had very different readings and experiences, but neither experience nor reading was more important than the other. I called attention to and acknowledged the difference in the room, and thanked both participants for their interpretations of the image and for sharing their stories.

*Photovoice workshops are arts-based projects where participants take photos that capture their feelings, thoughts or lived experiences. We often forget how “difficult” it can be to share something personal in a workshop setting. Facilitators often speak of using conflict or difference as learning moments, but how do we do this in a way that keeps everyone safe? Being a facilitator comes with a lot of power. Naming differences when they arise and honoring everyone’s experiences can create an environment where people feel safe to learn, share, take care of their needs and further the group understanding of the workshop topic. This was a perfect example of the subjectivity of ‘risk’. What is ‘risky’ for one (in this case, a dark alley), may not be for another. Moments like this allowed the group to recognize the difference in the room, and the shared and sometimes conflicting perspectives that people bring to the work. And, by validating both sets of experience, both participants were able to feel heard. I concluded the workshop by checking in individually with both participants to ensure they felt heard by each other, myself, as well as the group.

What do you think worked well in the facilitator’s approach? Is there anything that you would have done differently?

EXERCISE 4.2: WHEN BOUNDARIES ARE PUSHED, WHERE DO WE GO?

For this exercise we are going to explore our own personal and physical boundaries as a way to figure out what we feel comfortable with while we are facilitating. In doing this, we will start to work through a few of our own case scenarios about different ways to cope when our boundaries are crossed. It is important to note that boundaries are lifelong processes that are ever changing. This is why it is important to do a self-check-in to assess how we feel at any given time. The boundaries that we create are ours and it is okay to explain them publicly. It is best to design workshops thinking about how to avoid crossing boundaries. Use this exercise to try to understand the multiple ways that others may react when personal boundaries are crossed. In exercise 3.3 we discussed our personal boundaries. Referring back to the exercise, letâ&#x20AC;&#x2122;s take a moment to brainstorm what happens if our personal boundaries are breached during a workshop. Sometimes we have to think quickly about how to react. Use the space below to brainstorm possible reactions. Boundary #1: ________________________________________________________________ Reactions

Pros

Cons

Boundary #2: ________________________________________________________________ Reactions

Pros

Cons

GROUP INTERPERSONAL CHALLENGES There are many ways we can effectively and sensitively manage conflict in group situations. When people are behaving out of context or in a manner that is disruptive to the group, it is often because their needs are not being met— either inside or outside the session. We all carry a lot of baggage with us. What we present on the outside is only a tiny part of what is happening on the inside and the multiple layers of our personal history. We should keep in mind that people are complex and can be fragile. If a situation arises that we do not have the necessary skills to tackle, we should try to defuse it and then find someone who has the skills to help overcome the situation. One way to better enable us to address possible conflicts while facilitating is by establishing group norms or ‘ways we would like to be together’. We can do this orally by listing a few guidelines, or have the participants identify what they feel is appropriate. Once this is done, it is much easier to call out dynamics in the group that may be causing discomfort. Here is an example: the group has developed and agreed to ways that they would like to be together during a workshop. One of the group guidelines that they agreed on was to respect the lifestyle choices of others in the room. Later in the workshop someone makes a judgmental comment about men who frequent bathhouses. In this scenario, we can easily refer back to the guidelines where the group decided to respect each other’s choices (including sexual choices). One way to open up this conversation is to state that everyone needs to follow the guidelines. Encouraging participants to call each other out promotes participation and relieves some of the monitoring pressure from us, as facilitators. When it comes to difficult conversations, we have to do what feels right. The best way to feel more comfortable is to be flexible to whatever situations come our way. When push comes to shove, taking deep breaths and reminding ourselves that we are only human and trying to do our best is a good way to go.

WAYS WE WOULD LIKE TO BE TOGETHER:

______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

GROUP DEVELOPMENT STAGES One way of thinking about how a group forms itself is to think of it in 5 distinct stages: Forming, Storming, Norming, Performing, and Transforming. Each of these stages has a specific set of characterisitics. Importantly, these stages can be fluid, allowing for groups to move freely from one stage to another at their own pace. This is a summary of the 5 stages of group development.

FORMING

STORMING

NORMING

PERFORMING

TRANSFORMING

Forming

Performing

The group participants are relying on you, the facilitator, to feel safe and get oriented. This is usually when participants develop their commitment to the session. They also look to others to pattern behaviour, while looking at you for guidance and direction.

Members can, at this point, work independently, in subgroups, or as a complete unit with equal facility. Open communication is present. Genuine problem solving is present and facilitates optimal solutions. There is complete group identity, morale is high and commitment is at its peak.

Storming

Transforming

At this stage, group dynamics can be competitive as members are adapting by bending and moulding their feelings, ideas, attitudes and beliefs to meld into the group. Tasks and members are being organised, conflicts may arise from members having different working styles. Roles, rules, rewards, and evaluation criteria are established.

Task behaviors are terminated. Recognition for participation and achievements is essential. At this time the group should evaluate itself in order to recognise that its goals were met.

Norming Group member relations are cohesive. Members actively acknowledge contributions from others and accept feedback. The level of trust is good as members get to know and identify with each other. Members usually feel good about the group and the attainability of the goals. Some members may foresee the end of the group and start resisting change.

RESOURCES FOR FURTHER READING: The anatomy of High Performing: A leaderâ&#x20AC;&#x2122;s Handbook http://www.utppublishing.com/The-Anatomy-ofHigh-Performing-Teams-A-Leader-s-Handbook. html Learning Styles Helpers Guide: http://peterhoney.com/documents/LearningStyles-Helpers-Guide_QuickPeek.pdf

EXERCISE 4.3: CONNECTING GROUP STAGES AND FACILITATION ROLES

What supportive qualities should a facilitator offer during a workshop? Draw lines between each of the 5 group stages. Which qualities are most appropriate, in your opinion? CELEBRATING:

SUPPORTING:

OFFER SUPPORT

OFFER IDEAS

ACKNOWLEDGE PARTICIPATION

BE AVAILABLE

DISCUSS FUTURE ENDEAVORS

SHARE LEADERSHIP

COACHING: LEGITIMIZE CONCERNS MANAGE CONFLICTS INVITE INPUT & FEEDBACK

DELEGATING:

DIRECTING:

ENCOURAGE THE GROUP MEMBERS TO SUPPORT EACH OTHER IN THE PROCESS.

CLIMATE SETTING ROLES & RESPONSIBILITIES DEFINE GOALS PROVIDE STRUCTURE

WHAT HAVE I LEARNED?

FORMING

STORMING

NORMING

PERFORMING

TRANSFORMING

5. FACILITATION SKILLS

MAKING FACILITATION EVEN BETTER

Peer-Assessment

For most of us, the idea of facilitating, public speaking, and teaching can be intimidating – even for the most outgoing individuals. Sharing and participating in activities, taking an active role in a group discussion, suggesting ideas or starting projects might not be natural for us, and we may think that someone else has the ‘expertise’ to do it. But this is not the case. We can do it ourselves!

Get a friend, colleague or someone you trust to attend your session and supply you with constructive feedback based on the two questions listed in the TIP section. They may notice small habits that you are unaware of, like not making eye contact, talking too quietly or playing with loose change in your pockets. Bringing them to your attention is the first step in modifying them, and improving your facilitation skills.

As mentioned earlier, people from diverse backgrounds and life experiences will be in your groups. They could very well all have different understandings of what you are trying to communicate. We should not assume that what we are saying is always being understood in the manner we want it to be. As facilitators, there are many ways we can improve our techniques. Utilising some of the tips listed below could be the key that unlocks the door to possibilities. Self-Assessment We can all benefit from reviewing and positively critiquing our performances. The best time to do so is immediately after facilitating a session. Ask yourself: What did I do well? What could I have done differently?

