الفصل الرابع: اجراء أدوار المشورة من صفحة 5
Chapter 4 Conducting Role-Plays for Counseling
Overview
Communication and discussion of health issues do not happen only at the community level with groups of people. As we learned earlier, counseling skills while talking to an individual are also very important.
This is an exercise to conduct along with another project team. Two members should role-play as the client and the health educator while the others observe to see if they are following the skills as listed in the checklist provided below. After one pair has role-played, switch and have another pair role-play while the first pair joins the observers.
Here are some sample scenarios:
1. A young woman, Shahira, has two children under the age of five and is tired and falls sick often. It is common to have at least three or four children. The woman is not ready to have another child at this stage, but she is getting pressure from her husband’s family.
2. Mahmud is 45 and often suffers from severe headaches. He feels tired and weak and sweats a lot. He often has to urinate and talks about being thirsty. His relatives have told him that he should eat more fruits and things that give him energy if he wants to feel better.
3. Fatima who is 40 years old has been diagnosed with TB. She is frightened and worried it will cost her family a lot of money to treat. She has heard the traditional healer has treatment for such coughing diseases and is interested in seeing him. She has four children, a husband, her elderly in-laws, her brother-in-law and his family, all living in a small family compound.
You can think of more scenarios. As a group, brainstorm and come up with some common scenarios you face that need interpersonal counseling.

Course Description
Health educators play a vital role in society. They combat potential & real public health risks by creating awareness about public health concerns & encouraging preventive measures & positive habits & behaviors. Health educators educate the public about negative health tendencies, patterns, & practices to be avoided, & about positive attitudes & practices that improve public & personal health & wellness. Becoming a health educator requires a genuine interest in, & passion for, public health, interest in the wellbeing of people, as well as the acquisition of the necessary skills, knowledge, & qualifications.
Through fieldwork & assignments, this 56-hour course will provide health educators with handson practical knowledge of how to implement the skills they learned in the first academic year.
Core Knowledge
By the end of this course the students should be able to:
•• Recall the roles & responsibilities of health educators
•• Recall how to identify priority populations for health-issue mapping
•• Recall the practical steps in designing & implementing seminars or counseling sessions
Core Skills
By the end of this course the students should be able to:
•• Prepare data collection tools to do community mapping
•• Collect data from the field, analyze, & prepare simple reports
•• Do a PowerPoint presentation about selected prioritized health issues
•• Conduct health education seminars in a community
•• Participate in role-plays for counseling around a common health issue
•• Join a team for community mobilization & prepare a report about the experience
مقرر مهارات المدرب الصحي 2
Health Educator Skills
https://drive.google.com/file/d/12skWjEQu5zwIB18kCqasGhuttVuFsRBH/view?usp=sharing
الفرقة الثانية الترم الثاني شعبة الإرشاد والتثقيف الصحي
Health counseling & education Division Second year
المعهد الفني الصحي