LEARN PARTNER GROW LEARN PARTNER GROW PARTNER GlobeMed || 2012 GROWLEARN Training, Washington, DC On-site Work Internship GROW LEARN Grassroots PARTNER GROW LEARN PARTNER GROW LEARN INSIDE PARTNER GROW LEARN PARTNER Schedule........................................................2 GROWBios................................................................4 LEARN PARTNER GROW Map.................................................................5 LEARNTravel..............................................................6 PARTNER GROW LEARN Safety & Essentials.......................................7 PARTNER GROW LEARN PARTNER Small Group Assignments...........................8 GROWActivities LEARN PARTNER GROW Standing on the Shoulders of Giants..........9 LEARNCodePARTNER GROW LEARN of Conduct...........................................10 Case Studies..................................................13 PARTNER GROW LEARN PARTNER Launching a Community of Commitments.18 Community Asset Mapping..........................20 GROW LEARN PARTNER GROW Resources LEARNCoping PARTNER GROW LEARN with Stress and Grief.......................25 On GROW Activities......................................25 PARTNER GROW LEARN PARTNER Media: How-to................................................27 Evaluation...................................29 GROWPre-GROW LEARN PARTNER GROW LEARN PARTNER GROW LEARN PARTNER GROW LEARN PARTNER GROW LEARN PARTNER GROW 2012 GROW Training, Washington, DC
2012 GROW Training, Washington, DC
SCHEDULE
SCHEDULE Saturday | March 24th 8:30 am
Meet at Mt. Vernon Shuttle Stop, 21st & H St. NW Breakfast & Welcome!
9:30 am
Icebreakers
10:15 am ! ! !
Why GROW and GHFP-II? !
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Discussion about the roles of a GROW Coordinator, GHFP-II Intern, and GROW Team
!
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Small group activity allowing students to explore where and from whom they find inspiration, guidance, and knowledge
11:00 am !
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Standing on the Shoulders of Giants !
12:00 pm
Lunch
1:00 pm
Mental Health & Culture Shock
2:00 pm !
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Case Studies !
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Small groups focused on situations that could arise in a partner community, and how students can best deal with them.
3:30 pm !
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5:00 pm
Global Citizenship !
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How to represent GlobeMed as global citizens Small groups workshop the GROW Code of Conduct
Regional Small Group Discussions Zachary Kaufman, Erin Eckert, Evan Rausch
5:45 pm
Conclusion
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2012 GROW Training, Washington, DC (CONT’D)
Sunday | March 25th 9:00 am
Meet at Mt. Vernon Shuttle Stop, 21st & H St. NW Breakfast
10:00 am
How to take advantage of GROW Innovative projects & creative collaboration
10:15 am
Launching a Community of Commitments Small groups exploration of personal values & commitments to action
11:30 am
How to Collect Good Media Nina Seavey, Director of The Documentary Center, Co-Director of The Center for Innovative Media, GWU
12:30 pm
Lunch
1:30 pm
Monitoring & Evaluation Development Strategies Erin Eckert, Global Health Fellow
2:30 pm
Connecting Community Assets to Organizational Assets to Build Strong Community-Based Projects Small groups where students will answer a set of questions that will inform a Community Asset Map for GROW.
4:00 pm
How to bring GROW Training back Responsibilities in Spring, Summer and Fall + Things to look forward to
5:00 pm
Pre-GROW Evaluation
5:30 pm
Closing Remarks
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SCHEDULE
SCHEDULE //
2012 GROW Training, Washington, DC
BIOGRAPHIES
Maya Cohen currently serves as Executive Director of GlobeMed. She graduated from Barnard College in 2010 with a degree in English Literature. In the fall of 2008, she founded the Columbia/ Barnard chapter and developed a partnership with Gulu Women’s Economic Development and Globalization (GWED-G). She went on GROW to Gulu, Uganda in Summer 2010. Zachary Kaufman is an attorney, political scientist, professor, writer, speaker, and social entrepreneur. After studying at Yale University, University of Oxford, and Yale Law School, Zachary went on to become a professor at Yale and then Adjunct Professor at GWU’s Elliott School of International Affairs. Additionally, he serves as an Associate at O’Melveny & Myers LLP, a recurring commentator on Voice of America, and Founder, President, and Chairman of the American Friends of the Kigali Public Library, among many other positions. Elizabeth Andrade acts as a Research Scientist at GWU as well as the Director of Public Health for Santa Clara, El Salvador Potable Water and Hygiene Promotion Project at Engineers Without Borders DC. Elizabeth received a Bachelor’s Degree from University of Missouri-Columbia and a Doctorate and Master’s of Public Health with a focus on Global Public Health from George Washington University. Previously she served as a Consultant for UNICEF and conducted data analysis for USAID, ActionAid, and Save the Children. Nina Gilden Seavey is an Emmy Award-winning filmmaker and 25-year veteran of the documentary world. She currently serves as the Director of The Documentary Center at GWU, which she founded in 1991. She also serves as Co-Director of the Center for Innovative Media at GWU. Nina received a Bachelor’s Degree from Washington University in St. Louis and a Master’s Degree in American History from GWU. Additionally, she acts as the Executive Producer, Programmer, and senior member of the SILVERDOCS: AFI-Discovery Documentary Festival, the Founder of the International Emerging Filmmakers Fellowship, and the 2006 Woman of Vision Award for Women in Film and Television in Washington, DC, among many other positions. Erin Eckert is the Senior Monitoring and Evaluation Advisor for the Global Health Initiative (GHI) Launch Team in the Bureau for Global Health at USAID. In that role, Erin coordinates and positions USAID efforts to fulfill the GHI core principle of “improved metrics, monitoring and evaluation.” Prior to her fellowship, Erin was Principal/Senior Evaluation Analyst with ICF Macro, where she was both the team leader and the Technical Lead for Malaria. She holds a Doctorate of Philosophy-Epidemiology degree from Tulane University Graduate School and a Master of Public Health degree from Tulane University School of Public Health.