Use Literature and Other Resources to Learn Read, read, and then read some more. Some facilitation manuals can be downloaded from the internet. You will also find topic-specific information on the web that will help you. Be mindful of the sources of that information. Google is one of your best resources! Learn From Others Interacting with other facilitators is another way to improve and expand your facilitation skills. Attend a facilitated session or talk to someone to share ideas. This can help bring new skills to your facilitation style and technique.

EXERCISE 5.1: WHAT DO YOU THINK ABOUT WHEN I SAY…?

Define in your own words what these terms mean to you. Sometimes definitions can be hard to put in your own words. If this is the case, feel free to draw a picture or give an example. When you are finished, share your definitions with the group and have a discussion about each word. This is a way for us to reflect about what these terms mean to us personally. In many cases, our understanding or approach to terms like “teacher” or “student” can be very different. What do these words mean to you? Teacher: _________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Student: _________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Expert: __________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Learner: __________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Facilitator: _______________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Trainer: __________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

NETWORKING AND MENTORING SYSTEMS National Networks CTAC is establishing a national pool of facilitators to exchange knowledge. Issues, questions and lived experiences among facilitators can be discussed online! Local Networks Recruiting members within your community who facilitate sessions and forming casual coffee groups would provide the necessary space to share on topics such as: that worked really well  new references and resources  advise on how to deal with extremely challenging situations as a facilitator

Get a community mentor Finding an experienced facilitator who is willing to speak with you and periodically answer questions is another great way to learn as they have insight based on experiences that can add to your options when facilitating. Practice You will only improve and feel more confident if you practice. So what are you waiting for, just do it!

WHAT HAVE I LEARNED?

 techniques

Take a training course or workshop A number of community organizations and colleges offer facilitation training. Bettering your skills and experiences will benefit both you and the participants of sessions you facilitate.

EXERCISE 5.2: WHAT WORKS FOR US?

We have all participated in workshops before, and have our own experiences about what worked well and what did not. Take a few minutes to think about a workshop that was really great, and one that did not go so well. Think about a great workshop you have participated in. What factors made it great? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Think about a workshop you did not like. What were the factors that made it challenging? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

A STRONG FACILITATOR IS A GOOD COMMUNICATOR! As we said before, people from diverse backgrounds and life experiences will be in our groups, which means that they could very well all have different understandings of what we are trying to communicate. The following are some key points for effective facilitation: Be empathetic. Try to put yourself in the other person’s shoes. If a participant says they are afraid of publicly disclosing personal information and life experience in a group setting, acknowledge this and make sure they understand that you will respect and support them in the process if they chose to share. Do not push people into anything that they do not want to do. Be non-judgmental. Encourage people to express their concerns, including attitudes towards people that are different than them. When doing this, be open to opinions or choices that are different from your own as well. Some people may not be accepting of certain behaviours. Positively challenge values or ideas that people have and encourage them to examine their values. Ask open ended questions about why the participant feels the way they do. Avoid stereotyping. Every individual is unique! Therefore, they cannot be lumped into a category or be stereotyped. Do not over generalize. For example, people of different walks of life may use drugs, express intimacy or have spiritual beliefs for a variety of reasons. Do not assume that all people who use drugs are homeless, that all heterosexual people are monogamous or that all religious people are conservative, for instance. Use I statements. You are, after all, only one person. Encourage participation. Communication requires both give and take. Avoid having your participants play a passive role by asking open-ended questions. You can also try using different activities to accommodate other ways people like to engage.

Be flexible. Each workshop is unique. Be ready to deal effectively with different ideas and situations. Be ready to alter the agenda if your group is running late or if there are other more pressing issues that they want to talk about. The responses of your participants may help you to decide the amount of information or time you allocate to a specific issue. Personalize your knowledge and perceptions. People will identify with your own feelings, ideas and experiences, so talk about them. This will help them to share their own stories and thoughts. It also creates an atmosphere of trust. For example, the facilitator may say, “I too was afraid to go to my new doctor until I learned they had quite a few patients in their care that are co-infected.” Reflect. Listen to the tone of voice and look at the body language of the group members. This should indicate to you what they are feeling and reflect it back to them. “You sound frustrated...” Paraphrase. Say back your understanding of what a group member has said in your own words. Basically, take what they said in a 5 minute story and say it in 3 sentences. Questioning. Use open ended questions to gather information and expand your understanding. (What, How, When, Where) “What do you mean, when you say that you are confused?” Try to stay away from questions that can be answered with just a yes or a no. Summarise. Restate key points of the discussion to bring them out. “The main goals of today are...”

Validate. Acknowledge issues and feelings to show group members that what they have to say is important, and that their efforts are appreciated. “Thanks for sharing your story and experience...” Clarify. Do this in order to make sure you understand what they are saying. Ask if your interpretation is on track. “I just want to clarify something, by impact, you mean...” Receive. Make sure that you hear the entire message before you react to it. Try to postpone answering until you are sure you have understood what is being said. Work hard at listening. This is also known as active listening. Listening involves physical effort as well as hearing, which means that we can be easily distracted from it. For most of us, it is harder work than speaking. For that reason we may try to simplify the job of listening by simplifying the message we are hearing. Remember communication both includes verbal and non-verbal cues. There is a natural tendency to interpret the message in ways which will make it more palatable to us, more sensible to us and more painless for us to absorb. We need to remember that what is being said to us may not be simple, sensible or painless.

WHAT HAVE I LEARNED? ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

EXERCISE 5.3: PERSONAL INVENTORY ASSIGNMENT

Look at the skills that you already have as a facilitator. By doing this, you will be able to identify the skills and experience that you are able to share with the group. Take some time to think about the kind of facilitator that you would like to be. Are there any skills that you would like to develop? If so, write them here. What facilitation knowledge and personal expertise did I bring with me? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ What will I share with others? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ What kind of facilitator do I want to be? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Are there any skills that I would like to build upon? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

6. WRAPPING IT UP

Closing with purpose is a great way to ascertain the success of your facilitated session as well as assuring yourself that participants realise how much they have both contributed to and are taking away from the session. It is as simple as 1, 2, 3 â&#x20AC;Ś.and 4! 1. Highlight the key items that were covered. 2. Ask the participants how they feel about the session as a whole. 3. Discuss with the participants how valuable they think the information discussed/learned during the session is to them. 4. Ask the participants to share how they think they will be able to use the knowledge gained during the session and how they plan to move forward with it.

EXERCISE 6.1: WORKBOOK REVIEW AND DISCUSSION

Since we have stated the four simple steps to a good session ending, we are now going to put that into practice and go over them to see how you felt about this workbook. Take some time to reflect on these answers either by yourself or in the group. What where the key items covered during this workbook? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ How do you feel about the workbook as a whole? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Was the information discussed/learned in this workbook valuable in order for you to move forward as a community facilitator? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ How will you use the lessons learned in this workbook to facilitate sessions in your own community? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

EXERCISE 6.2: WHERE HAVE I BEEN, WHO AM I NOW, AND WHERE AM I GOING?

This activity can be completed once you have finished the entire Community Facilitator Workdhop to see if any of your answers have shifted. The purpose of this exercise is for us to reflect on our past, present and future. It is a way for us to reflect on the things that we have done in our lives, who we feel that we are now and what we would like to do next. By doing this exercise, it gives us the opportunity to reflect on ourselves and our thoughts in the future. Please answer the following questions and we will then discuss as a group. Where have I been? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Who am I now? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Where am I going? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

CONGRATULATIONS! YOU HAVE COMPLETED CTACâ&#x20AC;&#x2122;S COMMUNITY FACILITATOR TRAINING! The Community Facilitation Workbook has been divided into six sections that can be used as a whole or as individual stand alone sections. CTAC encourages you to continue to use any and all of the sections of the workbook as you see fit and to share this workbook with others in your communities. By doing this, you can continue to strengthen the HIV and Viral Hepatitis response in your communities. Thank you for all your hard work and commitment.

tools and templates make it easy for you to These

bring some tried and tested methods to your communities.

