Community Organizing Participatory Action Research Principles of COPAR

(COPAR) • People especially the most oppressed, exploited and deprived sectors are open to change, have
the capacity to change and are able to bring about the change
Approaches to Community Development • COPAR should be based on the interests of the poorest sectors of society
• Welfare approach • COPAR should lead to a SELF RELIANT community and society.
• Modernization approach
• Transformatory/Participatory approach Critical Steps:
1. Integration
• Social development approach that aims to transform the apathetic, individualistic, and voiceless 2. Social Investigation
poor into dynamic, participatory and political responsive community. 3.
• Collective, participatory, transformative, liberative, sustained and systematic process of building
people’s organization by mobilizing and enhancing the capabilities and resources of the people for Phases/COPAR process
the resolution of their issues of concerns towards effecting change in their existing oppressive and • Pre entry
exploitative conditions (1994 National Rural Conference) • Entry
• Research phase (Community Diagnosis)
Importance of COPAR: • Organizational Building
• Prepares people to eventually take over the management of a development program in the • Community action Phase
future. • Sustenance and Strengthening
• Maximizes community participation and involvement: community resources are mobilized for

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health development services. Pre-entry
• Initial phase of organizing process where the community organizer (CO) looks for
Methods: communities to serve/help
• Action-Reflection-Action Sessions (ARAS)

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• The simplest phase in terms of actual output, activities and strategies and time spent
• Consciousness raising through experiential learning Activities
• Consensus building • Designing a plan for community development
• Mass – Based Leadership • Designing criteria for selection of site
• Actual selection of site for community care

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• Preliminary social investigation (PSI) networking with local government units (LGU’s), Non-
Criteria in Initial Site Selection: government Organizations (NGO’s) and Health resources Development Programs (HRDP)
P – Poor
D – Depressed Pre- entry phase (Community Level)
O – Oppressed • Conduct Preliminary Social Investigation or PSI

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M – Marginalized • Do initial networking/consultation
E - Exploited • General secondary data
• Make long/short list of potential communities

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Importance of COPAR • Conduct ocular survey of shortlisted community
• Important tool for community development and people empowerment • Interview barangay officials
• It prepares people to eventually take over the management of a development program in the • Identify project site/alternative
future • Coordinate with LGU’s for assistance
• It maximizes community participation and involvement • Develop community profile from secondary data

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• Develop survey tools
Processes/Methods Used • Orient/train students/staff on baseline data
• A progressive cycle of Action Reflection Action Session (ARAS) • Pay courtesy call to community leaders
• Consciousness-Raising. • Conduct community assembly
• PARTICIPATORY AND MASS-BASED • Conduct baseline survey

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• Group-centered and not leader-oriented • Identify/develop materials for information dissemination
• Conduct staff planning/strategizing for entry phase
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• Implement/monitor/evaluate health projects
Entry phase
• Social preparation phase Sustenance and Strengthening Phase
– Integration • Occurs when the community organization has already been established and the community
– Sensitization members are already actively participating in community-wide undertakings
– Motivating • Set-up committees

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– Mobilizing Activities
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• Core group (CG) formation
• Development of criteria for selection of core group members
• Formulation and ratification of constitution and by laws
• Identification, development of secondary leaders
• Define roles/tasks/functions of CG • Set up financing scheme for community health programs
• Deliver essential basic health services • Formalize and institutionalize linkages, networks, referral systems
• Continuing social investigation • Continuing education of community leaders, CHW’s and residents (household level)
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• Conduct a team building Activities • Development of medium/long term health and development plans
• Present baseline survey results to the community
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• Conduct Self Awareness leadership Training (SALT) Types of Community Diagnosis

• Consult community to organize • Comprehensive
– Community health Organization • Problem-oriented
– Community Research team

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Comprehensive Community Diagnosis
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Research Phase (Community Diagnosis) Elements:

• Clarify the research issues

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• Demographic variables
• Identify the data needed • Socio-economic and cultural variables
• Identify the sources of the information • Health and Illness Patterns

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• Identify the research that are appropriate • Health resources
• Formulate the research tool • Political/leadership patterns
• Pre-test the tool

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• Collect data Problem-Oriented Community Diagnosis
• Tabulate the data • A type of assessment that responds to a particular needs
• Analyze/Interpret the primary data
• Prioritize the problems Community Diagnosis: The process
• Recommends programs based on the problems identified

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• Collecting
• Prepare for the research validation • Organizing
Organization-building phase
• Election of officers, delineation of roles, functions, tasks
• Develop management procedures and system
• Working out legal requirements for establishment of organization.
• Synthesizing
• Analyzing
• Interpreting health data

