Els-007 Life Skills Final

Enhancing Livelihood Support
Life Skills Training Program
Facilitator’s Guide
Final
(ELS-007)
March, 2023
Addis Ababa
Contents
Acknowledgements 5
Introduction to the PSNP Life Skills Program 6
Selection of competencies 6
Overview of the Life Skills Program 7
About this training package 8
1. Introduction to Life Skills Program, and Personal Commitment to Learning 12
1.1 Introduction to the life skills program (15 minutes) 12
1.2 Partner introductions (20 minutes) 14
1.3 Working as a group/Understanding group dynamics (45 minutes) 14
1.4 Personal commitment (15 minutes) 17
1.5 Wrap up (10 minutes) 19
2. Aspiration to Change and Visioning 20
2.1 Introduction and review of previous session (10 minutes) 20
2.2 Aspiration to change (60 minutes) 21
2.3 Family vision for the future (45 minutes) 22
3. Communication Skills: Listening and Speaking 27
3.1 Introduction and review of previous session (10 min) 27
3.2 Line-up game (15 minutes) 28
3.3 ―Act out‖ (20 minutes) 30
3.4 Listening carefully (30 min) 32
3.5 Giving and receiving instructions (15 minutes) 35
3.6 Verbal communication - Effective speaking skills (30 minutes) 36
3.6 Improving reading and writing (5 minutes) 40
4. Trust and Team Building 42
4.1 Welcome and review last session (10 minutes) 42
4.2 Trust wave (15 minutes) 44
4.3 Self-trust and the Trust Jar (30 minutes) 47
4.4 Team building (45 minutes including activity) 49
2 | PSNP5 Life Skills Training Program for Livelihoods Clients

5. Critical Thinking and Problem Solving 56
5.1 Introduction and review of last session (10 minutes) 56
5.2 Critical thinking skills (45 minutes) 57
5.3 Problem solving skills (45 minutes) 61
6. Staying Healthy – Physically and Mentally 67
6.1 Welcome and review of previous session (10 minutes) 68
6.2 Introduction to hygiene and sanitation (10 minutes) 68
6.3 Important elements of environmental health (10 minutes) 70
6.4 Preventing illness through water, sanitation and hygiene (15 minutes) 71
6.5 Be the best at handwashing (20 minutes) 74
6.6 Introduction to your mental health (15 minutes) 77
6.7 Recognizing mental filters (15 minutes) 83
6.8 The power of positive thinking (10 minutes) 85
6.9 Three good things (15 minutes) 86
6.10 I‘m great (15 minutes) 87
6.11 Disputing negativity (15 minutes) 88
7. Sharing Household and Family Responsibilities 93
7.1 Welcome and review of last session (20 minutes) 94
7.2 Daily activity mapping (40 min including activity) 96
7.3 Exploring gender differences (10 minutes) 100
7.4 Exploring stereotypes (20 minutes) 101
7.5 Child nurturing care (20 minutes) 102
7.6 Healthy timing and spacing of pregnancy (60 minutes) 107
8. Time Management – How to Get Things Done 113
8.1 Introduction and review of last session (10 minutes) 113
8.2 What is time management (25 minutes including activity) 114
8.3 Time management self assessment (15 minutes) 116
8.4 Time wasters (25 minutes) 117
8.5 Saving time! (45 minutes) 120
8.6 Create a prioritized To-do list (20 minutes) 123

8.7 Idle or slow time (10 minutes) 124
9. Managing Conflict 127
9.1 Welcome and review sharing household responsibilities session (15 minutes) 128
9.2 Causes of conflict card sort (30 minutes) 129
9.3 Conflict resolution skills (45 minutes) 131
9.4 Conflict management simulations (30 minutes) 135
10. Accessing Support / Review / Celebrate 138
10.1 Welcome and review of previous session (10 minutes) 139
10.2 Introduce accessing Government services (5 minutes) 140
10.3 Matching family needs with Government services (30 minutes) 141
10.4 Be confident and communicate (10 minutes) 144
10.5 Review and refresh life skills competencies - Gallery Walk (45 minutes) 145
10.6 Celebration and certificates (30 minutes) 148

Acknowledgements
The PSNP5 Life Skills Facilitator’s Guide for Frontline Implementers has been developed based
on quality materials developed by NGOs supporting PSNP, and on economic inclusion
programs in other countries. Content from the following products have been adapted for this
Facilitator‘s Guide:
● Revised Curriculum on Life Skills SRH Final, Girls‘ Education and Women‘s
Empowerment and Livelihood (GEWEL) Project
● CARE Ethiopia‘s Ready to Work Ready Now program.
Alinea International gratefully acknowledges the generous contribution made by these

organizations and entities to the development of the PSNP5 Life Skills program.

Introduction to the PSNP Life Skills Program
The PSNP5 life skills program is based on international best practices related to economic
inclusion programs; it has been shown that if ultra-poor people can use enhanced life skills, they
have a better chance of managing the challenges and shocks related to sustaining a viable
livelihood:
―A multifaceted livelihood program that provided ultra-poor households in seven low- and
middle-income countries with a productive asset, training, regular coaching, access to
savings, and consumption support led to large and lasting impacts on their standard of
living.‖1
The life skills program is part of a comprehensive LH package of support that includes training
on financial literacy, life skills, business skills and marketing, and developing a business plan for
approval; a grant or credit; and ongoing coaching over two years. The design of ―enhanced
livelihood support‖ for PSNP5 LH aligns with successful programs in other countries in the
region.
Definition of life skills

What do we mean by life skills?
“They are the skills and knowledge needed to address key social and health challenges
and perspectives prevalent in targeted households and the community.
or
―Skills are the means by which human beings acquire the tools and abilities they need to carry
out their actions at various times in life. Skills needed vary according to different times in your
life”.
Sometimes, such skills are referred to as ―soft skills‖ which is a term commonly used in formal
employment situations to refer to ―non-technical skills‖:
Soft skills include interpersonal (people) skills, communication skills, listening skills, time
management, and empathy, among others.
For the purpose of this training, we will refer to these skills as life skills, as they are designed to
support clients to improve their lives (not just their work or livelihoods) through PSNP support.
Selection of competencies
1
https://www.povertyactionlab.org/policy-insight/building-stable-livelihoods-ultra-poor (accessed 6.8.22)

How were the competencies for this program selected? The training designers conducted a
comprehensive assessment of the PSNP3 LH program, including interviewing hundreds of
former clients; facilitating a design workshop with FSCD coordinators and the World Bank; and,
reviewing training programs used in economic inclusion programs all over sub-Saharan Africa.
The following competencies were prioritized for the PSNP5 LH program:
● Group dynamics
● Aspiring to change
● Visioning a future
● Listening actively and speaking effectively
● Building trust of yourself and others
● Participating in high performing teams
● Using critical thinking and a problem solving process
● Staying physically healthy, starting with washing hands
● Staying mentally healthy, starting with thinking and being positive
● Understanding the importance of sharing parenting responsibilities
● Understanding the purpose of family planning
● Managing time
● Managing conflict at home, in the community and at the business/workplace
● Accessing social and financial services in the community
The number of competencies to teach are only limited by the resources available to implement
the program.
Overview of the Life Skills Program
The program is structured as 10 – 2-hour sessions to be delivered to a group of clients in an

appropriate training venue.
Role of facilitator(s)
Ideally two people should facilitate this group, with the DA as the lead and a community
facilitator (CF) as the support facilitator. A strong client who has recently graduated from the
program could also support the group. DAs will be responsible for several groups and will
deliver the same session several times.

Each session should involve significant discussion by clients, as a whole group and in smaller
groups or partners.
Target participants
This training is relevant to all PSNP5 livelihood clients – clients who select on-farm or off-farm
livelihoods, and those who select the wage employment pathway.
Recommended group size
It is strongly recommended that the group size for this type of program, considering its content
and the importance of discussion and reflection, should not be larger than 30 clients.
About this training package
The PSNP5 livelihoods training package is designed to support frontline implementers to train
clients. Based on the outcome of recent assessment findings, development agents and other
frontline workers2 need training material that is simple, and immediately accessible to clients
with limited literacy skills. The Facilitator‘s Guide (FG) provides trainers with explicit direction
about how to conduct each session. It is essential that trainers read each session, including any
background material before they lead the sessions. Refer to this document as a guide but use
your best judgement to make decisions about managing activities in each session.
―Must Have‖ Teaching and Learning Materials
Materials required for each session are listed at the beginning of the session. At minimum,
facilitators should have a flip chart and paper (or large-sized paper), ,markers and tape. The flip
chart can be made locally (which is usually more durable). See an example below.
2
Development agents and other frontline implementers responsible for delivering this program are
referred to as ―facilitators‖ throughout the document. ―Facilitators‖ rather than ―trainers‖ is preferred,
because most sessions in this program require facilitators to support clients to learn from each other
through exercises and small group processes, rather than didactically delivering new information.

A picture book to accompany the curriculum is essential to supporting clients with low level
literacy. It is a supplementary visual aid. The picture book should be provided to facilitators in
color and in paper size A3 (at a minimum) to help ensure that all participants can clearly see the
images as intended. Guidance on when to use the picture book is referenced in the Facilitator‘s
Guide.
Each participant should be given a notebook and pen. They will be asked to keep this notebook
with them and bring it to every life skills class. Facilitators should bring additional notebooks and
pens with them to group meetings in case any clients have filled their original notebook.

Structure of each session
Each session is approximately two hours long and will be delivered to a group of clients.
Each session is designed to support the facilitator as she or he is facilitating the training. It is
expected that the facilitator will be reading and referring to the Guide as they deliver the
session. The session explains step by step how to implement activities, including what
facilitators could say and ask clients. Each session begins with a box outlining the learning
objectives of the session, the experiential methods to be employed and the materials required,
including any advance preparation required by the facilitator such as making photocopies or
locating special materials (for example, a balloon for team building). The information in the
boxes should not be read to participants.
At the end of each session, facilitators will share key lessons to reinforce important messages.
Participants will complete a reflection exercise such as: explaining key concepts introduced in
the training session to family members, discussing a key issue or question with a spouse or
partner or other relevant family members, or reflecting on a key question in preparation of the
next training session. Throughout the session, clients will be encouraged to actively participate
in whole group, small group and 1 to 1 activities.
At the beginning of the next session, the facilitator will spend some time reviewing the key
messages from the previous session to facilitate knowledge retention and will follow up on the
reflection exercise/questions assigned at the end of the previous session. Clients will have an
opportunity to review and address any insights, issues, or questions that may have surfaced
during discussions with their household members.
―Notes for the Facilitator‖ are included in all sessions, in clearly marked shaded boxes. In
addition, narrative text marked ―say‖ or ―ask‖ to indicate when the facilitator should say
something, and when she or he should ask clients a question. Italicized comments in brackets
(indented) are notes to the facilitator about what clients should be doing or saying.
Preparation for training
Successful training requires preparation. It is highly recommended that facilitators carefully

review each session at least one day in advance of planned delivery with a group of Livelihood
Clients, so that they are familiar with the content and can have all required materials available.
This Facilitator‘s Guide is intended to give all the information required for facilitators to be able
to deliver high-quality experiential training based on adult learning principles and participatory
approaches.
All Livelihood Group facilitators should receive training in adult learning principles and facilitation
techniques alongside the training specific to LS delivery. A key principle in adult education is
that adults bring knowledge and experience to the learning and will learn best when the training
enables them to draw on and express their knowledge and be recognized for their expertise.
This applies equally to literate clients as well as those who may not be literate.

Clients with low or limited literacy
This training does not require that all clients have to read. Clients should focus on learning skills
but are not required to demonstrate literacy levels. Facilitators must ensure that clients who
cannot read and write have someone at home who does (note that based on the PSNP4
Livelihood Assessment, most families send their children to school, so it is assumed that at least
one person in each household can read and write to the level required in this program). Clients
with low level literacy skills should not be made to feel ashamed during the training sessions
and should be paired with other clients who have those skills.
Respect and inclusion
It is imperative that facilitators are polite and respectful in their interactions with Livelihoods
Clients at all times. Thank them for coming. Thank them for their contributions to discussions.
Poor people often experience a lot of disrespect from those who are better-off, which can affect
their self-perception and self-confidence. In a training context, not being treated respectfully
would likely affect clients‘ learning-readiness, willingness to engage, and capacity to change
their behavior.
Maintaining a learning environment that is respectful of poor women is particularly important.

Women often dominate among the poorest of the poor, and the PSNP program targets female
participation. Particularly during early sessions as group norms are being established and
internalized, the facilitator should carefully watch group dynamics to ensure that women are
able to contribute in group discussions and are not being interrupted or ignored by male group
members. Care should also be taken to encourage and facilitate participation and acceptance of
group members who could be described as coming from a minority population, including clients
with disabilities, refugee or internally displaced clients, and clients from minority ethnic, linguistic
or religious backgrounds.

Session Number/Title
1. Introduction to Life Skills Program, and Personal
Commitment to Learning
Material/Preparation ● 30 copies of participant notebook (lined books) and pens to
Required distribute
● Picture book
● Stapler
● Copies of the Personal Commitment Handout for each client
(which should be signed and stapled into their notebooks)
Duration 2 hours
Experiential Methods Participatory introductions

Sharing ideas / brainstorming
Signing a Personal Commitment
Learning Objectives Participants will:

● Understand their role in the Life Skills Program
● Commit to fully participating in the Life Skills program
● Commit to being an upstanding member of the group
● Commit to sharing what they learn in this program with family
members.
Assessment At the end of the session, participants will be able to explain the LH
Methods program and the group's commitments of engagement.
Summary of Session:
The facilitators will introduce the concept of life skills and the life skills program, encourage
clients to get to know each other, and explain how the group will work together to advance
everyone‘s opportunities towards sustained livelihoods. At the end of the session, the facilitators
will ask clients to commit to the learning experience by signing a commitment letter.
1.1 Introduction to the life skills program (15 minutes)
SAY:
Welcome to the Life Skills Program! Today is our first day. The Life Skills (LS) Program is
designed to support you to lead a fulfilling and happy life. I look forward to working with you as
you learn new knowledge and skills to help yourself and your family become more productive
and successful.
ASK:

What does the phrase ―life skills‖ mean?
[Get participants to share their ideas and write some of the ideas clearly on a flip chart.
Notice which participants are quick to speak out in the group.]
SAY:
You have raised some good ideas! ―Life skills‖ can include many things. Basically they are skills
that people need to live healthy and happy lives, and be able to manage ―shocks‖ along the
way.
These skills and knowledge give you confidence and strength to manage livelihood challenges,
and live in a happy, healthy home and community.
The PSNP5 life skills program will teach you useful skills as you learn a new livelihood, and help
you move out of poverty. The training is ten sessions long, and each lesson is about 2 hours.
Before designing the training, a detailed needs assessment was conducted, and people like you
were asked questions about their needs and wants. Based on this information, and information
from other programs in nearby countries, we identified ten topics that would be most relevant to
your needs.
As LH clients, by actively participating in this training, you will learn:
1. think more positively and imagine yourself out of poverty

2. how to set goals to help you improve your life
3. improved listening and speaking skills
4. new thinking and problem-solving skills
5. how to make sure women and men are equal in your household
6. how to solve conflict and deal with customers and co-workers
7. how to access Government social and financial services
This training is designed to teach you practical life skills and encourage you to learn others on
your own or from your family or friends.
Note to Facilitator: Overall, this life skills program will strengthen participants‘ confidence in
their new start-up activities, including understanding the various basic life skills and engaging
in self-employment and sustainable livelihoods. After participants have completed the
program, they will have:
● Acquired life skills that will enable them to have confidence to pursue a sustainable
livelihood.
● Be motivated for a better life.
● Be able to solve their own problems

1.2 Partner introductions (20 minutes)
Note to Facilitator: It is assumed that clients will know each other. However, formal
introductions are a useful way of setting the tone for clients working together over several
sessions and perhaps into Year 2 of the program.
Model this activity first with another facilitator or client, so people understand how it goes. This
activity will take time, which is worthwhile considering that we hope the group will stay
together for a long time post-training/program, and need to be supportive of each other. If
some participants are not comfortable speaking to the large group, let them ―pass‖ and ask
them to speak out later in the activity or session. No pressure!
SAY
Each person needs to pick a partner so you can work in pairs. You are going to introduce that
partner to the whole group, and they will introduce you.
To be able to do that, you have to know something about them. Ask them their name and ask
them to share something about themselves that they are willing for the whole group to know. It
could be where they were born, how many children they have, what their favorite colour is, or
their favorite activity.
Your partner also needs to find out these things about you.
[Get clients organized into pairs. If anyone is left out, offer to be their partner, or get one
group to work as a group of three. Give clients 5 minutes to get to know their neighbour.
Let people talk a little. Then ask partners, one by one, to introduce each other to the
whole group. Remind people to speak in a loud “outside” voice so that everyone in the
room can hear.]
1.3 Working as a group/Understanding group dynamics (45 minutes)
Note to facilitator: many of the clients will have not worked in a group before or have had
bad experiences in groups. Understanding how individuals can work closely together to help
each other, even when some group members are new to the community, or are often
excluded, requires strong skills by the facilitator AND an agreed-upon ways of engagement
among clients.

SAY
You are going to be working together for several months, and maybe longer. It is important that
you work together in the group and help each other.
I guess many of you have experience working in groups. How many of you have worked with
other people before? Maybe at school, or as part of a religious event, or community event.
● What did you learn about yourself?
● What did you learn about others?
For example, (the facilitator can share a personal story).when I was a young person, I was part
of our school‘s sports club. But I was not very good at sports like running. So, I never got picked
to play with the teams. I learned that it feels very bad to be left out, and I also learned that
sometimes people are only thinking about what they can gain, about themselves.
THINK- PAIR - SHARE
Now, I want you to THINK about these questions by yourself, just for 2-3 minutes. Then, when
you are ready, I want you to share your ideas to someone sitting next to you (PAIR). .
[Encourage participants to think about their own experiences and notice if some of the
clients are not connecting with other people near them. Nudge others to include them in
their pair, Give participants about 7-8 min for this activity, depending upon their level of
engagement, and then ask them to turn their focus to the large group.]
I really like how much you are talking with each other, and sharing your ideas, even if they are a
little personal. This is a great sign! This means that some of you already trust each other, which
is the first requirement of strong groups. Now, who would like to SHARE what you learned from
being with others in a group with all of us. You don‘t have to tell stories if you don‘t want to. If
you want to share your neighbour‘s ideas, you need to get their permission.
[Get 2-3 people to share ideas, making sure that good and difficult experiences are
shared. Encourage clients to tell their stories in “short form”. Put some key words on flip
chart paper. Clients may share that they learned people have to respect each other, help
each other, be honest, be friendly, think about others not just themselves, everyone has
to do the work, when people are not clear about their responsibilities, it causes
confusion, etc.), and that people who are angry or self-centred are difficult to work with].
These are great ideas! You already know so much from your experiences about how groups
can work WELL together. Let‘s think about this group. What is going to help us work well
together? Maybe there are some rules or guidelines that we should all follow so we work well
together?

[Ask participants for their ideas. Record key words/drawings on the flip chart. Push them
to think of some common agreements we can all uphold to work well together].
SAY
There are some great ideas here.

Now, let‘s look at this list of rules (on flip chart paper). Can we all live by these
recommendations?
Guidelines for Group Effectiveness
1. Active participation
2. Come to session with notebook and pen
3. Every one teachers, every one learns
4. Positive thinking
5. Manage time (start and end sessions on time)
6. Only one person talks at a time
7. Appreciate each other‘s differences! Recognize our similarities!
8. Limit side-talking
9. Keep stories short
10. Do not share outside of this group
11. Be respectful of other people‘s suggestions
12. Let others speak
13. Help each other succeed!
I will need your help to remind everyone to follow these rules. What should WE (not just me) do
when people don‘t follow these guidelines?
[Seek responses from the group.]
Yes, we need to help each other manage this group, in order for all of us to be high performing!
I will post this guideline every session as a reminder about what we agreed upon today.
Regarding punctuality, I will always start on time, even if not all clients are here, to respect those
clients that come on time).

Now, let‘s role play a couple of different group scenarios.
Role play #1 - Side-Talking
[In advance, ask a client, perhaps someone you already know, to start side-talking when
you are talking. Stop the role play, and ask clients what should you do as a group about
this situation? Get some ideas. Then confirm that other clients can quietly remind the
side-talker to stop talking, and/or the facilitator can point to the Guidelines (No. 8),
reminding all clients about the rules, but not singling out one person].
Role Play #2 - Long Stories
[In advance, ask a client, perhaps someone you already know, when prompted, to tell a
very long story about a business problem. Pretend to begin the class again, and ask the
group about one of their challenges starting a business. Then call upon the “appointed
client” to tell her story. She will go on and on. Finally, stop the role play. Now, ask the
whole group how the group should react to this story teller Perhaps the facilitator/group
can use a hand signal to indicate the story is too long, or perhaps another client can
gently remind the storyteller to keep the story short. Remind clients that their stories and
experiences are very important and that as a group, you want to support them.
Sometimes detailed stories are best left to one on one sessions at the end of the training
session, or at another time.]
1.4 Personal commitment (15 minutes)
Note to Facilitators: Make at least 30 photocopies of the Client Commitment Form in

advance of the session. You should distribute one copy to each client so that they can fill out
and sign this contract.
At this time you should also distribute client notebooks and pens. Make sure clients
understand that they should bring the same notebook to every session so that they can keep
their learning in one place and also refer to previous sessions from time to time.
After distributing the form, read it through with clients. Some clients may need help to fill out

parts of the form – see if other group members can help them. The signed contracts should
be checked by the facilitator, and kept by clients as a reminder of their agreement. It can be
stapled into the front of their notebooks.
You should make a record of all participant names and mobile numbers in your own
notebook.
SAY
Now that we have discussed the life skills program and how we will work together, it is time for
you to commit to this program. We‘d like you to review the commitment form - we will go over it
together - and if you are happy, sign the form, and then ask me to sign the form. Once
completed, you will place the form in your notebook to review every session.
At the end of this training, you will have learned 10 life skills topics. We hope you share this
knowledge with your family and practice these new skills every day in your life. If you attend 8
sessions or more, you will be able to get a certificate! I can already tell that this group is very
enthusiastic and ready to work hard. How many of you think you can get a certificate! Stand up
if you are going to get a certificate!
HANDOUT: CLIENT COMMITMENT FORM
Name (first, father‘s)
Mobile phone number
Start date in PSNP:
By making check marks and signing this paper you are agreeing to participate in the PSNP Life
Skills Program for 10 sessions.
I agree to:
attend as many life skills trainings (10 meetings) as possible
bring my notebook and pen to every class
contribute my ideas
remember that what is said in this group is not shared outside of this group
ask questions when I don‘t understand

commit to practicing new skills
commit to sharing my learning with my family members
work well with other people in the group
help other people when I can
help the trainer when I can.
Client Signature: ____________________________ Date: __________________
Facilitator Signature: ________________________ Date: __________________
1.5 Wrap up (10 minutes)
SAY
This concludes the first of 10 sessions. We discussed a number of topics.
ASK
What is one topic that was important for you?

[Solicit responses from the group, making this a fast-based review session.]
SAY
Today, we talked about the 10 session life skills program. We are going to learn or review a
number of skills together such as: goal setting, communicating, problem solving, sharing
household responsibilities, time management, conflict management, and accessing Government
services. These skills are useful to have as you start a new business or begin working in formal
employment.
We also talked about how we will work together as a group and agreed upon a guideline that we
can live by. Finally, you signed a commitment form, showing that you are committed to learning
life skills.
Our hope is that by reviewing life skills, together with receiving financial literacy training and a
grant/credit, you will be able to pursue a sustainable livelihood, and move you and your family
out of poverty. If you are all happy about this plan, clap together!

