The CLASH Wellbeing Guide Version

Total Page:16

File Type:pdf, Size:1020Kb

The CLASH Wellbeing Guide Version The CLASH Wellbeing Guide Version 1.8 1 This version published: … This guide was compiled by clinical psychologists Phillip Kelly and Toby Newson, using information from a range of sources including: NHS England, National Ugly Mugs, Beyond the Gaze, Talk to Frank. It was produced for the CLASH and SHOC sexual health clinics at the Mortimer Market Centre in central London. Other contributors: Caitlin Kiddy Kaylee Linton Del Campbell Naomi Adams A number of people with lived experience of the sex industry also contributed to the development of this guide. The authors have tried to ensure that all information is correct at the time of release. Copyright © 2020 Central and North West London NHS Foundation Trust. All Rights Reserved. CLASH/SHOC Mortimer Market Centre Capper St, Bloomsbury London WC1E 6JB Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 2 Introduction This guide was created to help sex workers improve their wellbeing, work safely and know their rights. It was developed with the support of people with lived experience of the sex industry in order to try to make it as relevant and useful as possible. The guide is designed for people living near London, but it may also be of use to people living elsewhere in the UK. Being a sex worker is a legitimate job. Sex workers have the right to work in safety without facing abuse, harassment or injustice, just like everyone else. Sex workers also have the right to access support to ensure their health and wellbeing. We know that sex work can often involve feeling lonely and isolated. If you’ve been feeling like this, you aren’t alone. The good news is that there is help out there, from public services like the NHS, from charity and community groups, and from other sex workers. When writing this guide, we have tried as much as possible to make it for all sex workers. We know that every sex worker works differently, but we didn’t want to exclude some kinds of sex-workers, or prejudge what kinds of information would be useful. As a result, some of the topics may be relevant to you, and some may be less so. Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 3 Main Menu Wellbeing and Mental Health Safety Physical Health Drugs and Alcohol Male, Trans and Non-Binary Sex Workers Legal Issues, Police and Tax Exiting Sex Work Useful Organisations Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 4 Wellbeing and Mental Health Sex workers can face lots of challenges in their lives. Lots of sex workers feel worried, low, or isolated at times. If you’ve been feeling like this, then you aren’t alone. The following sections contain some suggestions about how to manage these issues. In this section: Feeling Low, Worried or Anxious Sexual Assault Back to Main Menu Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 5 Feeling Low, Worried or Anxious We all feel low or worried sometimes. However, if those feelings don't go away or are stopping you from carrying on with your normal life, you may need to make some changes or get some extra support. Here are common signs that you may be experiencing difficulties with low mood: • low mood lasting 2 weeks or more • not getting any enjoyment out of life • feeling hopeless • feeling tired or lacking energy • not being able to concentrate on everyday things like reading the paper or watching television • comfort eating or losing your appetite • sleeping more than usual or being unable to sleep • having suicidal thoughts or thoughts about harming yourself Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 6 Here are common signs that you may be experiencing difficulties with anxiety or worry: • Feeling nervous, restless or tense • Having a sense of impending danger, panic or doom • Having an increased heart rate • Breathing rapidly, sweating, or trembling • Feeling weak or tired • Trouble concentrating • Having trouble sleeping • Regular stomach problems The good news is that there are things that can help us manage or cope with these feelings. Lots of sex workers find talking to other sex workers or people with knowledge of the industry can help with these problems. You could do this in person by attending events run by charities or community groups, or through online sex worker groups. To find out more click here. You can also talk to your GP about what help they can offer and what other services are available. Sexual health clinics may also be able to tell you about special support services for sex workers. Another option is to get help from the NHS. You can find your local talking therapies service here. Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 7 Making small practical changes can also help. Here is a list of ideas: • Speak to someone you feel supported by about how you’ve been feeling (friends, family, supportive and like-minded sex-worker) • Try to get some regular exercise • Aim to get a good night's sleep • Keep to a healthy diet • Reduce your drug or alcohol intake • There are certain apps that may help in the NHS App Library. Here are some tips from other sex workers: • Eat something, anything. Ignore the balanced meal and eat what makes your soul happy- I suggest using Ubereats. Finding it hard to face food? Try something easy like yogurt or a banana, or drink something with calories. • Call a friend who ‘gets it’. Other options include venting online, especially in sex worker only spaces. • Changing the format I work in often helps me. If I need routine and structure I head to a parlour. If I need to be at home as much as possible I offer shorter services to reduce the number of hours spent with clients. • Three things I do: bath, wine and a good book. This is my time; no one can interrupt this. Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 8 • I also do something to tune out of the world. For me, I reread a favourite book, watch my favourite TV show or eat my favourite food. • Sometimes you might feel like you are backsliding, but if you are trying to fix all your unhelpful habits at once it can be very hard to stay grounded. Its ok to not be perfect, especially if that’s the best way to get through a hard day. You don’t need to try to fix everything at once! Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 9 Sexual Assault Sexual assault means an unwanted sexual experience: when someone does something sexual to someone else without their agreement or consent. Everyone has the right to work without threat of abuse or assault, whether they are a sex worker or not. Sexual abuse is never acceptable, and is not an ‘occupational hazard’ of being a sex worker. Sex workers do not ‘leave consent at the door’ when they go into a sexual encounter with someone. If a sex worker has been sexually assaulted or raped, it is not their fault in any way. The responsibility always lies with the attacker, not the victim. UK law recognises this. If someone is raped or sexually assaulted, they might experience the following: • feel ashamed or even guilty about what happened • feel depressed or suicidal • have flashbacks • have difficulty focusing or sleeping • feel numb and in shock • be tearful, angry or irritable. These are all normal human reactions and might last for some time. It’s important to remember what happened is not your fault and you’re not alone. Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 10 If you have been sexually assaulted, you don't have to have a forensic medical examination. However, it can provide useful evidence if the case goes to court. The following services will all provide treatment or support depending on your preference: • The Havens, a specialist centre in London for people who have been raped or sexually assaulted. Telephone - 02032996900 • You can find the location of your nearest NHS Sexual Assault Referral Centre here. • You could see a nurse or GP at your local surgery. • Alternatively you could attend a sexual health clinic, a contraception clinic, or an accident and emergency (A&E) department. For telephone support, you could contact: • The Rape Crisis national freephone helpline: 0808 802 9999 - 12-2.30pm and 7-9.30pm • The 24-hour National Domestic Violence Helpline 0808 2000 247 – 24 hour • NHS 111 – 24 hour The following charities also offer support: • Women's Aid • Victim Support • Women Against Rape • The Survivors Trust Go to: Introduction - Main Menu - Wellbeing and Mental Health - Safety - Physical Health - Drugs and Alcohol - Male, Trans and Non-Binary Sex Workers - Legal Issues, Police and Tax - Exiting Sex Work - Useful Organisations 11 • Survivors UK (for male victims of sexual assault) If a someone close to you has been raped or sexually assaulted: • Don't judge them, don't blame them.
Recommended publications
  • Sex and Reproduction
    vv ISSN: 2690-0815 DOI: https://dx.doi.org/10.17352/ijsrhc LIFE SCIENCES GROUP Mohamed Nabih EL-Gharib* and Sherin Barakat Albehoty Review Article Department of Obstetrics & Gynecology, Faculty of Medicine, Tanta University, Tanta, Egypt Sex and Reproduction Received: 10 March, 2018 Accepted: 11 April, 2018 Published: 12 April, 2018 Abstract *Corresponding author: Mohamed Nabih EL-Gharib, Department of Obstetrics & Gynecology, Faculty of Sexual intercourse is a union between two people of different sexual acting in a social context in Medicine, Tanta University, Tanta, Egypt, accordance with their physiological and psychological needs. Sexual relationship provides a physical E-mail: closeness which gives the comfort and support which is essential for all relationships. Keywords: Sexual intercourse; Pregnancy; Positions Many years ago, Aristotle was aware of a woman’s ability to conceive in any coital position. The time of sexual intercourse of ovulation is the main determinant of conception, not coital position. As regards pregnancy, it is not a safe thought to stop coitus until the time of ovulation because one might overlook it. https://www.peertechz.com Pregnancy often has an infl uence on a couple’s sexual activity, although it has no uniform effect on sexual feelings or function. Some women will fi nd that their sex drive signifi cantly increases during their pregnancy, while others will experience a decreased interest in sex. Lastly, we answered the question what are the best coital positions during pregnancy. Introduction Although sexual activity has, until very lately, being essential to breeding, this did not preclude the non- In biological terms, the urge to reproduce is one of the reproductive importance of sexual relationships and non- strongest basic drives.
