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PART II, SECTION 5 UNDERSTANDING
SPECIFIC ESC RIGHTS |
USING MODULE 14 IN A TRAINING PROGRAMTHE RIGHT TO HEALTHGO TO SECTION I - MODULE 14 |
The purpose of Module 14 is to provide an overview of the guarantees related to the right to health. This module should help trainees understand/clarify for themselves:
Suggested Methods¨ Brainstorming on the meaning of health: A facilitator could begin the session with a brainstorming exercise on the meaning of health. In this exercise, participants would be asked to give, in a few words, the meanings they attribute to health. These should be recorded on a board or chart paper. The statements should be written without discussing or clarifying them. In the second step, based on the statements made by the participants, the facilitator defines the meaning of the right to health. Next, s/he elaborates on various standards related to the right to health and explains the scope of the right and the obligations arising from the right. The brainstorming exercise would help the participants define the right to health without being restricted by existing definitions. ¨ Case study: The following case study and the questions raised could be used for initiating discussion on the right to health. The case study could also be used for generating a general discussion on economic, social and cultural rights. The Story of Luis
The question game: "But why?” To help the group recognize the complex chain of causes that led to Luis’ death, play the game, "But why?” Everyone tries to point out different causes. Each time an answer is given, ask the question "But why?” This way everyone keeps looking for still other causes. If the group examines only one area of causes, but others exist, the discussion leader may need to go back to earlier questions, and rephrase them so that the group explores in new directions. The question game might develop like this: Q: What caused Luis’s illness? A: Tetanus-the tetanus bacteria Q: But why did the tetanus bacteria attack Luis and not someone else? A: Because he got a thorn in his foot Q: But why did that happen? A: Because he was barefoot. Q: But why was he barefoot? A: Because he was not wearing sandals Q: But why not? A: Because they broke, and his father was too poor to buy him new ones. Q: But why was his father so poor? A: Because he is a sharecropper. Q: But why does that make him poor? A: Because he has to give half his harvest to the landholder. Q: But why? A: (A long discussion could follow depending on the local condition.) Q: Let us go back for a minute. What is another reason why the tetanus bacteria attacked Luis and not someone else? A: Because he was not vaccinated. Q: But why was he not vaccinated? A: Because his village was not covered by the vaccination team from the larger town. Q: But why was the village not covered? A: Because the villagers did not cooperate with the team when it did come to vaccinate. Q: What is another reason? A: The doctor refused to let the midwife give vaccinations. Q: But why did he refuse? A: Because he did not trust her. Because he thought it would be dangerous for the children. Q: But why did he think that way? Was he right? A: (Again a whole discussion) Q: But not all children who get tetanus die. Why did Luis die while others live? A: Perhaps it was God’s will Q: But why Luis? A: Because he was not treated adequately Q: Why not? A: Because the midwife tried to treat him with tea. Q: Why else? A: Because the doctor in San Ignacio could not treat him. He wanted to send Luis to Mazatlan for treatment. Q: But why? A: Because he didn’t have the right medicine. Q: Why not? A: Because it is too expensive. Q: But why is this life-saving medicine so expensive? A: (A whole discussion can follow. Depending on the group, this might include comments on the power and high profits of international drug companies, etc.) Q: But why did Luis’s parents not take him to Mazatlan? A: They did not have enough money. Q: Why not? A: Because the landholder charged them so much to drive them to San Ignacio. Q: Why did he do that? (A whole discussion on exploitation and greed can follow) A: Because they were poor. Q: But why are they poor? (This question will keep coming up.) 1. Taken from David Werner and Bill Bower, Helping Health Workers Learn (Palo Alto: The Hesperian Foundation, 1982), 26-30 |