Session Number/Title
2. Aspiration to Change and Visioning
Material/Preparation selection and preparation of 3 role models (two women and one man,
Required if possible) from the community who can share their success stories
coloured paper (30 sheets) and coloured markers and pens, enough
for every participant
Duration 2 hours
Experiential Methods
● question and answer session
● visualization exercise

● understand what characteristics and behaviours are required to be
a successful business person or worker
● imagine their own success, in the future
● make some commitments to attaining their future goals.
Assessment At the end of the session, participants will be able to explain how they
Methods are inspired by successful people in their community and be able to
share a visual representation of their own vision for success.
Summary of session:
Clients will have a chance to meet people in their community who have successfully moved
themselves out of poverty. Based on this experience, clients will create a vision for their own
lives, and all they can achieve.
2.1 Introduction and review of previous session (10 minutes)
SAY
Welcome back! It is very nice to see you all again, and I hope you and your families are well.
This is Session 2 of our life skills program. Today we are going to meet people from your
community who have learned a lot about making changes. But before this, let‘s talk a little bit
about the last session.

ASK
What did you remember about the last session?
[Solicit ideas from the group. Write down key words on the flip chart paper.]
How many of you shared information with your family, hands up? How did your family react?
SAY
Last session, we discussed the whole 10 session life skills program. We also discussed how we
would work together as a group. Here are the guidelines [point to the flip chart].
ASK
Do you have any questions about the program or about how we work together?
2.2 Aspiration to change (60 minutes)
Meet successful clients (or other people who have changed their lives)
Note to Facilitators: research on livelihood graduation programs shows that when clients
interact or hear from other people in their community (―relatable models‖) who have moved
out of the poverty trap, they are inspired. These exchanges have lasting impact, up to years
after the program. It is important for facilitators to provide as many opportunities as possible
for clients to meet successful business people and workers in their community throughout the
life skills and other programs on PSNP.
In advance of this session, facilitators should identify people (2 women, 1 man) who run their
own businesses OR work in a formal or informal work setting near their community. They
consider themselves or are considered by others as ―successful‖, likely because they have
been able to build up their assets over a long period of time. Ideally, these people, as role
models, should visit clients at the life skills session and share their stories with clients. If this is
not possible, their stories can be shared through videos presented on tablets, laptops, or
computers.
Role models should be encouraged to tell their stories, including how they overcame
challenges. They have photos or other evidence of their experience that they can share. Role
models should be encouraged to be very candid and open about their life experiences.
Models should talk about what it takes to make change in one‘s life. Ways of saving and
diversification of savings should be shared, as this is a very concrete challenge for many
clients. The facilitator will ensure that all clients can hear the speakers and be comfortable to
ask them questions.

SAY:
Today we have invited people from your community who have been successful in changing their
lives. Or, transforming their lives! What does transforming mean? It means making a complete
change, so significant that you are different, you have ―transformed‖ - like a caterpillar to a
butterfly, or a seed that becomes a beautiful flower. (show in picture book)
As clients, if you transform your life, this may mean that you don‘t experience extreme poverty,
as you have in the past. It may mean that you have your own business, and that your children
start going to school. ―Transformation‖ will be different for each of you.
Now, let‘s listen to these people‘s stories. Be prepared to ask them questions, either during their
story or after their story. Their stories may be long, but for this situation, we want to hear every
detail! So, sit back, relax and listen.
[Facilitator asks role models, one by one, to openly share their life stories, and allow
clients to ask them questions. Remind clients, if necessary, that some questions may be
too personal to ask, and clients need to use their judgement].
ASK:
Facilitator asks clients about these stories:
● What did you learn about these people, as they shared their stories?
● How are their stories similar to your story?
● What characteristics helped them to be successful?
● How can you develop some of these characteristics?
● What is the most IMPORTANT learning from listening to these stories?
Note: ideally, clients will see themselves in these ―relatable models‖ and can envision how they
too can change their lives. Facilitators should steer clients to a ―can do‖ attitude, knowing that
others just like them have been successful.
2.3 Family vision for the future (45 minutes)
Note to Facilitator: as you read the visualization, walk around the group, getting close to each
one of the clients.
SAY:
So far we have met people in your community, just like you, who have moved out of poverty to
become successful individuals, able to manage shocks and other challenges.

Now… It is time to think about yourself, in the future. We are going to go through a
―visualization‖ together – all you have to do is listen and allow yourself to dream! This activity
will feel a little strange and it is important that you focus on my voice only and let all your other
thoughts pass by.
I‘d like you to get comfortable where you are sitting, and if possible, to relax, and breathe
deeply.
I am going to ask you a series of questions. If you are okay, close your eyes or look just
downward so you are not distracted by other people. Stay focused on my voice.
This exercise is only for you.
I will give you plenty of time to think and answer each question.
Family Vision for the Future: Visualization Questions
Think about yourself two years from now! (Note to facilitator: if it is too difficult for clients to think
this far in the future, then suggest one year, six, one months.)
Pretend you are going on a plane3 ride into the future. Imagine getting on a plane or maybe it is
a spaceship and going high speed into the future.
Your plane lands in the future. You have just finished getting a lot of support from PSNP. As you
open the plane door, you see your Future Self. Take a few seconds to see this new you,
yourself in the future. (pause here, and let clients focus inward… some of them will be distracted
and may laugh or look at each other. Ask them to get focused again.).
● Where are you? (think about the community and surroundings, is it sunny, rainy?)
● What are you doing? (are you at your business, are you in job, are you working?)
● What are the things you hope to have and achieve in this time?
● If you have children, where are they in your vision?
● If you have a spouse, where is your spouse in this vision?
● Look at your home? What does it sound like, smell like? What has changed?
● Where is your family? Picture them. What are they doing? What do their faces look like?
How are they standing?
● Finally, what is the nickname for your Future Self?
Think about as many details as you can. Do you have the full picture? Keep thinking. Go slowly.
Stay focused.
Now, open your eyes, and do not talk. Stay quiet. Open your notebook.
3
Note: other modes of transport may be more relatable like a train, a speedy camel, a bus, a cloud.

I want you to draw a big picture of your Future Self, in this new place, XXX months/years from
now. I know you are not artists. It doesn‘t matter. This picture is only for you.
Your picture should fill the whole two pages in your notebook. Add as much detail as you can to
the picture, but don‘t worry if you forget some of the ideas.
[Facilitators give participants time to draw their Future Self/Family Vision for the Future.
Encourage them to put it all down, to not shy away from some of the details. After a few
minutes, ask participants to volunteer to share their drawings and their Future Self
nicknames.]
Note to Facilitator: As this is a very personal exercise, it is important that you as the facilitator
ask all participants to be quiet and show respect when others are presenting. As each
participant shares their picture, make 1-2 positive comments about their vision. Another way for
people to share could be asking everyone to turn to the person next to them and share their
Future Self picture. Finally, if clients are comfortable, you might want to ask them to put their
pictures on the walls for others to see.
Here are some examples of people‘s Future Self drawings, which you may want to share as
inspiration:

[As a facilitator, you can decide which sharing method is best, based on time and the
group energy. But at least 2 people should share with the larger group, giving you the
chance to publicly comment.
If a participant shares a Future Self/Family Vision for the Future with no aspirations, note
this and come back to this individual later. Do not single them out in the larger group.]
SAY
Keep this picture/drawing in your notebooks, so we can go back to it time and again during this
program.
ASK
Now that you have a powerful image of your future in your mind, I want you to sit very, very
quietly and ask yourself these questions (slowly write on flip chart paper)
● What is one thing you can NOW to work towards → your Future Self/Family Vision?
● What is one thing that might stop ��you from making change?
● How can you jump over this barrier?
Now, share the answers to these questions with someone sitting close to you who you have not
worked with before.

SAY
Now, we have completed Session 2! Let‘s all clap twice to show this accomplishment!
ASK
What have you learned form successful people in our community ?

[Get clients to talk about ideas they learned, and what they learned about characteristics
of people who overcome hardships: persistence, positive thinking, believe in themselves,
hard work, honesty, commitment, good supportive family, health, problem solving, etc.]
SAY
Now think about your own future. Who can tell me one thing they are going to start doing - right
now - to change their life.
Encourage a number of clients to share their commitments to make change in their lives. Make
this fast-paced and encourage as many people as possible to share.
ASK
Please share today‘s session with your family. Perhaps you can all create a vision for your
family or talk about your family‘s dreams and vision. I look forward to hearing about this sharing
at our next session.

Session Number/Title 3. Communication Skills: Listening and Speaking
Materials Required  Flip book

 Flip chart paper, markers and plaster/masking tape
 Prepare flip charts with questions, and the listening and

speaking observation checklists in advance of the session.
Duration  2 hours
Experiential methods  self-assessments

 pair work
 role plays
Learning Objectives By the end of this session, participants will be able to:
 define and demonstrate effective non-verbal communication

 learn active listening skills and effective speaking skills.
Assessment Methods At the end of the session, in small groups, participants will:
 demonstrate improved listening skills through pair work

 demonstrate improved speaking skills through role plays.
Acknowledgement: this material has been adapted from Session 4 of the Revised Curriculum on
Life Skills used on the GEWEL project in Zambia and from the CARE Ready to Work series.
Summary of session:
Clients will have a chance to practice effective listening and speaking skills and will learn the
value of non-verbal communication. They will understand that these skills are essential to
effective relationships within their family, business and workplace. Clients will be encouraged to
pursue improving their reading and writing skills for their own gains.
3.1 Introduction and review of previous session (10 min)
SAY
Welcome back! It is very good to see everyone, and I hope you and your families are healthy.

Today we are going to learn about how to use improved communication skills (including
listening and speaking) to help us improve our livelihoods. With improved communication skills,
you are more likely to form lasting relationships with your business associates, suppliers,
networks, co-workers, staff and your family members! Though we won‘t talk too much about
skills related to writing and reading, we will discuss how you might improve those skills at the
end of today‘s session.
ASK
But before we talk about communication skills, let‘s review our last session. Who can remember
what we talked about?
[Wait for 2-3 people to respond. Help them to remember the guest speakers, and their
vision of their futures].
That‘s right, we met successful people in our community, and learned what characteristics are
needed to help people improve their lives. You also spent time dreaming about your futures,
about what your life would be like six months from now, twelve months from now.
ASK
How many of you can show me your Future Self? Raise the picture above your head.
How many of you discussed your Future Self with your family? Raise your hands. Who would
like to share their family‘s response to the idea of dreaming about the future?
[Get 1-2 people to share short stories about sharing their Future Self with their family.
Hopefully clients show some excitement about their Future Self.]
Can you remember what you committed to do differently? How many of you completed that
activity? Please stand up!
[Ask 1-2 clients what activity they worked on, and what they plan to do next.]
ASK - Check in
Before we talk about communications, I want to check in with you about your LH experience.
How are you finding this support? Are you getting motivated to receive the grant/credit? What
concerns do you have?
3.2 Line-up game (15 minutes)
SAY
Today we are going to learn about communication skills, in particular non-verbal

communication, and listening and speaking skills. We will practice how to communicate
effectively with others to improve our personal and working relationships.

Introduce the activity, ―Line Up‖ Part 1: Non-Verbal
ASK
First, I would like to ask everyone to form one line. Do not talk. Please line up in order of height.
The line should start with the shortest person and end with the tallest person. Remember:
please do not talk while you do this; everyone should be completely silent.
Introduce the activity, ―Line Up‖ Part 2: Verbal
Now, please line up in order of your age. The line should start with the youngest to the oldest. If
you do not know your exact age, use an estimation of what you think your age is. This time, you
can talk with each other.
ASK
[Ask everyone to sit down. Write the following questions or key words from the
questions on the flip chart.]
● How did the group communicate to complete the first task (line up by height, without
words)?
● What made this easy? What made this challenging?
● How did the group communicate to complete the second task (line up by age,
● with words)?
● What made this easy? What made this challenging?

SAY
● Communication includes speaking, listening, writing, and reading. We also communicate
non-verbally by using our faces and bodies to give information.
● Communication is a skill -- this means we should practice it!
● Communication forms the basis of all relationships. Good communication can often lead
to good relationships.
● When we communicate well with others it helps us solve problems and improve our
relationships.
ASK
What makes effective communication important to you as you start a new business or job?
[Get responses from 2-3 clients. Responses should include that clients have to work
with many different people as they set up their business or work in a new job, and
they need to understand the value of non-verbal communication and other forms of
communication].
3.3 “Act out” (20 minutes)
ASK
What are some ways that we communicate without words in our day-to-day lives?
[Example answers: body language, tone, eye contact, smiling, talking, laughing,
waving, talking with hands, singing, etc.]
What is nonverbal communication?
SAY
Non-verbal communication -- or body language – includes:
● tone of voice (sounds ―happy‖, sounds ―angry‖)

● facial expressions (smiling, frowning, etc.)
● eye contact
● body position (sitting, standing, pacing, leaning forward or backward)
● touch,
● and actions.
Much of our communication is nonverbal. For many of us, nonverbal communication is used to
express our feelings.
ASK
Why is it important to understand ―non-verbal‖ communication?

How does it relate to developing your livelihoods ?
[Get input from clients. Make sure the following information is conveyed: If you are
self-employed, it is useful to be able to read non-verbal cues from suppliers,
customers, and other business owners. ]
SAY
Are there differences among people when it comes to non-verbal gestures?
For example, some people don‘t show much emotion on their face. You can‘t tell what they are
thinking. What do you need to do, as a business owner in this situation?
[Possible responses: ask them questions rather than making assumptions.]
ASK
What about across ethnic groups or cultures? Why is this important to you as you start your new
business/job?
(Give clients a chance to think about these questions. If necessary, you might share
one of these examples, or you may have other examples: in southern India, people
shake their chin back and forth when they are listening, to show their understanding.
Some Chinese people do not show what they think on their faces. British people
In my culture, when people are quiet and not responding to a question, this means
they are disinterested or didn’t understand the question. Here in Ethiopia, it can mean
the same. But sometimes when most of a group sit quietly in a training hall, they are
thinking hard about the training content and/or their response. They are very engaged
but pausing to think.
Divide everyone into groups of 3-5 people.
SAY
In your group, I will assign each group one feeling or action. You will have a few minutes to
decide how your group will act out this feeling or action -- without using any words -- so that
other groups can guess what the feeling or action is. Try not to let other groups see you
practice. Approach each small group. Assign each small group one feeling or action from the list
below.
anger, shyness, excitement, fear, exhaustion/tired, yes, no, come here,

stop, be quiet, etc.
Give small groups a few minutes to practice
SAY

Now that everyone has had some time to practice, I will call on your groups one by one to act
out the feelings/actions for the larger group, without speaking. Everyone else not in the group,
please guess what they are feeling.
Give each group 30 seconds to act out the feeling or action.

ASK
Discussion about non-verbal communication
● What are other gestures or expressions that we commonly use? [Example Answers:
nodding, folding arms, crossing legs, standing with legs wide, smiling, rolling eyes,
etc.]
● Why do people use nonverbal communication instead of expressing themselves
verbally? [Example answers: it comes naturally, to show they are listening, to react
without interrupting, to communicate more quickly, etc.]
● Can you avoid nonverbal communication? [Example answers: no, or at least it is very
hard too!
● Can non-verbal communication contradict verbal communication? [Example answers:
Yes, for example, a person is visibly upset but says she is “fine.”].
3.4 Listening carefully (30 min)
SAY
● Listening to others is very important.

● When we listen to someone share their feelings, experience, and thoughts we are able
to understand them better.
● Listening well requires practice.
● When we listen well, we are actively listening and do not interrupt. When we listen well,
we are able to understand how someone feels.
―Listening well‖ is active listening.
ASK
How can you show others that you are listening? Do you demonstrate active listening with your
family (spouse, children), business contacts, or co-workers ?
[Give some time for participants to respond. Get responses from 2-3 clients and
record key words on the flip chart paper.]
Great!
Here are some pictures showing tips about body language. Explain ―Tips for Listening Carefully‖
Read the tips in the table below and show the images in the picture book.

Tips for Listening Images
Carefully
Use
1 positive body
language to show you are
listening. Make eye
contact. Sit upright. Nod
your head.
Listen
2 without
interrupting.
Repeat
3 what the speaker
says to make sure you
understand, but wait until
they have completed their
points or statement.
Ask
4 questions when you
do not understand.
Minimize
5 distractions.
Put your mobile phone
away or at least turn the
sound off when talking
with someone.
Stay
6 focused.
Don‘t let the speaker‘s
clothes, accent or attitude
distract you. Don‘t think
about your own concerns.
Really pay attention to the
speaker.

SAY
Now, I‘d like everyone to write down the following in their notebooks (show picture book with
numbers 1-6 and key words).
Listening Exercise
SAY
Ask everyone to form pairs, ideally with someone they know. Each pair should identify a
―speaker‖ and a ―listener‖.
For all ―speakers‖, please think about this question and share your response to your ―listener‖:
Describe one of your happiest memories.
Be prepared to describe it to your ―listener‖.
For all ―listeners,‖ please think about the tips I just shared and listen well to the ―speaker‘s‖
story. Follow this observation form so you can assess your listening skills at the end.
Effective Listening Observation Form
Check (✔) yes if the speaker uses the strategy or no if she or he does not.
Listening Strategies Yes No
1 Use positive body language to show you are listening. Make eye
contact. Sit upright. Nod your head.
2 Listen without interrupting.
3 Repeat what the speaker says (if necessary) to make sure you
understand, but wait until they have completed their points or statement.
4 Ask questions when you do not understand.
5 Minimize distractions.
Put your mobile phone away or at least turn the sound off when talking
with someone.
6 Stay focused. Don‘t let the speaker‘s clothes, accent, or attitude distract
you. Don‘t think about your own concerns. Really pay attention to the
speaker.
Give five minutes for speakers to think about their response and then tell their story to the
listener. Listeners will share what they heard with the speaker. Then, the listener should
complete the short listening self-assessment, and the speaker should give the listener feedback
around ―did I feel listened to‖?

Give participants a few minutes for this exchange. Then ask speakers and listeners to switch
roles, and repeat.
ASK
● How did it feel to share your feelings?
● How did the listening tips help you?
● Did you appreciate your partner listening when you were sharing? Why?
● Give examples of active listening from rural Ethiopia, pastoral in
particular?
(Give participants a few minutes to share their thoughts.)
3.5 Giving and receiving instructions (15 minutes)
(Select four (2F/2M) participants and have them stand in the front of the room,
facing the group. Give each volunteer a sheet of paper.
SAY
Volunteers, as we go through this activity, you need to follow two rules:
a. Volunteers must close their eyes
b. Nobody can ask questions.
(Remind the group to remain quiet so volunteers can listen to the directions.)
ASK
Tell the volunteers to fold their paper in half and then tear off the bottom right corner of the
paper
Tell them to fold the paper in half again and then tear off the lower left hand corner
Instruct them to open their eyes and display the unfolded paper to each other and the audience.
(It is likely that they will not all be the same!).
ASK
Ask clients the following questions? Where useful, put keywords from responses on flip chart
paper.
1. Why do the papers look different when everybody was given the same instructions?
(People interpreted the instructions differently, the instructions were not detailed enough)
2. Were the instructions clear?

3. How would it have been different if you had your eyes open? (Could have seen what the
facilitator was doing, read body language – non-verbal communication, could have seen
how others were folding)
4. How would it have been different if you had talked? (Could have asked questions for
clarification, discussed process with people next to you)
5. Did anybody want to ask questions?
6. What questions would you have asked for clarification? (Should we start with the paper
length or width wise? Which way should we fold the paper? Which direction should we
flip the paper?)
7. Why is this exercise important ? (Responses should include: if we don’t give clear
directions, we will make mistakes; if we don’t give clear directions, other people (family
members, children, customers, co-workers, friends) will be confused by what we are
saying.
8. How might this activity apply to your household?
9. How might this activity apply to your business or in general, a workplace? (When giving
or receiving instructions on performing a task it is important to give clear, detailed
instructions and to ask questions for clarification to make sure you have understood the
instructions).
SAY
I hope this exercise gives you an idea on the importance of giving clear directions or
instructions.
I recommend that you practice giving clear directions or instructions to your children and/or
family members, and see the benefits! Practicing this skill will help you as you talk to others in
your work.
3.6 Verbal communication - Effective speaking skills (30 minutes)
SAY
We have talked about the differences between verbal and non-verbal communication, how to
improve our listening skills, and give and receive instructions. Now, it‘s time to think about how
to speak effectively when we are working with customers, a boss or supervisor or co-workers,
even our family and friends.
ASK
What is important to remember or do when you are speaking with customers, suppliers, co-
workers, customers, supervisors, or peers? Just like with listening, we can use tips to think
about how to speak to others effectively.

Workers (self-employed, wage earners) need to speak carefully. Poor instructions or incorrect
information can cause people to make mistakes (remember the folding paper activity). These
mistakes can cost the business money, and mistakes can also cause safety problems.
(Put this list of speaking strategies on the flip chart paper.)
Read this list silently to yourselves. If you have trouble reading, please get your partner to read
it out loud.
SAY
How to speak so others can understand you:
● Start all communication with a greeting

● Think carefully about what you want to say (be short, and clear)
● Be loud enough.
● Be concise - try not use extra words
● Use examples.
● Be polite and friendly.
● Be honest.
● Be respectful.
● When you need to be direct, speak with respect.
● Speak with confidence but not arrogance or anger
● Check the mood and attitudes of the people you are talking to. Adjust to fit the situation.
(culture, gender…)
● Be aware of your body language. Be aware of the body language of others.
Exercise: Practicing Speaking in Different Situations
SAY
Move into groups of three. Below are three scenarios. Read them together carefully. You will
role play each scenario, and one person will be the speaker for each scenario. The other people
will pretend to be co-workers/customers.
● Each person should speak for about 5 minutes.

● Observers complete the observation form in their notebook, and discuss the speaker‘s
performance.
● Switch speakers until all three people role play speaker in a scenario.

Speaking Scenarios
Scenario 1: At Home
Your son is responsible for herding goats near your home. One day, he goes off with his friends
to the village and does not look after the goats. He lies about where he is but you find out from a
neighbour that he was in the village. You are very angry and disappointed.
Scenario 2: At the Construction Site
A local construction company (Genbata Co.) hired you to work during the holidays. Your co-
worker is training you on the job. Your co-worker has a negative attitude. He does not want to
show you how to use the equipment. You want him to show you what to do. Then, the two of
you will be able to get the job done quickly. The boss will be pleased. You decide to talk to your
co-worker. You will not be confrontational. You hope you will convince him to train you properly.

Scenario 3: At Your Kiosk
Your new business is to sell red onions and garlic at a kiosk on the side of the road. Someone
else from your village sets up their red onion and garlic kiosk right next to you. You are very
angry. The land management office gave you the permit to sell your vegetables in this place.
You need to discuss the problem with other business owner. How should you do this?
Effective Speaking Observation Form

Check (✔) yes if the speaker uses the standard or no if she or he does not.
Standards Yes No
1 Think carefully about what you want to say (before you say it)
2 Precede all communication with a greeting
3 Speak so others can hear you

4 Be concise
5 Use examples or provide clear evidence
6 Be polite, friendly and respectful
7 Be honest.
8 When you need to be direct, speak with respect.
9 Speak with confidence but not anger or arrogance
10 Adjust your approach to fit the situation. Check the mood and attitudes of the
people you are talking to.

Standards Yes No
11 Be aware of your body language. Be aware of the body language of others.
SAY
Now we are going to ―debrief‖ this activity, which is the most important step in the exercise.
[Put these questions on the flip chart paper.]
● What it was like to be the speaker?

● What was easy?
● Challenging?
● Were you able to use some of the strategies?
● Review effective speaking skills and strategies.
ASK
Now, imagine you are running your own business. How can you use these skills to speak to
business suppliers or customers? (Help participants to see how these skills cross self-
employment and wage employment jobs).
3.6 Improving reading and writing (5 minutes)
SAY
We have just practiced improving our listening and speaking skills. But communication skills
include reading and writing. I know many of you already read and write, and some of you are
still learning these skills.
As most of you know, learning to read and write can be very helpful towards getting out of
poverty. Though we can‘t focus on those skills in this training, where can you be taught or learn
how to improve your reading and writing skills?
(Solicit suggestions from the group. Responses should include: adult literacy classes
offered by the high school, or local NGO. Online classes. Learning/teaching each other
informally.)
ASK
Throughout this session, we have talked about the importance of communication. Together with
the person beside you, talk about 3- 4 main ideas that you will remember from this session.
[Facilitator will give participants 5 minutes to share learnings, and then will ask for 2-3

volunteers to share their ideas.]
To close this session:
SAY
[Review the listening and speaking checklists on flip chart paper.]

