Our programs center around three steps: Community Diagnosis and Action Planning (CDAP), Maximizing Resource Mapping and Linkages, Community Engagement, and Interactive experiential health education for nan-traditional learners.
Community Diagnosis and Action Planning (CDAP)
CDAP is a process invented by Teach for Health, based on the popular Community Based Participitory Research model, while focusing more on a community directed project/end product rather than research with limited long term tangible products. CDAP occurs in 6 stages, repeatedly worked through and expanded in a sequential and additive 4 levels of health promotion.
- Problem/issue identification
- Problem/issue prioritization
- Causal analysis
- Program planning
- Implementation
- Evaluation
Note that not all health promoters are expected to move through the stages at the same time. Some may not go beyond level 1, depending upon their interest in broader social change versus being a community health practitioner. Individuals in teams of health promoters in a given village may be at different stages, providing unique opportunities for mentorship.The bringing together of health promoters from different villagers provides a venue for networking and sharing of strategies that would otherwise not have happened. The flexibility of the model provides a closer approximation of organic social change, providing opportunities for specialization. The progressive cycling provides self-reinforcing early success to drive the process forward (push) and carefully designed incentives (pulls) to encourage people to move forward. However, while there is some room for casually interested would-be health educators, the model absolutely requires effective recruitment of a certain number of motivated community activists that would be change-makers in their community regardless of outside involvement, but for whom the push and pull allows for greater scale and speed in the expansion of assets and capabilities (AKA empowerment).
| Point of Entry | Promoters define what community is and commit to the role and responsibilities of being a health promoter. |
| Level 1 promoter | Integrates knowledge and skills of health topics, triage, resource mapping, screening, prevention, advocacy, and assessment resulting promoter implemented health promotion or assessment activities |
| Level 2 promoter | Improves knowledge and skills in program planning to include problem identification, action planning, goal setting, networking and resource navigation resulting in community-informed promoter generated community projects |
| Level 3 promoter | Increases knowledge and skills in group facilitation, community wide diagnosis, leadership and external resource navigation to implement community-driven, promoter-facilitated projects. |
| Level 4 promoter | Enhances knowledge and skills in partnership building, resource linking, governmental engagement and grant writing culminating in self-funded community defined solutions for regional wide projects. |
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Stages of CDAP |
Steps |
Concepts |
Requirements/ skill set |
| Entry Point | Community members/promoters define what community is (intake workshop) | Inclusion & exclusion, demographics, boundaries, values, consensus building, commonalities |
|
| Level 1 | Promoter implementation of project (0-6 months) | Planning programs, implementing and evaluatingNew intake workshop |
|
| Level 2 | Promoter generated projects (6 months- 1 year) | Deciding on and managing an intervention, problem identification, action plan, resource networking, navigating resources |
|
| Level 3 | Community driven, promoter facilitated project (1-3 years) | Community organizers, negotiation, team work, community meetings, observational feedback & coaching, mentoring new promoters |
|
Maximizing Resource Mapping and Linkages
- Identification of local resources
- Community resource mapping, visual representation, lists, photo documentary projects
- Optimizing existing resources
- Connecting with local resources, exchanging ideas between our staff and theirs, negotiating official partnership terms for shared resources
- Linking community, regional and state wide resources
- Emergency evacuation programs, MINSA department of health, Familias Especiales developmentally disabled children support system
- Finding outside resources
- Grant writing, advocacy
- Working with outside resources & fostering relationships
- Allocation and management of resources
- Fairness and equity, community banks, supply chain management
Strategies for Maximizing Community Engagement
- Incentive structure
- Program assistantship
- Micro-grants
- Program planning exercises
- Local branding
- Committees
- Mentorship
- Local involvement in fundraising and control of finances
- Program assistants training overlap è First group trains the next
- Participatory assessment
- Community meetings to communicate and get feedback on results and discuss ways to move forward
Interactive experiential (health) education for non-traditional learners
- Training of Trainers
- Flexible and interactive workshops
- Incorporate assessment into training
- Playing cards analogy (use a variety of teaching styles such that the trainings can be “dealt” in numerous ways to suit the unique learning milieu)
- Unique, interactive roles of facilitators and participants designed to continuously refine trainings
- Energizers and Games
- Teach-backs
- Using the arts and visual representation
- Problem-based learning
- Peer education
- Principles of adult education
- Provision of health education materials or means to acquire them
- Arranging health education trainings with local facilitators
- Mentoring
- Layered training (delivering health education content in a way that focuses on CDAP and health promotion skills)