PART 2:

THE TOOLKIT

1. THE WORKSHOP FOLDER

CTAC’s Facilitation Toolkit is full of everything you need to run a successful event — whether it is a workshop, a discussion group or an awareness-raising activity! In this toolkit, you will find a number of different workshop tools and templates that you can implement or alter to build your own workshops for your community. These tools and templates make it easy for you to bring some tried and tested methods to your communities. In the toolkit, you will find templates and materials for running the following workshops with people living with HIV, Viral Hepatitis co-infection and our allies. These workshops include:  Tools

for Access workshops Access to Treatment workshops  Stuff That Matters movie screenings  Renewing GIPA workshops  Mapping

Each workshop is explained step by step and the toolkit has everything you need to facilitate a workshop. However, these templates are also just starting points: take the liberty to modify them to best work for you!

THE BASIC TOOLS We need to go over the basic tools that you will need to understand in order to build, restructure and/or replicate the workshops. These simple, easy to use tools will allow you to better adapt the workshops to your community. We’ve called this section the workshop folder.

A workshop folder is a place where you can keep the necessary paperwork for you to be able to get from start to finish all in one place. As you start to do more workshops, trainings and events, you will begin to compile other resources that you can add to your folder. It can be a physical folder or one that you keep on your computer with all the information. What are great tools to always have on hand for workshop planning?  A

needs assessment planning checklist  A loom  Icebreakers and other exercises  Evaluation forms  Post-Workshop Monitoring forms  A

NEEDS ASSESSMENT A needs assessment is a way of gathering information about a community’s wants, needs and challenges. This helps determine what information most needs to be presented at the session you are organizing. A needs assessment can be as simple as connecting with a representative at an organisation and asking who the audience will be and what goals the organizer has for the presentation. It can also involve connecting with people you know to identify something you think would make the community better, and asking a few other friends, partners or stakeholders about your idea. A needs assessment can be more complicated too, like a survey conducted in consultation with research partners. Here are some of the key questions to include in a needs assessment for your workshop or event:  Who

are the participants going to be? familiar are the participants with the material that you want to present?  What information is currently available to them?  What information does the community want to know more about?  How

Here is an example of a simple needs assessment. Feel free to use it as a template to make it your own!!

NEEDS ASSESSMENT

Your answers to the following questions will assist us in identifying your learning and discussion needs for this session. 1. Please let us know about who you are (check all that apply) o Service Provider o Support Services o Medical Services o Front-Line Worker o Volunteer

o o o o

HIV + person Person with Viral Hepatitis Co-Infected Person Other __________________

2. How has HIV/AIDS, Viral Hepatitis, or co-infection treatment had an impact on your work or personal life? _________________________________________________________________________________ _________________________________________________________________________________ 3. Have you attended a Tools for Access workshops before? o Yes / No If so, which one(s)? (check all that apply) o Youth o Co-Infection o Women

o o o o

Aboriginals Newcomers Incarcerated People who use drugs

The three main things you want to learn in this Tool for Access education session are? a) ______________________________________________________________________________ b) ______________________________________________________________________________ c) ______________________________________________________________________________ 6. Additional Comments: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

PLANNING CHECKLIST Here is a standard planning checklist. While some of the items listed will not be necessary for all workshops, it is a good place to start! Create your own list and keep it handy while you are planning you session.

PLANNING CHECKLIST Event/Session:

_____________________________________________________________

Date: Location: _______________________________________ Contact: ___________________________________________________ Tel: _____________________

Needs Room reserved

Audio visual materials and/or computer booked Registration forms & needs assessment forms Lesson plan or LOOM prepared Handouts printed

Resources and materials for local organization Practice exercises & timing

Name tags prepared

Flip-chart & stand available

Markers, tape and other supplies

Catering and Refreshments

Date completed

Not needed

Email: ____________________________

Comments

LOOMS A loom is a tool that weaves together the session you have planned. Looms are a tool that CTAC borrowed from the Catalyst Centre. While they at first can appear to be a little time consuming, once you make one then you can reuse the template and modify it many times over for each workshop you do. Looms are only for the facilitators to use, which means that when drafting your loom you can be as specific with the details as you wish. Write the notes that you need to remember! In our experience the more detailed your plan, the better equipped you are to facilitate your workshop. Below is an example of a loom with descriptions so you know how to fill it out for your future workshop needs.

DESIGNING A LOOM FOR A WORKSHOP Comments & Thoughts from Previous Event • In this section, you can include comments from previous workshops so you can keep in mind what worked, what didn’t and how to improve the event for next time.

Dream list of goals/outcomes:

This section will help you to envision the purpose of the event. Dare to dream!

BRAINST ORM LIS T OF PO SSIBLE A CTIVITIE S: • Ove r time, Princip you will numbe les act accum ivities r ulate a can use of different • activitie to mak s e even own. U ts your you se this se docum ent the ction to a ups, en ergizers ctivities, war m-‐ and clo activiti es sing section that you like to use i . This you ne s particularly ed he modific to do any las lpful if t minu at te you are ions to activ ities w facilita hen ting.

•

Warm

-‐ups/E

nergiz

ers •

Evalua

tion

SESSION PLAN: EXAMPLE TIME 9:30

OBJECTIVE To arrange the space

METHOD Set-Up

DESCRIPTION OF PROCESS

STUFF

• Put out chairs and set up the room with the coffee table in the middle

Coffee (coffee maker, coffee, milk, sugar)

• Make sure the coffee is on and the cookies are on the table

• Set up chart paper and markers

Markers

• Display agenda

Name tags

WHO

Chart paper

12 chairs 1 table CTAC fact sheet handouts when does the activity start

time needed for activity

what is the purpose of this activity

how are you going to A step by step account of the activity reach the objective

what you need to facilitate the workshop and carry out the activities

the person who will be responsible for this activity

10:00

Welcome participants and Introductions

Talk

Chart paper

Fred

• Welcome participants and give them a brief description of the event • Introduce yourself, CTAC and the purpose of being here today

10:15

To get to know the other participants

Icebreaker

Two truths and a lie

10:30

Share information about access to treatment

Presentation

• Start by asking: “What do you know about HIV?”

markers

Desiree CTAC factsheet handouts

Fred and Desiree

• Begin PowerPoint and go through the slides • Hand out face sheets to participants And you can just continue to fill in the loom like this until the end of your event.

ICEBREAKERS AND OTHER EXERCISES Icebreakers can really get your workshop off on the right foot! We have supplied a comprehensive list of these for you and you surely have some of your own in the back of your mind that you can bring from previously attended workshops. Please see Appendix IV for examples of icebreakers and other exercises

WORKSHOP EVALUATIONS Workshop evaluations will help you gather information in order to help you fine tune you skills as a facilitator. You can tailor a workshop evaluation to your specific needs. We included a few examples of workshop evaluations.

WORKSHOP EVALUATION Please rate your overall satisfaction by circling the number that corresponds to your opinion. 1 = Unsatisfied

2 = Satisfied

3 = Good

4 = Very Good

Content of the workshop

1 2 3 4

Information was easy to understand

1 2 3 4

Length of time for the session

1 2 3 4

Relevance of the session compared to your knowledge needs

1 2 3 4

Contributions to personal growth

1 2 3 4

Facilitators

1 2 3 4

Overall rating of the session

1 2 3 4

What did you find the most interesting? _____________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Is there anything that you would like more information on? _____________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Thinking about toda yâ&#x20AC;&#x2122;s worksh like most? opâ&#x20AC;Ś What did you not like/like the least? ________________________________________________________ One thing ______________________________________________________________________________________ you would ______________________________________________________________________________________ What did you

change?