It is not enough to be a good speaker. One has to also be a good listener. Good listening means
active listening – demonstrating that you understand (or do not understand) what the speaker is
talking about. The session has covered a number of ways of active listening.
You can start practicing good communication skills right now! With your friends and with your
family.
How many of you agree to practice, raise your hands. We will discuss your ―homework‖ at our
next session.

Session
Number/Title 4. Trust and Team Building
Materials Required  flip chart and markers
 participant notebook
 glass jar full of marbles (or use image in picture book)
 balloon or paper ball
Duration 2 hours
Experiential Trust Walk Self Assessment
Methods Group Brainstorming Small Group Discussions
Hands-on Teamwork Game Think – Pair – Share
Learning Participants will
Objectives ● understand that self-trust is the foundation for all trust
● understand the four components of self-trust
● understand the way to build relationship trust
● understand the key characteristics of high-performing teams
● practice team building behaviours.
Assessment  Participants will conduct a self-assessment and identify areas where
Methods they could improve their own trust behaviours
 Participants will commit to strengthening this group as a team.
Acknowledgement:
Material for this session has been adapted from the UPSNJP Life Skills Manual and the GEWEL
Life Skills Curriculum.
Summary of the session:
This session begins with an experiential activity where clients experience trust in a group. Then
clients learn about self-trust, as foundational to having trust in others, and others having trust in
them. The ―Trust Jar‖ as a self-trust tool is introduced, and clients are encouraged to create their
own trust jar at home. Clients then learn about the importance of people working together as a
team to get results, and the value of good communication and trust to high-performing teams.
They learn that high performing teams, like this group, support and care for each other to make
sure everyone achieves results.
4.1 Welcome and review last session (10 minutes)
Welcome back! It is nice to see you all. I hope you and your families are well.
Today we are going to talk about trust and team building! These are very important topics, and
one of the skills that helps both trust and team building is communication skills. Do you
remember what we discussed last training about communication? We focused on two skills.
(Give clients a chance to recall the listening and speaking strategies as listed in the
tables below. Then ask them who can remember them

Listening Strategies Yes No
1 Use positive body language to show you are listening. Make eye contact. Sit
upright. Nod your head.
2 Listen without interrupting.
3 Repeat what the speaker says (if necessary) to make sure you understand,
but wait until they have completed their points or statement.
4 Ask questions when you do not understand.
5 Minimize distractions.
Put your mobile phone away or at least turn the sound off when talking with
someone.
6 Stay focused. Don‘t let the speaker‘s clothes, accent, or attitude distract you.
Don‘t think about your own concerns. Really pay attention to the speaker.
Standards Yes No
1 Think carefully about what you want to say (before you say it)
2 Precede all communication with a greeting
3 Speak so others can hear you

4 Be concise
5 Use examples or provide clear evidence
6 Be polite, friendly and respectful
7 Be honest.
8 When you need to be direct, speak with respect.
9 Speak with confidence but not anger or arrogance
10 Adjust your approach to fit the situation. Check the mood and attitudes of the
people you are talking to.
11 Be aware of your body language. Be aware of the body language of others.
ASK
Now, who can remember the 6 listening skills.

[Clients should say: ask questions, nod to show understanding, avoid distractions, eye
contact, listen with interrupting, paraphrase or repeat what the speaker has said, stay
focused].
ASK
Now, most importantly, who can tell us about a time since last session where you used good
listening and speaking skills. What did you notice when you used these skills?
[2-3 clients should share stories about using good communication skills. Remind clients
that the group does not need to know details, just the evidence that the clients applied
new skills.]
SAY
THANK YOU! Keep practicing those skills at home and helping family members to do the same.
4.2 Trust wave (15 minutes)
Let‘s talk about building trust with each other. In order to have a healthy relationship with
someone - whether at home, at work, or in a business - you need to be able to trust them, and
they need to be able to trust you. In a moment, we will do an activity about building trust in this
group. It‘s called a ―Trust Wave‖.
[Show the picture book image to participants to help illustrate the activity’s
directions.]

SAY
I would like to ask one person to volunteer to be our first ―walker.‖ Thank you for
volunteering!
Everyone else, please form two lines, facing each other.
Please extend your arms in front of you, parallel to the ground. Alternate your arms between the
people opposite. This means that one person should not have their own two arms placed next to
each other.
We will all look at our ―walker.‖
I will ask everyone standing in these lines, ―Group, are you ready?‖ Group, please say,
―yes!‖
Then, I will ask, ―walker‖ are you ready? Walker, please say, ―Yes!‖
After this, the walker will walk quickly toward the entrance of the tunnel between the two
lines.
Do this 2-3 more times with new walkers.
[Before the walker starts, instruct people in the line to keep their arms laid out in
front of them for as long as possible. They should move their arms up and out of the
way of the “walker” at the last moment to create a wave.]
ASK
1. What did you observe as the ―walker‖ approached the arms in the line? What do
you think this means?
[Example answers: “Walkers” may react by putting their hands in front of their face,
shutting their eyes, ducking their head under the arms, etc. This may indicate that
the “Walker” was scared to trust in the group.]
2. Did the ―walker‖ maintain a consistent speed? Why or why not?
3. How did it feel to be the ―walker‖? Did you trust the group to react in time?
SAY
● When you were in the lines, you were responsible for the safety of the ―walker.‖
When you were the ―walker,‖ you had to trust that the rest of the group would keep
you safe.
● Sometimes it is hard to trust people.
● When you trust someone, you believe they will be there for you and will not hurt
you. You believe they will keep their word and honour your feelings.

● It can be scary to put our trust in someone, but it is important that we build trust with
others.
● We might need help with solving a problem, and it is good to know that you always
have friends, family, and mentors to help guide you.
● It is very important to build trust with others just like you did today with this group
during this activity.
ASK
I have just said that trust is very important, but what does it actually mean? What does trust
mean to you?
[Accept 3 – 4 contributions and thank clients for their ideas]

SAY
Trust is about feeling safe to place your confidence in someone (or something) else. It is
about relying on the character, ability, strength, or truth of someone or something.
When you trust someone with something, you place your well-being outside of your own
control.

For example, you might have to trust your youngest child‘s care to your mother-in-law. Or you
may have to trust the doctor when she says you need to take medicine.
ASK
What qualities does a trustworthy person have?
[Accept 5 – 6 ideas. Possible responses: kind, honest, keep their word, reliable (follow
through with what they say they will do), flexible, good character, share their feelings,
good communication skills.]
● How do they treat you?

● How do they make you feel when you are with them?
● What barriers may exist for us to trust each other?
SAY
Building trust takes time and effort. And it is much easier to trust people we know. If you are not
sure if someone is trustworthy, trust them with something small at first. And over time, you can
see if they become trustworthy.
Building trust with people is important if you want to have good relationships with them or
achieve shared goals.
4.3 Self-trust and the Trust Jar (30 minutes)
SAY
Now let‘s change our focus away from others and to ourselves, and talk about building trust in
ourselves.
A wise person4 once said:
―A (person) who doesn‘t trust him(her)self can never really trust anyone else.‖
ASK
[After each question, allow time for 2 – 3 responses from clients.]
● What does this quote mean to you?

● Do you agree with it?
● Does it apply to you or anyone you know?
SAY
Self- trust is the foundation of any relationship, including the relationship you have with yourself.
4
Quote from Jean Francois Paul de Gondi

So, do you trust yourself? I‘d like everyone to sit quietly and think about their own actions, as I
read out these questions. Put a happy, neutral or sad face next to the question number in your
notebook. This is private.
[Put these questions on a flip chart in advance of this session.]
1. Do you do what you say you will do? For example, if you tell yourself that you are not
going to waste time today, do you do it?
2. Do you recognize when you make mistakes, and take responsibility for them ?
3. Do you ONLY share information about yourself and about other people that is
appropriate? Can you trust yourself to not gossip?
4. Do you consistently choose what is right to do over what is fun, fast, or easy ?. For
example, do you get a land license the formal way, or though less formal means.
5. Do you rely on yourself to make decisions and do the right thing?
6. Do you set a positive example about being a good person for other people (your
children, your spouse, your business colleagues, your customers, your co-workers)?
Trust Jar Activity

SAY
Let‘s look at this jar.
[Show a real jar full of about 30 marbles. Please personalize the section below to
your own life. Below is only an example].
This is called a ―Trust Jar‖. It‘s my trust jar. Each marble represents one small action I have
taken over the past week that builds trust in myself. Each marble represents a small
moment or action. Whenever I:

● think positively about my life
● do something that models good behaviour or actions in front of my husband, my
siblings, my friends
● make a decision by myself, with only a little support from others
● work on my studies rather than play on my phone
● keep in confidence information or stories other people tell me
then I give myself a marble. These marbles represent how much I trust myself.
Now, what happens if I tip the jar over?
[Demonstrate this. Let the marbles go everywhere.]
What has happened?
[Solicit responses. Responses may include - it is easy to lose trust in yourself, one
event can make you all trust in yourself and/or others, there are many events o or
moments that make up self-trust.
Let clients each keep a marble.]
Trust, even trust in yourself, can easily be broken. The good news is that it can be rebuilt,
but it takes time and commitment to rebuild trust - with yourself and with others.
SAY
You each have a marble. Now think about your last few days. What is one thing you did to
increase self-trust? Did you keep a secret? Did you model good behaviour for your
children? Did you do the right thing? Did you keep a promise to yourself? Keep this marble
to remind yourself that only you can build up trust in yourself. And it takes time, and can get
lost easily. So take care.
We will discuss creating a trust jar for homework at the end of today‘s session.
4.4 Team building (45 minutes including activity)
SAY
So far today our session has been very reflective. Now we need to be more active! We are
going to do an activity called Earth Ball. Please can everyone stand up.
[Read the instructions in the box, and try to play for several minutes. After the ball drops,
say – “Let’s try again to keep it going for longer”, and try again a few times]
Note to Facilitator: ―Earth Ball‖ is a physical activity and involves the whole group. If 1-2
people do not want to be physical (perhaps they have a leg pain, or they are shy), let them
stand back and watch. Observers can make comments at the end of the game. Note that
keeping the ball in the air requires good teamwork skills, but don‘t say that to the group prior
to the game.
To do this activity, you need to have a balloon, a ball such as a beach ball or soccer ball, or a

homemade ball made of paper or light material scrunched up and taped together. This needs
to be prepared in advance.
Earth Ball5
Instructions:
Participants should stand in a circle, or create 2 or 3 circles if you have more ―balls‖, in order
to make it a competition between groups.
The goal of the game is to keep the balloon or ball in the air for as long as possible.
No one can touch the ball twice in a row.
If the ball drops, start again. Continue the activity for at about 5 minutes.
If the group is struggling to keep the ball up for longer, they should try to come up with a
strategy to improve their time.
ASK
● What did you notice when you did this activity?
▪ [Responses may include: good or poor communication; lots of fun!, shared

goal (keeping the ball off the ground), someone was a natural leader in the
group, there was competition or conflict. Make sure to as both those who
participated, as well as any people who were observers what they noticed.]
● Do you think you were working as a team or just as individuals in a group? Why do you
feel that way?
▪ [Accept 3 – 4 responses from clients and thank them for sharing.]

● What do we mean by a ―team‖? How is a team different from a ―group‖?
▪ [Accept 3 – 4 responses from clients and thank them for sharing.]
SAY
A group is a collection of individuals who coordinate their efforts, while a team is a group of
people who share a common goal.
ASK
So… as a LH group, are we operating as a ―team‖? Do we share a common goal?

[Get feedback from the group. Encourage 5 – 6 people to respond. If someone
says the group is not a team, ask if anyone disagrees and can share why they
feel the group is a team.]
5
Adapted from Asana. See https://asana.com/resources/team-building-games for more ideas.

SAY
We could be considered a team because we are all working towards building a livelihood, and
we will be stronger and our community will be stronger if all of us are successful. So, we need to
help each other reach this common goal.
Some or all of you may be in a LH group for about two years. It is very helpful to think of this
group as a ―high performing‖ team!
ASK
What other teams are you part of?
[Responses could include: Public Works work teams, formal teams like sports or work
teams, or informal teams like families working like a team, or business owners working
together sometimes (rather than only competing). Take notes on a flipchart page.]
What characteristics do you think a high-performing team has?
[Accept 4 – 5 responses from the group and thank all contributors.]
SAY
High performing or strong teams help each other to achieve the team‘s goals. Members of the
team not only want to get results for themselves, but they want to help others get the same
results.
Think of a team you have been part of or seen in action, maybe a work team, a team of students
in school, or a sports team that you know well. Think about what makes them a good team.
Think about the characteristics of high-performing team we just identified.
[Give clients a minute to think to themselves quietly.]
Now think back to our interactions as a team.
ASK
What makes us a good team?
[Responses should include: members are trustworthy!, reliable, helpful, honest, good
communicators, open (say what they think), hard working, cooperative.]
Now, a tougher question – how could we be stronger as a team?
[Responses may include: more trust, more openness, more support for each other, more
reliability among team members.]
SAY

Think back to the Trust Wave and self-trust. We have been working together for a few months,
but still many of us didn‘t completely trust each other to walk through the wall of arms! And this
is natural.
Think about the Earth Ball game. Could we have done more to work together as a team,
communicating better and developing a clear strategy?
There is a proverb that says:
―If you want to go fast, go alone. But if you want to go far, go together.‖
[Ask if anyone has heard of this proverb and if yes, what they think it means.]
Like this proverb shows, to achieve the greatest success, team building is not a ―nice to have,‖
it‘s a ―need to have.‖
ASK
Does our work today give anyone ideas on how we could be a stronger team together?
[Accept 4 – 5 suggestions from clients and say that those are all worth thinking about. If
no one offers any ideas, say “This is something you can continue to think about and we
can discuss at another session.”]
SAY
Without trust there is no ―we‖, and when there is no ―we‖, there is no team. Trust within a team,
is called ―Relationship Trust‖ – trust between two or more people or families or businesses
[Write keywords on flip chart paper].
● Relationship trust is about consistent, reliable behaviour.

● It is about learning how to interact with others in ways that increase trust and avoid
interacting in ways that destroy it.
THINK – PAIR – SHARE
Step 1: THINK (2 minutes)
Researchers have learned that there are a number of behaviours that are common among
trusted people all over the world.
What do you think those relationship trust behaviours are? Think by yourself for a few minutes
and then discuss with your neighbour.
[After 2 minutes, get clients to form pairs with someone]
Step 2: PAIR (4 minutes)
[Give pairs 3 – 4 minutes to discuss their thinking together.]
Step 3: SHARE (5 minutes)

[Allow 6 – 7 ideas to come from participants, and write them down on flipchart paper.
Responses should include some of the same ideas discussed in the self-trust section.
Then read the list below and note where your group have already identified this
behaviour. Congratulate the group for having a good understanding on relationship trust
behaviours.]
SAY
Here is a list of relationship trust behaviours. They are similar to self-trust behaviours:
[Prepare a flip chart paper of this list in advance of this session].
1. Be honest – don‘t lie or tell half truths

2. Demonstrate respect – don‘t treat others badly
3. Be open – don‘t keep secrets, be open to new ideas
4. Admit when you are wrong
5. Show loyalty – don‘t take credit for yourself for someone else‘s work, and don‘t talk badly
about someone behind their back
6. Deliver results – don‘t just focus on activities or tasks
7. Keep learning!
8. Be realistic – don‘t pretend or think you can do more than you can
9. Keep commitments
10. Trust others
11. Be a good role model
12. Be a team player.
SAY
In order for groups to become high performing teams, members need to do at least five things:
1. Communicate well with each other (remember talking about good communication skills
last session?)
2. Establish and maintain trust (self and relationship trust)
3. Connect with each other in a personal way - sharing a bit about yourself
4. Be clear about who should do what (roles and responsibilities) (at home, in the business,
at the worksite)
5. Agree to pursue or participate in the shared goals.
[Show clients the picture of the construction team in the Picture Book]

ASK
● What elements of good teamwork do you see in this
picture?
[Take 4 – 5 contributions from clients.

Responses might include clear
roles/responsibilities, trust, communication,
shared goals. But clients should notice that
only men are on this team,(see below).]
● Think now about your work team or business team

or your family )as a team) – do you operate like this
team? In what ways do you think your work or
business or family team could improve?
[Take 3 – 4 contributions from clients and thank them for their ideas.]
● The team in this picture are only men. In your experience, do women and men bring
different strengths to teamwork? How do women contribute to high-performing teams?
[Allow a few minutes for discussion. If some clients express views that are
disrespectful or dismissive of women’s contributions, invite other clients to
challenge that view. You could say
“That might be your experience, but
have other clients had different
experiences?”]
SAY
Let me read you a story.
[Show the picture book image again]
Two young women decided to work together to make a living. Their favorite activity was
to open a coffee shop. With that, they began to work together. In the process, they found
a shop, prepared coffee, brewed coffee, cleaned the premises, served customers, paid
bills, and attracted new customers. In a short time, they were successful. When the
locals saw this, they said, ―When spider webs unite, they can tie up a lion‖.
As a team, let‘s be spiders that work together to tie up the lion of poverty.
ASK
What three or four ideas have you learned today about trust and team building?
SAY

We have reviewed a very important concept – trust. For homework, I‘d like you to create a self-
trust jar - it can be any container and you can add marbles, beans, stones, whatever you have
on hand. I'd like you to track all your self-trust actions for 2-3 days. I am going to ask to see your
trust jar next session.
ASK
Can you share key messages about building trust and creating strong teams with your family
and friends? Who is unable to do that?

Session
Number/Title 5. Critical Thinking and Problem Solving
Materials Required ● Picture Book

● Flip chart paper, markers and tape
● 2 copies of each Problem Card (prepare in advance)
Duration 2 hours
Experiential Small group discussions

Methods Using scenarios for hands-on practice of critical thinking and problem-
solving
Think – Pair – Share

● be able to solve simple critical thinking problems, and commit to
practicing skills
Assessment At the end of the session, participants will be able to:

Methods ● be motivated to develop their critical thinking skills
● become more confident at independent problem solving
● solve problems using a step by step method.
Acknowledgements: the problem solving tips have been adapted, with permission, from the
CARE Ready to Work training material.
Summary of session:
In this session, clients will be reminded about the differences between ―fact‖ and ―opinion‖ and
how making this distinction is very important to being critical thinkers. Critical thinking is required
to solve problems. Clients can solve their own problems by using a simple 5-step cycle: identify
the problem, verify the problem, generate options, select the best option, and implement the
solution.. Through this session they will get practice solving local problems using this method.
5.1 Introduction and review of last session (10 minutes)
SAY
Welcome everyone. I am glad you could come today. Let us start our session in our
customary way, by thinking back to our meeting a few weeks ago.
Last time, we talked about trust and team building. How many of you have your trust jars
here today?
[Ask 2-3 clients to share their trust jars, and explain 1-2 activities they achieved
recently that led to increased trust in themselves.]

ASK
How can you increase trust in yourself? Why is it important?
[Ask 1-2 clients. Responses should include: think positively about my life; do
something that models good behaviour or actions in front of my husband, my
siblings, my friends; make a decision by myself, with only a little support from
others; work on my studies rather than play on my phone; and, keep in
confidence information or stories other people tell me.
It’s important because if you don’t trust yourself, you can’t trust others, and
others can’t trust you]
ASK
What were ways to improve teams? Some of the ideas are similar to trust-building. What
additional ways can teams become stronger?
Key messages about team building? Who can remember?
[Write key ideas on a flip chart. Responses should include: show loyalty – don’t
take credit for yourself for someone else’s work, and don’t talk badly about
someone behind their back; deliver results – don’t just focus on activities or tasks;
keep learning’ be realistic - don’t pretend or think you can do more than you can;
keep commitments].
5.2 Critical thinking skills (45 minutes)
Step 1: THINK (2 minutes)
Ask
What does ―critical thinking‖ mean to you? How would you describe the process of thinking
critically using other words?
Think about this idea for a few minutes, and then find a partner to discuss it with. Try to work
with a group member who is new or less known to you.
[Give participants a few minutes to think about this question before forming pairs.]
Step 2: PAIR (4 minutes)
[Bring people back to the full group after about 4 – 5 minutes.]
Step 3: SHARE (7 – 8 minutes)

[Ask for one pair to volunteer their description or definition of critical thinking. Ask other
pairs if they had similar ideas or different ideas, or anything that they would add. Take a
few more contributions.]
SAY
Critical thinking is the ability to carefully analyze and understand an issue or topic objectively,
looking at it from different perspectives, and trying to understand whether the issue – or our
thinking about it – is being affected by assumptions or opinions or emotions that might affect our
judgement and our decisions and actions.
For example: your daughter is very sick. Your mother-in-law tells you to take her to the priest to
get holy water. She is insistent. You are worried about your daughter, and you want to do the
right thing. But you don‘t want to offend your mother-in-law. You don‘t know what to do. You ask
your mother-in-law why you should go to the priest, waiting to hear a response that is based on
facts. She says that she has heard the priest can perform miracles with children. You ask her to
share examples, but she can‘t come up with a good example. Then, you go to the priest and ask
him many questions. He does not want to share information, which makes you question his
practice. You decide to seek professional advice. You take your daughter to the health clinic to
see the nurse. The nurse gives your daughter medicine, and your daughter starts getting better
right away. She tells you that going to the priest would have made your daughter sicker,
because the water the priest uses can be contaminated. The nurse explains that she has seen
many children die because their parents first took them to the priest when they were sick.
[What have you learned from this story? Responses should include: the mother-in-law’s
perspective was based on opinion, not fact. The nurse shared facts. The mother found it
difficult to think critically because she was emotional, which made her feel confused.
Finally, she sought factual information from a professional].
Critical thinking is important for problem-solving. We have a problem. We think carefully about
all aspects of the problem. Then we have a solution! As simple as it sounds, to critically think
takes a lot of practice!

Critical thinkers ask a lot of questions instead of accepting everything they hear or read, and
they know that answers often only open up more questions.
● Critical thinkers ―read between the lines‖ instead of reading only what is written or said
● Critical thinkers know much of the information they read and hear is a combination of
fact and opinion.
● Critical thinkers know that assumptions and emotions can affect decision-making.
ASK
What is the difference between a ―fact‖ and an ―opinion‖?
[Accept 2 – 3 suggestions and thank people for their ideas]

SAY
● A ―fact‖ is a piece of information that someone can verify as true.