    [Show full text]
  • Topics in Human Sexuality: Sexuality Across the Lifespan Adulthood/Male and Female Sexuality
    Most people print off a copy of the post test and circle the answers as they read through the materials. Then, you can log in, go to "My Account" and under "Courses I Need to Take" click on the blue "Enter Answers" button. After completing the post test, you can print your certificate. Topics in Human Sexuality: Sexuality Across the Lifespan Adulthood/Male and Female Sexuality Introduction The development of sexuality is a lifelong process that begins in infancy. As we move from infancy to adolescence and adolescence to adulthood, there are many sexual milestones. While adolescent sexuality is a time in which sexual maturation, interest and experience surge, adult sexuality continues to be a time of sexual unfolding. It is during this time that people consolidate their sexual orientation and enter into their first mature, and often long term, sexual relationships. This movement towards mature sexuality also has a number of gender-specific issues as males and females often experience sexuality differently. As people age, these differences are often marked. In addition to young and middle age adults, the elderly are often an overlooked group when it comes to discussion of sexuality. Sexuality, however, continues well into what are often considered the golden years. This course will review the development of sexuality using a lifespan perspective. It will focus on sexuality in adulthood and in the elderly. It will discuss physical and psychological milestones connected with adult sexuality. Educational Objectives 1. Discuss the process of attaining sexual maturity, including milestones 2. Compare and contrast remaining singles, getting married and cohabitating 3.
    [Show full text]
  • Clinical Practice Guideline for Care in Pregnancy and Puerperium
    Clinical Practice Guideline for Care in Pregnancy and Puerperium CLINICAL PRACTICE GUIDELINES IN THE SPANISH NHS MINISTRY OF HEALTH, SOCIAL SERVICES AND EQUALITY CONSEJERÍA DE IGUALDAD, SALUD Y POLÍTICAS SOCIALES CPG FOR CARE IN PREGNANCY AND PUERPERIUM a Clinical Practice Guideline for Care in Pregnancy and Puerperium CLINICAL PRACTICE GUIDELINES IN THE SPANISH NHS MINISTRY OF HEALTH, SOCIAL SERVICES AND EQUALITY MINISTERIO MINISTERIO DE ECONOMÍA DE SANIDAD, SERVICIOS SOCIALES Y COMPETITIVIDAD E IGUALDAD CONSEJERÍA DE IGUALDAD, SALUD Y POLÍTICAS SOCIALES This CPG is an aid to decision making in healthcare. The compliance of this guide is not mandatory, nor does it replace the clinical judgement of the healthcare personnel. Edition: 2014 Edited by: Ministry of Health, Social Services and Equality. Edited by: Andalusian Agency for Healthcare Technology and Assessment. Regional Ministry of Equality, Health and Social Policy - CONSEJERÍA DE IGUALDAD, SALUD Y POLÍTICAS SOCIALES NIPO: 680-13-122-7 This CPG has been produced under the collaboration agreement signed by the Carlos III Health Institute, an autonomous body of the Ministry of Science and Innovation and the Fundación Progreso y Salud of the Ministry of Gender, Health and Social Policies of the Regional Government of Andalusia in the framework of developing activities of the Spanish Network of Agenciesfor Health Technology Assessment and NHS benefits, financed by the Ministry of Health, Social Services and Equality. Suggested citation Working Group of the Clinical Practice Guidelines for Care in Pregnancy and Puerperium. Clinical Practice Guideline for Care in Pregnancy and Puerperium. Ministry of Health, Social Services and Equality. Agency for Healthcare Technology Assessment of Andalusia; 2014.