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BIOS
Alyssa Smaldino is a Program Director at the GlobeMed National Office. She graduated from George Washington University in 2011 with a degree in Public Health. She was involved in GlobeMed at GWU for three and a half years and acted as Co-President her senior year. Additionally, she interned with GWU Student Health Services, National Institute of Mental Health, and GlobalGiving Foundation throughout her time in Washington, DC. She went on GROW to Huye, Rwanda in Summer 2011.
2012 GROW Training, Washington, DC
MAP MAP
Important Locations GWU Mount Vernon Campus 2100 Foxhall Road NW *NOTE: This location is not on GWU’s metropolitan campus. Interns should meet at the Foggy Bottom Shuttle Stop located at the corner of 23rd & H St in front of Fulbright Hall at 8:30 am.
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2012 GROW Training, Washington, DC
TRAVEL
TRAVEL Getting to and from GWU From Reagan National Airport (DCA) 1. Metro (~$1.65): Take the Blue Line Metro from the National Airport Metro Station towards Largo Tower Center Metro Station. Get off at Foggy Bottom Metro Station (located on GWU’s campus), unless otherwise noted by your host. 2. SuperShuttle: Located on the lower level of the airport in terminals A, B, and C, you can pick up a ticket for this one way direct ride to GWU’s campus. From Dulles Airport (IAD) 1. SuperShuttle (~$30): Located on the lower level of the airport, you can pick up a ticket for this one way direct ride to GWU’s campus. 2. Metro [1 hour]: Take the 5A Bus from the Airport towards L’Enfant Plaza Station. Get off at N. Moore Street and Rosslyn Metro Station and walk to Rosslyn Metro Station to get on the Blue Line Metro towards Largo Town Center Metro Station. Get off at Foggy Bottom Metro Station (located on GWU’s campus), unless otherwise noted by your host. From Baltimore Washington International Thurgood Marshall Airport (BWI) 1. SuperShuttle: Located on the lower level of the airport, you can pick up a ticket for this one way direct ride to GWU’s campus. 2. Metro [1.5 hours]: Take the B30 bus towards Greenbelt Station. Get off at Greenbelt Metro Station then take the Green Line Metro towards Branch Avenue. Get off at L’Enfant Plaza Metro Station and change to the Orange Line Metro towards Vienna. Get off at Foggy Bottom Metro Station (located on GWU’s campus), unless otherwise noted by your host. From Union Station [~20 minutes] Take the Red Line Metro from Union Station Metro Station towards Shady Grove. Get off at Metro Center Station and change to the Orange/ Blue Line towards Vienna. Get off at Foggy Bottom Metro Station (located at GWU’s campus), unless otherwise noted by your host. NOTE: We do not recommend that you take taxis directly from any of the airports. From DCA it will be approximately $20; from IAD it will be approximately $60; from BWI it could be up to $100. Public transportation as designated is the easiest, cheapest route.
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2012 GROW Training, Washington, DC
ESSENTIALS
SAFETY Emergency Contacts Alyssa Smaldino Program Director, GlobeMed Email: alyssa@globemed.org Cell: (724) 355-4683
Maya Cohen Executive Director, GlobeMed Phone: (914) 584-0596 Email: maya@globemed.org
Melissa Wong Co-President, GlobeMed at GWU Phone: (201) 704-0016 Email: mlwong@gwmail.gwu.edu
Eliza Mette Co-President, GlobeMed at GWU Phone: (207) 272-8847 Email: emette@gwmail.gwu.edu
What to Bring
Notebook Writing utensils Money for transportation and food Sleeping bag & Pillow (if possible) An object of personal significance (required for activity)
An open mind Willingness to share Lots of GlobeMed love
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2012 GROW Training, Washington, DC
SMALL GROUP ASSIGNMENTS Group 1 Allison H. Kipp S . Elizabeth S. Amy L. Jennifer M.
Group 2 Sheng Z. Abbey M. Colleen D. Julie C.
Case Studies (Saturday, 2:00 pm) Group 1 (CS 1) Sheng Z. Katelyn D. Alison H. Sarah M.
Group 2 (CS 2) Kipp S. Colleen D. Paige H. David V.
Group 3 Jennifer T. Shruti Z. Katelyn D. David V.
Group 4 Alex M. Katharine P. Sarah M. Parth S.
Group 5 Paige H. Rhett P. Nick J. Melissa W.
Group 3 (CS 3) Elizabeth S. Nick J. Shruti Z. Abbey M.
Group 4 (CS 4) Melissa W. Amy L. Julie C. Parth S. Katharine P.
Group 5 (CS 4) Rhett P. Jennifer T. Alex M. Jennifer M.
Group 4 Paige H. Katelyn D. Abbey M. Amy L.
Group 5 Shruti Z. Elizabeth S. Kipp S. Sarah M.
Global Citizenship: Code of Conduct (Saturday, 3:30 pm) Group 1 Colleen D. Allison H. Parth S. Jennifer T. Nick J.
Group 2 Jennifer M. Melissa W. Katharine P. Sheng Z.
Group 3 Alex M. David V. Julie C. Rhett P.
Regional Discussions (Saturday, 5:00 pm) Group 1 (SE Asia) Parth S. Katharine P. Jennifer M. Julie C. David V. Paige H. Nick J. Abbey M.
Group 2 (Latin America) Colleen D. Sarah M. Kipp S. Sheng Z. Elizabeth S. Amy L. Rhett P.
Launching a Community of Commitments (Sunday, 10:15 am) Group 1 David V. Jennifer M. Parth S.
Group 2 Sheng Z. Amy L. Rhett P. Sarah M.
ACTIVITIES
Standing on the Shoulders of Giants (Saturday, 11:00 am)
Group 3 Nick J. Katharine P. Kipp S. Colleen D.
Group 3 (Africa) Allison H. Shruti Z. Melissa W. Katelyn D. Alex M. Jennifer T.
Group 4 Allison H. Melissa W. Alex M. Julie C. Paige H.
Group 5 Katelyn D. Jennifer T. Shruti Z. Elizabeth S. Abbey M.
Connecting Community Assets to Organizational Assets to Build Strong Community-Based Projects (Sunday, 2:30 pm) Group 1 David V. Jennifer M. Parth S. Abbey M.
Group 2 Sheng Z. Amy L. Katelyn D. Jennifer T.
Group 3 Nick J. Katharine P. Julie C. Paige H.
Group 4 Allison H. Melissa W. Alex M. Kipp S. Colleen D.
Group 5 Rhett P. Sarah M. Shruti Z. Elizabeth S.
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ACTIVITIES
ACTIVITIES// Code of Conduct Objective Most programs or organizations have a Code of Conduct in which they describe the values they expect members to uphold. We would like you to help us develop and workshop the format and content of a GROW Code of Conduct.
Activity The following pages contain the current GROW Code of Conduct draft, the Global Engagement Summer Institute (GESI) Code of Conduct, and A Ministry Of Sharing Health & Hope (AMOS) Volunteer Code of Conduct. GESI is a Northwestern summer study abroad program that focuses on teaching students about community development in a global context. AMOS is a non-profit organization in Nicaragua dedicated to improving “the health of impoverished communities by working alongside them in health, education, and development.” GlobeMed at Rhodes College is partnered with AMOS. Spend a few minutes reading GlobeMed’s draft and the following Codes of Conduct. Look for particular content or structure that you think are essential and effective. Once you have a sense of what a Code of Conduct should look like, discuss the following with your group: 1. How do you think a GROW Code of Conduct should be structured and what it should say? 2. Is GlobeMed’s draft missing anything? 3. Use any extra time to begin to write down ideas for a Code of Conduct specific to your chapter and partnership. Remember to be creative yet practical!
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(CONT’D)
GlobeMed GrassRoots Onsite Work (GROW) Code of Conduct While participating in a GROW internship, students represent not only themselves, but also the GlobeMed network, their GlobeMed chapter, university, partner organization, and the United States. The GlobeMed National Office has developed behavior policies based on student safety. GlobeMed takes student behavior seriously; failure to comply with these policies may result in dismissal from the program at the student’s expense. The following is a general set of expectations based on the behavior codes of the GlobeMed National Office and partner organizations. Students must sign this code of conduct before participating in a GROW internship. 1. Students must show respect for the people and culture of their host country at all times, with an awareness that acceptable behaviors in the United States may not be considered appropriate in the host country. This includes adhering to local standards of behavior, dress, and protocol. 2. Students will strive to integrate into their host communities and local societies, spending time with community members and using the local language whenever possible. 3.Students will only use alcohol when it is socially appropriate, culturally respectable, and safe. Students must be aware of the risks associated with engaging in sexual intercourse in their host countries, particularly those concerning HIV/AIDS. Students will never take part in any illegal activity, including use, purchase, and/or handling of illicit drugs. The legal drinking age in [INSERT Partner Country] is _____________________. 4. Students will behave professionally with their co-workers, community partners, other GROW participants, and staff from the GlobeMed National Office. Participants will resolve any differences through openness and respectful dialogue, avoiding gossip, rumors or personalization of any conflicts. 5. As a GROW intern, GlobeMed students will embrace a grassroots, community-based approach to social change, working collaboratively with their GlobeMed partner organization to fulfill the goals of the GROW internship:
· · ·
To strengthen, add to, and expand programs, resources, and knowledge of the partner organization for the purpose of having a positive impact on their community To engage in mutual learning in order to strengthen all aspects of the partnership To ensure long-term stability through evaluation and strategic planning
6. Participants are strongly advised to always travel in a group of two or more, especially after dusk. 7. Travel Policies: Students must avoid travel that will negatively impact their integration into their host community, family, and organization, or prevent them from fulfilling work responsibilities. Students should limit their travel during the program and are encouraged to stay within their host communities; participant must notify their partner organization, the GlobeMed National Office and host family (if applicable) of all plans to travel outside of the host community. 8. In recognition of the high numbers of road traffic accidents around the world, when traveling by motorbike or other 2-wheeled mode of transport, participants must wear helmets. Seatbelts must 10 be worn whenever available.
ACTIVITIES
ACTIVITIES // Code of Conduct
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ACTIVITIES // Code of Conduct
(CONT’D)
ACTIVITIES
The following is a general set of expectations based on the behavior codes of GESI’s onthe-ground partners, FSD and ThinkImpact. Upon acceptance to the GESI program, students must sign a code of conduct specific to the partner organization operating in the student’s host country. 1.Students must show respect for the people and culture of their host country at all times, with an awareness that acceptable behaviors in the United States may not be considered appropriate in the host country. This includes adhering to local standards of behavior, dress, and protocol. 2. Students will strive to integrate into their host communities and local societies, spending time with community members and using the local language whenever possible. 3. Students will only use alcohol when it is socially appropriate, culturally respectable, and safe. South Africa students are prohibited from alcohol use at any time within their host communities. Students must be aware of the risks associated with engaging in sexual intercourse in their host countries, particularly those concerning HIV/AIDS. Students will never take part in any illegal activity, including use, purchase, and/or handling of illicit drugs. 4. Students will behave professionally with their co-workers, community partners, other GESI participants, and staff from FSD or ThinkImpact. Participants will resolve any differences through openness and respectful dialogue, avoiding gossip, rumors or personalization of any conflicts. 5. As a development worker, GESI students will embrace a grassroots, community-based approach to development, working to meet the needs and wishes of as many community members as possible, by the most sustainable means possible.
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ACTIVITIES // Code of Conduct
(CONT’D)
ACTIVITIES
I_______________, a Volunteer at AMOS Health and Hope agree to behave according to the AMOS Mission statement, Vision statement, and values: LOVING OUR NEIGHBOR • Be “solidario” and helpful to my AMOS colleagues, community members, and delegation members at all times. • Being an active part of the AMOS team and supporting AMOS goals and tasks. RESPECTING THE RIGHTS AND DIGNITY OF ALL PEOPLE • Treat every individual with whom I come into contact with respect and dignity, without discrimination on the basis of ethnicity, skin color, religion, politics, age, gender, or other criteria. • Respect my supervisor and not override her/him with my own agenda nor present myself as the spokesperson for AMOS to visiting groups, the media, or other situations without the approval of my supervisor SERVING PEOPLE IN NEED • Be willing to travel and serve in difficult situations which include lack of running water, no electricity, no toilets, sleeping on cots or hammocks, eating local food, working in the mud, or others that may required of me • Participate in my orientation, training, and all on the job tasks with interest, enthusiasm, and a focus on providing quality service to delegation members, community members, and AMOS team members GOOD STEWARDSHIP OF RESOURCES • Be on time for my volunteer activities, and provide my supervisor with as much notice as possible if I am unable to come to the AMOS worksite • Accept supervision in the performance of my duties and participate in evaluation meetings in which goals and progress are discussed quarterly or after projects are completed • Bring my best skills and abilities to my work • Help out the AMOS team find ways to use resources (materials, money, time, etc.) more effectively, including my own usage • Accept the inherent personal risks in traveling to a developing country and provide my own health and travel insurance 12
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ACTIVITIES // Code of Conduct
(CONT’D)
PEACE AND JUSTICE • Resolve conflicts peacefully and with non-violence, seeking my supervisor or another AMOS colleague as a mediator if unable to resolve the conflict directly with my offender • Participate in the “circles methodology” of conflict resolution or restorative justice when needed by myself or other members of the AMOS team • Observe Nicaraguan laws, avoiding any illegal behaviors and accepting full responsibility for the consequences of my actions
ACTIVITIES// Case Studies Activity First, read the case study by yourself. Then take turns reading each paragraph out loud. Reflect after every paragraph by asking each other what you learned and what your gut responses are to each of the sections. What unanswered questions do you have about this situation? Once you are done discussing your initial reactions, answer the questions in the Discussion section as a group.
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ACTIVITIES
• Provide for my round-trip airfare, lodging, food, transportation and all other expenses associated with my stay at AMOS that are described in the AMOS volunteer budget as well as any unexpected expenses • Abstain from the use of tobacco, alcohol, or illicit drugs while in Nicaragua, maintaining a healthy life style • Follow the AMOS recommendations to avoid situations of “one-to-one dating” with fellow coworkers, volunteers, or Nicaraguans, and favor “group social activities” as a more healthy and less vulnerable option • When taking time off from my duties to go on personal outings, I understand and accept the inherent risks of personal travel to locations of my choosing and accept full responsibility for any undesired event that may occur to my group or to me. i will take with me a cell phone, maintain cell phone range and keep my supervisor informed at all times as to my whereabouts • The visitor or donor information I am made aware of at AMOS will be used solely for my job as a volunteer and not for business, personal gain, or other competing causes in the present or in the future • Not make copies of any AMOS documents, databases, pictures, or any other information on the AMOS server for purposes other than my job as volunteer, without explicit written authorization from the AMOS Director and in keeping with the principles of patient confidentiality, privacy and copyrights
2012 GROW Training, Washington, DC
(CONT’D)
ACTIVITIES
ACTIVITIES // Case Studies Case Study 1 Background
GlobeMed at Funtimes University is partnered with Good Health Clinic, a health clinic in rural Honduras that is strictly Spanish-speaking. Through their partnership, they hope to raise $8,000 to support the expansion of a maternity ward at the clinic. Although the clinic provides a lot of services, their maternal health services are currently the weakest. GlobeMed at Funtimes has selected 5 students to attend their GROW Internship this summer: Darin, Julie, Dina, Jacob, and Emily. As a new chapter, this is their first GROW Internship and it will be critical in improving a partnership that has struggled with communication up to this point. Their tentative agenda consists of initiatives focused on learning about the clinic’s services and programs, enhancing the clinic’s technological capacity, and shadowing nurses. On GROW One week after arriving in Honduras, Dina, the Co-President of GlobeMed at Funtimes, acquired a sinus infection. Although she was at GoodHealth, she decided to keep the infection hidden from the nurses and doctors at the clinic. She realized that it seemed abnormal to the other GROW Team members that she didn’t want to go to the clinic, but she did not speak Spanish and felt that it could wait three more weeks until she got home to her American doctor. Over the following week Dina’s infection got worse. Eventually the nurses and doctors at Good Health noticed and insisted on helping her. Once in the exam room, Dina couldn’t keep her discomfort a secret. It became obvious to the Good Health staff that she did not trust them, which automatically ignited animosity in them, as well as the other GROW Team members. Impact After Dina’s visit to Good Health, the internship became very strained and awkward, but they still had two weeks on the ground. The other interns were determined to mend the relationship, but they did not know how and their other Co-President was not on the internship. Dina was unsure of what to do and could not seek support from the other interns because they were incredibly upset with her. Discussion 1. If you were on GlobeMed at Funtimes’ GROW Team, how would you mend the situation with Good Health? 2. What would you encourage Dina to do? 3. How would you communicate with your Co-President & e-board in the U.S. and the National Office about the situation while you were on the ground? What about when you were back on campus in the fall? 14
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(CONT’D)
ACTIVITIES
ACTIVITIES // Case Studies Case Study 2 Background
GlobeMed at Smartones University is partnered with Philanthropy Water, an organization located in the mountains of Laos. Through their partnership, they hope to raise $10,000 to support the installation of 200 water wells for three rural communities. GlobeMed at Smartones has selected 3 students to attend their GROW Internship this summer: Claire, Mark, and Maria. This is their third GROW Internship and it will be critical in strengthening a partnership that has been continually growing and improving over the past four years. Their tentative agenda consists of initiatives focused on visiting and evaluating the wells, developing evaluation protocols for the wells, and doing fundraising trainings with Philanthropy Water’s staff. On GROW Although Philanthropy Water was explicit about GROW interns covering their skin at all times in Laos, Claire started wearing revealing clothes on the second day of the internship. When the other interns tried to discuss this with her, she became very defensive. Over the next week it quickly became clear that Claire had an alternate agenda that involved intimate relations with the Chief Operations Officer of Philanthropy Water, Akela, who had been employed for ten years after getting hired immediately upon graduation from university. On the tenth night of the internship, Claire became extremely intoxicated and was seen taking a condom to Akela’s bedroom. Later that night, she woke Maria and Mark up because she could not stand to cry alone anymore--she felt that her actions were not her fault and she wanted to take them back. However, Maria and Mark had a very hard time feeling bad for her since they were under the impression that she set herself up for the situation and facilitated it in the end. Impact The next day Maria and Mark noticed that Claire was having mental breakdowns and could not compose herself. They decided to discuss this with Kai, Philanthropy Water’s President, who became incredibly upset with the situation and decided to fire Akela. Furthermore, Claire’s breakdowns did not stop and Kai made the decision to pay for her and the rest of the GROW Team to be medically evacuated from Laos. Discussion 1. If you were on GlobeMed at Smartones’ GROW Team, how could you have tried to prevent the situation from occurring? 2. Once you were back in the US, how would you attempt to mend the relationship with Philanthropy Water? 3. How would you communicate the situation to your executive board and staff back on campus? 15
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(CONT’D)
Case Study 3 Background GlobeMed at Dabest University is partnered with Refugee Rights International (RRI), an organization located in Burundi that seeks to empower Rwandan refugees displaced from the 1994 genocide. GlobeMed was connected to RRI through CARE International three years prior, and through their partnership they hope to raise $12,000 to support campaigns that advocate for the assimilation of Rwandan refugees into Burundian society and medicinal plant gardens to provide traditional health care services. GlobeMed at Dabest has selected 3 students to attend their GROW Internship this summer: Rose, Kyle, and April. This is their third GROW Internship and it will be critical in improving a partnership that has struggled with communication. Their tentative agenda consists of initiatives focused on attending RRI’s advocacy events, visiting the refugee camp, and evaluating the medical plant services. On GROW On the third day of GlobeMed at Dabest’s internship they took a trip to the refugee camp and found all of the residents to be very kind and welcoming. Over the following weeks they got to know many people in the community, got a glimpse of some medicinal plant trainings, and helped design advocacy materials that would be displayed across town. Although it had always been a concern that RRI was not strictly health-focused, it soon became clear on this internship that they were operating completely outside of the Burundian health system. In fact, Rose, Kyle, and April realized that they were encouraging refugees to rub one of the medicinal plants on their throat to cure TB, despite the fact that there was a free TB clinic right down the street. Nonetheless, when RRI requested GlobeMed to purchase them bicycles so that they could teach these lessons to more communities, Kyle decided to donate a bike since GlobeMed had not raised enough money for it. Impact By the last week of the internship it was clear that RRI was not acting ethically and often exacerbating disease. The GROW Team also believed that the majority of the staff and community members were refugees who had rebel tendencies and strongly disliked government or institution. While Rose and April were committed to dissolving the partnership by the end of the internship, Kyle felt a sense of attachment to them, largely because of his donation. Discussion 1. If you were on GlobeMed at Dabest’s GROW Team, what would you do when you saw your partner organization teaching the wrong thing, or engaging in unsound practices? 2. Would you talk to RRI about your observations while on the ground or when you are back in the 16 US? Why? 3. How would you deal with Kyle, who is still hopeful that the partnership will continue?
ACTIVITIES
ACTIVITIES // Case Studies
2012 GROW Training, Washington, DC
(CONT’D)
Case Study 4 Background GlobeMed at Socool University is partnered with Global Sanitation Network, an organization based in Colombia that constructs pit latrines and walter filters in rural Colombian communities. Through their partnership, they hope to raise $5000 for 15 latrines and 15 water filters. GlobeMed at Socool has selected 4 students to attend their GROW Internship this summer: Frank, Jenna, Angela, and Joe. This is their second GROW Internship and it will be critical in improving a partnership that has struggled with communication. Their tentative agenda consists of initiatives focused on evaluating the pit latrine and filter construction processes, getting to know the partner organization better, and developing Monitoring & Evaluation protocols for both the latrines and the filters. On GROW Over the course of the first week on the ground, GROW Interns were primarily focused on getting acclimated in an incredibly small, rural community and getting to know the staff of their partner organization better. Their main contact, Dominic, is the Executive Director of Global Sanitation Network and has been showing them around and introducing them to his family and other community members. This has helped them adjust because Dominic is a very dominant, outgoing personality in the community. On the 8th day of the internship the GROW Team was supposed to begin the evaluation of the pit latrines and water filters they had been funding over the past year. However, the ones that they saw were not new and looked very unsanitary. When they asked where the new latrines that they had funded were located, they received very vague answers and soon began to suspect embezzlement of funds. Shortly after, the GROW Team saw helicopters flying over the community that were supposedly looking for drug cartels. This made them feel very hesitant about their dependency on Dominic to get back to the capital city. Impact Although the helicopters never showed up again, the GROW Team began to distrust Dominic and others at Global Sanitation Network more and more due to their lack of transparency around the programmatic funding. Despite forming close relationships with Dominic’s family, the GROW Team continually felt unsafe and frightened by their inability to be independent in their partner community. Discussion 1. What would your next steps be if you were on GlobeMed at Socool’s GROW Team? 2. How would you communicate your decision about next steps to Dominic and the others at Global Sanitation Network? 17 3. Based on this experience, what recommendations would you take back to your chapter and CoPresidents to encourage a more transparent partnership in the future?
ACTIVITIES
ACTIVITIES // Case Studies
2012 GROW Training, Washington, DC
ACTIVITIES
ACTIVITIES// Launching a Community of Commitments Objective Defining who we are and what we do with our lives is a process that is constantly unfolding and therefore always evolving. We must never forget to let the changes in our knowledge of ourselves continue to shape our core values, the action we take in regards to those values, and where and with whom we share those values and take those actions.
Activity Take 20 minutes to reflect in silence and complete the following: 1. What are my core values?
2. What are my commitments to action?
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(CONT’D)
3. What communities am I connected to through those values and commitments?
Based on this exercise, craft a 2-3 sentence (or shorter) personal mission statement for your GROW Internship. The purpose of this statement is to communicate why you are launching into this internship, what you are committed to doing, and for whom you are doing it.
Share and discuss your responses with your small group for the remainder of the session.19
ACTIVITIES
Activities // Launching a Community of Commitments
2012 GROW Training, Washington, DC
Local Community’s Assets + Partner Organization’s Assets + Partner Community’s Assets
=
ACTIVITIES
ACTIVITIES// Community Asset Mapping Strong Community-Based Projects
Review this sample community asset map. Use the next page to create an asset map of your own community.
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ACTIVITIES
ACTIVITIES// Community Asset Mapping
(CONT’D)
Connecting your local community to your partner Think about all of the assets in your local community and at your university. Could any of these assets--including academic departments, individuals, etc--strengthen your partner organization in any way? Map them out here as a tool you can take on GROW.
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ACTIVITIES
ACTIVITIES// Community Asset Mapping
(CONT’D)
Connecting your local community to your project Now that you have a sense of what assets and resources you have access to, think about how each of them could connect with and strengthen the project that your chapter is supporting.
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ACTIVITIES ACTIVITIES
ACTIVITIES// Community Asset Mapping
(CONT’D)
ON GROW: Identifying Organizational Assets Review the types of assets that can be found within an organization. On the next page you can document your partner organization’s assets.
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2012 GROW Training, Washington, DC
ACTIVITIES
ACTIVITIES// Community Asset Mapping
(CONT’D)
ON GROW: Identifying Organizational Assets Use the chart below to do the same thing for your partner organization when you arrive in your partner community. Go ahead and start filling out any information you already know.
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2012 GROW Training, Washington, DC
Coping with Stress and Grief RESOURCES
Normal Stress versus Extreme Stress Recognizing your body’s alarm system Normal Stress
Extreme Stress
Dealing with problems
Feeling Overwhelmed
Body Signals: Heart Pounding Rapid Breathing Muscles tense up Fight or flight
Body Signals: Heart feels like bursting Grasping, feeling smothered Muscles feel like exploding Overreacting or freezing
Feelings: Excited or worried Frustrated, determined Angry or scared Feel in control Feel good about yourself
Feelings: Terrified or panicked Enraged or aggressive Hopeless or doomed Helpless or out of control Worthless, like a failure
Thinking: Seeing and thinking clearly Clear memories
Thinking: Confused, mentally shut down Memory like a broken puzzle
Actions: Acting rapidly Facing problems Taking on challenges Creating solutions
Actions: Automatic reflexes or freezing Avoiding problems Taking foolish risks Making a mess of your life
ON GROW// Team Building Activities Shared Cultural Experiences Shared cultural experiences are important to fostering empathy and understanding. Throughout your GROW Internship, especially during the first couple weeks, you should complete certain tasks with community members. In order to learn about–and really experience–daily life, you should engage in the following activities we call “Interactives”: ! • Wash clothes • Bathe ! • Make a meal that is staple to your partner culture • Tie a baby on your back ! • Collect/buy water • Walk to your internship in the morning ! • Care for the sick • Play in a local sporting event • Dance • Clean your living area You should constantly engage in these interactives.
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2012 GROW Training, Washington, DC (CONT’D)
A Day in the Life For this immersion activity, spend three days shadowing a different community member each day. The night before this immersion activity, you should respectfully ask the community members for permission to shadow them. The community members should be different in age and gender. For example, you may choose to shadow an 8-year old male, a 17-year old female and a 45-year old female. Be respectful of cultural norms regarding male-female interaction. Each day, you should follow all activities of the community member (exceptions may be made for food/ team meetings). Spend the entire day, from morning until evening, following them. Throughout this process you will gain a deeper understanding of that person’s life in the village. Keep in mind the difference between observing in a curious, empathetic manner and treating community members like specimens in a science experiment. Human connections (think People-Powered) lie at the core of social enterprise worldwide. On the Institute, you will think like psychologists, sociologists, anthropologists, innovators, designers and entrepreneurs. First and foremost, you are a partner in the community. Engage with community members you choose to shadow: ask questions when necessary and show respect by offering information about yourself and your own life. Always remember the Golden Rule: treat others the way you would want to be treated.
A Fly on the Wall Upon first entering a community you may feel overwhelmed, disoriented and lost. In so many ways, you have stepped out of your comfort zone. It is important to slowly immerse, observe and learn about daily life in the community. For this activity you are a “fly on the wall” observing without participating. For an entire day you sit in certain areas of the community and simply watch. After an hour or so of observation (and documentation in your journal and workbook), you should change location. In this activity, it is important to be mindful of what might seem rude, invasive or judgmental. You are trying to observe an average day in the community. Questions you might consider include, but are not limited to: ! • What kinds of water sources do people use? ! • How do people collect water? Do they treat water? ! • Are the roads paved? ! • What are the houses made of? ! • What do people do with trash? ! • Where, when and what do people eat? ! • How do people greet one another? ! • Is there wildlife nearby? ! • Are there public bathrooms? ! • What kinds of tools do people use for their daily activities? • Do people wear shoes? • What kinds of clothing are people wearing? What about differences between the way men and women dress? 26
RESOURCES
ON GROW// Team Building Activities
2012 GROW Training, Washington, DC
Basics of Photography Common Camera Symbols Flash/flash-off/redeye: In general, try to avoid using the flash. If you’re shooting in low light try to rest your elbows or something solid or lean against a wall to stabilize yourself and get the crispest image possible. If you need to use flash, the redeye function helps to reduce redeye in subjects. Macro: Macro allows you to take images at very close range. If you want to document that weird berry you’re about to eat - this is the setting. Otherwise the shot will be blurry.
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Portrait: Sets your camera to the best settings for taking portraits of people. Landscape: Sets your camera to the best settings for documenting landscapes. Night Mode: Sets your camera to the best settings for shooting at night.
RESOURCES
ON GROW// Gathering Media
**If you aren’t sure about a setting, set everything to auto. This helps make sure you won’t miss a crucial shot because something was on a funky setting**
You don’t take a photograph, you make it. Ansel Adams
Continuous vs. Single Shot Mode: The first icon is what your camera is automatically set to. When you press the shutter button it will take one image. The second icon sets the camera in continuous shooting mode, and the camera will shoot pictures continuously if shutter button is held down. This is great for capturing fast moving things. S, M, L // Image Quality (resolution): The smooth curve indicates “fine” image quality; the blocky curve indicates “normal” image quality. Some cameras have a “super” or “extra” fine setting as well. S,M,L indicate the size of the file. It’s good to have your camera set to the highest quality image that you can (smooth curve + L), however higher quality images will take up more space on your camera, so be aware of that. Many cameras tell you how many images you have left on your memory card, and you can see how that changes as you adjust the quality and size of the image.
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Elements of Photography: Composition and Subject Composition • The camera never lies: your eyes can filter out distracting content in a frame, but the camera cannot. Key takeaway: be cognizant of everything going on in the shot - is it too convoluted? Is there one prominent object in the background that distracts from the subject? • Rule of thirds: Imagine that the screen of your camera is divided into a 3x3 grid (some cameras allow you to toggle a setting to display this grid). The most visually pleasing images are those that place the subject at intersections on the grid, and in which key lines match up with the lines on the grid.
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2012 GROW Training, Washington, DC
(CONT’D)
RESOURCES
ON GROW// Gathering Media Basics of Photography
Subject • Think about the rule of thirds when composing a shot of people. Place the person’s face in the upper third of the photo - the space above their head usually isn’t very interesting. Likewise, think about how much of their body is in the lower half of the frame - it looks strange if an image cuts off the subject’s feet at the ankle. Instead, either include their whole body, or from roughly the waist up. • Think about whether it makes more sense to take an image horizontally or vertically: generally a large group of people should be horizontal, while just a few people look better vertically. • Make sure someone is taking pictures of you as well!
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Look for a composition that reveals something about the place as well as the person. Guide to Photography, National Geographic
Suggested Resources: National Geographic: A Sense of Story - page 13 of 15 in this guide to photography • http://www.nationalgeographic.com/ebooklets/ebook_general_1026.pdf? source=email_welcome Matador Travel Network • http://matadornetwork.com/notebook/the-a-b-c-d-e-of-travel-photography/ • http://matadornetwork.com/topics/photo-film/travel-photography-tips/#recent-popular
Now that you’ve learned the basic rules of photography, go break them! 28
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Name_________________________ School________________________
EVALUATION
GlobeMed Grassroots On-site Work Pre-GROW Evaluation A. Overview: GROW Training Retreat These questions are specific to the regional training retreat you attended. 1.On a scale of 1-5 (5 being absolutely amazing), how did the GROW Training Retreat meet your overall expectations? Please provide a brief explanation of your score. 1 2 3 4 5
2.What knowledge and skills did you take away from your experience at the Training Retreat?
3.To what extent was the Training Retreat beneficial to your personal development and to your understanding of the GROW program? Not Beneficial
1
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5
Very Beneficial
4.To what extent did the Training Retreat provide information that you couldn’t have gotten elsewhere? Not at all
1
2
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4
5
Very much
5.What were the most useful components of the Training Retreat?
6.What was least useful?
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EVALUATION
B. Overview: GROW Training Manual These questions are specific to the weekly guided discussions you have with your GROW Team based on the GROW Training Manual. 1.How have the weekly discussions impacted your understanding of how to be optimally effective on GROW?
2.How have the weekly discussions given you the opportunity to get to know your GROW Team better?
3.What knowledge and skills have you taken away from the GROW Training Manual so far?
4.What have been the most useful components of the GROW Training Manual? (Please specify which week you are currently on)
5.What have been the least useful components of the GROW Training Manual?
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EVALUATION
C. Pre-Retreat Interaction Please rank the following 1 to 5 (1 is not satisfied, 5 is very satisfied). 1.How satisfied were you with the quality and timeliness of pre-retreat communication between you and National Office staff? 1
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5
N/A
2.How effective was National Office staff and communication materials (emails, manuals, calls, etc) in helping you to clearly understand the goals and structure of the program? 1
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5
N/A
3.How satisfied were you with the GROW Grant and GHFP-II Grant application process? (if applicable to you) 1
2
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5
N/A
Is there anything else you would like to share with us?
D. Volunteer Experience 1.Have you participated in a volunteer activity through or for an organization besides GlobeMed within the past 12 months? ! Yes No ! 2.Have you ever participated in an international volunteer activity (in a nation outside your own)? Yes
No
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EVALUATION
If yes: How many total weeks did you participate in the international volunteer activity? _______ ! Approximately how many hours per week did you participate in the international volunteer activity? _______ Motivation 3.Please indicate how much the following factors influenced you to participate in GlobeMed’s GROW Internship. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
2
3
4
5
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7
I had a desire to participate in GROW as a way to reduce health inequity. I thought GROW would give me skills useful in school or in a job. I had a desire to make a difference by helping others. I wanted to strengthen my GlobeMed chapter’s partnership. I wanted to make friends and meet people. I wanted to gain greater cultural understanding. I wanted to travel or live abroad. I wanted to gain international experience that is required for future fellowships and/or jobs I’m interested in. I wanted to have a challenging and meaningful experience.
4.If you would like to say more about your motivations for participating in GROW, please write below:
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1
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5
6
7
I have many friends, acquaintances, or contacts that live in other countries. I frequently write letters, send emails, or have other correspondence with people internationally. I am closely connected with an organization that works internationally (outside of GlobeMed). I have used my international contacts to link people or organizations to useful resources. I have used my connections to advocate for people or organizations internationally (e.g. lobbied for policy changes, wrote an email or newsletter, etc.).
Intercultural Relations 6.Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
2
3
4
5
6
7
I frequently interact with people from different cultural or ethnic backgrounds. Many of my friends are of different backgrounds from me (racial, cultural, ethnic, or language). I am highly interested in working or forming friendships with people of different cultural backgrounds. I am very comfortable talking about diversity with people of different cultures.
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EVALUATION
International Contacts 5.Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement:
1
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6
7
Whatever the situation, I almost always look at it from many points of view. I have a very strong appreciation of other nations’ cultures and customs. I try to look at everybody’s side of a disagreement before I make a decision. I sometimes find it hard to see things from the “other person’s” point of view. I am very willing to try new things.
Global Identity 8. Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
2
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7
Our responsibility to people of other nations should be as great as our responsibility to people of our own nation. Every person, no matter what their home country or socio-economic standing, deserves affordable access to high quality health care.
International Understanding 9. Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
2
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I think a lot about the problems of nations outside my own and how they might be solved.
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EVALUATION
Perspective 7.Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement:
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7
EVALUATION
1 I am confident in my understanding of the reasons for global poverty. I am confident in my understanding of how lowincome countries can better develop their health systems.
Civic Activism 10. Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
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7
I often discuss how larger political issues affect my community. I frequently write or email newspapers or organizations to voice my views on an issue. I frequently attend speeches, informal seminars, or teach-ins about political issues. I often help raise awareness of global issues outside of GlobeMed.
Community Engagement 11. Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
2
3
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7
I am very interested in being a part of my community. I feel I have the ability to make a difference in my community. I try to find the time to make a positive difference in my community. I am highly interested in volunteering.
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7
EVALUATION
1 I am very interested in joining local groups, projects, or clubs.
Media Attentiveness 12. Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
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I keep informed about local news. I keep informed about national news. I keep informed about international news.
Contributions 13. Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
2
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7
I contribute money to local non-profit organizations. I contribute money to national non-profit organizations. I contribute money to international non-profit organizations. I have contributed money to GlobeMed at least once.
Social Skills 14. Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
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7
I communicate very easily with other people.
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EVALUATION
1 I work very effectively with people who are different from me. I have many skills that are highly valued by others. I am very good at working as part of a team. I can easily contribute to the personal development of others. I feel confident in social situations outside of my typical comfort zone.
Internationally-Related Life Plans 15. Please indicate how much you agree with the following statements. Use a scale where 1=strongly disagree, 4=neither agree nor disagree, and 7=strongly agree. Please check one box for each statement: 1
2
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I am pursuing a field of study related to global health or social justice. I plan to pursue a career related to global health or social justice. I plan to incorporate lessons learned from GROW, globalhealthU, and GlobeMed generally into my future plans.
Previous Exposure to Diversity 16.How much were each of the following people part of your everyday life in your earlier experiences? Please note changes in the response options. Use a scale where 1=none, 4=average, and 7=a great deal. Please check one box for each statement. How much were each of the following people part of your everyday life in your earlier experiences?
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Individuals with a different ethnicity Individuals with different religious beliefs Individuals with different political orientations
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EVALUATION
How much were each of the following people part of your everyday life in your earlier experiences? Individuals from a different socioeconomic background
17.How many total years or weeks have you spent outside of your home country before the age of 18 (include all experiences abroad)? ___________ years ___________ weeks 18.How many total years or weeks have you spent outside of your home country after the age of 18 (include all experiences abroad)? ___________ years ____________ weeks 19.How often do you attend religious services? Never 1
2
3
Occasionally 4
5
Very Often 7
6
20.What is your date of birth? ______________________ Male Female Other 21.What is your sex? ! 22. Which of the following do you identify with (check all that apply)?: Caucasian/White
Asian, Native Hawaiian, or Other Pacific Islander
Black or African American
American Indian or Alaska Native
Hispanic of Latino/a
Biracial/Multiracial
If you selected Biracial or Multiracial, which ethnicities do you identify with? ________________ Final Comments Thank you very much for taking the time to complete this survey! If you have any additional comments, please write them on the back of this sheet.
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