● An ―opinion‖ is a personal view or belief.
Most people strongly believe their personal views, and may put them forward as facts, even
though they may not have very little grounding in fact. This can make it challenging to recognize
them as opinions. That‘s where critical thinkers need to keep questioning.
Let‘s do an exercise about facts and opinions.
[In advance of this activity, put tape or string on the floor in a straight line.]
Can everyone stand in a line (on the tape or string), all facing me? I am going to read some
statements. If you think the statement is a FACT, take one big step forward. If you think it is an
OPINION, take one big step back.
[Check that everyone is ready, then read the statements one at a time and allow time for
people to move. Let people look around to see if others stepped to the same side as
they did. If there is disagreement (if some clients stepped right and others stepped left),
ask one volunteer from each “side” to explain their perspective. Then identify the right
answer to the group based on the “Answer Key” below.
Have everybody return to the straight line – one behind another – before the next
statement is read.]
1. Lions are ferocious

2. The tomatoes are expensive.
3. Ethiopia is a country in Africa.
4. Trees produce clean air.
5. Leasing land is difficult.
6. Children need to eat protein to grow tall.
7. Women can manage money well.
8. ―To do‖ lists help people manage time.
Answer Key
1. Lions are ferocious = OPINION: lions are just being lions.
2. The tomatoes are expensive = OPINION: to some people they may feel expensive and maybe
not to others
3. Ethiopia is a country in Africa = FACT
4. Trees produce clean air = FACT: trees produce oxygen through photosynthesis
5. Leasing land is difficult. – The real answer for this one is challenging. It is an OPINION, but it
is also the case that very many people experience difficulty trying to lease land. So in a
particular context, if regulations are complex and the process is affected by politics or
corruption, then the statement could also be a FACT.
6. Children need to eat protein to help them grow tall = FACT: protein is a key body-building
food. We will learn more about nutrition in another session.
7. Women can manage money well = FACT: there is ample research evidence from many
countries that supports this.
8. ―To do‖ lists help people manage time = FACT: there is also ample research evidence from
many countries to support this. Next month we are going to learn more about To Do Lists and
how they can help us get things done.
[Ask everyone to sit down again after finishing the answer to the last question in the list.]
SAY
Another important attribute of critical thinkers is that they recognize that sometimes they are
going to be wrong! Maybe they might not have all the information, or they might not have
enough experience to allow them to interpret something correctly. So they do not jump to
conclusions, and they are willing to change their minds.
ASK
Imagine you saw someone in your community who was traveling slowly using a wheelchair.
Now ask yourself, if you had to use a wheelchair to move around, what feeling or emotion do
you think that wheelchair would create for you?
[Allow participants a short while to think, then take 3 or 4 suggestions. Possible

responses might include: frustration, helpless, dependent, incapable, sadness.]

I think most of us were thinking of negative emotions in relation to the wheelchair. But maybe
we did not have enough information. Now imagine if you had been sick or had an accident and
could not walk independently. For a long time – let's say five years – you were confined to bed
in the same room, and you never went outside and could not go anywhere on your own. After
five long years, you were given a wheelchair that meant you could go outside and even move
yourself around. NOW what feeling or emotion do you think that wheelchair would create for
you?
[Allow participants a short while to think, then take 3 or 4 suggestions. Possible

responses might include: freedom, joy, independence, capability.]
By getting more information, we changed our perspective! Do you think that if you were to talk to
the person you saw in the wheelchair you would approach them in the same way with your first
reaction compared to your second reaction? How might it be different?
[Allow a few comments from participants.]
So, we thought it was a FACT that all people in a wheelchair are unhappy. But in fact, that is an
assumption, and only an opinion.
SAY
Now, let‘s think about your business or job, because this is where critical thinking, asking
questions and gathering information, and looking at different sides of an issue and not jumping
to conclusions is really important.
5.3 Problem solving skills (45 minutes)
SAY:
Strong critical thinkers are independent thinkers who can solve problems by themselves.
A simple problem-solving model allows you to identify and clarify a problem, collect and analyze
evidence to understand the problem, identify and evaluate options to address the problem,
make a decision or select the best option or solution, and finally plan and implement the
solution. This complete cycle of the problem solving process enables you to improve the
situation or address the barrier and achieve your goal.
[Show clients the Problem Solving Cycle image from the picture book. Point to each step
as you explain it. If possible, also write the five steps on a flip chart page and display
where the clients can refer to it during group work]

The five steps in the problem-solving cycle are:
1. Define the problem. Keep emotions and feelings aside and state the problem.
2. Get more information about the problem. Verify the problem. Get information from
supervisors, colleagues, friends, and family, and from written materials.
3. Generate possible options on how to solve the problem, and decide which options are most
desirable. Often there is more than one solution!
4. Choose a solution. If more than one person is involved, everyone should agree on the
choice.
5. Implement the solution.
Another step that could be added at the very end, after implementation, is evaluate the solution.
It is important to check whether the problem has actually been solved!
I hope you can see that critical thinking is a key skill in problem solving, as it helps you to
identify what evidence you might need to gather, and to come up with and assess possible
options or solutions to decide the best course of action.
Problem Solving Tips
● There is almost always more than one solution to a problem. Be open to different
possibilities!
● Your experiences, culture, and background will influence your thinking.
● Avoid making assumptions.
● Never give up!

● Listen openly to different points of view.
● Focus on the solution you want, not on things that cannot be changed.
● Use your good listening, speaking, and cooperation skills when problem solving with
others.
SAY
Let‘s put on our ―problem solving‖ hats to practice our skill. Here are some real problems. Let‘s
try to solve the first one together.
Facilitator tip: walk clients through the problem-solving cycle, drawing pictures on flip chart
paper as you work through the problem. See example below:
Today is your second day working as a housekeeper at a nearby hotel. You have to clean
12 rooms in the next four hours, before new guests arrive. You know you can‘t do the job on
time. What are you going to do?
Problem: too many rooms to clean in time allowed
Gather and analyze evidence:

Verify with the supervisor and others that this problem exists. Get confirmation.
Identify, rate and rank options:

● Only clean a few rooms completely
● Clean all rooms, but only partially (skip cleaning bathrooms)
● Ask other housekeepers to help you in morning, and offer to help them on their shift
● See supervisor, and ask about time extension, and the order in which rooms should be
cleaned based on guest arrivals.
● Quit the job!
Decide on best option:
Ask other housekeepers for help. If they are not available, ask supervisor for support to clean
rooms in order of need.
Plan: We cannot do this step in the group, but here is where someone would Implement the
plan and then try to assess its effectiveness. Did it work to solve the problem?

[Count heads (1, 2, 3, 4, 5, 6) to move clients into six groups (of 5 clients). Point to the
different places in the room or space where each group should meet. For example,
“group 1 meets in the corner next to the door”. Each group should review TWO problems
so that they get practice using the five steps. Make sure each group identifies 1-2 people
who will present the possible options and recommended solution to the whole group at
the end.]
SAY
In your group, one person should read the problem. Then the group should work through the
five step cycle on a piece of paper to arrive at a solution of the problem. Discuss ways of getting
evidence and identifying a number of possible solutions, then decide which one you would
recommend and why.
[Check in with each group as they are working and ask them what stage of the cycle
they are on. Make sure every group identifies multiple possible options for each problem.
After 15 minutes, ask groups if they still need more time. Even if groups are not totally
finished both problems, move everybody back to the whole group after 20 minutes.]
[Ask one volunteer from each group to explain how they solved one of their problems,
step by step using the 5 stages. Then, ask another group who solved the same problem
to explain how they solved one of their problems, step by step. Then move to a different
group who should present one of the next problems. Repeat until all groups have
commented on all the problems they considered. This will take at least 15 minutes].
Note to Facilitator: It is important for you to prepare in advance by thinking about appropriate
solutions to each of these problems before the session. When groups explain their solutions,
make sure the solutions are sound. If they are not sound, ask further questions of the group. Do
not let the group proceed with the wrong solutions to the problems. Help them to generate
appropriate solutions.

PROBLEM CARDS (PREPARE IN ADVANCE 2 COPIES PER CARD)
1. You have started your small business in a temporary (once a week) market but are
looking for a better location. You want to get a space in a permanent market. What are
you going to do?
2. You have just bought wood for shelves for your vegetable kiosk. You don‘t have a hammer
or nails, and your budget was spent buying the wood. What are you going to do?
3. You are a waitress in a restaurant. Your customer just left the restaurant without paying
the bill. What are you going to do?
4. Your customer has just returned with the fruit you sold him earlier in the day, saying the
fruit is damaged and he wants a refund. What should you do?
5. A young mother [give her a name] has been raising her young children. She has some part
time jobs. She sells tomatoes and bananas and cleans houses. She is worried. She does not
earn enough money to pay for rent and for day care for her young children.
Help the mother solve her problem.
6. You work at a construction supplies store. You notice that tools are disappearing from the
worksite on a regular basis. What do you do?
SAY
One thing that we have seen though both group exercises today is that different solutions can
be generated by different people. This is because we all have different life experiences,
personalities, and perspectives.
I hope you have seen how helpful it can be to work in a group (a high performing team!) to
identify and discuss options to solve problems, because this lets you benefit from the different
perspectives and ideas that other people can bring.
ASK

What have you learned today?
[Encourage 4 – 5 participants to share their key learnings from today.]
SAY
We have covered a lot of ideas today.
You are beginning to understand the importance of being a critical thinker and problem solver.
These skills need to be continually developed by all of us.
● How are you going to be a critical thinker tomorrow when you listen to the radio or your
neighbours? When you talk to your customers?
● When do you need to make sure the officer at the bank is being transparent?
When it comes to solving problems, please start using the five-step process to solve not only
work-related problems but problems at home. For example, can you use problem solving skills
to make your kiosk more attractive to customers without spending more money, or on how to
save money on transportation costs to your new job? What about helping your son who is
struggling at school?
The only way this cycle will be useful to you is if you use it!
Remember the five steps of the problem-solving cycle:

2. Get more information about the problem. Get information from supervisors, colleagues,
friends, and family, and from written materials.
3. Generate possible options on how to solve the problem, and rank them. Remember –
there is almost always more than one possible solution to a problem! It might help to
consult other people to benefit from different perspectives when you are trying to
generate solution options.
4. Choose a solution. Make sure the solution you select is realistic, effective, and logical. If
more than one person is involved, the selected solution should also be acceptable to
everyone.
We will check in with how well you are using critical thinking and problem solving skills the next
time we meet.

Session
Number/Title 6. Staying Healthy – Physically and Mentally
Materials Required Picture book

Flip chart paper, markers and tape
Empty plastic water jug and smooth stone for handwashing
demonstration
Sticky notes or half paper with tape
Duration 2- 2.5 hours
Experiential Group brainstorming

Methods Small group discussions
Correct handwashing demonstration
Hands-on handwashing practice / role play
Think Pair Share
Hands-on practice of positive thinking exercises
Circle Game
Learning Participants will

Objectives ● understand how good sanitation, hygiene and nutrition improve
livelihood chances
● understand when and how to wash hands most effectively to
prevent illness
● understand the importance of being mentally healthy
● understand the different levels of mental health
● use positive thinking techniques to remain mentally healthy.
Assessment At the end of the session, participants will be able to

Methods ● identify different pathways that can make us sick if we do not use
good hygiene and sanitation practices
● apply the best handwashing practices
Acknowledgement: the background portion of this session has been adapted, with permission,
from the University of British Columbia Mental Health Learn Course, found here[1].
Summary of the session:
This session focuses on clients‘ health – both their physical health and mental health. It is an
introduction, and it is assumed that clients will have an opportunity to get further support for
their health through DAs and CFs in Y2 of the LH program.
This session explains what hygiene and sanitation is; the ―F‖ diagram of prevention, and reviews
proper hand washing practices. Clients are introduced to the concept of levels of ―mental‖ health
and strategies to help them remain positive and feel confident, even when life is challenging.
Note to Facilitator: This session is longer than the other sessions. The topics need to be

reviewed frequently with clients after this session, as they are new ideas that need to
reinforcement.
6.1 Welcome and review of previous session (10 minutes)
SAY
Welcome everyone. I am glad you are here today. Let us start by remembering what we learned
about last session.
Last session we talked about critical thinking and problem solving. What do you remember
about that session?
[Seek 2-3 responses from clients.]
We made the distinction between facts and opinions. Do you remember the difference? Have
you noticed that you assumed many ideas were fact when actually they are people‘s opinions,
even on the radio or in the newspaper.
Do you remember the problem solving cycle? How many of you used this process to solve a
problem? Let‘s go over it again here:
2. Get more information about the problem. Get information from supervisors, colleagues,
friends, and family, and from written materials.
3. Generate possible options on how to solve the problem and rank them. Remember –
there is almost always more than one possible solution to a problem! It might help to
consult other people to benefit from different perspectives when you are trying to
generate solution options.
4. Choose a solution. Make sure the solution you select is realistic, effective, and logical. If
more than one person is involved, the selected solution should also be acceptable to
everyone.
I would like you to use this approach to start solving even the smallest problem. Practice,
practice! Using this cycle will help you rely on yourself to solve problems, not on others.
Now, thinking about today‘s topic. Today we are going to talk about staying healthy, both
physically and mentally.
6.2 Introduction to hygiene and sanitation (10 minutes)

SAY
Drinking, eating, washing, excreting – these are things we do every day of our lives. But the way
we do them can have a major impact on our health, and on our income.
Good hygiene practices are an essential part of daily life.
ASK
What do you understand by the following terms:
1. Hygiene
[Accept 3 – 4 ideas from participants, thank them, then read the first PROMPT below
with the definition of hygiene.
Hygiene is a set of personal practices such as hand washing and safe feces disposal
that prevent the spread of disease]
2. Sanitation
[Accept 3 – 4 ideas from participants and thank them then read the second PROMPT
below with the definition of sanitation.
Sanitation means the prevention of human contact with waste, and hazards
associated with lack of healthy food and clean water. ]
ASK
Can anyone give an example of how poor hygiene or sanitation has had an impact on their own
livelihood or on the livelihood of someone they know?
[Possible responses – facilitator can read examples if these are not raised:
● a parent missing work and facing medical costs when a child was sick with diarrhea
● a person without access to a good latrine who was constantly getting sick
● someone with poor ventilation in their home who is always coughing after cooking
● a job applicant who was rejected because their clothes and/or body was not clean]
SAY
Staying healthy is important whether you are in a job or have your own business.
If you are frequently sick and cannot go to work, you may get fired. If your own or a family
member‘s illness causes you to miss days at your small business, you will lose income and can
also lose customers to a competitor‘s business.
Poor hygiene and sanitation practices have a significant impact on health, education, child
welfare and economic growth! For example:
(Key words from this list should be put on flip chart)
● Poor sanitation and hygiene cause 60% to 80% of communicable diseases in Ethiopia
● Diarrhea is the leading cause of under-five deaths in Ethiopia

● Intestinal worms can lead to anemia and severe malnutrition. Malnutrition contributes to
more than 50 percent of all infant and child deaths in Ethiopia.
● Poor sanitation is the second leading cause of stunting worldwide. According to data
from 2019, 37% of Ethiopian children under five years of age were stunted, and 12%
were severely stunted. Stunting can permanently affect brain development, affecting a
person‘s ability to understand complex concepts, and limiting their work and life options.
● Children are frequently ill as a result of parasites and other infections, which leads to
poor school attendance and performance.
6.3 Important elements of environmental health (10 minutes)
[Show the image below from the picture book and walk around so that participants can
see. Point out the elements of environmental health that are shown and not shown in the
image – the correct answer is found below].
Elements of Environmental Health
Personal hygiene
Water supply
Human waste disposal
Solid waste management‘
Vector control
Food Hygiene
Healthy housing
[Answer: Starting at top right, the drawing there illustrates solid waste disposal in a pit. Below
that is a woman cooking at a stove to show food hygiene in a cooking area. The handpump
illustrates safe water supply. Personal hygiene is represented by the person washing
themselves. The next drawing shows a storage cupboard, again illustrating food hygiene. The
drawing at top left is a pit latrine to represent human waste disposal. The central drawing
illustrates healthy housing, for example by cleaning up standing water that can breed disease-
transmitting mosquitoes. Healthy housing also includes use of safe construction materials,
prevention of mold, and avoiding the use of toxic chemicals in the home]
SAY

Think now about your community. When you look at this picture, what areas of ―environmental
health‖ do families in your community practice? And what areas are missed?
6.4 Preventing illness through water, sanitation and hygiene (15 minutes)
[See the facilitator tip sheet below. ]
SAY
Some good news is that access to improved sanitation facilities and water sources in urban
areas of Ethiopia has been improving. In 1990, almost 40% of urban households still practiced
open defecation - now this is reduced to only 6%.
There are gaps related to hygiene and sanitation practices that lead to disease transmission,
poor nutrition and lost incomes. We are going to break into groups to discuss some of these
gaps by focusing on different intervention points.
[Walk around and show the flip book diagram below. Explain that this is sometimes
called the “F-diagram” because all the English words used begin with the letter F. Make
sure everyone has a chance to look at it]
SAY
Let‘s discuss how can these disease transmission pathways make people sick.
The diagram shows how diseases can pass or be transmitted from the faeces of an infected
person to a new host. The new host (on the right of the diagram) could be any man, woman or

child who was not originally infected with the disease. This is sometimes called the ―fecal - oral
pathway‖.
What is the one of the most effective ways of stopping the passing of disease from one person
to another?
[Answer: handwashing].
Note to facilitator: if time allows, summarize this table for clients, especially if one or more
of these environmental health problems are prevalent in clients‘ communities.
FOR FACILITATORS: INFORMATION SHEET ON DISEASE TRANSMISSION PATHWAYS
Pathway How can this make us sick? ACTIONS to break the

transmission pathway
Feces ● Many pathogens including harmful ● construct improved latrines

bacteria, worms and other ● improve cleaning and safety of
organisms can live in human and shared latrines
animal faeces ● encourage latrine use
● Open defecation and badly ● encourage ―open defecation-
constructed latrines can free communities‖
contaminate groundwater ● careful storage of animal waste if
● Each of the pathways below can being used as fertilizer or fuel
transmit tiny but harmful amounts
of fecal matter.
Fingers ● If someone comes into contact ● Handwashing with soap at all

with faeces and does not wash key recommended times: after
their hands properly afterwards. using the latrine, after cleaning a
● Contact can occur from child‘s bottom, before preparing
defecation, from cleaning a child‘s food, before eating, before
bottom or touching dirty surfaces. feeding a child
● Shaking someone's hand that has ● Also wash hands after contact
not been washed can transmit with animal waste
● Any contact with animal waste can ● Encouraging others to also
also cause a problem practice handwashing
● Use of hand sanitizer
Flies / ● Flies and cockroaches often thrive ● Store uncooked foods safely
insects on excreta. If they land on food where flies or insects cannot
they can transfer faecal matter land on them
that can be subsequently ingested ● Cover cooked foods with a
by a person. screen or a clean cloth until
● Other insects like mosquitoes also eating
can transmit diseases to humans ● Dispose of solid wastes safely to
(malaria, dengue fever) or not attract flies
livestock (Rift Valley Fever)

Pathway How can this make us sick? ACTIONS to break the
transmission pathway
without contact with faeces.
Fields / ● Field (or soil) infection can occur ● Wash all fruits and vegetables in
Floor by eating raw vegetables and fruit treated water before eating.
grown in soil contaminated with ● Wear shoes outside
faeces. ● Change or remove outside
● Contaminated soil may be footwear inside home
transported by feet or shoes for ● Regularly sweep floors and keep
long distances. solid waste where small children
● Infections can also be transmitted cannot get into it
through dirty floors, perhaps if ● Look for and remove potential
food is dropped on the floor and hazards in areas where children
then picked up and eaten, or by play outside
babies playing on the floor then
touching their mouths.
● Other parasites or bacteria
sometimes can enter our bodies
through bare feet.
Fluids ● Infection from fluids usually ● have separate cups for serving
involves drinking or cooking with and drinking water
water contaminated with faecal ● store water in a container with a
organisms. tight-fitting lid
● Many people washing hands in ● boil water prior to drinking or
the same basin or dipping shared using in food preparation
drinking cups into a water source ● treat drinking water by adding
can introduce contaminants purifying tablets
● Animals, insects or birds can ● use boiled or treated water, or
introduce contaminants into water add a few drops of bleach to
if stored without a cover. water for washing uncooked
● Flood water or heavy rains can fruit/vegetables
bring contaminated fluids into
homes or plots.
Food ● food could unknowingly be ● store dry and uncooked foods

prepared in the presence of fecal safely in closed or covered
matter (e.g. contaminated by dirty containers
hands or by flies). ● wash hands before preparing
● Raw fruits or vegetables could foods and again before eating
have been washed in untreated ● wash foods in treated water
water. ● cook food well to kill bacteria
● Raw meat or dairy products may ● do not let raw meat come into
be infected with a bacteria. contact with cooked meat
● Raw or cooked food could be ● safely dispose of food waste
stored inappropriately allowing
bacteria to breed.

6.5 Be the best at handwashing (20 minutes)
STEP 1
SAY
The ―F-diagram‖ clearly shows that personal hygiene, especially handwashing is a very
important behaviour for interrupting disease transmission pathways. While most people wash
their hands before and after eating, staying healthy means committing to more regular
handwashing at MANY different important points in the day so that there is no chance for our
fingers to get contaminated with bacteria or even small amounts of fecal matter.
STEP 2
ASK
When is it most important to wash your hands? Can we name all 10 times?
[Ask the group for ideas and keep going until there are no more suggestions. If
one of the times below is not mentioned, make sure to add it. Record ideas on a
flip chart paper.)]
1. After defecation or going to the latrine
2. After cleaning a child‘s bottom
3. After cleaning the toilet
4. Before preparing food
5. Before feeding a child (including breastfeeding)
6. Before eating
7. After eating
8. After working in their fields or handling goods in the market
9. After handling animal waste or bird droppings
10. Before feeding someone who is sick
Note to Facilitator: Check that everyone understands why handwashing is recommended

at ALL these times. If someone has questions, see if others in the group can explain. If no
one else can explain, you should explain the reason by considering the table above.
STEP 3

SAY
Experts say this is how to wash your hands more effectively.
● First wet your hands with clean water and lather with a bar of soap.
● Next rub your hands together vigorously and scrub all surfaces between your fingers and
up to your wrists.
● Clean under your fingernails.
● Continue for 15–30 seconds or about the length of a little tune (for example, the ‗Happy
Birthday‘ song). It is the soap combined with the scrubbing action that helps dislodge
and remove germs.
● Rinse your hands well with clean running water (pour from a jug or use a tap). It is not a
good idea to rinse your hands in a basin of water that someone else will use, since you
are rinsing the dirt and bacteria INTO the water where it can be passed to someone
else‘s hands.
● Dry your hands in the air to avoid recontamination on a dirty towel – do not touch
anything until your hands are dry.
● Wood ash will also rub off any dirt and smells. The slight irritation you feel when you
wash your hands with ash shows the cleansing power of ash.
● Local seeds such as indod (Lemma‘s plant), which are known to be good cleaning
agents, can also be used for regular handwashing.
● Clean sand with water can be used for handwashing to help to rub off dirt.

Note to Facilitator: Ask for a volunteer from the group to demonstrate the technique you
just described. If you brought an empty plastic water jug and some smooth stones, you
can use those to demonstrate pouring tater and using soap. If you were unable to bring
these items, you can use imaginary soap while your volunteer can wet and rinse your
hands with an imaginary water jug. Make sure to sing while you wash and keep rubbing
for the whole song! This demonstration will show participants what to do in the exercise.
Encourage them to have fun and exaggerate their movements during the practice.
[Show images of good rinsing practice (using a stream of water) from the picture book]
STEP 4: Practice in pairs (5 minutes)

[Have everybody split into pairs. Explain the activity]
SAY
● In your pairs, one person will pretend to wash their hands using soap. Their partner will
hold an imaginary jug of water for them to rinse.
● Practice rubbing your hands so that you get all parts of your hands including your wrists,
between your fingers, and under your nails.
● While you are rubbing, sing the Happy Birthday song and keep rubbing until you are
finished the song.
● When the first person finishes, their partner will give them feedback - did it look like all
parts of the hands were properly washed? If your partner did a good job - tell them so!
● Then switch roles, and the first person watches and ―holds‖ the water jug while the
second person sings and rubs.
STEP 5: Debrief in pairs (5 min)
● In what way was this different from how you usually wash your hands?
● How did it feel to wash your hands this way?
● What did you learn?
● How will you try to apply this learning in your family?
After giving the pairs a few minutes to discuss the exercise together, ask for a few volunteers to
share their responses to each of these questions with the whole group.
STEP 6: Reducing barriers discussion (10 minutes)
Ask [Discuss each question for up to 5 minutes. Encourage clients to contribute ideas.]
1. What barriers do the poor in our communities face when it comes to good handwashing
practice?
2. What ideas do you have about how these barriers could be reduced?
6.6 Introduction to your mental health (15 minutes)

Notes to the Facilitator:
Tip 1: The content of this session is very sensitive. It is delivered later in the training
because at this point it is assumed that as facilitators, you will know your group well, and
there will be trust among group members.
The session is important because there is ample evidence that ultra poor people
experience persistent mental health challenges. Because their circumstances are so
unpredictable, they have limited ―bandwidth‖ or capacity to solve problems. Being poor
can lead people to ―misallocate‖ their mental resources towards persistent short term
financial problems, thus reducing both their thinking and emotional capacity available for
other tasks. People who are poor are vulnerable because they face frequent negative
shocks that threaten to make them destitute (to have nothing). As well, research has
shown that poverty can lead people to give into temptation more easily.
Additional resources that may be of interest:

https://insight.kellogg.northwestern.edu/article/psychotherapy-poor-communities
Facilitators may also like to look at this short video that explains the terms in the mental
health pyramid. https://www.youtube.com/watch?v=VgYmIsYmUIU&t=226s
Tip 2: It is likely that this session will make some participants uncomfortable because they
suffer from mental health problems or illnesses themselves. You may already be aware of
these clients. They may not be aware themselves that they suffer this way, and this
session may open up their eyes (and cause further stress). Be sure to let these clients
quietly listen to discussions, and do not pressure them to contribute unless they want to. If
they need to leave the session, let them do so respectfully, and contact them later to
follow up.
Tip 3: Make sure at the start of the session to reinforce for all group members that we
should treat each person in the group with kindness and compassion, that it is important
not to be judgemental, and to treat what others say in the group as confidential and not to
be shared with others.
SAY
Now that we have reviewed hygiene strategies to help us stay physically healthy, we will
talk about staying mentally healthy. This includes skills we can learn to try to keep a
positive mindset and maintain our determination to reach our goals and achieve the life
vision that we created in our second meeting on Aspiration to Change.
Remember when you were introduced to successful clients and people who were able to
raise their family out of poverty? Remember how they talked about how important it was
to stay determined, to keep trying and not to give up?
Those are all mental health skills. Today we will learn about and practice those skills.
SAY
―Mental health‖ is a topic that is not well-understood, but learning good mental health skills can
help us to achieve our life goals.