    [Show full text]
  • Preenisha Naicker
    Sexual risk amongst teenage mothers in a selected KwaZulu-Natal secondary school within a context of HIV/AIDS. Preenisha Naicker A dissertation submitted for the degree of Master of Education in the School of Education, University of KwaZulu-Natal. December 2014 0 Declaration I, Preenisha Naicker (Student No: 208510657) declare that: i. The research report in this thesis, except where otherwise stated is my original work. ii. This thesis has not been submitted for any degree or examination at any other university. iii. This thesis does not contain other person’s data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other researchers. Where other sources have been quoted, then: a) Their words have been re-written but the general information attributed to them has been referenced. b) Where their exact words have been used, their writing had been placed inside quotation marks, and referenced. iv. The work described in this thesis was carried out in the School of Education, University of KwaZulu-Natal, from 2013 to 2014 under the supervision of Dr S Singh (research supervisor) and v. The Ethical Clearance No: HSS/0676/013M was granted prior to undertaking the fieldwork. Signed by me: _______________________ 1 Dedication My Humble Pranams at Thy Lotus Feet of my Divine Guru - Bhagawan Shri Sathya Sai Baba whose divine omnipresence, grace, teachings and plans to prosper me have been instrumental in shaping this journey in incredible ways. TO: My parents, the epitomes of selflessness and unconditional love, to whom I dedicate this dissertation. I sincerely thank you for being my pillars of strength and reassuring me every step of this journey.
    [Show full text]
  • Sexuality Across the Lifespan Childhood and Adolescence Introduction
    Topics in Human Sexuality: Sexuality Across the Lifespan Childhood and Adolescence Introduction Take a moment to think about your first sexual experience. Perhaps it was “playing doctor” or “show me yours and I’ll show you mine.” Many of us do not think of childhood as a time of emerging sexuality, although we likely think of adolescence in just that way. Human sexual development is a process that occurs throughout the lifespan. There are important biological and psychological aspects of sexuality that differ in children and adolescents, and later in adults and the elderly. This course will review the development of sexuality using a lifespan perspective. It will focus on sexuality in infancy, childhood and adolescence. It will discuss biological and psychological milestones as well as theories of attachment and psychosexual development. Educational Objectives 1. Describe Freud’s theory of psychosexual development 2. Discuss sexuality in children from birth to age two 3. Describe the development of attachment bonds and its relationship to sexuality 4. Describe early childhood experiences of sexual behavior and how the child’s natural sense of curiosity leads to sexual development 5. Discuss common types of sexual play in early childhood, including what is normative 6. Discuss why it is now thought that the idea of a latency period of sexual development is inaccurate 7. Discuss differences in masturbation during adolescence for males and females 8. List and define the stages of Troiden’s model for development of gay identity 9. Discuss issues related to the first sexual experience 10. Discuss teen pregnancy Freud’s Contributions to Our Understanding of Sexual Development Prior to 1890, it was widely thought that sexuality began at puberty.
    [Show full text]
  • Postpartum Visit and Contraception Study
    Postpartum Visit and Contraception Study Arden Handler, DrPH, Rachel Caskey, MD, Kristin Rankin, PhD, Sadia Haider, MD, MPH University of Illinois School of Public Health Prepared for the Illinois Department of Healthcare and Family Services Project Dates: May 16th, 2014 to January 31st, 2015 Project Director: Katrina Stumbras, MPH Research Assistants: Vida Henderson, PharmD, MPH, Molly Murphy, MPH, Elizabeth Berkeley, Micaella Verro, Amy Solsman A special thank you to Tierra Williams, Sonya Dhanvanthari, and April Parks for their assistance with this project. This document was developed under grant CFDA 93.767 from the U.S. Department of Health and Human Services, Centers for Medicare & Medicaid Services. However these contents do not necessarily represent the policy of the U.S. Department of Health and Human Services, and you should not assume endorsement by the Federal Government. Postpartum Visit and Contraception Executive Summary Background Researchers at the University of Illinois School of Public Health undertook a multi-part effort to: identify and summarize the research related to what is known about the postpartum visit, strategies for increasing its use, as well as strategies for increasing uptake of postpartum contraception; to determine women’s and providers’ perspectives on alternative approaches to the delivery of postpartum care and contraception; and, to specifically explore the role of the Well-Baby Visit (WBV) in the early postpartum period as a time for women to discuss reproductive life planning and family planning needs. This work was funded by the Illinois Department of Healthcare and Family Services through its CHIPRA initiative. Why is this research important? Unintended pregnancy is highly prevalent in the US and is associated with increased risk of adverse reproductive and perinatal outcomes.
    [Show full text]
  • An Evidence Informed Toolkit for Comprehensive Prenatal Education
    What’s Missing: An Evidence Informed Toolkit for Comprehensive Prenatal Education Elise Blasingame, MSW Mica Whitfield, LMSW Amber Mack, MSW Sarah DiGirolamo, RN Contents Acknowledgements . 3 Executive Summary . 4 How to Use This Toolkit . 10 Cesarean Sections . 12 • Why This Topic is Important • How to Include • Topics to Include • Resources & Handouts • Discussion Questions Oral Health & Pregnancy . 18 • Why This Topic is Important • How to Include • Topics to Include • Resources & Handouts • Discussion Questions Health Literacy & Pregnancy Benefits . 21 • Why This Topic is Important • How to Include • Topics to Include • Resources & Handouts • Discussion Questions HIV & STI/STD’s During Pregnancy . 27 • Why This Topic is Important • How to Include • Topics to Include • Resources & Handouts • Discussion Questions Postpartum Care and Post-Birth Warning Signs . 30 • Why This Topic is Important • How to Include • Topics to Include • Resources & Handouts • Discussion Questions Cultural Competency • Why This Topic is Important . 34 • How to Include • Topics to Include • Resources & Handouts • Discussion Questions Evaluating Prenatal Education . 40 Testing Your Knowledge . 42 References . 46 Appendix . 48 Acknowledgements Healthy Mothers, Healthy Babies Would like to acknowledge the following funders for providing funding for the development of this toolkit. Dobbs Foundation Anthem Foundation Fulton-Dekalb Hospital Authority We would also like to thank the following individuals who provided insight and perspective in the development of this
    [Show full text]
  • My Pregnancy Book
    My Pregnancy Expert advice for every step My Pregnancy This book has been published by the HSE (2018). This is the second edition (2020). It is given to all parents-to-be. My Pregnancy is filled with expert advice from health professionals in the HSE, including doctors, midwives, nurses, physiotherapists, dietitians, psychologists and many more. Our team, led by Dr Fiona McGuire, has worked to give you the best advice on caring for yourself and your baby during your pregnancy, labour and birth. After the birth, you will receive 2 other books from your public health nurse: • My Child: 0 to 2 years • My Child: 2 to 5 years All of the information in these books, and more, is online at mychild.ie We hope that you can use these books and the website as a companion for every step from pregnancy through your child’s first 5 years. What parents-to-be said We asked parents-to-be what information would help them most during pregnancy. They told us the most important topics they wanted included. They also asked for: • common sense information and tips on pregnancy • advice on what to do if they had a problem • details of which people and services to get in touch with for more help and support They also told us they wanted this information to be available online and in a printed version to keep at home. Experience and knowledge The advice in this book and on mychild.ie is based on the most up-to-date information available within the health service, and on the experience and knowledge of maternal and child health and support services, voluntary organisations and parent groups.
    [Show full text]
  • 1 Ce4less.Com Ce4less.Com Ce4less.Com Ce4less.Com Ce4less
    1 Most people print off a copy of the post test and circle the answers as they read through the materials. Then, you can log in, go to "My Account" and under "Courses I Need to Take" click on the blue "Enter Answers" button. After completing the post test, you can print your certificate. Topics in Human Sexuality: Sexuality Across the Lifespan Adulthood/Male and Female Sexuality Introduction The development of sexuality is a lifelong process that begins in infancy. As we move from infancy to adolescence and adolescence to adulthood, there are many sexual milestones. While adolescent sexuality is a time in which sexual maturation, interest and experience surge, adult sexuality continues to be a time of sexual unfolding. It is during this time that people consolidate their sexual orientation and enter into their first mature, and often long term, sexual relationships. This movement towards mature sexuality also has a number of gender-specific issues as males and females often experience sexuality differently. As people age, these differences are often marked. In addition to young and middle age adults, the elderly are often an overlooked group when it comes to discussion of sexuality. Sexuality, however, continues well into what are often considered the golden years. This course will review the development of sexuality using a lifespan perspective. It will focus on sexuality in adulthood and in the elderly. It will discuss physical and psychological milestones connected with adult sexuality. Educational Objectives 1. Discuss the process of attaining sexual maturity, including milestones 2. Compare and contrast remaining singles, getting married and cohabitating 3.