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Steps in Conducting Community Diagnosis
• Determining the objectives
Community Action Phase

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• Defining the study population
• Organization and training of community health workers (CHW’s) • Determining the data to be collected
– Development of criteria for selection of CHW • Collecting the data
– Selection and training

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• Develop the instrument
• Setting up linkages/network referral system • Actual data gathering

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• Community development projects • Data collation
• Initial identification and implementation of resources schemes • Data analysis/interpretation/recommendation
• Consolidate community diagnosis and PAR results • Data presentation

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• Formulate community health plan • Identifying the community health nursing problems
• Link with LGU’s for financing and technical assistance
 • Priority setting

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f. Story telling
Categories of community nursing problems g. Picture analysis

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• Health status problems h. Song analysis
• Health resources problems i. Poetry
j. Case analysis

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• Health-related problems
k. Panel discussions
Criteria for Priority Setting l. Open forum
• Nature of the problem presented m. Sharing sessions
• Magnitude of the problem n. Collage making

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• Modifiability of the problem o. Photo language
• Preventive potential p. Puppet shows

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q. Herb hunting
r. Exposure / Field trip
s. Workshops
t. Simulation
u. Structured Learning Experience
Criteria for choosing training methods

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Presentation of the Data

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Chapter I - Introduction IV. Inductive and Deductive methods learning experience
Ø Background of the study V. Steps in Facilitation
Ø Purpose of the study VI. Communication
Ø Spot map a. Definition

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Ø Significance of the study b. Importance of communication and training
Ø Scope and Delimitation c. Barriers to Communication
Chapter II – Methodology VII. Designing effective training programs
Ø Data Collection procedure Steps in making a training session plan:

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Ø Sampling design 1. Conduct needs analysis.
Ø Research design 2. Determine training requirement.
Chapter III – Presentation, Analysis and Interpretation of Data 3. Determine objectives and standard.
– Line or curve graphs 4. Develop course content.
– Bar graphs 5. Selection of instructional methods and media.

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– Area diagrams/Pie graphs 6. Perform test run.
Chapter IV – Findings, Conclusion and Recommendation 7. Conduct program plan.
Ø Bibliography 8. Evaluate program.
Ø Appendices 9. Revise program.

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Basic Training of Student Trainors Outline for Trainors’ Training Program
I. Concept of Training and Learning I. Identify the vision of the community
Ø Definition of Terms II. Presentation of the National and Local Health Situation

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Ø Major components of training III. Concept of health and illness
Ø Schools of thought and learning IV. Problems identification
II. Training Methodologies and Techniques V. PAR
a. Lecture VI. Community assembly
b. Evocative discussions VII. Documentation

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c. Role plays
d. Games Self Awareness and Leadership Training (SALT)
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• Set Objectives
Session I. Concept of man Project Management Training Program
A. Activity: Human name • Set objectives
B. Input: Concept of man Session I. Management

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Session II. Introduction
• Ice breaker
• Topic: National/Local health situation
Session II. Decision making
Session III. Financial management
Session IV. Monitoring and evaluation
Session V. Project Proposal
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• Activity: Games of Why’s
• Topic: Communication Specialized health Skills Training
• Activity: Monk’s meal • Set objectives
• Topic: Community Organization Session I. Home Delivery
• Activity: Mystery Box Session II. Traditional/Alternative Medicine
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• Topic: Vision-Mission
• Activity: Workshop on Vision-Mission
• Topic: Leadership
• Activity: Build a tower
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• Input: Define leadership, characteristics of the leader, kinds of the leader
• Evaluation: Role play Advanced Health Skills Training
• ARAS • Set objectives
Session I. Physical assessment
Basic Health Skills Training Session II. First Aid

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• Session I Session III. First Aid measure
A. Set objectives Session IV. High risks mothers and infants
B. Leveling of expectation Session V. Common abnormalities
C. Activity: Games of Why

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D. Input: Local/national situation
E. Processing
F. Input: Primary health care

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G. Input: Concept of Health and Illness
H. Evaluation
• Session II
A. Input: Factors Affecting Health and Illness

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B. Input: Anatomy and Physiology

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• Session III
A. Input: Vital signs
B. Activity: Demonstrate and Return Demonstration
• Session IV
A. Input: Physical Assessment

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B. Activity: Demonstrate and Return Demonstration

• Session V
A. Input: Common diseases occurring in the community
B. Activity: Return Demonstration

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• Session VI
A. Input: Maternal and Child Care