First let's talk about what mental health means
ASK
What does mental health mean to you?
[Take 5 - 6 ideas from participants and thank them for their suggestions]
SAY
Here is one meaning of mental health.
―Mental health is about the state of our thoughts, feelings, and emotions.‖
Our thoughts, our feelings and our actions are all affected by the interactions that are
continuously occurring between our brain and our environment.
Mental health is a state of well-being in which every individual realizes:
● his or her own potential

● can cope with normal stresses of life
● can work productively, and
● can make a contribution to her or his community.
Mental health can refer to a positive state of mental well-being, but it can also refer to a range of
other mental health states where people experience distress, problems or more serious illness
or disorders.
Any person can experience some or all of these mental health states in their lifetime.
You can think of it like a pyramid: At the base of the pyramid is when people feel no significant
distress, problems or illness - they may feel positive and optimistic, but they may also just feel
―ok‖ or even neutral.
[Show the image of the Mental Health Pyramid from the Picture Book. Walk
around so that all participants get a chance to see, and read out what is written
on each level while pointing to that level.]

SAY
Thinking about yourself now, how would you rate your mental health? This is not about your
physical body but about what‘s going inside your head and in your heart.
Are you feeling fine? Are you feeling worried, stressed or anxious? Do you feel depressed.
Think about just today and this past week – how would you rate your self?
[Show participants the visual rating scale in the Picture Book and read the descriptions
in the table below.]

Good
Neither good or bad
Poor
SAY
Please make a private note in your notebook. Draw the symbol that represents how you are
feeling now. You will not be expected to share this rating - it is only for you.
Now think about someone in your family. How would you rate their mental health? Put down
their name and draw the symbol that corresponds to your rating of their mental health in your
notebook.
This information should not be shared with the larger group. It is confidential.
Perhaps after this session, you will have strategies that can help both you and
someone in your family to reduce mental health problems.
SAY
Let‘s learn a bit more about different types of mental health states and explore what the words
mean in each part of this pyramid.
ASK
What do you think ―mental distress‖ means? What other words would you use to convey ―mental
distress‖
[Possible responses might include: worried, stressed, nervous]

SAY
Mental distress is the common, expected and normal response to the stresses of everyday life.
For example, writing a test, going for a job interview, applying for a bank account, etc.
Mental distress is actually healthy! It is a signal to you, from your brain, telling you that you need
to adapt to the situation – you need to study for the test, prepare for the interview, or know what
information will be required when you open a bank account.
Mental distress is completely normal. Most people can adapt by themselves naturally or get
support or advice from their family or the community. For example, you may feel distressed
because you are going to be late for work. You adapt by making sure you get up a little earlier
tomorrow morning. This prevents you from being late, and reduces your stress.
ASK
What do you think a ―mental health problem‖ means? What other words would you use to
convey a mental health problem that felt stronger to you than just everyday distress?
[Possible responses might include: intense sadness, grief, anxiety, fear, sense of
hopelessness, obsessiveness)]
● When we have a mental health problem, we have strong negative emotions, can‘t think
clearly, and often behave in ways that are not considered ―normal‖.
Everyone experiences these states during their lives. For example, we may feel very, very sad if
we lose a child, or feel very foolish or hopeless if we lose a job. These feelings are strong and
can go on for a short or long time. Usually, people can get the help and support they need from
family or their community and gradually the worst part of the feelings start to reduce.
Every person will experience at least these three mental health states over the period of their
lifetime. These three states are all part of life.
● no distress problem or illness – or feeling fine and mentally healthy

● mental distress – feeling worried or nervous or upset about something temporarily
● mental health problem – dealing with a more complex situation such as loss of a loved
one or loss of a job – that takes longer to recover from.
SAY
The top of the pyramid, mental illness refers to problems that are more serious, and have been
going on for a long time. A person experiencing mental illness cannot improve on their own or
just with help from their friends and family - they may need the help of professionals like doctors
and social workers.
Examples of mental illness include ongoing anger, depression, anxiety, suicidal thoughts, fear of
going outside or being in public, extreme emotional highs and lows. These are just a few
examples. The difference between mental problems and mental illness can sometimes be the
magnitude of the experience (severity, length of time), or it may be a completely different
experience such as someone who experiences delusions or other psychotic events.

People with a mental illness could be an acquaintance, friend, family member, co-worker,
neighbour, or celebrity!
ASK
● What should you do if you or someone in your family is experiencing mental illness?
[Solicit responses from 2-3 clients. Write ideas on the flip chart. Responses should include
seeking professional help from a doctor, health care worker, or social worker].
Important: if you or someone in your family is experiencing ongoing mental illness, please talk to
me after this session Together we can identify some resources to help you or your family
member.
Regardless of your current level of mental health, there is NOTHING to be ashamed of if you
are experiencing mental health problems. It is only because we don‘t know much about mental
health that leads us to being afraid to talk about mental health problems or help people with
issues.
We need to take care of our heads and hearts, just like we need to take care of our bodies.
Today, we are going to talk about strategies that can help you manage and reduce short term
mental health problems and mental distress.
6.7 Recognizing mental filters (15 minutes)
SAY
Even though how we live as human beings has changed a lot between now and our ancestors
thousands and thousands of years ago, some things about our brains are still the same as their
brains were. One thing that is very normal for a human brain is to give more importance to
negative information than to positive information.
Our brain does this automatically because it helps to keep us safe. Our brain naturally
remembers all the dangers and bad things, like where the lions are, believing this will help us
avoid them in the future.
This is called a ―mental filter‖. It means we have a tendency to focus on or hold onto only the
negative information and filter out all the positive information. This can happen to anyone, but it
might be more noticeable in some people compared to others.
ASK
Who can give an example of a mental filter - how we hold on to negative information rather than
positive information
[Let participants suggest ideas, then read out the following examples]

● When you think about your school experience, all you can remember is that the teacher
criticized you for not reading out loud well. You only remember that comment but you
can‘t remember all those times when she told you positive things about their
performance, or was kind to them.
● Maybe your husband got mad at you because you were late. Later he apologized. But
now you can only think of his anger, and not his apology or all the other nice things he
has said to you this week.
● Today one of my customers told me my tomatoes were tasteless. All day long I felt bad,
because I could only think about this customer‘s mean words. I filtered out all the other
comments from customers today who were happy, and focused on just this comment.
● Sometimes when something goes wrong it is easy for my mind to immediately think ―now
everything will go wrong – no matter what, I am going to end up a failure!‖ This is called
catastrophizing – assuming that every little wrong thing will turn into a great big
catastrophe or a complete disaster.
Now, can you think of other examples?
THINK - PAIR – SHARE
Step 1: THINK (3 min)
SAY
How does it make you feel when you hold on to negative information or keep someone‘s
negative comment running through your mind over and over? How does it affect other things
that are happening in your day or how does it affect your personal relationships?
Use your notebook to write down or draw pictures of 2-3 areas in your life where you might use
a negative ―mental filter‖. It might be at work, with friends, with children, with your husband/wife,
at the shop or business.
Step 2: PAIR (3 min)
SAY
Now sit in pairs with your neighbour and discuss how you sometimes apply negative mental
filters. Are your filters similar to of different from each other?
Step 3: SHARE (5 min)
ASK
Are any pairs willing to share some of the negative filters they sometimes apply?
[Take 3 – 4 comments from different pairs]
Step 4: SUMMARIZE
SAY

Being aware of your negative mental filters is an important step.
Now that we are aware of this filter, can we try to ―take off‖ the filter, and see the situation more
fully? The way to take off the negative filter is to find ways to focus on positive things that are
happening in your life – even very tiny positive things.
We will talk about some ways to help us to that in the remainder of this session.
6.8 The power of positive thinking (10 minutes)
SAY
One of the ways that we can make it easier to talk more openly about mental health issues is to
understand that mental health is like physical health.
ASK
If your friend asked you for advice about how to improve their physical health, what advice
would you give them?
Summarize: [read this list after some participants have given examples]
● start running or learn a new sport and practice it

● lift weights to strengthen and train your muscles
● be careful what you eat - nurture your body
● make exercise a habit every day
● make friends and spend time with other people who exercise
[Show the mental health images below from the picture book so all participants can see.]
SAY
Here is some good news: Research shows that positive thinking is a learnable skill.
Just like there are skills we can learn and exercises we can do to improve our physical health,
there are also skills and exercises to improve our mental health.

● learn a new mental health skill and practice it
● use positive thinking exercises to strengthen and train your brain
● be careful what you think - nurture your mind
● make positive thinking a habit every day
● make friends and spend time with other people who think positively
The starting point for anyone wanting to make changes in their lives is to think positively and be
hopeful about the future. In order to truly fulfill the vision you hold for your Future Self, you need
to use all your resources, including the most important resource of all – your positive self.
This means that even if you don‘t always think positively now, and maybe you even
catastrophize in some situations or have a mental filter about certain parts of your life, you can
re-train your brain to think more positively.
But how do you learn to think positively?
Let‘s start with some simple exercises that you can do every day in your own home.
6.9 Three good things (15 minutes)
[Show participants this image in the Picture Book of making a list of Three Good Things]
SAY
Think about today and yesterday. I want you to think about at least three good things that
happened, no matter how small they might have been.
For example, some good things might be:

● I ate good injera for breakfast this morning
● I had 10 women at my beauty salon today
● I met an old friend after 20 years
● I was able to get a seat on the bus going to the market today
● A customer gave me a complement on my service today

● I was expecting it would rain before the clothes on my line were dry, but it did not.
● My child‘s teacher said they did well on a recent assignment
[Tell participants]
Write or draw pictures of these things in your book. Share with your neighbour.
Note to Facilitator: this exercise may be hard for some clients. Encourage everyone to
think of one small but good thing that they experienced, which could include showing up
on time to this meeting. Give examples from your own day. Move around the group and
encourage people who look challenged. Give clients a short amount of time to think of
good happenings, so they don‘t overthink this question.
Say:
This is one strategy to improve your positive thinking. Research suggests that thinking of and
listing three good things each day can contribute to increased happiness in the short term and
longer term.6
If you spend 2-3 minutes at the end of every day thinking about or making a list of positive
things that happened that day, you will gradually improve your ability to think positively. It‘s truly
that simple! It is most effective if you write down or draw the list, but even thinking about your list
of positive things will be helpful.
How many of you will try this technique tonight and share it with a family member? Does
everyone understand the task?
6.10 I’m great (15 minutes)
SAY:
Now, I want you to think about yourself, and all the good things you do, including the little, tiny,
good things. We are going to take 10 minutes to celebrate ourselves!
[Show participants this image from the Picture Book. Notice if it makes them smile]
6
Seligman, Martin & Steen, Tracy & Park, Nansook & Peterson, Christopher. (2005). Positive Psychology
Progress: Empirical Validation of Interventions. The American psychologist. 60. 410-21. 10.1037/0003-
066X.60.5.410.
https://www.researchgate.net/publication/7701091_Positive_Psychology_Progress_Empirical_Validation_
of_Interventions

Maybe you were helpful to an elderly neighbour this week. Maybe you are known for making
good injera. Maybe you have a smile that makes other people smile also. Maybe you are good
at remembering things. Maybe you are good at fixing things.
ASK
What can you celebrate about yourself?
[Tell participants]
In your books, finish the following sentences by writing or drawing something:
1. I like who I am because …

2. I‘m super because …
3. I feel good about my…
4. My friends think I have a good…
5. Others think I am great because ….
This is another strategy to help you retrain your brain to think positively about yourself and your
life.
ASK
How many of you can do the ―I‘m Great‖ exercise at home tomorrow? Share it with your family
members. Write down the sentence starters in your notebooks now.
[Repeat the sentence starters for all the participants – ask clients who can write
to help clients who cannot write to put them into their notebooks to share at
home]
6.11 Disputing negativity (15 minutes)
SAY
We all have the power to reshape our lives for the better, and the magic ingredient is positivity.
It grows as we experience positive emotions such as gratitude, joy, interest, and inspiration.
Increasing positivity over time will reshape your life by changing how you view yourself while
focusing on self-confidence (believing in yourself).
Tell participants to move into groups of 4 people. Write the six phrases below on a flip
chart page that participants can see.

1. I can‘t do this
2. I am not good enough
3. I am not smart enough
4. Nothing good has ever happened to me
5. I never get anything done
6. I shouldn‘t be here.
SAY
In your groups, take turns reading each sentence. Immediately after you read the sentence,
dispute it.
For example, in response to ―I am not smart enough‖ you might say ―No, that‘s NOT true. I am
smart enough because I learned how to fix by bicycle, or I helped my daughter with her
schoolwork, or I was able to open an account with the microfinance institution.
Or, in response to ―I shouldn‘t be here‖ you might say ―No, that is not true. My community
selected my family to participate in PSNP, and my family selected me to be the Livelihoods
Client, so this is the perfect place for me to be.‖ Other people in your group can help you find
ways to dispute the sentence if you are stuck.
Note to Facilitator: you should notice a ―lightness‖ among group members, and people
laughing and smiling as they go through this exercise.
ASK - Conclude the session
Now, everyone, what did that experience feel like? Check in with yourself – do you feel negative
right now? How do you feel?
Show of hands please – how many of you can dispute your own negative ideas, right on the
spot?
ASK
Is the glass half full or half empty?

[Show participants the image from the Picture Book]
SAY
In this below, the first glass may be seen as ―half-

empty‖ (negative); the second may be seen as ―half-
full‖ (positive). But there is the same amount of water
in each glass. The only difference is in how we look at
it.
There are many different ways of looking at a

situation, person or relationship. One can look at it as
if the ―glass is half full‖ or ―the glass is half empty‖. In

order to overcome many of the barriers you might face in a new job, or in a business start up, it
is important to look at situations from a slightly different ―frame‖ or perspective. This is especially
true if you are used to thinking about situations from a negative frame, which can become a
dominant pattern or a habit.
To begin to think more positively, it is useful to ―reframe‖ a situation – to acknowledge the

situation from both a naturally negative ―frame‖ (―mental filter‖), and to try to think about or
identify some positive things, to change your mindset, just like we did in this exercise.
By disputing negativity, you can alter your distorted ―mental filter‖ about certain parts of your life,
especially your self-esteem and confidence.
ASK
What have we learned today?
Responses should include the following:
PHYSICAL HEALTH
● Becoming sick, or needing to care for a sick family member, can be a major cause of lost
income for poor people, and can even lead to losing a job or having a small business
fail. We cannot work when we are very sick. In addition, medicine or treatment can be
costly. Repeated illness is a major factor that makes it hard for poor people to improve
their circumstances.
● Through this session, you have been reminded of the importance of hand washing and
how it addresses so many hygiene and sanitation issues. We reviewed the ―F‖ diagram
of prevention, which you can practice in your own homes.
Who remembers the ―F‖ diagram? What are the 5 ―Fs‖ and how can they be managed?
● The TOP FIVE ACTION AREAS for improving health and preventing illness through
better water, sanitation and hygiene are:
1. Use a latrine to safely dispose of all feces, and discourage open defecation in
your communities
2. Wash hands with soap at critical times
3. Boil or treat household drinking water and keep it covered to avoid contamination
4. Be careful when handling and storing food (food hygiene)
5. Protect infants and young children from coming into contact with dirty soil or
animal feces.
MENTAL HEALTH

Let‘s take a test: think about how you felt at the beginning of today‘s session.
Using your fingers, show us how positive you felt then. A show of ten fingers means everything
was perfect, 100%, fantastic. 1 finger means you didn‘t feel positive about your life at all.
[Ask all participants to raise their hands showing between 1 to 10 fingers representing
how they were feeling at the start of the group meeting]
Now, after we talked about mental health levels, how can you think more positively, how can
you feel about yourself.
Using your fingers, show us how positive you felt then. A show of ten fingers means everything
is perfect, 100%, fantastic. 1 finger means you don‘t feel positive about your life at all.
[Ask all participants to raise their hands showing between 1 to 10 fingers representing
how they are feeling now at the end of the group meeting. Notice how many clients felt a
little more positive at the end of the session. But don’t worry if clients don’t show much
change.]
SAY
All of us have to work on feeling confident and positive, every day. Even me.
Even our role models all around us. They are positive people, full of hope, and their positivity is
in part what helped them to become successful.
In order to gain the most from the support of PSNP, you need to think positively about your
future. You need to adopt a ―can do‖ attitude about your new business or job.
ASK
What does it mean to have hope? What does this mean:

Even if I fall seven times, I get up seven times, I grew up to start from zero!
(ሰባት ጊዜ እወድቃለሁ፣ ሰባት ጊዜ እነሳለሁ፣ ከዜሮ ልጀምር ነው ያደግኩት)[3]
[Allow 2-3 comments from participants and thank them for their ideas].
SAY
I am going to ask you to do three things for homework:
● Teach 3 people in your household proper hand washing skills

● Choose two strategies to start using today to train your mind to think more positively?
● Explain one positive thinking strategy to your household.
ASK
Are any volunteers willing to share their commitments?
We will check in on these commitments at the beginning of the next session.

[1] Link: https://pdce.educ.ubc.ca/learn-mental-health-literacy-free-online-course/
[2] https://www.webmd.com/balance/features/catastrophizing-the-worst-thing-ever
[3] https://translate.google.com/ (6.8.22)

Session
Number/Title 7. Sharing Household and Family Responsibilities
Materials Picture Book
Required Flip chart paper, markers and tape
Blank copies of the TYPICAL 24-HOUR DAY chart on flipchart paper or
photocopies prepared in advance (2 to 4 copies needed depending on
group size)
Duration 2.5 - 3 hours
Experiential Storytelling / case studies

Methods Daily activity mapping
Small group discussions (single-sex groups)
Group brainstorming
Large group discussions
Learning By the end of the session, participants will be able to:

Objectives
● understand the impact of the traditional role of women and men at the
household level, and implications to their personal power and ability
to pursue livelihoods.
● how to provide a nurturing care environment for small children, and
that all family members can participate in this work.
● value the healthy timing and spacing of pregnancies
● value how teamwork at home can help livelihood client success for
women and men in both pathways.
Assessment At the end of the session, participants will be able to:

Methods
● commit to sharing household responsibilities, including child nurturing
care experiences, with other family members; and,
● explain the value of spacing of pregnancies to the family‘s livelihood.
Acknowledgment: The portion of the session on shared parenting has been adapted from the
following sources
● UPSNP Basic Family Education/Training Manual

● Government of Ethiopia Family Planning Blended Learning Module for the Health
Extension Programme (available here for online version or for downloading as a pdf
here)
● Early Childhood Development material from Ministry of Health and PATH Ethiopia
Copyright © 2020, PATH. ይህን ፖስተር ለትምህርታዊና የንግድ ላልሆኑ ተግባራት ብቻ መጠቀም
ይቻል ይሆናል፡፡ ሌሎች መብቶች በሙሉ በህግ የተጠበቁ ናቸው፡ - (available here)
Summary of session:

Through this session, clients will review the daily activities assumed by women and men in the
household. Clients will discuss the possibility of women and men assuming different household
activities, thereby allowing them to both, including women, pursue a livelihood, if desired. One
set of responsibilities – shared parenting – is discussed, and clients will learn that all family
members can contribute to nurturing children. At the end of the session, clients will review the
value of family planning to the well-being of the family, and the mother.
Like the last session, this session is longer than two hours, and covers a number of important
topics that need to be reinforced throughout the LH program.
7.1 Welcome and review of last session (20 minutes)
SAY
Hello and welcome back! I hope you are well, and are starting to think about your businesses or
work opportunities.
We are going to spend a little longer today reviewing last session, because we talked about so
many ideas.
ASK
Who remembers what we talked about last session?

[Solicit 2-3 responses from clients. This should be fast-paced to keep the attention of the
whole group.]
SAY
That‘s right, we talked about how to improve our physical and mental health.
PHYSICAL HEALTH
● Becoming sick, or needing to care for a sick family member, can be a major cause of lost
income for poor people, and can even lead to losing a job or having a small business
fail. We cannot work when we are very sick. In addition, medicine or treatment can be
costly.
● Repeated illness is a major factor that makes it hard for poor people to improve their
circumstances.
● Through this session, you have been reminded of the importance of hand washing and
how it addresses so many hygiene and sanitation issues. We reviewed the ―F‖ diagram
of prevention, which you can practice in your own homes.

Who remembers the ―F‖ diagram? What are the 5 ―Fs‖ and how can they be managed?
[Clients should say the following:

The TOP FIVE ACTION AREAS for improving health and preventing illness through
better water, sanitation and hygiene are:
1. Use a latrine to safely dispose of all feces, and discourage open defecation in
your communities
2. Wash hands with soap at critical times
3. Boil or treat household drinking water and keep it covered to avoid contamination
4. Be careful when handling and storing food (food hygiene)
5. Protect infants and young children from coming into contact with dirty soil or
animal feces.]
SAY
We also talked about mental health – about how we think about our life and situation, and our
feelings and emotions. How many of you remember the levels of mental health. Let‘s review
them:
● Good mental health – everything is good or just fine

● Mental distress – you feel a little anxious or nervous or afraid for a short period of time
due to an event (exam, job interview, opening a bank account, getting married)
● Mental health problem – you have severe negative emotions and feelings, which may
last a long time but eventually go away. These emotions may be triggered by a loss of a
family member, or loss of a job, or being forced to move to a new place.
● Mental illness is the most serious kind of mental health problem and can include severe
anxiety or depression, and may continue for many months or years. This level of illness
requires professional help and understanding family and community members who can
help the person experiencing the illness.
At all levels of mental health, we rely on ourselves and each other to help move us back down
to having good mental health.
ASK
What techniques can we use and can we teach our families to use to help us be mentally
healthy?
[Responses should include: “Three Good Things, I am Great, Dispute Negative
Thoughts, and Glass Half Full!]
ASK
Homework check in:

Please show your hands if you:
● Taught someone in your household proper hand washing skills

● Are using at least one strategy to think positively every day!
● Have explained on positive thinking strategy to someone in your household.
7.2 Daily activity mapping (40 min including activity)
SAY
Today we are going to talk about gender, and how all family members – male and female – can
work together to improve family wellbeing, including parenting, and to reduce barriers to
personal and financial success.
Note to Facilitator: Every culture has expectations of how men and women should act and
what their roles are in society. These expected roles are known as gender roles. Fulfilling the
roles expected by the community can give women or girls a sense of belonging. However,
sometimes these roles can also limit the activities and choices of women and girls, and make
them feel less valued than men.
When this happens, everyone (women, their family, and their community) suffers. In most
communities, women are expected to be wives and mothers. Some women would prefer to
follow other interests, or want to have only a few children, but their families and communities
do not give them this choice. And some women are unable to have children. If a woman or
girl is expected to have many children, she may have less chance to learn new skills or go to
school. Most of her time and energy will be spent taking care of others‘ needs. Or, if a woman
is unable to have children, her community may value her less than other women.
Most communities value men‘s work more than women‘s work. For example, if a woman
cooks, cleans, and cares for the children all day, it is often still her responsibility to continue
to work to ensure her husband‘s comfort when he returns home. This is because his work or
needs are considered to be more important than her own. If this is the norm in a household,
children may grow up also thinking that men‘s work is more important, and value the work
and contributions of women less.
Women are often considered more emotional than men, and are free to express these
emotions with others. Men, however, are often taught that showing emotions like sadness or
tenderness is unmanly, so they hide their feelings. Or they express their feelings in angry or
violent ways that are more acceptable to the beliefs of what a ‗real‘ man is. When men are
unable to show their feelings, children may feel more distant from their fathers, and men are
less able to get support from others for their problems.
Gender stereotypes are generally used to describe the abilities of men versus those of
women in the community in an oversimplified way. A stereotype is an oversimplified or biased
description of a group. A gender stereotype is a generalised view or preconception about
attributes or characteristics of, or the roles that are or ought to be possessed or performed
by, women and men. Stereotypes are often negative and harmful. They are often recognized
as being illogical even though many people still believe them.