Other comments: _______________________________________________________________________ ______________________________________________________________________________________ _____________________________________________________________________________

Ma ques as yin on ou leavti e? you take with you

On thing takee in to yofruormwotoday you w ill rk?

POST-WORKSHOP MONITORING FORMS Post-workshop monitoring forms are designed to help you summarize key information about your workshop. They are also important so your representative at CTAC knows about your workshop.

Name:

_____________________________________________________________

Event:

_______________________________

Date: ___________________________

Hosting Organisation _________________________________________________ Contact: ______________________________________________________________

# of participants: _______________ Community

Staff

Volunteers

Specific learning goals: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ What went well: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ Challenges: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ Future steps: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________

Form sent to CTAC Project Coordinator:

Date forms sent to CTAC: ______________________________

2. CTAC WORKSHOPS

A. COMMUNITY MAPPING Where do you go on an average day? Who do you see? Where do your friends live? How far do you have to go to see your doctor? Where do you work or volunteer? How close is the local HIV/AIDS organization to your house? How do you get around town? Do you know something is wrong with how your needs are being met but not exactly sure how to describe it? A great way to start is to map it out! Community Mapping is the process of defining space and empowering yourself and others to identify geographic, cultural, historical or social areas of importance. Community maps are created to assert agency about their resources. And the best thing about a community mapping is that whoever makes it decides what is important giving themselves and the community the control over what goes on the map and what is excluded. Community maps can look like anything: they may be high-tech computerized maps, or they may be hand-drawn on paper or quilted onto a blanket. Not only can maps look like anything, anything can be mapped; ideas and concepts, land and space, food production, healing medicines, traditional lands, personal traumas, injustice and stigma, and so on. The sky is the limit!

determine

For a community mapping workshop it is important to first know what you would like to map. One way to decide what to map is to perform a needs assessment. A needs assessment will help to determine strengths and challenges within your community. Logistically you will need to find a space that can accommodate drawing, painting or whatever other medium that is decided to create the map. This also means that you will need to make sure that you have all the necessary supplies on hand such as paper, markers, paint, magazines, and/or scissors. There are lots of ways to make a map, and what it looks like is 100% up to you! Community mapping is a great way for people to be artistic, have fun and work as a team to make something together. Below is an example of a workshop on mapping access to HIV services and treatment in our communities.

strengths and challenges

within your community

MIND MAP

COMMUNITY MAPPING

WORKSHOP EXAMPLE 1: MAPPING ACCESS TO TREATMENT (1.75 HOURS)

This workshop is an opportunity for people living with HIV and Viral Hepatitis to explore when and how they access treatment and supports in their communities. By making personal and collective maps, community knowledge can be shared locally, regionally and nationally with people who may or may not have access. Objectives: 1. To share community knowledge about access to treatment in the community for people living with HIV and/or Viral Hepatitis 2. To learn community mapping skills in order to drive more equitable outcomes 3. To foster a sense of community collectivity Once your group has finished with this activity, here are some great ideas to showcase your important work: • Display your maps in your local AIDS service organizations • Share your maps with CTAC so our organization can strengthen our advocacy mission based on the local landscape in communities across Canada • Organize a community workshop to present your maps to others in your community and generate further discussion MAPPING ACCESS TO TRE ATMENT TIME

14:30

OBJECTIVE

WORKSHOP LOOM

METHOD

DESCRIPTION OF PROCESS • Clear enough space in the room to put a large piece of paper on the floor or wall.

Set Up

Note: This will be the final community map. • Place the individual pieces of paper on the table • Place directional signs outside to direct participants

to the room, as necessary.

STUFF

WHO

Large piece of paper (you can get a roll of crafting paper or tape multiple pieces of chart paper together) Markers, pencil crayons and/or paint Blank paper Tape

3:00

To welcome participants and Introductions

Welcome participants and give them a brief description of the event. Introduce yourself, CTAC and the purpo se of being here today. 1. To share community knowledge and access to treatment in the comm unity for PLWHIV and/or Viral Hepat itis 2. To learn about community mapp ing 3. To create a collective community map Welcome Explain the workshop agenda: 1. Each person will be creating an individual map on a small piece of paper about the services they use or have heard of for PLWHIV and/ or Viral Hepatitis 2. Each person will bring it back to the group to share their maps 3. Together, the group will compile all their information to create one large community map of programs and servic es in the area

3:10

To share knowledge about community mapping and how it relates to access to treatment

Facilitated Discussion

• Ask the group if anyone has been involved in a community mapping activit y before. If so, ask them to briefly descri be what they did. • Introduce the idea of community mapping and the different types of community maps. Note: use the write up in the Facilit ators Toolkit to explain a few things about community mapping • Ask the group to define access to treatment. Re-state and reflect what you have heard from participant definit ions. • Introduce the concept of GIPA and explain how GIPA principles are releva nt to mapping access to treatment for people living with HIV.

KNOWLEDGE TRANSFER AND EXCHANGE WORKSHOPS Another type of workshop that you can do in your community is a knowledge transfer and exchange (or KTE) workshop. The goal of a KTE workshop is to present some knowledge to a group (research findings, a community report, etc.) and to have the group report back what they know about the topic in their own lives and work. These can be more ‘traditional’ methods of sharing information, although anything is possible for how you can customize it as an engagement activity! While these workshops tend to have one person seen as the ‘expert’ sharing information, one thing we know from a GIPA approach is that everyone brings an amount of expertise to the table.

As CTAC facilitators, you will be trained to give workshops on specific treatment access issues facing Aboriginal peoples, women, people who are or were formerly incarcerated, newcomers to Canada, and people who use drugs. These types of workshops can be done in person, although you will also have opportunities to facilitate through webinar. The good thing about webinars is that anyone who has access to a computer and the internet can be part of them.

WORKSHOP EXAMPLE 2: KNOWLEDGE TRANSFER AND EXCHANGE – TOOL FOR ACCESS CURRICULUM AND FACT SHEETS.

FACT SHEET

Young Canadians Living wiTH Hiv or viraL HEpaTiTiS Co-infECTion

BARRIERS • Age-related discrimination exists in the delivery of health and social services. People under the age of 18 are often denied housing and employment benefits, and may be denied confidentiality by service providers. Young people also face barriers in accessing affordable and confidential legal advice. • Low levels of sexual health education contribute to poor health outcomes for many young people living with HIV and Viral Hepatitis Co-infection.

• Mental health and wellness impacts willingness and ability to manage treatment and overall health. For young people with traumatic childhood experiences, this may be the number one barrier accessing treatment and health services.

FACT SHEET

• Using drugs in coping with traumatic childhood experience can limit the potential success of treatment, as well as overall health of young people living with HIV.