    [Show full text]
  • Why Are Japanese Women Having Fewer Children?
    Gender, Family and Fertility: Why are Japanese Women Having Fewer Children? Kazue Kojima PhD University of York The Center for Women’s Studies 2013 September Abstract Japanese women are having fewer children than ever before. There have been many quantitative studies undertaken to attempt to reveal the reasons behind this. The Japanese government has been concerned about the future economic decline of the country, and has been encouraging women to have more children. Although the Japanese government has been supporting women financially, it has not focused on gender equality, making it more difficult for women to be able to pursue their chosen careers. Japanese women have greater access to higher education than ever before, yet the Japanese patriarchal social structure still compels women to rely on men and all but eliminates their independence. The Japanese male-dominated society is resistant want to change. Family ties are still very strong, and women are expected to take care of the household and do unpaid work, while men work outside the home and earn a paid salary. In the labour force, women do not enjoy the same level of equality and opportunity as their male counterparts, as it is naturally marry, have children, and take care of the family. The system is skewed in favor of the males. Women are not able to pursue the same career path as men; even from the start, women are often considered as candidates for potential wives for the male workers. In the course of this research, I conducted a total of 22 interviews of single and married Japanese women.
    [Show full text]
  • Childbirth Education
    Cheyenne Randrianarivony 6212 FM 933 Blu, TX 76627 (559) 542 - 6686 Childbirth Education December 02, 2020 You have graduated from your class… now what? Over the past few weeks we have learned, discussed, and practiced many things, however, you may still have questions. Here, you will find additional resources to many questions that may come up in the next few weeks or months… let’s dig in! First Trimester Understanding conception: https://www.youtube.com/watch?v=_5OvgQW6FG4 https://www.ucsfhealth.org/education/conception-how-it-works Physiology in pregnancy: https://www.youtube.com/watch?v=Ul-9rAZL2uM https://www.youtube.com/watch?v=dLsy2pJjTEg Birth philosophy/setting goals: https://www.babycenter.com/pregnancy/your-body/calculators-birthplan_10328792 https://birthingbasics.net/my-birthing-philosophy https://docs.google.com/document/d/1ddFb_NSJaENlWCx_2RmNo6GEgpNdyBdwnHDYQE7Hi Qk/edit?usp=sharing 2 Dispelling fear: https://docs.google.com/document/d/1nhCzApJp3jjrxJdnPh8_R1smpI_GHvi7TcYcnxhXPmg/e dit?usp=sharing https://www.youtube.com/watch?v=6tjwQUIHM1I Fetal development: https://www.babycenter.com/pregnancy/week-by-week https://www.youtube.com/watch?v=fKyljukBE70 Anatomy: https://youtu.be/toKpOSGyv5w https://www.pinterest.com/pin/430093833141929760/ Maternal development: https://www.glowm.com/section_view/heading/emotional-and-educational-components-of-pre gnancy/item/414 Nutritional needs: https://docs.google.com/document/d/1dZKC1aTpDsCbwrU3OS-Pe742XDvKWh00PEDNIsJ_Fq M/edit?usp=sharing https://docs.google.com/document/d/1OmK8524SJYX6Wpa79CAIKAOVGgXR00dUEeE4Zc3Gx
    [Show full text]
  • ACCLAIM Toolkit
    1 Contents How to Use the Toolkit ................................................................................................................................. 7 Community Leader Tools ............................................................................................................................ 11 Community Leaders’ Manual: Equipping community leaders for social action on health ..................... 12 Community Leader Refresher Training ................................................................................................. 102 Community Leader SOP ............................................................................................................................ 129 Contents ............................................................................................................................................... 129 SOP A0-1: Roles and Responsibilities of the EGPAF Staff ..................................................................... 132 SOP A0-2: Roles and Responsibilities of Trainers ................................................................................. 134 SOP A0-3: Roles and Responsibilities of Community Leaders .............................................................. 136 SOP A0-4: Community Leader Selection and Recruitment ................................................................... 138 SOP A0-5: Community Leader Screening and Registration .................................................................. 140 SOP A1: Conducting the Curriculum Adaptation Workshop
    [Show full text]