Discussing gender roles and stereotypes can be difficult. For some of the women, this might
be a new or uncomfortable topic to talk about. They might have different views from their
peers about gender. Challenging gender stereotypes and roles is difficult, and some might
not want to see any change.
This session raises sensitive issues related to barriers that women and girls face in Ethiopia.
Women in your group may have faced these barriers themselves, or may have faced the
situations described, even if they did not view them as barriers. It is possible that some men
in your group have also faced barriers. As a facilitator, your responsibility is to manage the
discussion so that clients feel they are able to feel safe about sharing their views.
If any participant, male or female, denies the existence of gender-based barriers in their
community, remind them that they cannot speak for everyone‘s experience.
SAY
This activity is going to imagine a typical day for a husband and wife in an urban household. Let
me introduce you to the couple: Abeba and Tolesa
[Read the story in the box below.]
Abeba and Tolesa

Abeba and Tolesa live in the village but they don‘t own any land. They have two children who
both attend school, one boy who is aged 10 years and one girl who is 7 years old. They live
together in one rented room, but they do not have running water or a toilet in their house.
Tolesa works some days as a day-laborer on construction sites, but the work is not regular,
and usually he only works 2 or maybe 3 days in a week.
Before her children started school, Abeba stayed at home. She nurtured her children from a
very early age when her time allowed. But going to the market, preparing meals, keeping the
home and outside area tidy and clean, and providing love and care for her children took all of
her time. But it was very hard for the family to manage financially with only one part-time
income earner. When Abeba‘s son was old enough to take his sister to and from school,
Abeba started a small business to sell coffee on the roadside close to where there are some
government offices, about a 15 minute walk from her home. She tried to set up her stall early
so she can sell to customers who are going to work. Lunchtime and at the end of regular
working hours were also be very busy for her so she liked to keep her stall open as much as
possible.
Abeba and Tolesa were both raised to expect that women will do all the household tasks, so
this is what they practice in their household, but after one year managing her coffee stall,
Abeba was very tired and frustrated.
STEP 1:
[Divide everyone into 2 groups: one group of male participants, and one group of female
participants. Give each single sex group instructions below, and provide each group with a
flipchart paper that looks like the “TYPICAL 24-HOUR DAY” chart below. You can also show
the image of the chart from the Picture Book.]

Note to Facilitator: If you have a very large number of participants in your session, and
either the MALE or the FEMALE group would have more than 15 participants, you can split
the larger group into two. It is OK to have two female groups and one male group, or the
other way around, or two groups of each sex. If you have all women in your session, it is ok
for a group of women to imagine Tolesa‘s day.
Give each group a chart to complete, either on a page of flipchart paper or other large paper
that you have prepared in advance or using a photocopy of the table below.
TYPICAL 24 – HOUR DAY
TIME DESCRIPTION OF TASK
12
01
02
03
04
05
06
07
08
09
10
11
12
01
02
03

04
05
06
STEP 2: GROUP DISCUSSIONS AND COMPLETING THE CHART
SAY
Female Group: Imagine Abeba‘s typical day from what time she wakes up in the morning, to
what time she goes to sleep. Create a timeline for her day hour by hour, considering all the
tasks she performs at home and at her business on a typical day and how long those typical
tasks take. You can also estimate how much free time she has.
Male Group: Imagine Tolesa‘s typical day from what time he wakes up in the morning, to what
time he goes to sleep. Create a timeline for his day hour by hour, considering all the tasks he
performs at home and at work on a typical day, and how long those typical tasks take. Estimate
how much free time he has. [Before proceeding, check that everyone understands what they
are to do in the groups Clarify any questions. Explain that each group will have 10 minutes to
complete their chart about Abeba or Tolesa’s day.]
STEP 3 MALE GROUP PRESENTATION – TOLESA’S DAY
[After 10 minutes of discussion, invite the MALE GROUP to present their timeline of Tolesa’s
day. They have 5 minutes to present. If there is a second male group, ask them if they agree
that this sounds like a typical day for Tolesa, or if their group had any differences they would like
to add].
Note to facilitator: If the groups are not completing their timeline on a sheet of flip chart
paper, the facilitator should transfer their information to a flip chart so that everyone can see
two completed timelines, one for Tolesa and one for Abeba.
STEP 4 FEMALE GROUP PRESENTATION – ABEBA’S DAY
[After the male group has finished, ask the FEMALE GROUP to present their story about
Abeba’s day. They have 5 minutes to present. If there is a second female group, ask them if
they agree that this sounds like a typical day for Abeba, or if their group had any differences
they would like to add.]
STEP 5: GROUP DISCUSSION on the “TYPICAL DAY” (15 minutes)
[Ask the following questions one by one. Give time for people to think, then take 3 – 4
comments on each question, asking if other participants have different or additional ideas they
would like to contribute before moving to the next question
● Do you think the division of responsibilities between Abeba and Tolesa is fair for both of
them?

● What do you think Abeba and Tolesa could do differently?
● Do you feel that this exercise produced an accurate picture of how the typical days for
women and men are different in Ethiopia? Why or why not?
Ask WOMEN only:
Are there some activities that only men do that you would like to be able to do? Are there some
activities that only women do that you wish men would do also?
Ask MEN only:
Are there some activities that only women typically do that you think men should never do? Are
there some activities that only women typically do that you think men can also do or should also
do?
7.3 Exploring gender differences (10 minutes)
ASK
What sex are you?

[Example response: female, male]
SAY
―Sex‖ refers to the physical and biological differences between males and females. Females
and males have different body parts because they are two different sexes. For example,
females and males are born with different genitals, women can give birth, and develop breasts,
and men may have deeper voices and more body hair. These biological features are
determined by sex.
ASK
If ―sex‖ refers to biological features, who knows what ―gender‖ means?
[Possible response: gender refers to expectations about women and men]
SAY
―Gender‖ is determined by culture—it is how the community wants you to behave and think
based on whether you are a man or a woman. Because of culture, religion, tradition, and other
factors, people treat men and women differently and expect them to have different roles in the
household and in the community, even when this has nothing to do with their biological
characteristics.
ASK

What are some examples of cultural expectations of men and women in this part of Ethiopia?
[Take 4 – 5 suggestions from the group. Sample responses: women are expected to
cook, take care of children, sew clothes, be emotional, keep the household clean. Men
are expected to be strong or forceful, not show emotion, earn income for their families,
not know how to do household tasks].
ASK
What is a stereotype?
[Example response: a stereotype is an exaggerated belief about a group of

people.]
SAY
A ―stereotype‖ is an oversimplified and unfair belief that a group of people has particular
characteristics or that all members of a group are the same.
For example, a stereotype might be that ―All teenagers are rebels.‖ Some teenagers
might be rebels, but some teenagers might follow rules and listen to their elders.
Stereotypes can be negative and harmful.
Stereotypes are often recognized as being illogical or outdated even though many
people still believe them.
Gender stereotypes are generally used to describe the abilities of men versus those of
women in the community in an oversimplified way. Let‘s explore some of these gender
stereotypes and expectations.
7.4 Exploring stereotypes (20 minutes)
[Ask participants to form groups of 4-6 people of the same sex – all women or all
men.]
SAY
Small group discussions (10 minutes)
Male groups will explore gender expectations and stereotypes about men in your
community. Discuss the following questions:
● How are men or boys in our community expected to act or behave?

● Are there certain things that men or boys are never supposed to do? (think about child
rearing or meal preparation)
● Are there expectations put on men and boys that are unfair? In what ways?
● Can you think of any men in your community who do not conform to these expectations?
In what ways? How does the community react to these men?

Female groups will explore gender expectations and stereotypes about women in your
community. Discuss the following questions:
● How are women or girls in our community expected to act or behave?

● Are there certain things that women or girls are never supposed to do? (think about
decision making, and owning a business)
● Are there expectations put on women or girls that are unfair ? In what ways?
● Can you think of any women in your community who do not conform to these
expectations? In what ways? How does the community react to these women?
Whole group discussion (8 minutes)
Note to Facilitator: Ask each group to add a new idea, not to repeat something already
mentioned. Write each expectation/stereotype on big flip chart pages (one labelled WOMEN
and the other labelled MEN).
SAY
[Ask each group to provide highlights from their discussion, giving responses to each of
the four questions. After the first group, ask other groups to only add anything from their
discussion that was new or different.
After all groups have reported back, get the group to reflect on the following questions
one at a time.]
● Do you feel that gender stereotypes or expectations have limited you in any way in your
life?
[Take comments from 3 – 5 participants and thank them for their contributions]
7.5 Child nurturing care (20 minutes)
SAY
Now that we have discussed that women and men can help each other more at the household
level, let‘s talk specifically about nurturing children, and who is responsible. Child nurturing is
very important to their healthy development, but it takes intention and time, and requires the
support of the whole family.
STEP 1 – Brainstorming ideas in whole group (5 minutes)
ASK
Let‘s look more closely at the idea of child nurturing care – what do you think it means?
[Facilitator should call for ideas from participants and write key words on a flipchart. Ask
people to clarify what they mean by their idea if it might not be obvious to all participants.
All participants should be thanked for their suggestions. Try to collect at least 12-15
ideas]

STEP 2 – Identify themes (5 minutes)
Ask:
Can we identify any themes from these ideas?
Note to Facilitator: Don‘t rush too fast to name the themes yourself. Because not everyone
can read, repeat the words or ideas you have written on the flipchart, and give a few minutes
for participants to think. If no one speaks after two minutes, make one suggestion of a theme
from the five categories below. Then wait to see if any other themes emerge. Then show this
image in from the flipbook, and point to each picture while explaining what it means.
Do: [Walk around and show the image below in the picture book to all participants]
SAY
According to the World Health Organization, the five components of Nurturing Care
1. Good health: to ensure that children and their parents have good health so that children grow
and develop well.
2. Adequate nutrition: to ensure children, mothers and adolescents are getting adequate
nutrition and are protected from malnutrition.
3. Safety and security: to ensure that children and their parents/ caregivers are living in
conducive and stable environments including with access to water, sanitation and hygiene
(WASH). We talked about this in the ―staying healthy‖ session.

4. Responsive caregiving: to ensure that children‘s needs and demands are recognized, and
timely and appropriate care is provided to support children‘s growth and development.
5. Opportunity for early learning: to ensure that young children are given the opportunity for
learning and education through play, and to explore their environment throughout early life.
ASK
Whole group discussion
1. Look at the four images on your page and discuss what is happening. What do you like
about the images? Is there anything you don‘t like?
2. Discuss what are 2-3 things that women can do, and 2-3 things that men can do to
contribute to create the best nurturing care environment for their children at this age, for
each component of care:
A. Health
▪ what can women do?

▪ what can men do?
B. Nutrition

C. Safety and Security

D. Caregiving that engages with and is responsive to the child

E. Opportunities for early learning, including through play


7.6 Healthy timing and spacing of pregnancy (60 minutes)
Say:
We have learned that the important role of nurturing children can be the responsibility of both
mothers and fathers, and siblings (girls and boys). This work cannot be overlooked, even if
women as LH clients pursue a livelihood.
Now, we are going to talk a little about healthy timing and spacing of pregnancy.
This discussion goes hand-in-hand with the last discussion about early childhood development,
because when there is more spacing between children, parents have more time to devote to
each new child and to ensure their healthy development.
Note to Facilitator: Many people have strong ideas about family planning, but some of the
ideas they have may be based on myth or mis-information. You need to be respectful and
welcoming when sharing ideas. Do not ask direct and judgmental questions such as: ‗Are you
one of those people who believe that modern family planning is forbidden for religious
people?‘ Such questions sound critical and can make people feel inferior, or may make them
mistrust you because they may ask themselves, ‗Why should I believe this person when all
my relatives share my belief?‘
Healthy timing and spacing of pregnancies (HTSP) is an approach to family planning that can
work within all faith contexts to help women and families delay, space, or limit their
pregnancies to achieve healthy and desired outcomes for women, newborns, infants, and
children.
It is outside the mandate of this training to provide details about specific family planning

methods – facilitators should refer clients interested in more information to local
health workers.
STEP 1: Read Case Story 1
Say:
Let me start by telling you a story, then we will have a discussion, and that will be followed by a
second story and another discussion. Here is the first story, about Fentachew.
Case Story 1: Fentachew’s Family Struggles
Fentachew married at early age while he was living in the countryside and later moved to the
city with his wife in search of a better life. Fentachew was uneducated and had to be a daily
laborer to support his family. Although he lived in the city, he was born and raised in a rural
area, so he remained true to his local culture and traditions. He believed that it is ―abominable
to seal the womb that God created‖, thus, Fentachew and his wife had 8 children, and his wife
was very busy with the children so could not work to add to the family income.
Fentachew was struggling to make enough money as a daily laborer to support his family,
and his children often complained that they were hungry. His wife did not complain, but each
day she ate last and least and over time she had become very thin and weak. Fentachew
himself was also getting weaker with age and he could no longer do all the kind of work he
used to do when he was younger. Now when companies were selecting day labourers, no
one wanted to choose Fentachew if a younger worker was available.
Fentachew‘s family had started to really suffer from misery and poverty when Fentachew‘s
wife became pregnant for the ninth time. This time disaster struck, and Fentachew‘s wife died
in childbirth, along with the baby.
After her death, a neighbor saw them suffering and got him hired as a guard in a company
where the neighbour worked. However, Fentachew‘s little income could not support his large
family.
Fentachew‘s two youngest children, aged only 8 and 9 years, dropped out of school to work
as shoe polish and other irregular work in order to get food. His two oldest daughters both
migrated to Arab countries to work as domestic labour but it was very difficult for them to send
money home, and he missed their help in the household. Feeling helpless, two of his
teenaged sons started pickpocketing and indulged themselves in substance abuse. Currently,
the family are in great distress.
STEP 2: PAIR DISCUSSIONS: (10 minutes)
SAY
I want you to discuss this case with the person sitting next to you. Each pair should discuss the
following questions:
1. What happened?
2. What are the causes of the family‘s problems? It can be more than one cause.

3. What did you learn from this story?
[Ask pairs to share their answers with the whole group].
STEP 3: Read Case Story 2
SAY
Now we will discuss the story of Mebrate‘s family:
Case Story 2: Mebrate’s careful planning for success
Mebrate lived in a poor area outside a kebele. She was married to a farmer, and ran a small
tailoring business. Her husband‘s aging mother and his sister‘s teenage daughter also live
with Mebrate‘s family after migrating from another part of the country. Mebrate‘s niece helped
to care for her grandmother, who was no longer able to walk. Mebrate had an aging sewing
machine, and was trying to save money to purchase a better machine in case her‘s breaks.
After she had her first child, she had to take a lot of time away from her business because the
baby was often sick, and she was constantly tired. Mebrate was worried about getting
pregnant again too soon after her first child. She wanted to be able to focus on her business,
and to make sure they could afford to send their daughter to school. She started using family
planning, even though she did not tell her husband at first.
Mebrate‘s husband was not happy when he learned about the contraception after some time.
But Mebrate spoke her mind. She pointed out that they were only just managing financially
with all their responsibilities – they could not support more people in their family. Mebrate
reminded her husband that they had needed to use their emergency funds to pay for his
mother‘s care in hospital when she had recently had a bad infection. Because they were able
to get her good care, his mother recovered, but they still had not replenished their emergency
fund. Mebrate also pointed out that they both knew their daughter was a lively child and a fast
learner. If they could focus on one child they would be able to send their daughter to a good
local school and to give her the best start in life.
With all of these reasons, Mebrate‘s husband was convinced that using family planning was
right for his family at that time based on their incomes and aspirations. He was sure that when
they were ready for another child, God would provide. When his neighbours asked him why
he had not yet had a second child he sometimes said: ―we are so thankful for what God has
provided, we are taking the best possible care of it first. Then He will bless us again.‖ The
neighbours listened thoughtfully to him and felt his words made sense.
When their daughter was aged seven, she was doing well in school and had already learned
to read and write. Mebrate had been able to save enough for two new sewing machines, and
now her niece was also helping with sewing. Business income had steadily improved, and
Mebrate and her husband were in the process of building a new room onto their house that
would be dedicated to the business. Mebrate and her husband decided together to try for
another child, and were very happy when she became pregnant a few months later.
STEP 4: Buzz Group Reactions (5 min)

SAY

Everyone should form groups of 3 with two colleagues and discuss this case story about
Mebrate:
[Ask clients to stand up in their buzz groups, to give them a chance to move around and
stretch their legs.]
● Did anything surprise you about what Mebrate did or said? If yes, why?
● Did anything surprise you about what her husband did or said? If yes, why?
STEP 5: Large Group Discussion (15 min)
ASK
Would anyone like to volunteer what they discussed in their buzz group – why they were or
were not surprised by something Mebrate or her husband did or said in that case study?
[Accept 4 – 6 comments from different buzz groups as long as situation is not getting
tense or confrontational]
Note to Facilitator: If necessary, remind participants not to pass judgement on other people‘s
views. Everyone should be able to have their own opinion and speak it. Keep this a safe
space.
STEP 6: Reflection – how does this link to PSNP (10 min)
SAY
Maybe you are wondering why are we talking about healthy timing and spacing of pregnancy
when we are PSNP Livelihoods Clients. That is such a good question that I am going to ask you
to answer it!
I do not want to know if you are using family planning or not using family planning, or if you
agree with it or do not agree with it. Either way, every person has a right to make their own
decisions.
But what are the lessons from these case studies and this discussion for Livelihood clients? In
what ways can healthy timing and spacing of pregnancies or income-based family planning help
Livelihoods clients just like yourselves?
ASK
Stand up if you can see any way in which health timing and spacing of pregnancies could be
helpful for a any of the following groups
[name each group below separately and wait for people to stand or not stand. Then ask
for a few volunteers from the standing group if they are willing to share their reason for
standing, for why they thought this topic was relevant for that group. Do not force anyone
to give an answer. If no one wants to give their own thinking, you give points from the
prompts below ]

1. female self employment pathway clients
[Possible responses – name theses reasons if not mentioned by participants]

o allows client more time to focus on starting her business
o reduces the pressure client faces to balance work tasks and family tasks
o reduces pressure client feels on earning enough income to provide for larger
family
2. male self employment pathway clients

o allows client more time to focus on starting his business
family
o may enable client to have more assistance for their business from spouse
3. female wage employment pathway clients

o may create more opportunities for staying and advancing in wage employment
job (for example by not interrupting employment for childbearing)
o may allow client to access more training opportunities
o reduces the pressure client faces to balance work tasks and family tasks
family
4. male wage employment pathway clients

family
STEP 7 – Summary
Say:
By avoiding too closely spaced pregnancies, families will have a greater opportunity to support
children, invest in their children‘s education and bring about better child health.
Income-based family planning is when husbands and wives cooperate to plan their families
together and decide together how to attain the desired number of children and the spacing and

timing of their births that fits with their income and their life vision. And then they can work in
consultation with a health professional to make their plan happen.
If anyone wants to have more information about family planning, they should go to their local
health post or talk to their Health Extension Worker or the Family Guidance Association of
Ethiopia.
Some of the benefits of income-based Family Planning include:
● reduced poverty
● increased access to nutrition
● saving lives by reducing maternal mortality and infant mortality
● encourages and supports the education of girls and mothers
● strengthens gender equality and fairness
● contributes to the protection and conservation of natural resources by reducing the
impact of population growth
● contributes to the growth of the national economy.
SAY
Today we have talked about how husbands and wives can work together at the household level,
and to support their children and give them the best start in life, through income-based family
planning and nurturing care.
I hope you will discuss the key messages from today with your family. These messages are:
● Typically, women have more responsibilities than men limiting their ability to participate
in the LH program
● Women and men have the capacity to share almost all household tasks and
responsibilities
● Nurturing care gives children the best start in life and can help them to achieve their full
potential.
● Nurturing care involves five key areas: good health, adequate nutrition, safety and
security, responsive caregiving, and early learning including play.
● Mothers, fathers and other family members can provide nurturing care for children
● Family planning can help ensure healthy timing and spacing of pregnancies and help
families reduce poverty.

Session
Number/Title 8. Time Management– How to Get Things Done
Materials Picture book

Required Flip chart paper and pens
Duration 2 hours
Experiential Self-assessment
Methods Think – Pair – Share
Hands- on practice creating prioritized to-do lists
Commitment Claps
Practice celebrating small wins
Learning At the end of the session, participants will be able to:

Objectives ● understand the value of time management
● identify their own ―time wasters‖
● learn about daily and weekly ―to do‖ lists
● understand the importance of celebrating good time management.
Assessment Participants will complete a self-assessment of their own time

Methods management skills and identify areas where they could improve.
Summary of Session:
This session is designed to emphasize the importance of managing time. Clients will become
aware of their own time-wasting activities through a self-assessment, and will track activities
over a day or two to identify how they are spending their time. They will learn to use a ―to do‖ list
to prioritize their time, and identify ways they can better use ―slow‖ time during the lean season.
8.1 Introduction and review of last session (10 minutes)
SAY
Welcome everyone. I am happy to see you today.
Last time we talked about how husbands and wives can work together to give their children the
best start in life, through income-based family planning and nurturing care. What else do you
remember ?
[Solicit 2-3 responses from clients, and make sure the following points are covered].
● Typically, women have more responsibilities than men limiting their ability to participate in
the LH program
● Women and men have the capacity to share almost all household tasks and responsibilities
potential.

● Nurturing care involves five key areas: good health, adequate nutrition, safety and security,
responsive caregiving, and early learning including play.
● Both women and men can provide nurturing care for children
How many of you discussed the 24 hour daily calendar with your family members? What about
how to help with child nurturing care? And did any of you discuss the idea of family planning
with your spouse?
[Encourage 2-3 clients to share their family discussions about last session’s topics).
8.2 What is time management (25 minutes including activity)
Today, we are going to talk about a specific skill that can help you be more efficient at home
and at work. It relates nicely to sharing household responsibilities, because sharing
responsibility at household has many benefits, including giving LH clients more time, some of
which can be used to carry out livelihood work.
Today we are going to talk about Time Management.
ASK
Do you ever feel like there‘s not enough time in the day? This may be more so now that you are
starting a new business or working or looking for a job, right?
[Ask participants to raise their hand if they agree].
SAY
We all get the same 24 hours – so why do some people seem to

achieve more with their time than others? The answer: good time
management.
―Time management‖ is the process of organizing and planning how to

divide your time between different activities.
If you have good time management, you can get more done in less
time – even when time is tight, and pressures are high! This is very beneficial if you work for
yourself! It is also beneficial if you have a boss, because they will see you are very valuable.
When you know how to manage your time effectively, you can unlock many benefits. These
include:
● Being able to do more

● Less stress.