WOMEN Li viraL HEpaving wiTH Hiv or TiTiS Co-infE CTion

• Discrimination against Indigenous young people by service providers and society at large results in mistrust and skepticism of service providers. Resources intended to keep young people safe and healthy • Very lit tle re are often avoided due to experiences of racism and effec search on trea tment s and discrimination. tiv ide effec the amou eness is condu • There is a limited availability of youth-specific services ts, outco cted with nt of mes women tre atment e knowledge se that are affordable and convenient, including a lack of • Racism against Black, African and Caribbean young , limiting • Lack of cu rv ffects o ltural com n women ice providers h youth-specific opportunities to contribute to policy people has resulted in many people avoiding services the abil • Crimina petence i ave abo ’s ph ity to he ysiology. lization n care, pa ut lp wom and program development in the HIV response. among this population-- particularly for young people , stigma, tradition inhibit m rticularly en use c and gend al medici any wom omplem er who are newcomers to Canada who may be subjected nes with wo -b en adhere to ased viole entary men from ’s abilities HAART • Young people with HIV experience treatment tr nc ac to ea e , has prev and hie tm ac to persecution in the immigration process. ving ho ent and cess he • Racia ented m • Lack of lis alth ser manag tic adherence, side effects and mental health-related tr l s eatmen any tereotyp vices, e their o women t. ing and verall hea -specific by healt opportu issues, especially for those without access to discrim social s lth. h provid nities ke inatory p upport ers t ep wom groups le of the H ractices systems a stable and secure housing. en isola ads man oward women IV movem nd te of visib d and on y black w women ent in C le mino • Living liv th om an ing e m ad en rity with HIV argins a. and Ind in rural, r and supp to avoid igenous emote a results in orts. health s nd even many c ervices suburb • Wom ha to acce an area en’s gend ss treatm llenges for wom s er ro single m ent. en living Intersections of Stigma • Operat otherhoo le, specifically t with HIV ing hour he burde d and inc the treat s and lo n o ome ins ment out the acc cations ecurity, im f essibilit comes of homelessness and unstable housing of serv • Poverty y of tre pacts many w services, ices can atment, c , low omen. limit particular are and increase v income and ho ly for m suppor • Lack of m ot ulnerab elessne t hers. confide ility and adequa ss drasti ntiality (o hardsh te diseas cally confide ip, prev r perceive e manag ntiality) i involvment in sexual en • Incarce ting ement. n health d lack o to treatm ration lea f service en commercial sex preference s acts a ds to tr inhibitin support s t, as well as re s a barrie eatmen g ideal gular ca ervices. t interru r treatmen re and to many c ptions, t outcom • Stigm ases of d es a and d an HI ru d V g class re leading iscrimina medica commer tions. sistance f tion rela cial sex ted to d or • Treatm work o accessing rug use a ften driv ent side health s nd es wom effects, mental h ervices. en away includin mental HIV and HIV/Hepatitis C ealth an from g side e d so ph ffects o me wom ysical a health Co-infection n ppearanc en from being vi access e, have d ing Intersec sually ide eterred ntified as treatment for tions of fear of living w Stigma ith HIV. • Misinformation and scepticism regarding treatment effectiveness among young people with HIV in Canada is one factor causing avoidance of treatment and related support services.

race and culture

BARRIERS

substance use

involvm ent in commer cial sex

homele ssness an d unsta ble hous ing

sexual preferen ce mental health

race an d

HIV and HIV/He patitis C Co-infe ction culture substanc e use

COMMUNITY ORGANIZING AND COMMUNITY DEVELOPMENT Workshops can look very different, and sometimes, they do not even look or feel like workshops! When we do almost anything, we end up transferring and receiving new ideas, thoughts and information; much of the time unaware that we are even being challenged in these ways.

Community organizing and community development involves bringing people together with the hopes of building relationships and making connections. They can be small groups or giant parties. The main goal for these types of events is to build foundations to strengthen the HIV movement and increase the participation of people living with HIV and Viral Hepatitis in the response.

Community organizing and development can sometimes look like this. What kind of events do you think can bring friends, family and members of your community together? How might these events be an opportunity to learn or build meaningful connections? Organizing this way can change the way that we approach the work that we do and the way we live. The trick is to share this knowledge so other people can become aware of this and become active participants in building stronger communities.

Visit www.ctac.ca. for full Tools for Access curriculums and fact sheets. Feel free to extract as much information as you want to fit the needs of your audience. You can easily host a series of KTE workshops on one topic by presenting a section of a curriculum at each KTE workshop.

WORKSHOP EXAMPLE 3: STUFF THAT MATTERS (2 – 3 HOURS)

Stuff That Matters is a social justice film night followed by a community discussion. This facilitated discussion is a means of linking how the issues in the film intersect with health, HIV, Viral Hepatitis and people’s abilities to access treatment. This is especially true because the films are not always HIV-specific and focus on related, intersecting determinants of health. Note: Treatment includes all things that affect the social, psychological, physical and spiritual needs of a person living with HIV and co-infected with Viral Hepatitis Objectives: 1. To find new and innovative ways of engaging people living with HIV and/or co-infected with Viral Hepatitis, their loved ones, as well as other groups and individuals in community dialogue STUFF THAT MATTERS

2. To strengthen national cohesion and broaden involvement in the HIV movement 3. To create opportunities to do national outreach and education in fun and engaging ways that is accessible and easy to replicate

TIME

OBJECTIVE To arrange the space

18:30

METHOD Set-Up

DESCRIPTION OF PROCESS

• Set- up the room with the screen, projector and/or television. Place the chairs in a manner that everyon see comfortably. e can • Designate one person to welcome people and record notes during the discussion after the movie. • Make sure that they have the report back form and a pen. • Place any handout materials in easily accessible locations. • Welcome participants as they begin to arrive • Place directional signs outside to direct participants to the room, as necessary.

STUFF Projector or DVD player Film screen

WHO

Seats CTAC Report Back forms CTAC membership forms

Other HIV and Health related handouts Microphone (optional)

19:00

19:15

20:15

21:00

21:15

Welcome participants and Introducti ons

Screen film

Welcome

Film

Identify the intersections between

the film and access to treatment for PLWHIV and Viral Hepatitis

Closing

Clean Up

Discussion

• Welcome participants and give them a brief description of Stuff That Matters. • Introduce yourself, CTAC (who we are and how we do our work) and the film(s) that you will be watching .

Microphone (optional)

Dim the lights and screen film Projector or DVD player Film screen

• Lead the group in a discussion about the social justice issues that the film brings up and how they health needs of different commun may impact the ities – especially those living with HIV and Viral Hepatitis. • Refer to discussion points provided by CTAC to ensure communication of the ‘take-home messages’. • Ensure volunteers fill out the Report Back form. Thank participants for coming and inform them of the next Stuff That Matters event, as well as any upcomin munity events and ways to engage g comwith CTAC.

Report Back form

Pen

Microphone (optional) CTAC membership forms Other HIV and Health related

handouts

Tidy up space and collect all docume nts and forms from participants to

submit to CTAC/partners on Stuff

that Matters

WORKSHOP EXAMPLE 4: RENEWING GIPA (3.75 HOURS)

The Renewing GIPA workshop is an opportunity to do both personal and collective community development by brainstorming steps forward on how to better centre the HIV response based on the needs of people living with HIV. The goal is to engage people in examining GIPA practices in Canada and to educate people living with HIV about the GIPA principles and think about how it could be better be used in the HIV response. As a CTAC facilitator, you linked to a national network of people living with HIV. We believe that strong support networks and communities lead to better access, better health outcomes as well as social justice and human rights for people living with HIV. Objectives: 1. To identify the current structures where GIPA is implemented and appraise associated challenges and opportunities 2. To determine who is missing from the dialogue and how will our organizations and society at large ensure engagement and community building 3. To envision GIPA in ideal circumstances 4. To identify what role organizations have in promoting and modeling GIPA (and the differences between national and local organizations) 5. To establish what could be done for us to feel satisfied that GIPA is best supporting people living with HIV and co-infected with Viral Hepatitis RENEWING GIPA TIME

OBJECTIVE

METHOD • People settle-in

DESCRIPTION OF PROCESS

Note: Depending on available resourc es, you may want to offer some snacks and refreshments for the participants. Alternatively, you could suggest that people bring their own food, or make it a potluck —a great way to build community! 4:30

