USING CLTS APPROACH TO EXPLAIN PRACTICAL AND CLINICAL FIELD ATTACHMENT.

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INTRODUCTORY CLASS TO EXPLAIN THE BASIC CONCEPT OF CLTS AND ITS PRINCIPLES..
THE CONCEPT OF ALLOWING THE STUDENT TAKE WHAT THEY HAVE BEEN TAUGHT TO THE OUTSIDE PRACTICAL WORLD

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  • The story of the young lady who was born in a slum and somehow, miraculously made it into the spotlight , out of all the poverty and all the unpleasantness in terms of the standard of living and political issues surrounding her livelihood.So!She made it and decided to donate a borehole to her community.They used it for a few weeks and somehow, after about six (6) months she went visiting and found it abandoned.Why?Unfortunately…The early morning exerciseKeeping fitHealthy bodiesCatching the morning breezeThe swim!The women’s gossips and gists that facilitates the bonding and togethernessInstead of going from house to house to check on each other’s wellbeing, they just happen to ‘see’ themselves on their way to the streamSome people are just so allergic to change [lol]The youths sometimes use the fetching water at the stream as an excuse for love meetings
  • USING CLTS APPROACH TO EXPLAIN PRACTICAL AND CLINICAL FIELD ATTACHMENT.

    1. 1. CMH 204: PRACTICAL & CLINICAL FIELD ATTACHMENT USING CLTS APPROACH KWARA STATE UNIVERSITY MALETE. LECTURER: MS OLULEGAN
    2. 2. REVIEW OF LAST WEEK’S WORK …
    3. 3. CLASS ASSESSMENT DEFINE “CLTS”. LIST 4 [FOUR] OF THE FACILITATION ENHANCEMENT FACTORS
    4. 4. CMH 204 BREATHING TASK
    5. 5. “Happiness doesn't result from what we get, but from what we give.” ― Ben Carson
    6. 6. “You give but little when you give of your possessions. It is when you give of yourself that you truly give.” ― Kahlil Gibran
    7. 7. CMH 204 COURSE OUTLINE
    8. 8. COURSE OUTLINE Introduction to CLTS terminology Workshop Structure Training and Learning Activities and Exercises Preparing for the Real-life Triggering
    9. 9. COURSE OUTLINE Community Hands-on Fieldwork Processing and Reporting Participants’ Experiences Communities’ Presentation and Feedback
    10. 10. Discuss … “Sanitation projects that are better adapted to local conditions have a higher potential for long term functionality and use”
    11. 11. FACTS 2,500,000,000 people will defecate in the open or in unsanitary facilities TODAY! -WHO/UNICEF 2012
    12. 12. FACTS Open defecation increases the incidence of diarrhoea and other diseases, which kills 1,500,000 children every year -UN-Water 2008
    13. 13. CMH 204 CORE PRINCIPLES OF CLTS
    14. 14. FOCUS ON THE COLLECTIVE CLTS has a public good perspective of sanitation. until OD is fully eradicated, it's ill effect will affect the whole community. Instead of counting toilets, ODF communities are a measure of success
    15. 15. NO SUBSIDY No individual household subsidies should be used. Communities install their own latrines or toilets with their own resources. Those who are better-off help those who are too weak or poor to help themselves.
    16. 16. NO SUBSIDY The government or agencies are NOT exempted from financially and institutionally supporting sanitation interventions.
    17. 17. FACILITATION, NOT TEACHING Teaching or preaching about sanitation does not work. Instead hands-off triggering facilitates the communities to confront their sanitary reality and conduct their own analysis of open defecation.
    18. 18. FACILITATION, NOT TEACHING No standardized top-down designs are prescribed, but people innovate and decide for themselves, thus avoiding problems of absorbability.
    19. 19. COMMUNITY SELF-HELP ACTION The community is the one who leads the process, and no external pressure is made in order to put them into action. Once ignited, information and encouragement can be provided.
    20. 20. WHY CLTS? UNIQUENESS OF THE APPROACH & RELATIONSHIP WITH PRACTICAL AND FIELD ATTACHMENT

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