● A better reputation as a businessperson or employee
● More opportunities with your family and friends.
Overall, you start feeling more in control, with the confidence to choose how best to use your
time. And by feeling happier, more relaxed, and better able to think, you‘re in a great place to
help other clients reach their targets, too.
Good time management takes a shift in focus – away from doing a lot of busy activities to
actually achieving results. Being busy isn‘t the same as being effective or managing your time
well. In fact, for many people, the busier they are, the less they actually achieve!
SAY
How good do you think you are at time management right now?
Let‘s start with a quick self-assessment. Think about your own time-management skills, then
give yourself a score between 1 and 10. Write this down in your notebook.
● A score of 10 means you are a master at managing time.
● A score of 1 means you are poor at managing your time, and never seem to get
activities completed.
In your notebooks, write down the score you would give to yourself right now.
[If participants need more direction, use yourself as an example. See below]
Then beside that, write the score that you would like to achieve in the future.
[Give participants a minute to think and write down their score for now and the score
they want for the future.]
ASK
Is anyone willing to share their score, including why they gave themselves that score, and what
score they would like to achieve in the future.
Note to Facilitator: In order to connect with clients, facilitators should share some of their own
experiences. So it is helpful for you to give yourself a score and then explain it to participants.
For example, you could say something like:
“I’ll go first! I give myself a 5 out of 10 – I am very busy all the time and always worried
about getting to my job on time every morning. Sometimes I feel so tired in the morning
because I stay up too late looking at my phone at night. When I get to the factory, I don’t
feel like working. I’d like to improve my score to 7 or 8.”
Note to Facilitator: if some clients give themselves a score of 10, congratulate them and tell
them we will look to them for ideas about how the rest of us can improve time management.
Note that most people overestimate their time management skills.
[Thank clients for sharing their scores and their hope for the future].

8.3 Time management self assessment (15 minutes)
SAY
We have given ourselves a time management score based on our own idea of our skills. Now
we are going to take a short quiz that will give us a much better assessment of our time
management abilities based on scientific research into work habits and productivity.
I am going to ask you 8 questions, one at a time. Here is how you should respond in your
notebook (this should be summarized on a flip chart and is in the picture book):
● If you feel statement is NEVER true about you, write down a score of 1
● If you feel statement is SOMETIMES true about you, write down a score of 2
● If you feel statement is MOST OF THE TIME/ALWAYS true about you, write down a
score of 3
After each question I want you to write down your score in your notebook on a new line.
Please be honest with yourself.
ASK
Is everyone ready?
[Check that everyone understands the scoring system, then begin. Read each question
TWICE then give clients one minute to think and write their scores down in their
notebooks. If people seem to be finished before that, check quickly – is everyone ready
for the next question.]
1. I am aware that time is my most important resource

2. I know what habits I have that stop me from using my time effectively
3. I know how to make the most of ―idle‖ time
4. I make a new ―to do‖ list everyday
5. I list my priorities according to their importance, not their perceived urgency (others may
think they are urgent)
6. I know my prime working time when I am most effective (morning, afternoon, or evening)
7. I use my prime working times to complete my most important task
8. I am conscious of my true reasons for procrastinating (avoiding tasks)

SAY
Now total your score. If you need help, just ask your neighbour. Your score should be between
8 (minimum) to 24 (maximum).
Here is what the Total Scores7 mean:
20-24 = You have good time management skills. You can decide if there are still any areas
where you want to improve.
13-19 = You have some time management skills, but could learn additional skills.
Below 12 = Your skills in time management are not very strong. You could really benefit from
improving your time management skills, which will improve your productivity and your life.
Ask:
Was anyone surprised by their score? Did it correspond with your own initial assessment that
we completed first?
[Allow responses from 3 – 4 clients. Thank everyone for participating]
8.4 Time wasters (25 minutes)
DO [Show clients the picture book with the images below]
SAY
What are time wasting activities? Well, first of all, activities that are
considered time wasters by some people may not be considered
time wasting by others.
For example, Bekelech‘s husband thinks drinking areke with his

friends every night is not a time waster, but she does! She thinks
he could be doing something more productive, but perhaps for him
friendship is one of his highest values, so the time he spends with
his friends feels like a good decision to him
So, defining time waster activities is personal, and only you can
decide when an activity is truly taking up your valuable time
without producing any valuable results.
And only you can change your time-wasting behaviours.
Step 1 – THINK (3 – 5 minutes)
ASK
7
Note: this quiz is adapted from a number of sources, and contextualized for LH clients. The scoring is
indicative.

What are some things you do that waste your time? Think back through your day or the last
week.
In your notebook, write down or draw 3-4 activities you did that wasted your time because they
did not help you accomplish anything or they made you feel lazy or unproductive, or they got in
the way of you getting important things done.
For example, yesterday I spent too much time checking my Facebook instead of talking to my
customers.
[Draw the FB icon on the flip chart and put an X through it.]
[Give clients time to write down their ideas or simple drawings. Check after a few
minutes if anyone needs more time.]
Step 2 – PAIR (5 minutes)
Say:
Now share your thinking with a neighbour. Choose a new partner to share with today that you
have not worked with before or not recently. Notice if any time waster activities are common
between you.
[Give clients time to share ideas.]
Step 3 – SHARE (5 minutes)
Say:
Let‘s share our time waster ideas as a group.
[Ask volunteers to share their time wasters. On a large paper or flip chart, write down or
draw the ideas. After you have collected 7 – 10 ideas from the group, then read through
the list below to add additional ideas. If clients have already mentioned an idea.]
We have many very good examples on our list. Here are some other activities that may waste
your time:
[Put key words from these ideas on the flip chart as you say them. Note - they are also in
the picture book. ]
● Delaying, postponing especially if the task appears too difficult, tedious or boring.
Postponing tasks that need to be done by a certain time deadline.
● Talking too long to customers about something not related to work – going beyond what
is required for the task and socialising
● Not paying attention and making many mistakes when doing something
● Not asking for help or delegating tasks to others (including in the family)
● Taking too many/long tea/coffee breaks
● Taking excessively long lunch hours

● Randomly calling family or friends
● Gossiping
● Chewing chat too often
● Drinking areke/tella too often
● Watching TV or listening to the radio for too long
● Checking out social media during regular work hours (telegram for example)
● Shopping unnecessarily
● Texting friends excessively
● Receiving and seeing-off too many visitors (non-work related)
● Watching people go by/hanging around/being idle.
● Excessive social gatherings - funerals, festivities, Remembrance Day (Teskar).
And here are some less obvious time wasters:
● Busyness – looking like you are busy when you are not working on important activities
for example, sweeping the floor too many times, going into many shops when you only
really needed to go to one
● Failing to manage distractions or remove yourself from them such as other people
talking, mobile phones, TV/radio, which limits your ability to focus on a task
● Taking on too many tasks – for example, you may want to start a number of businesses
at once, or start a business and work a full-time job at the same time
● Not taking sufficient breaks to help refresh your thinking and creativity.
ASK
What do you notice about this list?
[Clients should notice that we all fall into the trap of wasting time, and many of us
engage in similar time-wasting activities, and even engage in them together (gossiping,
drinking beer with other clients, for example).]
How can we help each other stop wasting time?
[Get ideas from the group, which should include reminding each other to get on with our
important tasks; helping each other remember deadlines, encouraging each other to be
more motivated.]
ASK

Who is willing to try to eliminate at least one time-wasting activity for the next week?
SAY
Write or draw the timewaster that you are going to eliminate in your notebook now.
[Give clients 2 minutes to write in their notebooks]
SAY
If you are committing to eliminate one time waster in the next month, let's clap three times
together and then stand up. Ready? Clap 1 – 2 – 3 !
Well done everyone. Next month we will check in on your progress. I will make the same
commitment and share with you how I am doing also!
Note to Facilitators: To build trust with the group, it is ideal if you are also willing to identify
and eliminate a time waster. So make sure to note down what time-wasting activity you are
ready to eliminate for yourself, and remember to practice between now and next session so
that you can report back to the group yourself.
8.5 Saving time! (45 minutes)
SAY
The good news is that we can learn easy strategies to save our valuable time. Let‘s think of
some strategies together.
ASK
Who has a suggestion on what techniques can you use to help you save or manage time?
[Get volunteers to share 2-3 ideas (“to do” list, limit mobile calls, limit TV watching hours,
limit socializing with friends, etc.)]
Knowing that many of us waste time, there is a lot of information available to help us save time.
Here are some common strategies.
1. Completing a simple diary or ―activity log‖ for a few days to analyze how you spend your
time
2. Creating a daily, prioritized ―to do‖ list in your coaching notebook
3. Set weekly activity goals
Let‘s look at some of these strategies more closely.
Time-Saver Strategy 1: Activity Diary or Log

An activity log can help you find more time in your day. It is a written record of how you spend
your time. Fill out a log daily so you can learn more about how you spend your time and find out
if you‘re doing your most important work during the right time of day. Log ALL the activities you
do throughout the day, and the duration.
The log can be drawn into your book, and look like this:
[Draw the empty table with just the header row on a flipchart page. Then use the text
below to give an example of how to complete the table. Tell clients that they can also
draw rather than write activities, and use a star rating for ranking the value (1 star = low
value, 4 stars = high value)
Time of Activity description How did I feel Time Value to my goals

Day (What was I doing) Duration (high, medium,
low, none
morning Got up, made breakfast Positive 1.5 hour low

for family and made
coffee. Helped children
get ready for school day
morning Phoned my supplier to Determined to get 15 minutes high

talk about inputs I need a good deal
for my business
afternoon Went to the market and Friendly to 4 hours high

worked at my business customers
early Closed the market stall Happy at first, 2 hours none

evening and went to meet a worried when I
friend for lunch saw time taken
Once you have logged your time for a few days, analyze your time. Then, apply one of the
following actions to various activities:
1. Eliminate jobs that you should not be doing at work (or at home!)
2. Schedule tasks that are the most difficult to the time of day when you have the most
energy (morning, afternoon?)
3. Reduce the time you spend on drinking coffee/tea frequently, taking long lunch
breaks, and gossiping.

Time Saver Strategy 2: Prepare a Daily “To Do” List
SAY
Experts recommend that if you really want to manage your time effectively, it is good to make
lists of what you need to do, and to identify clear priorities in your lists. If you are in the start up
phase for your business and are very busy, or have many responsibilities in your job, you might
want to create a Prioritized To Do List every day. You can make the list the night before for the
next day, then keep it with you and make sure you tackle the most important tasks first.
If you do not have so many tasks you need to remember to do every day, you could make your
To Do List for the whole week at one time..
Here is how to make a prioritized To Do List.

Write down all of the tasks you have to do in a
day or two. Include work or business-related
tasks, and personal tasks. Then rank the
tasks in order of importance. Assess how
many tasks you can realistically achieve in
one day. Only tackle those tasks and accept
that remaining tasks need to be left to another
day.
Sample Prioritized To-Do List
[Draw this list on a flip chart as an example. Write the activities FIRST. Then complete
the Priority Rating using a 5-star system (5 stars for activities that are very important,
down to 1 star for activities that are not important. Then cross out the activity on the
fourth line and write “do tomorrow” and cross out the stars. Then assign priority numbers
in the first column, with 1 being the MOST IMPORTANT task to do tomorrow, and the
next most important is 2, and so on.]
# Priority Star Rating

Activity or Task (words or drawings) (***** = very important;
* = not important)
4 Buy wood for shelves in market **
2 Go to Woreda Land office and apply for land permit *****
Find out price of tomatoes (do tomorrow) ***
Go to son‘s school to find out why he was asked to leave

1 *****
the school
3 Go the bank to deposit last month‘s savings ***

8.6 Create a prioritized To-do list (20 minutes)
SAY
Now we can practice creating our own Prioritized To Do List.
Step 1 Decide timeframe and draw table in notebook (3 minutes)
You can choose to make your list just for tomorrow, or focus on tasks and goals for the week
ahead. Draw the blank table in your notebook with at least 8 lines for activities. Get help from a
neighbour or from the facilitator if you need it.
Step 2 Fill in Activity Column (5-7 minutes)
Identify all the tasks (business or work and personal) and write or draw them in the lines of the
notebook. Only complete the second column right now, with each task on a separate line.
[Move around the group, making sure everyone understands what to do.]
Step 3 Complete the Start Rating and Prioritize (4 – 5 minutes)
Look at each task and decide on how important it is. For VERY IMPORTANT activities, give a 5-
star rating. For the least important activities, mark them with only one star. You can also assign
some tasks 4-stars, 3- stars or 2-stars.
Once you have prioritized the activities, number them starting with the most important task
first. If you have more than one task with a 5-star rating, you have to decide which is priority #1
or Priority #2, etc. Put the Priority Rating in the first column.
Activity or Task Priority Star Rating

#
(words or drawings) ***** = very important;
* = not important)
[Provide help where clients need it. Congratulate everyone at the end!]
SAY

One of the best ways to complete your to-do list is to get someone else to make sure you do it.
This person could be your ―accountability partner‖. Maybe it your spouse or a sibling or a friend.
You could show them your list and ask them to ask you about it at the end of the day. Can you
do this ?
[Get an indication from clients about an accountability partner. Remind them that even if
it feels strange at first, asking someone to help you keep your goals can be very
powerful.]
8.7 Idle or slow time (10 minutes)
SAY
During the lean season, there is a lot of free or idle time available, right?
You may find that you have a lot of extra time while you wait.
ASK
How can you avoid wasting this valuable but unplanned time?
[Write down ideas from 5 – 6 clients. And thank them. Then read the list below]:
SAY
Here are some other ideas about ways you can spend slow or idle times:
● Help your children with their school work
● Repair or maintain your home
● Get your house or workspace in order and organized for a time when you become very
busy
● Research more about your business idea; go out and network with similar business
owners; meet as many suppliers as possible
● Meet LH experts who can help you with questions about the business or job
● Meet clients who have been successful, and get more information from them about the
business or the job
● Meet clients who have not been successful and learn from their failures. There can be
more to learn from failures than successes.
● Take short courses online/information from social media (WhatsApp/Telegram) about

the kind of work you want to do
● Read as much as you can about my new livelihood on the internet.

Did you know that – according to productivity research, five common habits of people with good
time management skills are:
√ Use a calendar to schedule activities
√ Schedule small tasks – including those tasks that seem insignificant (but take time!)
√ Get organized at home
√ Put a high value on your time – make every second count, both professionally and
personally
Most people find it difficult to manage their time. Yet, it is one of our most important personal
assets. And with some practice, everyone can improve their time management, giving them
more time to do the things they love to do, and more time to create business or job success.
How are YOU going to improve your time management? I would like every person to commit to
trying one of the following strategies:

● Activity log/diary
● Priority daily to- do list
ASK
Who is going to be your accountability partner? If you are ready to commit to practicing one of
these time management strategies at home, please clap three times with me and stand up.
Ready? Clap 1 – 2 – 3 !
[End the session with lots of encouragement and commitment from facilitators

Session
Number/Title 9. Managing Conflict
Materials Picture book

Required Flip chart paper, markers and tape
Sticky notes or half paper (2-3 per person in group) with tape (and a
wall in training room where clients can tape their ideas)
Conflict resolution skills x 5 cards x 3 copies
Duration 2 hours
Experiential Card Sort Activity

Methods Triad Work
Simulations
Learning Participants will:

Objectives ● Understand the three main cause of conflict
● Conflict management strategies (five)
● Practice using strategies to solve conflicts.
Assessment At the end of the session, participants will be able to

Methods ● Use conflict management strategies to solve conflicts within
their family, their community or at their business or
workplace.
Acknowledgement
Source: this session has borrowed significantly from articles on MindTools website
(https://www.mindtools.com/ahlzx36/resolving-team-conflict) on resolving conflict:
Summary of session:
Clients will be able to name three different types of conflict, in which they will all be able to
relate. Clients will learn five skills (which build on skills previously taught in the Life Skills
program) they can use to solve conflict. They will practice these skills through role play
activities. At the end of the session, clients will commit to practicing the conflict resolution skills
when they engage with their spouse or other family members before the next session.

Note to Facilitator:
Note 1: prepare the conflict resolution skills cards (3 per skill) and the conflict scenario cards
(3 cards per scenario) in advance of the session. Keep the cards after the session to use with
other groups or as a review in Session 10.
Note 2: conflict exists in many communities in many regions. This topic is highly sensitive and
needs to be facilitated carefully. It is recommended that you not engage with clients on
specific, ongoing conflicts but encourage them to focus on skills that can be used to solve any
conflict (regardless of the size).
Use the same skills discussed here to manage conflicts that emerge during this session
during the discussion on causes of conflicts. Return group to the ―ground rules‖ and
importance of being high performing teams if clients want to discuss specific ongoing
community conflicts. Review team conflict management strategies here8 for more background
information.
9.1 Welcome and review sharing household responsibilities session (15 minutes)
Welcome back! I hope you are all well. This is our ninth session! We are learning a lot together.
After this session, we have one more session to go. Then you will be able to earn a certificate
for great participation!
Now, let‘s take some time to review shared household responsibility topics. How many of you
remember what we talked about?
[Solicit clients’ responses, and make sure they include ideas as noted below.]
● Typically, women have more responsibilities than men limiting their ability to participate
in the LH program
● Women and men have the capacity to share almost all household tasks and
responsibilities
potential.
● Nurturing care involves five key areas: good health, adequate nutrition, safety and
security, responsive caregiving, and early learning including play.
● Both women and men can provide nurturing care for children
8
Video link here: https://www.mindtools.com/ahlzx36/resolving-team-conflict

How many of you discussed these very important ideas with your spouse and other members of
your household? Please stand up. Who would like to share that experience with the group? Can
you also add if changes have been made at your household about sharing more responsibilities?
[Get 2-3 clients to share a summary of their discussions with their families.
Acknowledge stories of change!]
9.2 Causes of conflict card sort (30 minutes)
Where there are people, there is conflict. People bring different perspectives and knowledge to
a family, a team, a business or at the workplace, but sometimes differences can lead to conflict.
If you don‘t deal with conflict, it can lead to you making bad decisions or having unnecessary
disputes with others. When teams are in conflict, they do not produce.
You need to know how to handle it as a member of any of these groups. Conflict can be
resolved. When managed well, it actually improves relationships.
Video (03:49 minutes in length): watch this9 video to get an overview about conflict in the
workplace. Many of the ideas shared in the video are relevant to any situation of conflict
anywhere.
Note to Facilitator: you will need access to the internet to show this video. It is in English but
can be shown using ―closed caption‖, which is indicated by as CC. Using CC allows clients to
read text in English as back up to the narration.
SAY
There are many causes of conflict. But, in general, most conflicts are caused by at least one of
these causes , if not two or three together:
[Write the keywords for each cause on flip chart paper].
1. Unclear responsibilities - some people may feel they do more work than others, or resent
those who have fewer responsibilities. Blame and frustration can build due to unfinished
tasks.
ASK
Does this explain conflict in your family sometimes? Think back to last session on
sharing household tasks, and how much responsibility women have in the household.
2. Competition for resources - time, money, materials, equipment and skills are limited )or
very limited) resources. Competition for them can lead to conflict.
ASK
9
MindTools video link here: https://www.mindtools.com/ahcpfn4/conflict-resolution

Does competition explain conflict in the workplace, at your business?
3. Different interests - people may think about personal goals before they think about the
goals of a family, team or business.
ASK
Do different interests explain conflict in your family, at your business, in your

community?
Card Sort Activity
We are going to do a ―card sort‖ activity, which is like a private brainstorm. Each of you will get
three cards.
1. Think about one conflict in your life - now or in the past. The conflict may be within your
family, community, religious group, team or at the workplace or in your business.
The conflict can be very small and short-lived or something that has gone on for many
months or even years.
2. Draw a very simple picture of the conflict. Then underneath the picture, write the cause
of the conflict.
Let‘s do one together:
For example, I argue with my daughter because she never comes home from school on time.
She is supposed to look after my 1 year old son after school and is usually late coming home
from school.
So, on this card, I am going to draw the conflict - daughter and mother arguing. Cause: ―not
responsible‖.
Now, I am going to tape this conflict card on the wall.
[Give each client 2-3 “cards” (or half sheets of paper].
SAY
Now, by yourself or in pairs, think of a maximum of three conflicts. Draw them and write their
cause (in 1-2 words). Then give the conflict cards to me or tape the cards to this wall.
[Ask clients It is expected that responses will be very specific to issues in local
communities but the issues can likely be organized in categories. Give clients 5-10
minutes to create the conflict cards. Be sure to rotate through the group to ensure
everyone understands what to do. As clients begin taping their conflict cards to the wall,
start organizing them using the following headings: unclear responsibilities, competition
for resources, different interests, and “other”. The card sort photo below gives an idea of
what it could look like on the wall].

SAY
Can most of the causes of conflict in this community be organized under the three categories
we discussed earlier?
It is interesting that the categories I presented earlier came from research in North America, yet
they are also relevant in Ethiopia. This means that some strategies used in other places to solve
conflict may also work here.
9.3 Conflict resolution skills (45 minutes)
SAY
In many communities, there are traditional ways of addressing conflict at the community level,
and if these processes work, they should continue. Below are a number of skills you as an
individual (parent, business owner, worker) can use to address conflict on an individual level.
When you find yourself in a conflict situation, there are skills that can help you resolve
disagreements quickly and effectively.
I‘d like you to work in groups of three (a ―triad‖) to read one skill card.
1. Read and discuss the skill.

2. Put the ideas in your own words or drawing on a flip chart paper or in your notebook.
3. Think about an example of managing conflict where this skill (or was not practiced) and
what happened.
4. Be prepared to share the story with the whole group.
Before you begin, I will share a personal example:
[Facilitator, share your own example if possible].

My conflict resolution skill card says: manage your emotions. Back to my son, when he comes
home late from school, I feel very mad. I want to hit him and yell at him sometimes, I am so
mad. But I know I can‘t do that. I have to manage my emotions or I can commit permanent
damage to my son‘s mental health. So, I do not discuss the matter with him immediately. I tell
him I am too mad to talk and I don‘t want to say bad things, so I will talk to him later when I feel
more calm.
Now, I want you to read the skill card and discuss it in your triad.
Conflict resolution skill cards
1. Raise the issue early
Keeping quiet or too yourself only lets a conflict or misunderstanding

get worse. Also, speaking with other people about the problem first
can add to the rumors and misunderstandings.
Be direct and talk with the other party (person or group) with whom
you are having a disagreement.
Be ―assertive‖ and not aggressive. Being assertive means that you recognize that your rights
and desires are equal to (not more or less important than) others.
Being assertive helps you get to the root problem. Being aggressive indicates that you think
your needs and desires are more important than the other party (person or group).
2. Manage your emotions
Choose your timing when you talk to someone

about a conflict. If you‘re angry, you may say
something that you‘ll regret and this will make the
situation worse. Be careful to avoid playing the
―blame game‖ - that means that when something
goes wrong, don‘t immediately t to blame
someone else
Stay calm. Ask yourself, ―What is it I want to achieve here?‖ and ―What are the issues I am
having?‖

3. Show empathy
When you talk to someone about a conflict, it's natural to want to

tell you own side of the story, rather than hear out the other side.
But when two people do this, the conversation goes in circles.
Instead, ask the other party to describe their position, ask how
they think they might resolve the issue, and listen with empathy.
Empathy is the ability to understand other people‘s emotions,
and recognize other people's perspectives.
Putting yourself in the other person's shoes is an essential part

of negotiation. This helps you to build mutual respect and
understanding – and to achieve an outcome that satisfies both
parties.
4. Practice active listening
To identify the source of the conflict, you have to really listen. To listen actively:
Paraphrase the other person‘s point of view. This means put it in your own words. This shows
you‘re listening and really understand what they are saying.
Watch non-verbal signals. This means watch for signs that what they are saying and what
they are actually thinking are not the same. Are they crossing their arms but telling you
everything is okay? Are they sounding hesitant when they are trying to be positive?
Use appropriate body language. Nod your head, and keep eye contact to show interest and

make it clear that you‘re following them.
5. Acknowledge criticism and provide constructive

feedback
Some of the things the other person tells you

may be difficult to hear. But remember that
criticism or constructive feedback is about
behaviors and not you as a person. Be confident
and mature when you receive constructive
feedback from others. If you're unsure about why
the other person is giving you a specific type of
feedback, or if you feel that person might have
jumped to the wrong conclusions, then ask
further questions. It's important to clarify any
feedback while the person is giving it; if you don't,
you'll just think about it again and again later, and may even jump to some incorrect
conclusions yourself.
If you are providing ―constructive feedback‖ to another person, make sure you think about
your timing; be specific about what should change;
So, keep an open mind and use criticism to help you to identify areas to improve, perform
better next time, and grow.
[After 20 minutes, ask the triads to return to the whole group.]
ASK
Which triad would like to share their skill and story first?
[Listen carefully as triads share their skill and story. Make sure to correct them if they
have misunderstood the skill or their story is not related to the skill. Do not just say thank
you after they present, but actively listen and respond to their contribution.