Prep/settle In

Prep

5:00

5:10

Welcome – Introduce CTAC and individuals in the session

Welcome

To let participants know why we are doing this workshop and about CTAC goals

Opening Discussion

• Welcome & Intro • Review Agenda

• Begin by asking the question “what is GIPA?” and facilitate participant respon ses; synthesize group definition of GIPA • Give a brief explanation as to what GIPA is and its impact on people living with HIV • Outline CTAC: who we are and how we do our work • Share what we hope to do in this workshop

STUFF Chart paper Markers Sticky Notes Pens Craft Supplies Tape Printed evaluation Forms Pens CTAC membership forms

WHO

RESOURCES FOR FURTHER READING: Community Mapping: http://kingsculturalmap.files.wordpress.com/2011/12/community_mapping_zine.pdf Empower Youth Project: http://www.empoweryouth.info/wp-content/uploads/2012/03/Empower-ArtsBased-Facilitation.pdf Popular Education Frameworks and Workshop Development: http://208.89.55.99/devel/wp-content/ uploads/CountingOurVictories2001.pdf

+ build foundations increase the participation

to strengthen the HIV movement and of people living with HIV and Viral Hepatitis

tools templates exercises looms

icebreakers

forms evaluations

fact sheets

APPENDICES

APPENDIX I: NEEDS ASSESSMENT Your answers to the following questions will assist us in identifying your learning and discussion needs for this session. 1. Please let us know about who you are (check all that apply) o o o o o

Service Provider Support Services Medical Services Front-Line Worker Volunteer

o o o o

HIV + person Person with Viral Hepatitis Co-Infected Person Other __________________

3. Have you attended a Tools for Access workshops before? o Yes / No If so, which one(s)? (check all that apply) o Youth o Co-Infection o Women

o o o o

Aboriginals Newcomers Incarcerated People who use drugs

4. The three main things you want to learn in this Tool for Access education session are? a) ______________________________________________________________________________ b) ______________________________________________________________________________ c) ______________________________________________________________________________

6. Additional Comments: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

APPENDIX II: PLANNING CHECKLIST Event/Session: _____________________________________________________________ Date: Location: _______________________________________ Contact: ___________________________________________________ Tel: _____________________

Needs

Date completed

Email: ____________________________

Not needed

Comments

Room reserved

Audio visual materials and/or computer booked

Registration forms & needs assessment forms

Lesson plan or LOOM prepared

Handouts printed

Resources and materials for local organization

Practice exercises & timing

Name tags prepared

Flip-chart & stand available

Markers, tape and other supplies

Catering and Refreshments

APPENDIX III: LOOMS COMMENTS & THOUGHTS FROM PREVIOUS EVENT

DREAM LIST OF GOALS/OUTCOMES:

BRAINSTORM LIST OF POSSIBLE ACTIVITIES:

Principles activities

Warm-ups/Energizers

Evaluation

SESSION PLAN: EXAMPLE TIME

OBJECTIVE

METHOD

DESCRIPTION OF PROCESS

STUFF

WHO

APPENDIX IV: ICEBREAKERS AND OTHER EXERCISES DESERT ISLAND

Announce to the group: “You have been stranded on a desert island. Luckily you have stumbled upon a toad that, if kissed, has the magical ability to give you three wishes that you can use to have three things on the island. What would you wish for and why? “ Allow a few minutes for the participants to think about and write down what they would want, then ask them to share their wishes one by one. It is highly encouraged that the facilitators partake in this icebreaker as well. Materials needed: small cards or pieces of paper and pens for each participant

IFS

Ask the group to sit in a circle. Place 20 ‘IF’ questions on cards and place them (question down) in the middle of the circle. The first person takes a card, reads it out and gives their answer, comment or explanation. The card is returned to the bottom of the pile, or set aside, before the next person takes their card. Here are some examples of IF questions: 1) If you could go anywhere in the world, where would you go? 2) If I gave you $10,000, what would you spend it on? 3) If you could watch your favourite movie now, what would it be? 4) If you could talk to anyone in the world, who would it be? 5) If you could wish one thing to come true this year, what would it be? 6) If you could live in any period of history, when would it be? 7) If you could change anything about yourself, what would you change? 8) If you could be someone else, who would you be? 9) If you could have any question answered, what would it be? 10) If you could watch your favourite TV show now, what would it be? 11) If you could have any kind of pet, what would you have? 12) If you could do your dream job 10 years from now, what would it be? 13) If money and time was no object, what would you be doing right now? 14) If you could eat your favourite food now, what would it be? 15) If you could learn any skill, what would it be? Materials needed: small cards or pieces of paper for each ‘IF’ question

MY NAME RHYMES WITH…

Sitting in a circle, ask each participant to say their name followed by a word that rhymes with it. If it is difficult to find a word that rhymes, tell participants to make one up. This is a great way to get people laughing! Materials needed: None

NAME GAME

This icebreaker is particularly suitable if you are working with a group of 12 people or less and the participants do not know one another. Ask the group to sit in a circle and put a large sheet of paper on the floor in the middle with some markers. Ask people in turn to write their names on the paper and to say something about their names. For example: why they were given that name, whether they like their name or not, a story associated with their name, etc. It is a good idea for you, the facilitator, to model it by going first. When all the names are on the paper, put it up on the wall for everyone to see. Materials needed: flip chart paper and markers

FAMOUS PEOPLE/CITIES GAME

As each participant arrives, tape an index card on their back with the name of a famous person or city. They must circulate in the room and ask questions to other participants that can ONLY be answered with a YES or NO to identify clues that will help them find out the name of the person or city. Examples of people or cities: • Montreal • Shania Twain • Brian Adams • Calgary • Halifax Materials needed: index cards or small pieces of paper, tape and a pen

WHO DONE IT?

This is an ice-breaker that reveals interesting and sometimes incredible things people have done. It is a simple guessing game that is straightforward and easy to play. This game is a get-to-know-you style game in which players try to guess which person corresponds to each item written on note cards. The recommended group size is a mediumsized group of about eight to sixteen people, although the game can be adapted to accommodate other sized groups. Playing this ice-breaker indoors is ideal. To set up the game, pass out an index card and a pen to each participant. Ask each person to write down something interesting they have done. Examples could include the following: • I went skydiving once. • I have traveled to Istanbul. • I lived in seven different provinces. • I ate bugs before. Instruct people to write a fact that most people do not already know, the sillier or more unbelievable, the better. Collect all the cards. Shuffle the cards and then deal them out randomly. Each person takes a turn reading aloud the card they received and guesses who it belongs to. After they guess, the guessed person simply says “yes” or “no”. If the guess is correct, the person referred to may briefly explain what they wrote. The guessing continues until all cards are read. At the end, each person reveals the card they wrote. Materials needed: small cards or pieces of paper and pens for each participant

ACTIVITIES FOR MIDDLES

“CONCERNS” EXERCISE

This exercise gives participants an opportunity to verbalize concerns and to increase their comfort levels in the group. You can also use this exercise to assess the learning needs of the group. Individual work: Give each participant an index card. Have each participant section the card into four squares and record their responses to the following questions:

List 3 concerns you have about HIV, Viral List 3 concerns you have about teaching Hepatitis, or co infection access to treatment others about HIV, Viral Hepatitis, or co and care. infection access to treatment and care issues. List 3 expectations you have for this session

List 3 strengths/skills you have that will help you do this work.

Small-group discussion Break the group into smaller groups and ask them to discuss their responses (if time is limited, ask each group to discuss only one section). Large-group discussion Each small group then shares one point from each section with the large group. Once each small group has named their one point per section, ask the large group if there are any other concerns, expectations or strengths that they have that have not been listed. Post these charts on the wall and refer to them at the end of the session to ensure that people’s concerns have been addressed or that they know where to get more information. Based on the results from your group discussion, consider highlighting the following: 1. The similarities in fears and concerns expressed by the participants in the training session and explain that these will be addressed at some point 2. The personal strengths each participant contributes to this training session that will make it a valuable and worthwhile experience Materials needed: index cards or small pieces of paper, a flip chart, markers, tape and pens for each participant

MODIFIED “CONCERNS” EXERCISE

This can be used as a warm-up exercise when time is limited. Have people call out concerns they have about. Example of topics: • HIV, Viral Hepatitis, or co infection access to treatment and care • Concerns you have about teaching others about HIV, Viral Hepatitis, or co infection access to treatment and care issues • Strengths/skills you have as a person that will help you be a community facilitator List the responses on the flipchart and use these as a guide to plan the training session. Cross each concern off as it is addressed. Materials needed: flip chart paper, markers and masking tape

ROLE MODELS

Have each person identify someone who is a role model for the topic being discussed. Have them share the person’s name and the qualities or characteristics that make them a good role model. Post role-model characteristics on a flip chart. This can be a good exercise to lead into broader discussions. Materials needed: flip chart paper, markers and tape

THE PUZZLE

Divide participants into small groups and give people several simple children’s puzzles, but shift one piece from each puzzle to another group. When the group realizes they cannot complete the puzzle, stop the exercise. Open Discussion: What are your thoughts about failure? How do you feel about failing? What can we do to shift our thinking in order to learn from the mistake, rather than blaming ourselves for failing? Materials needed: a small/simple puzzle per group

QUALIFICATIONS

This exercise allows people to think about skills and sub-sets of skills. Ask someone to volunteer to speak about something they think they do well. Write that down. Now explore that one activity. What sub-sets of skills are required to perform this task? Example of a skill: • Painting Example of sub-sets of skills to perform the task: • Colour recognition • Fine discrimination between shades of colours • Understanding form • Understanding shape • Knowledge of media (e.g. acrylic, water colour, etc) • Knowledge of other materials (e.g. brushes, canvass, paper, etc) • Creative exploration of subject • Interpretation of subject • Abstract conceptualization • Concretization of abstract ideas When we explore one skill and discover the sub-set of skills required for that skill to be performed, we can apply those same strengths to other kinds of work in which we might be engaged in (e.g. board of directors, program planning, public speaking, facilitation). Materials needed: flip chart paper, markers and tape

EXERCISES FOR ENDS

CHECK OUT

Sitting in a circle, ask each person to rate, on a scale of 1 - 10, how they feel after completing the workshop. You can expand on this by asking each person to share what they plan on doing with the information they have learned.

THOUGHTS OUT LOUD

Ask the participants to stand up, walk around the room and shake each otherâ&#x20AC;&#x2122;s hands. While doing this, they should each say one thing that they appreciated about that person during the workshop.

OTHER ACTIVITIES:

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

APPENDIX V: EVALUATION FORMS WORKSHOP EVALUATION Please rate your overall satisfaction by circling the number that corresponds to your opinion. 1 = Unsatisfied

2 = Satisfied

3 = Good

4 = Very Good

Content of the workshop

1 2 3 4

Information was easy to understand

1 2 3 4

Length of time for the session

1 2 3 4

Relevance of the session compared to your knowledge needs

1 2 3 4

Contributions to personal growth

1 2 3 4

Facilitators

1 2 3 4

Overall rating of the session

1 2 3 4

Is there anything that you would like more information on? _____________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

What could have been improved? _________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Thinking about todayâ&#x20AC;&#x2122;s workshopâ&#x20AC;Ś What did you like most?

One thing you would change?

Main question you take with you as you leave?

One thing from today you will take into your work?

APPENDIX VI: POST-WORKSHOP MONITORING FORM Name: ___________________________________________________________________ Event:

_______________________________

Date: ___________________________

Hosting Organisation: ________________________________________________________ Contact: ___________________________________________________________________

# of participants: _______________ Community

Staff

Volunteers

Specific learning goals: 1.

______________________________________________________________________

What went well: 1.

_______________________________________________________________________

Challenges: 1.

_______________________________________________________________________

Future steps: 1.

_______________________________________________________________________

Form sent to CTAC Project Coordinator:

Date forms sent to CTAC: ______________________________

APPENDIX VII: TOOL FOR ACCESS CURRICULUM AND FACT SHEET

APPENDIX VIII: CTAC WORKSHOP LOOMS MAPPING ACCESS TO TREATMENT WORKSHOP LOOM TIME

OBJECTIVE

METHOD

DESCRIPTION OF PROCESS

• Clear enough space in the room to put a large piece of paper on the floor or wall. 14:30

Set Up

Note: This will be the final community map. • Place the individual pieces of paper on the table • Place directional signs outside to direct participants to the room, as necessary.

STUFF

WHO

Large piece of paper (you can get a roll of crafting paper or tape multiple pieces of chart paper together) Markers, pencil crayons and/or paint Blank paper Tape

• Welcome participants and give them a brief description of the event. • Introduce yourself, CTAC and the purpose of being here today. 1. To share community knowledge and access to treatment in the community for PLWHIV and/or Viral Hepatitis 2. To learn about community mapping 3:00

To welcome participants and Introductions

3. To create a collective community map Welcome

• Explain the workshop agenda: 1. Each person will be creating an individual map on a small piece of paper about the services they use or have heard of for PLWHIV and/or Viral Hepatitis 2. Each person will bring it back to the group to share their maps 3. Together, the group will compile all their information to create one large community map of programs and services in the area

• Ask the group if anyone has been involved in a community mapping activity before. If so, ask them to briefly describe what they did.

3:10

To share knowledge about community mapping and how it relates to access to treatment

• Introduce the idea of community mapping and the different types of community maps. Facilitated Discussion

Note: use the write up in the Facilitators Toolkit to explain a few things about community mapping • Ask the group to define access to treatment. Re-state and reflect what you have heard from participant definitions. • Introduce the concept of GIPA and explain how GIPA principles are relevant to mapping access to treatment for people living with HIV.

MAPPING ACCESS TO TREATMENT WORKSHOP LOOM cont’d TIME

3:20 20

OBJECTIVE

To map the services that they use in the area

METHOD

Individual Mapping

DESCRIPTION OF PROCESS • Using the paper and writing instruments (ie, pens, markers) provided, ask them to draw a map of their community and note all the ways (and places) they access treatment. This can include support, medical and spiritual services, and extends to places like dentists, food providers, pharmacies, and other healers. • Ask them to think how their maps influence how they think about treatment access.

STUFF

Blank paper (small) Markers, pencil crayons, paint

• Depending on the length of the workshop, give them between 15-30 minutes to create their maps • Give each person tape and ask them to stick their map on the wall.

3:40 20

To give participants a chance to share their maps and the different ways that they access treatment in their communities.

Sharing

• Ask participants to walk around and look at each other’s maps, taking time to observe new things that maybe they did not have on their own maps. • Ask the participants to come back to the group to share one or two things that they noticed about all the maps. • Have the group come back together and collectively create a large community map using the information that they shared on each of their individual maps.

4:00 35

To create a collective map with the treatment access tools for PLWHIV

Mapping

Note: This map could be displayed at a local community organization so that the knowledge can be shared with others in the community. Additionally, encourage participants to take a photo of the map and write about it in a community newsletter, on the CTAC blog or any other relevant site that the community thinks is appropriate. Important: Generate group consensus for the proposed steps forward. • Ask each participant to state one new thing that they learned from this experience.

4:35 10

To close the group

Closing

• Direct them to services in the area and to the CTAC website. • Share other upcoming workshops or community events.

Tape

Large sheet of paper Markers, pencil crayons, paint Tape

WHO

STUFF THAT MATTERS TIME

OBJECTIVE

To arrange the space 18:30

19:00

19:15

20:15

METHOD

Set-Up

Welcome participants and Introductions

Screen film

Identify the intersections between the film and access to treatment for PLWHIV and Viral Hepatitis

Welcome

Film

Discussion

DESCRIPTION OF PROCESS

STUFF

• Set- up the room with the screen, projector and/or television. Place the chairs in a manner that everyone can see comfortably. • Designate one person to welcome people and record notes during the discussion after the movie. • Make sure that they have the report back form and a pen. • Place any handout materials in easily accessible locations. • Welcome participants as they begin to arrive • Place directional signs outside to direct participants to the room, as necessary.

Projector or DVD player Film screen Seats CTAC Report Back forms CTAC membership forms Other HIV and Health related handouts Microphone (optional)

WHO

• Welcome participants and give them a brief description of Stuff That Matters. • Introduce yourself, CTAC (who we are Microphone (optional) and how we do our work) and the film(s) that you will be watching. • Dim the lights and screen film

Projector or DVD player Film screen

• Lead the group in a discussion about the social justice issues that the film brings up and how they may impact the health needs of different communities – especially those living with HIV and Viral Report Back form Hepatitis. Pen • Refer to discussion points provided by Microphone (optional) CTAC to ensure communication of the ‘take-home messages’. • Ensure volunteers fill out the Report Back form.

21:00

Closing

• Thank participants for coming and inform them of the next Stuff That Matters event, as well as any upcoming community events and ways to engage with CTAC.

21:15

Clean Up

• Tidy up space and collect all documents and forms from participants to submit to CTAC/partners on Stuff that Matters

CTAC membership forms Other HIV and Health related handouts

RENEWING GIPA TIME

4:30

5:00

5:10

5:25

OBJECTIVE

METHOD

DESCRIPTION OF PROCESS • People settle-in

Chart paper Note: Depending on available resources, you may want to Markers offer some snacks and refreshments for the participants. Sticky Notes Alternatively, you could suggest that people bring their Pens own food, or make it a potluck —a great way to build Craft Supplies community! Tape Prep/settle Printed In evaluation Forms Pens Prep CTAC membership forms

Welcome – Introduce CTAC and individuals in the session

Welcome

To let participants know why we are doing this workshop and about CTAC goals

• Begin by asking the question “what is GIPA?” and facilitate participant responses; synthesize group definition of GIPA Opening • Give a brief explanation as to what GIPA is and its Discussion impact on people living with HIV • Outline CTAC: who we are and how we do our work • Share what we hope to do in this workshop

STUFF

To create group norms and foster a safe space

Setting Group Guidelines

• Welcome & Intro • Review Agenda

• Ask “How we would like to be together today?” : discussion about making the room a safe space; write responses down on chart paper until there is consensus on group guidelines • Talk about how we all have or do work in the movement in different capacities. For example, negative experiences might come out about the people or organizations we’ve worked with, and these experiences may be different for other people in the room. It is important to be conscious of this and be able to feel safe to speak freely without judgment • Example guidelines: not naming people or workplaces by name, to avoid tensions or difficult positions for other participants

Chart paper Markers

WHO

TIME

5:40

OBJECTIVE

To assess successes and gaps

METHOD

Pairs

DESCRIPTION OF PROCESS

STUFF

WHO

• Divide group in pairs and have them define GIPA processes they’ve been involved in that have been successful, and GIPA processes that have been challenging • Using the sticky pads ask the pairs to write down examples of successful GIPA (successes- practices that they have seen or been a part of or ways that they have felt supported as a person living with HIV). Note: remind people that this goes outside ASOs and into everyday life as well. Give participants 10 minutes to complete this task. • Then ask them to spend some time writing examples Markers ‘challenging’ GIPA (gaps in practice that they have experienced) Sticky notes Or/and Note: make sure that they write down one idea per sticky Paper note! Note: An alternative to this is to give each group a piece of paper and markers and have them draw a map of their community. In this map ask them to draw or write the individuals or institutions that people living with HIV go to and then ask them to talk about the types of treatment that they receive. This activity is great for groups that have little to no knowledge about GIPA and what it is. It will help to emphasize some of the ways that GIPA can impact and/or improve the lives of people living with HIV. (This is used in the mapping treatment access workshop).

6:10

To report back and have a dialogue about gaps and successes of current GIPA practices

• Using chart paper write SUCCESSFUL GIPA on one chart paper and CHALLENGING GIPA on another • Ask each group to choose 2-3 points to share from their list then have them come and put their sticky notes under the appropriate heading and briefly explain what they wrote • After all the groups have gone, do another round. Continue this until everyone has shared all their sticky notes Markers Discussion • After everything is finished, ask if anyone has any Chart Paper comments to add or would like to discuss further. Tape Note: If you used the mapping activity in the previous section, have each group present their maps before they discuss strengths and challenges to using GIPA in their communities. Note: If you feel that time is slipping away from you, tell the group that they will have more time to discuss these matters after the break and/or parking lot discussion points

6:40

To map who is not in the conversation/ address barriers for them to be involved

Mapping

• Using a giant map of Canada, your province or our city/ town/county (as appropriate), ask people to write down who is missing from the different areas of GIPA identified before and stick them on the map. • Here are some questions that you can ask in order to get people talking: Which communities/populations have good treatment access, and which have difficulties? Who is missing from the discussion and why? Why are some groups unaware of GIPA? • What would it take for these individuals or groups to become meaningfully involved? • Are the current GIPA structures the best ones for the people who are not currently represented?

Chart paper Markers

RENEWING GIPA cont’d TIME 6:55

OBJECTIVE

Break

7:10

GIPA Utopia!

7:35

Share GIPA Utopia!

7:50

METHOD

What are the implications to the different sectors?

DESCRIPTION OF PROCESS • If there are resources, it would be great to have some snacks and refreshments during the break

• Divide the group into small groups (2-4 people; if the number of participants in your session is small, feel free to do it as a team!!) • Ask to give their dream answer to these questions: • “In a perfect world what would GIPA look like?” • “In a perfect world how would people with HIV Art Project be treated?” • They can construct this GIPA Utopia using any of the materials provided ie: clay, markers, paper, write a poem, etc. Note: Let the group know they’ll be asked to present their utopia in a creative way!

STUFF

Clay Markers Chart Paper Tape Other craft supplies…

Report Back • Have each group present and explain their GIPA Utopia • Place pieces of paper on the table. Write in the middle of each piece of paper one of the following themes: • Roles for GIPA within organizations • Roles and rights of PLHIV outside HIV sector/in everyday life Chart Paper • Capacity building and participatory research Markers models for PLHIV Open Space Tape • Threats to GIPA Technology (have them write on Note: Feel free to include an additional theme that may be tables) brewing from the earlier discussion Note: Ask each person to spend approximately 10 minutes at 4 different tables discussing the theme with others and noting points on the paper.

8:10

To address steps forward

• Facilitation Questions: • What do we need to do to move forward with GIPA and meaningfully involve PLHIV in your community? • What needs to happen in order to do this? • How does this fit with your understanding of CTAC’s Consultation-to-Action framework? Group • What would it take for us to feel satisfied that Brainstorm PLHIV and co-infected with Viral Hepatitis are being supported in our communities? Note: Ask someone to take notes of the main points or write them down on a piece of chart paper. It would be good to come up with 3 – 5 ‘asks’ to summarize the workshop.

8:30

Closing

8:45

Clean Up

Evaluation Survey

• Thank everyone for their hard work and ask them to fill in evaluations of the workshop • Ask them to share one thing they learned • Remember to give them membership forms and encourage them to join CTAC • Tidy up space and collect all documents and forms from participants to submit to CTAC

Printed evaluation forms Pens CTAC membership forms

WHO

+ increasing visibility and reflecting the

treatment, care and support needs of communities across Canada