After five presentations - one for each skill - stop the activity. Remind clients that the
purpose of the presentations are to share some but not all triad’s thinking. The most
important part of the exercise was the discussions in the triads].
SAY
Thank you to all the triads for sharing their learning. Together, we have taught each other the
five skills of managing conflicts. Who can remember all five skills? Stand up and share!
[Encourage the whole group to clap when one or two people can recall all the skills.]
9.4 Conflict management simulations (30 minutes)
Prepare three sets of scenario cards (three scenarios as described below).
SAY:
Now, it‘s time to put the five conflict management skills together to manage a conflict (simulation).
Back in your triads, I want you to read the conflict scenario card and decide who will take what role
(2 people), and who will be the observer. Simulate the scenario two times, giving everybody an
opportunity to act in the simulation. You won‘t all get a chance to be an observer.
Be sure to practice your communication skills (both listening and speaking), your assertiveness and
ability to think positively, and your critical thinking and problem solving skills as you address this
conflict with the other person.
As an observer, use the following checklist to give feedback at the end of each simulation. Write
down the key words in the checklist in your notebook so you don‘t forget what you skills you are
looking for.
Family Conflict
You learn from your gossipy neighbour that your daughter is planning to apply to attend high school
in a kebele 150 kms from your home. She has already applied to the school, and has looked in the
kebele for boarding. You are very upset, as you do not want her to be vulnerable in the city.
Business Conflict
Your friend owns a small vegetable selling business and is having trouble attracting customers.
Your kiosks are near each other at the market. One of your customers whispers to you that she is
telling your customers that you use poor quality seeds and too much pesticide to grow your
vegetables. You have noticed some of your usual customers buying vegetables from her. This may
explain why.
Workplace Conflict
You work in a local hotel as a housekeeper. Your manager tells you and your co-worker to clean all

the bedrooms on the second floor as fast as possible as a tour group was arriving soon. The rooms
are very dirty because construction workers slept in the rooms. Your co-worker soon disappears to
another place in the hotel, leaving you with an impossible task. You find her in the kitchen talking to
a waitress.
Conflict management observation checklist
Skill Rating (happy face, neutral

face, sad face)
1 Raise the issue early (you learn this because of what

the person says to the other person)
2 Manage your emotions
3 Show empathy (show understanding of the other

person‘s situation.
4 Actively listen (nod your understanding, solid eye

contact)
5 Manage receiving criticism as a mature adult
6 Provide helpful feedback to the other person.
This session is the second last session in the life skills training program. Managing conflict relies on
skills you have learned throughout the training program.
ASK
What are the five skills you can use in any conflict, big or small?
(Solicit input from 2-3 clients on skills and make sure all five skills are noted).
Now, most importantly, are you going to use these skills when you find yourself in a conflict with
your family, relatives, co-workers, and business relations? Stand up and together let‘s make a
whole group commitment clap!
I want everybody to practice these skills before the next training session. I will be asking all of you
to share your experiences.

Appendix for Session 9:
Transcript for video on managing conflict:
- Welcome to Mind Tools' Video Learning Series.
Conflict is something we've all seen and heard at some point in our lives and likely taken part in
too. Where there are people, there's a risk of conflict. Ultimately, this is because we're all
different. We have different opinions, values and ideas.
Sometimes conflict is good. It may even lead to a deeper understanding of one another, but left
unchecked, it can cause feelings to fester, morale to drop and relationships to break down.
Generally, workplace conflict can be caused by one of two things. The first is personality
conflict. In other words, disagreements between individuals. These are often driven by emotions
such as anger, stress and frustration. The second is substantive conflict. These are tangible
task-related things. For example, a controversial decision made by a manager, the performance
of another team member or a change in your company's direction or its culture.
If you find yourself in a conflict situation, there are five approaches you can use to resolve it.
First, raise the issue early. Keeping quiet will only cause resentment to fester. So speak to the
other person if you can. Avoid talking to other people first as this can cause rumor and gossip to
spread.
Be assertive, not aggressive. This will encourage the other person to do the same and allow you
to get to the root cause of the problem faster. If you're not comfortable going to them directly,
talk to your manager about the situation first.
Emotions often run high when conflict arises, so be careful to pick the right time to talk to the
other person about it. If you're angry, you may say something you regret. Stay calm and ask
yourself, what do I want to achieve here? What is the main issue? And how can it be resolved?
It can be hard to look past your own experience of the situation, but try to put yourself in the
other person's shoes. Invite them to describe how they view things and what they think can be
done to resolve the situation. This will help to build mutual respect and understanding and will
more likely lead to an outcome that satisfies both parties.
Don't be tempted to jump in and interrupt, even if it's painful to hear. Instead, listen actively.
While they're talking, nod your head to demonstrate that you're paying attention. And when
they've finished, paraphrase their key points to show you've understood.
Pay attention to their body language too. If someone is saying all the right things, but they have
their arms folded and won't make eye contact, it's a sign that something might still be wrong, so
ask them about it and make sure you're both on the same page.

Finally, acknowledge any criticism. Some of the things the other person tells you may be difficult
to hear. If what they're saying is fair, take it as constructive feedback, keep an open mind and
use their feedback to help you identify areas that you can improve and grow from.
To learn more about conflict resolution, read the article that accompanies this video.
© 2022 Mind Tools by Emerald Works Limited.
Session Number/Title 10. Accessing Support / Review / Celebrate

Materials Required ● Problem cards (1-2 per pair).
● You must prepare cards in advance of this session.
● Neatly write information on slips of paper (See 10.2 below for more
details about what to write on the cards.)
● Local resources information sheet handout (to be created by each
facilitator), enough copies for all participants.
● Picture Book
● 17 flip chart papers or other large paper with session key
messages (facilitator to prepare in advance).
● 17 blank flip chart pages for clients to create drawings linked to the
session key messages
● Colour pens, pencils, markers
● Sticky tape
● Certificates of completion/participation for all clients who
participated in 80% (8 of the 10) of the sessions (filled in with client
names and signed in advance)
● Clients‘ Future Self drawings.
Duration 2.5 hours

Experiential Methods ● Pair work
● Group discussion
● Role plays
Learning Objectives At the end of this session participants will:
● Understand that social services provided by the Government and
other service providers in the community are available to them
● Understand ten life skills competencies to be practiced at home
and in their businesses.
Assessment Methods Participants will be able to explain what services are available in their
community and will commit to using all ten life skills competencies in
their daily lives in the future.
Summary of session:
This session has two parts. The first part is focused is designed to help clients realize they have
a wealth of Government, NGO and private resources available to them, and they have every
right to access these resources. As this is the last session, the second part is focused on
reviewing the content of all ten sessions, to deepen key messages and encourage clients to
practice the skills. They will also practice how to engage with Government and other officials to

ask for what they want or need.
Note to Facilitator:
Advanced Preparation:
Using the Problem Card table below, take each problem in Column 1 of the table, and write it
clearly on a small piece of paper. You can also identify other problems. Have enough problem
cards so that each group of 3 people can discuss 2 cards (up to 20, some can be repeated on
more than one card).
Spend time researching Government and other social, financial services available to clients in
your community before this session. Have on hand contact information (address, phone
numbers) of service providers, prepare an information sheet on service providers, and distribute
to clients at the end of this session.
Prepare a Contact Information Sheet with addresses and telephone numbers of local area
service providers based on Column 2 in the Problem Card table, and distribute to clients at the
end of this session.
See 10.5 below to understand the preparation required for the Gallery Walk.
10.1 Welcome and review of previous session (10 minutes)
SAY
Welcome back! This is tenth and last session of the life skills program! Amazing. You have all
participated actively in these training session, and have tried hard to apply these new ideas to
your life.
[Add 2-3 acknowledgements about this particular group’s accomplishments].
We want you to keep working on using these skills and helping family members to use them too.
Today we will review the key messages. Remember that after this session you will continue to
get support for these and other skills.
During Session 9, we discussed how to manage conflicts. We learned that all conflicts – big and
small – are usually the result of one or more of the three causes. Stand ups if you can
remember one or more of the causes.
[Give clients a minute to think about the question. Ask those standing to share one idea.]
That‘s right. Most conflicts are caused by one or more of the following:

● Unclear responsibilities - some people may feel they do more work than others, or
resent those who have fewer responsibilities. Blame and frustration can build due to
unfinished tasks.
● Competition for resources - time, money, materials, equipment and skills are limited
(or very limited) resources. Competition for them can lead to conflict.
● Different interests - people may think about personal goals before they think about
the goals of a family, team or business.
Now, who can remember one of the conflict management skills?
[Clients should be able to recall: raising the issue early, managing your emotions, active
listening, showing empathy, acknowledge criticism and provide constructive feedback].
Most importantly, who can share a time when they used these skills to solve a conflict. I‘d like to
hear from at least two clients,
[Ask clients to share a story, encouraging them to focus on how they used the skills,
without focusing too much on the conflict or individuals. Remind people that what is
shared during today’s session is confidential].
Thank you. Now, it is so important to use these skills as you start out in your new business or
new work. We should expect to deal with conflicts in all aspects of our lives, but it is important to
use skills to manage them well.
10.2 Introduce accessing Government services (5 minutes)
SAY
Now, before we start our review of all ten sessions, I want to remind you that as the training
programs end on PSNP4, you will continue to get support through ongoing contact with me as
the DA and also a community facilitator. These meetings will continue and be lead by
community facilitators. You will continue to support each other and get support from CF.
We also want to remind you of the support you have access to in this community – from the
Government, NGOs and even private organizations. Today, we are going to explore these
resources.
ASK
What offices, services or resources are available to help you in your community?
[Encourage 3-4 clients to share their knowledge, and write key words on the flip chart
paper].
That‘s right. There are many services and resources available to you and your family. Some of
the services can help with health, educational or financial needs. Other services can provide

worker and small businesses with licenses, land registration, market information, employment
options, etc.).
10.3 Matching family needs with Government services (30 minutes)
(Show the image below in the picture book)
SAY
Sometimes it is hard to know where to go for support, especially if you are under pressure or
worried (remember the session about problem solving and how emotions impact our ability to
make good decisions?).
Now, we will brainstorm about the social services available to you and your family, and the
essential business or employment services you can access to pursue your livelihood(s).
Find a partner. If you can‘t read very well, find a partner that can read.
[Get help from a client to distribute problem cards to each pair.]
ASK
PAIR ACTIVITY
In pairs, read the problem.
Discuss ways you can solve the problem by accessing Government and other services.
So, for example, your problem card says:
―I want to learn how to make clothes‖. Where can this person go to learn this skill?
Problem cards:

IMPORTANT NOTE: only distribute the problems – one problem per card – to a pair of clients.
The information in Column B will be shared with clients after the PAIR activity.
The facilitator will complete column B, based on services in the community.
A B
(FOR CLIENTS) (FOR FACILITATOR)
Problem or needs card (distribute) Government and other service options
1 My 3-year-old daughter has had Look online for information
diarrhoea for 3 days. Go to community health centre
2 We don‘t have enough food Go to school and ask that your children to
become part of the school feeding program
Go to feeding center, approach social
protection programs
3 I don‘t have enough money to buy Join an Iquib.
supplies for my business Apply for a loan at the RUSACCO, local MFI
4 I need help planning the number of Go to the nearby clinic or health center and
children I want to have seek for family planning
5 I should not have to pay taxes Go to revenue office and ask if you deserve tax
exemptions
6 I need to get land for my business Go to kebele office of land management and
apply for access to workplace
7 I don‘t know much about healthy eating Go to the office of health or agriculture and
seek advice on nutrition
8 I need to protect my business from theft Go to insurance agencies and seek for
and other damages insurance cover
9 I need to register my business Go to woreda office of one stop service and
apply for business registration
10 I need to get a license for my business Go to kebele office of trade and apply for
business licensing
11 My husband and I are having problems Go to health post / health center and seek for
limiting the number of children in our family planning service
family
12 I need to find out the market price for Go to trade office and seek for updated market
products I produced to sell, such as price information
tomatoes
13 I want to work in a hair salon. I need to Enrol in program at local technical college
learn skills.
14 I want to stop my son from being made Go to school and talk to the head teacher.
fun of at school by other kids. (bullied).Explain the situation, and ask for advice from
the school
15 My chickens are sick Take photos of the chickens.
Go to Government veterinarian post.
16 I broke my leg Call for Ambulance to get you to hospital
17 I disagree with officials about not being Report to Appeal Committee and get the cases
part of livelihood program resolved
18 I want to improve my reading and writing Go to the Education office and inquire about

A B
(FOR CLIENTS) (FOR FACILITATOR)
Problem or needs card (distribute) Government and other service options
adult literacy programs.
Go to a local NGO and ask about adult literacy

programs
19 I need a birth certificate Go to Kebele Vital Statistics Office
22 I need to get a national ID card. Go to Kebele office and obtain resident ID card
21 I have not been getting my PSNP cash Report to the Kebele appeal committee and get
transfers. the matter resolved
23 I need to borrow money Go to an MFI. Become a member of a local
Equb. Borrow from a family member.
24 I need to open a bank account Get help from the LH DA, CF or facilitator
25 I need to know what seasonal jobs are Go to the One stop center and apply for job
available in my community opportunity
26 I need to diversify my livelihood activities Contact DAs and seek for advice and support
27 I need to get access to health services to Go to kebele health center and register for
my entire family community health service scheme
28 I want to install and use solar panels to Go to a private dealer and register for solar
electrify my house panel supply and installation
29 I want to get sponsorship for my daughter Go to Kebele / Woreda administration or local
to attend her higher education program NOs to solicit for their sponsorship
30 I need my shoat herds protected from Go to local veterinary service provider to get
common diseases appointment for vaccination, and get the shoat
herds vaccinated
[Give pairs 10 minutes to talk about what resources they can use to solve the problem
on their card.
Ask volunteers to share their problems and suggested services. If volunteers’ responses
are not correct, please correct or add to their response. Go around to 3-4 pairs and
discuss responses.
Show the table of problem cards and possible social services.
Distribute an information sheet about Government and other service providers.]
ASK
What other information or support do you or your family need?
[Clients may need to think about this question for a moment. If they come up with
questions you don’t know the answer to, let them know that you will find out the
information for you or help them to find out the information].

10.4 Be confident and communicate (10 minutes)
SAY
Now that you are aware of the many support services available to you, let‘s talk about how you
will get help when you need it.
ASK
How many of you feel uncomfortable, nervous or are afraid when going into a Government
building?
[See a show of hands. Many clients may have this experience.]
What are the reasons for your feelings?
[Clients may say they feel intimidated because they are not well educated, smart, poor,
new to the community, and/or have difficulty explaining what they need.]
SAY
Do you know that the Government‘s role is to support you when you need it, to help you, as an
Ethiopian citizen or refugee. This is its main responsibility. It is your basic human right to get
support when you need it. Schools, clinics, land management offices, vet services – all of these
services are in place for you. The Government collects taxes from people like you to pay for
these services. In a way, as an Ethiopian you have earned the right to use these services. So,
you need to use them. But like you, many people feel scared about asking for help from doctors,
nurses, headmasters, and other ―officials‖. This is common.
ASK
So, how can you prepare yourself to be confident when going to an office? What can you do
beforehand to prepare for your visit?

Clients should suggest the following:
● Be prepared - have all the information (forms, etc.) you need

● Think back to the communication skills session – remember to use effective speaking
skills
● Practice explaining the situation to a family member
● Ask someone from your family to come with you to the office and help you explain the
situation
● Try to relax before going to the office – go for a walk, pray, do whatever helps you to
relax.
10.5 Review and refresh life skills competencies - Gallery Walk (45 minutes)
Note to Facilitator: This activity requires advance preparation. Using the ―wrap up‖ session of
each session, make session summaries using the most important key words for each topic. Put
key messages for one session on one paper. For example, key messages about the session on
Workplace Habits, Attitudes and Behaviours might look like this:
SAMPLE SUMMARY FLIPCHART
Appropriate Workplace Habits, Attitudes and Behaviours

1. Dress neatly and appropriately for work.
2. Be on time.
3. Contact your supervisor if you are going to be late or must be absent
4. Manage your time well and work with focus.
5. Speak politely and with a respectful tone of voice to co-workers.
6. Be honest.
7. Keep discussions and interactions related to work.
8. Keep a positive attitude.
9. Be respectful of others and of your work environment.
10. Avoid personal mobile phone usage in the workplace.
Summaries should be prepared for all sessions EXCEPT
● Session 1: Introduction and Commitment to Learning,

● Session 3: Pathway Selection and
● Session 19: Household Asset Building and Security
● Session 20: Linkages for Success (since key messages are reviewed at the start of this
session)
Display the Summary flip charts around the room.
Each group of three clients will be able to choose one session to create a drawing or visual
―masterpiece‖ representing some of the key ideas or themes. These will then be displayed

beside the Summary Sheets.
Reminder for facilitators: If you coach more than one group of clients, KEEP YOUR SESSION
SUMMARY SHEETS for use with another coaching group.
SAY
You will see Summary Sheets with key messages from most of our sessions displayed around
the room.
I would like you to work in groups of three people. Each group can select one session or topic
area. As a group, we want to create art summarizing the topic. Make a series of pictures or
drawings or one large ―masterpiece‖ that includes all of the ideas in one ―painting‖. Be creative
and have fun!
[Ask clients move into groups of three. Give each group one session summary. Give
groups 30 minutes to create their topic masterpiece. Visit each group while they are
working and provide reminders as time becomes short.]
SAY
Now that you have completed (or almost completed) your masterpiece, it is time to put it up in
our gallery.
Each group should stick their masterpiece on the wall beside the Summary Sheet for that
session.
One member of the group should stand by the masterpiece while other members circulate
around the ―Gallery‖.
The group spokesperson should be able to explain to any observer all the key ideas captured in
that masterpiece about the topic.
[Walk around the room talking to spokespersons about their topic.]
[At the end of this activity, the facilitator should highlight some key messages only on
those competencies that you feel need to be refreshed for the whole group (savings,
time management, budgeting, for example), based on your knowledge of the group, or
on those competencies that were note being made into a visual masterpiece by one of
the client triads.]
Images could look like these drawings:

Note to Facilitator: if the group is small at this stage in the LH process, let‘s say under 15
people, then groups could act out or demonstrate or role play key messages about ―their‖
topic, rather than make masterpieces.

10.6 Celebration and certificates (30 minutes)
Note to Facilitator: if resources allow, consider organizing a celebration event, and invite
clients‘ family members, relatable role models who met clients in Session 2, and Government
officials. If possible, provide snacks. Take photos.
Ask clients to post their Future Self pictures on the wall, and invite guests to walk around the
gallery, and ask clients about the status of their goals and their Future Self.
Ask PSNP officials to hand out the certificates to clients.
Talk to high achievers in your group about being peer mentors for clients who enrolled a year
or more later than them.
[Each participant who has attended at least 80% (8 sessions) of the classes is entitled to
a completion certificate. See sample below.]
SAY
I am very honoured and excited today to be able to congratulate you for completing the
Financial Literacy and Life Skills Program.
You have all worked very hard and made so much progress. I have learned things from you,
and we have learned things together.
Today I am happy to present you with certificates of completion for this program. Please come
forward for your certificate when your name is called.
[If a higher official – for example the PSNP Coordinator, has agreed to present
certificates, introduce them to clients and say that you will call each person forward for
the official to give the certificate.]
[Call client names one by one. Try to also say some personal words about the client and
something that you remember about them from some point in the training program and
personally thank them.]
[When all certificates have been completed, encourage all clients to congratulate each
other and give the group a round of applause.]
SAY
Remember that you will continue our monthly coaching sessions for another 12 months. Let us
continue to support and encourage each other through those coaching sessions and in our
everyday interactions in our community. We have shown how much we can achieve together,
and we will continue to grow and achieve more by supporting each other.
[Remind clients of the date and location of the next coaching session before bringing the
celebration to a close.]
END

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Enhancing Livelihood Support

Life Skills Training Program

2 | PSNP5 Life Skills Training Program for Livelihoods Clients

3 | PSNP5 Life Skills Training Program for Livelihoods Clients

4 | PSNP5 Life Skills Training Program for Livelihoods Clients

Alinea International gratefully acknowledges the generous contribution made by these

5 | PSNP5 Life Skills Training Program for Livelihoods Clients

Definition of life skills

6 | PSNP5 Life Skills Training Program for Livelihoods Clients

Overview of the Life Skills Program

The program is structured as 10 – 2-hour sessions to be delivered to a group of clients in an

7 | PSNP5 Life Skills Training Program for Livelihoods Clients

Recommended group size

About this training package

―Must Have‖ Teaching and Learning Materials

8 | PSNP5 Life Skills Training Program for Livelihoods Clients

9 | PSNP5 Life Skills Training Program for Livelihoods Clients

Preparation for training

Successful training requires preparation. It is highly recommended that facilitators carefully

10 | PSNP5 Life Skills Training Program for Livelihoods Clients

Respect and inclusion

Maintaining a learning environment that is respectful of poor women is particularly important.

11 | PSNP5 Life Skills Training Program for Livelihoods Clients

Experiential Methods Participatory introductions

Learning Objectives Participants will:

1.1 Introduction to the life skills program (15 minutes)

12 | PSNP5 Life Skills Training Program for Livelihoods Clients

As LH clients, by actively participating in this training, you will learn:

1. think more positively and imagine yourself out of poverty

13 | PSNP5 Life Skills Training Program for Livelihoods Clients

1.3 Working as a group/Understanding group dynamics (45 minutes)

14 | PSNP5 Life Skills Training Program for Livelihoods Clients

THINK- PAIR - SHARE

15 | PSNP5 Life Skills Training Program for Livelihoods Clients

There are some great ideas here.

Guidelines for Group Effectiveness

[Seek responses from the group.]

16 | PSNP5 Life Skills Training Program for Livelihoods Clients

Role play #1 - Side-Talking

Role Play #2 - Long Stories

1.4 Personal commitment (15 minutes)

Note to Facilitators: Make at least 30 photocopies of the Client Commitment Form in

17 | PSNP5 Life Skills Training Program for Livelihoods Clients

HANDOUT: CLIENT COMMITMENT FORM

Name (first, father‘s)

Mobile phone number

Start date in PSNP:

attend as many life skills trainings (10 meetings) as possible

bring my notebook and pen to every class

ask questions when I don‘t understand

18 | PSNP5 Life Skills Training Program for Livelihoods Clients

commit to sharing my learning with my family members

work well with other people in the group

help other people when I can

help the trainer when I can.

Client Signature: ____________________________ Date: __________________

Facilitator Signature: ________________________ Date: __________________

1.5 Wrap up (10 minutes)

This concludes the first of 10 sessions. We discussed a number of topics.

What is one topic that was important for you?

19 | PSNP5 Life Skills Training Program for Livelihoods Clients

Learning Objectives Participants will:

2.1 Introduction and review of previous session (10 minutes)

20 | PSNP5 Life Skills Training Program for Livelihoods Clients

Client Signature: __________ Date:

Facilitator Signature: ______ Date: